Secondary Level Implementation Checklist

RI-SWPBIS

Secondary Level Implementation Checklist

Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
1. Universal Level PBIS System Implemented
a)Representative universal team established and meets at least
monthly to review/support effective SWPBIS systems
b)Critical features of SWPBIS system implemented for classroom and non-classroom locations
c)Organized data collection system implemented and data review schedule established
d)All school staff have been instructed in using a function based perspective in assessing motivation for problem behavior
Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
2. Bridging Universal to Secondary
(See Section 1 in the Secondary Training and Resource Manual, Overview to Secondary Intervention Systems)
a) Complete the “Working Smarter” Asset Inventory
1) Identify existing formal and informal systems/programs that address student academic and behavioral concerns
2) Decide with the school whether certain support systems (Teams, Committees, processes, etc.) will be combined for more efficient practices based on the completed inventory of system supports
3) Team membership is adjusted based on the decision to combine existing support systems

PaulV.SherlockCenter on Disabilities at Rhode Island College, RIPBISState Leadership Team

Version dated 10.16.2008

RI-SWPBIS

Secondary Level Implementation Checklist

Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
3. Establish Targeted Team
(See Section 2 in the Secondary Training and Resource Manual, Establishing your Targeted Team)
a)Establish team membership
(Minimum must include school administrator;
teachers; school psychologist; social worker; behavioral
specialist)
b)Ensure team has members with competence in behavioral analysis and an understanding of the core concepts underlying PBIS, academic expertise and family engagement skills - new team members will participate in training
c)Establish and document expectations of team participants
d)Develop team operating procedures and requirements
1) Determine meeting roles (e.g. facilitator,
decision-note taker/time-keeper)
2) Identify administrative support for team
3) Establish action planning/decision log
4) Establish regular meeting schedule for team
(at least 2 x monthly)
5) Identify a Targeted Team Coach
e)Develop plan to get feedback and communicate progress of team to faculty/staff (at least monthly)
f)Develop plan to communicate progress to families (at least monthly)

PaulV.SherlockCenter on Disabilities at Rhode Island College, RIPBISState Leadership Team

Version dated 10.16.2008

RI-SWPBIS

Secondary Level Implementation Checklist

Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
4. Establish Referral Process for Secondary Systems
(See Section 3 in the Secondary Training and Resource Manual, Establishing Referral Process for Secondary Systems)
a)Establish process to identify students who will require additional academic/behavioral support
1) Establish data-based criteria
2) Establish informal/formal process for screening entire student body
b)Begin to develop your Secondary System Flow Chart
c)Develop referral form for referral to Targeted Team
d)Ensure staff trained in data-based criteria and procedures for referral to Targeted Team
e)Develop procedure for parent notification/permission as required by district policy
Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
5. Establish Functional Behavioral Assessment System
(See Section 4 in the Secondary Training and Resource Manual, Functional Behavioral Assessment)
a)Develop process to assess function (e.g. antecedents/reinforces) of behavior
1)Review SWIS and other available data re: referred students
2)Assess primary behavioral pathway
3)Conduct intermediate functional behavioral assessment (FACTS)
b)Add functional assessment process to your Secondary System flow chart

PaulV.SherlockCenter on Disabilities at Rhode Island College, RIPBISState Leadership Team

Version dated 10.16.2008

RI-SWPBIS

Secondary Level Implementation Checklist

Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
6. Develop Secondary Level Interventions
(See Section 5 in the Secondary Training and Resource Manual, Developing and Monitoring Secondary Level Interventions)
a)Develop menu of supports for secondary level interventions (Designed for students who are not responding to Universal interventions. These interventions are implemented in a similar manner for all students. Eligible students might need additional social, academic, and/or organizational support.)
b)Link interventions with defined assumed functions
1)If seeking or avoiding adult attention
(e.g. check-in/checkout / HUG/other)
2)If seeking or avoiding peer attention
(e.g. social skills groups/mentoring/peer
groups/other)
3)If avoiding academic engagement
(e.g. homework clubs/tutoring/PASS academic
support/other)
c)Train all staff on targeted group interventions as they are developed
d)Add targeted group interventions to Secondary System flow chart
e)Establish data collection method for each intervention on menu of supports

PaulV.SherlockCenter on Disabilities at Rhode Island College, RIPBISState Leadership Team

Version dated 10.16.2008

RI-SWPBIS

Secondary Level Implementation Checklist

Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
7. Develop Process for Monitoring Secondary
Interventions
(See Section 5 in the Secondary Training and Resource Manual, Developing and Monitoring Secondary Level Interventions)
a)Establish schedule for data review
b)Develop efficient system for organizing and entering data related to each intervention
c)Monitor data collection to ensure reliability of data
d)Review data to determine efficacy/fidelity of interventions
e)Revise or redesign intervention or student assignment based on data collected
f)Add data monitoring process to Secondary System flow chart
Critical Features PBIS Secondary System / Presented to staff for feedback/support / Task
Completed / Critical
Feature Implemented / Documented in
Accomplishments
Binder
8. Bridging Targeted to Tertiary Supports
a)Develop a procedure, using data, to identify individual students who are not responding to Targeted Team group interventions and who may be in need of tertiary level supports – to include an Intensive Functional Behavioral Assessment
b)Complete the “Working Smarter” Asset Inventory
1) Identify existing formal and informal systems/programs that address student academic and behavioral concerns
2) Decide with the school whether certain support systems (Teams, Committees, processes, etc.) will be combined for more efficient practices based on the completed inventory of system supports
3) Team membership is adjusted based on the decision to combine existing support systems

PaulV.SherlockCenter on Disabilities at Rhode Island College, RIPBISState Leadership Team

Version dated 10.16.2008