A team-based process for designing Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: How does my school-site leadership team design a CI3T model? Lane, K. L., Oakes, W. P., Jenkins, A., Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: How does my school-site leadership team design a CI3T model? Preventing School Failure, 58, DOI: / X

Agenda Introduction Securing Commitments and Clarifying Agreements  Determining Faculty & Staff Interest  Establishing the CI3T Leadership Team The CI3T Prevention Plan  Primary (Tier 1)  Secondary (Tier 2)  Tertiary (Tier 3) Professional Development Training Series CI3T Training Project 2

Introduction A team-based training approach results in increased knowledge, confidence and use of CI3T practices School-site faculty and staff who view the plan to be socially valid are more likely to implement with fidelity in the first year (Lane, Kalberg et al., 2009) Schools implementing with fidelity experience decreases in student behavioral risk (Lane, Menzies, Oakes, Kalberg, 2012) CI3T Training Project 3

Introduction Student behavior risk scores are predictive of important academic and behavioral outcomes (Ennis, Lane, & Oakes, 2012) Integrated Tier 2 interventions have shown improved academic and behavioral outcomes (Lane, Graham et al., 2010) At Tier 3, functional assessment-based interventions resulted in improved academic and behavioral performance in CI3T schools (Germer et al., 2011) CI3T Training Project 4

Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tiered (CI3T) Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Curricula Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk CI3T Training Project 5

Securing Commitments & Clarifying Agreements System Change for effectively and efficiently meeting the diverse learning needs of all students Interdisciplinary approach District commitments University or technical assistance network supports Family and community partners CI3T Training Project 6

Districtwide Training Model STL CI3T Training Project 7 Phase and Task Year 1Year 2Year 3Year 4Year 5Year 6Year 7 FSpSuFSpSuFSpSuFSpSF SuFSpSuFSpSu Phase 1: Prepare Cohorts 1 and 2 Project Staff and District Coaches: Establish Training Module, Develop Non-negotiable Practices for Implementation Project staff: Train Cohorts 1- 2 (or ≈ 11 schools) Project staff and District Coaches: Implement: Cohorts (or ≈ 11) District Coaches: Sustain Practices with Technical Assistance from Project Phase 2: Prepare Cohorts 3 and 4 Project Staff: Train Cohorts 3-4 (or ≈ 11 schools) Project Staff and District Coaches: Implement: Cohorts (or ≈ 11) District Coaches: Sustain practices with Technical Assistance from Project Phase 3: Prepare Cohorts 5 and 6 Project Staff: Train Cohorts (or ≈ 11 schools) Project Staff and District Coaches: Implement: Clusters 5-6 (or ≈ 11) District Coaches: Sustain practices with Technical Assistance from Project Phase 4: Prepare Cohorts 7 and 8 Project Staff: Train Cohorts 7-8 (or ≈ 11 schools) Project Staff and District Coaches: Implement: Cohorts (or ≈ 11) District Coaches: Sustain practices with Technical Assistance from Project Figure 1. Districtwide training model with technical assistance… (p.130) Lane, K. L., Oakes, W. P., Jenkins, A., Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: How does my school-site leadership team design a CI3T model? Preventing School Failure, 58, DOI: / X

Determining Faculty and Staff Interest Conduct awareness activities Overview information on CI3T models of prevention –purpose; how they are designed; alignment with the framework to be consistent with school’s goals values and culture Opportunities for all faculty and staff to contribute their opinions in developing the CI3T plan CI3T Training Project 8

Commitment for Successful Implementation CI3T Leadership Teams will have A district CI3T Leadership Team for support Active participation of school administrators with decision making authority A commitment to meeting needs of all students A commitment to installing evidence-based practices A commitment to sustainability using implementation sciences CI3T Training Project 9

CI3T Leadership Team To successfully create an integrated and sustainable CI3T framework, leadership from all levels will have to work collaboratively CI3T Leadership Teams establish the structures to allow the system to function effectively CI3T Training Project 10

CI3T Leadership Team Membership Team members Have primary responsibilities for designing, leading implementation, and evaluating the school’s plan Will support stakeholders as they become familiar with the changes Have authority to make decisions and enact changes based on schoolwide data and improvement goals Have the ability to allocate resources including time to support the CI3T plan’s design and implementation CI3T Training Project 11

_________________________ School’s CI3T Primary Intervention Plan Mission Statement Purpose Statement School-Wide Expectations *see Expectation Matrix Area I: Academics Responsibilities Faculty and Staff: Teach core programs with fidelity: (1) List programs (2) (3) Time (in min): Conduct, report, and use screening and assessments (see Assessment Schedule) Area II: Behavior Responsibilities Faculty and Staff: Teach setting lessons according to school schedule: Conduct, report, and use screening and assessments (see Assessment Schedule) Area III: Social Skills Responsibilities Faculty and Staff: Teach core program(s) with fidelity: (1) List programs Number of Lessons: How often: How long: Conduct, report, and use screening and assessments (see Assessment Schedule) The CI3T Plan CI3T Training Project 12

13 Academic Social Behavior Three Core Features

CI3T Primary Plan CI3T Training Project 14 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press.

ELEMENTARY Settings ClassroomHallwayCafeteriaPlaygroundBathroomBus Be Respect - Follow directions -Use kind words and actions - Control your temper - Cooperate with others - Use an inside voice - Use a quiet voice - Walk on the right side of the hallway - Keep hands to yourself - Use an inside voice - Use manners - Listen to and follow adult requests - Respect other peoples’ personal space - Follow the rules of the game - Use the restroom and then return to class - Stay in your own bathroom stall - Little talking - Use kind words towards the bus driver and other students - Listen to and follow the bus drivers’ rules Be Responsible - Arrive to class on time - Remain in school for the whole day - Bring your required materials - Turn in finished work - Exercise self- control - Keep hands to yourself - Walk in the hallway - Stay in line with your class - Make your choices quickly - Eat your own food - Choose a seat and stick with it - Clean up after yourself - Play approved games - Use equipment appropriately - Return equipment when you are done - Line up when the bell rings - Flush toilet - Wash hands with soap - Throw away any trash properly - Report any problems to your teacher - Talk quietly with others - Listen to and follow the bus drivers’ rules - Remain in seat after you enter the bus - Use self-control Give Best Effort - Participate in class activities - Complete work with best effort - Ask for help politely - Walk quietly - Walk directly to next location - Use your table manners - Use an inside voice - Include others in your games - Be active - Follow the rules of the game - Take care of your business quickly - Keep bathroom tidy - Listen to and follow the bus drivers’ rules - Keep hands and feet to self Establish, Clarify, Define Expectations Lane, Kalberg, & Menzies (2009)

CI3T Training Project 16 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press. CI3T Primary Plan

CI3T Training Project 17 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press. CI3T Primary Plan

CI3T Training Project 18 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press. CI3T Primary Plan

CI3T Training Project 19 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press. CI3T Primary Plan

CI3T Training Project 20 Figure 2. CI3T Primary Prevention Plan Adapted from Box 4.2 Page 50 Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press. CI3T Primary Plan

Measure Aug SeptOctNovDecJan FebMarchApril May School Demographics Student Demographic Information Screening Measures Student Outcome Measures - Academic Student Outcome Measures - Behavior Program Measures Social Validity - PIRS Schoolwide Evaluation Tool (SET) CI3T Treatment Integrity Assessment Schedule

The Professional Development Training Series CI3T Training Project 22 1:Two-Hour After School 2: Full Day 3: Two-Hour After School 4: Full Day 5: Two-Hour After School 6: Full Day Primary Secondary Teritiary Secondary Prevention Stand Alone Sessions Tertiary Prevention Series Primary Prevention Series MarchFebruary January May November DecemberFebruary January November December January February March April Share revised CI3T plan; Complete CI3T Feedback Form Finalize & Share Expectation Matrix and Teaching & Reinforcing Components Share Screeners Complete Assessment Schedule Share Overview with Faculty & Staff; Build Reactive Plan Share CI3T plan; Complete PIRS & Secondary Grid Figure 5. Comprehensive, Integrated, Three-tiered (CI3T) Models of prevention training sequence. Lane, K. L., Oakes, W. P., Jenkins, A., Menzies, H. M., & Kalberg, J. R. (2014). A team-based process for designing Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention: How does my school-site leadership team design a CI3T model? Preventing School Failure, 58, DOI: / X

Share Overview with Faculty & Staff; Build Reactive Plan Session 1: 2 hr CI3T Models: An Overview Session 2: full day Building the Primary Prevention Plan Session 3: 2 hr How to Monitor the Plan Session 4: Full Day Building Tier 2 Supports Session 5: 2 hr Building Tier 3 Supports Session 6: Full Day Prepare to Implement Finalize & Share Expectation Matrix and Teaching & Reinforcing Components HW Share Screeners Complete Assessment Schedule HW Share CI3T plan; Complete PIRS & Secondary Grid HW Share revised CI3T plan; Complete CI3T Feedback Form HW

The Schoolwide Expectation Survey for Specific Settings Respect Follow Directions0 1 2 Use kind words0 1 2 Control your temper0 1 2 Cooperate with others0 1 2 Use an inside voice0 1 2 Responsibility Best Effort Classroom Arrive to class on time0 1 2 Remain in school for the whole day0 1 2 Bring your required materials0 1 2 Turn in finished work0 1 2 Exercise self-control0 1 2 Participate in class activities0 1 2 Complete work with best effort0 1 2 Ask for help politely0 1 2

Interpreting the SESSS 25 Number and percentage of total school personnel who rated the behavior as critical for student success NUMBER PERCENTAGE Number of school personnel who returned the survey Available at CI3T.org

Reactive Plan CI3T Training Project 26

Share Overview with Faculty & Staff; Build Reactive Plan Session 1: 2 hr CI3T Models: An Overview Session 2: full day Building the Primary Prevention Plan Session 3: 2 hr How to Monitor the Plan Session 4: Full Day Building Tier 2 Supports Session 5: 2 hr Building Tier 3 Supports Session 6: Full Day Prepare to Implement Finalize & Share Expectation Matrix and Teaching & Reinforcing Components HW Share Screeners Complete Assessment Schedule HW Share CI3T plan; Complete PIRS & Secondary Grid HW Share revised CI3T plan; Complete CI3T Feedback Form HW

ELEMENTARY Settings ClassroomHallwayCafeteriaPlaygroundBathroomBus Be Respectful - Follow directions -Use kind words and actions - Control your temper - Cooperate with others - Use an inside voice - Use a quiet voice - Walk on the right side of the hallway - Keep hands to yourself - Use an inside voice - Use manners - Listen to and follow adult requests - Respect other peoples’ personal space - Follow the rules of the game - Use the restroom and then return to class - Stay in your own bathroom stall - Little talking - Use kind words towards the bus driver and other students - Listen to and follow the bus drivers’ rules Be Responsible - Arrive to class on time - Remain in school for the whole day - Bring your required materials - Turn in finished work - Exercise self- control - Keep hands to yourself - Walk in the hallway - Stay in line with your class - Make your choices quickly - Eat your own food - Choose a seat and stick with it - Clean up after yourself - Play approved games - Use equipment appropriately - Return equipment when you are done - Line up when the bell rings - Flush toilet - Wash hands with soap - Throw away any trash properly - Report any problems to your teacher - Talk quietly with others - Listen to and follow the bus drivers’ rules - Remain in seat after you enter the bus - Use self-control Give Best Effort - Participate in class activities - Complete work with best effort - Ask for help politely - Walk quietly - Walk directly to next location - Use your table manners - Use an inside voice - Include others in your games - Be active - Follow the rules of the game - Take care of your business quickly - Keep bathroom tidy - Listen to and follow the bus drivers’ rules - Keep hands and feet to self Establish, Clarify, Define Expectations Lane, Kalberg, & Menzies (2009)

Primary Intervention Plan Statement Purpose Statement School-Wide Expectations *see Expectation Matrix Area I: Academics Responsibilities Students will: Area II: Behavior Responsibilities Students will: Area III: Social Skills Responsibilities Students will: Faculty and Staff will: Parents will: Administrators will: Lane & Oakes 2012

Share Overview with Faculty & Staff; Build Reactive Plan Session 1: 2 hr CI3T Models: An Overview Session 2: full day Building the Primary Prevention Plan Session 3: 2 hr How to Monitor the Plan Session 4: Full Day Building Tier 2 Supports Session 5: 2 hr Building Tier 3 Supports Session 6: Full Day Prepare to Implement Finalize & Share Expectation Matrix and Teaching & Reinforcing Components HW Share Screeners Complete Assessment Schedule HW Share CI3T plan; Complete PIRS & Secondary Grid HW Share revised CI3T plan; Complete CI3T Feedback Form HW

What screening tools are available?

Examining your screening data … … IMPLICATIONS FOR PRIMARY PREVENTION EFFORTS … IMPLICATIONS FOR TEACHERS … IMPLICATIONS FOR STUDENT-BASED INTERVENTIONS See Lane, Menzies, Bruhn, and Crnobori (2011)

Share Overview with Faculty & Staff; Build Reactive Plan Session 1: 2 hr CI3T Models: An Overview Session 2: full day Building the Primary Prevention Plan Session 3: 2 hr How to Monitor the Plan Session 4: Full Day Building Tier 2 Supports Session 5: 2 hr Building Tier 3 Supports Session 6: Full Day Prepare to Implement Finalize & Share Expectation Matrix and Teaching & Reinforcing Components HW Share Screeners Complete Assessment Schedule HW Share CI3T plan; Complete PIRS & Secondary Grid HW Share revised CI3T plan; Complete CI3T Feedback Form HW

Primary Intervention Rating Scale Purpose: to obtain information to understand people’s opinions about goal, procedures, and outcomes. Completed AFTER the plan has been shared and questions answered. Respondents read each statement circle the number which best describes their agreement or disagreement with each statement. State of Tennessee DOE Technical Assistance Grant IRB # PIRS scores have predicted implementation in previous studies!

Sample Secondary Intervention Grid Secondary Intervention Grid

Share Overview with Faculty & Staff; Build Reactive Plan Session 1: 2 hr CI3T Models: An Overview Session 2: full day Building the Primary Prevention Plan Session 3: 2 hr How to Monitor the Plan Session 4: Full Day Building Tier 2 Supports Session 5: 2 hr Building Tier 3 Supports Session 6: Full Day Prepare to Implement Finalize & Share Expectation Matrix and Teaching & Reinforcing Components HW Share Screeners Complete Assessment Schedule HW Share CI3T plan; Complete PIRS & Secondary Grid HW Share revised CI3T plan; Complete CI3T Feedback Form HW

Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Social Skills/ Character Education Curricula

CI3T: Tertiary Prevention CI3T: Secondary Prevention CI3T: Primary Prevention Session 1: Overview of CI3T Prevention Models Setting a Purpose Establish team meetings and roles Session 2: Mission and Purpose Establish Roles and Responsibilities Procedures for Teaching Procedures for Reinforcing Reactive Plan Session 3: Procedures for Monitoring Session 4: Revise Primary Plan using Stakeholder feedback Prepare presentation Session 5: Overview of Teacher focused Strategies Overview of Student Focused Strategies Using data to determine Draft the Secondary Intervention Grid based on existing supports Session 6: Final revisions of CI3T Plan based on stakeholder feedback Draft Tertiary Prevention Intervention Grids Design Implementation Manual and Plan for roll out to faculty, students, and parents MTSS: CI3T Training Series Additional Professional Development on Specific Topics Core Content Curriculum Teacher Drive Supports: Instructional Techniques to Improve Students’ Motivation; General Classroom Management Practices; Low Intensity Behavior Supports Functional Assessment- based Interventions Reading, Math, Writing Benchmarking and Progress Monitoring Tools Student Driven Interventions, Strategies, & Practices Check In - Check Out Additional Tier 3 Supports CI3T Team Training Sequence

Behavior Screening Tools Using School- wide Data to Identify Students for Tier 2 and Tier 3 Supports Using Instructional Techniques to Improve Students' Motivation Using Simple Strategies to Improve Classroom Behavior Using Self- Monitoring Strategies to Improve Academic Performance Professional Development: A Collaborative Effort to Empower Public School Systems Project Empower September 12 October 7 November 21 January 30 March 5 Five 2-hour sessions held after school: 5-7pm to Calendar and Search Project Empower)

Questions, thoughts, and considerations …. Activities!

Considerations: 1.Write a district commitment statement. 2.What resources are available to support this system change effort? Release time for CI3T leadership team for planning, curriculum purchases, professional learning, onsite or remote coaching supports, implementation. Considerations: 1.Write a district commitment statement. 2.What resources are available to support this system change effort? Release time for CI3T leadership team for planning, curriculum purchases, professional learning, onsite or remote coaching supports, implementation. 3.Who are the key personnel to support CI3T design and implementation? (Leadership decisions, curriculum decisions, data systems design and management) 4.What technical assistance (TA) supports are available to your school – state TA, university partners, other providers? 3.Who are the key personnel to support CI3T design and implementation? (Leadership decisions, curriculum decisions, data systems design and management) 4.What technical assistance (TA) supports are available to your school – state TA, university partners, other providers?

Considerations: 1.What initial conversations could you have with your faculty about CI3T? 2.What informational sessions would best fit your faculty needs and preferences? Considerations: 1.What initial conversations could you have with your faculty about CI3T? 2.What informational sessions would best fit your faculty needs and preferences? Book Study Focus Groups Invited Speakers Q and A Surveys Webinars

Moving Forward Questions: Thank you!