Implementing Comprehensive, Integrated, Three- Tiered (Ci3T) Models of Prevention: Installing Systematic Screening for Behavior Council for Children with Behavioral Disorders 2015 Conference Wendy Peia Oakes, Ph.D. Arizona State University Ci3T Research Projects

Implementing Ci3T Models of Prevention Department of Education (DOE): Institute of Education Sciences USD 497 Lawrence Public Schools The University of Kansas Arizona State University Ci3T Research Projects 2

Agenda Ci3T Monitoring Procedures – Systematic Screening for Behavior Exploring screening? Are you ready to install screening? Preparing Screening Scoring Interpreting Responding Ci3T Research Projects 3

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 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

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Essential Components: Procedures for Monitoring Primary Prevention Systematic Screening AcademicBehavior Treatment Integrity Social Validity Critical information for school and district teams

Procedures for Monitoring Student Measures Academic: CBM reading and math benchmark Writing assessments Progress grades Formative assessments State achievement assessment Behavior: Office discipline referrals majors and minors Attendance Behavior screening Social Skills: Bullying referrals Attendance Nurse Office Visits Office discipline referrals majors and minors Behavior screening Program Measures Social Validity: Faculty and staff surveys Parent meetings Student surveys Treatment Integrity: Faculty and staff self-report checklist Classroom observations Schoolwide and Ci3T Team surveys and measures Program Goals: 80% of more of students will meet or exceed reading, math and writing benchmarks Reduce achievement gaps between student subgroups Increase reliability of reporting discipline referrals 80% or more students rated as low risk on behavior screener

Measure Aug SeptOctNovDecJan FebMarchApril May School Demographics Student Demographic Information X X X X X X X X X X Screening Measures AIMSweb reading and math X X Writing benchmark X X Student Risk Screening Scale – Internalizing Externalizing XX Student Outcome Measures - Academic Progress grades (report cards) XX X X State assessments X AIMSweb Reading and Math X Student Outcome Measures - Behavior Rate of Office Referrals X X X X X X X X X X Attendance X X X X X X X X X X Program Measures Social Validity - PIRS XX X Schoolwide Evaluation Tool (SET) X X X CI3T Treatment Integrity X X X Ci3T Research Projects 8

One free-access screening tool Student Risk Screening Scale (SRSS; Drummond, 1994) The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior. Uses 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3 Teachers evaluate each student on the following items - Steal- Low Academic Achievement - Lie, Cheat, Sneak- Negative Attitude - Behavior Problem - Aggressive Behavior - Peer Rejection Student risk is divided into 3 categories Low0 – 3 Moderate4 – 8 High9 – 21 (SRSS; Drummond, 1994)

Student Risk Screening Scale- Internalizing & Externalizing (SRSS-IE) Includes the 7-items and anchors from the SRSS PLUS Internalizing Subscale Elementary (5 items) Middle and High (under development) (Lane, Oakes, Harris, Menzies, Cox, & Lambert, 2012)

Supporting Research for Behavior Screening Lane, Parks, et al. (2007) Severson, Walker, et al. (2007) Lane, Kalberg, Parks, et al. (2009) Lane, Little, et al. (2009) Oakes, Wilder, et al. (2010) Lane, Bruhn, et al. (2010) Ennis, Lane, et al. (2011) Lane, Oakes, Ennis, et al. (2011) Menzies & Lane (2012)

Initial Considerations for Installing Screening Do we have district support for screening? Have we examined multiple tools and selected the one to meet our needs? Have our faculty and staff participated in professional learning? Have we had conversations with out parent organizations? Have we informed parents of the purpose for this practice? Do we have school leaders to manage the process? Do we have a secure method for collecting and managing data? Do we have access to multiple sources of data? Can teachers efficiently access these data? Do we have an organized plan for responding to students’ needs? Do we have a plan for communicating with parents? Ci3t Research Projects 12

What is your school’s readiness?

Part 1. Administration Before Screening Preparing

Who should manage the screening process? Two site-based screening leaders Technology specialist Confirm Items and anchors are accurate. All classes are prepopulated with student names and identification numbers. All students are represented.

When should we administer the SRSS? Three times per year Set the calendar at the start of the year

AugSeptOctNovDecJanFebMarAprMay School Demographics XXXXXXXXXX Student Outcome Academic Measures Reading: Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) Benchmark XXX District Writing Assessment XXXXX Math/ Language Arts: Tungsten Formative Assessment XXXXXXX Report Cards XXXX State Achievement Assessment (AIMS) X Student Outcome Behavior Measures Screener: Student Risk Screening Scale (SRSS; Drummond, 1994) XXX Discipline: Office Discipline Referrals (ODR) XXXXXXXXXX Attendance (Tardies/ Absences) XXXXXXXXXX Report Card Comments XXXX Referrals Special Education Child Study Team Social Work XXXXXXXXXX Program Measures Social Validity Surveys for Secondary Intervention XX Treatment Integrity (Reading Program – Primary and Secondary) XXXXXXXX Clearly identify screening windows prior to the start of the year. Schools schedule time during regular meetings. Table as presented in Lane, Menzies, Oakes, & Kalberg, 2012

Who will screen students? Homeroom Teachers? Will elective teachers participate? Will teachers screen a morning or afternoon class? What period are all students assigned to a class? School-team or district leadership decisions

How will you ensure security of the data?

How do we prepare materials to conduct the SRSS? Please remember: Items may not be changed, deleted or new items added. The 0 -3 scale must also remain the same. Preset the total columns to automatically sum items for each subscale: Externalizing (items 1 – 7) and Internalizing (items 8 – 12 ES only)

Resources for preparing for screening visit ci3t.org Ci3t Research Projects 21

miblsi.cenmi.org Ci3t Research Projects 22 /Measures/StudentRiskScreeningScale.aspx

Part 2. Administration During Screening Screening

How do we administer the SRSS? 1.All teachers meet in the computer lab. 2.Teachers review or refer to Behavior Screening Coaching Protocol. 3.Teachers log into the secure drive and access their screener file. 4.Confirm students are accurate. 5.Independently rate each student in the class moving across each item.

The Day of Screening

S TUDENT R ISK S CREENING S CALE - IE E LEMENTARY V ERSION TEACHER NAME 0 = Never 1= Occasionally 2 = Sometimes 3 = Frequently Use the above scale to rate each item for each student. Steal Lie, Cheat, Sneak Behavior Problem Peer Rejection Low Academic Achievement Negative Attitude Aggressive Behavior Emotionally Flat Shy; Withdrawn Sad; Depressed Anxious Lonely Student NameStudent ID Benny, Pricilla Jacobs, Saturn Jaeger, Thom Pillar, Tessa Randolph, Petie Turner, Zeke Zebo, Karlie 23596

Resources for preparing for screening visit ci3t.org Ci3t Research Projects 27

Part 3. Administration After Screening Scoring

Cut Scores: SRSS-IE Subscales SRSS-E7 and SRSS-I5 Enter ‘practice’ data into that one sheet so that the total scores and conditional formatting are tested. Items 1-7 (The SRSS externalizing scale) 0 – 3 low risk 4 – 8 moderate risk (yellow) 9 – 21 high risk (red) Items 8-12 (The SRSS-IE internalizing items)*preliminary cut scores for elementary only 0 – 1 l ow risk 2 – 3 moderate (yellow) 4 – 15 high (red) Confirm the “Count” column is completed (students’ numbered sequentially). Formulas are anchored by the “Count” column; it must contain a number for each student listed for accurate total formulas.

How do we score and interpret the SRSS- IE? If in Excel conditional formatting will be prepared as part of set up for that all scores will be automatically calculated. Elementary Version: SRSS-E7 scores are the sum of items 1 – 7 (range 0 – 21) SRSS-I5 scores are the sum of items 8 – 12 (range 0 – 15)

Part 4. Administration After Screening Interpreting

Reporting data at the school level Treatment Integrity Social Validity Screening Results Academic Behavior

SRSS-E7 Results – All Students N = 15 N = 66 N = 276 Sample … Winter 34

Sample … Winter 2014 SRSS-E7 Comparison by Grade Level 35 Grade Level N Screened Low (0-3) Moderate (4-8) High (9-21) K58 45 (77.59%) 10 (17.24%) 3 (5.17%) 1 st (73.08%) 11 (21.15%) 3 (5.77%) 2 nd (76.27%) 11 (18.64%) 3 (5.08%)

SRSS-I5 Results – All Students Sample … Winter N = 27 N = 48 N =

37 Sample … Winter 2014 SRSS-I5 Comparison by Grade Level Grade Level N Screened Low (0-1) Moderate (2-3) High (4-15) K58 48 (82.76%) 7 (12.07%) 3 (5.17%) 1 st (71.15%) 9 (17.31%) 6 (11.54%) 2 nd (72.88%) 12 (20.34%) 4 (6.78%)

Part 5. Administration After Screening Responding

Data-based Decisions

Building a CI3T Library Tier Library Teacher Delivered Strategies (T1 T2) Tier 1 Tier 3 Tier 2

Consider Teacher-Delivered Strategies Across the Tiers Opportunites to Respond Behavior Specific Praise Active Supervision Instructional Feedback High Probability Requests Precorrection Instructional Choice

AcademicBehavioral Social Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Curricula Lane & Oakes

Connect available resources to your Secondary Intervention Grid Behavior Contracts Self- Monitoring Homework Club BEP (Check in Check Out) Lunch Bunch Social Skills Club

AcademicBehavioral Social Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Curricula Lane & Oakes

Connect it to your Tertiary Intervention Grid Functional Assessment-Based Interventions (FABI) Lindamood Phoneme Sequencing

Organize Materials and Resources Implementation Tiered Prevention Plan Primary Secondary Tertiary Student Data Assessment schedule Screening procedures Treatment Integrity Social Validity Quarterly Data Reports Resources Manuals Training PowerPoints Supporting Literature Study Book Guidelines Step-by-step guides Videos Briefs

Ci3T.org Ci3T Research Projects 47 Information on Ci3T professional development: PowerPoints, Literature, user feedback, professional learning resources and measures Systematic Screening: Instructional videos, PowerPoint presentations and resources Free access to tools and measures available for viewing and downloading On Demand Resources

Ci3T.org Ci3T Research Projects 48 See “Professional Learning”

Discuss: 1.What did I learn? 2.How will I take this information back to my faculty, staff, and parents?

Thank you! For additional resources and information please visit us at Ci3t Research Projects 50