1. Comprehensive, Integrated Three- Tiered(CI3T) Model of Prevention and Intervention- Integrating RtI and SW- PBIS Matt Berry, Taryn Gaskill, Jamie Grieshaber, Lisa Powers, and Carla Vasser Special School District of St. Louis County

2. Entering Activities 1. Handouts http://goo.gl/NsKrf5 Handouts, Links, & Resources 2. Twitter #moswpbs

3. We would like to thank… Kris Weingaertner-Hartke, Planning and Development Director Dr. Lisa Powers, Area Coordinator Carla Vasser, Area Coordinator Tina Maksche, Area Coordinator Alice Bowers, Literacy Coach Lainie Sgouros, Data Coach Tamara Timko, Facilitator Bridget Thomas, PBIS Facilitator Tricia Diebold, MTSS/PBIS Data Specialist Ryan Guffey, PBIS Facilitator Kathleen Lynne Lane, Ph.D., BCBA-D, Professor in the Department of Special Education at the University of Kansas Ashley Elizabeth Quell, M.Ed Project Coordinator Wendy Peia Oakes, Ph.D. Assistant Professor in Mary Lou Fulton Teachers College at Arizona State University http://ci3t.org/index.html http://vkc.mc.vanderbilt.edu/ci3t/home/ci3t/

4. Getting in the Room 1. Your role … 2. One experience/wondering you have regarding a collaborative approach in a Multi-tiered Systems of Support.

5. For this session… O Participants will know the documented researched based process of CI3T Training Series. O Participants will gain strategies to integrate academics, behavior, and social/emotional outcomes. O Walk away with 1-2 action steps to continue to build an integrated model of prevention

6. Agenda O History of the movement to a CI3T framework O Formal CI3T Training Series O Strategies to integrate academics, behavior, and social/emotional outcomes O Pulling it all together with one school district O Time to reflect on action steps

7. Pulling it all together … Big IdeasOur Next Steps Regarding this Topic

8. History of the Movement to a CI3T Framework

9. Integrated Continuum of Support for ALL Dec 7, 2007 Label behavior…not people Think about your profile

10. 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Responsiveness to Intervention Academic SystemsBehavioral Systems ~1996

11. MTSS Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum

12. 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-Tier 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

13. National Concerns 2014-2015 STL CI3T Training Project 13 O Title IV of Improving America’s Schools Act of 1994 and Safe and Drug-Free Schools and Communities Act (1994) spurred a zero tolerance stance on weapons and drugs. O Surgeon General’s Report on Youth Violence (2001) requested the use of evidence-based practices to dismantle antisocial networks by increasing academic success, developing positive school climates, and subscribing to a primary prevention model (Satcher, 2001). O Individuals with Disabilities Education Act (IDEA; 2004) included language to support this call “providing incentives for whole-school approaches … positive behavior interventions.” O Federal Guidelines for School Climate and Discipline Federal Guidelines for School Climate and Discipline Source: 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: Guilford Press.

14. What data at your school/district indicates rationale for moving to an integrated framework?

15. The Formal CI3T Training Series -Making Connections-

17. 2014-2015 STL CI3T Training Project 17

19. _________________________ School’s Primary Intervention Plan Mission Statement Purpose Statement School-Wide Expectations 1. 2. 3. *see Expectation Matrix Area I: Academics Responsibilities Faculty and Staff: Teach core programs and/ or district standards with fidelity: (1) List programs (2) (3) Time (in min): 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) 2014-2015 STL CI3T Training Project 19 How might you share explicit expectations around the 3 domains for all stakeholders?

21. _________________________ School’s Primary Intervention Plan Mission Statement Purpose Statement School-Wide Expectations 1. 2. 3. *see Expectation Matrix Area I: Academics Responsibilities Faculty and Staff: Teach core programs and/ or district standards with fidelity: (1) List programs (2) (3) Time (in min): 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) 2014-2015 STL CI3T Training Project 21 What is the common approach to teaching and reinforcing the 3 domains in your building? What might need to be considered in the future?

23. Academic Screening DIBELS or AIMSweb are curriculum based measures used to identify students who are at risk for academic difficulties. Uses criterion scoring and places students in 3 need levels of support: benchmark (Tier 1), secondary (Tier 2), or tertiary (Tier 3) 2014-2015 STL CI3T Training Project 23

24. Behavioral Screening Systematic Screener for Behavior Disorders (SSBD 2 nd Ed.) (SSBD; Walker, Severson, & Feil, 2014)  Used to identify students with internalizing and externalizing behavioral risk.  Available online and in print.  PreK-Grade 9 Student Risk Screening Scale (SRSS; Drummond, 1994) Identify students with and at risk for antisocial behavior. Elementary School Free – One page screening tool that can be created in a spreadsheet or word document Student Risk Screening Scale – Internalizing & Externalizing (SRSS-IE) Used to identify students with and at risk for antisocial and internalizing behaviors.  PreK (SRSS EC)  Elementary School (SRSS-IE 12)  Middle/High School (SRSS-IE 14) Free – One page screening tool that can be created in a spreadsheet or word document Preliminary cut scores are currently only available for the internalizing subscale (items 8-12) at the elementary level Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)  Used to assess students on five behavioral domains: conduct problems, hyperactivity, peer problems, emotional symptoms, and prosocial behavior. BASC – 2 Behavioral and Emotional Screening System (BASC-2 BESS; Kamphaus & Reynolds, 2007)  Used to identify children who may be experiencing behavioral or emotional issues that negatively impact their academic achievement or social relationships. Social Skills Improvement System: Performance Screening Guide (SSiS-PGS; Elliott & Gresham, 2007)  Used to gather information about students in four domains: prosocial behavior, motivation to learn, reading skills, and math skills. 2014-2015 STL CI3T Training Project 24

25. Procedures for Monitoring: Assessment Schedule AugSeptOctNovDecJanFeb MarAprMay School Demographics Student Demographics XXX XX X X X X X Student Outcome Academic Measures Benchmarking - AIMSweb XXX Report Card Course Failures XXXX Student Outcome Behavior Measures Screener - SRSS IE XXX Discipline: ODR XXXX Attendance (Tardies/ Unexcused Absences) XXX Referrals SPED and Support-TEAM XXX Program Measures Social Validity (PIRS) XXX TFI X CI3T Treatment Integrity X

26. Student Risk Screening Scale with academic and behavioral data

28. Monitoring O Student Outcomes O Social Validity O Treatment Integrity

29. Treatment integrity Monitor student progress Altmann, S. A. (2010). Project support and include: the additive benefits of self-monitoring on students’ reading acquisition. Unpublished master’s thesis, Vanderbilt University.

30. Family Satisfaction Tool Youth Satisfaction Tool How might clear procedures for assessing and monitoring be helpful in a school?

32. Comprehensive, Integrative, Three-tiered (CI3T) Models of Support Assess, Design, Implement, and Evaluate Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - Functional Assessment-Based Interventions Schoolwide Positive Behavior Support Low Intensity Strategies Higher Intensity Strategies Assessment

33. A Step-by-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA etc. Step 5: Identify exit criteria Reduction of discipline contacts, academic success, reduction of truancies and absences etc. Step 6: Consider additional needs

34. Sample Secondary Intervention Guidelines SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Small group Reading instruction with Self- Monitoring Small group reading instruction (30 min, 3 days per week). Students monitored their participation in the reading instructional tasks. Students used checklists of reading lesson components each day to complete and compare to teachers’ rating. K – 1. Students who: Behavior: Fall SRSS at moderate (4 -8) or high (9 – 21) risk Academic: Fall AIMSweb LNF at the strategic or intensive level Outcome: AIMSweb reading PSF and NWF progress monitoring probes (weekly). Daily self- monitoring checklists Treatment Integrity: Implementer checklist Social Validity: pre, during, and post scale from implementer, students, and teacher Meet AIMSweb reading benchmark at next screening time point. Low Risk on SRSS at next screening time point.

35. Sample Tertiary Intervention Guidelines SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Wraparound Intensive, individualized principle and evidence-based intervention to support the needs of children and families with the most complex needs. -Fall SRSS at moderate (4 - 8) or high (9 – 21) risk -Poor academic performance -At risk for more restrictive placement -Multiple life domain issues - Attendance -Grades -ODR Treatment Integrity -Wrap Action Plan -SIMEO Data Social Validity -Satisfaction Tools - Wrap plan needs/outcomes met -No new needs have surfaced -Family/Student confident in self- efficacy What opportunities might creating intervention guidelines surface for your school?

37. Training Series Feedback Loops Staff Students O School-wide Expectation Survey for Specific Settings (SESSS) O Monthly updates from leadership team O Feedback on the Primary Plan twice O Provides input on the matrix (2x) O Brainstorms free and cost options for acknowledgement O Creates bookmarks, postcards, tickets, posters.. To share with leadership team

38. Regular Feedback O How do you seek feedback from all stakeholders (families, community, staff, and students)? O How do you share results of feedback to all stakeholders? O How do you respond to feedback? O Social Validity Surveys O Self-Assessment Surveys O Student Group O PTO, PTA, Parent Liaison groups O Community Forum/ focus group

39. A Partner District’s Story

40. Demographics O 2 Elementary Schools O 1 Middle School O 1 High School

41. IMPLEMENTATION SCIENCE Adapted from Fixsen & Blase, 2005

42. St. Louis CI3T Training 2014-2015 STL CI3T Training Project 42 CI3T Training Series 11/13/14 12/12/141/14/15 2/25/15 4/7/155/6/15

43. The Schoolwide Expectation Survey for Specific Settings (SESSS) 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

44. 2014-2015 STL CI3T Training Project 44

46. IMPLEMENTATION SCIENCE Adapted from Fixsen & Blase, 2005

47. O Participants will know the documented researched based process of CI3T Training Series. - 6 day event to walk away with 1 transparent plan for academics, behavior, and social/emotional outcomes at all three tiers. O Participants will gain strategies to integrate academics, behavior, and social/emotional outcomes. -transparent plan - evidence based practices - collaborative approach with all stakeholders - academic/behavioral screening -Intervention guidelines - reciprocal feedback - Data at the table for academics and behavior

49. What is affirming? What 1-2 action steps are you considering?

50. Pulling it all together … Big IdeasOur Next Steps Regarding this Topic

51. Moving Forward Questions:

52. Handouts, Links, & Resources http://goo.gl/NsKrf5 THANK YOU!!!!