Creating Comprehensive, Integrated, Three-Tiered Models of Prevention

1. 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, 129-142. DOI: 10.1080/1045988X.2014.893976 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?

2. 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

3. Introduction

4. Introduction

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

6. 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

7. Districtwide Training Model 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, 129-142. DOI: 10.1080/1045988X.2014.893976

8. 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

9. Commitment for Successful Implementation • CI3T Leadership Teams will have • A district CI3T Leadership Team for support • Active participation of school administratorswith 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

10. 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

11. 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

12. The CI3T Plan

13. Three Core Features

14. CI3T Primary Plan 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.

15. Establish, Clarify, Define Expectations Lane, Kalberg, & Menzies (2009)

16. CI3T Primary Plan 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.

17. CI3T Primary Plan 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.

18. CI3T Primary Plan 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.

19. CI3T Primary Plan 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.

20. CI3T Primary Plan 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.

21. Assessment Schedule

22. The Professional Development Training Series November January March February April December Share Screeners Complete Assessment Schedule Share CI3T plan; Complete PIRS & Secondary Grid Share revised CI3T plan; Complete CI3T Feedback Form Share Overview with Faculty & Staff; Build Reactive Plan Finalize & Share Expectation Matrix and Teaching & Reinforcing Components February March Primary Prevention Series May November January Secondary Prevention Stand Alone Sessions Tertiary Prevention Series November December February January 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, 129-142. DOI: 10.1080/1045988X.2014.893976

23. HW

24. The Schoolwide Expectation Survey for Specific Settings Classroom • Follow Directions 0 1 2 • Use kind words 0 1 2 • Control your temper 0 1 2 • Cooperate with others 0 1 2 • Use an inside voice 0 1 2 Respect • Arrive to class on time 0 1 2 • Remain in school for the whole day0 1 2 • Bring your required materials 0 1 2 • Turn in finished work 0 1 2 • Exercise self-control 0 1 2 Responsibility • Participate in class activities 0 1 2 • Complete work with best effort 0 1 2 • Ask for help politely 0 1 2 Best Effort

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

26. Reactive Plan

27. HW

28. Establish, Clarify, Define Expectations Lane, Kalberg, & Menzies (2009)

29. Lane & Oakes 2012

30. HW

31. What screening tools are available?

32. … implications for primary prevention efforts … implications for teachers … implications for student-based interventions Examining your screening data … See Lane, Menzies, Bruhn, and Crnobori (2011)

33. HW

34. Primary Intervention Rating Scale PIRS scores have predicted implementation in previous studies! 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 # 090935

35. Sample Secondary Intervention Grid Secondary Intervention Grid Sample Secondary Intervention Grid

36. HW

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

39. MTSS: CI3T Training Series CI3T Team Training Sequence Additional Professional Development on Specific Topics Core Content Curriculum Check In - Check Out Functional Assessment-based Interventions Reading, Math, Writing Benchmarking and Progress Monitoring Tools Additional Tier 3 Supports Student Driven Interventions, Strategies, & Practices Teacher Drive Supports: Instructional Techniques to Improve Students’ Motivation; General Classroom Management Practices; Low Intensity Behavior Supports

40. Professional Development: A Collaborative Effort to Empower Public School Systems Project Empower www.ksdetasn.org (Go to Calendar and Search Project Empower) October 7 November 21 January 30 March 5 September 12 Five 2-hour sessions held after school: 5-7pm

41. Questions, thoughts, and considerations …. Activities! Let’s talk …

42. Considerations: • Write a district commitment statement. • 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. Let’s plan Activity 2.1 Who are the key personnel to support CI3T design and implementation? (Leadership decisions, curriculum decisions, data systems design and management) What technical assistance (TA) supports are available to your school – state TA, university partners, other providers?

43. Considerations: What initial conversations could you have with your faculty about CI3T? What informational sessions would best fit your faculty needs and preferences? Let’s plan Activity 2.2 Focus Groups Invited Speakers Q and A Book Study Surveys Webinars

44. Thank you! Moving Forward Questions: Kathleen.Lane@ku.edu Wendy.Oakes@asu.edu