Tiered Systems Comprehensive Integrated Threetiered Ci 3 T

Tiered Systems. . Comprehensive, Integrated, Three-tiered (Ci 3 T) OSED 114 March 29, 2021 Kathleen Lynne Lane, University of Kansas Wendy Peia Oakes, Arizona State University Mark Matthew Buckman, University of Kansas Rebecca Sherod, University of Kansas

Agenda • Ci 3 T Defined • Ci 3 T Professional Learning Series • Key Stakeholders o o o Ci 3 T Trainers Ci 3 T Coaches District Leaders • Building Your Path

Ci 3 T Defined

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Secondary Prevention (≈15%) Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

The Journey of Comprehensive, Integrated, Three-tiered (Ci 3 T) Models of Prevention

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Rea din g. S Secondary Prevention (≈15%) tre et Dis tric Hig t & h Q Sta ual te S ity t Ins anda r tru ctio ds n Academic Tier 1 Primary Prevention (≈80%) Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Secondary Prevention (≈15%) Inte Posi rve tive ntio Be ns havi (PB and Su or IS) ppo rt s Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Secondary Prevention (≈15%) n o i t c A e v iti s o P Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Ci 3 T Primary Plan: Roles and Responsibilities all stakeholder groups

g n i h c a e T r o f s e r u d e c o r P : n a l P y r a Ci 3 T Prim ar y Plan: Pro cedures for Reinforcin g Ci 3 g n i r o t i n o M r o f s e r u d e c o r P : n a l P y r a T Prim

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Secondary Prevention (≈15%) Secondary (Tier 2) Intervention Grids Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Tertiary (Tier. Prevention 3) Intervention Grids Secondary (≈15%) Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Implementation Science Adaptedfrom. Fixsen&Blasé, 2005 Exploration & Adoption • We think we know what we need so we are planning to move forward (evidence-based) Installation • Let’s make sure we’re ready to implement (capacity infrastructure) Initial Implementation • Let’s give it a try & evaluate (demonstration) Full Implementation • That worked, let’s do it for real (investment) Sustainability & Continuous Regeneration • Let’s make it our way of doing business (institutionalized use)

Ci 3 T Professional Learning Series

The Journey … Ci 3 T Training & Implementation Phase Year 2013 -14 14 -15 Elementary School Ci 3 T Training Implementation Year 1 Implementation Year 2 Sustain and Develop Practices Middle and High Schools Ci 3 T Training Implementation Year 1 Implementation Year 2 Sustain and Develop Practices College and Career Center Ci 3 T Training Implementation Year 1 Implementation Year 2 Sustain and Develop Practices 15 -16 16 -17 17 -18 18 -19 19 -20

Session 2: Full day Session 3: 2 hours Session 4: Full day Session 5: 2 hours Session 6: Full day • Team member • Ci 3 T model overview selection • Building the primary prevention plan • How to monitor the plan • Building Tier 2 supports • Building Tier 3 supports • Preparing to implement Share screeners; Complete assessment schedule Share Ci 3 T plan; Complete PIRS; Complete secondary grid Homework Finalize and share expectation matrix and teaching & reinforcing components Homework Share overview with faculty and staff; Build reactive plan • Student team members attend Homework • Schoolwide Expectations Survey for Specific Settings (SESSS) Homework Pre-Training Session 1: 2 hours Activities Share revised Ci 3 T plan; Complete Ci 3 T Feedback Form Implementation Ci 3 T Professional Learning Series

Key Stakeholders Ci 3 T Trainers Ci 3 T Coaches District Decision Makers

Ci 3 T Trainers

Ci 3 T Coaches

District Decision Makers

Effective Teams Communication and Continuous Improvement Ci 3 T District Leadership Team Ci 3 T School Ci 3 T School Leadership Team Leadership Team Ci 3 T School Leadership Team Ci 3 T School Leadership Team Ci 3 T School Leadership Team Middle Elementary Ci 3 T School Leadership Team College & Career Ci 3 T School Leadership Team High

Ci 3 T Leadership Teams Feedback Session 2 N = 33 M (SD) Session 4 N = 30 M (SD) Session 6 N = 23 M (SD) 4. 83 (0. 46) 4. 91 (0. 29) 4. 73 (0. 69) 4. 83 (0. 39) The information presented is useful to my 4. 79 (0. 48) work, classroom, and/or school. 4. 67 (0. 71) 4. 83 (0. 39) The format kept me engaged. 4. 39 (0. 83) 4. 63 (0. 76) 4. 22 (1. 13) Evidence for the use of this practice/ 4. 82 (0. 39) content was presented. 4. 80 (0. 55) 4. 83 (0. 49) This session met or exceeded my 4. 61 (0. 61) expectations for professional development. 4. 47 (0. 97) 4. 52 (0. 79) Overall, opinion of the training. 4. 61 (0. 66) 4. 53 (0. 78) 4. 52 (0. 67) The communication prior to the event by the Professional Development Staff was 4. 88 (0. 33) sufficient. The objectives of the training session were 4. 85 (0. 36) addressed.

Feedback from Ci 3 T Leadership Teams This training has me excited to dive deeper and learn more about Ci 3 T and everything it can help our building accomplish It was very full of information. It was fast and engaging. I was worried that it would be a sit and lecture and be really boring, however it was engaging and I really enjoyed it. It's making me look forward to future training instead of dreading it. I am so thrilled about this! having a sped background and now being an assistant principal looking at systems holistically, I know this is the direction I have been advocating for years! Some minor tips/training on using Dropbox prior to the training would have helped alleviate some stress and technical issues 10 minutes goes by really fast. More time to work with the group and ask questions of the experts in the room would be appreciated and our team would use the time effectively. This session felt very productive in that we were able to look over the staff comments and proceed with making positive changes to our plans to reflect their input to create more buy in. Fast paced, high energy delivery was engaging after a full day in the classroom! Personally, it was hard to only have 10 minutes to discuss and leave things unfinished - but I understand that it's part of this process. It's a lot of information for one day, but it's good stuff! Kind of feels like we leave with 10 things started and nothing finished, but that is the point of our building level 1/2 work days. our plan is coming along!

Data-Informed Professional Learning Lessons Learned from District Partners

Session 2: Full day Session 3: 2 hours Session 4: Full day Session 5: 2 hours Session 6: Full day • Team member • Ci 3 T model overview selection • Building the primary prevention plan • How to monitor the plan • Building Tier 2 supports • Building Tier 3 supports • Preparing to implement Share screeners; Complete assessment schedule Share Ci 3 T plan; Complete PIRS; Complete secondary grid Homework Finalize and share expectation matrix and teaching & reinforcing components Homework Share overview with faculty and staff; Build reactive plan • Student team members attend Homework • Schoolwide Expectations Survey for Specific Settings (SESSS) Homework Pre-Training Session 1: 2 hours Activities Share revised Ci 3 T plan; Complete Ci 3 T Feedback Form Implementation Ci 3 T Professional Learning Series

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 4: Revise Primary Plan using Stakeholder feedback Prepare presentation Additional Professional Development on Specific Topics Session 6: Final revisions of CI 3 T Plan based on stakeholder feedback Draft Tertiary Prevention Intervention Grids Design Implementation Manual and Plan for roll out to faculty, students, and parents tion a t n e m Imple of Tier 2 s Stage within and 3 T CI 3 T: Tertiary Prevention MTSS: CI 3 T Training Series CI 3 T: Secondary Prevention Overview of CI 3 T 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 CI 3 T: Primary Prevention CI 3 T Team Training Sequence Session 1: Core Content Curriculum Check In - Check Out Functional Assessmentbased Interventions Reading, Math, Writing Benchmarking and Progress Monitoring Tools Student Driven Interventions, Strategies, & Practices Additional Tier 3 Supports Teacher Drive Supports: Instructional Techniques to Improve Students’ Motivation; General Classroom Management Practices; Low Intensity Behavior Supports

Upcoming Professional Development Sep Oct KU Ci 3 T TRAINING KU Ci 3 T IMPLEMENTATION 5: 00 -7: 00 PM Dec Jan Feb KU Ci 3 T Day 1 KU Ci 3 T Day 2 KU Ci 3 T Day 3 11/13/18 5: 007: 00 PM 12/05/18 8: 00 AM 4: 00 PM 01/15/19 5: 007: 00 PM Mar Apr May KU Ci 3 T Day 4 KU Ci 3 T Day 5 KU Ci 3 T Day 6 02/12/19 8: 00 AM 4: 00 PM 04/03/19 5: 007: 00 PM 05/09/19 8: 00 AM 4: 00 PM KU Ci 3 T IMP Day 1 KU Ci 3 T IMP Day 2 KU Ci 3 T IMP Day 3 KU Ci 3 T IMP Day 4 KU Ci 3 T IMP Day 5 09/19/18 11/14/18 01/16/19 03/19/19 04/02/19 Technolo gy Training Day 1 Technolo gy Training Day 2 09/20/18 9: 00 AM 12: 00 PM 11/28/18 5: 007: 00 PM Trainer of TOT Trainers Coaching Calls Call 4: 00 -5: 30 PM Session 1 KU Project EMPOWER 5: 00 -7: 00 PM Nov 09/20/18 TOT Coaching Call Session 2 TOT Coaching Call Session 3 TOT Coaching Call Session 4 TOT Coaching Call Session 5 TOT Coaching Call Session 6 11/16/18 12/07/18 01/17/19 02/13/19 03/21/19 TOT r 2 -3 TOT Coaching iste Coaching g e R Call agues. Call colle 7 Session 8 y! toda 05/03/19 04/04/19 KU Ci 3 T EMPOWE R Session 1 KU Ci 3 T EMPOWE R Session 2 KU Ci 3 T EMPOWE R Session 3 KU Ci 3 T EMPOWE R Session 4 KU Ci 3 T EMPOWE R Session 5 10/03/18 11/15/18 01/24/19 03/20/19 04/17/19

Implementation … Data-Informed Decision Making

Building Your Path

A look at Procedures for Teaching at Tier 1 Procedures for Teaching Faculty and Staff: Ci 3 T Leadership Teams and District Leaders will teach procedures to faculty and staff by: • Provide faculty and staff Ci 3 T Implementation Manual and other materials such as posters, lesson plans, tickets, etc. to teach, implement and support our Ci 3 T plan. • Professional learning opportunities at the district level to support implementation and sustainability of Ci 3 T, with attention to academic, behavior, and social domains. • Expectations Matrix taught and posted. • Ongoing re-teaching of expectations and procedures – dedicated staff meeting time for discussions. Continued Learning: Ci 3 T Leadership Teams and District Leaders will teach procedures to faculty and staff by: • Providing faculty and staff materials for remote access to the Ci 3 T Implementation Manual, digital ‘posters’ and etickets. • Professional learning sessions and access guides for online materials for teaching social skills lessons. • Beginning of year online meeting small-group breakout rooms for faculty and staff to review Ci 3 T Implementation Manual updates, get questions answered, and share ideas

Virtual Learning Incentives Virtual Class Reinforcement Menu FREE Incentives: Stay after on ZOOM with a friend for a chat Virtual lunch date with the teacher, principal, etc. (check with that staff member before offering them up of course) Teacher wears stickers or has a sign with the student’s name Dress up ZOOM day (hats, PJs, costumes, etc. ) Virtual Greeting Cards (sent via email) Show & Tell Time (or some kind of star student spotlight time) Personalized stickers in See Saw (2 nd grade has been using this) Adapted and shared with permission from a district partner

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Secondary Prevention (≈15%) Secondary (Tier 2) Intervention Grids Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Tier 2 Tertiary (Tier. Prevention 3) Intervention Grids Secondary (≈15%) Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula

Fall 2020 SRSS-Internalizing Results – School level n = 59 n = 62 n = 39 n = 31 n = 18 n = 13 n = 82 n = 65 n = 67 n = 73 n = 46 n = 47 n = 35 n = 304 n = 292 n = 361 n = 338 n = 351 n = 340 n = 321 Cut scores vary by school level: Elementary (I 5): Low (0 -1), Moderate (2 -3), High (4 -15) Middle and High (I 6): Low (0 -3), Moderate (4 -5), High (6 -18)

Fall 2020 SRSS-Externalizing Results – School level n = 44 n = 43 n = 47 n = 27 n = 36 n = 29 n=6 n= 118 n= 100 n = 85 n = 94 n = 86 n = 83 n = 30 n = 283 n = 276 n = 335 n = 329 n = 306 n = 293 n = 333

Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tier 3 Tertiary Prevention (≈5%) Kathleen. Lane@ku. edu Tier 2 Secondary Prevention (≈15%) Thank you! Tier 1 Primary Prevention (≈80%) Academic Validated Curricula ◇ Behavioral PBIS Framework ◇ Social Validated Curricula