Please pull up Implementation Manual Implementing ...

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Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models: Supporting student success across the tiers

Ci3T Implementation: Session 4

Please pull up your Ci3T

Implementation Manual

Please pull up your Ci3T

Implementation Manual

To Access Materials for Today’s Session

Welcome, School Teams!

• We are excited to welcome you to this session of the Ci3T implementation professional learning series.

• Your dedication to systems change for helping all students succeed academically, behaviorally, and socially is appreciated!

Ci3T Implementers!

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Goals for this Implementation Year

• Establish effective Ci3T leadership structures• Gain a deeper understanding of Ci3T models of prevention• Implement your school’s plan with high fidelity• Collect and use social validity and treatment integrity data to monitor Ci3T

plan implementation• Collect student academic and behavioral outcome data to inform Ci3T

implementation efforts• Share data with all stakeholders regularly (e.g., monthly, quarterly)• Identify areas of additional professional learning for faculty and staff and

support faculty and staff access to professional learning• Address any barriers to implementing your Ci3T model

Wrap Up and Preview

Previous Session Review

• Procedures for Monitoringo Reviewing Your

Implementation Datao Reviewing Your

Screening Data

• Data-Informed Decision Making

Today’s Preview• Integrated lesson

planning at Tier 1• Planning and

implementing Tier 2 supports

• Planning and implementing Tier 3 supports

• Wrapping up and Moving Forward

Aug Sep Oct Nov Dec Jan Feb Mar Apr May JuneKU Ci3T

Day 1

11/13/194:30-

6:30PM

KU Ci3TDay 2

12/03/198:00AM-4:00PM

KU Ci3TDay 3

01/14/204:30-

6:30PM

KU Ci3TDay 4

02/20/208:00AM-4:00PM

KU Ci3TDay 5

04/07/204:30-

6:30PM

KU Ci3TDay 6

05/07/208:00AM-4:00PM

KU Ci3T IMP

Day 109/05/19

KU Ci3T IMP

Day 210/29/19

KU Ci3T IMP

Day 312/04/19

KU Ci3T IMP

Day 401/15/20

KU Ci3T IMP

Day 504/02/20

KU Ci3T EMPOWE

RSession

109/17/19

KU Ci3T EMPOWE

R Session

211/05/19

KU Ci3T EMPOWE

R Session

301/23/20

KU Ci3T EMPOWE

R Session

402/25/20

KU Ci3T EMPOWE

RSession

504/23/20

Trainers &

Coaches Call

Session 1

08/01/19Session

208/28/19

Trainers &

Coaches Call

Session 3

10/22/19

Trainers &

Coaches Call

Session 4

11/04/19Session

511/21/19

Trainers &

Coaches Call

Session 6

01/09/20

Trainers &

Coaches Call

Session 7

02/10/20

Trainers &

Coaches Call

Session 8

03/24/20

Trainers &

Coaches Call

Session 9

04/30/20

Trainers &

Coaches Call

Session 10

06/02/20

P. ENHANCE Ci3T TRAININGP. ENHANCE Ci3T TRAINING

P. ENHANCE Ci3T IMPLEMENTATIONAM/PM


KU Project EMPOWER5:00‐7:00 PM


Ci3T Trainers & Coaches Conference Calls4:00‐5:30 PM


Sample Professional Learning

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Agenda

• Welcome

• Integrated lesson planning at Tier 1



• Wrapping up and Moving Forward

WelcomePlease pull up your Ci3T Implementation Manual 2020-2021

Ci3T Implementation ManualsShared with permission.

IM18 Ci3T Leadership Team Meeting Agenda TEMPLATE

Predictability

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Integrated Lesson Planning at Tier 1

Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula

Goal: Reduce HarmSpecialized individual systems

for students with high risk

Goal: Reverse HarmSpecialized group systems for students at risk

Goal: Prevent HarmSchool/classroom‐wide systems for all students, staff, & settings

(Lane, Kalberg, & Menzies, 2009)

Comprehensive, Integrated, Three‐Tiered Model of Prevention

Teach, display, and model school-wide expectations

Teach school-wide social skills; model social skills

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Planning for an integrated approach

Clearly Define Objectives

• Identify the academic learning objectives and standards for the lesson.

• Plan lesson activities.

• Consider what social skill(s) have been taught and/or are needed for successful participation by all.

• Select the specific behavioral expectations that will be important for prosocial lesson engagement.

Embedding Social Skill Objectives in Academic Instruction

• Linking social skills taught to classroom activities

• Promote generalization

• Maximize engagement

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Teaching and Re-teaching Behavior Expectations

Comprehensive, Integrated Lesson Plans

Identify the academic learning objectives.

Identify the social skills objectives.

Selected the behavioral expectations needed.

Core Lesson Elements

Academic Objective(s)

Social Skills Objective(s)

Behavioral Expectation(s)

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Ci3T Leadership Team DiscussionIn what ways does your school take an integrated

approach to supporting students’ academic, behavioral, and social needs?

Where and how might you make integrations stronger within your own classroom or school?

How do your data support areas to target?

Describe one example of how you might take an integrated approach to support a class, group of

students, or individual student.

Planning and Implementing Tier 2 Supports

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Secondary (Tier 2) Intervention Grids

Planning Tier 2 Supports

Advanced planner:1. Review of Secondary (Tier 2) Intervention Decision-

making2. Direct Behavior Rating: An Example of a Tier 2

Intervention 3. Tier 2 Structures for Success

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Data in action

Data in action

Data in action

Behavior Contracts Behavior

Specific Praise

Precorrection

Direct Behavior Rating

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TFI Item 2.3

Screening: Tier 2 team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier 2 supports.

•Multiple data sources used (e.g., ODRs, time out of instruction, attendance, academic performance) •Team decision rubric •Team meeting minutes •School policy

0 = No specific rules for identifying students who qualify for Tier 2 supports 1 = Data decision rules established but not consistently followed or used with only one data source 2 = Written policy exists that (a)uses multiple data sources for identifying students, and (b) ensures that families are notified promptly when students enter Tier 2 supports

Considering Treatment Integrity data to inform next steps:

Planning Tier 2 SupportsTFI Item 2.6

Options for Tier 2 Interventions: Tier 2 team has multiple ongoing behavior support interventions with documented evidenceof effectiveness matchedto student need.

•School Tier 2 handbook •Targeted Interventions Reference Guide

0 = No Tier 2 interventions with documented evidence of effectiveness are in use 1 = Only 1 Tier 2 intervention with documented evidence of effectiveness is in use 2 = Multiple Tier 2 interventions with documented evidenceof effectiveness matchedto student need

Planning Tier 2 Supports:An Example

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What is Direct Behavior Rating (DBR)?

• Brief rating during a specific time-period or instructional periods (e.g., whole group reading instruction, 1st

period - Introduction to Algebra; Riley-Tillman et al., 2007)

• Check-in with students before and after ratingo Opportunity to:

Provide behavior specific praiseProvide instructional feedback

• Rating may be tied to reinforcement systemo Universal (Tier 1) reinforcement system if available

(Chafouleas et al., n.d.)

What is Direct Behavior Rating (DBR)?

• Tool for sharing student’s successes and challenges with parents/guardians

• Similar to Check-in/Check-out but does not require mentor or dedicated time at the beginning and end of school day

• May include self-monitoring componento Students may rate their own behavior alongside

teacher-completed DBR

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Examples of Direct Behavior Rating (DBR)

Direct Behavior Ratings (DBR):Uses and Applications

• Identify and define behaviors of concern and/or behaviors to increase (e.g., academic engagement)

• Determine who/where/how often to collect behavior ratings

• Regularly graph data to evaluate behavior, intervention

Assessment

Communication

Intervention

https://dbr.education.uconn.edu/


Assessment

• Tool to provide consistent feedback about student behavior to stakeholders (student, parent/guardians)

• Encourage shared responsibility for student success• Encourages opportunities to celebrate pro-social

behavior at school and at home

Communication

Intervention


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Assessment

Communication

• Presents a format for goal setting, systematic feedback, and establishing reinforcement to promote positive behavior and reduce undesirable behavior

• Provides opportunity to teach students to monitor and evaluate their own behavior

Intervention


Why is Direct Behavior Rating (DBR) effective?

• DBR is an efficient way to monitor change in behavior over time (Chafouleas et al, 2012)

• DBR is a potential tool to facilitate home-school communication (Vannest et al. 2010)

• DBR provides structured opportunities for teachers to provideo Pre-correctiono Instructive feedbacko Behavior specific praise

What does the supporting research for Direct Behavior Rating (DBR) say?• DBR effective in improving a variety of classroom behaviors including :

o Academic engagemento Reducing disruption

• Research on DBR shows positive effects for:o Elementary or secondary students (Vannest et al. 2010)

o Students with ADHD (Fabiano et al, 2010; Jurbergs et al., 2010)

• DBR is particularly effective when used to facilitate positive school-home communication (Vannest et al. 2010)

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Resources to support implementation of Direct Behavior Rating (DBR)

See “Direct Behavior Rating (DBR) Resource Guide” for additional supporting research

and information.

What are the benefits and challenges?

Challenges• Care needed to maintain

positive communication with students when providing corrective feedback

• Care needed to maintain positive communication with parents and families when providing feedback

• Consider the needs of students motivated by escaping tasks or activities rather than accessing teacher attention

Benefits• Requires fewer resources (e.g., time, people) than similar interventions (i.e., Check‐in/Check‐out)

• Customizable to address specific needs

• Online resources available for training

• Potential to improve a variety of important classroom behaviors

• Provides structure for increasing positive student‐teacher interactions and attention

How do I implement Direct Behavior Rating (DBR) in my classroom? Implementation Checklist

Identify students who might benefit using entry criteria from Ci3T Implementation Manual Secondary (Tier 2) Intervention Grid

Define 1‐3 behaviors to target (e.g., academic engagement).

Determine specified observation periods/activities (i.e., time[s] of day or content area[s] to address [e.g., English and Language Arts, Science] and frequency of ratings [e.g., once daily, every 60 min]).

Prepare the DBR form, establishing scale (e.g., 1‐10) and anchors (e.g., not at all, half the time, all the time).

Step 2

Step 3

Step 4

Step 1

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Seek input on DBR form and procedures from stakeholders (i.e., student, parent/caregiver) and incorporate feedback.

Practice rating using online DBR Training Site (complete training until criteria is met).

Teach the student the DBR procedures (reference DBR podcast for examples).

Implement DBR procedures (see 05_DBR_Treatment_Integrity_Checklist)

Step 6

Step 7

Step 8

Step 5


Review data weekly.

Seek input from student and families after 2‐3 weeksStep 10

Step 9

How do I use Direct Behavior Rating (DBR) in my classroom? Implementation Checklist

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How well is it working?Examining the Effects

How well did this support work for

this student?

Experimental Design

What do stakeholder

s think about the

goals, procedure

s, and outcomes

?

Social Validity

Is it happening

?

Treatment Integrity

Ensuring Direct Behavior Rating (DBR) is in place: Treatment Integrity

• Have structures in place to monitor whether DBR carried out as intended.

Treatment Integrity Checklist:

1. I let the student know DBR would be used before starting each period/activity.

2. I regularly observed student throughout each period/activity.

3. I rated student’s behavior(s) during each period/activity.

4. I checked‐in with the student after rating and provided behavior specific praise and instructional feedback.

5. I recorded the student’s behavior and treatment integrity data.

6. I shared the DBR with the parent/caregiver, noting one thing to praise and one to practice.

What does the student think about it?

Pre‐ Post‐

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What does the teacher think about it?

Completed by the teacher(s) and parent(s)

involved in the intervention at two time

points: Pre and Post

Intervention

See “Social Validity Adapted‐IRP15 Adult”

Data to Progress Monitor –Direct Behavior Rating (DBR)

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Behaviors 1-3

Academic Engagement

Phase Change

Data to Progress Monitor –Treatment Integrity

For each component:

0 = not implemented

1 = limited implementation

2 = partial implementation

3 = full implementation

Component Checklist Monday Tuesday Wednesday Thursday Friday

Date (mm/dd/yy): 01/06/20 01/07/20 01/08/20 01/09/20 01/10/20

1. I let the student know the DBR will be used before

starting each observation period/activity. 3 2 3 3 0

2. I regularly observed student throughout each

observation period/activity. 3 2 3 3 3

3. I rated the student's behavior(s) during each

observation period/activity. 3 3 3 3 3

4. I checked‐in with student after rating, provide

behavior specific praise and instructional feedback. 3 2 3 2 3

5. I recorded student's behavior from DBR into

progress monitoring file. 3 2 3 3 3

6. I recorded treatment integrity data into progress

monitoring file. 3 2 3 3 3

7. I shared DBR with parent/caregiver, noting one

thing to praise and one to practice. [optional 3 0 3 3 3

Daily Total (column) 21 13 21 20 18

Percent (total ÷ 21a × 100) 100% 62% 100% 95% 86%

Week 1

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Data to Progress Monitor – Treatment Integrity

Sample Elementary Intervention Grid

Support Description School-wide Data:Entry Criteria

Data to Monitor Progress

Exit Criteria

Direct Behavior Rating (DBR) or Daily Behavior Report Card (DBRC)

DBR is typically completed daily following specified observation period(s) (e.g., math intervention; ELA core instruction). The most appropriate rater is a person who can directly observe the student during the observation period, typically the teacher. DBR is used to monitor specific behaviors identified as relevant for the student and setting. For example, many DBRs monitor academic engagement, respect, and disruption as core school-based behavioral competencies, and may adapt or add a behavior based on the student’s specific needs. After each observation period, the rater uses the provided scale to indicate the degree to which the student displayed each behavior. When used as part of a Tier 2 intervention, the rater reminds the students of the expected behaviors prior beginning the observation. At the conclusion of each observation, the rater uses the provided scale to indicate the degree to which the student displayed each behavior. The rater meets briefly with the student to share the DBR rating, providing behavior specific praise and instructional feedback. Home-school communication procedures may be established (e.g., information is shared with parent/caregiver daily, with return acknowledgement and possible home consequences).

Behavior

SRSS-E7 score: Moderate (4-8) and/or

SRSS-I5 score: Moderate (2-3)

AND

Evidence of teacher implementation of Ci3T primary (Tier 1) plan [treatment integrity: direct observation]

AND

Parent permission, in accordance with district policy

Student measures Direct Behavior

Rating (DBR; daily)

Social validity Teacher: IRP-15 Student: DBR

Student Social Validity form/interview

Treatment integrity DBR treatment

integrity measure

Student goals met for 10-12 weeks (team review of progress to determine)

SRSS-E7 and I5 scores are in the low risk category

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1. Consider identifying classrooms in which your Ci3T Leadership Team could support installation of a Tier 2 intervention like Direct Behavior Rating. Consider: Is Tier 1 implemented with fidelity? Can you identify 2-3 students who meet inclusion criteria

according to multiple data sources (e.g., behavior screening, academic screening, office discipline referrals)?

2. Explore Direct Behavior Rating (DBR) resources to support implementation

Planning Tier 2 Supports:Structures for Success

• Example of Tier 2 Intervention Drive in shared digital space


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Find students who need support

• Identify classrooms in which Tier 1 is implemented with integrity• Use screening data to find students with moderate risk

Consider students demonstrating risk across academic

andbehavioral domains…


• Monitor who is receiving Tier 2 and Tier 3 supports

• Store data in a secure location accessible to relevant parties

STUDENT_NAME STUDENT_ID

INTERVENTION_NAME

(use dropdown menu)

DID IT HAPPEN

(YES = 1; NO = 0) DATE_START DATE_END NEXT_STEPS_COMMENTS

Example: Cole, James 17147 Active Supervision 1 10/10/19 ongoing 10/10/19: Take data on treatment integrity and progress toward

goal in intervention drive;

12/4/19: Behavior improved for the most part but demonstrating

intermittent challenges with work completion

Example: Cole, James 17147 Repeated Readings 1 10/10/19 ongoing 10/10/19: Meeting with Title Reading 4x per week; data tracked in

AIMSWeb;

12/05/19: Struggling to make progress despite attending group

regularly (and improved behavior). Consider increasing intensity.

Example: Cole, James 17147 Direct Behavior Rating 1 12/05/19 ongoing 12/05/19: target behavior is academic engagement; take data on

treatment integrity and progress toward goal in intervention drive

Example: Heinz, Karl 22290 Behavior‐Specific Praise 1 10/21/19 ongoing 10/21/19: target behavior is increase engagement during

instructional time; take data on treatment integrity and progress

toward goal in intervention drive

Example: Shaftoe, Robert 15150 Repeated Readings 1 10/10/19 12/15/19 10/10/19: Meeting with Title Reading 4x per week; data tracked in

AIMSWeb;

12/05/19: Met exit criterion as of winter benchmark

Example: Xiao, Ivy 12386 Active Supervision 1 11/15/19 ongoing 11/15/19: target behavior is decrease transition time from

preferred activities to whole‐class activities; take data on

treatment integrity and progress toward goal in intervention drive

TIER_2_INTERVENTIONS

SELECT INTERVENTION FROM YOUR SCHOOL'S SECONDARY (TIER 2) INTERVENTION GRID


TFI Item 2.3

Level of Use: Team follows written process to track proportion of students participating in Tier 2 supports, and access is proportionate.

•Tier 2 enrollment data •Tier 2 team meeting minutes •Progress monitoring tool

0 = Team does not track number of students responding to Tier 2 interventions 1 = Team defines criteria for responding to each Tier 2 intervention and tracks students, but fewer than 5% of students are enrolled 2 = Team defines criteria and tracks proportion, with at least 5% of students receiving Tier 2 supports

Considering Treatment Integrity data to inform next steps:

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Academic Engagement

Phase Change

Consider:1. What structures are in place to support teachers using data

to connect students to Tier 2 supports?

2. What barriers exist to teachers use of strategies? How can the Ci3T Leadership Team support teachers in overcoming these barriers?

3. Continue exploring Direct Behavior Rating (DBR) resources on ci3t.org. How can these be shared with teachers to empower them to support students with Tier 2 needs?

Planning and Implementing Tier 3 Supports

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Tertiary (Tier 3) Intervention Grids

Comprehensive, Integrative,Three-Tiered (Ci3T)Models of Support

Assess, Design, Implement, and

Evaluate

Basic Classroom ManagementEffective Instruction

Low-Intensity Strategies

Behavior Contracts Self-Monitoring

- -Functional Assessment-Based

Interventions

Schoolwide PositiveBehavior Support

Low-Intensity Strategies

Higher-Intensity Strategies

Assessment

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Changes in Harry’s Behavior

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Date of Session

Baseline 1 Baseline 2 Intervention 2Intervention 1

Cox, M., Griffin, M. M., Hall, R., Oakes, W. P., & Lane, K. L. (2012). Using a functional assessment-based intervention to increase academic engaged time in an inclusive middle school setting. Beyond Behavior, 2, 44 – 54.

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Let’s talk… And make plans!• What are our next steps

for empowering teachers with Tier 3 supports?

Wrapping Up and Moving Forward

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Ci3

T: T

ertia

ry P

reve

ntio

n

Ci3

T: S

econ

dary

Pre

vent

ion

Ci3

T: P

rim

ary

Pre

vent

ionSession 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

Ci3T Training Series

Additional Professional

Development on Specific Topics

Core Content Curriculum

Teacher Driven 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

Ci3

T T

eam

Tra

inin

g Se

quen

ce

Aug Sep Oct Nov Dec Jan Feb Mar Apr May JuneKU Ci3T

Day 1

11/13/194:30-

6:30PM

KU Ci3TDay 2

12/03/198:00AM-4:00PM

KU Ci3TDay 3

01/14/204:30-

6:30PM

KU Ci3TDay 4

02/20/208:00AM-4:00PM

KU Ci3TDay 5

04/07/204:30-

6:30PM

KU Ci3TDay 6

05/07/208:00AM-4:00PM

KU Ci3T IMP

Day 109/05/19

KU Ci3T IMP

Day 210/29/19

KU Ci3T IMP

Day 312/04/19

KU Ci3T IMP

Day 401/15/20

KU Ci3T IMP

Day 504/02/20

KU Ci3T EMPOWE

RSession

109/17/19

KU Ci3T EMPOWE

R Session

211/05/19

KU Ci3T EMPOWE

R Session

301/23/20

KU Ci3T EMPOWE

R Session

402/25/20

KU Ci3T EMPOWE

RSession

504/23/20

Trainers &

Coaches Call

Session 1

08/01/19Session

208/28/19

Trainers &

Coaches Call

Session 3

10/22/19

Trainers &

Coaches Call

Session 4

11/04/19Session

511/21/19

Trainers &

Coaches Call

Session 6

01/09/20

Trainers &

Coaches Call

Session 7

02/10/20

Trainers &

Coaches Call

Session 8

03/24/20

Trainers &

Coaches Call

Session 9

04/30/20

Trainers &

Coaches Call

Session 10

06/02/20

P. ENHANCE Ci3T TRAININGP. ENHANCE Ci3T TRAINING







Sample Professional Learning

Sample Ci3T Team Implementation Support

Supporting Success: A Look at Tier 19/29/20

3:15-5:15 PM

Planning for Success: Monitoring and Communication11/17/20

3:15-5:15 PM

Using Your Data to Inform Instruction1/19/21

3:15-5:15 PM

Supporting Students Across the Tiers3/30/21

3:15-5:15 PM

Planning for the Year Ahead5/11/21

3:15-5:15 PM

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Wrap Up and Preview

Today’s Review

• Integrated lesson planning at Tier 1



Next Session Preview

• Procedures for Monitoringo Reviewing Your

Implementation Datao Reviewing Your

Screening Data

• Planning for the Year Ahead 2021-2022

• Utilizing Data-Informed Professional Learning

HomeworkAt your next Ci3T Leadership Team meeting:

o Use IM18 Ci3T Leadership Team Meeting Agendato conduct an effective meeting with clearly defined roles and responsibilities of team members action items, persons responsible, and due dates

o Discuss focus areas for Tier 2 and Tier 3 for next year

o Discuss professional learning needs

At your next faculty meeting: o Discuss focus areas for Tier 2 and Tier 3

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Let’s talk… and make plans!1. What did I learn?2. How will I take this information back to

my faculty, staff, and parents?

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