1. Primary prevention efforts: How do we implement and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Preventing School Failure, 58, 143-158, DOI: 10.1080/1045988X.2014.893978

2. Agenda The Role of the Leadership Team Procedures for Teaching the Plan to All Stakeholders Procedures for Reinforcing All Stakeholders Evaluating the Primary Plan –Treatment Integrity –Social Validity –Systematic Screening –Data-informed Decision Making 2

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 2014-2015 STL CI3T Training Project 3

4. THE ROLE OF LEADERSHIP TEAM 4 When should the team be formed? Who should be on the team? How does the team support implementation? How does the team support sustainability?

5. Primary (Tier 1) Instruction

6. A _CI3T Plan

7. Garden Elementary’ s CI3T Primary Prevention Plan StatementThe mission of ES is to facilitate the learning experience while developing a kind and caring environment to build character. Purpose StatementAll of the Elementary community, including administrators, faculty, staff, parents, and students, will work together to design and implement a variety of programs that support the specific academic, behavioral, and social needs of the students served. School-Wide Expectations1. Show respect. 2. Be responsible. 3. Give best effort. *see Expectation Matrix Area I: Academics Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Arrive on time and stay all day  Participate in class activities  Complete all work to the best of their ability  Bring all materials, including daily planners Area II: Behavior Responsibilities Students will: Area III: Social Skills Responsibilities Students will:

8. Faculty and Staff will: Teach core programs with fidelity: (1) List programs (2) (3) Time (in min): Primary (Tier 1; Core instruction): 90 min Reading; 60 min math; 30 min intervention block for all students  Assess and monitor student performance using AIMSweb (reading and math)  Provide engaging lessons addressing the district standards and KCCRS  Differentiate instruction  Include starter and closing activities as part of lesson plan  Support students that miss instruction  Engage in positive teacher-teacher and teacher-student interactions Faculty and Staff will: List your core academic programs here List your schoolwide schedule for expected core (Primary) instruction here Expectations for screening, progress monitoring, and assessment

9. Parents will:  Provide a place, materials, and assistance to complete homework  Sign daily planner  Follow attendance policies  Communicate with schools as requested (e.g., review progress notes and return to school)  Encourage students to give their best effort Parents will: Administrators will:  Provide faculty and staff with materials to facilitate instruction  Provide fair, timely, and constructive feedback on evaluations  Allow time for professional development Administrators will:

10. Use Table Talk 2: Goals as a guide to draft the Academic Component of your A_CI3T PLAN What are the responsibilities for students, teachers, parents, and administrators?

11. A _CI3T Plan

12. Orange Elementary School’s Primary Intervention Plan StatementThe mission of Orange ES is to facilitate the learning experience while developing a kind and caring environment to build character. Purpose StatementAll of the Orange Elementary community, including administrators, faculty, staff, parents, and students, will work together to design and implement a variety of programs that support the specific academic, behavioral, and social needs of the students served. School-Wide Expectations 1. Show respect. 2. Be responsible. 3. Give best effort. *see Expectation Matrix Area I: Academics Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Arrive on time and stay all day  Participate in class activities  Complete all work to the best of their ability  Bring all materials, including daily planners Area II: Behavior Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Take responsibility for own actions and the affect on others  Tell an adult about any unsafe behaviors Area III: Social Skills Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Participate in monthly social skills lessons  Participate in the anti- bullying program

13. Faculty and Staff will: Area III: Social Skills Responsibilities Faculty and Staff: Teach core program(s) with fidelity: (1)Second Step Violence Prevention Number of Lessons: How often: Weekly How long: 30 min during Advisory Conduct, report, and use screening and assessments (see Assessment Schedule) Model social skills in the school-wide plan  Provide praise and reinforcement to students that demonstrate social skills  Teach and support anti-bullying program Parents will:  Post expectation matrix at home  Support social skills program  Support anti-bullying program Administrators will:  Implement social skills and anti-bullying programs consistently

16. http://www.samhsa.gov/ They have a list of programs reviewed. SAMHSA

17. Social Skills Component: Example Programs Character EducationSocial-emotional Social Skills Training socialskillstrainingproject.com collection of practices that utilize a behavioral approach to teaching age- appropriate social skills and competencies: communication problem solving decision making self-management peer relations Positive Action www.positiveaction.net Improves academics, behavior, and character Curriculum-based approach Effectively increases positive behaviors and decreases negative behaviors 6-7 units per grade Optional components: site-wide climate development drug education bullying / conflict resolution counselor, parent, and family classes community/coalition components

18. Social Skills Component: Example Programs Bullying The Bully Prevention Program Olweus, 2000 $200 per school, $65 per teacher for materials Bully-Proofing Your School www.sopriswest.com Garrity, Jens, Porter, Sager, and Short-Camilli, 1994 $449.49 for entire program, additional materials $20 + Violence Prevention Second Step Violence Prevention Program Committee for Children, 1992 $159 per grade (Elementary, Middle, High School, Families, Spanish)

19. A _CI3T Plan

20. Orange Elementary School’s CI3T Primary Intervention Plan StatementThe mission of is Orange ES to facilitate the learning experience while developing a kind and caring environment to build character. Purpose StatementAll of the Orange Elementary community, including administrators, faculty, staff, parents, and students, will work together to design and implement a variety of programs that support the specific academic, behavioral, and social needs of the students served. School-Wide Expectations1. Show respect. 2. Be responsible. 3. Give best effort. *see Expectation Matrix Area I: Academics Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Arrive on time and stay all day  Participate in class activities  Complete all work to the best of their ability  Bring all materials, including daily planners Area II: Behavior Responsibilities Students will:  Meet school-wide expectations stated in the expectation matrix  Take responsibility for own actions and the affect on others  Tell an adult about any unsafe behaviors

21. Faculty and Staff will:  Display school-wide expectations  Model school-wide expectations  Teach school-wide expectations according to schedule: First Friday of each month at the start of the day (30 min lessons)  Provide praise and reinforcement to students that display school-wide expectations  Follow the reactive (consequence-based) discipline plan consistently when infractions of expectations occur  Foster a safe environment for all students Parents will:  Post expectation matrix at home  Communicate with teachers and administrators when necessary  Review and support proactive and reactive disciplinary components Administrators will:  Implement the proactive and reactive behavioral components of the school-wide plan

22. Elementary Settings ClassroomHallwayCafeteriaPlaygroundBathroomBus Respect- Follow directions -Use kind words and actions - Control your temper - Cooperate with others - Use an inside voice - Use a quiet voice - Walk on the right side of the hallway - Keep hands to yourself - Use an inside voice - Use manners - Listen to and follow adult requests - Respect other peoples’ personal space - Follow the rules of the game - Use the restroom and then return to class - Stay in your own bathroom stall - Little talking - Use kind words towards the bus driver and other students - Listen to and follow the bus drivers’ rules Responsibility- Arrive to class on time - Remain in school for the whole day - Bring your required materials - Turn in finished work - Exercise self- control - Keep hands to yourself - Walk in the hallway - Stay in line with your class - Make your choices quickly - Eat your own food - Choose a seat and stick with it - Clean up after yourself - Play approved games - Use equipment appropriately - Return equipment when you are done - Line up when the bell rings - Flush toilet - Wash hands with soap - Throw away any trash properly - Report any problems to your teacher - Talk quietly with others - Listen to and follow the bus drivers’ rules - Remain in seat after you enter the bus - Use self- control Best Effort- Participate in class activities - Complete work with best effort - Ask for help politely - Walk quietly - Walk directly to next location - Use your table manners - Use an inside voice - Include others in your games - Be active - Follow the rules of the game - Take care of your business quickly - Keep bathroom tidy - Listen to and follow the bus drivers’ rules - Keep hands and feet to self

23. East Elementary School

24. Behavior Component Two-Fold 1. Reactive Clearly articulate schoolwide consequences for inappropriate behaviors Plan for accurate data collection (consistent across district schools) 2. Proactive Clearly state behavioral expectations Explicitly teach to all students Model expectations Give students opportunities to display expectations Provide feedback and reinforcement Monitor behavior

25. Reactive Plan Example

26. PROCEDURES FOR TEACHING THE PLAN TO STAKEHOLDERS 26

27. Procedures for Teaching Faculty and Staff: Students: Parents/ Community: A _CI3T Plan

28. PROCEDURES FOR REINFORCING STAKEHOLDERS 28

29. How will you reinforce? Faculty and Staff for: Participation and support Modeling the school expectations Taking an instructional approach to behavior Students for: Demonstrating the expectations across Academic, Behavioral and Social Skill Domains Parents and Community for: Supporting Students Reinforcing Expectations Procedures for Reinforcing R EINFORCING Preferred Seating at Lunch Classroom Helper Movie Tickets

30. Tangible reinforcers: Items worth monetary value such as school supplies, toys, comic books, coloring books, or gift cards Non-tangible reinforcers: Non-material items such as lunch with the principal, a homework pass, or front of the lunch line pass Procedures for Reinforcing Students: Determining Appropriate Reinforcers R EINFORCING STUDENTS While tangible reinforcers are typically desired by young students, it is important to begin to pair non- tangible reinforcement with tangible reinforcement and decrease the use of tangible reinforcers over time.

31. Greenfield Elementary Student Name: ______________________________ Teacher Name: _________________ Date: ________ Location: □ Classroom □ Bathroom □ Hallway □ Cafeteria □ Office □ Other Mark the Skill That Was Observed EXPECTATIONS □ Be Respectful □ Be Responsible □ Best Effort R EINFORCING STUDENTS

32. Seeking Positive Reinforcement Avoiding Negative Reinforcement Social Attention Activity/ Task Tangible Sensory Procedures for Reinforcing Students: Determining Appropriate Reinforcers

33. Procedures for Reinforcing Parents and Community Reinforce Parents and Community for: Supporting Students Reinforcing Expectations Consider the following reinforcements: Postcards home Recognition of donations or volunteers in school newsletter Thank you posters in school and community

34. Procedures for Reinforcing Parents and Community Thank you for helping to make Eastland School’s MTSS: CI3T Plan a success! Thank you for helping to make Eastland School’s MTSS: CI3T Plan a success! Gigi’s Flowers Eastland School Faculty and Staff

35. Who will be in charge of ticket distribution? Where will tickets be kept? By teachers By staff By team What will students do with tickets? How often will prizes be awarded? Reinforcement Logistics

36. Creative Ticket Collectors

37. Volunteers Team Members Faculty Staff Parents Older Mentor students or Buddies Community Members

38. EVALUATING THE PRIMARY PREVENTION 38

39. Evaluating the Primary Prevention Treatment Integrity Social Validity Systematic Screening Data-informed Decision Making 39

40. Academic SocialBehavior Procedures for Monitoring

41. Treatment Integrity (TI) State of Tennessee DOE Technical Assistance Grant IRB # 090935 Tier 1 Academic Treatment Integrity Teacher Completed CI3T Treatment Integrity

42. PBIS Component: School-wide Evaluation Tool (SET; Sugai et al., 2001) The School-wide Evaluation Tool (SET) consists of 7 subscales, each addressing a different component of school- wide positive behavior support State of Tennessee DOE Technical Assistance Grant IRB # 090935

43. Social Validity: Primary Intervention Rating Scale (PIRS) Used during training and implementation AFTER the person has had an opportunity to learn about the plan State of Tennessee DOE Technical Assistance Grant IRB # 090935 PIRS scores have predicted implementation in previous studies!

44. Monitoring Procedures: Student Measures Academic:Behavior:Social Skills: Program Measures: Social Validity:Treatment Integrity:Program Goals: PROCEDURED FOR MONITORTING A _CI3T PLAN

45. CI3T Plan Procedures for Monitoring: Middle School Procedures for Monitoring Student Measures Academic: State Assessments Formative Assessment AIMSweb District Writing Prompt scores District Assessments Progress Reports Report Card Grades Attendance Behavior: Behavior Screeners: SRSS-IE (Student Risk Screening Scale – Internal and External) Discipline – ODR (Office Discipline Referral) Suspensions Social Skills: Behavior Screeners: SRSS-IE (Student Risk Screening Scale – Internal/External) ODR Counselor/Outside Agency referrals Program Measures: Social Validity: Primary Intervention Rating Scale (PIRS; 2x per year) Treatment Integrity: Schoolwide Evaluation Tool (SET) Teacher-completed checklists Outside observer- completed checklist Program Goals: Why are you doing this? Insert specific objectives with data sources? Reduce aggression between students (ODR) Decrease gap in achievement scores between male and female students (AIMSweb; State Assessment) A _CI3T PLAN

46. Measure Aug SeptOctNovDecJan FebMarApr May School Demographics Student Demographic Information Screening Measures Behavior Screeners: SRSS-IE Behavior Screeners: SSBD Academic Screeners: AIMSweb Student Outcome Measures - Academic District Reading Assessment State Assessment MAP Testing Unit Tests Student Outcome Measures - Behavior Discipline: ODRs Course Failures Suspensions/ Expulsions Attendance (Absenteeism) Program Measures Social Validity – PIRS Schoolwide Evaluation Tool (SET) MTSS: CI3T Treatment Integrity D _MTSS CI3T Assessment Schedule and Comprehensive Assessment Plan 46

47. Sun.Mon.Tues.Wed.Thurs.Fri.Sat. 123456 Assembly @ 2:50 7 8910 Monthly Meeting 1112 Teach Social Skills Lesson 1314 1516 6 th Grade Prize Drawing 1718192021 2223242526 Teach Social Skills Lesson 2728 Fundraiser Lock-in School’s Implementation Calendar Schedule Schoolwide Reinforcement Opportunities

48. Professional Learning Faculty and staff participate in the development and selection of new programs – based on evidence Feedback loops Participate in professional learning across all areas R5: PD Plan

49. Questions, thoughts, and considerations …. Activities!

50. Discussion…. Preparing your team: What training might your team need to be prepared to serve in the CI3T development team? What formal and informal discussions are needed with faculty and staff? Ex. Issues of reinforcement? Participating in a schoolwide prevention model – giving up classroom systems? How and when will these conversations take place? What additional expertise might be available to support these discussions (i.e., district experts, university researchers, technical assistance networks, interactive webinars)?

51. Discussion…. Key ComponentsExisting PracticesNew Areas to Target Mission, Purpose Roles and Responsibilities defined Procedures for teaching Procedures for reinforcing Procedures for monitoring Monitoring of fidelity of practices Social validity of new initiatives and practices A team structure and data systems to examine program and student data Team structure for supporting implementation, improvements, and sustainability

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