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3/23/2021
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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
P. ENHANCE Ci3T IMPLEMENTATIONAM/PM
KU Project EMPOWER5:00‐7:00 PM
KU Project EMPOWER5:00‐7:00 PM
Ci3T Trainers & Coaches Conference Calls4:00‐5:30 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
• Planning and implementing Tier 2 supports
• Planning and implementing Tier 3 supports
• 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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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
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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Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula
(Lane, Kalberg, & Menzies, 2009)
Comprehensive, Integrated, Three‐Tiered Model of Prevention
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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Planning Tier 2 Supports
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/
Direct Behavior Ratings (DBR):Uses and Applications
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
https://dbr.education.uconn.edu/
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Direct Behavior Ratings (DBR):Uses and Applications
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
https://dbr.education.uconn.edu/
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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How do I implement Direct Behavior Rating (DBR) in my classroom? Implementation Checklist
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
How do I implement Direct Behavior Rating (DBR) in my classroom? Implementation Checklist
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
Planning Tier 2 Supports:Structures for Success
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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…
Planning Tier 2 Supports
• 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
Planning Tier 2 Supports
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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Planning Tier 2 Supports:Structures for Success
Planning Tier 2 Supports:Structures for Success
Planning Tier 2 Supports
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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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Academic ◇ Behavioral ◇ SocialValidated Curricula PBIS Framework Validated Curricula
(Lane, Kalberg, & Menzies, 2009)
Comprehensive, Integrated, Three‐Tiered Model of Prevention
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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ET
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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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
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
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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
P. ENHANCE Ci3T IMPLEMENTATIONAM/PM
P. ENHANCE Ci3T IMPLEMENTATIONAM/PM
KU Project EMPOWER5:00‐7:00 PM
KU Project EMPOWER5:00‐7:00 PM
Ci3T Trainers & Coaches Conference Calls4:00‐5:30 PM
Ci3T Trainers & Coaches Conference Calls4:00‐5:30 PM
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
• Planning and implementing Tier 2 supports
• Planning and implementing Tier 3 supports
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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3/23/2021
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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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