Comprehensive, Integrated, Three Tiered (Ci3T) Models to Support School Success Lawrence, KS October 11, 217 Kathleen Lynne Lane, Ph.D., BCBA D With thanks to Wendy P. Oakes, Holly M. Menzies, Jemma Robertson Kalberg, Robin Ennis, Emily Cantwell, David Royer, Eric Common, Abbie Jenkins, Meredith Cox, Liane Johl, Mallory Messenger, and other members of our Ci3T Research Team Agenda Comprehensive, Integrated, Three tiered (Ci3T) Models of Prevention The Importance of Systematic Screening Using Screening Data... implications for primary prevention efforts implications for teachers implications for student based interventions at Tier 2 and Tier 3 Thank you Commitment to Students Students with emotional and behavioral disorders (EBD) represent a diverse and challenging group of students to teach (Forness, Freeman, Paparella, Kauffman, & Internalizing Walker, 211) Historically as a field we have viewed behavioral and social challenges to be within individual deficits (Landrum & Tankersley, 213) Relied on reactive approaches to address these challenges (Horner & Sugai, 215) Shift Systems Level Perspective Externalizing ED <1% EBD 12% Lane and Oakes 213 1
Michael Yudin urged educators and educational system leaders to pay as much attention to students social and behavioral needs as we do academics 214 National PBIS Leadership Conference, Michael Yudin, Assistant Secretary for the Office of Special Education and Rehabilitation of the United States Department of Education Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) Goal: Reverse Harm Specialized group systems for students at risk Goal: Reduce Harm Specialized individual systems for students with high risk Goal: Prevent Harm School/classroom wide systems for all students, staff, & settings Academic Behavioral Social Validated Curricula PBIS Framework Validated Curricula Ci3T Professional Learning Series Pre Training Activities Session 1: 2 hours Session 2: Full day Session 3: 2 hours Session 4: Full day Session 5: 2 hours Session 6: Full day Team member selection Schoolwide Expectations Survey for Specific Settings (SESSS) Ci3T model overview Building the primary prevention plan How to monitor the plan Student team members attend Building Tier 2 supports Building Tier 3 supports Student team members attend Preparing to implement Implementation Homework Share overview with faculty and staff; Build reactive plan Homework Finalize and share expectation matrix and teaching & reinforcing components Homework Share screeners; Complete assessment schedule Homework Share Ci3T plan; Complete PIRS; Complete secondary grid Homework Share revised Ci3T plan; Complete Ci3T Feedback Form Lane and Oakes 213 2
Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) 8% Primary Prevention (Tier 1) Academic Behavioral Social Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) 8% Primary Prevention (Tier 1) Academic Behavioral Social Lane and Oakes 213 3
Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) 8% Primary Prevention (Tier 1) Academic Behavioral Social Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) 8% Primary Prevention (Tier 1) Academic Behavioral Social Ci3T Primary Plan: Roles and Responsibilities all stakeholder groups Lane and Oakes 213 4
Faculty and Staff: Procedures for Teaching Students: Parents/ Community: https://youtu.be/b4swsa_knye Lane & Oakes 212 Faculty and Staff: Procedures for Reinforcing Students: Parents/ Community: Lane & Oakes 212 Lane and Oakes 213 5
Essential Components of Primary Prevention Efforts Social Validity Treatment Integrity Systematic Screening Academic Behavior Measure Aug Sept Oct Nov Dec Jan Feb March April May School Demographics Student Demographic Information Screening Measures SRSS IE Student Outcome Measures Academic Student Outcome Measures Behavior Program Measures Social Validity PIRS Schoolwide Evaluation Tool (SET) CI3T Treatment Integrity Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) Secondary (Tier 2) Intervention Grids 8% Primary Prevention (Tier 1) Academic Behavioral Social Lane and Oakes 213 6
Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) 5% Tertiary Prevention (Tier 3) Tertiary (Tier 3) 15% Intervention Grids Secondary Prevention (Tier 2) 8% Primary Prevention (Tier 1) Academic Behavioral Social Implementation Science Adapted from Fixsen & Blasé, 25 Exploration & Adoption We think we know what we need so we are planning to move forward (evidencebased) 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) See Lane, Menzies, Oakes, and Kalberg (212) What screening tools are available? Lane and Oakes 213 7
Student Risk Screening Scale (Drummond, 1994) The SRSS is 7 item mass screener used to identify students who are at risk for antisocial behavior. Uses 4 point Likert type scale: never =, occasionally = 1, sometimes = 2, frequently = 3 Teachers evaluate each student on the following items Steal Low Academic Achievement Lie, Cheat, Sneak Negative Attitude Behavior Problems Aggressive Behavior Peer Rejection Student Risk is divided into 3 categories Low 3 Moderate 4 8 High 9 21 (SRSS; Drummond, 1994) Student Risk Screening Scale (Drummond, 1994) DATE TEACHER NAME = Never 1= Occasionally 2 = Sometimes 3 = Frequently Use the above scale to rate each item for each student. Steal Lie, Cheat, Behavior Low Academic Negative Aggressive Sneak Problem Peer Rejection Achievement Attitude Behavior SRSS Score: Sum Items 1-7 (Range - 21) Student Name Student ID Smith, Sally 11111 1 2 1 3 7 Student Risk Screening Scale Middle School Fall 24 Fall 211 1% 8% 6.% 3.% 3.% 2.34%.63% 1.68% 1.34% 2.23% 11.% 11.% 7.87% 6.29% 7.77% 6.11% 3.71% 17.% n = 12 n = 2 n = 57 Percentage of Students 6% 4% 77.% 86.% 86.% 89.79% 93.8% 9.55% 92.56% 94.6% High Moderate Low 2% % Fall 24 Fall 25 Fall 26 Fall 27 Fall 28 Fall 29 Fall 21 Fall 211 N=477 N=534 N=52 N=454 N=476 N=47 N=524 N= 539 Fall Screeners Lane, K. L., Oakes, W. P., & Magill, L. (214). 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. Lane and Oakes 213 8
SAMPLE DATA: SRSS Middle School Study 1: Behavioral & Academic Characteristics of SRSS Risk Groups Variable Low (n = 422) M (SD) ODR 1.5 (2.85) In-School Suspensions.8 (.38) GPA 3.35 (.52) Risk Moderate (n = 51) M (SD) 5.2 (5.32).35 (1.4) 2.63 (.65) High (n = 12) M (SD) 8.42 (7.1) 1.71 (2.26) 2.32 (.59) Significance Testing L<M<H L<M<H L>M, H M=H Course Failures.68 (1.5) 2.78 (3.46) 4.17 (3.49) L<M, H M=H Lane & Oakes (Lane, Parks, Kalberg, & Carter, 27) STUDENT RISK SCREENING SCALE High School: Behavioral & Academic Characteristics of SRSS Risk Groups Non-Instructional Raters Variable Low (n = 328) M (SD) Risk Moderate (n = 52) M (SD) High (n = 35) M (SD) Significance Testing ODR 3.53 (5.53) 8.27 (7.72) 8.97 (9.39) L < M, H M = H GPA 3.1 (.82) 2.45 (.84) 2.38 (.88) L > M, H M = H (Lane, Kalberg, Parks, & Carter, 28) SRSS IE for Elementary Schools Lane and Oakes 213 9
SRSS IE for Middle and High Schools SRSS IE: Cut Scores Elementary School Middle and High School SRSS E7 SRSS I5 SRSS E7 SRSS I6 Items 1 7 Items 8 12 Items 1 7 Items 4, 8 12 3 = low risk 1 = low risk 3 = low risk 4 8 = moderate risk 2 3 = moderate risk 4 8 = moderate risk 9 21 = high risk 4 15 = high risk 9 21 = high risk 3 = low risk 4 5 = moderate risk 6 18 = high risk Elementary School Level: Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (215). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 4, 159-17. Middle and High School Levels: Lane, K. L., Oakes, W. P., Cantwell, E. D., Schatschneider, C., Menzies, H., Crittenden, M., & Messenger, M. (in press). Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders. ES Fall SRSS E7 Results All Students % of Students Screened 1% 8% 6% 4% 2% % N = 34 N = 29 N = 2 6.75% 5.64% 4.61% N = 99 N = 78 19.64% 15.18% 12.9% N = 56 73.61% N = 371 N = 47 N = 358 79.18% 82.49% F14 F15 F16 F17 Screening Time Point Low Risk ( 3) Moderate (4 8) High (9 21) Lane and Oakes 213 1
ES Fall SRSS I5 Results All Students % of Students Screened 1% 8% 6% 4% 2% % N = 55 N = 46 N = 35 1.91% 8.95% 8.6% N = 9 N = 77 N = 64 17.86% 14.98% 14.75% N = 359 N = 391 N = 335 71.23% 76.7% 77.19% F14 F15 F16 F17 Screening Time Point Low Risk ( 1) Moderate (2 3) High (4 15) HS Fall SRSS E7 Results All Students % of Students Screened 1% 8% 6% 4% 2% % 2.42% N = 29 2.54% N = 39 8.2% 6.18% N = 96 N = 95 N = 172 N = 144 89.56% 91.29% F15 F16 F17 F18 F19 Screening Time Point Low Risk ( 3) Moderate (4 8) High (9 21) HS Fall 216 SRSS E7 Comparison by Grade Level Grade Level N Screened Low ( 3) Moderate (4 8) High (9 21) 9 th 397 361 (9.93%) 29 (7.3%) 7 (1.76%) 1 th 428 381 (89.2%) 32 (7.48%) 15 (3.5%) 11 th 396 363 (91.67%) 24 (6.6%) 9 (2.27%) 12 th 317 299 (94.32%) 1 (3.15%) 8 (2.52%) Lane and Oakes 213 11
HS Fall SRSS I6 Results All Students % of Students Screened 1% 8% 6% 4% 2% % 5.66% 4.16% 9.18% N = 87 N = 64 N = 1387 F16 F17 F18 F19 Screening Time Point Low Risk ( 3) Moderate (4 5) High (6 18) HS Fall 216 SRSS I6 Comparison by Grade Level Grade Level N Screened Low ( 3) Moderate (4 5) High (6 18) 9 th 397 353 (88.92%) 24 (6.5%) 2 (5.4%) 1 th 428 388 (9.65%) 14 (3.27%) 26 (6.7%) 11 th 396 353 (89.14%) 16 (4.4%) 27 (6.82%) 12 th 317 293 (92.43%) 1 (3.15%) 14 (4.42%) Examining your screening data implications for primary prevention efforts implications for teachers implications for student based interventions See Lane, Menzies, Bruhn, and Crnobori (211) Lane and Oakes 213 12
Social Skills Improvement System Performance Screening Guide Spring 212 Total School 1% 9% 8% 7% 6% 5% 4% 3% 2% 1% % Percent of Students Adequate progress Moderate Difficulties Significant Difficulties 11.4 4.49 7.14 6.34 N = 54 N = 22 N = 35 N = 31 45.6 47.55 36.73 38.24 N = 223 N = 212 43.35 47.96 N = 233 N = 235 56.12 N = 18 N = 275 55.42 Reading Skills Math Skills Prosocial Behavior Motivation to Learn n = 489 n = 49 n = 49 Subscales n = 489 N = 187 N = 271 Lane, K. L., Oakes, W. P., & Magill, L. (213). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three Tiered (CI3T) Model? Student Risk Screening Scale Middle School Fall 24 Fall 211 n = 12 n = 2 Percentage of Students n = 57 N=534 N=52 N=454 N=47 N=477 N=476 N=524 N= 539 Fall Screeners Lane & Oakes Examining your screening data implications for primary prevention efforts implications for teachers implications for student based interventions See Lane, Menzies, Bruhn, and Crnobori (211) Lane and Oakes 213 13
Examining Academic and Behavioral Data: Elementary School Level Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (215). Supporting Behavior for School Success: A Step by Step Guide to Key Strategies. New York, NY: Guilford Press. Schoolwide Positive Behavior Support Comprehensive, Integrative, Three-tiered (CI3T) Models of Support Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring -- Functional Assessment-Based Interventions Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment Low Intensity Strategies Opportunities to Respond Behavior Specific Praise Active Supervision Instructional Feedback High p Requests Precorrection Self-monitoring Behavior Contracts Incorporating Choice Lane and Oakes 213 14
Professional Learning! www.ci3t.org/pl Examining your screening data implications for primary prevention efforts implications for teachers implications for student based interventions See Lane, Menzies, Bruhn, and Crnobori (211) Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) Goal: Reduce Harm Specialized individual systems for students with high risk 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) Goal: Reverse Harm Specialized group systems for students at risk Goal: Prevent Harm School/classroom wide systems for all students, staff, & settings 8% Primary Prevention (Tier 1) PBIS Framework Validated Curricula Academic Behavioral Social Lane and Oakes 213 15
BASC 2 Behavior and Emotional Screening Scale Spring 212 Percent of Students 1% 8% 6% 4% 2% % N = 24 N = 67 N = 533 Normal Elevated Extremely Elevated 3.85 3.65 5.45 2.46 1.74 8.68 12.38 11.33 85.42 87.67 82.18 86.21 Total Sixth Seventh Eighth Subgroup N = 624 n = 219 n = 22 n = 23 Schoolwide Positive Behavior Support Comprehensive, Integrative, Three-tiered (CI3T) Models of Support Basic Classroom Management Effective Instruction Low Intensity Strategies Low Intensity Strategies Behavior Contracts Self-Monitoring -- Functional Assessment-Based Interventions Higher Intensity Strategies Assessment Assess, Design, Implement, and Evaluate Support Behavior Contract Selfmonitoring Description Schoolwide Data: Entry Criteria Data to Monitor Progress Sample Secondary Intervention Grid A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Students will monitor and record their academic production (completion/ accuracy) and on task behavior each day. Behavior: SRSS mod to high risk Academic: 2 or more missing assignments with in a grading period Students who score in the abnormal range for H and CP on the SDQ; course failure or at risk on CBM Sample Secondary Intervention Grid Work completion, or other behavior addressed in contract Treatment Integrity Social Validity Work completion and accuracy in the academic area of concern; passing grades Treatment Integrity Social Validity Exit Criteria Successful Completion of behavior contract Passing grade on the report card in the academic area of concern Lane and Oakes 213 16
Instructional Choice Ci3T Secondary (Tier 2) Intervention Grid Support Description School-wide Data: Entry Criteria Within and across SRSS moderate Instructional Choice task choices offered during reading instruction. During independent language arts assignments. Choices offered by teacher in general education classroom. risk and Report card work completed and independent work habits Progressing or Limited Improvement Data to Monitor Progress Academic engaged time % work completed Treatment Integrity (component checklist) Social Validity (student & teacher completed) Exit Criteria 5 consecutive weeks of daily: academic engagement 8% And work completion 9% http://www.ci3t.org/pl (Lane, Menzies, Ennis, & Oakes, 215) Daily Behavior Report Cards Support Description School wide Data: Entry Criteria Daily DBR will be completed by Behavior Behavior the classroom teacher SRSS E7 score: Report during daily observation Moderate (4 8) (DBR) periods (e.g., core and/or Card instruction during English SRSS I5 score: Language Arts) and parents Moderate (2 3) will sign the form each day. AND DBR will be used to rate Evidence of teacher academic engagement, implementation of respect, and disruption. At Ci3T primary (Tier 1) the conclusion of each plan [treatment observation period, the integrity: direct teacher will indicate the observation] degree to which the student AND displayed each behavior. Parent permission The teacher will meet briefly AND with the student to share Academic the teacher s DBR rating and Student is in grade 2 home school or 3 communication procedures will be established for student to bring a paper copy or email to parent or http://dbr.education.uconn.edu/ caregiver each day DBR was implemented for a parent/caregiver to sign. Data to Monitor Exit Criteria Progress Student measures Review Daily behavior student report (DBR; progress at daily) end of 24 Attendance and sessions tardies Team agrees goals have Social validity been met or Teacher: IRP 15 no further Student: CIRP Positive Action small Treatment integrity group Tier 2 treatment sessions are integrity warranted measures SRSS E7 and Ci3T TI: Direct I5 scores are observation (3 in the low risk min if needed) category Positive Action: Tier 2 Groups Support Description School wide Data: Data to Monitor Progress Entry Criteria Positive Counselors and/or social Behavior Student measures Action (PA) workers will lead small group SRSS E7 score: Moderate SSiS Rating Scale counselor led Positive Action sessions for (4 8) and/or (Pre/Post) small group approximately 3 4 min 2 3 SRSS I5 score: Moderate Skills for Greatness days per week. Students will (2 3) (Pre/Post) acquire new skills, learn how to AND Daily behavior engage more fully in 2 or fewer absences in report (DBR; daily) instructional experiences, and first 3 months of school Attendance and learn how to meet more schoolwide expectations. Small groups Evidence of teacher AND tardies will run for up to 24 sessions (8 implementation of Ci3T Social validity to 12 weeks depending on the primary (Tier 1) plan Teacher: IRP 15 number of sessions conducted [treatment integrity: Student: CIRP per week) using a subset of direct observation] Positive Action lessons AND Treatment integrity appropriate for student skillsets Parent permission Tier 2 treatment as identified using Skills For AND integrity measures Greatness (teacher, counselor, Ci3T TI: Direct Academic parent versions) and SSiS Rating observation (3 min Student is in grade 2 or 3 Scale (teacher and parent if needed) version). Exit Criteria Review student progress at end of 24 sessions Team agrees goals have been met or no further Positive Action small group sessions are warranted SRSS E7 and I5 scores are in the low risk category Lane and Oakes 213 17
Schoolwide Positive Behavior Support Comprehensive, Integrative, Three-tiered (CI3T) Models of Support Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring -- Functional Assessment-Based Interventions Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment Comprehensive, Integrated, Three Tiered Model of Prevention (Lane, Kalberg, & Menzies, 29) Goal: Reduce Harm Specialized individual systems for students with high risk 5% Tertiary Prevention (Tier 3) 15% Secondary Prevention (Tier 2) Goal: Reverse Harm Specialized group systems for students at risk Goal: Prevent Harm School/classroom wide systems for all students, staff, & settings 8% Primary Prevention (Tier 1) PBIS Framework Validated Curricula Academic Behavioral Social Changes in Harry s Behavior 1 9 8 Baseline 1 Intervention 1 Baseline 2 Intervention 2 Percentage of AET 7 6 5 4 3 2 1 4/27 4/28 4/29 4/3 5/5 5/1 5/13 5/14 5/17 5/18 5/19 5/2 5/21 5/24 5/25 5/26 5/27 5/28 Date of Session Cox, M., Griffin, M. M., Hall, R., Oakes, W. P., & Lane, K. L. (212). Using a functional assessment-based intervention to increase academic engaged time in an inclusive middle school setting. Beyond Behavior, 2, 44 54. Lane and Oakes 213 18
Recommendations to Consider Recommendation #1: Build Stakeholders Expertise Recommendation #2: Develop the Structures to Sustain and Improve Practices Recommendation #3: Conduct Screenings in a Responsible Fashion Recommendation #4: Consider Legal Implications know your state laws (Lane & Oakes, 212) Ci3T Professional Learning Series Pre Training Activities Session 1: 2 hours Session 2: Full day Session 3: 2 hours Session 4: Full day Session 5: 2 hours Session 6: Full day Team member selection Schoolwide Expectations Survey for Specific Settings (SESSS) Ci3T model overview Building the primary prevention plan How to monitor the plan Student team members attend Building Tier 2 supports Building Tier 3 supports Student team members attend Preparing to implement Implementation Homework Share overview with faculty and staff; Build reactive plan Homework Finalize and share expectation matrix and teaching & reinforcing components Homework Share screeners; Complete assessment schedule Homework Share Ci3T plan; Complete PIRS; Complete secondary grid Homework Share revised Ci3T plan; Complete Ci3T Feedback Form Ci3T Team Training Sequence Session 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 Ci3T: Primary Prevention 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 Ci3T Training Series Ci3T: Secondary Prevention 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: Tertiary Prevention Additional Professional Development on Specific Topics Core Content Curriculum Check In - Check Out Reading, Math, Writing Student Driven Benchmarking and Interventions, Strategies, & Progress Monitoring Tools Practices Teacher Driven Supports: Instructional Techniques to Improve Students Motivation; General Classroom Management Practices; Low-Intensity Behavior Supports Functional Assessmentbased Interventions Additional Tier 3 Supports Lane and Oakes 213 19
Upcoming Professional Development Sep Oct Nov Dec Jan Feb Mar Apr May Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 TRAINING 11/14/17 5: 7:PM 12/6/17 8:AM 4:PM 1/16/18 5: 7:PM 2/13/18 8:AM 4:PM 4/4/18 5: 7:PM 5/3/18 8:AM 4:PM IMPLEMENTATION 5: 7: PM IMP Day 1 9/2/17 IMP Day 2 11/15/17 IMP Day 3 1/17/18 IMP Day 4 3/13/18 IMP Day 5 4/3/18 Technology Training Day 1 1/2/17 9:AM 12:PM Technology Training Day 2 11/29/17 5: 7:PM Trainer of Trainers Coaching Calls 4: 5:3 PM KU Project EMPOWER 5: 7: PM TOT Coaching Call Session 1 9/21/17 EMPOWER Session 1 9/25/17 TOT Coaching Call Session 2 11/16/17 EMPOWER Session 2 11/8/17 TOT Coaching Call Session 3 12/8/17 TOT Coaching Call Session 4 1/18/18 EMPOWER Session 3 1/24/18 TOT Coaching Call Session 5 2/15/18 TOT TOT Coaching Coaching Call Call Session 6 Session 7 3/15/18 4/5/18 EMPOWER EMPOWER Session 4 Session 5 3/14/18 4/17/18 TOT Coaching Call Session 8 5/4/18 Professional Development to Support You Alumni Center 9/25/17 5: 7: PM Moving Forward with COMPLETED! Ci3T: Setting Up for Success 11/8/17 5: 7: PM 1/24/18 5: 7: PM Using School wide Data to Connect Students with Secondary (Tier 2) and Tertiary (Tier 3) Interventions Simple, Low intensity Strategies to Increase Engagement and Minimize Disruption 3/14/18 5: 7: PM Supporting Students with Internalizing Behaviors 4/17/18 5: 7: PM Using Self Monitoring Strategies to Support Success Check Ci3T.org under professional learning for registration links! Lane and Oakes 213 2
www.ci3t.org Kathleen.Lane@ku.edu 615.545.5634 Lane and Oakes 213 21