Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models to Meet Students' Academic, Behavior, and Social Needs

• In Event: Bridging the Research-to-Practice Gap: Evaluation and Problem Solving Within Research-Practice Partnerships

Abstract

1. Objectives or purposes
The intent of this partnership grant is to (a) install CI3T plans with high fidelity to ensure all students have access to Tier 1 evidenced-based practices to meet their academic, behavioral, and social needs and (b) detect students with learning and behavioral challenges then responding swiftly and efficiently with evidenced-based Tier 2 and Tier 3 supports

2. Perspective(s) or theoretical framework
The research and practice partnership will conduct carefully constructed research studies to examine newly installed district- and school-level system changes for creating positive learning environments for all students, an identified priority of the U.S. Department of Education (Mitchell, 2014). The CI3T model blends the principles of response to intervention (RTI; Fuchs & Deshler, 2015), positive behavior interventions and supports (PBIS; Horner & Sugai, 2015), along with a validated program focused on developing students’ social skillsets. The CI3T prevention model offers one data-driven model for analyzing data at the program and student level to determine effectiveness related to desired goals. In addition to monitoring program implementation in terms of treatment integrity and social validity, this plan involves using universal screening data to (a) examine overall school level performance over time and (b) detect and support students for whom primary prevention efforts are insufficient, thus requiring evidence-based strategies and practices at Tier 2 or 3 (Cook & Tankersley, 2013).

3. Methods, techniques, or modes of inquiry
We present an overview of the studies planned, providing preliminary findings regarding initial implementation. First, we will examine the extent to which each school’s CI3T plan is implemented as designed. Second, at two times during the academic year we will examine teachers’ opinions about their school’s CI3T plan’s goals, procedures and intended outcomes and analyze the relation between fidelity of CI3T plans and teachers’ sense of efficacy and burnout. Third, we will examine how student performance shifts within and between academic years, taking into account teacher-level variables’ (e.g., treatment integrity and social validity) impact on academic performance (AIMSweb) and behavioral risk (SRSS-IE) over time. Fourth, we will assess professional development needs of faculty and staff related to fidelity and sustainability.

4. Data sources, evidence, objects, or materials
Treatment integrity, social validity, and academic screening tools (see #3 above). Student level data are monitored for student achievement outcomes (e.g., curriculum-based measures) and measures of progression through the school system (e.g., credit accrual, retention in grade).

5. Results and/or substantiated conclusions or warrants for arguments/point of view
LPS’s 4 elementary, 4 middle, and 2 high schools have designed their Ci3T model. Elementary schools are moving into the second year of implementation and second schools are moving into the first year of implementation.

6. Scientific or scholarly significance of the study or work.
Indicators of success of the partnership are for (a) CI3T prevention model to be implemented with fidelity in all 20 schools, practices implemented, and high quality professional development avaiable to support teachers sense of self-efficacy and reduce burnout and (b) students experience greater success in school – academically, behaivorally and socially.

Author

• Kathleen Lane, University of Kansas