let’s get started!€¦ · the first week of school and reteach expectations (monthly). ......

Project EMPOWER Session 1 9/15/2020

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Let’s Get Started!Using Your Ci3T Structures to Provide

Remote, In-Person, and Hybrid Instruction

Kathleen Lynne Lane, Ph.D., BCBA-D, CF-L1

Mark M. Buckman, MS.Ed.

Wendy Peia Oakes, Ph.D.

Renaming: School Initials + First and Last Name

To help us put you in breakout rooms with your colleagues today…

2. Rename yourself with your school initials then first and last name.

1. Click the three dots at the top right corner of your video square.

Agenda

• Welcome

• Project ENHANCE Overview

• Ci3T: Procedures for Teaching in the COVID-19 Era

• Ci3T: Procedures for Reinforcing in the COVID-19 Era

• Ci3T: Procedures for Monitoring in the COVID-19 Era

• Looking Ahead

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Accessing Project EMPOWER Professional Learning

WelcomeStructured Flexibility

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

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Ci3T.org/COVID

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Area II: AcademicsResponsibilities

Faculty and Staff: • Teach core programs according to

district and state standards with integrity:

• Use proactive evidence-based strategies to support students’ active engagement

Area II: BehaviorResponsibilities

Faculty and Staff:Implement Positive Behavioral Interventions and Supports (PBIS) with integrity.• Teach all setting Expectations within

the first week of school and reteach Expectations (monthly).

• Display and model school-wide expectations in classrooms and other key settings.

Area II: SocialResponsibilities

Faculty and Staff:Teach schoolwide social skills/ character education curricula with integrity:• Teach daily Second Step ® lessons

(link to grade level instructional schedules)

• Seek ways to engage parents as partners in the school program

Remote Learning• Use proactive evidence-based

strategies to support students’ active engagement.

• Maintain online classroom platforms with learning activities connected to the weekly learning outcomes.

• Communicate at least weekly with families and students.

Remote Learning• Teach Expectations for remote

learning.• Set clear Expectations for your

students’ learning times allowing for flexibility for unique family needs.

Remote Learning• Begin each lesson with a connection

to the social skills needed to fully engage in the lesson.

• Utilize online Second Step® resources to continue regular social skill lessons with asynchronous activities as well as synchronous lessons.

Area II: AcademicsResponsibilities

Faculty and Staff: • Teach core programs according to

district and state standards with integrity:

• Use proactive evidence-based strategies to support students’ active engagement

Remote Learning• Use proactive evidence-based

strategies to support students’ active engagement.

• Maintain online classroom platforms with learning activities connected to the weekly learning outcomes.

• Communicate at least weekly with families and students.

Opportunities to Respond

Behavior-Specific Praise

Active Supervision

Instructional Feedback

High-p Requests

Precorrection

Incorporating Choice

Area II: BehaviorResponsibilities

Faculty and Staff:Implement Positive Behavioral Interventions and Supports (PBIS) with integrity.• Teach all setting Expectations within

the first week of school and reteach Expectations (monthly).

• Display and model school-wide expectations in classrooms and other key settings.

Remote Learning• Teach Expectations for remote

learning.• Set clear Expectations for your

students’ learning times allowing for flexibility for unique family needs.

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Area II: SocialResponsibilities

Faculty and Staff:Teach schoolwide social skills/ character education curricula with integrity:• Teach daily Second Step® lessons (link

to grade level instructional schedules) • Seek ways to engage parents as

partners in the school program

Remote Learning• Begin each lesson with a connection to

the social skills needed to fully engage in the lesson.

• Utilize online Second Step® resources to continue regular social skill lessons with asynchronous activities as well as synchronous lessons.

Project EMPOWER Professional Learning

Ci3T: Procedures for Teachingin the COVID-19 Era

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A look at Procedures for Teaching at Tier 1

Procedures for Teaching

Faculty and Staff: Ci3T Leadership Teams and District Leaders will teach procedures to faculty and staff by:• Provide faculty and staff Ci3T Implementation Manual and other materials such as posters, lesson plans, tickets,

etc. to teach, implement and support our Ci3T plan.• Professional learning opportunities at the district level to support implementation and sustainability of Ci3T, with

attention to academic, behavior, and social domains.• Expectations Matrix taught and posted. • Ongoing re-teaching of expectations and procedures – dedicated staff meeting time for discussions.

Continued Learning: Ci3T Leadership Teams and District Leaders will teach procedures to faculty and staff by:• Providing faculty and staff materials for remote access to the Ci3T Implementation Manual, digital ‘posters’ and e-

tickets. • Professional learning sessions and access guides for online materials for teaching social skills lessons. • Beginning of year online meeting small-group breakout rooms for faculty and staff to review Ci3T Implementation

Manual updates, get questions answered, and share ideas

pbis.org

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Setting up for Successat Home

http://www.ci3t.org/covid

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Ci3T: Procedures for Reinforcingin the COVID-10 Era

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Virtual Learning Incentives

FREE Incentives: Stay after on ZOOM with a friend for

a chat Virtual lunch date with the teacher,

principal, etc.(check with that staff member before offering them up of course)

Teacher wears stickers or has a sign with the student’s name

Dress up ZOOM day (hats, PJs, costumes, etc.)

Virtual Greeting Cards (sent via email)

Show & Tell Time (or some kind of star student spotlight time)

Personalized stickers in See Saw (2nd grade has been using this)

Adapted and shared with permission from a district partner

Virtual Class Reinforcement Menu

Let’s talk… and make plans!• How will you provide integrated lessons in remote

environments?• How will you use low-intensity supports in virtual

environments?• How will you reinforce students this year?• Review the infographic available at ci3t.org/covid.• What are your next steps for ensuring you are ready to

reinforce students effectively?

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Ci3T: Procedures for Monitoringin the COVID-19 Era

Essential Components of Primary Prevention Efforts

Systematic ScreeningAcademic Behavior

Treatment Integrity

Social Validity

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2020 -2021 LPS District Master: Tertiary (Tier 3) Intervention Grids Note: Red rows are district-supported Tertiary (Tier 3) Interventions

Support Description School-wide Data: Entry Criteria

Data to Monitor Progress

Exit Criteria

Functional Assessment-based Intervention

FABIs are interventions based on the function of the target behavior, as determined by the functional assessment and determined with the aid of the Function Matrix. The Function-Based Intervention Decision Model is used to determine the intervention focus, including: Method 1: Teach the replacement behavior; Method 2: Improve the environment; Method 3: Adjust the contingencies; and a combination of Method 1 and Method 2. A package intervention is designed and implemented, including antecedent adjustments, reinforcement adjustments, and extinction procedures directly linked to the function of the target behavior.

See http://www.ci3t.org/fabi for a detailed, step-by-step process for designing, implementing, and evaluating Functional Assessment-based Interventions.

One or more of the following:Behavior: SRSS-E7 score: High (9-21) SRSS-I5 score: High (4-15) 6 or more office discipline

referrals (ODRs) within one grading period

AND/OR

Academic: Report card: 1 or more

course failures Below 2.5 GPA

Student Performance:Student behavior targeted for improvement (e.g., target or replacement behavior) using direct observation

Treatment Integrity:FABI Step Checklists (see ci3t.org/fabi)

Treatment Integrity Checklist

Social Validity:IRP-15 (teacher)CIRP (student)

The FABI will be faded once (a) a functional relation is demonstrated using a validated single-case research design (e.g., withdrawal), and (b) the behavior objective for the student is met (See Behavior Intervention Plan [BIP]).

Looking Ahead

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Ci3T Monthly Leadership Team Meetings

You might have your Ci3T Leadership Team fill this out

ci3t.org/covid

ci3t.org/pl

Let’s talk… and make plans!• When does your Ci3T Leadership Team meet? Faculty

and Staff Meetings?• When will you complete your treatment integrity and social

validity measures?• What questions do you have about systematic screening

in fall?• What are your next steps for you are ready for data-

informed decision making?

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Ci3T EMPOWER SessionsLocation: Remote via ZoomAttended by:School Ci3T Leadership TeamsCi3T District Trainers and CoachesFaculty and StaffFamilies (adults only)Community Members Times CST1. Let’s Get Started! Using Your Ci3T Structures to

Provide Remote, In‐Person, and Hybrid Instruction

September 15, 2020 5:00 p.m. – 7:00 p.m.

2. You’ve Got This! Using Your Ci3T Structures to

Support Positive Behavior at School and at Home

November 3, 2020 5:00 p.m. – 7:00 p.m.

3. What Do I Need to Know About Screening?

Conducting and Using Your Data from Systematic

Screenings

January 26, 2021 5:00 p.m. – 7:00 p.m.

4. Where did that come from? Understanding and

Managing Acting Out Behavior

February 23, 2021 5:00 p.m. – 7:00 p.m.

5. How do I support students who are feeling

anxious? Practical Strategies that Work

April 20, 2021 5:00 p.m. – 7:00 p.m.

Ci3T Trainers & Coaches CallsLocation: *Held RemotelyAttended by: Ci3T Trainers, Coaches, or Leadership Team Members; open to interested parties Zoom link: https://kansas.zoom.us/j/92361953100 Times CST1. Ci3T Trainers and Coaches Call 1 August 06, 2020 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 2 September 03, 2020 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 3 October 20, 2020 4:00 p.m. – 5:00 p.m.1. Ci3T Trainers and Coaches Call 4 November 16, 2020 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 5 December 14, 2020 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 6 January 06, 2021 4:00 p.m. – 5:00 p.m.1. Ci3T Trainers and Coaches Call 7 February 17, 2021 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 8 March 23, 2021 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 9 April 19, 2021 4:00 p.m. – 5:00 p.m.1. Ci3T Trainers and Coaches Call 10 May 04, 2021 4:00 p.m. – 5:00 p.m.

1. Ci3T Trainers and Coaches Call 11 June 10, 2021 4:00 p.m. – 5:00 p.m.


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



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ci3t.org/covid

ci3t.org/pl




Thank [email protected]

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let’s get started!€¦ · the first week of school and reteach expectations (monthly). ......

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