TY - JOUR
T1 - Project ENHANCE
T2 - Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention
AU - Common, Eric Alan
AU - Buckman, Mark Matthew
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy Peia
AU - Royer, David James
AU - Chafouleas, Sandra
AU - Briesch, Amy
AU - Sherod, Rebecca
N1 - Funding Information:
The current survey study is situated within Project ENHANCE, one of four research network grants (integrated multitiered systems of support [I-MTSS]) funded by the IES () to examine how to design, implement, and evaluate complex integrated systems (I-MTSS, ). As part of Project ENHANCE, we aimed to develop on-demand modules to assist Ci3T leadership teams with professional learning necessary to lead efforts in their schools and districts effectively and efficiently. We conducted this study during the 2019–2020 academic year to learn from stakeholders about their use of Ci3T core practices and needed professional learning related to data-informed Tier-1, -2, and -3 efforts. We gathered data using the Ci3T Professional Learning Survey to inform development of on-demand professional learning resources. We therefore extend the findings of Lane et al. () and Oakes et al. () by examining the professional learning needs of educators in three geographic U.S. regions and for schools in various stages of implementation. Research on systems change efforts rooted in implementation science suggests patterns in implementation are likely to change over time (Fixsen et al., ) and professional learning must be responsive to these changes. It is possible these changes will meaningfully affect the needs for professional learning to promote fidelity of Ci3T implementation.
Publisher Copyright:
© 2021, Association for Behavior Analysis International.
PY - 2021/9
Y1 - 2021/9
N2 - We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators’ views of (1) implementation of core components of their school’s Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents’ top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators’ ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.
AB - We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators’ views of (1) implementation of core components of their school’s Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents’ top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators’ ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.
KW - Ci3T
KW - Positive behavioral interventions and supports
KW - Professional learning
KW - Technical assistance
KW - Tiered system of supports
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UR - http://www.scopus.com/inward/citedby.url?scp=85113691435&partnerID=8YFLogxK
U2 - 10.1007/s43494-021-00049-z
DO - 10.1007/s43494-021-00049-z
M3 - Article
AN - SCOPUS:85113691435
SN - 0748-8491
VL - 44
SP - 125
EP - 144
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 3
ER -