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IES Grant

Title: Implementing Comprehensive, Integrated, Three-tiered Models to Meet Students' Academic, Behavior, and Social Needs: A Researcher-Practitioner Partnership
Center: NCER Year: 2015
Principal Investigator: Lane, Kathleen Awardee: University of Kansas
Program: Researcher-Practitioner Partnerships in Education Research      [Program Details]
Award Period: 2 years (7/1/2015-6/30/2017) Award Amount: $400,000
Goal: Researcher-Practitioner Partnership Award Number: R305H150018
Description:

Co-Principal Investigators: Terry McEwen (Lawrence Public Schools) and Wendy Oakes (Arizona State University)

Partner Institutions: This project involves collaboration between the University of Kansas, Arizona State University, and Lawrence Public Schools (LPS).

Purpose: This project will focus on continued implementation and testing of the Comprehensive, Integrated, Three-tiered (CI3T) Prevention Research Project in the Lawrence Public Schools. The CI3T model of prevention blends the principles of response to intervention and positive behavior interventions and supports with a validated program focused on developing students' social skillsets. The partners will work together to examine newly installed district- and school-level system changes designed to create positive learning environments and increase academic achievement for all students, including those with emotional behavioral disorders. The partnership will install and evaluate initial implementation of the CI3T model and will also develop procedures to ensure the partnership will continue after the grant funding concludes.

Partnership Activities: The partners will monitor CI3T implementation, attending specifically to treatment integrity (to assess plan implementation) and social validity (to assess stakeholders' views of the goals, procedures, and outcomes). Researchers will use universal screening data to examine overall school level performance over time and to detect and support students for whom primary prevention efforts are insufficient. For those students, evidence-based strategies and practices as well as more intensive intervention will be required. The partnership will conduct four studies to explore CI3T implementation with a focus on treatment integrity, social validity, screening, teacher efficacy, and future professional development needs. Researchers will complete a set of descriptive studies (with some involving longitudinal data, surveys, and focus groups).

Setting: This project will take place in a small urban district in the state of Kansas.

Population/Sample: The sample for this study will include approximately 12,000 students and over 1,000 teachers from 20 schools from PreK to Grade 12.

Data Analytic Strategy: The research team will use descriptive and inferential statistics in this project to assess CI3T implementation fidelity, social validity and response from stakeholders, and screening processes used by schools. Analyses will involve mean scores comparisons, analysis of variance comparing continuous variables, chi-square tests comparing categorical variables, Pearson correlation coefficients examining relations between variables of interest, and effect-size calculations examining the magnitude of differences between mean scores being compared. Data gathered from the focus groups will be analyzed using qualitative techniques, including constant comparative procedures.

Outcomes: The partnership will implement the CI3T model of prevention with fidelity in all 20 LPS schools. Researchers will also identify barriers to implementation and address high quality professional development that is available to support teachers. Other expected outcomes include greater student academic, behavior, and social success in school. Researchers plan to disseminate their progress to support the development of other partnerships nationwide.

Publications

Journal article, monograph, or newsletter

Lane, K.L., Oakes, W.P., Cantwell, E.D., Royer, D.J., Leko, M.M., Schatschneider, C., and Menzies, H.M. (2018). Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools. Journal of Emotional and Behavioral Disorders, 1063426617744746.

Oakes, W.P., Lane, K.L., Cantwell, E.D., and Royer, D.J. (2017). Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations. Journal of Applied School Psychology, 33(4), 369–393.


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