Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention: Educator Perspectives

We provide results from a district-wide survey of 253 certified educators to determine (a) the degree which they reported implementing components their school’s comprehensive, integrated, three-tiered (Ci3T) model prevention in current year and (b) areas might benefit continued professional learning. The purpose this study was develop data informed learning plan continue support implementation at conclusion an Institute for Education Sciences (IES) -funded practitioner-researcher partnership grant. At least half high level all Tier 1 features. 2 3 behavioral social supports students were as less fully implemented than academic interventions, yet still well-above scale midpoint. For every component, elementary indicated statistically significantly higher levels relative secondary educators. Over respondents eight 20 research-based practices examined, with significant relation between ratings currently desire four practices: small-group self-determination instruction, peer-mediated strategies, check-in/check-out, strategies internalizing behaviors. In terms preferred development avenues, rated in-district during-school workshops, courses college credit (on-line), brief “good practice” guides most favorably. close discussion implications, limitations, future directions.