Exploring ENHANCED Ci3T Professional Learning Offerings
Creators: name: Buckman, Mark
name: Lane, Kathleen
name: Oakes, Wendy
name: Common, Eric
name: Briesch, Amy
name: Chafouleas, Sandra
name: Royer, David
name: Sherod, Rebecca
name: Fleming, Kandace
Publisher: name: Open Science Framework
Year: 2022
Subjects: subject: Teacher Education and Professional Development
subject: Education
subject: Social and Behavioral Sciences
subject: Elementary Education

description: This is a descriptive study (no control group), more specifically a single group longitudinal study with a sample of schools in various years of Ci3T implementation experience. This study is part of Project ENHANCE, funded by the Institute of Education Sciences (IES). This two-year project has been developed with four school districts (three in the Midwest, one in the East Coast) to support the design, installation, and evaluation of the Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention in their elementary schools. In this study, we are examining the Enhanced Ci3T (E-Ci3T) Implementation Series and Delivery to: (a) examine Ci3T Leadership Teams’ feasibility, usability, integrity, and knowledge changes when using E-Ci3T; and (b) determine the impact of school stage of implementation (years implementing the Ci3T model) and teacher experience with Ci3T (years working at a school or district implementing Ci3T) on teacher and student outcomes. The impact of teacher engagement with Ci3T core activities on student outcomes will also be examined, along with measures of treatment integrity, social validity, and teacher well-being. Core activities include: remote professional learning series for Ci3T Leadership Teams, coaching support from district-assigned coaches (before, during, and after each session), Ci3T monthly meetings at school sites, access to professional learning resources on ci3t.org, access to stand-alone EMPOWER sessions for faculty and staff, access to monthly Ci3T Trainer and Coaches calls, and monthly district meetings. The unique feature of E-Ci3T is the enhanced professional learning resources (ebooks and interactive resources), developed to enhance the previous, traditional professional learning series. As part of this descriptive study taking place in approximately 26 schools from four districts (three districts in the Midwest; N = 7 schools from each district; one district on the East Coast; N = 5). While we will invite 26 schools, we anticipate 20 will elect to participate. Therefore, our data analytic plan will be based on 20 schools. Each of the schools assembled a Ci3T Leadership Team that participated in a year-long, manualized Ci3T Professional Learning Series to design their Ci3T model, separate from this study. In the current study, each school’s Ci3T Leadership Team will engage in the Enhanced (E-Ci3T) Professional Learning Series and Delivery. We are conducting two offerings: one series for the Midwest districts and one series for the East Coast district. In the coming years, assessments will be obtained multiple times in each of the two years of the study (see separate file with Table 1 Project ENHANCE – Exploring E-Ci3T Overview and Table 2 Assessment Schedule: Exploring E-Ci3T for 2022-2023 academic year; the same timelines will be followed during the 2023-2024 academic year). There is not blinding in the study as people are aware they are in a study examining the effects of E-Ci3T, with their access to the password-protected Enhanced professional learning materials as part of the E-Ci3T condition. In sum, the purpose of the exploratory study is to examine individual teacher, student, and school characteristics as predictors of response to Enhanced Ci3T intervention (Enhanced Ci3T Implementation Series and Delivery). Note. At the time of this pre-registration, we have begun the consenting process and we have begun data collection for Ci3T Leadership Team members (e.g., demographic; Knowledge, Confidence, and Use – Time 1); however, we have not analyzed any data.