Professional Learning

Ci3T model triangle

Learn more about professional learning opportunities below, plus Tier 2 and Tier 3 strategies and interventions that can be explored by watching an introductory video to the strategy or intervention (where available) and downloading supporting documents.

 

 

2024-2025 Ci3T Project Empower Flyer

Project EMPOWER

These 2-hour stand-alone sessions on Zoom are free — come to one, come to all! See flyer for details, dates and times, and registration links.

 

 

 

 

2024-2025 EMPOWER

2024-2025 Ci3T Trainers and Coaches Calls

The purpose of our coaching calls is to provide ongoing support for Ci3T District Leaders, Ci3T Trainers, Ci3T Coaches, and other individuals supporting the design and implementation of Ci3T. We offer these calls as a service activity to support those committed to meeting students’ multiple needs in academic, behavior, and social domains. Open to all interested parties — to join these calls, please register here!

TIERED INTERVENTION LIBRARY

Learn more about Tier 2 and Tier 3 strategies and interventions below by watching an introductory video and downloading supporting documents. In these materials you will learn more about each strategy, why it is effective, the research supporting its use, and how to evaluate treatment integrity and social validity. Also included are PDFs and/ or Microsoft Word documents of what the intervention would look like as described in a school’s tiered intervention grid, research article references, practitioner article references, and more.

Professional Learning

Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.

The Behavior Education Program (BEP)/ Check In- Check Out (CICO) (POSTED November 11, 2016)

Check-in/Check-out, also referred to as the Behavior Education Program (BEP; Crone et al., 2004), is a low-intensity intervention that can be used as a support for students who require additional support to meet school-wide behavior expectations. The intervention consists of three primary components: a scheduled check-in with a school staff member at the beginning of each day, a Daily Progress Note, and a scheduled check-out with the same staff member at the end of the day. These three components are designed to provide opportunities for building positive relationships, access to adult attention, instructive feedback on the student’s behavior throughout the day, and positive reinforcement for behavioral successes (Lane, Capizzi, Fisher, & Ennis, 2012). Download all documents for BEP/CICO, or download individual items: For more information, please consider Responding to Problem Behavior in Schools: The Behavior Education Program (2nd Edition). For resources and materials, please visit the Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) website or visit pbis.org and search for Check-In Check-Out or the Behavior Education Program.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.

REPEATED READINGS (POSTED DECEMBER 28, 2015)

Repeated readings is an instructional strategy used to support students in developing oral reading fluency. Students have multiple opportunities to practice the reading aloud of passages at their independent level, meaning they are able to read the text with at least 95% accuracy. When using repeated reading as an instructional strategy, identify a tutor (e.g., teacher, paraprofessional, peer), appropriate text (i.e., passages, Readers Theater, class texts), and other materials for implementation (e.g., timer, graph for student and tutor progress recording). The student and tutor set a fluency goal and monitor progress toward the goal, increasing the rate until the student is reading at the expected rate. Tutors provide instructive feedback to the student as necessary, focusing on accurate word decoding, prosody (e.g., intonation), and rate of reading. The use of repeated readings enables students to develop reading fluency, as the repetitive process increases familiarity with the text as well as comprehension through multiple exposures. In these materials you will learn more about the use of repeated readings, why it is effective, the research that supports repeated readings, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for repeated readings, or download individual items:  
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
Good news! These materials have been enhanced and can now be found on the Enhancing Ci3T Modules tab.
 

Project EMPOWER from the Past

2023-2024 EMPOWER


2022-2023 EMPOWER Zoom


2021-2022 EMPOWER Resources


2020-2021 EMPOWER Resources