Design Measures

Ci3T Design Measures

The Ci3T Design Professional Learning Series assists school leaders (Ci3T Leadership Team members) in designing a Ci3T model of prevention for implementation at their school the following year. Throughout the series, Ci3T Leadership Team members use data to inform their decision-making. Below, find information on all measures used throughout the Ci3T Design Professional Learning Series, including measure descriptions, templates, and reports.

If you are looking for more information about how to lead the Ci3T Design Professional Learning Series for your school or district, we encourage you to review the Ci3T Design Professional Learning Series Companion eBooks.

Demographic Form

The demographic form (updated February 2025) consists of thirteen items covering sex, age, ethnicity, school employee years of experience and grade level(s) currently teaching (if applicable), primary school role, certification status, highest degree earned, classroom management course history, and professional development history with regard to academic and behavior screenings. This form now also includes questions in which people indicate their familiarity with Ci3T and what professional learning they have accessed.

The demographic form is completed by all participating faculty and staff at each school site so that those designing, implementing, and evaluating the Ci3T model of prevention can be clearly described. This allows others who are interested in adopting a Ci3T model to make comparisons between their own faculty and staff and those of implementing schools.

Schoolwide Expectations Survey for Specific Settings

The Schoolwide Expectations Survey for Specific Settings (SESSS; Lane, Oakes, & Menzies, 2010) allows school-based faculty and staff to identify behaviors that are critical for student success at their particular school.

The survey is completed by all faculty and staff working at and/or supporting the school site. The survey is designed to gather information on three broad categories: respect, responsibility, and best effort for seven school settings: classroom, hallway, cafeteria, playground, restroom, bus, and arrival/dismissal. The expectations were selected based on the most prevalent expectations of schools implementing positive behavioral interventions and supports (Lynass et al., 2012).

Each behavior is rated on importance using a 3-point Likert-type scale where 0 = not important for success in this setting, 1 = important for success in this setting, and 2 = critical for success in this setting. Scores for each item are aggregated and reported as the number and percentage of faculty and staff who scored the behavior as critical for success.

The Ci3T school leadership team then uses the SESSS data to construct the first draft of the schoolwide expectation matrix so that the draft reflects the behaviors important to the majority of the school (see additional detail in Lane, Oakes, Jenkins, Menzies, & Kalberg, 2014; Royer et al., 2025).

Knowledge, Confidence, and Use

The Knowledge, Confidence, and Use (KCU) survey is a multi-item survey for educators to rate their knowledge about, confidence in using, and usefulness of key constructs of the Ci3T model of prevention, and a brief assessment of their actual knowledge of these concepts.

Self-reported KCU of items are rated using a 4-point Likert-type scale ranging from 0 (I have no knowledge of this concept or strategy; I am not confident in my ability to use or implement this concept or strategy; This concept or strategy is neither useful nor relevant to my teaching) to 3 (I have a substantial amount of knowledge about this concept or strategy; I am very confident in my ability to use or implement this concept or strategy; This concept or strategy is very useful and/or relevant to my teaching), with higher numbers reflecting more knowledge, confidence, and perceived usefulness of the construct.

We offer two versions of the KCU: The KCU Write-in Version includes a set of open-ended items to be completed and scored as an assessment of actual knowledge. The KCU Multiple Choice Version includes multiple choice questions instead of open-ended items to assess actual knowledge. At this time, the Ci3T Strategic Leadership Team recommends trainers use the KCU Write-in Version given the extensive testing of this version.

Educators complete the survey prior to engaging in a professional learning series, such as the Ci3T Design Professional Learning Series, after the completion of the professional learning series, and then once implementation has occurred (e.g., often beginning and end of the next academic year) to look for changes in KCU of constructs between designing and implementing the new practice. Pre, post, and follow-up mean scores are computed for comparison.

There are versions of the KCU for the Ci3T prevention model; instructional delivery, classroom management practices and low intensity strategies (included in Lane, Menzies, Bruhn, & Crnobori, 2025); and for one systematic model of functional assessment-based interventions (Umbreit, Ferro, Lane, & Liaupsin, 2024).

Primary Intervention Rating Scale (Pre-Implementation)

The Primary Intervention Rating Scale (PIRS) by Lane, Robertson, and Wehby (2002; Lane, Kalberg, Bruhn, Driscoll, Wehby, & Elliott, 2009) is an adapted version of the Intervention Rating Profile-15 (Witt & Elliott, 1985), a widely used measure of social validity.

Social validity refers to stakeholders’ views on the social significance of the intervention goals, acceptability of the intervention procedures, and the social importance of the intervention outcomes (Wolf, 1978).

During the Ci3T Design Professional Learning Series—when a school’s Ci3T Leadership Team is designing their Ci3T prevention plan—school faculty and staff are encouraged to provide feedback on the first full draft of the primary plan using the PIRS. First, the team shares the draft primary prevention plan and answers any questions posed by faculty and staff. Then, those who had the opportunity to learn about the primary plan provide feedback. PIRS results are aggregated (i.e., average item and overall scores) and comments are typed up to protect confidentiality before sharing back with the team.

The Ci3T team reviews the results and responds with revisions to the plan (as appropriate) and information back to the faculty and staff on decisions made based on feedback. That is, some suggestions do not result in changes based on various reasons (e.g., feasibility, resources, or the science supporting certain aspects of the plan). In some instances, narrative feedback provides direction on where additional professional learning is needed (e.g., understanding the difference between bribery and reinforcement; how to use tickets to reinforce behaviors that facilitate the instructional processes; how to provide integrated instruction at Tier 1; how to use data to connect students to Tier 2 and 3 strategies).

To complete, each individual from the school site who has reviewed the Ci3T primary prevention plan (or other primary prevention plans) rates his or her opinion on 17 items using a 6-point Likert-type scale ranging from (1) strongly disagree to (6) strongly agree, and then completes four open-ended questions regarding suggestions for changes to the primary prevention plan, perceptions of student performance as a result of implementing the primary prevention plan, and what is felt to be the least and most beneficial components of the primary prevention plan.

The PIRS takes approximately 10 minutes to complete.

Please see Lane, Oakes, and Magill (2014) in the volume 58, issue 3, 2014 special issue of Preventing School Failure, Designing, Implementing, and Evaluating Comprehensive, Integrated, Three-Tiered Models of Prevention: A Step-by-Step Guide as well as Pelton and colleagues (2024).

Ci3T Feedback Form

Adapted from the Primary Prevention Plan: Feedback Form (Lane, 2002), the Ci3T Model of Prevention: Feedback Form allows teams to gather additional feedback from school stakeholders on the full draft of the Ci3T prevention plan. The feedback form is the second formal step in soliciting stakeholder feedback (assessing social validity) of the draft Ci3T plan (also referred to as Ci3T blueprint).

The feedback form is used at the end of the Ci3T Design Professional Learning Series (completed after Session 5 and results returned at Session 6) and allows stakeholders a voice in final revisions made during Session 6 as they prepare to implement during the following year. It is completed by stakeholders who have reviewed the revised plan to provide feedback to the school’s Ci3T leadership team.

The team then uses stakeholders’ feedback for a final round of revisions to the plan, which will then be implemented in the following academic year.

Similar to scoring the PIRS, the five-point, Likert-type items are averaged (means and standard deviations reported) and the four open-ended item comments are typed and combined into one report. The team assesses the level of agreement with the plan and themes of comments to determine additional professional learning needs and final refinement to the Ci3T plan before implementation. Please see Lane, Oakes, Jenkins, Menzies, & Kalberg (2014) for additional detail.

Ci3T Design Professional Learning Series Session Evaluation

Ci3T Leadership Team members complete Ci3T Design Professional Learning Series Session Evaluations after they attend each of the six sessions.

The feedback is used to improve content delivery and determine if the sessions are meeting the needs and expectations of each school’s leadership team to be able to successfully design a Ci3T model of prevention. Professional learning series session attendees rate seven items (e.g., The format of the training kept me engaged, The objectives of the training session were addressed) on a 5-point Likert-type scale ranging from 1 = unsuccessful to 5 = successful. Space for additional comments, recommendations, and commendations is provided.