Abstract
ABSTRACT This study examined perceptions of teachers who implemented a comprehensive school reform, the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention. We report findings of four focus groups with a total of 18 middle and high school teachers who had implemented Ci3T for two years. We used sensemaking as a theoretical framework to understand discourse that signaled teachers’ buy-in, or opposition to, implementing this integrated tiered system of support. Findings may help administrators tailor reform efforts at their own school sites to be responsive to teachers’ concerns. We conclude with a discussion of limitations and future directions for inquiry.
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