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Aligning Multiple Initiatives
Justyn Poulos, Wisconsin, PBIS Network
Sheree Garvey, Appleton Area School District, Wisconsin
Rob Horner, University of Oregon
Thank you for
responses to SCTG
Surveys
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Your responses guide
Session Content and
TA
Project AwareElem and Sec CounselingPrevent
Goals• Define need for initiative alignment.
• Propose key features of effective alignment
• Provide two examples of states actively engaged in implementing PBIS while aligning efforts with other initiatives
Discussion at End of Session“Improving Alignment”
• Define Practices/ Team / Outcomes that need to be aligned
• Complete “Core Features” Analysiso Fidelity measureo Training plan
• Implementation Processo Implement, Assess, Adapt
Alignment• Alignment:
o “To be in precise adjustment or correct relative position”o “The proper positioning of parts in relation to each other.
• New emphasis on “sustainability” and “efficiency” have heightened attention on the need for effective approaches to alignment.
• McIntosh (2015)“One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives.”
Define alignment
Common Challenges• Introduce many new initiatives without alignment
o Pour all the available knowledge into the building personnel and let them sort out how to make sense of it.
• Training new initiatives without aligning with existing practiceso Introduce approaches/initiatives without the coaching and follow
up to get real implementation.
• Alignment by hiringo Use short-term funds to hire many new staff (counselors,
coaches, practitioners)
Steps for Effective Alignment• Step 1: Start Up
o What: Define Initiatives or Approacheso Who: Team o Why: Impact on families and students
• Outcome measures
• Step 2: Core Features Analysiso Core featureso Fidelity Measureo Unified Training Plano Resolution of logic model conflicts
• Step 3: Implementationo Implemento Assesso Adapt
What
WhoWhy
Alignment
Alignment is Different for Schools, Districts, States
Attendance
Academic Success (Math, Reading, Writing)
Graduation
Behavioral SuccessIncreased Positive Behavior Reduced Problem BehaviorReduced Substance Abuse
Social/Emotional CompetenceSelf-Regulation
School-wide Social Climate
School Climate Survey
PBIS
Early Lit (RtI)
Early Math (RtI)
Restorative Practices
Mental Health First Aid
Second Step
Multi-tiered Supports
Culturally Responsive
Systems
Implementation Science
Evidence-based Practices
Adult Behavio
r
State District/ School Student Outcomes
Step 1: Getting Started• What
o Selecting initiatives/ programs/ approacheso Evidence-based practiceso Hexagon Tool (Fixsen & Blase, SISEP)
• Who: A team witho Organizational knowledgeo Budget authority for all initiativeso Content knowledge
• Why:o Student and family outcomes
• Measures
What
WhoWhy
The Single Biggest
Challenge to Effective
Alignment:
Launching
Implementation without
having the “Starting
Elements” in place
Step 2: Core Features Analysis
• Define core features of each initiative
• Select or build a common fidelity measure
Step 2: Analysis
• Unified training plan
• Resolve logic model conflicts
Systems
A
B
C
Bully Preventio
n
Mental Health First Aid
Step 3: Implementation
• Implemento Trainingo Coachingo Administrative Supportso Data Systems
• Assesso Collect, summarize, report and use information
• Adapto Adjust to fit cultural and contextual variables
Implementation Blueprint
Available at
Pbis.org
Wisconsin RtI Center/PBIS Network System Alignment
Justyn Poulos, Wisconsin, PBIS Network
Disclaimer
Background
• One Center –Academics RtI–PBIS–Culturally Responsive Practices
Wisconsin’s Vision in detail...
Looking for Commonality
• In Defining Core Features– Literature Review– Internal and External Stakeholder Interviews– Content Audits
8 Components
• 3 Themes throughout all components– Collaboration– Cultural Competence– Commitment to ALL
• School-Level indicators for each component
Components
• Systemic Implementation• Strong Universal• Leadership/Leadership Teams• Family/Student/Community Engagement• Evidence-Based Practices• Data-Based Continuous Improvement• Continuum of Supports• Strong Positive School Culture
Making ConnectionsPromoting Excellence for All
Educator Strategies
C O M P O N E N T S O F R E S P O N S E T O I N T E R V E N T I O N
Effective Instruction
Student and Teacher
Relationships
Family and Community Engagement
School and Instructional Leadership
Continuum of Supports
Strong Universal Curriculum and
Instruction
Culturally Responsive Evidence-Based
Practices
Positive Culture Family and Community Engagement
Data-based Continuous
Improvement
Implementation Leadership Team
Systemic Implementation
Working at State Level
• DPI Dialogue Day – June 2015
– Impetus: Numerous grants to state• Project AWARE, SCTG, Safe Schools Healthy Students,
etc.
– Goal: Consistent messaging statewide in multiple areas of focus
Internal Work
• Discussions of how to support schools from multiple areas of need.
• Working with State Leadership Team to develop District-level indicators for each component
Districts/Schools
• Using District Capacity Assessment • Discussing the following with district and
school teams:– “What systems/structures do you have through
your PBIS implementation that you can leverage for additional needs?”
– “What are areas of competing logic?” “How will those be addressed?”
Feature PBIS How can I Example: Bullying prevention
WHAT’S IN PLACE? HOW CAN EXISTING STRUCTURES BE USED FOR BULLYING PREVENTION
HOW DO STRUCTURES NEED TO BE ADJUSTED TO INCLUDE BULLYING PREVENTION?
Leadership Team Meets Monthly, looks at implementation data, outcome data, plans school-wide teaching based on the data
Strong Universal Implementation
3-5 School-wide expectations are developed and taught to all students at beginning of year and re-taught throughout year
Include bystander training
Justyn Poulos
www.wisconsinpbisnetwork.org
Appleton Area School District
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Mission Statement: As members of the Appleton Area School District, we believe that all students can learn at high levels when we:• provide the highest quality instruction;• maintain and communicate high expectations;• create supportive learning environments that
foster a sense of belonging; and• develop and maintain strong community and
home-school connections.
Vision Statement:Preparing our students for their future;Every child, every day.
PreK – Grade 12▪ 16,231 Students▪ 73.5% White▪ 91.25% English Proficient▪ 40% Free & Reduced
Lunch▪ 14% Students with
Disabilities
Why do we exist?
Who are our students?
Where can we make a difference?
What are our collective actions?
What difference have we made?
Appleton Area School District
What are the benefits of alignment?
District PBIS
Leadership Team
District RtI
Task Force
District Achievement,Community and Equity Team (ACE)
Individual Strengths of Each Core TeamPBIS
❏ Coaching Structure❏ Evaluation Plan❏ Budget Authority
RtI❏ Coaching Structure for Literacy❏ Forms and Process
ACE❏ Community Connection
Critical Features essential for successful alignment
• Members understand organizational leadership
• Members have budget authority• Member have content knowledge
Considerations for Increasing Educator Engagement in Key Initiatives
What evidence do we have….• that we have communicated clearly and regularly about the
“why” of the initiative or practice?• that our principals and teachers are able to articulate the
“why” of the initiative or practice?• that we evaluated the effectiveness of the initiative, made
adjustments as needed and reported our progress clearly and regularly to key stakeholder groups
• that we have asked educators what resources /training they think they will need in order to implement this initiative or practice
What evidence do we have…• that we have planned ahead and budgeted for providing
resources to support the key district initiatives and/or practices
• that we have recognized educators for their contributions to support the key initiative and/or practice
What evidence do we have…• that we have provided meaningful opportunities for
educators to give input on planning for the key initiatives or practice
• that the pace of the implementation is going to support a healthy work-life balance
Relationship/ongoing system of support Continuous School Improvement-District to Site to PLC to Student
Vision and Mission continuously guide work
District CSIP Leadership Team Site CSIP Leadership Team
Vision
Every school will have an actively engaged site CSIP leadership team
that promotes and embraces collective responsibility to meet the
needs of every child, every day through a culturally responsive multi-
level system of support.
Every educator will be actively engaged in a PLC that promotes
and embraces collective responsibility to meet the needs of
every child, every day through a culturally responsive multi-level
system of support.
Vision and Mission continuously guide our work
District CSIP Leadership Team Site CSIP Leadership Team
Mission
We believe we can responsively meet the needs of all students and
raise overall achievement by working with site CSIP leadership teams to coordinate leadership
training in building high functioning learning communities, to coach for
academic/behavior/cultural expertise, and to effectively use assessment data to support the
improvement of learning and teaching.
We believe we can responsively meet the needs of all students and
raise overall achievement by working with PLCs to actively build
capacity to work within high-functioning learning communities,
to coach for academic/behavior/cultural
expertise, and to effectively use assessment data to support the
improvement of learning and teaching.
Evidence of Alignment❏ Integration of Professional Development❏ Aligned forms and process to document academic and
behavioral interventions❏ Integration of our coaching structure❏ Sharing resources❏ Elimination of duplicated efforts❏ Systemic communication from district level to site level to PLC
level to classroom level
Contact Information
▪ Sheree Garvey▪ Coordinator of School Improvement-PBISA
and Family Partnerships & SCT Project Director
▪ Appleton Area School District ▪ [email protected]
Your Task: Discussion
• Getting Started– Do you have Team/ Practices/ Outcomes
• Core Features Analysis– Do you have clearly defined core features– Training/ PD plan based on core features– Fidelity measures
• Implementation– How will we assess if implementation is occurring and if we
are achieving impact on students/families?
Questions/ Comments
