1. National PBIS Leadership Forum
October 27 & 28, 2016
B12- Aligning Multiple Initiatives in a Rural District Leader Presenters: Susan Barrett, Sheri Luecking Exemplars: Jennifer Garrison Key Words: Alignment, District

2. Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

3. Where are you in the implementation process
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
Let’s give it a try & evaluate (demonstration)
Initial Implementation
That worked, let’s do it for real and implement all tiers across all schools (investment)
Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation

4. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

5. Alignment Self Assessment Section 1:
Assessment of Current Initiatives

6. Step 1: Coordinate and lead alignment process with an executive level team
Cabinet Level: implementation science experience and provides authority to leadership for alignment
Leadership Team: Charged with alignment installing process for alignment
Implementers:
people with knowledge of the intiatives direct experience with implentation of core features and practices

7. Step 2: Define the valued outcome(s) to be achieved
Are the highly valued outcome(s) for children and families defined for initiatives to be aligned? (i.e. social emotional behavior initiatives alignment)

8. Discussion Question: How will new policies and other organization factors impact efforts to align? (i.e. climate/culture/learning environment, mental health and its impact on cognitive and academic achievement)

9. Vermont Joint House/Senate Resolution ( J.R.H 6) 2013
Whereas, following the mass shootings at the Sandy Hook Elementary School in Newtown, Connecticut, we, as a nation, have had time to reflect collectively on who we are and how best to respond to the slaughter of the innocents, and
Whereas, the General Assembly rejects the singular response of meeting force with force, and
Whereas, alternatively, the General Assembly embraces a Vermont
commitment that the mental, physical, and nutritional health of our students and their caregivers is addressed with the same level of attention and concern as is our students’ academic and cognitive achievement, and
 Whereas, Vermont schools must offer a learning environment that
encourages all students to attain mastery of academic content, to practice generosity, to experience belonging, and to realize independence in their daily lives, now therefore be it
 Resolved by the Senate and House of Representatives:
 That the tears of Sandy Hook and our nation will not fall on fallow ground but will give rise to a rededication to our goal of maintaining safe and healthy schools, and be it further
 Resolved: That the General Assembly declares Vermont to be a state in which equity, caring, and safety, both emotional and physical, are evident in all of our schools’ practices.
We are seeing states like Vermont the commitment for mental physical and nutritional health addressed at the same level as our concern for academic an cognitive achievement

10. Valued Outcome: Tacoma Public Schools
Many have heard the statement: It takes a whole village to raise a child. But, it also takes a whole child to build a sustainable school and community.
Whole children know how to read, write and solve math problems.
Whole children are also socially strong, emotionally resilient, advocators, and self-determined.
Whole children know how to build quality relationships with each other as critical thinkers and learners.

11. Step 3: Develop an inventory of the related initiatives currently being implemented across the district.
Has a list of all related grants, initiatives, and practices across schools and community agencies been developed?
Has the team determined whether each initiative is a framework (e.g. MTSS) or a practice (e.g. Second Step)
Is the department or division that oversees the initiative (i.e. budget authority) been identified?
Has the expected measurable outcome(s) for each initiative been identified?
Has the research to determine the evidence for each initiative been reviewed/identified?

12. Sample Inventory

13. Step 4: Organize the list of initiatives that have similar outcomes.
Has the team determined if they are going to align initiatives with similar outcomes, align initiatives with different outcomes or align both?
Has the team determined which initiatives are to be aligned at only the system level (initiatives with different outcomes)?
Has the team determined which initiatives are to be aligned both at the system level and practice level (initiatives with similar outcomes)?

14. Alignment of Initiatives with Similar Outcomes Need to be Aligned at
BOTH the System and Practice Level
Evidence Based= Skill acquisition across domains
Practice
Practice
Practice
Stakeholder Based Leadership
Training and Coaching with performance feedback
Data to continuously monitor fidelity and impact
Early screening with increase and adaptive supports layered and connected
Selection of EBP is a Formal Process that is based on identified need
MTSS =Core Features or Way of Work
Adaptive to fit ALL
Large Urban Districts and
Small Rural

15. Step 5 Identify the systems, data, practice features for initiatives with similar outcomes.
Have the system features for each initiative been identified?
Have the specific core practices of each initiative been identified?
Have the fidelity measure(s) for each initiative been identified?
Have the outcome measure(s) been identified? (e.g. decreasing problem behavior, decreasing risk ratios, increasing attendance and on time graduation)

17. Step 6: Identify the systems features for initiatives with different outcomes.
Have the system features for each initiative for been identified? (e.g. team-based leadership, coordination, evaluation of fidelity, professional development and coaching, continuous data-based progress monitoring)

18. Step 7: Analyze and make decisions for alignment of initiatives
Have commonalities and differences in system features of the related initiatives been examined for consistency and potential overlap?
Has the team resolved conflicts and/or duplicity of system features (e.g. ensure all practices are monitored through a team) ?
Has the team defined what is acceptable and determined which practices within each initiative can be aligned ?
Has the team identified initiatives/practices without direct fidelity and outcomes and determined if measurement is possible and made decision to either address or to eliminate?
Has the team determined which initiatives/practices should be eliminated (e.g. practices overlapping or contraindicated or modified? (e.g. outcome redefined to address student benefit)
Has the team determined the value added and/or risks in decisions regarding what to align or eliminate?

19. Next Steps

20. Step 8: Design the plan for effective alignment including implementation, evaluation and professional development
Has the team determined how the system features will be aligned to support efficiency and clarity at the building level (e.g. teaming structure, integrated data system, dosage of training and coaching)?
Has the team determined how the practice features will be aligned at the school level? (e.g. integration of social skills taught across tiers based on building level data)
Has the team determined common fidelity tool(s) to assess system features and core practices?
Has the team determined outcome measure(s) to support effective alignment?
Has the team determined when and how leadership teams and staff are trained and supported? (e.g. team training, coaching and capacity building)?

21. Using the Teaching Matrix to Align Practice Features at the School Level
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs appropriately.
Wipe your feet.
Sit appropriately.
1. Expectations
2. NATURAL CONTEXT (Locations)
Expectations
Our school-wide Tier 1 social emotional behavior curriculum is selected by our Tier 1 leadership team and is used as our social core curriculum and adapted each year based on our school/community data indicating need for skills taught. We use our packaged evidence based social skills curriculum as our Tier 1 lessons and align to our simple behavioral/social expectations so all staff and students have a predictable environment and a consistent foundation that all instruction can be linked to for ensuring a consistent use of skills across all school settings. The Tier 1 Team selects and prioritizes (social/emotional/behavioral lessons, based on data, to be taught in all classrooms and all lessons have measurable skills linked to the basic expectations.
3. Rules or Specific Behaviors

22. Data Determines Skills Specific Behaviors + Social-Emotional Skills
Expectation
Specific Behavior or
Social Emotional Skill
Be Safe
Keep hands and feet to self
I tell an adult when I am worried about a friend.
Be Respectful
Use the signal to ask a public or private question.
Make sure everyone gets a turn.
Be Responsible
Turn in all work on time
Check in with my feelings during the day
Consider incorporating pro-social skills within the teaching matrix. Specific behaviors are important and necessary, but we are also addressing social competency with all our students.
Because students spend more time in small cooperative, collaborative work groups, they rely on these prosocial skills for their academic work as well. You can increase content coverage when you precorrect and teach prosocial skills (Anita Archer principle).
Mention behaviors of those being successful or the pro social skills needed by children – intent is to lead the child to be more independent and better quality of life

23. Specific Behaviors + Pro-Social Skills
Throw paper in the waste can
Use the right side of the stairway
Bring all materials to class
Keep hands, feet, and other objects to yourself
Choose kindness over being right; pick up trash even if it isn’t yours
Encourage others; tell peer they did a good job
Consider incorporating pro-social skills within the teaching matrix. Specific behaviors are important and necessary, but we are also addressing social competency with all our students.
Because students spend more time in small cooperative, collaborative work groups, they rely on these prosocial skills for their academic work as well. You can increase content coverage when you pre-correct and teach prosocial skills (Anita Archer principle).

24. INCORPORATE Coping Strategies for Managing Stress
Teaching Matrix
INCORPORATE Coping Strategies for Managing Stress
All Settings
Halls
Playgrounds
Lunch
Library/
Computer Lab
Assembly
Bus
Respectful
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Achieving
& Organized
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Share equipment.
Include others.
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Responsible
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs carefully.
Wipe your feet.
1. Expectations
2. NATURAL CONTEXT (Locations)
Invite those sitting alone to join in
Have a lunch plan and choose quiet or social lunch area
Invite friends to join me
Expectations
Replacement behaviors- very important that we anchor in our teaching matrix as this is our core social emotional curriculum- the common language and script we use to teach, acknowledge, pre-correct – all staff are using same approach for teaching and supporting throughout the year across the school day. We get what we pay attention to and this helps provide the common language/consistent approach- our values for our school
When dealing with stress and anxiety became major priority in school, it would be a matter of teaching skills to students so they developed strategies and skills and incorporated into their social curriculum – the matrix is the delivery mechanism to get skills out ALL !!!
3. Rules or Specific Behaviors
Use my breathing technique
Listen to my signals

25. Example from VA middle school- feedback from students leveraged this enhancement

26. INCORPORATE BULLY PREVENTION / INTERVENTION
Teaching Matrix
INCORPORATE BULLY PREVENTION / INTERVENTION
All Settings
Halls
Playgrounds
If you see Disrespect
Library/
Computer Lab
Assembly
Bus
Respectful
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Achieving
& Organized
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Share equipment.
Include others.
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Responsible
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs carefully.
Wipe your feet.
1. Expectations
2. NATURAL CONTEXT (Locations)
STOP: Interrupt & model respect, rather than watch or join in
WALK: Invite people
who are being disrepected to
to join you and move away.
Invite those who are
alone to
join in.
Expectations
Replacement behaviors- very important that we anchor in our teaching matrix as this is our core social emotional curriculum- the common language and script we use to teach, acknowledge, pre-correct – all staff are using same approach for teaching and supporting throughout the year across the school day. We get what we pay attention to and this helps provide the common language/consistent approach- our values for our school
When bully prevention became major priority in school system, they did not stop PBIS and replace, they understood, it would be a matter of teaching skills to students so they developed stop , walk and talk and incorporated into their social curriculum – the matrix is the delivery mechanism to get skills out ALL !!!
3. Rules or Specific Behaviors
Stop: Interrupt,
Say “that’s not ok.”
Walk: Walk away Don’t be an audience
Talk:
REPORT to an adult

27. Daily Progress Report (DPR)
“Social & Academic Instructional Groups” (sample coping skills group)
Daily Progress Report (DPR)
NAME:______________________ DATE:__________________
EXPECTATIONS
1st block
2nd block
3rd block
4th block
5th block
6th block
7th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Label feeling
Use deep breathing
Use calm words with peers
Let teacher know feeling temperature if above yellow
Higher tiered interventions are linked back to the core behavioral expectations to allow for transference and generalization. For example, a Tier 2 group teaching coping skills can link the skills taught (i.e. asking for help or making a plan) back to the Tier 1 Foundational skill of “responsibility” so classroom teachers can give prompts and feedback to students in the Tier 2 group when showing new skills in the classroom. This scaling up allows for consistency transference and generalization of higher tiered interventions to natural settings (i.e. the classroom) Decisions are made by the teams (at all tiers) as to how fidelity and outcomes of all Tier 1 activities/efforts and Tier 2/3 interventions will be will be assessed. Staff are given initial and follow-up professional development (PD), including coaching, and are provided with feedback about fidelity of implementation as well a outcomes. The amount of PD/coaching/feedback is commensurate with level of complexity of interventions so that the PD for higher tiered interventions allows for more PD for fluency building and accuracy. 27

28. Evaluation Plan

29. Example Aligned Professional Development Plan

30. INTEGRATING INITIATIVES Dr. Jennifer Garrison, Superintendent
CONTINUOUS
IMPROVEMENT
SANDOVAL CUSD 501
BELIEVE
COMMIT
ACHIEVE
INTEGRATING INITIATIVES
Dr. Jennifer Garrison, Superintendent
Sandoval C.U.S.D. 501
Sandoval, IL

31. Who are we? Sandoval Community Unit School District 501
Located in Marion County
Small, rural district with high poverty and mobility rate
Two buildings
Sandoval Elementary- PreK-6 grade
Sandoval Junior-Senior High School- 7th-12th grade
Awarded a School Climate Transformation Grant and our second School Improvement Grant

32. How do we get there? Establish a District Leadership Team
Identify all data, initiatives and performance indicators
Analyze how we are meeting these initiatives and indicators
Determine methods for integrating initiatives to meet expectations
Prioritize and develop action steps with timelines
Evaluate plan implementation
Establish DLT: Talk about key players to involve (District and building leaders, coaches or experts on content areas for all initiatives, teacher and family representatives)

33. Our Problem
Limited human capacity to implement education reform in Illinois
Initiative fatigue
Too many meetings and not enough time
Each school improvement initiative has workshops, trainings, ways to do things, etc.
More emphasis on behavior side of triangle than academic

34. Discussion Questions
What are the benefits we see in aligning initiatives?
What are the risks of not aligning?
What have we found to be helpful in aligning key state/district initiatives?
What has impeded the process?

35. Proposed Solution
Focus on continuous improvement and educating the whole child
Blend or braid academic AND behavior
Think of it as ONE TRIANGLE with 3 TIERS of COLLABORATIVE ACADEMIC AND BEHAVIORAL PROBLEM SOLVING FOR ALL, SOME, or EACH

36. How we got started Formed District Leadership Team Superintendent
Building Principals
Grant Administrators
Special Education Cooperative District
Teacher Leaders
ALL external partners

37. Discussion Questions
How are current initiatives helping us accomplish our goals/outcomes for children and families?
List activities related to all grants, initiatives, plus state and federal mandates (IL example would be the Performance Evaluation Reform Act).
We focused on our structure (system) first.

38. MTSS Structure Sandoval CUSD 501 Sandoval CUSD 501
District Leadership Team
(DLT)
Sandoval Grade School
Building Leadership Team
(BLT)
Sandoval JH/HS
Building Leadership Team
(BLT)
Acknowledgement
Communication
Data
Tier 2/3
Communication & Acknowledgement
Data
Tier 2/3
Intervention Support Team
Intervention Support Team

39. Discussion Questions
How are current initiatives helping us accomplish our goals/outcomes for children and families?
Determine if it is a framework or set of practices
Example= MTSB is a framework and Restorative Practices is a set of practices that fit within.

40. Discussion Questions What are common practices across initiatives?
Data driven decision making focused on student outcomes
Fidelity of Implementation
Train the Trainer model to build capacity

41. Process DLT and BLT meet monthly
Planned for a year at the district level and rolled out at the beginning of the school year at the building level
Keep the vision at the forefront!
Includes having open conversations about what is needed and what we can manage as a district. Sometimes this challenges peoples’ thinking.
Ongoing process- District Improvement Plan and MTSS Manual are living documents.

42. Sandoval District Improvement Plan
Real world example
Let’s look at Goal 3 on Positive School Climate and Culture
What do you see?
What are your questions?
Remember- this is a living document.

43. Wrap Up Celebrations Challenges Contact
Susan Barrett:
Sherry Luecking:
Jennifer Garrison:

44. Please Provide Feedback
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