1. 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 ------------------------- Your responses guide Session Content and TA Project Aware Elem and Sec Counseling Prevent

2. 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

3. Discussion at End of Session “Improving Alignment” Define Practices/ Team / Outcomes that need to be aligned Complete “Core Features” Analysis o Fidelity measure o Training plan Implementation Process o Implement, Assess, Adapt

4. Alignment A lignment: o“o“ To be in precise adjustment or correct relative position” o“o“ The proper positioning of parts in relation to each other. N ew emphasis on “sustainability” and “efficiency” have heightened attention on the need for effective approaches to alignment. M cIntosh (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

5. Why Invest in Alignment? Any new initiative should align with existing systems/practices. Investing in alignment increases: o Implementation Fidelity o Effectiveness o Efficiency o Sustainability

6. 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 practices o Introduce approaches/initiatives without the coaching and follow up to get real implementation. Alignment by hiring o Use short-term funds to hire many new staff (counselors, coaches, practitioners)

7. An Alternative Effective implementation requires the training, coaching, organizational systems, administrative support and data for adoption with high fidelity and sustainability. Effective implementation requires alignment of any new initiative with (a) existing practices and (b) any other initiatives being adopted.

8. Steps for Effective Alignment Step 1: Start Up o What: Define Initiatives or Approaches o Who: Team o Why: Impact on families and students Outcome measures Step 2: Core Features Analysis o Core features o Fidelity Measure o Unified Training Plan o Resolution of logic model conflicts Step 3: Implementation o Implement o Assess o Adapt What Who Why Alignment

9. Alignment is Different for Schools, Districts, States Attendance Academic Success (Math, Reading, Writing) Graduation Behavioral Success Increased Positive Behavior Reduced Problem Behavior Reduced Substance Abuse Social/Emotional Competence Self-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 Behavior State District/ School Student Outcomes

10. Step 1: Getting Started What o Selecting initiatives/ programs/ approaches o Evidence-based practices o Hexagon Tool (Fixsen & Blase, SISEP) Who: A team with o Organizational knowledge o Budget authority for all initiatives o Content knowledge Why: o Student and family outcomes Measures What Who Why The Single Biggest Challenge to Effective Alignment: Launching Implementation without having the “Starting Elements” in place

11. Step 2: Core Features Analysis Define core features of each initiative Select or build a common fidelity measure

12. Step 2: Analysis Unified training plan Resolve logic model conflicts Systems A B C Bully Prevention Mental Health First Aid

13. Step 3: Implementation Implement o Training o Coaching o Administrative Supports o Data Systems Assess o Collect, summarize, report and use information Adapt o Adjust to fit cultural and contextual variables Implementation Blueprint Available at Pbis.org

14. Wisconsin RtI Center/PBIS Network System Alignment Justyn Poulos, Wisconsin, PBIS Network

15. Disclaimer

16. Background One Center – Academics RtI – PBIS – Culturally Responsive Practices

17. Wisconsin’s Vision in detail...

18. Looking for Commonality In Defining Core Features – Literature Review – Internal and External Stakeholder Interviews – Content Audits

19. 8 Components 3 Themes throughout all components – Collaboration – Cultural Competence – Commitment to ALL School-Level indicators for each component

20. 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

21. Making Connections Promoting Excellence for All Educator Strategies COMPONENTS OF RESPONSE TO INTERVENTION 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

22. 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

23. 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

24. 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?”

25. FeaturePBISHow can IExample: 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 TeamMeets 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

26. Justyn Poulos poulosj@wisconsinpbisnetwork.org www.wisconsinpbisnetwork.org

27. 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.

28. 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

29. What are the benefits of alignment?

30. District PBIS Leadership Team District RtI Task Force District Achievement,Community and Equity Team (ACE)

31. Individual Strengths of Each Core Team PBIS ❏ Coaching Structure ❏ Evaluation Plan ❏ Budget Authority RtI ❏ Coaching Structure for Literacy ❏ Forms and Process ACE ❏ Community Connection

32. Critical Features essential for successful alignment Members understand organizational leadership Members have budget authority Member have content knowledge

33. 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

34. 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

35. 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

36. Relationship/ongoing system of support Continuous School Improvement- District to Site to PLC to Student

37. Vision and Mission continuously guide work District CSIP Leadership TeamSite 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.

38. Vision and Mission continuously guide our work District CSIP Leadership TeamSite 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.

39. 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

40. Contact Information ▪Sheree Garvey ▪Coordinator of School Improvement-PBISA and Family Partnerships & SCT Project Director ▪Appleton Area School District ▪garveysheree@aasd.k12.wi.usgarveysheree@aasd.k12.wi.us

41. 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?

42. Questions/ Comments