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
40
Embed
Aligning Multiple Initiatives Justyn Poulos, Wisconsin, PBIS Network Sheree Garvey, Appleton Area School District, Wisconsin Rob Horner, University of.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
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 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
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)
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