1. Alignment, Implementation and Educational Excellence
Steve Goodman Rob Horner
Michigan (MIBLSI) University of Oregon
Acknowledgements:
George Sugai, Lucille Eber, Susan Barrett, Justyn Poulos, Sheree Garvey, Ashley Greenwald

2. Goals Define need for initiative alignment.
Propose steps for achieving effective alignment
Provide one example from PBIS
Discussion.

3. Alignment: The proper positioning or adjustment of parts in relation to each other.
Integration
Linking
Combining
Smooshing

4. Alignment: Defined Alignment:
“To be in precise adjustment or correct relative position”
“The proper positioning of parts in relation to each other.
New emphasis on “sustainability” and “efficiency” have heightened attention on the need for effective systems of 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.”
We know more about how to conduct small-scale “demonstrations” than how to take effective demonstrations and make them highly efficient “standard operation procedures.”

5. Why Invest in Alignment?
Unaligned efforts are ineffective and inefficient
Doing many things, but none of them well
Initiative fatigue (Project 1= Monday, Project 2 =Wed, Project 3 =Thurs)
Assumption that New is better… .More is better
Political value of “touching” many efforts (“we have _______ in our school”)
Assumption that if we train individuals in many things THEY will do the alignment and integration on their own.

6. Where your addition fits

7. Challenge:
We have too many “programs” “initiatives” or “practices” to implement them all with fidelity.
How to align for efficiency and effectiveness

8. Sources of Frustration Give Individuals many sources of content and expect them to make it all fit together
The “Shotgun” approach
The Parallel Play Approach
Initiative Conflict
Monogamy (one way)
Serial Monogamy

9. Features of Effective Alignment
Begin by defining the “unit” of impact (school, district, community)
Define WHO will own the goal of establishing alignment
Need a leadership team who operates at the point where budgets for all initiatives converge
Define the “problem” with precision
What is the difference between what we have and what we want?
Define a goal (or goals)
Commit to using “evidence-based practices” that “fit” with the culture of the setting
Build an agreement to only adopt new initiatives (programs) if they meet standards for being evidence-based, logistically practical, culturally fit, better than what you already have
Require any new initiative to have a Measure of Fidelity and a Measure of Impact
Conduct resource mapping to define what you already are doing
Most context are already doing many initiatives as the plan to adopt something new
Organize “practices” around core features that achieve your goal
Get content experts to help define practices and core features

10. Process of Alignment Define team with authority to guide alignment
Define common outcome measure based on “goal”
Define common fidelity measure based on “core feature” and content practices
Conduct a “practices audit”
Don’t try to combine… rather build full list
Design Professional Development Plan
Build foundation practices
Then include “value added” elements
Start with Alignment of Practices but always build common SYSTEMS
Team structure and function
Data systems for fidelity and impact
Training and Coaching of operational units (teams) not individuals
Continuous improvement system to adapt to local community

11. An Alternative

12. Steps for Effective Alignment
Define student outcomes (and how they will be measured)
What are the benefits for students/ families?
Identify the Organizational Unit with authority to lead alignment
Team/person with knowledge of how to achieve organizational impact.
Team/person with budget authority for all initiatives to be aligned
Team/person with access to “content knowledge” of the initiatives
Define what will be aligned?
What are the initiatives being considered?
Conduct a “core features” summary for each initiative
What are the features of an effective environment if the initiative “works”?
What systems support all initiatives?
Use core features to define ONE fidelity measure
Build measure around core features, and core practices
Build a single model for professional development
Organize personnel development around acquisition and implementation of core features
Determine sequential versus simultaneous implementation.
Build organizational systems as well as specific practices
Resolve logic model conflicts
Define what is acceptable
Implement, assess, adapt
Assume you will need to adjust to get effective implementation.

13. Getting Started Start at the End
… First define the outcomes for children and families.
Too often we start with the initiatives:
Given that you are already doing X, please add Y, and Z
We are already implementing Positive Action and are now asked to add PBIS and Mental Health First Aid.
New mandate/funding to add X, Y and Z
Implement Restorative Practices, Bully Prevention, PBIS and Ripple Effects

14. Getting Started is Different for Schools, Districts, States

15. 1. Effective Alignment Begins with Student Outcomes.
Define the benefits for students
Define the measure of student benefits.
Office Discipline Referrals
DIBELS reading
Easy CBM Math
Course Grades

16. 2. Define What will be Aligned.
Select initiatives that are supported by empirical evidence.
Evidence-based
Promising
Insufficient information
Documented as not effective or negative
If initiatives are mandated, then determine empirical support.

17. Effective Programs/Approaches/Practices
Practices are defined in a clear, operational manner
A measure of implementation fidelity is available
Published research (2 randomized controlled studies, or 5 single-case studies) documents the effectiveness of the approach
Demonstrations of application in similar contexts (e.g. high school)
Practices are designed to adapt across cultural contexts.

18. 3. Define the Organizational Unit with the authority to lead Alignment.
The person/team should have the organizational knowledge to achieve impact.
The person/team should have budget authority for ALL of the initiatives to be aligned.
The person/team has access to the “Content Knowledge” needed to guide alignment.

19. 4. Define the Core Features of each Initiative
Outcomes, Practices, Systems, Data
What will be different about the school setting?
Requires content knowledge

20. 5. Define one Fidelity Measure
Use Core Features to guide design of one fidelity measure that can be used to assess implementation across different initiatives.

21. 6. Build a Unified Training Model
Integrated Training Models use training from different initiatives to build a desired set of core features.
Sequential training models build layers of competence

22. 7. Resolve Logic Model Conflicts
When logic models are in conflict…build a narrative that indicates either how these can co- exist or will be managed.
Cultural standards
Use of rewards

23. Key Features of Effective Alignment
Align multiple initiatives at the organizational level where a common budget authority exists.
Align multiple initiatives by using a common outcome measure to assess effectiveness.
Build aligned professional development by comparing and combining the “core features” of multiple initiatives.
Compare fundamental assumptions
Start with common “core features” and compare the practices used to achieve these features.
Determine how to incorporate additional core features with efficiency
Build single Professional Development curricula that combine core features.
Resolve Logic Model Conflict

24. Effective Alignment of Initiatives

25. Effective Alignment of Initiatives (2)

26. Effective Alignment of Initiatives: PBIS, Restorative Practices, Second Step

27. Effective Alignment of Initiatives: PBIS, Restorative Practices, Second Step (2)
Use District-Level Leadership Team for coordination and implementation.
Use Restorative Practices for the classroom and administrator “consequence system”… supplemented with district policy and procedures for safety.
Use Second Step materials and procedures to teach school-wide expectations.
Use PBIS framework for team development, reward system, family engagement, bully prevention, classroom management protocols, data system, and Tier II, Tier III supports.
Use PBIS fidelity measures (TFI) and SISEP District Capacity Assessment (DCA) to assess development of organizational capacity.
Use PBIS student outcome measures (Office Discipline Referrals, Attendance, Suspension, Expulsion) Add… juvenile justice contacts/arrests.

28. Align Initiative A and B Selecting the Organizational Unit for Alignment
Where do you Align?
Initiative A is mandated by the State Department with funds to district and Initiative B is selected and funded by the District School Board.
Initiative A is mandated by the Federal Government and Initiative B is mandated by the state legislature.
Rule: Select the Smallest Organizational Unit that has budget authority for both initiatives.

29. Align Initiative A and B Selecting the Outcome Measure for Alignment
Where do you Align?
Initiative A focuses on building K-5 reading fluency. Initiative B focuses on literacy error correction.
Initiative A focuses on gender harassment and Initiative B focuses on gang violence .
Rule: Select one outcome measure for both initiatives. Preferably a progress monitoring measure

30. Align Initiative A and B Define and link core features for Alignment
Rule: Separate “core features” from practices. Select common core features, link professional development.

31. Align Professional Development
Define core features of effective environment
Define contributions from each initiative to the core features
Define how Professional Development will focus on core features across initiatives.

32. Logic Models Matter: Resolve Logic Conflict at the Highest Level
Consider not only what is being recommended but the assumptions about WHY recommendations should work.
Remember nearly all initiatives have a useful contribution
Initiatives with conflicting logic models are more difficult to align.
Discovery Learning vs. Explicit Instruction
Teach emotions to guide behavior vs. Teach the Behaviors you Want.
Rewards damage intrinsic motivation vs. Rewards build intrinsic motivation
Facilitated Communication
It is worth taking time to find common ground.
Restorative justice

33. Summary
Introducing conflicting and competing initiatives is among the best ways to reduce sustained implementation of effective practices.
The state, district or school leadership has the responsibility to align initiatives:
Alignment should occur at the level of the organization where common budget authority exists
Alignment requires selection of common outcome measure(s)
Alignment is best done by:
Selecting core features
Coordinating professional development (together not separate)

34. Examples of Alignment

35. Alignment Across Organization Levels
We can…
Hope it happens
Allow it to happen
Make it happen

36. Who is supported? How is support provided?
This stair step of a cascading system illustrates that there are units within educational systems that build upon each other and are connected through feedback loops and mechanisms of support

37. Alignment of Effort Student Level of Analysis School
Level of Implementation
Local Educational Agency
Level of Management and Resources
Intermediate School District
Level of Support
State
Level of Coordination

38. Aligning Project with Key Initiatives

39. Aligning MTSS Activities with School Improvement
Project level
Leadership teams receive professional development in aligning MTSS and School Improvement
Session takes place prior to school improvement planning process
Utilizes language and requirements
District Level
Principals provided with guidance on connecting school improvement and MTSS
District Director of School Improvement reviews plans and assures language for alignment

40. Project Mission Statement
To develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.
Our mission is to develop support systems and sustained implementation of a data-driven, problem solving model in elementary schools to help students become better readers with social skills necessary for success. This model is a process tool that will serve schools in an ongoing way. At the core of this model is the commitment to use student performance information continuously, to guide our instructional decision making at all levels, whole school, grade level, or individual student level.

41. Alignment with District Mission
The Grand Haven Area Public Schools are committed to the expectation that all students will learn. It is our obligation to provide each student in our community a positive environment for learning so they will experience success and realize their fullest potential. This school district accepts the responsibility to work in partnership with the community to provide an excellent education that will prepare all learners for the challenges of a changing global society.

42. Alignment with District Goals
All students will be connected to an extra-curricular or co-curricular activity
Provide all students with relevant learning experiences that result in success.
Design and implement a rigorous curriculum, with aligned instruction and assessment strategies, pre K-12 .
Develop organizational structures that support relationships and learning. ✔ ✔ ✔

43. Alignment Across Reading and Behavior
Practices
Team
Data
Systems

44. Integrated Functions Across All Tiers of Support
Team approach
Progress monitoring
Data-based decisions
Evidence-based practices
Reading Support
Behavior Support

45. Implementation Planning Team Training and Coaching Providers
MIBLSI District Model
Structure
Delivery
School District
Cabinet Team
Cabinet
Liaison
Implementation Planning Team
MTSS Coordinator
Training and Coaching Providers
Vision
Facilitative Administration
Selection
Management and Coordination
Information
Performance Feedback
Resources
Training
Coaching
Feedback
Loop
Schools
Figure 6.5 A Model for Organizing District MTSS Support

46. Aligning Reading and Behavior
Specific academic assessments and interventions
Use of published curricula selected by school or district
Use of direct assessment of skills
Periodic assessment through benchmarking periods
Focus on grade-level teaming
Described in IDEA as SPED eligibility determination approach
Specific social behavior assessments and interventions
Use of free materials that are adapted to fit the school’s context
Use of indirect assessment of behavior
Continuous assessment of social behavior with existing data sources
Focus on school-wide teaming
Described in IDEA as school-wide prevention and individual intervention approach
Scientifically-based interventions
Instruction as prevention
Tiered continuum of supports with increasing intensity based on need
Regular screening for early intervention
Use of a problem-solving model and data-based decision rules
Focus on teaming
Emphasis on improving quality of implementation
Embedded into school improvement plan
Reading RTI
PBIS

47. Dashboard for reading and behavior MTSS

48. Alignment with PBIS and Safe Schools Healthy Students
Local District Example (Small Rural District)
Commonalities
Both of the grants have the commonality of MTSS as the underlying framework.  
Both grants are aimed at improving behavior and mental health supports.
Alignment and integration allowed for the utilization of resources to implement all schools at once
Safe Schools Healthy Students (SS/HS) is a collaborative effort and comprehensive model to promote mental health among students and create safe and secure schools.
Funded through Substance Abuse and Mental Health Services Administration (SAMHSA)
State Planning, Local Education Agency, and Local Community Cooperative Agreements
This partnership model is designed to facilitate a closer relationship between state policy development and local implementation of programs to address youth violence and promote the wellness of children, youth, and families.
Grants developed from this partnership model support the wide-spread adoption and operation of the SS/HS Initiative. They also build state- and community-level partnerships among education, behavioral health (mental and/or substance use), and criminal and juvenile justice systems that promote systems integration, policy change, infrastructure, and supports.

49. Alignment with PBIS and Safe Schools Healthy Students (2)
School Climate
Transformation Grant (PBIS)
Safe Schools Healthy Students
Safe Schools Healthy Students (SS/HS) is a collaborative effort and comprehensive model to promote mental health among students and create safe and secure schools.
Funded through Substance Abuse and Mental Health Services Administration (SAMHSA)
State Planning, Local Education Agency, and Local Community Cooperative Agreements
This partnership model is designed to facilitate a closer relationship between state policy development and local implementation of programs to address youth violence and promote the wellness of children, youth, and families.
Grants developed from this partnership model support the wide-spread adoption and operation of the SS/HS Initiative. They also build state- and community-level partnerships among education, behavioral health (mental and/or substance use), and criminal and juvenile justice systems that promote systems integration, policy change, infrastructure, and supports.

50. Detroit Public Schools
Work with district administrative team representing…
Budget authority over each of the initiatives being aligned
Organizational authority to make policy and procedural decisions
Knowledge of core features of the initiatives to be aligned
Conduct District Capacity Assessment
Examining Leadership, organizational capacity and competency development to align and sustain efforts
Alignment with District’s instructional framework
Focus on the things that matter
Focus on what works, how do we know it works and how to make it better

51. Your Examples Initiatives to improve early literacy
Initiatives to improve social behavior
Initiatives to reduce drop out
Initiatives to enhance mental health

52. Discussion Questions
What are benefits you see in aligning initiatives?
What are risks of not aligning initiatives?
What have you found to be helpful in aligning key district initiatives?
What are research questions needed to better understand alignment?