Kickboard Professional Services

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Researched-based professional distance learning, successfully partnering with districts for almost a decade.

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School Culture Audit and Recommendations

Audience: Principal and Leadership Team

Overview

School leaders are often faced with the challenge of spending all their time on misbehavior. A “revolving door” of office referrals steals time from other critical, more proactive work. Kickboard Coaches will study your current Tier I schoolwide behavior support systems by conducting staff and student interviews, observing existing school culture practices, analyzing results of a leadership self-assessment, and reviewing current culture data. You will then receive actionable recommendations for improvement based on this audit of your Tier I culture systems.

Challenges Addressed:

  • Teacher and administration losing time on discipline
  • Any proactive improvement planning that is done addresses only academics 
  • Teachers have adopted a punitive mindset 
  • Different teachers have different behavior expectations creating inconsistency across the school
  • A large number of interventions for struggling students
  • A lack of schoolwide positive support systems

Program Outcomes:

  • A comprehensive report of current systems and written recommendations for improving and progress monitoring Tier I culture systems
  • Leadership Self Assessment survey results for continued areas of improvement

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Strategic Planning for Positive School Culture

Audience: Principal and Culture Leadership Team

Overview

Studies have shown that a large majority of U.S. school leaders understand their school culture is adversely affecting academic success but they don’t know what steps to take to improve. During a series of virtual meetings, a Kickboard coach will guide the team to collaboratively create a vision for schoolwide culture excellence based on their shared beliefs. The team will then develop explicit culture goals and an aligned strategic action plan to guide their work. The coach will also facilitate the team in planning specifics for creating a positive school culture which may include developing schoolwide behavior expectations, common area behavior matrices, and plans for stakeholder investment. Planning work considers where each school is on the journey and helps guide them forward.

Challenges Addressed:

  • Teachers and administration losing time on discipline
  • Any proactive improvement planning that is done addresses only academics
  • Teachers have adopted a punitive mindset
  • Different teachers have different behavior expectations creating
  • inconsistency across the school
  • A large number of interventions for struggling students
  • A lack of schoolwide positive support systems

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Establishing Consistent Systems for Schoolwide Positive and Corrective Consequences

Audience: Principal and Culture Leadership Team

Overview

Your culture leadership team will collaboratively create a detailed calendar of schoolwide student recognition systems and incentives as well as the criteria for earning each. They will also define an exact protocol for teachers to follow when corrective action is necessary and a negative consequence is earned. Kickboard will provide proven best practices and lead the group to create a plan that ensures focus on positive achievements throughout the year.

Challenges Addressed:

  • Overall negative school culture
  • Lack of positive recognition for students
  • Lack of schoolwide student recognition to motivate positive choices
  • Large number of behavior interventions for struggling students
  • Budget constraints for maintaining schoolwide incentives in the past
  • Inconsistent consequences within the school
  • Recognition and incentives are arbitrary and not based on data

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Transitions: Taking School Culture from Good to Amazing

Audience: Principal and Culture Leadership Team

Overview

With this school year’s data and schoolwide culture improvement efforts behind you, it’s time to build on what you’ve accomplished and adjust for the coming year. During a series of virtual collaborative planning sessions, your team will reflect on a range of data showing evidence of school culture change. Then, you will create next year’s strategic plan for school culture to move from good to great.

Challenges Addressed:

  • Culture goals unmet or unclear
  • Need to continue improving school culture but unclear what steps to take next
  • Major changes to school structure or culture that need to be addressed

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Trauma-Informed Practices Audit and Recommendations

Audience: Principal and Trauma Informed Practices (TIP) Team

Overview

Now that it is known that trauma-exposure is common among students and that this exposure can have a corrosive impact on academic performance, classroom behavior, and relationships, a national dialogue has emerged on the need to integrate trauma-informed approaches into the school and classroom environments, but little is being said on how school leaders can set out to accomplish this.

Kickboard Coaches can help school leaders tackle one of the essential steps to becoming a trauma-informed school by conducting a school-wide audit to assess the degree to which school policies and procedures, environment, classroom practices, engagement of students and families, and culture align with trauma-informed principles. Kickboard Coaches will then provide a report which highlights the findings of the audit and presents actionable recommendations for improvement.

Challenges Addressed:

School leaders and teachers are aware of high rates of trauma exposure among students, but don’t know how to support students.

  • There is no framework in place for school leaders to examine school practices, policies, and procedures through a trauma-informed lens
  • School as limited resources and school leaders are not sure what to prioritize
  • School leaders and teachers want better engagement with students and parents
  • Teachers and staff are experiencing burnout and vicarious traumatization, leading to problems with staff retention
  • Students with trauma exposure remain unidentified and without services

Program Outcomes:

A comprehensive report of how practices and policies align with principles of trauma-informed care and written, actionable recommendations which can be taken to create a more trauma-informed environment.

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Foundations for a Trauma-Responsive School: Key Practices and Tools for Fostering Resilience

Audience: All School Staff

Overview

The experts all agree that one of the key elements of being a trauma-informed school is that all school staff have a foundational knowledge of trauma and its impact and what it means to practice trauma-informed care. During this transformational session, leaders and teachers in your building will be empowered as the agents of change as the lens they are using to view students shifts from, “What’s wrong with this student?” to, “What’s happened to this student?”

This session will then provide a framework for the practice of trauma-informed care and will provide guidance and practical tools on integrating trauma informed practices into the school and its classrooms.

Challenges Addressed:

  • Divided understanding among staff of trauma and its impact on students, staff, and the school community
  • School leaders and staff know that many of their students have experienced trauma, but they don’t know what to do to help these students
  • Teachers are feeling overwhelmed and stressed out, which is impacting their ability to do their job and build relationships with students and peers
  • Teachers complain that the school isn’t being punitive enough in its discipline practices
  • Overwhelming number of discipline referrals.

Program Outcomes:

  • Increased teacher buy-in
  • More positive attitudes towards trauma-informed practices
  • Increased empathy and compassion for students
  • Staff feeling more empowered in their capacity to help trauma-exposed students
  • Shared approach to supporting behavior
  • Staff equipped with specific practices and tools for building student resilience
  • Teachers and staff practicing self-care

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Action Planning for Becoming a Trauma-Informed School

Audience: Principal and Trauma-Informed Practices Team

Overview

Research over the past several years clearly shows how trauma and adverse events can have a profound impact on an individual’s development, affecting areas of the brain that regulate impulse control, executive and cognitive functioning, and emotional and fear responses. By integrating trauma-informed practices into the school and classroom environment, schools can be proactive in helping students recover and lessen the impact of trauma on school performance.

During this session, a Kickboard coach will guide the team to collaboratively create a vision for what it means to be a trauma-informed school. The team will then develop explicit goals and an aligned strategic action plan to guide their work within a multi-tiered system of support. This full day of planning considers where each school is on the journey and helps guide them forward.

Challenges Addressed:

  • School leaders and staff know that many of their students have experienced trauma, but they don’t know what to do to help these students.
  • The approach to handling students with behavioral problems is more often punitive in nature.
  • Students who are experiencing school performance issues are not screened for trauma exposure.
  • Teachers are having difficulty building trusting relationships with students.
  • Students do not feel that school is a safe place for them.
  • Teachers and staff are not aware of how their biases are impacting their relationships with students.

Program Outcomes:

  • Shared vision for becoming a trauma-informed school.
  • A strategic action plan which:
    • Serves as the school’s road map to becoming trauma informed
    • Has agreed upon SMART goals and outlines activities which will lead to achievement of these goals
    • Has a plan for monitoring progress towards goals
    • Provides clarity to school staff on what will be expected of them
    • Identifies existing and new resources needed to achieve goals

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Professional Development for Teachers on Creating Trauma-Informed Classrooms

Audience: Teachers, Coaches, Classroom Support Staff

(Prerequisite: Foundational All-Staff PD for Becoming a Trauma-Informed School)

Overview

Teachers have had time to process and apply what they learned in the Foundational Professional Development Session and they are ready to learn more. This session will provide additional information and tools on integrating trauma-informed practices into the classroom, but will also provide an opportunity for teachers to develop their own action plan and goals specific to their classroom and practice.

The session will provide a forum for teachers to discuss with one another their successes and to collectively problem-solve and develop solutions to any barriers they have encountered. The Session Facilitator will collect feedback from the teachers to be shared with the Trauma-Informed Practices (TIP) Team as it monitors the strategic action plan and aligns school policy and practices with the principles of trauma-informed care.

Challenges Addressed:

  • Teachers understand trauma and its impact, but are struggling with how to address it in the classroom
  • Teachers have encountered systems level barriers to the implementation of trauma-informed practices
  • Discipline referrals have not been reduced
  • Teachers are wanting practical tools to use in the classroom
  • Focus on trauma-informed practices and self-care is declining

Program Outcomes:

  • Teachers create their own action plan for integrating trauma-informed practices into the classroom
  • Classroom action plan includes a data-driven plan for monitoring progress towards goals
  • Teachers feel more competent in their capacity to respond to students who have been exposed to trauma
  • Focus on trauma-informed care is maintained
  • Teachers and staff are maintaining self-care practices

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Monitoring Progress of Trauma Informed Practices

Audience: School Leaders and Trauma-Informed Practices (TIP) Team

Overview

Taking time to reflect, recalibrate, and renew midway through a school year is an important step to ensure you are making progress towards your strategic action plan goals, and, where you aren’t, to identify and address any barriers that are standing in the way. Your Kickboard Coach will guide your team through a specific process for reflecting on the alignment of school policy and practices with trauma-informed principles, and you will leave with a specific action plan for what adjustments you’ll make in order to ensure results in the second semester.

Challenges Addressed:

  • Staff have encountered barriers to implementing certain trauma-informed practices
  • Original action plan goals need to be recalibrated based upon changes that have occurred in the first half of the school year
  • Implementation of trauma-informed practices have tapered off
  • Data-monitoring plan is not providing information needed to determine progress towards goals

Program Outcomes:

  • Recalibration of strategic action plan goals and activities, if needed
  • Recalibration of data monitoring plan
  • Plan for addressing any barriers to which have been encountered when implementing trauma-informed practices
  • Renewed focus and motivation around trauma-informed practices

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Equity & Anti-racism Audit

Audience: District / Campus

Overview

Based on foundational principles of change management, equity and antiracism, this audit is designed to support identification and planned elimination of racial inequities that might exist within the context of policy, practice, leadership, teaching and learning within your educational community. Moving beyond acknowledgement that educational institutions have historically been sites of harm and emotional stress, particularly for students and faculty of color (Hurtado, Cuellar, Guillermo-Wan, 2011; Pittman, 2010; Smith, 2002), this Equity and Antiracism Audit is structured and intended to provide institutions with clear perspectives on current realities that exist, ultimately serving as an agent for the promotion of positive institutional change.

Using a multi-tiered approach, the audit is structured to provide insights into the potential existence of racist or inequitable ideas, practices and policies within organization. Central to the audit is the illumination of these issues at the institutional and structural level, although individual-level data points are included in the analysis as well.

Engagement with a variety of stakeholders of the learning community is essential to the process of data gathering and critical analysis. The use of standard processes (i.e., group interviews, surveys, site visits, policy reviews, handbook reviews, curriculum reviews, etc.) will provide primary sources of data at the district and campus level for analysis. Key elements under scrutiny and deep examination throughout the audit are data and practices pertaining to human resources, fiscal resources, leadership, instruction, curriculum, discipline, and community engagement. For example, illumination of imbalances and potential for marginalization through hiring, placement, development and other talent management practices is an essential aspect of systems-level data provided via the audit. Similarly, at the campus level, analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.

Challenges Addressed:

  • Not understanding the history and language of equity and antiracism
  • Lack of leadership experience to lead staff from awareness to action to ensure antiracist policies and practices
  • Lack of clarity into how to start the journey towards ensuring an equitable environment for all students and staff
  • Lack of support in designing structures, strategies and systems to bring a focus on equity and antiracist to scale

Program Outcomes:

  • Results of district-wide survey and interviews including data analysis. Direct feedback gained from students, teachers, parents and instructional leaders.
  • District HR focus: Review current efforts to recruit and retain a diverse workforce. Provide recommendations on how to improve staff recruitment and strategies on how to support a diverse workforce
  • District HR focus: Policy review of practices as outlined in Board Policy, Employee Handbook, and the Student Code of Conduct Handbook. Recommendations will be given based on identified best practices.
  • Curriculum Analysis: Lesson design days that embed culturally responsiveness; using backwards design principles, facilitated core content teachers through the process of embedding direct engagement with and incorporation of community and family members in project based learning units and lesson cycles.
  • Instructional Practices: Analysis of content responsiveness, discipline practices, and existence of inclusionary practices are some examples of fundamental elements examined.
  • Summary: Understand the drivers behind the gaps in student opportunity and achievement to determine the challenges, identify best practices and align resources. Present final report that assesses the causes of inequity and recommends strategies supported by researched based best practices.

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Equity District / School Administration Training

Audience: Principal and Trauma Informed Practices (TIP) Team

Overview

Kickboard and Haley Responsive Education Corporation (HREC) have partnered together to perform the following professional development called “The Leadership Imperative: Fueling Equity and Antiracism”. The focus of the training is for Central Office Administrators & Educational Leaders.

It is well documented that racism and inequities have a deep rooted history in every facet of our society, including within our school systems. While our nation has come a long way since operating openly segregated schools, students from particular ethnic groups continue to underperform and are disproportionately overrepresented in the data categories associated with negative outcomes (dropouts, failures, suspensions, disciplinary actions, etc.). Deficit thinking remains a prominent feature that undergirds assumptions about children and families of color and poverty, and systems that perpetuate inequities are often not challenged as a part of the problem as much as factors associated with particular students (i.e., issues of race, class, etc.). Leaders and teams that are poised and ready to take on matters of racism and equity head on by creating a vision of antiracism with related policies, practices and ideas will create change more rapidly across their district. A coach will support and facilitate phase 1 in the evolutionary change process while working with leaders to envision the possibilities and develop plans for moving towards creating an anti-racist and equitable environment.

Challenges Addressed:

  • Little understanding of the history and language of equity and antiracism that is complicating efforts to create a district- or campus-wide vision and lead change.
  • Faculty and staff have little knowledge of racism and equity in schools, and are not sure how to lead from awareness to action in order to implement anti-racist policies and practices.
  • Unclear path for how to start the journey towards ensuring the creation of an equitable environment for all.
  • Lack of time and prioritization of designing structures, strategies and systems to bring a focus on equity and bring antiracism to scale.

Program Outcomes:

  • Understanding of the history and foundational principles of racism and antiracism as applied to educational leadership.
  • Articulation of why you personally believe that change is necessary at the district/school and an initial vision statement for creating an anti-racist educational environment. 
  • Ability to evaluate current state of the district or campus against the Power and Purpose Continuum™ and set a vision for growth.
  • Capacity to apply foundational principles and practices that will assist you in creating equity and activating anti-racist policies and ideas through a strategic focus on self, others, and systems. 
  • Applications of equity and antiracism to district/campus improvement plans.

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Professional Services Team

Jolynn Greene

Professional Services Manager

Melinda Snover

Head of Customer Success

LaTisha Vaughn

School Culture Coach

Hillary Miller

School Culture Coach

Matthew Kincaid

CEO, Overcoming Racism Kickboard Partner

Lori Heisler

School Culture Coach

Emily Mishalanie

School Culture Coach

Jennifer Ostrow

School Culture Coach

Dena Gaddis

School Culture Coach
Kickboard has made a huge difference. We reduced disciplines by 44% in just 18 weeks. If I go to another campus and come back to ours, I can see and hear the difference. It’s so positive here and that’s changing the culture of our school. This not only improves students’ behavior but it improves their academic performance as well.
— KASIE JACKSON, ASSISTANT PRINCIPAL - DALLAS ISD