# data[].attributes.body
The most successful change came as a result of parents and/or outside groups.

# data[].attributes.body
Significant disproportionality

# data[].attributes.body
Reduction in overuse of certain disability categories

# data[].attributes.body
I knew it was supported by outward support by all including the skeptics. I measured success using surveys of staff and student outcomes if appropriate.

# data[].attributes.body
Behavior was addressed differently throughout the school and in different settings. Everyone used different language, and some were extremely punitive.

# data[].attributes.body
People being fearful about change and the idea of trying something new.

# data[].attributes.body
Data support for the ways that the change would be better for kids

# data[].attributes.body
I tend to "like" the skeptics and hide from the "cynics." The skeptics are helpful because they bring up failed initiatives of the past, raise potential problem spots we hadn't considered and help to trouble-shoot to support the change. Cynics need a lot more relationship building and buy-in. Building relationships with these people is critical.

# data[].attributes.body
The realization that previous approaches to literacy failed once students reached 4th grade +.

# data[].attributes.body
People were wedded to beliefs and past practice

# data[].attributes.body
The system was created by the staff and 15 years later, is still a main focus at the school that has grown and changed for the better.

# data[].attributes.body
I asked the skeptics to be part of the solution including parents, teachers, staff, admins, etc.

# data[].attributes.body
The change has been supported by data and significant improvements in students' reading especially at K-2 level.

# data[].attributes.body
Need to adhere to IEP Compliance, Data Reporting and PRS Complaint Corrective Action Plans

# data[].attributes.body
Consensus among the three of the four Unions leaders and representatives made it easier for the last Union to sign on.

# data[].attributes.body
We worked together to collect short-term data to support the notion that the change we wanted to see in student behavior through PBIS was working. Part of each staff meeting was to look at the data and discuss the challenges and the highlights.

# data[].attributes.body
Student data

# data[].attributes.body
Requests for out of district programming and the need to provide programming in district

# data[].attributes.body
Budget - only allowed to use funds for certain initiatives helps to push this mindset shift.

# data[].attributes.body
Change was implemented by the majority of staff then cynics felt compelled to comply.

# data[].attributes.body
When there was a need for an immediate change, I collaborated with the Union representatives (there are four) and president on how we could move forward without infringing on the rights of the individual District employee contracts.

# data[].attributes.body
The timeline of how to share the process with whom and when. Everyone wanted to share their opinion and everyone wanted to lead the change or not change.

# data[].attributes.body
Time, holding to norms and values, and deep conversations with staff about their own experiences

# data[].attributes.body
We didn't make an option not to get on board :)

# data[].attributes.body
Achieved critical mass and the hold outs had no choice but to go along to get along

# data[].attributes.body
The parents were skeptical that it would work because they were hearing from teachers that they were concerned. So I met with the teachers and with parents and with SEPAC. I shared data about the number of resources, the impact on children and the level of services. I was as transparent as possible.

# data[].attributes.body
The district had a consistent approach to teacher evals

# data[].attributes.body
Creation of "committee" to discuss different aspects and implications of the proposed plan - gain consensus in key players with "voice" in the district

# data[].attributes.body
The change was brought about due to low performing scores on district/state testing.

# data[].attributes.body
Need to reduce downtime and expose all students to certain core skills

# data[].attributes.body
students report feeling more connected to adults

# data[].attributes.body
A program needed expansion and we had built a new school which could support the program with sq footage.

# data[].attributes.body
A need to serve students better and grow programs more cohesively.

# data[].attributes.body
Skeptics were asked to join focus groups to support the change.

# data[].attributes.body
Had the support of an important district admin and a few influential teachers . Worked it top down and bottom up.

# data[].attributes.body
Open discussion and adjustments before and early in practice; schedules changed to accommodate new practice; student and staff survey and discussion of data; comments overheard in halls, etc.

# data[].attributes.body
Creating exemplars and referencing rubrics

# data[].attributes.body
Trust building and calling them in vs calling them out

# data[].attributes.body
Supported through regular meetings. The team knowing and seeing it's a priority and that I will follow through on the initiative.

# data[].attributes.body
We required teachers to regularly upload evidence that they were implementing the requested change.

# data[].attributes.body
Teachers feeling that certain students where not their students and that these students needed to be educated somewhere else.

# data[].attributes.body
Getting other administrators on board with the new teacher evaluation system

# data[].attributes.body
The change was not fully supported due to the lack of administrative support at the building level.

# data[].attributes.body
Disagreeing with the conclusions others have drawn..

# data[].attributes.body
It was supported by added PD, discussion and training. I know it happened because it was about program change.

# data[].attributes.body
Supporting adults unlearning the status quo

# data[].attributes.body
The most challenging circumstance I have encountered in change is the fear and/or anxiety around the change. As a leader, I think it's very important to prepare staff of change in more time than you think they need, communicating what is to come, how we are going to support you through it, and this is how we will listen to your feedback and make corrections. I think the "voice" aspect to change is critical to success.

# data[].attributes.body
Letting them voice their concerns and bring ideas forward. Maybe there are things they are thinking about that I could give more thought to. If I then say no to something or go in a different direction, at least I can explain why.

# data[].attributes.body
Student need- being student centered.

# data[].attributes.body
Both bldg admin and teachers agreed to be a part of the program development and participate in year long PD

# data[].attributes.body
It took a lot of time for it to be supported but as more skeptics saw meaningful change in their classrooms, the word spread that this change was worth it

# data[].attributes.body
Lack of support and/or vision from upper administration

# data[].attributes.body
We tried to involve them in the process and give them a voice. We also showed data to support the need for a change.

# data[].attributes.body
Addressing the cynics

# data[].attributes.body
The total number of program classrooms was not reduced, staff were not let go or reduced, but the resources were shared equitably across the grade spans. More kids at the HS means that we needed more classrooms at that level

# data[].attributes.body
You know it is successful when you meet the goals of the change.

# data[].attributes.body
Over representation of students in specialized programming (pull-out for significant amounts during day)

# data[].attributes.body
Met with each individual about their views on program strengths, areas for growth, needed resources, and next steps and shared this as part of data to support change; active listening; showing positive change through survey and feedback

# data[].attributes.body
Having them look at data and why the change is needed- research, etc

# data[].attributes.body
"The most dangerous phrase in the language is "we've always done it this way". -Grace Hopper.

I think that the most challenging shift to change is building trust to try something new and being willing to take those steps forward AND being accountable to those changes nd making sure my follow through is on point.

# data[].attributes.body
Provided lots of data and reseeach

# data[].attributes.body
I supported by explaining the thinking about the change and listing the alternatives (and why they were not viable).

# data[].attributes.body
I used more frequent meetings to discuss data, what's working, what isn't working

# data[].attributes.body
Just trying my best to engage both and have them as leaders as much as possible through the process.

# data[].attributes.body
Skeptics - invited them into the process

Cynics - provided data they couldn't argue

# data[].attributes.body
Getting buy in from the staff to implement with fidelity. Some staff were on board to fully implement changes, while others want to leave things as they have previously been

# data[].attributes.body
Resistance from stakeholders who were worried about losing autonomy

# data[].attributes.body
Accepting that change needed to happen

# data[].attributes.body
The budget

# data[].attributes.body
Working with building administrators and getting buy in from them.

# data[].attributes.body
l

# data[].attributes.body
People being sad about the change for a good reason.

# data[].attributes.body
Try to utilize these people to lead the change or empower them to be champions.

# data[].attributes.body
Overcoming "we've always done it this way" and also previous leader not following up on things so staff not expecting follow up and implementation

# data[].attributes.body
By in from key stakeholders.

# data[].attributes.body
Challenging: There were no cohesive structures, protocols or professional learning when I first came to the District

The IEP Platform could not generate reports for data dives, access and permissions to change IEPs, IEP dates, etc. were allowed to every special education teacher.

# data[].attributes.body
s

# data[].attributes.body
here

# data[].attributes.body
b

# data[].attributes.body
Definite different philosophies of how inclusion should be approached

# data[].attributes.body
J

# data[].attributes.body
Getting buy in from administration.

# data[].attributes.body
Not feeling valued/respected by other Administrators.

# data[].attributes.body
M

# data[].attributes.body
Leah!

# data[].attributes.body
Kim

The most challenging thing I encountered was a small group of toxic staff that tried to control everything in the school and, when change was suggested, would campaign to shut it down. They would intimidate and bully other staff to fight change or to keep quiet.