23 District Decision Makers

If you are a district decision maker, here are a few suggestions for how you might use this module:

Ideas for Inspiration!

District decision-makers have valuable input in determining which strategies will be ‘district’ essentials, with careful consideration to selecting evidence-based strategies, practices, and programs at each level of prevention. It is important to focus on making choices of “what works,” while also considering the time, money, and other resources needed to implement and sustain the use of these practices. This can be done by creating “District Ci3T Implementation Manual Masters” to create clarity regarding district expectations. For example, in terms of precorrection, it might be listed:

• in the academic domain for faculty and staff as a strategy to increase engagement and limit disruption,
  
• as a stand-alone intervention in the Secondary (Tier 2) Intervention Grid
  
• added to another Tier 2 intervention (e.g., precorrection to use new social skills during the school day or after school)
  
• as part of a Tier 3 intervention in the Tertiary (Tier 3) Intervention Grids (e.g., functional assessment-based interventions, individualized de-escalation plans).

By providing these to each implementing school, district leaders can:

• support educators in selecting effective practices to support students at Tier 1, 2, and 3,
  
• decrease the likelihood that questionable, unproven, or ineffective practices are selected (unfortunately, many practices are available that are based on pseudoscience, have insufficient evidence, or have been shown to be ineffective),
  
• create common understandings of faculty and staff expectations for implementation district-wide,
  
• commit to high-quality professional learning.

Coordinating with Ci3T Trainers to provide district-wide professional learning is an excellent way to build capacity and understanding in your district. We encourage use of materials from this and other Enhancing Ci3T modules to create a coherent, consistent professional learning experience.