Post on 15-Jan-2016
What Is “It” and How DoWe Make “It” Happen
Karen Blase, PhD
Dean L. Fixsen, PhD
Melissa Van Dyke, LCSW
Michelle Duda, PhDFrank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
SPDG Webinar
March 24, 2011
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Searching for “It”
Research findings, materials, manuals, and journal articles do not necessarily provide clarity around core intervention elements
Current and new evidence-based practices, frameworks, programs will have a range of operational specificity
Developing clarity around the “it” is critical
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Innovation Fluency
Definition: Innovation Fluency refers to the degree to which we know the innovation with respect to: Evidence Program and Practice Features Implementation Requirements
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Innovation Fluency Definition: Innovation Fluency refers to
the degree to which we know the innovation with respect to: Evidence Program and Practice Features Implementation Requirements
Implementation Pre-Requisites
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Implementation Pre-Requisites
After you
Have chosen based on student needs
Looked for “best evidence” to address the need
An Evidence-Based Practice or Program
An Evidence-Informed Initiative or Framework
Systems Change and Its Elements
Then it’s time to: Clearly identify and operationalize the
elements
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What is “it”? Operationalize
Part of Speech: verb Definition: to define a concept or variable so that it can be measured or expressed quantitatively
Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.7)Copyright © 2003-2008 Lexico Publishing Group, LLC
The “it” must be operationalized whether it is:
» An Evidence-Based Practice or Program» A Best Practice Initiative or New Framework » A Systems Change Initiative
Practice Profiles » Help Operationalize Practice, Program, and Systems
Features
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Practice Profile Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:
Identified gold standard
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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????
Have you ever developed or helped to develop a Practice Profile or Innovation Configuration?
Vote Now:
» Yes
» No
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Practice Profiles: Pay Now or Pay Later
Identifies Critical Components Guiding Principles Critical Components Match the Guiding Principles Core Activities to Achieve the Critical Components
For each Critical Component: Identified “gold standard” activities Identified acceptable variations in practice Identified ineffective practices and undesirable practices
Your Implementation Support» Identify and Support Implementation Team» Provide Conceptual Overview and Rationales» Provide Resources, Worksheets, Templates» Facilitate Consensus Building
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But Where Do We Find Resources for Building
Practice Profiles?
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Resources for Building Practice Profiles
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• National Centers• Experts in Your State• National Purveyors• Manuals and Materials• Implementing Districts and Schools• Other States• Consensus Building in Your State
Example
Problem-Solving Practice Profiles in an RtI Framework
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RESOURCE - Professional Practices in Problem Solving: Benchmarks and Innovation Configurations
~ Iowa Area Education Agency Directors of Special Education, 1994
Practice Profile Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:
Identified gold standard
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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A Sampler of Problem Solving Guiding Principles
Problems affecting student performance do not exist exclusively within the makeup of learners but occur as a result of interactions between learner characteristics and the educational setting
The effectiveness of a solution cannot be determined prior to its implementation. Therefore solutions must be implemented, monitored, reviewed, and changed as necessary
A problem is not defined as the difference between the learner’s potential and achievement, but as the discrepancy between the demands of the educational setting and the learner’s performance in the setting.
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Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
© Fixsen & Blase, 2008
Systems Intervention
Adaptive
Technical
Integrated & Compensatory
Implem
entation
Drivers
Coaching
Training
Selection
Facilitative Administration
Decision Support Data SystemsC
ompe
tenc
y D
river
s
Com
pete
ncy
Driv
ers Organization D
rivers
Organization D
rivers
LeadershipLeadership
Performance Assessment
(fidelity measurement)
Improved outcomes for students
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Given These Guiding Principles….
Problems affecting student performance do not exist exclusively within the makeup of learners but occur as a result of interactions between learner characteristics and the educational setting
The effectiveness of a solution cannot be determined prior to its implementation. Therefore solutions must be implemented, monitored, reviewed, and changed as necessary
A problem is not defined as the difference between the learner’s potential and achievement, but as the discrepancy between the demands of the educational setting and the learner’s performance in the setting.
What Attributes, Attitudes or Skills Might Be Important to Select for as Teachers and Building Staff are Recruited and Hired?
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Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
Practice Profiles
Each Critical Component is a heading
Each level of implementation specifies the activities necessary to operationalize that Critical Component
Critical Component Ideal Implementation
Acceptable Variation
Unacceptable Variation
Unacceptable Variation
Critical Component 1: Description
Description of implementer
behavior
Drastic Mutation
Hall and Hord, 2010, Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency
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Professional Problem Solving 9 Critical Components
Parent Involvement
Problem Statement
Systematic Data Collection
Problem Analysis
Goal Development
Intervention Plan Development
Intervention Plan Implementation
Progress Monitoring
Decision Making
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving 9 Critical Components
Parent Involvement
Problem Statement
Systematic Data Collection
Problem Analysis
Goal Development
Intervention Plan Development
Intervention Plan Implementation
Progress Monitoring
Decision Making
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement as a Critical
Component
Professional Practices in Problem Solving: Benchmarks and Innovation ConfigurationsIowa Area Education Agency Directors of Special Education, 1994
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Professional Problem Solving Parent Involvement – Critical
Components
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Professional Problem Solving Parent Involvement – Critical
Components
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Professional Problem Solving Parent Involvement – Critical
Components
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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Parent InvolvementCompetency Drivers for
Teachers Engaged in Problem Solving
Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate.
- Knows schedule of meetings-How to welcome parents
-How to solicit parent input-How to thank parents for attending- How to ask parents for feedback on the convenience of times and location.
Selection
Training
Coaching
Fidelity/Performance Monitoring System
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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Parent InvolvementCompetency Drivers for
Teachers Engaged in Problem Solving
Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate.
- Knows schedule of meetings-How to welcome parents
-How to solicit parent input-How to thank parents for attending- How to ask parents for feedback on the convenience of times and location.
Selection
Training
Coaching
Fidelity/Performance Monitoring System
How important is each Driver?
How do we minimize burden and maximize
outcome?
What should we consider?
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General Assessment of Level of “Intensity” of Use of the Competency
Drivers
Current Skills New Skills
Current ContextLow Medium
New ContextMedium High
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Ideal/Acceptable: Parents are informed at all decision –making points and invited to participate by phone, letter, or
email. Parents “choose” to participate.
Professional Problem Solving Parent Involvement as a Critical
Components
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General Assessment of Level of “Intensity” of Use of the Competency
Drivers
Current Skills New Skills
Current ContextLow Medium
New ContextMedium High
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Ideal/Acceptable: Parents are informed at all decision –making points and invited to participate by phone, letter, or
email. Parents “choose” to participate.
Let’s VoteA – High B – Medium C – Low
Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Critical Components of Problem-Solving –Parent Involvement
Competency Drivers for
Teachers Engaged in
Problem Solving
Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate.
- Knows schedule of meetings-How to welcome parents
-How to solicit parent input-How to thank parents for attending- How to ask parents for feedback on the convenience of times and location.
Selection What “unteachables” should be assessed? How?What behavior rehearsals might be developed?
Training What behavior rehearsals might be used?
Coaching Who might provide feedback after decision-making meetings? How often?
Fidelity/Performance Monitoring System
What might you measure to see if teachers are engaging in the skills and activities to bring parents to the table in a meaningful way? Who? When? How often?
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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Parent InvolvementCompetency Drivers for
Teachers Engaged in Problem Solving
Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate.
- Knows schedule of meetings-How to welcome parents
-How to solicit parent input-How to thank parents for attending- How to ask parents for feedback on the convenience of times and location.
Selection Practice parts of a decision-making meeting to assess the “how to” elements. Provide a vignette of a parent who is challenging to work with and complains that he/she is not heard. Be clear about the importance of parent involvement
Training Practice hosting a meeting with parents present a) Receptive and engaged b) Less receptive and engaged
Coaching Assigned “coach” to sit in on at least 3 decision-making meetings a year for each teacher with verbal and written feedback immediately after each meeting on fidelity items below and for support and problem-solving
Fidelity/Performance Monitoring System
Measures: % of parents notified two weeks in advance % of meetings for which parents attended; % of meetings in which a) teachers welcomed parents, b) solicited parent input at least twice per meeting, c) thanked parents for attending, d) asked for feedback on time and location of the meeting.
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Professional Problem Solving 9 Critical Components
Parent Involvement
Problem Statement
Systematic Data Collection
Problem Analysis
Goal Development
Intervention Plan Development
Intervention Plan Implementation
Progress Monitoring
Decision Making
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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Critical Components of Problem-Solving
Competency Drivers
for Teachers Engaged in Problem
Solving
Parent Involvement
Problem Statement
SystematicData
Collection
Problem Analysis
Goal Development
Selection
Training
Coaching
Fidelity/Performance Monitoring System
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Importance Ratings of Implementation Drivers:1 = Not at All Important to 7 = Very Important
Critical Components of Problem-Solving
Competency Drivers
for Teachers Engaged in Problem
Solving
Parent Involvement
Problem Statement
SystematicData
Collection
Problem Analysis
Goal Development
Selection7 3 6 6 4
Training
4 5 7 7 7
Coaching6 5 7 7 7
Fidelity/Performance Monitoring System 4 5 7 7 5
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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Critical Components of Problem-Solving
Organization Drivers
Parent Involvement
Problem Statement
SystematicData
Collection
Problem Analysis
Goal Development
Outcome Data
Facilitative Admin at Local School Level
Facilitative Admin at District Level
Systems Change at State Level
2011,SISEP, 34
Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool
Critical Components of Problem-SolvingLeadershipChallenges
Parent Involvement
Problem Statement
SystematicData
Collection
Problem Analysis
Goal Development
What challenges do you expect? And how might they be avoided or minimized?What challenges are on the table now?
Who needs to be part of the solutions?
What strategies seem appropriate given the nature of the challenge?
2011, SISEP 35
Improvement Over Time
Practice ProfilePractice ProfileImprovementImprovement
Competency Drivers
• Selection• Training• Coaching• Fidelity
PDSAPDSA PDSAPDSA
Organization Drivers
• Facilitative Admin• Systems Intervention• Decision-Support Data Systems
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Things to Think About Think about your SPDG effort and your
involvement and guidance at the State, District, and School levels.
Currently, our SPDG work is well operationalized ? ….At the Classroom level
» _Strongly Agree _Agree __Disagree __Strongly Disagree
…At the School Level
» _Strongly Agree _Agree __Disagree __Strongly Disagree
….At the District Level
» _Strongly Agree _Agree __Disagree __Strongly Disagree
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Things to Think About Think about your SPDG effort and your
involvement and guidance at the State, District, and School levels.
Would developing Practice Profiles be helpful?
Vote - __Yes __No
Benefits?
Challenges?
What might be some “next right steps” in further operationalizing your SPDG program, practice, innovation, or framework?
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Summary
We are more likely to be successful if we “get it”
We “get it” when we have a Practice Profile» Guiding Principles
» Critical Components
» Activities – Ideal, Acceptable, Not acceptable
When we “get it” we can use the Implementation Drivers and ensure that “it” shows up and is effective.
By applying the Implementation Drivers to the “it” we refine and improve the Practice Profile & make strategic use of the Drivers
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