Transcript Slide 1

Engaged to Learn
Scaling Up Recommended Practices
Lise Fox, Carol Trivette, Barbara Smith
RP²: Reaching Potentials through
Recommended Practices
Quality
Program
• Program uses
implementation science
to ensure the
implementation of
effective teaching
practices
Effective
Practices
• Using Recommended
Practices to Promote
Child Engagement
Child
Outcomes
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What is Engagement
• Engagement refers to the amount of time a child is actively
participating in an activity in a contextually appropriate
manner. (Bailey & Wolery, 1992; McWilliam & Bailey, 1992,
1995; McWilliam, Trivette, & Dunst, 1995; Risley &
Twardosz, 1976)
• Contextually based learning refers to learning that takes
place in everyday, real-life settings and activities that provide
a child the basis for acquiring functionally meaningful and
culturally relevant behavior. Contextually based learning is
learning that occurs in the same place where the behavior
that is learned is typically used.
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Why Engagement?
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Unless children are engaged
in learning opportunities,
learning does not occur
When engagement occurs,
children experience more
practice opportunities and
learning can be guided
Lack of engagement is often
a problem for children at-risk
and children with special
needs
When Children Are NOT Engaged
• They fail to learn at a rate that matches their
potential
• They wander from activity to activity during times
when they are free to explore the environment
• They fail to attend to adult’s requests or comments
• They ignore attempts by peers or siblings to interact
socially
• They often engage in challenging behavior including
withdrawing socially and acting out in aggressive
ways
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Child Learning Cycle
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Recommended Practices
•Developed to help practitioners and families improve learning
and developmental outcomes for children birth thru age 5
•Bridging the gap between research and practice
•To support children’s participation and access to inclusive
settings in their natural environments
•Include key leadership responsibilities to implement practices
•Based on empirical evidence, values, and experience
•8 key topic areas
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RP Topic Areas
1. Leadership
2. Assessment
3.Environment
4.Family
5.Instruction
6.Interaction
7. Teaming and Collaboration
8.
8 Transition
Environment
• Practitioners work with the family and other adults to modify
and adapt the physical, social, and temporal environments to
promote each child’s access to and participation in learning
experiences (E3).
• Practitioners work with families and other adults to identify
each child’s needs for assistive technology to promote
access to and participation in learning experiences (E4).
• Practitioners work with families and other adults to acquire or
create appropriate assistive technology to promote each
child’s access to and participation in learning experiences
(E5).
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Families
• Practitioners build trusting and respectful partnerships with
the family through interactions that are sensitive and
responsive to cultural, linguistic, and socio-economic
diversity (F1).
• Practitioners are responsive to the family’s concerns,
priorities, and changing life circumstances (F3).
• Practitioners and the family work together to create
outcomes or goals, develop individualized plans, and
implement practices that address the family’s priorities and
concerns and the child’s strengths and needs (F4).
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Families
• Practitioners support family functioning, promote family
confidence and competence, and strengthen family-child
relationships by acting in ways that recognize and build on
family strengths and capacities (F5).
• Practitioners engage the family in opportunities that support
and strengthen parenting knowledge and skills and
parenting competence and confidence in ways that are
flexible, individualized, and tailored to the family’s
preferences (F6).
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Instruction
• Practitioners, with the family, identify skills to target for
instruction that help a child become adaptive, competent,
socially connected, and engaged and that promote learning
in natural and inclusive environments (INS2).
• Practitioners gather and use data to inform decisions about
individualized instruction (INS3).
• Practitioners plan for and provide the level of support,
accommodations, and adaptations needed for the child to
access, participate, and learn within and across activities
and routines (INS4).
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Instruction
• Practitioners embed instruction within and across routines,
activities, and environments to provide contextually relevant
learning opportunities (INS5).
• Practitioners use systematic instructional strategies with
fidelity to teach skills and to promote child engagement and
learning (INS6).
• Practitioners use explicit feedback and consequences to
increase child engagement, play, and skills (INS7).
• Practitioners use peer-mediated intervention to teach skills
and to promote child engagement and learning (INS8).
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Instruction
• Practitioners implement the frequency, intensity, and
duration of instruction needed to address the child’s phase
and pace of learning and/or the level of support needed by
the family to achieve the child’s outcomes or goals
(INS 10).
• Practitioners use coaching or consultation strategies with
primary caregivers or other adults to facilitate positive adultchild interactions and instruction intentionally designed to
promote child learning and development (INS13).
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Interaction
• Practitioners promote the child’s social-emotional
development by observing, interpreting, and responding
contingently to the range of the child’s emotional
expressions (INT 1).
• Practitioners promote the child’s social development by
encouraging the child to initiate or sustain positive
interactions with other children and adults during routines
and activities through modeling, teaching, feedback, and/or
other types of guided support (INT 2).
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Interaction
• Practitioners promote the child’s communication
development by observing, interpreting, responding
contingently, and providing natural consequences for the
child's verbal and non-verbal communication and by using
language to label and expand on the child’s requests,
needs, preferences, or interests (INT 3).
• Practitioners promote the child’s cognitive development by
observing, interpreting, and responding intentionally to the
child's exploration, play, and social activity by joining in and
expanding on the child's focus, actions, and intent (INT 4).
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Interaction
• Practitioners promote the child’s problem-solving behavior
by observing, interpreting, and scaffolding in response to
the child’s growing level of autonomy and self-regulation
(INT5).
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An Exercise for Practitioners and Programs:
How Are We Doing?
1. Reflect on each practice. How well is the practice being
implemented by you? By practitioners across the program?
2. Is it implemented with fidelity across children and families?
Does need improvement in precision, application,
frequency?
3. What evidence do I have for my rating?
4. How might I improve my personal implementation?
5. How might we improve implementation across program
personnel?
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Implementation Goals
• Improve child outcomes
• All staff use evidence-based practices to promote
child engagement in learning
• Staff implement practices with fidelity
• Leadership uses data for decision-making to
provide effective professional development
• Staff use data decision-making to ensure the
effective support of all children
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Using Implementation Science
• What are we implementing?
• When does implementation
occur?
• Who implements?
• How do we make
implementation happen?
• How do engage in
continuous improvement
toward fidelity?
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Formula for Success
Effective and Socially Valid Practices
+
Effective Implementation Methods
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Implementation Supports
Meaningful Outcomes
Fixsen & Blase, 2012
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Effective Teaching Practices
• Effective Practices for:
– Working in partnership with families
– Environmental arrangements that promote skill
acquisition
– Interactions with children that promote
development and engagement
– Instruction that ensures
engagement in learning opportunities
that lead to skill acquisition
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Stages of Implementation
Implementation occurs in stages:
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Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Implementation Drivers
• Competency Drivers – coaching, training,
fidelity
• Organizational Drivers- data systems,
administrative support, systems intervention
• Leadership Drivers – technical and adaptive
responding
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Leadership
Team
Data DecisionMaking Examining
Implementation
and Outcomes
Family
Engagement
Continuous
Professional
Development
Program-Wide
Implementation
It takes a Team
Systems to Identify and
Respond to Individual
Child Needs
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Supports for Practice
Implementation
Program-Wide Critical Elements
1.
2.
3.
4.
5.
Establish Leadership Team
Staff Readiness and Buy-in
Family Engagement
Program-Wide Action Plan
All Home Visitors or Classroom Staff Demonstrate
Implementation of Evidence-Based Practices
6. Staff Capacity-Building and Support
7. Monitoring Implementation and Outcomes
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What Programs Need
• Practice framework
• Leadership framework
– Leadership team structure
– Leadership team training
• Training materials and professional
development resources
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What Programs Need
• Implementation plan
• Data tools and evaluation systems
– Fidelity
– Decisions
– Outcomes
• Internal coaching capacity
• Tertiary intervention capacity
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What Programs Need
• External coaching
– Confident and knowledgeable facilitator to
build leadership team capacity to guide
implementation and fidelity
• Professional development
– Training
– Practice-based coaching
– Ongoing support
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Systems Model for Early Childhood
Professional Development
• Incorporates best practice from:
• Systems Thinking
• Implementation
Science
• Cross-Agency
Collaborative
Planning
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Intensive TA Model for Installing, Sustaining and
Scaling up Recommended Practices
1. State Leadership Team to plan and implement a
sustainable, cross-agency, state infrastructure
2. A Master Cadre of External Coaches that support high
fidelity use of Recommended Practices
3. Implementation Sites with Leadership Teams to
demonstrate effectiveness and to model for others
4. Data/Evaluation and data feed-back systems for: databased decision making at all levels for PD, ensuring fidelity,
demonstrating effectiveness, and making system
recommendations
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Visibility
Funding
Political
Support
Policy
State Leadership Team
Active Coordination
Training
Coaching
Content
Expertise
Evaluation
Local Implementation Programs
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Sugai et al., www.pbis.org
1. State Leadership Team
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Is a committed, cross-agency group about 15
Makes multi-year commitment
Meets monthly; uses effective meeting strategies
Establishes Demo sites, Master Cadre, data systems
Secures resources
Provides infrastructure
Builds political investment
Ensures systems integration
Works to sustain initial effort and to scale up statewide
2. Master Cadre: Professional Development and
Technical Assistance
• Master T/TA Cadre
– Content training
– External coaching to leadership teams
– Train coaches
– Train data decision making tools and
processes
– Train new generations of master
cadre
– Guide program-wide implementation
over time
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3. Program-Wide Demonstrations of High
Fidelity Implementation
1. High fidelity demonstrations that exemplify the value of the
implementation of the Recommended Practices (RPs)
2. Demonstration programs help build the political will needed
to scale-up and sustain the RPs
3. Demonstration programs provide a model for other
programs and professionals, “seeing is believing”
4. Demonstration programs “ground” the work of the State
Team in the realities and experiences of programs and
professionals
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4. A Data Decision-Making Approach
• Outcomes are identified
• Fidelity and outcomes are measured
• Data are summarized and used to:
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Identify training needs
Deliver professional development
Make programmatic changes
Problem solve around specific children or issues
Ensure child learning and success
• Data collection AND ANALYSIS is an ongoing process
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We would love to work with you !!!!
For Statewide Implementation
Application in December, 2014
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Questions?
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