How to implement EBPs

Transcript How to implement EBPs

RtI On Line 2008

Implementing RtI: Teacher, School, and System Change

Dean L. Fixsen, Karen A. Blase, Michelle Duda, Sandra F. Naoom, Melissa Van Dyke

National Implementation Research Network

Response to Intervention

AKA Individualized interventions Frequently assessed/ changed AKA Adaptive interventions Star*D program for depression Shifts accountability for outcomes from the children to the practitioners and their supporting agencies/ systems

RtI & Implementation

From an RtI perspective, what do we need to know about implementation?

Academic Systems

Multi-tier Model

Behavioral Systems Intensive, Individual Interventions

•Individual Students •Assessment-based •High Intensity •Of longer duration

Targeted Group Interventions

•Some students (at-risk) •High efficiency •Rapid response 5-10% 1-5%

Universal Interventions

•All students •Preventive, proactive 80-90% 1-5% 5-10%

Intensive, Individual Interventions

•Individual Students •Assessment-based •Intense, durable procedures

Targeted Group Interventions

•Some students (at-risk) •High efficiency •Rapid response 80-90%

Universal Interventions

•All settings, all students •Preventive, proactive

Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

Academic Systems

Multi-tier Model

Behavioral Systems Intensive, Individual Interventions

•Individual Students •Assessment-based •High Intensity •Of longer duration

Targeted Group Interventions

•Some students (at-risk) •High efficiency •Rapid response

Universal Interventions

•All students •Preventive, proactive 80-90% 1-5%

Effort,

5-10%

Intensive, Individual Interventions

•Individual Students •Assessment-based •Intense, durable procedures

Targeted Group Interventions

•Some students (at-risk) •High efficiency •Rapid response 80-90%

Universal Interventions

•All settings, all students •Preventive, proactive

Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

RtI & Implementation

From an implementation perspective, what do we need to know about RtI?

Definition

RtI is the practice of providing: high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. (NASDSE, 2005) Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

RtI & Implementation

Core RtI components Clearly described (who/what) Fully operationalized (do/say) Practical measure of fidelity Contextualized (org./systems fit) Effective (worth the effort)

Implementation

What do we need to know about successful implementation methods?

Ineffective Methods

Diffusion/dissemination of information by itself does not work Training alone, no matter how well done, does not work Policies and demands alone do not work Funding by itself does not work Focusing only on teachers and staff does not work

What Works

Effective intervention practices

+

Effective implementation practices

= Good outcomes for consumers

Student Benefits Competence Organization Integrated & Compensatory Leadership © Fixsen & Blase, 2007

Student Benefits Performance Assessment (Fidelity) Coaching Competence Training Selection © Fixsen & Blase, 2007

Integrated & Compensatory

OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion ..+Demonstration in Training …+ Practice & Feedback in Training …+ Coaching in Classroom 10% 30% 60% 95% 5% 20% 60% 95% 0% 0% 5% 95% Joyce and Showers, 2002

Student Benefits Performance Assessment (Fidelity) Coaching Competence Training Systems Intervention Organization Facilitative Administration Selection Decision Support Data System © Fixsen & Blase, 2007

Student Benefits Performance Assessment (Fidelity) Competence Coaching Training Adaptive Systems Intervention Organization Facilitative Administration Selection Decision Support Data System Technical Leadership © Fixsen & Blase, 2007

Student Benefits Performance Assessment (Fidelity) Competence Coaching Training Adaptive Systems Intervention Organization Facilitative Administration Integrated & Compensatory Selection Technical Decision Support Data System Leadership © Fixsen & Blase, 2007

Integrated & Compensatory

Practitioners impact consumers It is the job of directors, managers, and funders to align policies and structures to facilitate effective practitioner practices There is no such thing as an “administrative decision” – they are all treatment decisions

Implementation

What do we need to know about successful organizational change and system change methods?

RtI Implementation

District level system change Information, what it is, is not Stakeholder buy-in, Application/selection process Informed agreement, understand and defend the initiative

RtI Implementation

District level system change Give lots of rationales Not a project, not patchwork Focus on RtI functions Establish a common vocabulary to ease communication Build on what folks are doing already – help them get ready for change

RtI Implementation

Guided development Leadership involvement (require more in the future) Year of training with follow up coaching (require more on-site visits in the future) Include leaders in the training (well informed, able to explain and defend, willing to do what is required)

RtI Implementation

Demand far exceeds capacity Start with what they could do well Select the willing Be overly strict at the start Work with others to help them become “RtI ready” Develop capacity: Yr 3 sites now helping with newbies

RtI Implementation

Issues Teacher education does not support RtI work (philosophy, values, skills) Teacher certification may need to change

RtI Implementation

Infrastructure development from day one Designate funds to support change efforts DOs need information re: what the changes are and how extensive the changes will be Top down and bottom up approach

Never done, always changing, 3-ring binders and updated websites

Integrated & Compensatory

Teachers & Staff impact students It is the job of principals, superintendents, and funders to align policies and structures to facilitate effective teacher & staff practices There is no such thing as an “administrative decision” – they are all education decisions

Creating Capacity for Competent Change

New innovations do not fare well in old organizational structures and systems Develop new position descriptions and job functions in State Departments of Education and School Districts “Systems trump programs.” Patrick McCarthy, Annie E. Casey Foundation

Implementation Team

A group that knows the innovation very well (formal and practice knowledge) A group that knows how to implement that innovation with fidelity and good effect A group that accumulates data & experiential knowledge -- more effective and efficient over time (information economics, K. Arrow)

Implementation Team

Simultaneous, Multi-Level Interventions Teacher School Management (leadership, policy) Administration (HR, structure) Supervision (nature, content) District State and Community Context

Sustainable Infrastructure

Prepare Communities Prepare schools faculty, staff Prepare Districts Work with Researchers Implementation Team Assure Student Benefits Assure Implementation

Thank You

We thank the following for their support Annie E. Casey Foundation (EBPs and cultural competence) William T. Grant Foundation (implementation literature review) Substance Abuse and Mental Health Services Administration (implementation strategies grants; NREPP reviews; SOC analyses of implementation; national implementation awards) Centers for Disease Control & Prevention (implementation research contract) National Institute of Mental Health (research and training grants) Juvenile Justice and Delinquency Prevention (program development and evaluation grants Agency for Children and Families (child welfare leadership development contract) Office of Special Education Programs (implementation capacity development center contract)

For More Information

Karen A. Blase

813-974-4463 [email protected]

Dean L. Fixsen

813-974-4446 [email protected]

National Implementation Research Network

http://nirn.fmhi.usf.edu

For More Information

Implementation Research: A Synthesis of the Literature Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).

Implementation Research: A Synthesis of the Literature.

Institute, The National Implementation Research Network (FMHI Publication #231).

Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health

Download all or part of the monograph at:

http://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm

How to implement EBPs

Transcript How to implement EBPs

Implementing RtI: Teacher, School, and System Change

Response to Intervention

RtI & Implementation

From an RtI perspective, what do we need to know about implementation?

Multi-tier Model

Multi-tier Model

RtI & Implementation

From an implementation perspective, what do we need to know about RtI?

Definition

RtI & Implementation

Implementation

What do we need to know about successful implementation methods?

Ineffective Methods

What Works

+

= Good outcomes for consumers

Integrated & Compensatory

Integrated & Compensatory

Implementation

What do we need to know about successful organizational change and system change methods?

RtI Implementation

RtI Implementation

RtI Implementation

RtI Implementation

RtI Implementation

RtI Implementation

Integrated & Compensatory

Creating Capacity for Competent Change

Implementation Team

Implementation Team

Sustainable Infrastructure

Thank You

For More Information

For More Information

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