Transcript The Time is Now: Leadership that Matters

Selecting, Training and Coaching
for Effective and Sustainable RtI
Implementation
A Model for Leadership Teams
Margie McGlinchey; Ph.D.
Kim St. Martin; M.A.
The Science of Implementation
• An “intervention” is one set of activities
• “Implementation” is a very different set of
activities
Leadership teams and principals must hold
both of these concepts and issues
simultaneously
We want to talk about “Implementation” of
Response to Intervention
Special Acknowledgments
Dean L. Fixsen, Ph.D.,
Karen A. Blase Ph.D.,
Rob Horner Ph.D.,
George Sugai Ph.D.,
Sandra Naoom, MSPH,
Melissa Van Dyke, LCSW,
Allison Metz, Ph.D.
Michelle Duda, Ph.D.
the content of this presentation is taken from the work of
members of National Implementation Research Network
(NIRN) and State Implementation and Scale-up of EvidenceBased Practices (SISEP)
The NIRN
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. Tampa, FL: University of
South Florida, Louis de la Parte Florida Mental Health Institute, The National
Implementation Research Network (FMHI Publication #231).
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
The Science of Implementation
• Students cannot benefit from
interventions they do not experience
• Training by itself does not work
• Policy change by itself does not work
• Financial incentives alone do not work
Capacity Development
• To scale up RtI we must first scale up
implementation capacity
• Building implementation capacity is
essential to maximizing the use of
evidenced based practices and programs
• Large scale, real time change will be the
end result
• Data based decision making processes
should be the driving force behind
analyzing the implementation and the
infrastructure
“For every increment of
performance I demand from you,
I have an equal responsibility to
provide you with the capacity to
meet that expectation”
(R. Elmore, 2002)
The Charge of the
Leadership Team:
• To make sure we develop the capacity of
all staff members to perform the
responsibilities demanded by an RtI model
– This capacity will be different for differing roles
and responsibilities within the developing
systems
• To create the organizational structures to
support continuous improvement
• To lead when we say we will lead
Activity Part I
• At your tables form groups of four members
• Silently read the Implementation Brief and
highlight three or four items that have particular
meaning
• In turn, members share one of their items
• Repeat so that each member has a turn in each
cycle
Activity Part II
Personal Reflection
1. Have you ever been involved in a project that
was unsuccessful?
2. How much attention was paid to the critical
features of the practice?
3. How much attention was paid to supporting
the implementation of the practice?
4. What are the implications for RtI
implementation in your district?
Key Elements of
Implementation Science
• Implementation Stages: was discussed in
the first session during yesterday’s training
• Implementation Drivers: will be discussed
in detail during this session
• Improvement Cycles: will be discussed in
detail in the next session
Key Elements of
Implementation Science
Innovation Fluency: the degree to which the
team knows the innovation
• Evidence
• Program and Practice Features
• Intervention Readiness for Replication
• Implementation Capacity Requirements
Key Elements of
Implementation Science
Implementation Fluency-the degree to which
the team understands and pays attention to:
•Usability of the Intervention
•“Gap” ology
•Intentionality
•Need for Processes and Function Change
Implementation Fluency:
“Gap”ology
Research
Implementation
Practice
Practice Selection
“IS IT THE RIGHT THING TO DO?”
“CAN WE DO IT THE RIGHT WAY?”
IDENTIFYING NEED
• Is the need identified at the district level? Or is it
a need identified at the building level?
• Has this need been identified by the school
improvement process as a critical improvement
effort?
• Is this a social/behavioral need or an academic
need?
• Have social and academic needs been
correlated?
• Is there community support for addressing this
identified need?
• Other questions to consider?
DETERMINING FIT
• What other initiatives must be considered
when address the need ?
• What district/school priorities must be
considered?
• Are there priorities identified by the school
improvement process related to student
performance?
• Are there school-wide structures that need
to be considered when determining fit?
• Is there a multi-tiered system of supports in
place that must be considered?
EXAMINING EVIDENCE
• Do school personnel have the necessary
skills required to:
– Examine research or scientific evidence?
– Analyze and use data to make decisions?
– Understand effect size, efficacy and
effectiveness information?
• Are these practices of “examining”
information/data etc. embedded in the
school improvement process?
– Is there a culture of learning in the “agency” that
supports these practices?
RESOURCES
• What resources will needed?
• Fiscal
• Personnel
• Technology
• Data & Information
• Training & Coaching
• Are there current resource expenditures that
require change, adjustment or elimination?
• Are there current practices that require
change, adjustment or elimination?
ASSESSING READINESS
• Is there a commitment to the practice ? Has
that commitment been assessed and
quantified?
• Are there benchmarks developed to assess
and or determine readiness?
• What readiness standards are set to insure
personnel are ready to implement?
• What system benchmarks are in place to
insure readiness for implementation?
CREATING CAPACITY
• Are there certain qualifications needed for
implementation? Do staff meet these
qualifications?
• Is there a decision making process for
selection for staff training?
• Is there political will and commitment to build
capacity?
• Could capacity to implement be sustained
over time? Would cost to build and sustain
capacity escalate or de-escalate?
Activity
• With a partner at your table, think of an
evidence based practice that you are
considering adopting in the next year as a
part of your RtI implementation
• Use the Practice Selection Guide to
evaluate the components of selection.
What other information do you need to
make a good selection? Make notes to
help your remember to follow up when you
get back to the building
Innovation Fluency
*it’s the
what
Implementation
Fluency
*it’s the
how
“Many implementation efforts fail because
someone underestimated the scope or
importance of preparation. Indeed, the
organizational hills are full of managers who
believe that an innovation’s technical
superiority and strategic importance will
guarantee acceptance.”
Leonard-Barton & Kraus,
Harvard Business Review, 1985
Implementation Drivers
Fidelity of Implementation
We must think
carefully about our
purpose, players,
and position to
determine priorities
and courses of
action
Then a
miracle
occurs
(Harn, 2008)
“I think you should be more
explicit here in step two.”
Selection
• Implementation Drivers Create the
Infrastructure
• Implementation Drivers are mechanisms
that
– Help to develop, improve, and sustain
practitioners’ ability to implement an
intervention to benefit children
– Help ensure sustainability and
improvement at the organizational
level
What are Implementation
Drivers?
• Implementation Drivers are mechanisms
that help to develop, improve, and
sustain one’s ability to implement an
intervention to benefit students.
(Competency Drivers)
• Implementation Drivers are mechanisms
to create and sustain hospitable
organizational and systems environments
for effective educational services.
(Organization Drivers)
Selection
It’s about “choice” and “fit” for:
– Current Staff
• Early Adopters
• Volunteers
– New Staff
Selection
• Purposes:
– Select for the “unteachables”
– Screen for pre-requisites
– Make expectations explicit
– Allow for mutual selection
– Improve likelihood of retention after
“investment”
– Improve likelihood that training, coaching and
supervision will result in implementation
Selection: Best Practices
• Job or role description clarity about
accountability and expectations
• Sampling of skills and experience is related
to “new practices” and expectations
• Interactive Interview Process:
– Behavioral Vignettes and Behavior
Rehearsals
– Assessment of ability to accept feedback
– Assessment of ability to change own
behavior
Selection: Best Practices (cont.)
• Interviewers understand the skills needed
and can assess applicants accurately.
• Job Descriptions, Interview, and
Evaluation practices are aligned
• Using Data for Integration and
Compensatory Features
– Feed interview information forward to
trainers, coaches, school administrators
– Feedback from exit interviews, retention
data, training data, fidelity data and staff
satisfaction data
Selection
Example Job Description
• Work effectively with district personnel in developing
building teams to deal effectively with behavior and
learning support within a school building
• Provide technical support in data collection systems
for participating schools
• Conduct in-service training on a county and local
level in the areas of assessment, behavior
intervention, and learning support
• Work with MIBLSI schools to customize and
continually adjust school-level action plans
• Investigate questions from the field and respond to
issues
• Provide content for newsletters, websites, and
conference presentations
Activity
• What is the status of the previous job
description related to critical skills of RtI?
How about in your district?
• How well is the Selection Driver functioning
in your district?
• Are interviewing processes aligned with
RtI?
• How can the implementation drivers be
used to improve your selection processes?
Training: Best Practices
• Theory grounded (adult learning)
• Skill-based
– Behavior Rehearsals vs. Role Plays
– Knowledgeable Feedback Providers
– Practice to Criteria
• Feedback to Selection and Feed
Forward to Supervision
• Data-based (pre and post testing)
Effective Training
Training: Implementation Drivers
• Selection: How will trainers be selected?
What will the job description include?
Interview procedures? Ongoing development
and support?
• Training: How will the trainers be trained?
• Coaching: How will support to trainers be
accomplished?
• Performance Assessment: How will the
trainer quality be assessed? Fidelity to
training content? Delivery?
Training: Implementation Drivers
• Decision Support Data System: What
outcomes will be used to evaluate
effectiveness? Changes in team processes?
Changes in infrastructure? Changes in
student outcomes?
• Facilitative Administration: Using ongoing
feedback loops to support sustainability of
training support, revising policy to support
ongoing training
• Systems Intervention: Multiple levels of
technical training support, aligning training
and PD needs district-wide
Training Rubrics Activity
• Take a few minutes to review the trainer
rubrics.
• On a scale of 1-5, rate your current fidelity
assessment practices related to effective
training.
1=no tool or process in place, and this tool will
be helpful
3=our process is very similar to the rubrics
provided
5=we have a tool like the trainer rubrics and
other measures of fidelity
Leadership Drivers
• Technical Leadership: leadership practices
that ensure intervention practitioners have the
necessary technical knowledge and practical
skills to effectively carry out a specified
practice
• Adaptive Leadership: leadership practices
that address and support the development of
adaptive skills to manage change, feelings of
loss, incompetence or disloyalty
Big Idea
• Drivers occur at all levels of the system but
look differently
Contextual Focus
Framework for Addressing Practice and Supports
Supporting
Infrastructure
(Implementation)
Practices
(Innovation)
Teacher
Grade
Level
Team
Building
Team
Local
Education
Agency Team
Intermediate
School
District Team
Unit of Implementation
State
Education
Agency Team
Across
State
Who is
supported?
Multiple District/Building
Teams
Multiple schools w/in
intermediate district
Multiple schools w/in
local district
All staff
All
students
Students
Building Staff
Provides guidance,
visibility, funding,
political support for
MiBLSi
Provides coaching for
District Teams and technical
assistance for Building
Teams
Provides guidance,
visibility, funding,
political support
Provides guidance, visibility,
funding, political support
Provides guidance and
manages
implementation
Provides effective
practices to support
students
Improved behavior
and reading
Regional
Technical
Assistance
ISD Leadership
Team
LEA District
Leadership Team
Building
Leadership Team
Michigan
Department of
Education/MiBLSi
Leadership
How is support
provided?
MiBLSi Statewide Structure of support
Activity
Developing Feedback Loops and Continuous
Improvement Cycles
Providing feedback and
data on implementation
efforts
ISD Team
District Team
Integrated &
Compensatory
Building Implementation
Building Staff
Leadership
Providing supports for
effective practices
implemented with fidelity
Leadership Responsibilities
• Selecting, training, and coaching of
evidence based practices requires the
leader to demonstrate the following
responsibilities:
Web Resources
Michigan’s Implementation Network
http://min.cenmi.org
Michigan’s Integrated Behavior and
Learning Support Initiative
http://miblsi.cenmi.org