Transcript Document

Working Smarter:
The implementation journey to
improve student outcomes
Michelle A. Duda, Ph.D., BCBA,
Dean L. Fixsen, Ph.D.
&
Karen A. Blase Ph.D.,
Melissa Van Dyke, LCSW
Frank Porter Graham Child Development Institute
University of North Carolina – Chapel Hill
Implementation Drivers
Part 4
The Work of Implementation
Changing the behavior of adult human service
professionals is hard work
It requires a systematic approach to support
behavior change of practitioners, volunteers,
administrators, and policy makers
It requires the application of Implementation Drivers
Implementation Drivers
• Implementation Drivers Create the
Infrastructure
• Implementation Drivers are mechanisms
that
o Help to develop, improve, and sustain
practitioners’ ability to implement an
intervention to benefit children
o Help ensure sustainability and
improvement at the organizational level
Implementation Drivers
STAFF
PERFORMANCE
EVALUATION
SUPERVISION &
COACHING
DECISION SUPPORT
DATA SYSTEMS
INTEGRATED &
COMPENSATORY
PRESERVICE &
IN SERVICE
TRAINING
RECRUITMENT
AND SELECTION
FACILITATIVE
ADMINISTRATIVE
SUPPORTS
SYSTEMS
INTERVENTIONS
Student Benefits
• Performance Assessment
(Fidelity)
Systems
Intervention
Coaching
Competency
Training
Adaptive
Integrated &
Compensatory
Selection
Technical
Leadership
Organization
Facilitative
Administration
Decision Support
Data System
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Implementation Lens
Selection
© Fixsen & Blase, 2008
Recruitment and Selection
It’s about “choice” and “fit” for:
1.Current Staff
2.Early Adopters
3.Volunteers
4.New Staff
Recruitment and 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
Recruitment and Selection
• Resources consumed but no new
services provided for children
• Start up may add 10-20% to first year costs
• Status Quo gets challenged
• Creating new realities
o
“Oh, I didn’t understand that this would mean……”
Recruitment and Selection
Implementation 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
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Implementation Lens
Selection
© Fixsen & Blase, 2008
Pre-Service and In-Service Training
Purposes:
• Knowledge acquisition
• Basic Skill Development
• “Buy-in”
Implementation 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)
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Implementation Lens
Selection
© Fixsen & Blase, 2008
Coaching Impact
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
Theory and
Discussion
10%
5%
0%
..+Demonstration
in Training
30%
20%
0%
…+ Practice &
Feedback in
Training
60%
60%
5%
95%
95%
95%
…+ Coaching in
Classroom
Use in the
Classroom
Joyce and Showers, 2002
Supervision and Coaching
Purposes:
• Ensure implementation
• Develop good judgment
• Ensure fidelity
• Provide feedback to selection and training
processes
Coaching
Implementation Best Practices:
• Design a Coaching Service Delivery Plan
• Develop accountability structures for Coaching –
Coach the Coach!
– Regular satisfaction feedback from employees and
volunteers
– Regular review of adherence to Coaching Service Delivery
Plan
– Look at data – Fidelity, Teacher Satisfaction with Support,
Skill Acquisition, and….
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Implementation Lens
Selection
© Fixsen & Blase, 2008
Performance Assessment
Purposes:
•
•
•
•
•
•
Ensure implementation
Reinforce teachers and build on strengths
Develop skills and abilities
Measure fidelity
Interpret Outcome Data
Feedback to school, District(s), RIT on
functioning of
– Recruitment and Selection Practices
– Training Programs (pre and in-service)
– Supervision and Coaching Systems
Performance Assessment
Implementation Best Practices:
• Transparent Processes – Orientation
– What, When, How, Why
• Use of Multiple Data Sources
– Context
– Content
– Competency
• Tied to positive recognition – not used
‘punitively’
Student Benefits
• Performance Assessment
(Fidelity)
Systems
Intervention
Coaching
Competency
Training
Adaptive
Integrated &
Compensatory
Selection
Technical
Leadership
Organization
Facilitative
Administration
Decision Support
Data System
Organizational Drivers
Student Benefits
• Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Competency
Organization
Facilitative
Administration
Training
Decision Support
Data System
Selection
Leadership
Decision Support Data Systems
Purposes:
Provide information to assess effectiveness of new
educational practices strategies
To guide further program and practice development
Celebrate success
Engage in continuous quality improvement
Be accountable for quality infrastructure (are Drivers
‘working’) and for outcomes
Decision Support Data Systems
Implementation Best Practices:
Includes intermediate and longer term outcome measures
Includes process measures (fidelity)
Measures are “socially important”
Useful data are:
Reliable (standardized protocols, trained data gatherers)
Reported frequently (e.g. weekly, quarterly)
Reported at relevant and “actionable” levels (e.g. student, classroom,
school)
Widely shared
Practical to collect
Useful for and used for making decisions (PDSA)
Decision Support Data Systems
Measure Fidelity AND Measure Outcomes
BECAUSE you need to know:
Are we having an implementation problem?
Low fidelity & Poor outcome = Implementation
Problem.
Are we having an effectiveness problem?
High fidelity & Poor outcome = Effectiveness
Problem.
Student Benefits
• Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Competency
Organization
Facilitative
Administration
Training
Decision Support
Data System
Selection
Leadership
Facilitative Administrative
Supports
No such thing as a purely administrative
decision!!....They are all decisions about Quality
Education!!
Purposes:
Facilitates moving through Stages
Ensures effective use of Competency Drivers
Takes the lead on Systems Interventions
Utilizes PEP – PIP cycles and data for
improvement
Looks for ways to make work of teachers and
staff easier and more effective!!
Facilitative Administrative Supports
Implementation Best Practices:
•An Implementation Team (e.g. School, District
Leadership team) is formed and functional
•Uses feedback to make changes in Implementation
Drivers
•Revises policies and procedures to support the new
way of work
•Solicits and uses feedback from teachers and staff
•Reduces administrative barriers
Reflection
Would you introduce the concept of Facilitative
Administration to a school or Division?
1.Why or Why not?
2.How and When?
3.Challenges?
4.Benefits?
Student Benefits
• Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Competency
Organization
Facilitative
Administration
Training
Decision Support
Data System
Selection
Leadership
Systems Interventions
Systems Can Trump Programs!
- Patrick McCarthy, Annie E. Casey Foundation
At:
School level
Division level
State level
Federal level
Systems Interventions
Purposes:
• Identify barriers and facilitators for the new way of work
• Create a “hospitable” environment for the new way of work
• Contribute to cumulative learning in multi-site projects.
Implementation Best Practices
•
•
•
•
•
Match leadership level needed to intervene
Engage and grow “champions” and “opinion leaders”
Objectively document barriers
Establishes formal PEP – PIP cycles
Uses Transformation Zones to
– Identify Systems Issues
– Create time-limited, barrier busting processes
• Make constructive recommendations and assist in implementing
and evaluating them (PDSA)
For More Information
Michelle A. Duda, Ph.D.
• 919-636-0843
• [email protected]
Dean L. Fixsen, Ph.D.
• 919-966-3892
• [email protected]
At the Frank Porter Graham Child Development Institute
University of North Carolina
Chapel Hill, NC
www.scalingup.org
http://nirn.fpg.unc.edu/
http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/
For More Information
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).
Download all or part of the monograph at:
http://www.fpg.unc.edu/~nirn/resources/publications/
Monograph/
To order the monograph go to:
https://fmhi.pro-copy.com/