Presentation Transcript

1. Resource Mapping Part 2

   Susan Barrett sbarrett@pbismaryland.org
2. Outcomes Put a check practices/interventions/innovation for which you collect data and show positive outcomes
3. FIDELITY “Fidelity of implementation of academic and behavior interventions is documented before measuring effects and assigning worth to them or blaming children for continuing failure. Continuing emphasis and dialogue on the importance of treatment fidelity speaks to the need for documenting the extent to which essential features of effective core instruction are in place and implemented with integrity (cf. Miller, 2010)” Algozzine, Putnam and Horner 2012
4. Fidelity How do you track that you have implemented well ? How do staff access skills and support to implement? Context matters but not when it becomes an “unacceptable variation” Circle interventions/practices for which you collect fidelity
5. Activity: Action Planning Discuss as a team Who else needs to be at the table? What information is needed about the resources? How will we keep track of these resources? How will we effectively coordinate resources? Who is going to take the lead? How will we update one another? How will we know if a resource is a good one?

6. What Kind of District Community Do you Want Your District Community to Be?Building a Safe and Supportive School Climate

   A Collaborative Effort of the Maryland State Department of Education (MSDE), Sheppard Pratt Health System, and Johns Hopkins University July 16, 2011

7. Intervention vs. Implementation

   National Implementation Research Network State Implementation and Scaling Up of Evidence Based Practices
8. FACT Students cannot benefit from interventions they do not experience
9. FICTION Good science (evidence-based practices) leads to Good practices (implementation science)
10. Science “to” Service IMPLEMENTATION GAP Service Science
11. Definition What do we mean by implementation? “A specified set of purposeful activities at the practice, program, and system level designed to put into place a program or intervention of known dimensions with fidelity.”
12. The National Implementation Research Network(NIRN) Craft knowledge EBP purveyors (program developers) EBP implementation site managers Implementation researchers Scientific information Program development and replication data Qualitative study of program developers Synthesis of the implementation evaluation and research literature 1970-2004
13. Implementation Science Implementation science is universal (like physics, chemistry) All human services (and beyond) Shared experience & learning Rapidly advance implementation best practices, science, and public policy
14. Implementation Science at All Levels State District School Classroom Student
15. Lesson 1 What is known is generally not what is adopted Implementation Gap There are not clear pathways to implementation What is adopted often is not used with fidelity and good effect What is implemented disappears over time and with staff turnover
16. Lesson 2 Excellent evidence for what does not work Implementation by edict/ accountability by itself does not work Implementation by “following the money” by itself does not work Implementation without changing supporting roles and functions does not work Paul Nutt (2002). Why Decisions Fail
17. Lesson 3: Two Sides of the Same Coin “What” AND “How” To successfully implement and sustain the use of any intervention, framework, practice, or program you need to understand: The WHAT - The “it”. What is the intervention, framework, practice or program (e.g. Character Ed, Check and Connect, CBITS, Bully Prevention) AND The HOW - Effective implementation and sustainability frameworks (e.g. strategies to change and maintain behavior of adults)
18. What Works – The Implementation Equation Effective Implementation The “HOW” Effective Interventions The “WHAT” Positive Outcomes for Consumers
19. Lesson 4: Paying attention to infrastructure is important Longitudinal Studies of a Variety of Comprehensive School Reforms Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
20. Implementation Science Letting it happen Recipients are accountable Helping it happen Recipients are accountable Making it happen Implementation teams are accountable Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
21. Common frameworks to guide research and practice Common language & concepts to promote communication Common measures to assess important variables Cope with (embrace) complexity Implementation Science to Create and SustainOrganizationalCapacity
22. In Other Words… We organize our resources Multi-Tier model So kids get help early Actions based on outcomes (data!), not procedures We do stuff that’s likely to work Evidence-Based interventions And make sure they’re successful Progress monitoring Problem-Solving process Increasing levels of intensity
23. The “Organizers” Tiered Logic Problem Solving Logic Phases of Implementation
24. Stages of Implementation Steve Goodman Should we do it Getting it right Making it better
25. Creating the Conditions for Learning Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use Promotion of school engagement, family involvement and culture of inclusion and equity Promotion of safe, supportive school environment Data Supporting Decision Making School improvement goal progress -CAG Climate Survey Office Discipline Referrals, Suspension Academic progress Attendance, truancy Direct Observation Process tools (fidelity) OUTCOMES Systems Supporting Staff Behavior Solution Focused Team Approach Administrator Support participation Community of Practice (Skill development and performance feedback) Consensus and collaboration across community, student, families Communication and Dissemination process DATA SYSTEMS PRACTICES Practices Supporting Student Behavior Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Consistent, instructional response to behavior errors Personalized learning connections through extra- curricular events and relational support for all students
26. get these tiers of support in order to meet benchmarks. These students + = Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling.
27. Expanding the SWPBS Implementation Blueprint www.pbis.org State Leadership Team-Cabinet Level “Implementers” – State/District/Local Systems Coach Content Family and Community Implementation Demonstrations
28. Intervention or implementation framework or team or procedure or data point Can you now sort your map? Can you separate out practice, team, process, framework?
29. Probable Future If you continued on same or similar path of current functioning, what will be the likely result?
30. Preferred Condition What would it be like in your “dream work world”?

31. Entering the Transformation Zone

    What data point do you want to change? Increased attendance Graduation rate Healthy students (physical and mental health) Nurturing caring and supportive environments Closing the Global Gap
32. Preferred ConditionThink about the contingencies People perform based on contingencies “ What’s in it for me” What shapes contingencies? Policy? Leadership? Money? If you were in charge, what organizational changes would you make to change adult behavior?
33. What in this for me? Prudent- Link to Federal Policy, State and Local Regulations NCLB, IDEA State Improvement Plan State Performance Plan American School Counselor Standards for Student Alignment National Staff Development Council of Standards for Staff Development RTI, Academic Achievement, Teacher Satisfaction and Retention, High School Transition to post sec.
34. Role and Function of District TeamClear and Consistent Leadership Define how evidence-based practices will be selected so the process is transparent.- Consumer Guide Provide the authority and problem solving needed to overcome organizational barriers and implement the efficiencies needed to functionally interconnect educational, behavioral and mental health supports. This typically requires the difficult process of abandoning long held patterns of “doing business” and creating new models based on the strengths of the schools/district/community, and the changing needs of students and families.
35. Clear and Consistent Leadership Provide the funding, visibility, and political support needed to allow school teams to travel through the full sequence of adoption stages. Adopting ISF is process that will challenge the assumptions and traditional practices of most school faculty, and mental health systems. Effective Leadership typically was critical for successful schools to navigate the stages of ISF adoption. Provide the training, coaching and feedback systems needed to establish personnel with both the specific technical skills needed to deliver ISF and the organizational vision to deliver those skills within a unified framework.
36. Proposal Resource Map around your intervention schools What do they have that we can organize, promote, streamline? How can you provide support for this to happen? To build capacity and sustain?
37. Action Steps When will you meet next? Who will you include? What data will you bring? How will you communicate/disseminate? How will you support your schools? How can we help?
38. Our Schools Smithsburg Calvert Dundalk Pikesville Kenwood Loch Raven Woodlawn Chesapeake (BC) Randallstown Dulaney Queen Anne’s Cambridge South Dorchester North Caroline Landsdowne Middletown Old Mill Meade Glen Burnie Northeast South River Stephen Decatur Parkside Wicomico North Point Lackey Westlake Sparrows Point Catonsville Carver Western Tech