allison metz, ph.d., karen blase, ph.d., dean l. fixsen, ph.d., rob horner, ph.d., george sugai,...
TRANSCRIPT
Allison Metz, Ph.D., Karen Blase, Ph.D.,
Dean L. Fixsen, Ph.D.,Rob Horner, Ph.D.,
George Sugai, Ph.D.
Frank Porter Graham Child Development InstituteUniversity of North Carolina – Chapel Hill
Implementation Drivers
SPDG Program MeetingProject Directors Conference
The OSEP TA Center onState Implementation and
Scaling-up of Evidence-Based Practices (SISEP)
July 20, 2009
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)
© Fixsen & Blase, 2008
Student Benefits
Performance Assessment (Fidelity)
Coaching
Training
Selection
Com
pete
ncy
Driv
ers
Implementation Lens
Recruitment and Selection
Purposes:
Select for the “unteachables”
Screen for pre-requisites
Make expectations explicit
Allow for mutual selection through interview process
Improve likelihood of retention after “investment”
Improve likelihood that training, coaching and supervision will result in implementation
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
Skilled interviewers
Using Data for Integration and Compensatory Features
Feed interview information forward to trainers, coaches, school administrators
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)
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
© Fixsen & Blase, 2008
Student Benefits
Performance Assessment (Fidelity)
Coaching
Training
Selection
Com
pete
ncy
Driv
ers
Implementation Lens
Organization
Drivers
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), Implementation Teams 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
Content
Competency
Context
Tied to positive recognition – not used ‘punitively’
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Dri
vers
Organization
DriversStudent Benefits
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)
Facilitative Administrative Supports
No such thing as a purely administrative decision!!....They are all decisions about
Quality Education!!
Purposes: Facilitates moving through implementation
stages Ensures effective use of Competency Drivers Takes the lead on Systems Interventions Utilizes 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
Systems Intervention
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.
Systems Intervention
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)
Integrated and Compensatory
Integrated
Consistency in philosophy, goals, knowledge and skills across these processes
Compensatory
Assessment of weaknesses and strengths in Driver functioning
Installation of Drivers at multiple levels of the system (teacher, school, district, etc)
For More InformationFor More InformationDean L. Fixsen, Ph.D.
919-966-3892
Karen A. Blase, Ph.D.
919-966-9050
State Implementation and Scaling up of Evidence-based Practices
National Implementation Research Network
www.scalingup.org
http://nirn.fpg.unc.edu
Thank YouWe 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
Office of Special Education Programs (Capacity Development Center contract)
Agency for Children and Families (Child Welfare Leadership Development contract)