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Implementation Drivers SPDG Program Meeting Project Directors Conference The OSEP TA Center on State Implementation Drivers SPDG Program Meeting Project Directors Conference The OSEP TA Center on State Implementation and Scalingup of Evidence-Based Practices (SISEP) July 20, 2009 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 Institute University of North Carolina – Chapel Hill

What are Implementation Drivers? § Implementation Drivers are mechanisms that help to develop, improve, 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)

Student Benefits Co m Dr pete ive nc rs y Performance Assessment (Fidelity) Coaching Student Benefits Co m Dr pete ive nc rs y Performance Assessment (Fidelity) Coaching Training Selection Implementation Lens © Fixsen & Blase, 2008

Recruitment and Selection Purposes: § § Select for the “unteachables” § Improve likelihood of Recruitment and Selection Purposes: § § Select for the “unteachables” § Improve likelihood of retention after “investment” § Improve likelihood that training, coaching and supervision will result in implementation Screen for pre-requisites Make expectations explicit Allow for mutual selection through interview process

Recruitment and Selection Implementation Best Practices: § Job or role description clarity about accountability 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” Pre-Service and In-Service Training Purposes: § § § Knowledge acquisition Basic Skill Development “Buy-in” Implementation Best Practices: § § Theory grounded (adult learning) Skill-based § § Knowledgeable Feedback Providers § § § Behavior Rehearsals vs. Role Plays 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 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 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

Student Benefits Co Training Selection n io at iz s an er rg riv Student Benefits Co Training Selection n io at iz s an er rg riv D Coaching O m Dr pete ive nc rs y Performance Assessment (Fidelity) Implementation Lens © Fixsen & Blase, 2008

Performance Assessment Purposes: § § § Ensure implementation Reinforce teachers and build on strengths 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, Performance Assessment Implementation Best Practices: § Transparent Processes – Orientation § § What, When, How, Why Use of Multiple Data Sources § § Competency § § Content Context Tied to positive recognition – not used ‘punitively’

Student Benefits Co Training Selection Systems Intervention n io at iz s an er Student Benefits Co Training Selection Systems Intervention n io at iz s an er rg riv D Coaching O mp Dr ete ive nc rs y Performance Assessment (Fidelity) Facilitative Administration Decision Support Data System © Fixsen & Blase, 2008

Decision Support Data Systems Purposes: § Provide information to assess effectiveness of new educational 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 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 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 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 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 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 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 Information Karen A. Blase, Ph. D. Dean L. Fixsen, Ph. D. § For More Information Karen A. Blase, Ph. D. Dean L. Fixsen, Ph. D. § 919 -966 -9050 § 919 -966 -3892 § [email protected] fpg. unc. edu § [email protected] fpg. unc. edu State Implementation and Scaling up of Evidence-based Practices National Implementation Research Network www. scalingup. org http: //nirn. fpg. unc. edu

Thank You We thank the following for their support § Annie E. Casey Foundation 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 Office of Special Education Programs (Capacity Development Center contract) Agency for Children and Families (Child Welfare Leadership Development contract) § § §