v Implementing and Sustaining Effective Programs and Services that Promote the Social-Emotional Development of Young Children Part I Karen Blase, Barbara Smith, & Roxane Kaufmann January 29, 2009

TACSEI Mission Identify, disseminate and promote the implementation of evidence-based practices in order to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities.

Pyramid Model Universal Promotion Secondary Prevention Tertiary Intervention

OSEP EC Child Outcomes Positive social-emotional skills (including social relationships) Acquisition and use of knowledge and skills (including early language/communication and early literacy for preschool) Use of appropriate behavior to meet needs

Implementation & Sustainability Part I: Programmatic Implementation and Sustainability (Overview) Part II: Sustainability Financing Policies Champions and Political Support

What Do We Mean by Implementation? A specified set of activities designed to put into practice an activity or program of known dimensions. Processes are purposeful and defined in sufficient detail such that independent observers can detect the presence and strength of these “specified activities”

Programmatic Sustainability: What Is It? Programmatic Sustainability refers to the capacity of a program, agency or community to implement, maintain, and continuously improve the skills and abilities of early childhood staff (over time and with turnover) to use evidence-based practices. Pre-requisite: A defined set of practices to be implemented by staff

Pre-Requisite: Defining “IT” Pre-requisites: The “it” must be operationalized whether it is: An Evidence-Based Practice or Program A Best Practice Initiative A Systems Change Initiative Operationalize Part of Speech: verb Definition: to define a concept or variable so that it can be measured or expressed quantitatively Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.7) Copyright © Lexico Publishing Group, LLC

Insufficient Methods Implementation by laws/ compliance 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 Fixsen, Naoom, Blase, Friedman, Wallace, 2005

Insufficient Methods Diffusion/dissemination of information by itself does not lead to successful implementation Training alone, no matter how well done, does not lead to successful implementation Fixsen, Naoom, Blase, Friedman, Wallace, 2005

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 Use in the Classroom Theory and Discussion 10% 5%0%..+Demonstratio n in Training 30% 20% 0% …+ Practice & Feedback in Training 60% 5% …+ Coaching in Classroom 95% Joyce and Showers, 2002

“What” AND “How” To successfully implement and sustain the use of the Pyramid Model you need to understand: The intervention framework (What - the Pyramid Model) AND Effective implementation and sustainability frameworks (How)

Population of ConcernIntervention (the WHAT) Strategies Intervention Outcomes Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior Competent use of the “Pyramid Model” framework and intervention strategies over time and across staff Improved social and emotional competence, behavior & relationships among children, their families & other caregivers TACSEI Logic Model for Implementation & Sustainability TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices

Population of ConcernIntervention (the WHAT) Strategies Intervention Outcomes Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior Competent use of the “Teaching Pyramid” framework and intervention strategies over time and across staff Improved social and emotional competence, behavior & relationships among children, their families & other caregivers TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices How? TACSEI Logic Model for Implementation & Sustainability

Population of ConcernIntervention Strategies Intervention Outcomes Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior Competent use of the “Teaching Pyramid” framework and intervention strategies over time and across staff Improved social and emotional competence, behavior & relationships among children, their families & other caregivers Populations of ConcernImplementation & Sustainability Strategies Implementation & Sustainability Outcomes Adults: Caregivers, early childhood service providers, family members, early interventionists, child care staff, preschool teachers Science-Based Strategies: Skill-based Training Competent Coaching and Support Collection and use of fidelity and outcome data Development of facilitative administrative practices and policies within the organization to support implementation Competent use of the Teaching Pyramid framework and intervention strategies over time and across staff. TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices TACSEI Logic Model for Implementation & Sustainability

Population of ConcernIntervention StrategiesIntervention Outcomes Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior Competent use of the “Teaching Pyramid” framework and intervention strategies over time and across staff Improved social and emotional competence, behavior & relationships among children, their families & other caregivers Populations of ConcernImplementation & Sustainability Strategies Implementation & Sustainability Outcomes Adults: Caregivers, early childhood service providers, family members, early interventionists, child care staff, preschool teachers Science-Based Strategies: Skill-based Training Competent Coaching and Support Collection and use of fidelity and outcome data Development of facilitative administrative practices and policies within the organization to support implementation Competent use of the Teaching Pyramid framework and intervention strategies over time and across staff. TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices TACSEI Logic Model for Implementation and Sustainability How?

Population of ConcernIntervention StrategiesIntervention Outcomes Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior Competent use of the “Pyramid Model” framework and intervention strategies over time and across staff Improved social and emotional competence, behavior & relationships among children, their families & other caregivers Populations of ConcernImplementation & Sustainability Strategies Implementation & Sustainability Outcomes Adults: Caregivers, early childhood service providers, family members, early interventionists, child care staff, preschool teachers Science-Based Strategies Skill-based Training Competent Coaching Collection and use of fidelity and outcome measures and data Development of facilitative administrative practices to support implementation Competent use of the Pyramid Model framework to problem-solve, plan system change and competently use the intervention strategies over time and across staff Formal Implementation Teams at State, regional, and agency levels Collaborative planning, advocacy, and execution to advocate for, install, monitor, and support the use of Science-Based Implementation & Sustainability Strategies focused on the Pyramid Model content Competent, Sustainable state, regional and agency infrastructure to support the development and use of Science-Based Implementation & Sustainability Strategies TACSEI Logic Model for Implementation & Sustainability TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices

© Fixsen & Blase, 2008 Benefits to Children Performance Assessment (Fidelity) Coaching Training Selection Performance

© Fixsen & Blase, 2008 Benefits to Children Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Performance Organization

© Fixsen & Blase, 2008 Benefits to Children Technical Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Performance Organization Leadership Adaptive

© Fixsen & Blase, 2008 Benefits to Children Technical Integrated & Compensatory Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Performance Organization Leadership Adaptive

Integrated and Compensatory Integrated Consistency in philosophy, goals, knowledge and skills across these processes (S/T/C/E/A/SI) Compensatory At the Practitioner Level At the Program Level

What’s Next? – You Tell Us More detail on Implementation Strategies Who does the Work and How Implementation Teams Roles and Knowledge Collaborative Teaming Strategies Improvement Cycles Practice Improvement Problem-Solving Policy Feedback Loops Transformation Zones Adaptive and Technical Leadership

Next Steps Next Webinar on topic: May 21, 2009; 1:00-2:30 ET Watch for registration information for that webinar Tell us what you think about this seminar and the items on previous slide or anything else.