1. What Is “It” and How Do We Make “It” Happen Karen Blase, PhD Dean L. Fixsen, PhD Melissa Van Dyke, LCSW Michelle Duda, PhD Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill SPDG Webinar March 24, 2011 1

2. Searching for “It”  Research findings, materials, manuals, and journal articles do not necessarily provide clarity around core intervention elements  Current and new evidence-based practices, frameworks, programs will have a range of operational specificity  Developing clarity around the “it” is critical 2

3. Innovation Fluency  Definition: Innovation Fluency refers to the degree to which we know the innovation with respect to:  Evidence  Program and Practice Features  Implementation Requirements 3

4. Innovation Fluency  Definition: Innovation Fluency refers to the degree to which we know the innovation with respect to:  Evidence  Program and Practice Features  Implementation Requirements Implementation Pre-Requisites 4

5.  After you  Have chosen based on student needs  Looked for “best evidence” to address the need An Evidence-Based Practice or Program An Evidence-Informed Initiative or Framework Systems Change and Its Elements  Then it’s time to:  Clearly identify and operationalize the elements 5

6. What is “it”?  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 © 2003-2008 Lexico Publishing Group, LLC  The “it” must be operationalized whether it is: »An Evidence-Based Practice or Program »A Best Practice Initiative or New Framework »A Systems Change Initiative  Practice Profiles »Help Operationalize Practice, Program, and Systems Features 6

7. Practice Profile  Defining “it” Through the Development and Use of Practice Profiles  Guiding Principles identified  Critical Components articulated  For each critical component:  Identified gold standard  Identified acceptable variations in practice  Identified ineffective practices and undesirable practices Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency 7

8. ????  Have you ever developed or helped to develop a Practice Profile or Innovation Configuration?  Vote Now: »Yes »No 8

9. Practice Profiles: Pay Now or Pay Later  Identifies Critical Components  Guiding Principles  Critical Components Match the Guiding Principles  Core Activities to Achieve the Critical Components  For each Critical Component:  Identified “gold standard” activities  Identified acceptable variations in practice  Identified ineffective practices and undesirable practices  Your Implementation Support »Identify and Support Implementation Team »Provide Conceptual Overview and Rationales »Provide Resources, Worksheets, Templates »Facilitate Consensus Building Capacity Building 9

10. But Where Do We Find Resources for Building Practice Profiles? 10

11. Resources for Building Practice Profiles 11 National Centers Experts in Your State National Purveyors Manuals and Materials Implementing Districts and Schools Other States Consensus Building in Your State

12. Example  Problem-Solving Practice Profiles in an RtI Framework 12 RESOURCE - Professional Practices in Problem Solving: Benchmarks and Innovation Configurations ~ Iowa Area Education Agency Directors of Special Education, 1994

13. Practice Profile  Defining “it” Through the Development and Use of Practice Profiles  Guiding Principles identified  Critical Components articulated  For each critical component:  Identified gold standard  Identified acceptable variations in practice  Identified ineffective practices and undesirable practices Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency 13

14. A Sampler of Problem Solving Guiding Principles  Problems affecting student performance do not exist exclusively within the makeup of learners but occur as a result of interactions between learner characteristics and the educational setting  The effectiveness of a solution cannot be determined prior to its implementation. Therefore solutions must be implemented, monitored, reviewed, and changed as necessary  A problem is not defined as the difference between the learner’s potential and achievement, but as the discrepancy between the demands of the educational setting and the learner’s performance in the setting. 14 Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

15. © Fixsen & Blase, 2008 Systems Intervention Adaptive Technical Integrated & Compensatory Implementation Drivers Coaching Training Selection Facilitative Administration Decision Support Data Systems Competency Drivers Organization Drivers Leadership Performance Assessment (fidelity measurement) Improved outcomes for students 15

16. Given These Guiding Principles….  Problems affecting student performance do not exist exclusively within the makeup of learners but occur as a result of interactions between learner characteristics and the educational setting  The effectiveness of a solution cannot be determined prior to its implementation. Therefore solutions must be implemented, monitored, reviewed, and changed as necessary  A problem is not defined as the difference between the learner’s potential and achievement, but as the discrepancy between the demands of the educational setting and the learner’s performance in the setting. What Attributes, Attitudes or Skills Might Be Important to Select for as Teachers and Building Staff are Recruited and Hired? 16 Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

17. Practice Profiles  Each Critical Component is a heading  Each level of implementation specifies the activities necessary to operationalize that Critical Component Critical Component Ideal Implementation Acceptable Variation Unacceptable Variation Critical Component 1: Description Description of implementer behavior Drastic Mutation Hall and Hord, 2010, Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency 17

18. Professional Problem Solving 9 Critical Components  Parent Involvement  Problem Statement  Systematic Data Collection  Problem Analysis  Goal Development  Intervention Plan Development  Intervention Plan Implementation  Progress Monitoring  Decision Making Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994 18

19. Professional Problem Solving 9 Critical Components  Parent Involvement  Problem Statement  Systematic Data Collection  Problem Analysis  Goal Development  Intervention Plan Development  Intervention Plan Implementation  Progress Monitoring  Decision Making Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994 19

20. Professional Problem Solving Parent Involvement as a Critical Component Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994 20

21. Professional Problem Solving Parent Involvement – Critical Components 21

22. Professional Problem Solving Parent Involvement – Critical Components 22

23. Professional Problem Solving Parent Involvement – Critical Components 23

24. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Parent Involvement Competency Drivers for Teachers Engaged in Problem Solving Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate. - Knows schedule of meetings - How to welcome parents -How to solicit parent input - How to thank parents for attending - How to ask parents for feedback on the convenience of times and location. Selection Training Coaching Fidelity/Performance Monitoring System 24

25. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Parent Involvement Competency Drivers for Teachers Engaged in Problem Solving Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate. - Knows schedule of meetings - How to welcome parents -How to solicit parent input - How to thank parents for attending - How to ask parents for feedback on the convenience of times and location. Selection Training Coaching Fidelity/Performance Monitoring System How important is each Driver? How do we minimize burden and maximize outcome? What should we consider? 25

26. General Assessment of Level of “Intensity” of Use of the Competency Drivers Current SkillsNew Skills Current Context LowMedium New Context MediumHigh 26 Ideal/Acceptable: Parents are informed at all decision – making points and invited to participate by phone, letter, or email. Parents “choose” to participate.

27. Professional Problem Solving Parent Involvement as a Critical Components 27

28. General Assessment of Level of “Intensity” of Use of the Competency Drivers Current SkillsNew Skills Current Context LowMedium New Context MediumHigh 28 Ideal/Acceptable: Parents are informed at all decision – making points and invited to participate by phone, letter, or email. Parents “choose” to participate. Let’s Vote A – High B – Medium C – Low

29. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Critical Components of Problem-Solving – Parent Involvement Competency Drivers for Teachers Engaged in Problem Solving Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate. - Knows schedule of meetings - How to welcome parents -How to solicit parent input - How to thank parents for attending - How to ask parents for feedback on the convenience of times and location. Selection What “unteachables” should be assessed? How? What behavior rehearsals might be developed? TrainingWhat behavior rehearsals might be used? Coaching Who might provide feedback after decision-making meetings? How often? Fidelity/ Performance Monitoring System What might you measure to see if teachers are engaging in the skills and activities to bring parents to the table in a meaningful way? Who? When? How often? 29

30. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Parent Involvement Competency Drivers for Teachers Engaged in Problem Solving Ideal/Acceptable: Parents are informed at all decision-making points and invited to participate by phone, letter, or email. Parents “choose” to participate. - Knows schedule of meetings - How to welcome parents -How to solicit parent input - How to thank parents for attending - How to ask parents for feedback on the convenience of times and location. Selection Practice parts of a decision-making meeting to assess the “how to” elements. Provide a vignette of a parent who is challenging to work with and complains that he/she is not heard. Be clear about the importance of parent involvement Training Practice hosting a meeting with parents present a) Receptive and engaged b) Less receptive and engaged Coaching Assigned “coach” to sit in on at least 3 decision-making meetings a year for each teacher with verbal and written feedback immediately after each meeting on fidelity items below and for support and problem-solving Fidelity/Performance Monitoring System Measures: % of parents notified two weeks in advance % of meetings for which parents attended; % of meetings in which a) teachers welcomed parents, b) solicited parent input at least twice per meeting, c) thanked parents for attending, d) asked for feedback on time and location of the meeting. 30

31. Professional Problem Solving 9 Critical Components  Parent Involvement  Problem Statement  Systematic Data Collection  Problem Analysis  Goal Development  Intervention Plan Development  Intervention Plan Implementation  Progress Monitoring  Decision Making 31

32. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Critical Components of Problem-Solving Competency Drivers for Teachers Engaged in Problem Solving Parent Involvement Problem Statement Systematic Data Collection Problem Analysis Goal Development Selection Training Coaching Fidelity/Performance Monitoring System 32

33. Importance Ratings of Implementation Drivers: 1 = Not at All Important to 7 = Very Important Critical Components of Problem-Solving Competency Drivers for Teachers Engaged in Problem Solving Parent Involvement Problem Statement Systematic Data Collection Problem Analysis Goal Development Selection 7 3664 Training 4 5777 Coaching 6 5777 Fidelity/Performance Monitoring System4 5775 33

34. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Critical Components of Problem-Solving Organization Drivers Parent Involvement Problem Statement Systematic Data Collection Problem Analysis Goal Development Outcome Data Facilitative Admin at Local School Level Facilitative Admin at District Level Systems Change at State Level 2011,SISEP, 34

35. Exploration and Periodic Assessment of Implementation Drivers: Discussion Tool Critical Components of Problem-Solving Leadership Challenges Parent Involvement Problem Statement Systematic Data Collection Problem Analysis Goal Development What challenges do you expect? And how might they be avoided or minimized? What challenges are on the table now? Who needs to be part of the solutions? What strategies seem appropriate given the nature of the challenge? 2011, SISEP 35

36. Improvement Over Time Practice Profile Improvement Competency Drivers Selection Training Coaching Fidelity PDSA PDSA Organization Drivers Facilitative Admin Systems Intervention Decision-Support Data Systems 36

37. Things to Think About  Think about your SPDG effort and your involvement and guidance at the State, District, and School levels.  Currently, our SPDG work is well operationalized ?  ….At the Classroom level »_Strongly Agree _Agree __Disagree __Strongly Disagree  …At the School Level » _Strongly Agree _Agree __Disagree __Strongly Disagree  ….At the District Level »_Strongly Agree _Agree __Disagree __Strongly Disagree 37

38. Things to Think About  Think about your SPDG effort and your involvement and guidance at the State, District, and School levels.  Would developing Practice Profiles be helpful? Vote - __Yes __No  Benefits?  Challenges?  What might be some “next right steps” in further operationalizing your SPDG program, practice, innovation, or framework? 38

39. Summary  We are more likely to be successful if we “get it”  We “get it” when we have a Practice Profile »Guiding Principles »Critical Components »Activities – Ideal, Acceptable, Not acceptable  When we “get it” we can use the Implementation Drivers and ensure that “it” shows up and is effective.  By applying the Implementation Drivers to the “it” we refine and improve the Practice Profile & make strategic use of the Drivers 39