What Is “It” and How Do We Make “It” Happen Karen Blase, PhD Dean L. Fixsen, PhD Melissa Van...

What Is “It” and How DoWe Make “It” Happen

Karen Blase, PhD

Dean L. Fixsen, PhD

Melissa Van Dyke, LCSW

Michelle Duda, PhDFrank Porter Graham Child Development Institute

University of North Carolina at Chapel Hill

SPDG Webinar

March 24, 2011

1

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

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

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

Implementation Pre-Requisites

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

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

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

????

Have you ever developed or helped to develop a Practice Profile or Innovation Configuration?

Vote Now:

» Yes

» No

8

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

9

But Where Do We Find Resources for Building

Practice Profiles?

10

Resources for Building Practice Profiles

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• National Centers• Experts in Your State• National Purveyors• Manuals and Materials• Implementing Districts and Schools• Other States• Consensus Building in Your State

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

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

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 ConfigurationsIowa Area Education Agency Directors of Special Education, 1994

© Fixsen & Blase, 2008

Systems Intervention

Adaptive

Technical

Integrated & Compensatory

Implem

entation

Drivers

Coaching

Training

Selection

Facilitative Administration

Decision Support Data SystemsC

ompe

tenc

y D

river

s

Com

pete

ncy

Driv

ers Organization D

rivers

Organization D

rivers

LeadershipLeadership

Performance Assessment

(fidelity measurement)

Improved outcomes for students

15

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


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

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

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


18


Parent Involvement

Problem Statement


Problem Analysis

Goal Development



Progress Monitoring

Decision Making


19

Professional Problem Solving Parent Involvement as a Critical

Component


20

Professional Problem Solving Parent Involvement – Critical

Components

21


Components

22


Components

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Exploration and Periodic Assessment of Implementation Drivers:Discussion Tool

Parent InvolvementCompetency 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







Selection

Training

Coaching


How important is each Driver?

How do we minimize burden and maximize

outcome?

What should we consider?

25

General Assessment of Level of “Intensity” of Use of the Competency

Drivers

Current Skills New Skills

Current ContextLow Medium

New ContextMedium High

26

Ideal/Acceptable: Parents are informed at all decision –making points and invited to participate by phone, letter, or

email. Parents “choose” to participate.

Professional Problem Solving Parent Involvement as a Critical

Components

27

General Assessment of Level of “Intensity” of Use of the Competency

Drivers

Current Skills New Skills

Current ContextLow Medium

New ContextMedium High

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 VoteA – High B – Medium C – Low


Critical Components of Problem-Solving –Parent Involvement

Competency Drivers for

Teachers Engaged in

Problem Solving




Selection What “unteachables” should be assessed? How?What behavior rehearsals might be developed?

Training What behavior rehearsals might be used?

Coaching Who might provide feedback after decision-making meetings? How often?


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







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


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


Parent Involvement

Problem Statement


Problem Analysis

Goal Development



Progress Monitoring

Decision Making

31


Critical Components of Problem-Solving

Competency Drivers

for Teachers Engaged in Problem

Solving

Parent Involvement

Problem Statement

SystematicData

Collection

Problem Analysis

Goal Development

Selection

Training

Coaching


32

Importance Ratings of Implementation Drivers:1 = Not at All Important to 7 = Very Important


Competency Drivers

for Teachers Engaged in Problem

Solving

Parent Involvement

Problem Statement

SystematicData

Collection

Problem Analysis

Goal Development

Selection7 3 6 6 4

Training

4 5 7 7 7

Coaching6 5 7 7 7

Fidelity/Performance Monitoring System 4 5 7 7 5

33



Organization Drivers

Parent Involvement

Problem Statement

SystematicData

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


Critical Components of Problem-SolvingLeadershipChallenges

Parent Involvement

Problem Statement

SystematicData

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

Improvement Over Time

Practice ProfilePractice ProfileImprovementImprovement

Competency Drivers

• Selection• Training• Coaching• Fidelity

PDSAPDSA PDSAPDSA

Organization Drivers

• Facilitative Admin• Systems Intervention• Decision-Support Data Systems

36

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


….At the District Level


37

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

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

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What Is “It” and How Do We Make “It” Happen Karen Blase, PhD Dean L. Fixsen, PhD Melissa Van...

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