Continuing QIAT ConversationsPlanning For Success
Joan Breslin [email protected]
Third webinar in a series of three follow up webinars for AT Teams attending the Feb 18-19 for AT Conference
Hosted by Oklahoma ABLE Tech AT Act Program at Oklahoma State University www.okabletech.okstate.edu
Webinar support provided by the Assistive Technology Industry Association ATIA.org
Protocol for the callKeep phone muted unless you
want to talk- and you are very welcome to ask questions or provide input, so just unmute!
Can also use chat box to ask questions or provide feedback.
Quality Indicator Areas• Consideration• Assessment• Including in the IEP• Implementation• Evaluation of Effectiveness• Transition• Administrative Support• Professional Development
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How do we know we are making a difference?
There are multiple ways to think about change-1. Let it happen.2. Help it happen.3. Make it happen.
Begin with the end in mindWHY are we doing something
different?◦So that students have better access
to academics?WHAT we do is an effective
intervention, designed to ◦Ensure the intervention is in place◦Being used as intended◦Leading to a desired outcome
Stages of ImplementationExplorationInstallationInitial ImplementationFull ImplementationSustainability
Each stage has components that require planning for effectiveness.
ExplorationTake action steps-
◦Get key stakeholders involved◦Form an implementation team◦Identify solutions Assess needs Identifying possible solutions (programs and practices) to address needs
Assessing whether there is a fit between the need and solution.
InstallationDevelop communication
pathwaysEnsure financial and human
resources are in placeFind physical spacePurchase equipment and
technologyDevelop practitioner competencyCritical to include this step, although it may be the easiest to overlook.
Action steps for installationTraining, coaching and data
systems are put in placeTraining and supports are put into
place for those who need to be involved in implementation
Well prepared educators will feel more confident and more able to implement programs and practices with fidelity.
Initial ImplementationThis stage begins when the new
program or system is put into place.Often a time for failure
◦ Everyone is learning◦ Status quo is challenged
Key to have intensive coaching to support the team
Need to address barriers as they emerge◦ Coaching/continuous improvement/rapid
cycle problem solvingDevelop systemic solutions rather than
allowing problems to re-emerge and re-occur
Full ImplementationTeachers skillfully employ new
skillsInfrastructure is in place to
support teachersIntegrating new learning at all
levelsTimeframes will vary across
systems in moving from initial to full implementation
SustainabilityPlan for sustainability at every stageFinancial sustainability (established, adequate,
sustainable)
◦ Educator ◦ Administrative and support staff◦ Equipment
Programmatic sustainability (established, reliable, effective, sustainable)
◦ Continue training, coaching and fidelity measurement processes making data driven decisions for continuous improvement
◦Ensure that policies and procedures support and facilitate full implementation
It is anticipated…That these phases overlap.That there are activities that may
fall into more than one phaseThat each phase is, however,
critical andMust be supported at multiple
levels of the organization
Who does the work?Implementation teams- leverage
implementation science principles and systems to support the wide spread use of evidence based programs.
Implementation teams are how we “make it happen”
Implementation teams actively provide the structures and supports to make the change
Implementation teams at many levelsIdentify where the need for
change originates◦State, regional, district, building,
classroomWith collective knowledge, skills,
abilities and timeCore competencies of team
◦Knowledge of program ◦Knowledge of implementation
science◦Applied experience in using data for
program improvement
Other participantsImplementation science
recognizes the importance of external purveyors- external supports (AbleTech in our case)◦Broadly educating and stimulating
interest◦Assessing evidence and fit/feasibility◦Building capacity◦Assisting with alignment of policies,
procedures and guidelines
Improvement CyclesUsed by Implementation teams
to make change happenOne method of improvement
cycle is Plan/Do/Study/Act (PDSA)PDSA has 4 phases
PLANIdentify barriers or challengesUse data whenever possibleSpecify the plan to move
programs forwardSpecify the outcomes that will be
monitored
DOCarry out the strategies or plan
to address the challenges already identified
Gather data on what is happening
Much of our work will focus on trainingThrough an implementation lens,
training is◦Purposeful◦Skill based◦Rooted in adult learning strategies◦Critical to support change BUT is not
the only factor that promotes change
Functions of trainingBolster buy in of new wayIntroduction of concepts and
strategiesIntroduction of rationale for new
waySafe place to “try out” new skills Training alone results in a 5%
change in practice
CoachingRegular, embedded professional
developmentDesigned to help educators use
the new strategies as intendedCoaching WITH training can
result in more effective implementation
What comes next?Ongoing study on
implementation science topicsDetermine what supports are
needed to implement systemically (P)
Develop a plan that includes these supports, with all the right players and resources (P)
Implement, evaluate(D)Check for change (S)Make changes (A)
ResourcesSample- Minnesota English
Language Arts http://education.state.mn.us/MDE/EdExc/StandImplToolkit/052005 Active Implementation Hubhttp://implementation.fpg.unc.edu/