changing practices, changing outcomes: building state capacity
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Changing Practices, Changing Outcomes: Building State Capacity. September, 2013. Purpose of the ECTA Center. - PowerPoint PPT PresentationTRANSCRIPT
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Changing Practices, Changing Outcomes:Building State Capacity
September, 2013
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Purpose of the ECTA Center
to improve service systems and assist states in scaling up and sustaining effective services and research-based interventions for infants, toddlers and preschoolers with disabilities and their families
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Intensive TA for Installing, Sustaining
and Scaling up Recommended
Practices: A Systems Model for Professional
Development
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Bringing the Expertise of CELL and TACSEI
– Lise Fox– Barbara Smith– Carol Trivette– Glen Dunlap– Phil Strain– Carl Dunst– Ted Bovey– Denise Binder– Allison Jones– Myrna Veguilla– Janice Lee
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Systems Model for Early Childhood Professional Development
• Incorporates best practice from:• Systems Thinking• Implementation
Science• Cross-Agency
Collaborative Planning
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Capacity to provide effective
professional development
including coaching
Teachers and programs that
implement evidence-based practices with
fidelity
Child Outcomes
Building System Capacity to Promote Child Outcomes
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Meaningful Outcomes for Children and Families
• Relationships - Social relationships, which include getting along with other children and relating well with adults
• Learning – Use of knowledge and skills, which refers to thinking, reasoning, problem-solving, and early literacy and math skills
• Independence - Taking action to meet needs, which includes feeding, dressing, self-care, and following rules related to health and safety.
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In Partnership with FamiliesA. Know their rights;B. Effectively communicate their
children's needs; andC. Help their children develop and learn.
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System: A group of interacting, interrelated, or interdependent elements forming a complex whole• Too often PD is considered simplistically, e.g. one-shot
training• If the goal of PD is the high fidelity use of EBPs, then it is
multifaceted with many interdependent elements:– Requires state, local and program infrastructure and systems
using effective implementation components and strategies– Data/evaluation systems to ensure fidelity and data-driven
decision making – Monitoring and feedback loops– Implementation supports (drivers) such as coaching and
decision-making teams
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Challenges for Your Systems?
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Formula for Success
Effective Practices and Socially Valid Practices+
Effective Implementation Methods+
Implementation Supports
Meaningful Outcomes
Fixsen & Blase, 2012
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Implementation Science
• Stages (2-4 years)• Implementation Teams• Buy-in/Readiness• Drivers• Goal is High Fidelity
use of EBPs
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State Cross-Sector Infrastructure
System of Professional Development and
Technical Assistance
Program-wide Implementation with
Fidelity
Statewide Implementation of Evidence-Based Practices
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Intensive TA Model for Installing, Sustaining and Scaling up Recommended Practices
1. State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure
2. A Master Cadre of trainers and coaches that support high fidelity use of Recommended Practices
3. Implementation Sites with Leadership Teams to demonstrate effectiveness and to model for others
4. Data/Evaluation and data feed-back systems for: data-based decision making at all levels for PD, ensuring fidelity, demonstrating effectiveness, and making system recommendations
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1. Cross-Agency Systems Collaborative Planning
• Cross-Agency State Leadership Team, e.g. IDEA Part C/Preschool, State At Risk Preschool, Head Start, Child Care, Home Visiting
• Collaborative Planning Model• Implementation of Model across systems,
e.g. representatives of EI, LEA, Head Start, Child Care among sites, trainers, coaches, etc.
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State Leadership Team– Establish implementation
sites/programs– Review implementation status and
success– Ensure provision of external
coaching (i.e., master cadre)– Ensure access to ongoing training– Align effort with ongoing work of
quality early education– Align effort with cross-sector
systems building
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And also…• Secure resources• Provide infrastructure• Build political investment• Ensure systems integration
A Long Term Endeavor
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2. Master Cadre: Professional Development and Technical Assistance
• Master T/TA Cadre– Carefully selected initial team of T/TA providers– Application process– Regionally located– Expertise in 0-5, center services and family
coaching– Mentored by ECTA faculty partners
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Master Cadre• Provide training within state
– Awareness to expert– All aspects (family coaching, center
services, data decision-making, internal coaching, PW implementation)
• Provide external coaching to demonstration implementation sites and professionals
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PALS(Participatory Adult Learning Strategy)
PLAN
APPLICATIONRECYCLE Active
Learner Involvement
Reflection and Mastery
Practice and Evaluate
Introduce and Illustrate
Identify Next Steps in the
Learning Process
INFORMED UNDERSTANDING
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3. Program-Wide Demonstrations of High Fidelity Implementation
1. High fidelity demonstrations that exemplify the value of the implementation of evidence-based practices (EBP)2. Demonstration programs help build the political will needed to scale-up and sustain EBP3. Demonstration programs provide a model for other programs and professionals, “seeing is believing”4. Demonstration programs “ground” the work of the state team in the realities and experiences of programs and professionals
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Implementation Programs
• Competitive application process–Readiness features–Leadership team commitment
(signatures)–Site visits
• Long term TA support to build capacity–Leadership team capacity building
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Program-Wide Supports for ImplementationEffective intervention practices and effective implementation practices
– Systemic approach for sustainability– All guided by an internal leadership team– Competency drivers : training /support for leadership
teaming and practitioner training; training and support for behavior specialists, evaluation coordinators, internal coaches and external coaches
– Organizational drivers: use of data decision-making for implementation guidance; effective leadership teaming; long term staff commitment to the model; data-based action ; data-based monitoring to assess program progress and outcomes and to problem solve barriers to implementation
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Leadership Team
Family Engagement
Program-Wide Implementation
Supports for Practice Implementation
Systems to Identify and Respond to Individual
Child Needs
Continuous Professional
Development
Data Decision-Making
Examining Implementation and Outcomes
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Components of PWSI1. Establish leadership team 2. Recruit and promote staff buy-in3. Ensure family engagement 4. Develop program-wide action plan5. Implement strategies for promoting program-wide
implementation6. Support Recommended Practice implementation7. Identifying and responding to individual children’s support
needs8. Offer continuous professional development and staff
support9. Monitoring implementation and outcomes
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What Programs Need
• Implementation plan• Data tools and evaluation systems
– Fidelity– Decisions– Outcomes
• Internal coaching capacity• Resources to address full range of individual child
needs
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What Programs Need
• External coaching– Confident and knowledgeable facilitator to build
leadership team capacity to guide implementation and fidelity
• Professional development– Training – Practice-based coaching– Ongoing support
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Leadership Team is the Critical Unit
• External Coach (Master Cadre) supports a Leadership Team– Attend Leadership Team meetings– Support action planning– Support use of data decision-making
• Leadership Team capacity building– Data decision-making (how)– PW components (what)– Effective meetings and team functioning
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Program Capacity Building
• External coach support to the leadership team– Teaming– Professional development and coaching– Establishing systems and policies– Data systems and decision-making– Family engagement
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4. A Data Decision-Making Approach
• Outcomes are identified• Fidelity and outcomes are measured• Data are summarized and used to:
– Identify training needs– Deliver professional development– Make programmatic changes – Problem solve around specific children or issues– Ensure child learning and success
• Data collection AND ANALYSIS is an ongoing process
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Data Systems Related to Pyramid Model Practices
• Implementation• Benchmarks of Quality – Centers• Benchmarks of Quality – Home Visiting• TPOT (Teaching Pyramid Observation Tool)• TPITOS (The Pyramid Infant/Toddler Observation Scale)• Family Coaching Checklist
• Program• Program Incidents (calls to families, dismissals, transfer, requests
for assistance, family conferences)• Behavior Incident Report System
• Child• ASQ-SE (Ages and Stages Questionnaires: Social and
Emotional)• Direct Behavior Rating (DBR) or Progress Monitoring• Child curriculum-based assessment or rating scales (e.g., SEAM,
SSIS)
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Using Data for Decisions
Look• View your data using meaningful visual
displays that can guide decision making
Think• Analyze your data using key questions that
leads to decision-making
Act• Create and implement action plan based on data
analysis
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Phases of Work in States• Phase One
– State Team development and planning• Monthly meetings• Infrastructure development• Data collection system• Sustainability plan
– Master Cadre training and support• Training preparation – key readings• Module training (center services, family coaching)• Training support• Coaches training• Coaching support• Program-Wide Supports for Implementation training
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Phase 1 continued
– Demonstration site development• Readiness and staff buy-in• Internal coaching capacity• Internal coaches trained• Leadership team training• Data collection and evaluation• Mentored by Master Cadre via ECTA
consultant
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Phase 2
• State team consultation– Distance support via conference calls,
email, web meetings– Connection to state network for peer (other
state teams) support• Master cadre
– Monthly conference calls– Distance support via email, web meetings– Review of training videos, agendas,
activities, training evaluations
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• Demonstration (and expansion) sites– On-site sharing/problem-solving sessions– Data summaries– TA through Master Cadre
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Intensive TA Partnership• Selection of states: readiness/ability to be successful
models, application process • Implementation stages take 2-4 years• Install necessary implementation components/drivers (state
team, trainers, coaches, high fidelity sites, evaluation systems, sustainability and scale-up plans, e.g. staffing, governance, finance)
• 2 TA Teams per state: – State Team TA staff (works with State Team)– PD TA staff (works with Master Cadre and Sites)
• Multiple face to face visits with distance TA between visits• Evaluation of all elements of model
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We’d Love to Work with You!
– Applications available in October, 2013
– Webinar to explain elements and process
– Conference call with potential states
– Two states selected in January, 2014