welcome oregon scaling-up ebiss 1 oregon exploring system-wide implementation of effective...
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WELCOME Oregon Scaling-up EBISSScaling-Up
Oregon
Exploring System-Wide Implementation of Effective Behavioral & Instructional Support
Systems (EBISS)
August 12, 2013Eugene, Oregon
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Introductions
Martha Buenrostro, Ph.D.Oregon Department of Education
Erin Chaparro, Ph.D. & Kathleen Ryan JacksonCenter on Teaching and Learning
Amy Gaumer Erickson, Ph.D. & Pattie Noonan, Ph.D.University of Kansas
Marick Tedesco, Ph.D. & Kimberly Ingram-West, Ph.D.State Transformation Specialists
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Oregon Scaling Up EBISS
http://www.ode.state.or.us/initiatives/idea/education-update-july-2013.pdf
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Reflection & Learning from One Another
1. Think: Think independently about the question that has been posed, forming ideas on your own (3 minutes).
2. Pair: Discuss your thoughts with your team or table partners. Consider the thoughts of others (5-20 minutes).
3. Share: Teams or tables take turns sharing their ideas with audience (3-5 minutes).
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How can a district-wide focus on “building the reading skills student’s are missing from the past” ensure all students will meet 40-40-20 by the year 2025?
Think-Pair-Share
Reflection
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Learning Objective 1
Understand critical features of implementing tiered models of support for behavior and literacy to support all students
– All have access to quality core instruction– Universal screening & progress monitoring system– Small group and individualized support for some
and a few– Data teaming framework for action planning and
on-going evaluation
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Learning Objective 2
Apply the basic principles of Implementation Science
– Develop the vocabulary of Implementation Science
– Integrate Implementation Frameworks across all initiatives
– Engage in activities to strengthen your understanding of how to effectively implement tiered models of support
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Outcome
Develop the foundational skills to ensure your district vision and district-wide practices
align within a common district framework
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Oregon Scaling-up EBISS Professional Development
District Commitment• Attend 3 Live Trainings with a
representative team of district leaders
• Participate in Live and recorded Webinars
• Relay information to your district leadership team and board to determine what it would be like to implement EBISS in your district
Scaling-Up
Oregon
CTL’s Commitment to You
Three full day Live Trainings20 follow-up webinars (30-45 minutes)
August 12, 2012 Live Training • 5 Pre-recorded webinars (available September 1st)• 3 Pre-recorded training videos (supplemental)
February 05, 2013 Live Training • 5 Pre-recorded webinars (available Feb. 20)
April 15, 2013 Live Training • 7 Pre-recorded webinars (available April 21) plus 2 supplemental
EBISS Scaling-up Blog• Calendar of events and resources
http://blogs.uoregon.edu/oregonscalingupebissblog/
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Goals for Today
1. Provide an overview of the critical features of Effective Behavioral and Instructional Support Systems (EBISS)
2. Reflect upon your district’s beliefs and collective commitment to a culture of achievement for all
3. Introduce key concepts of Implementation Science4. Preview next steps
District Background Activity
Please Complete the on-Line Surveyhttps://oregon.qualtrics.com/SE/?SID=SV_e33AUkZw9MmWtVj
There is nothing more important to our country’s
future than the education we give our children.
-President Obama
Youth can experience a sense of alienation and powerlessness
when they are judged or reduced to something about their identity.
Our beliefs are shaped by our experiences, these beliefs can place contingencies on what we believe
students can do.
PYhttp://www.youtube.com/watch?v=PY9ESojSw7Y
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Do you believe all students can achieve their potential?• Do your experiences place
contingencies on this belief?
• Are there contingencies that your colleagues or district places on this belief?
• If so what are they?
Reflection
Think-Pair-Share
20http://www.ode.state.or.us/search/page/?=2347
Blending Literacy and Behavior in a Tiered Model of Support
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EBISS GOALS
1. Teach district leaders how to implement a tiered model of PBIS and the school-wide reading model system-wide
Data – Systems – Practices – Outcomes
2. Increase equitable use of district and building resources for tiered models of support Recourse
Allocation Based on Need
3. Develop capacity for high-quality, sustainable implementation of evidence-based practices
Distributed Leadership
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Integrated System of Student
Achievement
Drawing by Stacy Goodman State Implementation & Scaling-up of Evidence-based Practices
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“We don’t have a lot of kids who fall through the cracks anymore.” http://oregonrti.org/node/74
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What could be driving this level of …• student achievement?• principal and teacher
satisfaction in a school? • In a district?
Identify 3-4 variables that you think could account for this level of achievement and satisfaction. Reflection
Think-Pair-Share
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Tiered Models of Support
It is not just another initiative…
• It is a long term commitment to system-wide change through a common framework.
• It requires continuous analysis of data, systems and practices to promote continuous and sustainable improvement.
Implementing tiered models of support requires a belief that all students can reach their potential
when given the required support.
EBISS Teaming Framework
1. Representative District and Building Leadership Implementation Teams
2. Evidence-based Practices
3. Improvement Cycles & Communication Loops
4. Systems Level Assessment
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Effective Implementation Team
NO Implementation Team
Effective use of Implementation
Science & Practice
INTE
RVEN
TIO
N
80% in 3 Yrs 14% in 17 Yrs
Balas & Boren, 2000Fixsen, Blase, Timbers, & Wolf, 2001
Letting it Happen Hoping it Happens
District & Building Leadership Implementation Teams
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• A group that knows the evidence-based practices very well (formal and craft knowledge)
• A group that knows implementation very well (formal and craft knowledge)
• A group that knows improvement cycles to make intervention and implementation methods more effective and efficient over time
© Fixsen & Blase
Implementation Team
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• Minimum of three people (four or five preferred) to promote effective, efficient, sustainable implementation, organization change, and system transformation work
• Tolerate turnover even when the players come and go - teams are sustainable
© Fixsen & Blase
Implementation Team
Evidence-based Practice • Systematic, empirical methods draw on observation or
experiment
• Rigorous data analyses to test the hypotheses and justify the general conclusions
• Multiple measurements provide valid data
• Peer-reviewed by a panel of independent experts through rigorous, objective, and scientific review
What Works Clearing House: http://ies.ed.gov/ncee/wwc/
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Improvement Cycles
Purposeful process for change– Education is not static
• Varied cohorts of students, teachers, & leaders • Shifting socio-political influences at the local, district, state
and national level
Systems– Today’s solutions become tomorrow’s problems
• Understand the strengths of our systems• Change to support contextual needs
Communication Loops– Practice Informs Policy & Policy Enables Practice
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Central Office Transformation
Linking performance of central office staff to teaching and learning outcomes
Wallace Foundation, April, 2010
• District became experts in the specific needs, strengths, goals and context of each school
• Shift from delivering services to– Problem solving – Using resources across multiple central
office departments
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Alignment
Vision and practices align within a common district framework
“Implementation of all initiatives fit into the EBIS Framework“ - Sally Helton, TTSD
“Doing this well implies changes in everyone’s practice in the central office,
not in just what teachers or principals do”EdWeek Update: Job Roles Shifting for Districts' Central Offices, July 17, 2012
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“You have to get through the SHIFT to appreciate how the resources work.” http://oregonrti.org/node/74
Rob Saxton, Deputy Superintendent of Instruction , ODE
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“You have to get through the SHIFT to appreciate how the resources work.”
• How many initiatives and practices in your district align within one common implementation framework?
• What would it take to make this shift? Reflection
Think-Pair-Share
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Leaders Have to be There
Meta Analysis of 27 studies• Establishing goals and expectations: .42• Resourcing strategically: .31• Planning, coordinating, evaluating teaching
and the curriculum: .42• Leaders promoting and participating in
teacher learning and development: .84• Ensuring an orderly and supportive
environment: .27 Robinson, Lloyd & Rowe, 2008
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Are principals always present at data team meetings in your district?
• Do principals have a deep knowledge of the district’s EBP’s in order to fully participate and guide instructional decisions?
• Knowledge to meet SB290 guidelines for best practice evaluation and support systems?
Reflection
Think-Pair-Share
EBISS: Whole System Reform
District and Building Leadership Implementation Teams• Crystal clear focus, direction and target
Build Capacity from Day One•Same focused goals, same language•Distributive Leadership, leaders developing
leaders Developing a Strong System of Schools
•Not one or two strong schools Chaparro (2012), Fullan (2010), Harris (2008), Spillane (2012)
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Systems Level Assessment
Critical Variables for Program-Wide Infrastructure
Data for Action Planning and On-Going Evaluation
0
10
20
30
40
50
60
70
80
90
100
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47
6264
50
39
53 53
73
64
83
74 73
6063
7072
70
80 80
72
6058
70
83
72
8486
82
74
67
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Average DSSP Scores Across all EBISS Districts
2008-2009
2009-2010
2010-2011
2011-2012
Perc
enta
ge o
f fea
ture
s in
pla
ce
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Leadership and Commitment
District & Building Implementation Teams developed– Shared resources, knowledge & common goals– Set guidelines for implementation to meet clearly defined outcomes
“We never met as a team and discussed our common goals…now we set action items that compliment all of our programs and services.”
“Implementation is not an option, but we will get you the supports you need to be successful.”
– Hiring practices, training calendar, EBPs, a strategic plan to work with schools and sites
District Reflections
Behavior leadership team in place
Behavior support model in place
Behavior data system in place
Behavior action plan in place
SET or BoQ0
10
20
30
40
50
60
70
80
90
100
8385
92
72 72
91 9193
82
76
95 9599
89
81
96 9699
9490
Have EBISS Schools Increased Their Implementation of Behavior Systems?
Year 2 2007-08Year 3 2008-09Year 4 2009-10Year 5 2010-11
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Organizational Supports: Develop institutional capacity to support all staff
On-going Assessment & Evaluation to break down barriersAction Planning with schools
“Our EBISS leadership team meets regularly to look at our DSSP goals…we are looking at data regularly…what a difference it makes…we see what we need to re-train and where we need to coach…to meet our outcomes”
– Analysis of data for problem solving and action planning - resources and support are differentiated
District Reflections
Literacy leadership team in place
Tiered literacy model in place
Literacy screening system in place
Literacy progress monitoring system
in place
Literacy action plan in place
0
10
20
30
40
50
60
70
80
90
100
71
54
87
73
31
83
97
92
82
75
93 9295
90
85
99 98100 99
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Have EBISS Schools Increased Their Implementation of Literacy Systems?
Year 2 2007-08
Year 3 2008-09
Year 4 2009-10
Year 5 2010-11
Oregon Assessment of Knowledge and Skills Changes Across 4 Years
3rd Grade 07-08 08-09 09-10 10-11
Met 49.3 52.9 51.5 49.5
Exceeded 35.5 30.9 33.9 33.6
4th Grade 07-08 08-09 09-10 10-11Met 45.5 46.4 45.8 46.3
Exceeded 39.1 39.0 39.7 38.1
5th Grade 07-08 08-09 09-10 10-11
Met 50.1 51.9 52.9 53.2
Exceeded 25.4 25.3 25.4 24.8
59“We are starting to knock the socks off it” http://oregonrti.org/node/74
Rob Saxton, Deputy Superintendent of Instruction , ODE
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What level of engagement do you think this superintendent and board have with school level data? • Data on student
achievement, teacher skills, and resource allocation based on the unique needs of schools?
Reflection
Think-Pair-Share
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Staff Competency: The Fundamental Building Block to Sustainability
Coordination and CoachingProfessional Development & Training
Non-EBISS Program Coordinator“We start with good intentions but we never seem to fit it
(coaching) into our schedules, how do you fit it into your schedule?”
EBISS Coach“Our administration is dedicated to the process of coaching everything we train,
we develop a training and coaching calendar for the year and she makes sure we strict to it.” “We also use video coaching.” (EBISS coach)
District Reflections
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Establishing Buy-inFunding, Visibility & Political Stakeholder Support
EBISS System Coach“Semi-annual presentations about our goals and progress really helps to show our stakeholders that we are making progress…their money is well spent…so they will continue to support our work.”
– Easy to read data, sharing success, presenting a compelling reason to fund an initiative
District Reflections
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The Mathew Effect ……the rich get richer and the poor get poorer Stanovich, 1986
When children fail at early reading and writing
– They begin to dislike reading– They read less – They learn less from reading
The consequence
– They do not gain vocabulary– They do not gain background knowledge, and information about
how reading material is structured
http://www.youtube.com/watch?v=lF6VKmMVWEc
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88%
87%
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
A Tale of Two Students
Commonalities of RTI, SWRM, PBIS, EBPs
Component RTI SWRM PBIS Any EBPTiered Systems of Support Prevention Orientation Research Validated Interventions programs and intensity when necessary
Universal Screening System Progress Monitoring System Data-based decision making System level problem identification and solution
Student level problem identification and solution
Alternative special education eligibility determination
Response to Instruction: Tier 1
Evidence based universal program• Contextual fit for student demographics
High quality instruction for all students• Differentiated instruction based on assessment• Focus on essential skills and evidence-based strategies• Explicit, systematic instruction
• Modeling, opportunity to respond, immediate corrective feedback
• Monitor progress regularly• Opportunities to practice and apply skills across cognitive
domains• Flexible instructional groupings
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Response to Intervention: Tier 2
Screening measure identifies students at-risk
• Evidence-based instruction supplements Tier 1 universal instruction
• Small group instruction• Frequent progress monitoring• Fidelity to implementation research
Response to Intervention: Tier 3
Students who do not respond to Tier 2 instruction and intervention modifications require• Individual, intensive, instructional intervention• Specialists or specially trained professionals• Frequent progress monitoringDoes not assume that students are referred to or are currently in special education• Tier 3 may be needed due to environmental factors and
previous lack of access to appropriate instruction
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“Is there something else we can do to help this child bloom.” http://oregonrti.org/node/74
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The Shift
District vision and all district-wide
systems and practices align within a common
district framework
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It is not going to be the way “it” was...
We are not sure what “it” will look like…
That leaves us uncertain…
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Managing Complex Change
Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousands. (Eds.). Restructuring for caring and effective education: Piecing the puzzle together. (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
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Establish the VisionWhat you do
simply proves what you believe
-Sinek
What practices are in place to make your district vision true for every student? -Reeves
Effective Boards clearly articulate, regularly to all stakeholders, their belief that all students can
achieve. -Johnson
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Why Do You Exist?Simon Seink: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
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What you do simply proves what you believe. -Sinek
Mission: What is your purpose?
Vision: What will come to be?
• What behaviors and actions does your district need to strengthen or develop to make your mission and vision true for every student?
Think-Pair-Share
Reflection
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Integrated System of Student
Achievement
Drawing by Stacy Goodman State Implementation & Scaling-up of Evidence-based Practices
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The role of the SISEP Center is to build the capacity of state education systems to
implement and scale up effective education innovations statewide, so that every student can
benefit from the intended outcomes.
http://sisep.fpg.unc.edu/
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Implementation Science 101
Integrating Science and Practice
• The research on what is effective evidence-based practice (EBP)
• The research on how to implement any EBP, as it was designed, to benefit every student
Why is Implementation So Important?
Good Intentions
Actual SupportsYears 1-3
Outcomes
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the practice as designed
Every Teacher Continually Supported
Fewer than 25% of the teachers received support
Vast majority of students did not benefit
Comprehensive School Reform: Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
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The Implementation Team
• Knows-WHAT –Knowledge of the intervention
• Knows-HOW–Knowledge of implementation
Tucker, Edmondson, & Nembhard (2005)
Implementation Science
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WHAT: Evidence Based Practice
Fit – Feasibility – Willingness – Readiness1.Systematic, empirical methods 2.Rigorous data analysis 3.Justify the general conclusions4.Valid data through multiple measurements 5.Peer-reviewed by a panel of independent experts
• Rigorous, objective, and scientific review
National Institute for Literacy, 2006
What Works Clearing House: http://ies.ed.gov/ncee/wwc/
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Reflect: What & How
3rd Grade Reading Data• OAKS outcome data• Survey implementation data
Do you have a Gap? Where?What variables could be related to the Gap?
Think-Pair-Share
Reflection
HOW: 4 Implementation Frameworks
1. Implementation Teams
2. Improvement Cycles
3. Implementation Stages
4. Implementation Drivers
1. Implementation Teams
Practice Informs Policy & Policy Enables Practice
Scaling-UpOregon
Who Will Do What Differently?
Who Will Help Change Occur?
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http://sisep.fpg.unc.edu
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2. Improvement Cycles
Plan-Do-Study-Act1. Plans are clarified (Plan) What is the desired outcome?2. Plans are carried out as intended (Do) What is the
fidelity of implementation plan?3. The results are examined (Study) On-going evaluation4. Actions are taken to improve the plan (Act) Plans are
reviewed and modified as needed on a regular basis.
Process is repeated until exemplary outcomes are obtained.
http://sisep.fpg.unc.edu
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3. Stages of Implementation
Major Implementation Initiatives occur in stages:
• Exploration• Installation• Initial Implementation• Full Implementation
Full implementation can take up to four years under optimal conditions
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
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HOW: Readiness
Readiness 1. A developmental point 2. Capacity and willingness to engage
• Critical component at every stage of implementation
• Often adaptive leadership must be exercised
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Exploration
1. Formalize Teaming Structures
2. Determine Need and Identify Options
3. Assess “Fit” and Feasibility
4. Promote “Buy-In”
Complex Change• In place?• Steps to revisit?
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Installation
A Decision to Move Forward
1. Active Engagement in “Set-up”• Training and coaching routines defined
2. Leadership Maintains Focus and Momentum• Resources are consumed – but students are not
taught differently
Complex Change• In place?• Steps to revisit?
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Initial Implementation
1. Working through awkwardness– Managing change and expectations
2. Providing training and coaching– Reorganizing school roles, functions and structures
3. Improvement cycles resolve systems issues– Rapid problem solving between schools and
districts
Complex Change• In place?• Steps to revisit?
Complex Change• In place?• Steps to revisit?
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Full Implementation
1. New learning about EBP is integrated at all levels2. All students benefit from the EBP3. All staff are supported 4. Data collected and used for decision making5. Supportive and functional administrative environment
Complex Change• In place?• Steps to revisit?
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First Step To Effective Implementation
1. District & Building Leadership Implementation Team (DLIT & BLIT)• Develop collaborative work processes
• Develop a collective commitment
• Gather information needed for decision making• Practice Informs Policy (PIP)• Policy Enables Practice (PEP)
98© Fixsen & Blase, 2009
Staff Competence
Organization Supports
4. Implementation Drivers
Leadership
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Implementation Drivers Activity
Identify how your District Implementation Team fulfills the functions and roles it is responsible for within the Implementation Pyramid
1. List every department responsible for Instructional Leadership and code each with a separate color.
1. __________________________2. __________________________3. __________________________4. __________________________
ExampleBoard and SuperintendentCurriculum• Student Services• Title and ELD
LeadershipTechnical and Adaptive
Technical and adaptive leadership styles are exercised to manage and continually improve the evidence based programs and implementation components to support and sustain high levels of staff performance.
© Fixsen & Blase, 2009
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Leadership: Technical
Technical Leadership is used when there is greater certainty and more substantial agreement about the ‘right’ course of action to pursue – everything fits into the district’s common framework.
• Looks more like management (of instruction)• Once established full use of the drivers rely on
routine and clear methods that follow clear implementation guidelines
“The way we do things here.”
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Leadership: Adaptive
Required when values, philosophies and long-standing ways of work are challenged or found to be ineffective.
• Used when there is less certainty and agreement about problems and solutions
• Highly interactive and usually involves multiple stakeholders
• Groups convene and work to build consensus
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Hypothetical District
1. Representative team of stakeholders explored the feasibility of implementing EBISS.
2. They made a decision to move forward and implement the SWRM K-3 knowing that:
• Core curriculum is not used by all • Student data varies by classroom and by school • Administrators say staff skill varies widely
–No protocols for using data to make decisions–No agreement on what differentiation strategies will
be used or what fidelity looks like
3. Engaged in Installation Activities
© Fixsen & Blase, 2008
Performance Assessment
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data Systems
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organizational Drivers
Organizational Drivers
Leadership DriversLeadership Drivers
District Leadership Implementation Team
Board and SuperintendentCurriculum• Student Services• Title and ELD• Coaching Support
Adaptive & Technical
Implementation Driver Activity
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Organization Supports
Systems Intervention
Facilitative Administration
Decision Support Data Systems
Implementation Drivers
© Fixsen & Blase, 2009
Technical
LeadershipAdaptive
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Organizational Supports
1. SYSTEMS INTERVENTION: Process to understand
level of implementation, identify and remove barriers and strengthen supports
2. FACILITATIVE ADMINISTRATION: Data used to maximize supports - selection, training, coaching and performance assessment
3. DECISION SUPPORT DATA SYSTEMS: Data to evaluate systems, practices, outcomes and set actionable goals (PDSA) © Fixsen & Blase, 2009
© Fixsen & Blase, 2008
Performance Assessment
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data Systems
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s
Organizational Drivers
Organizational Drivers
Leadership DriversLeadership Drivers
Board and SuperintendentCurriculum• Student Services• Title and ELD• Coaching Team
Adaptive & Technical
Implementation Driver Activity District Leadership Implementation Team
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Staff Competence
Coaching
Training
Selection
Implementation Drivers
© Fixsen & Blase, 2009
Performance Assessment (Fidelity)
Facilitative Administration
Curriculum• Student
Services• Coaching
Team
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1. Selection: Willingness to learn and possession of skills required to implement district’s EBPs
2. Training: All staff are taught, re-taught the knowledge and skills required to implement EBPs with fidelity
3. Coaching: Staff are supported at all levels of the system: district & board, school leaders, teachers, para-professionals
Staff Competence
© Fixsen & Blase, 2009
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Performance Assessment
Improved performance of all staff is the critical outcome
• Staff routinely assessed • Constructive feedback provided
• Creating supportive environments• Exercising appropriate leadership• Developing a collective commitment to
improvement • Meeting SB290 goals
© Fixsen & Blase, 2009
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Performance Assessment, “It is not a negative situation.” http://oregonrti.org/node/74
© Fixsen & Blase, 2008
Performance Assessment
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data Systems
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s
Organizational Drivers
Organizational Drivers
Leadership DriversLeadership Drivers
Board and SuperintendentCurriculum• Student Services• Title and ELD• Coaching Team
Adaptive & Technical
Implementation Driver Activity District Leadership Implementation Team
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Team Activity
• What are the clear strengths of your DLIT?• Are there functions that are being neglected
(Gaps)?• Are there functions that are overrepresented
(Overlaps – yes/no – is it appropriate)?• Are all departments represented in the
process? HR? Finance? Other?
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Putting “It” Into Action
• Who will do what differently?• Who will help change occur? • How will change happen?
–Change occurs at all levels of the system
Board – district School leaders – teachers and studentsCommunity – families and stakeholders
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Next StepsTeams View Recorded Webinars
1. Stages of Implementation: • Focus on Exploration
2. Competency Implementation Drivers: • Facilitators to implementation of your EBP
3. Organizational Implementation Drivers: • What the data says about facilitators and barriers
4. Staff Competency: • The Importance of Performance Assessment
5. Preparation for February 5, 2014• Putting it all together
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Questions and Answers
Day 1 Resources and References • Provided at the end of this PowerPoint
Presentation Materials & Archived Webinarshttp://blogs.uoregon.edu/oregonscalingupebissblog/
Please Email or Call us with Questions
Erin A. Chaparro, [email protected]
541-346-1103
Kathleen Ryan [email protected]
541-990-2043
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Resources
EBISS: http://www.ode.state.or.us/search/page/?=2347National Center on Response to Intervention: www.rti4success.orgOregon RTI (OrRTI): http://oregonrti.org/node/74Oregon Scaling Up http://www.ode.state.or.us/search/page/?id=3474 State Implementation & Scaling-up of Evidence-based Practices Center: http://sisep.fpg.unc.edu/What Works Clearing House: http://ies.ed.gov/ncee/wwc/
Stanovich, 1986 The Matthew Effect http://www.youtube.com/watch?v=lF6VKmMVWEc
Behavior: Positive Behavioral Interventions and Support: http://www.pbis.org/
Literacy:Oregon K-12 Literacy Framework: http://www.ode.state.or.us/search/page/?id=2568Oregon RTI: http://www.ode.state.or.us/search/page/?id=315Reading next: A vision for action and research in middle and high school literacy http://www.all4ed.org/files/ReadingNext.pdf
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ReferencesAladjem, D. K., & Borman, K. M. (2006). Examining comprehensive school reform. Washington, DC: Urban Institute Press.
Balas, E. A., & Boran, S. A. (2000). Managing clinical knowledge for health care improvement. In J. H. van Bemmel, A. T. McCray & T. Alexa (Ed.), Yearbook of medical informatics: Patient-centered systems (pp. 65–70). Stuttgart, Germany: Schattauer.
Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N. & Ryan Jackson, K. M. (2011). A Model for System-Wide Collaboration to Support Integrated Social Behavior and Literacy Evidence-Based Practices. Psychology in the Schools. 49(5), 465-482.
Chaparro, E. A., Ryan Jackson, K.M., Baker, S. K., & Smolkowski, K. (2012). Effective Behavioral and Instructional Support Systems: An Integrated Approach to Behavior and Academic Support at the District Level. School Based Mental Health Interventions 5, 161-176.
Clements, D.H. (2007). Curriculum research: Toward a Framework for “research-based curricula”. Journal for Research in Mathematics Education, 38, 35-70.
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