Oregon
WELCOME
Oregon Scaling-up EBISS
Exploring System-Wide Implementation of
Effective Behavioral & Instructional Support
Systems (EBISS)
August 12, 2013
Eugene, Oregon
1
Introductions
Martha Buenrostro, Ph.D.
Oregon Department of Education
Erin Chaparro, Ph.D. & Kathleen Ryan Jackson
Center 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
2
Oregon Scaling Up EBISS
http://www.ode.state.or.us/initiatives/idea/education-update-july-2013.pdf
3
!
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Oregon!Scaling-up!
EBISS!
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O
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Activity!Booklet!
August!12,!2012!
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4
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).
5
“All Students a Graduate”
http://oregonrti.org/node/74
6
How can a districtwide focus on
“building the reading
skills student’s are
missing from the
past” ensure all
students will meet 4040-20 by the year
2025?
7
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
8
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
9
Outcome
Develop the foundational skills
to ensure your district vision
and district-wide practices
align within a common
district framework
10
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
Oregon
11
CTL’s Commitment to You
Three full day Live Trainings
20 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/
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 Science
4. Preview next steps
13
District Background Activity
Please Complete the on-Line Survey
https://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
We need you to believe in us ….
http://www.youtube.com/watch?v=HAMLOnSNwzA
Our beliefs are shaped by our
experiences, these beliefs can place
contingencies on what we believe
students can do.
Youth can experience a sense of
alienation and powerlessness
when they are judged or reduced
to something about their
identity.
PYhttp://www.youtube.com/watch?v=PY9ESojSw7Y
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?
19
Blending Literacy and Behavior
in a Tiered Model of Support
http://www.ode.state.or.us/search/page/?=2347
20
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
21
26 School Districts: 2006-2012
22
Integrated System of
Student
Achievement
Drawing by Stacy Goodman
State Implementation & Scaling-up
of Evidence-based Practices
23
“We don’t have a lot of kids who fall through the
cracks anymore.” http://oregonrti.org/node/74
24
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.
25
Critical Components of EBISS
26
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.
27
EBISS Teaming Framework
1. Representative District and Building
Leadership Implementation Teams
2. Evidence-based Practices
3. Improvement Cycles & Communication
Loops
4. Systems Level Assessment
EBISS Teaming Framework
29
Critical Component #1
District & Building Leadership
Implementation Teams
INTERVENTION
District & Building
Leadership Implementation Teams
Effective
Implementation Team
80% in 3 Yrs
Effective use of
Implementation
Science & Practice
Fixsen, Blase, Timbers, & Wolf, 2001
NO Implementation
Team
14% in 17 Yrs
Letting it Happen
Hoping it Happens
Balas & Boren, 2000
31
Implementation Team
• 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
32
Implementation Team
• 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
33
EBISS Critical Component #2
Evidence-based Practices
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/
EBISS Critical Component #3
Improvement Cycles
Communication Loops
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
37
EBISS TEAMING FRAMEWORK
Revised September, 2012
38
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
39
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
40
Rob Saxton, Deputy Superintendent of Instruction , ODE
“You have to get through the SHIFT to appreciate
how the resources work.” http://oregonrti.org/node/74
41
“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?
42
43
Improvement Cycles
Communication Loops
3 Elementary Schools
2 Middle Schools - 1 High School
44
Improvement Cycles
Communication Loops
45
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
46
“It’s important if the leader is there”
http://oregonrti.org/node/74
47
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?
48
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)
EBISS Teaming Framework
50
EBISS Critical Component #4
District Systems Support Plan (DSSP)
Systems Level Assessment
VISIBILITY & POLITICAL
STAKEHOLDER SUPPORT
FUNDING
ON-GOING ASSESMENT &
EVALUATION
PROFESSIOANL DEVELOPMENT &
TRAINING CAPACITY
COORDINATION &
COACHING
ACTION PLANNING with
SCHOOLS
LEADERSHIP
& COMMITMENT
Systems Level Assessment
Critical Variables for Program-Wide Infrastructure
Data for
Action
Planning
and OnGoing
Evaluation
52
Average DSSP Scores Across all EBISS Districts
100
Percentage of features in place
90
83
86
84
83
82
78
80
80
73
70
74 80
72
72
70
72
64 70
60
74
73
67
62
2008-2009
60
64
60
58
57
53
50
50
40
39
20
10
0
2009-2010
53
2010-2011
47
30
70
63
2011-2012
District Reflections
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
54
Have EBISS Schools Increased Their Implementation of Behavior Systems?
99
100
96
91
90
80
96
91
95
94
93 99
90
95
92
83
82
85
89
76 81
70
72
72
60
Year 2 2007-08
50
Year 3 2008-09
Year 4 2009-10
40
Year 5 2010-11
30
20
10
0
Behavior leadership
team in place
Behavior support
model in place
Behavior data system Behavior action plan
in place
in place
SET or BoQ
District Reflections
Organizational Supports: Develop institutional capacity to
support all staff
On-going Assessment & Evaluation to break down barriers
Action 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
56
Have EBISS Schools Increased Their Implementation of Literacy Systems?
99
100
100
98
97
95
92
93
90
99
95
92
83
90
82
87
85
80
75
70
73
71
Year 3 2008-09
Year 4 2009-10
60
50
Year 5 2010-11
54
40
30
Year 2 2007-08
31
20
10
0
Literacy leadership Tiered literacy model Literacy screening
Literacy progress Literacy action plan
team in place
in place
system in place monitoring system in
in place
place
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
10-11
Met
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
Rob Saxton, Deputy Superintendent of Instruction , ODE
“We are starting to knock the socks off it”
http://oregonrti.org/node/74
59
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?
60
District Reflections
Staff Competency: The Fundamental Building Block
to Sustainability
Coordination and Coaching
Professional 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)
61
District Reflections
Establishing Buy-in
Funding, 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
62
Why EBISS &
Tiered Models of Support?
63
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
64
A Tale of Two Students
87%
88%
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.
65
Commonalities of RTI, SWRM, PBIS, EBPs
Component
RTI
SWRM
PBIS
Any EBP
Tiered 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
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
68
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 monitoring
Does 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
“Is there something else we can do to help this
child bloom.” http://oregonrti.org/node/74
70
The Shift
District vision
and all district-wide
systems and practices
align within a common
district framework
71
It is not going to be the way “it” was...
We are not sure what
“it” will look like…
That leaves us
uncertain…
72
Change Arouses Emotions
Michael Fullan, 2001
73
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.
74
Establish the Vision
What 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
75
Why Do You Exist?
Simon Seink: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
76
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?
77
78
Evaluation Tools and Timeline
Pattie Noonan, Ph.D.
79
Oregon Scaling-Up EBISS
80
Integrated System of
Student
Achievement
Drawing by Stacy Goodman
State Implementation & Scaling-up
of Evidence-based Practices
81
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/
82
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
83
Why is Implementation So Important?
Good
Intentions
Actual Supports
Years 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
Implementation Science
The Implementation Team
• Knows-WHAT
–Knowledge of the intervention
• Knows-HOW
–Knowledge of implementation
Tucker, Edmondson, & Nembhard (2005)
85
WHAT: Evidence Based Practice
Fit – Feasibility – Willingness – Readiness
1. Systematic, empirical methods
2. Rigorous data analysis
3. Justify the general conclusions
4. 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/
86
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?
87
HOW: 4 Implementation Frameworks
1. Implementation Teams
1. Improvement Cycles
2. Implementation Stages
3. Implementation Drivers
1. Implementation Teams
Oregon
Who Will Do What
Differently?
Who Will Help
Change Occur?
http://sisep.fpg.unc.edu
Practice Informs Policy & Policy Enables Practice
89
2. Improvement Cycles
Plan-Do-Study-Act
1. 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 evaluation
4. 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
90
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
91
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
92
Exploration
Complex Change
• In place?
• Steps to revisit?
1. Formalize Teaming Structures
2. Determine Need and Identify Options
3. Assess “Fit” and Feasibility
4. Promote “Buy-In”
93
Installation
Complex Change
• In place?
• Steps to revisit?
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
94
Initial Implementation
ComplexChange
Change
Complex
place?
• • InInplace?
Stepstotorevisit?
revisit?
• • Steps
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
95
Full Implementation
Complex Change
• In place?
• Steps to revisit?
1. New learning about EBP is
integrated at all levels
2. All students benefit from the EBP
3. All staff are supported
4. Data collected and used for decision making
5. Supportive and functional administrative
environment
96
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)
97
4. Implementation Drivers
Staff
Competence
Organization
Supports
Leadership
© Fixsen & Blase, 2009
98
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. __________________________
Example
Board and Superintendent
Curriculum
• Student Services
• Title and ELD
99
Implementation Drivers
Technical
Adaptive
Leadershi
p
© Fixsen & Blase, 2009
100
Leadership
Technical 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
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.”
102
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
103
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
104
Implementation Driver Activity
District Leadership
Implementation Team
Performance Assessment
Systems
Intervention
Coaching
Training
Selection
Board and
Superintendent
Curriculum
• Student Services
• Title and ELD
• Coaching Support
Integrated &
Compensatory
Facilitative
Administration
Decision Support
Data Systems
Leadership Drivers
Adaptive
&
Technical
© Fixsen & Blase, 2008
Implementation Drivers
Systems
Intervention
Facilitative
Administration
Organization
Supports
Decision Support
Data Systems
Technical
Adaptive
Leadership
© Fixsen & Blase, 2009
106
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
107
Implementation Driver Activity
District Leadership
Implementation Team
Performance Assessment
Coaching
Board and
Superintendent
Curriculum
• Student Services
• Title and ELD
• Coaching Team
Systems
Intervention
Training
Integrated &
Compensatory
Selection
Leadership Drivers
Adaptive & Technical
Facilitative
Administration
Decision Support
Data Systems
© Fixsen & Blase, 2008
Implementation Drivers
Performance Assessment
(Fidelity)
Staff
Competence
Coaching
Training
Curriculum
• Student
Services
• Coaching
Team
Facilitative
Administration
Selection
© Fixsen & Blase, 2009
109
Staff Competence
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
1. Coaching: Staff are supported at all levels of
the system: district & board, school leaders,
teachers, para-professionals © Fixsen & Blase, 2009
110
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
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Implementation Driver Activity
District Leadership
Implementation Team
Performance Assessment
Board and
Superintendent
Curriculum
• Student Services
• Title and ELD
• Coaching Team
Systems
Intervention
Coaching
Training
Integrated &
Compensatory
Selection
Facilitative
Administration
Decision Support
Data Systems
Leadership Drivers
Adaptive & Technical
© Fixsen & Blase, 2008
Driver Reflection
Performance Assessment
Systems
Interven on
riv
ers
Coaching
pet
Co
m
or t
Selec on
Integrated &
Compensatory
Facilita ve
Administra on
p
up
al S
enc
yD
Training
on
Strengths?
Gaps?
Overlaps?
Other
departments
needed?
iza
gan
Or
•
•
•
•
s
Leadership
Adap ve & Technical
Decision Support
Data Systems
© Fixsen & Blase, 2008
114
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 students
Community – families and stakeholders
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Next Steps
Teams 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 Webinars
http://blogs.uoregon.edu/oregonscalingupebissblog/
118
Please Email or Call us with Questions
Erin A. Chaparro, Ph.D.
echaparr@uoregon.edu
541-346-1103
Kathleen Ryan Jackson
kmj@uoregon.edu
541-990-2043
Resources
EBISS: http://www.ode.state.or.us/search/page/?=2347
National Center on Response to Intervention: www.rti4success.org
Oregon RTI (OrRTI): http://oregonrti.org/node/74
Oregon 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=2568
Oregon RTI: http://www.ode.state.or.us/search/page/?id=315
Reading next: A vision for action and research in middle and high school literacy
http://www.all4ed.org/files/ReadingNext.pdf
120
References
Aladjem, 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.
Tucker, A.L., Nembhard, I.M., & Edmondson, A.C., (2007). Implementing new practices: An empirical study of organizational learning in
hospital intensive care units. Management Science, 53, 894-907.
Fixsen, D. L., & Blase, K. (2009). Implementation: The missing link between research and practice NIRN Implementation Brief #1. Chapel
Hill, NC: The University of North Carolina, FPG, NIRN.
Fixsen, D. L., Blase, K. A., Timbers, G. D., & Wolf, M. M. (2001). In search of program implementation: 792 replications of the TeachingFamily Model. In G. A. Bernfeld, D. P. Farrington & A. W. Leschied (Eds.), Offender rehabilitation in practice: Implementing and
evaluating effective programs (pp. 149–166). London: Wiley.
Fixsen, D. L., Naoom, S. F., Blase, K., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. (FMHI
publication No. 231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National
Implementation Research Network.
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References, Cont.
Fullan, M. (2010). Motion leadership: The skinny on becoming change savvy. Thousand Oaks, CA: Corwin Press.
Heifetz, R.A. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Harvard
Business School Press: Boston
Honig, M. I., Copland, M. A., Rainey, L., Lorton, J. A., & Newton, M. (2010). Central office transformation for districtwide teaching and learning improvement. Retrieved from The Wallace Foundation website:
http://www.wallacefoundation.org/knowledge-center/school-leadership/district-policy-and-practice/Documents/Central-OfficeTransformation-District-Wide-Teaching-and-Learning.pdf
Johnson, P. (2010). Leading for learning: Leadership practices of effective boards. ERS Spectrum, 28, 27-42.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: an analysis of
differential effects of leadership types. Educational Administration Quarterly, 44, 635–674. doi:
10.1177/0013161x08321509
the
Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at
scale: Focus on implementation. RAND Education. Retrieved from http://www.rand.org/pubs/monographs/
2006/RAND_MG546.pdf
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