Large-scale Implementation of Evidence Based Practices

1. Large-scale Implementation of Evidence Based Practices ... our 4 year journey

2. Over the Next Hour You Will Learn About… • The history of EBISS, and how we began with the end in mind • The critical features of EBISS • The results of EBISS implementation (so far!) • How we can use what we’ve learned • How non-EBISS districts can benefit

3. The history of EBISS… • In education research we spend a fair bit of time studying specific interventions or programs, in order to evaluate the effect they will have on student achievement. • Once we identify an effective practice, we give it our gold seal of approval, label it an Evidence Based Practice (EBP), put it on a recommendation list, and tell educators where to find it. • Then we go back to creating and evaluating more programs! • Two evidence based practices you may be familiar with are: • Positive Behavior Support • School-wide Literacy Model

4. Ah-ha! We have an implementation gap which Fixsen and Blase described as: Adopting an evidence based practice, but not using it or implementing it fully or effectively.

5. Not Beneficial For Students Longitudinal Studies of a Variety of Comprehensive School Reforms Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

6. Performance Assessment (Fidelity) Systems Intervention Coaching Organization Supports Staff Competence Facilitative Administration Training Decision Support Data System Selection Technical Adaptive Leadership Reliable Benefits for Students Consistent uses of Innovations Integrated & Compensatory © Fixsen & Blase, 2007

7. The critical features of EBISS… • The Teaming Framework • The District Systems Support Plan • Action Planning • Evidence Based Practices

8. Why have a teaming framework?

9. Implementation Science Impl. Team NO Impl. Team 80%, 3 Yrs Effectiveness 14%, 17 Yrs INTERVENTION Effective use of Implementation Science & Practice Letting it Happen Helping it Happen Fixsen, Blase, Timbers, & Wolf, 2001 Balas & Boren, 2000

10. Implementation Team • Minimum of three people (four or five preferred) to promote effective, efficient, and sustainable implementation, organization change, and system transformation work • Tolerate turnover; teams are sustainable even when the players come and go © Fixsen & Blase

11. Implementation Team • A group that knows the innovations 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

12. Ongoing EBISS Support and Coordination Leadership Point Person: Administrator with authority to allocate resources for training and implementation EBISS TEAMING FRAMEWORK District EBISS Leadership District PBS Planning + Behavioral Expertise District Literacy Planning + Literacy Expertise Systems Coach: Coordination and implementation of systems level support; coaching and data expertise at the universal level for the blending of behavior and literacy District Leadership School Leadership School-wide Team School-level PBS Facilitator School-level Literacy Facilitator/Coach School Administrator Grade Level Teams Department and Content Teams Individual Student Teams

13. District Leadership Leadership Point Person: Administrator with authority to allocate resources for training and implementation District EBISS Leadership District PBS Planning + Behavioral Expertise District Literacy Planning + Literacy Expertise

14. School Leadership School-wide Team School-level PBS Facilitator School-level Literacy Facilitator/Coach School Administrator Grade Level Teams Department and Content Teams Individual Student Teams

15. EBISS TEAMING FRAMEWORK – School Leadership Systems Coach: Coordinates and implements support at the systems level; provides coaching and data expertise at the universal level for the blending of behavior and literacy School-wide Team School-level PBS Facilitator School-level Literacy Facilitator/Coach School Administrator Grade Level Teams Department and Content Teams Individual Student Teams

16. EBISS TEAMING FRAMEWORK Ongoing EBISS Support and Coordination Leadership Point Person: Administrator with authority to allocate resources for training and implementation District EBISS Leadership District PBS Planning + Behavioral Expertise District Literacy Planning + Literacy Expertise Systems Coach: Coordination and implementation of systems level support; coaching and data expertise at the universal level for the blending of behavior and literacy District Leadership School Leadership School-wide Team School-level PBS Facilitator School-level Literacy Facilitator/Coach School Administrator Grade Level Teams Department and Content Teams Individual Student Teams

17. With our team firmly in place, we will need a reliable way to check on ourselves and make sure that we are: Paying attention to what needs our attention Not forgetting about all of the components that are necessary for a high functioning systems in schools

18. Performance Assessment (Fidelity) Systems Intervention Coaching Organization Supports Staff Competence Facilitative Administration Training Decision Support Data System Selection Technical Adaptive Leadership Reliable Benefits for Students Consistent uses of Innovations Integrated & Compensatory © Fixsen & Blase, 2007

19. District System Support Plan Critical Variables for Program-Wide Infrastructure PROFESSIOANL DEVELOPMENT and TRAINING CAPACITY LEADERSHIP & COMMITMENT VISIBILITY & POLITICAL STAKEHOLDER SUPPORT COORDINATION and COACHING ON-GOING ASSESMENT and EVALUATION ACTION PLANNING with SCHOOLS FUNDING

22. To establish priorities and monitor district goals. Districts should revisit this plan on a more frequent basis than the DSSP (e.g. monthly or bi-monthly) depending on the extent of work required. Action Planning

23. Action Item Who When Evidence Action Item Examples from New District Leadership Teams

24. Evidence Based Practices

25. Know How to Recognize an Evidence Based Practice Choose Interventions Wisely Meaningful Improvement Must be “worth the effort” to scale up (e.g. PBiS, School-wide Reading) The goals are to see educationally and socially significant changes in student outcomes across your district

26. The results of EBISS implementation…

27. DSSP 2008 & 2009 Results

28. How are we using what we’ve learned? Here’s just one example…

29. DSSP: The Coordination and Coaching Section

30. Coaching a District System • All district staff must agree: • There is a common goal • Everyone is accountable • That policies and practices are aligned with the goal • (Elmore, 2000; 2006; Fixsen, 2009) 

31. What is Coaching A cooperative, ideally collaborative relationship, with parties mutually engaged in efforts to provide better services for students - Hasbrouck &Denton (2005) Coaching translates research into job-embedded learning with on-going support - Jim Knight (2009)

32. Effects of Training and Coaching on Teachers’ Implementation in the Classroom (Joyce & Showers, 2002)

33. Coaching Traits Strong inter-personal and intra-personal skills A forthright, reliable, and self-assured A dedication to development of trusting relationships A commitment to continuing personal and professional development. Oregon Coaches Task Force, 2010

34. Coaching: Knowledge and Skills Recognize and honor the unique culture and context of the district and district schools Move a conversation through facilitation, collaboration and instruction in a seamless manner Hold self and others accountable Oregon Coaches Task Force, 2010

35. Content:  Knowledge and Skills‘Knowledge of, but not an expert’ Implementation Science Systems Theory and Systems Change RTI Framework Academic and Behavioral Framework Data Based Decision Making Action Planning High Quality Professional Development Observation Tools Relevant Legislation Oregon Coaches Task Force, 2010

36. Coaching a District System A growing body of evidence suggests that instructional leadership is distributed across the community with complimentary responsibilities School boards, policy makers Superintendents District office staff School leadership Teachers and support staff Wallace Foundation Report 2010

37. DSSP #3 Coordination and Coaching

38. Let’s Look at theCoaches Competency Document(in draft) DSSP, Feature #3 Coordination and Coaching

39. Coaches Competency DSSP#3 Coaching and Coordination Oregon Coaches Task Force, 2010

40. Action Plan

41. Activity & Discussion • DSSP, Coordination & Coaching: Rate your district • What features will you rate as “completely or mostly in place”? • What features will you rate as more a “work in progress”? • Action Planning • What actions would you identify

42. How can non-EBISS districts benefit?

43. Benefits That SurviveBeyond The Grant • Google calendar provides assessment schedules and links to quality professional development • Clear decision rules and a strategic plan • Regularly scheduled live Webinarsarchived and easily accessible • Coaches Competency Document which clearly defines responsibilities for District and School Teams • Sustainability Action Plan

44. Using EBISS Principles in Your District • Use the EBISS Teaming Framework • Use the DSSP to rate the presence or absence of the core features which must be present for success • Use your answers from the DSSP to inform your action plan

45. Using EBISS Principles in Your District (cont.) • Use the EBISS calendar to stay connected and informed about timelines for assessments and other important features • Implement only evidence based practices such as Positive Behavior Support and the School-wide Reading Model

46. Thank you for your interest in this important work. Louise Bronaugh, M.S., Ph.D. Kathleen Jackson, M.S. EBISS State Coordinators University of Oregon Lbronaug@uoregon.edu kmj@uoregon.edu