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MiBLSi Schools’ Implementation Process and Student Outcomes
Anna L. HarmsMichigan State University
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Agenda
• Reasons for studying implementation and ways to do it
• Linking research to our schools’ data• Next steps• Questions and Feedback
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The Status of Research
• Primary focus has been on developing and identifying practices. . .– National Reading Panel Reports– What Works Clearinghouse– Florida Center for Reading Research Reviews– OJJDP Model Programs– Center for the Study and Prevention of Violence Model Programs
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What determines the evidence base for a practice?
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• Independent randomized control trial is the gold standard
• Effect size (Cohen, 1988) :– Large: .80– Moderate: .50– Minimal/Weak: .20
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Efficacy vs. Effectiveness(Christensen, Carlson, Valdez, 2003)
• Efficacy– controlled conditions– Conducted by innovation developers
• Effectiveness– External to the developers of an innovation– Replication– Under different conditions
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RESEARCH PRACTICE
IMPLEMENTATION
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Greenberg, Domitrovich, Graczyk, Zins (2005)
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PLANNED INTERVENTION
PLANNED IMPLEMENTATIO
N SYSTEM
PROGRAM ASIMPLEMENTED
ACTUAL INTERVENTION
ACTUAL MPLEMENTATION
SUPPORT
ACTUAL MPLEMENTATION
SUPPORT
=
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NIRN/SISEP
• Framework for Implementation• Stages of Implementation• Core Implementation Components• Multi-level Influences on Successful
Implementation
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Effective Intervention Practices+Effective Implementation Strategies_______________________________= Positive Outcomes for Students
SISEP, 2009MiBLSi State Conference 2009 8
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Getting into the Habit of Collecting, Analyzing, and Acting Upon Data
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Problem Identification
Problem Analysis
Plan Selection
Plan Implementation
Plan Evaluation DATA &
DOCUMENTATION
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Response to I________
• Intervention ?
• Instruction ?
• Implementation of evidence-based practices
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Reasons for Studying and Monitoring Implementation
• Effort evaluation• Quality improvement• Documentation• Internal validity• Program theory• Process evaluation• Diffusion• Evaluation quality
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Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2005).
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What tools can we use to measure implementation of
school-wide systems?
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Tier 1 Implementation Tools
READING BEHAVIORPlanning and Evaluation Tool Effective Behavior Supports Team
Implementation Checklist
Effective Reading Supports Team Implementation Checklist
Effective Behavior Supports Self Assessment Survey
Observational Protocols School-wide Evaluation ToolPrinciple’s Reading Walkthrough
DocumentsBenchmarks of Quality
School Climate Survey
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Tier 2 & 3 Implementation Tools
READING BEHAVIORIntervention Validity Checklists Checklist for Individual Student
SystemsIEP Implementation Validity Checks IEP Implementation Validity Checks
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MiBLSi Mission Statement
“to develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success”
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Our Data
COHORT START DATE SCHOOLS* YEARS OF DATAAVAILABLE
1 January 2003 15 4.5
2 February 2005 27 3.5
3 January 2006 50 2.5
4.1 January 2007 65 1.5
4.2 March 2007 27 1.3
4.3 June, 2007 11 1
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* Refers to # of elementary schools included in this study.
• MiBLSi’s existing data• Elementary Schools (any combination of K-6)
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Purpose of the Study
• To systematically examine schools’ process of implementing school-wide positive behavior supports and a school-wide reading model during participation with a statewide RtI project.
• To systematically examine the relation between implementation fidelity of an integrated three-tier model and student outcomes.
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Conceptual Framework
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PLANNED INTERVENTION
School-wide Positive Behavior Supports
Response to Intervention for
Reading
ACTUAL IMPLEMENTATION
Submission of Implementation
Checklists
Scores on Implementation
Checklists
STUDENT OUTCOMES
Office Discipline Referrals
Performance on Curriculum-Based Literacy Measures
Performance on State-Wide Standardized
Test in Reading
(Chen, 1998; Greenberg et al., 2005)
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Measuring Implementation
• Effective Behavior Support Self Assessment Survey (EBS-SAS)• Spring of each school year• Total % implementation by building location
• Effective Behavior Support Team Implementation Checklist (EBS-TIC)
• 4 x per school year (quarterly)• Total % Implementation
• Planning and Evaluation Tool for Effective Reading Supports-Revised (PET-R)
• Fall of each school year• Total/Overall % implementation
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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Systems Implementation Research
• Expect 3-5 years for full implementation (Fixsen, Naoom, Blase, Friedman & Wallace, 2004; OSEP Center on Positive Behavioral Interventions and Supports, 2004; Sprague et al., 2001)
• Studies often split up implementation and outcomes (Reading First--U.S. Department of Education, 2006)
• View implementation at one point in time (McCurdy, Mannella & Eldridge, 2003); McIntosh, Chard, Boland & Horner, 2006; Mass-Galloway, Panyan, Smith & Wessendorf, 2008)
• A need for systematic research
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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Process and Progress
• Just as we measure student progress, we should also measure our progress toward implementation efforts.
• What is our current level of implementation?• What is our goal?• How do we get from here to there?
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How do scores vary by year of implementation?
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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How long does it take?
2-5 years
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At each year of implementation, what % of schools attain criterion
levels of implementation?
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PET-R: COHORT 3 (N=50)
0-5 mo. 6-11 mo. 1:6-1:11 2:6-2:11 3:6-3:11 4:6-4:11
24(48%)
1(2%)
25 schools (50% did not attain criterion scores)
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EBS-SAS: COHORT 3 (N=50)
0-5 mo.
21 schools (42% did not attain criterion scores)
6-11 mo. 1:0-1:5 2:0-2:5 3:0-3:5 4:0-4:5 5:0-5:5
13(26%)
2(4%)
14(28%)
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EBS-TIC: COHORT 3 (N=50)
0-5 mo.
13 schools (26% did not attain criterion scores)
6-11 mo. 1:0-1:5 2:0-2:5 3:0-3:5 4:0-4:5 5:0-5:5
6(12%)
1(2%)
30(60%)
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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Sustainability
• Think and work –Up–Down–Out
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What percent of schools that attain criterion levels of implementation are able to maintain or improve
their score in all subsequent years?
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PET-R: COHORT 3 (N=50)
6-11 mo. 1:6-1:11
1(2%)
1
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EBS-SAS: COHORT 3 (N=50)
0-5 mo. 6-11 mo. 1:0-1:5 2:0-2:5 3:0-3:5 4:0-4:5 5:0-5:5
13(26%)
2(4%)
14(28%)
2
12
2
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EBS-TIC: COHORT 3 (N=50)
0-5 mo. 6-11 mo. 1:0-1:5 2:0-2:5 3:0-3:5 4:0-4:5 5:0-5:5
6(12%)
1(2%)
30(60%)
15
01
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Another way of looking at implementation. . .
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What % of implementation data do schools submit for each year of
implementation?
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% of Schools Submitting PET-R Data Each Year
1 2 3 4 5 6C1 -- -- 93% 80% 73% 60%
C2 -- 78% 89% 78% -- --
C3 -- 90% 94% -- -- --
C4.1 -- 97% -- -- -- --
C4.2 -- 96% -- -- -- --
C4.3 91% -- -- -- -- --
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% of Schools Submitting EBS-SAS Data Each Year
1 2 3 4 5 6C1 -- -- 60% 60% 47% 53%
C2 70% -- 74% 63% 67% --
C3 84% -- 70% 78% -- --
C4.1 95% -- 86% -- -- --
C4.2 89% -- 81% -- -- --
C4.3 -- 82% -- -- -- --
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% of Schools Submitting EBS-TIC Data Each Year
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1 2 3 4 5 6C1 -- -- 47% 53% 73% 53%
C2 74% -- 78% 70% 56% --
C3 60% -- 80% 58% -- --
C4.1 77% -- 80% -- -- --
C4.2 56% -- 48% -- -- --
C4.3 -- 45% -- -- -- --
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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Is the % of behavior checklist data submitted each year related to
student behavior outcomes for that year?
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Is the % of reading checklist data submitted each year related to
student reading outcomes for that year?
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Are scores on the behavior implementation checklists related to student behavior outcomes for that
year?
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Are scores on the reading implementation checklist for each year of implementation related to student reading outcomes for that
year?
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THE PROCESSHOW LONG
SUSTAINABILITYASSOCIATED STUDENT OUTCOMES
BEHAVIOR + READING
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What is the impact on student outcomes when schools meet
criteria on none, some, or all of the implementation checklists?
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Limitations
• Self-report implementation measures• Limited number of schools in earlier cohorts• We don’t know what specific factors have
impacted implementation
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Remember. . .
•More data is not necessarily better.
• Data should have a purpose: – It should help us to make well-informed decisions
that will improve outcomes for students.
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