WELCOME Oregon Scaling-up EBISS 1 Oregon Exploring System-Wide Implementation of Effective...

1

WELCOME Oregon Scaling-up EBISSScaling-Up

Oregon

Exploring System-Wide Implementation of Effective Behavioral & Instructional Support

Systems (EBISS)

August 12, 2013Eugene, Oregon

2

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

3

Oregon Scaling Up EBISS

http://www.ode.state.or.us/initiatives/idea/education-update-july-2013.pdf




5

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).

6

“All Students a Graduate”http://oregonrti.org/node/74

http://oregonrti.org/node/74

7

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

8

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

9

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

10

Outcome

Develop the foundational skills to ensure your district vision and district-wide practices

align within a common district framework

11

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/








13

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

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

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

http://www.youtube.com/watch?v=PY9ESojSw7Y







19

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

21

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

22

26 School Districts: 2006-2012

23

Integrated System of Student

Achievement

Drawing by Stacy Goodman State Implementation & Scaling-up of Evidence-based Practices

24

“We don’t have a lot of kids who fall through the cracks anymore.” http://oregonrti.org/node/74



25

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

26

Critical Components of EBISS

27

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

29


Critical Component #1

District & Building Leadership Implementation Teams

31

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

32

• 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

33

• 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

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/

http://ies.ed.gov/ncee/wwc/



Improvement CyclesCommunication Loops

37

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

38

EBISS TEAMING FRAMEWORK

Revised September, 2012

39

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

40

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

41

“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



42

“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

44

3 Elementary Schools

2 Middle Schools - 1 High School


45


46

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

47

“It’s important if the leader is there”http://oregonrti.org/node/74


48

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)

50



District Systems Support Plan (DSSP)Systems Level Assessment

52

LEAD

ERSH

IP&

CO

MM

ITM

ENT

ACTI

ON

PLA

NN

ING

with

SC

HO

OLS

COO

RDIN

ATIO

N &

CO

ACH

ING

PRO

FESS

IOAN

L D

EVEL

OPM

ENT

&

TRAI

NIN

G C

APAC

ITY

ON

-GO

ING

ASS

ESM

ENT

&

EVAL

UAT

ION

FUN

DIN

G

VISI

BILI

TY &

PO

LITI

CAL

STAK

EHO

LDER

SU

PPO

RT

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

57

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

78

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

54

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

56

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


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

95

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



60

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

61

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)


62

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


63

Why EBISS & Tiered Models of Support?

64

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




65

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

68

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

70

“Is there something else we can do to help this child bloom.” http://oregonrti.org/node/74


71

The Shift

District vision and all district-wide

systems and practices align within a common

district framework

72

It is not going to be the way “it” was...

We are not sure what “it” will look like…

That leaves us uncertain…

73

Change Arouses Emotions Michael Fullan, 2001

74

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.

75

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

76

Why Do You Exist?Simon Seink: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

77

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

79

Evaluation Tools and Timeline

Pattie Noonan, Ph.D.

80

Oregon Scaling-Up EBISS

81

Integrated System of Student

Achievement

Drawing by Stacy Goodman State Implementation & Scaling-up of Evidence-based Practices

82

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/




83

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

85

The Implementation Team

• Knows-WHAT –Knowledge of the intervention

• Knows-HOW–Knowledge of implementation

Tucker, Edmondson, & Nembhard (2005)

Implementation Science

86

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/


87

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?

89

http://sisep.fpg.unc.edu

90

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

91

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

92

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

93

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?

94

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


95

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



96

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


97

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)

99

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.


102

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.”

103

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

104

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


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

106

Organization Supports






Technical

LeadershipAdaptive

107

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



Coaching

Training

Selection





Com

pete

ncy D

river

s

Com

pete

ncy D

river

s




Board and SuperintendentCurriculum• Student Services• Title and ELD• Coaching Team


Implementation Driver Activity District Leadership Implementation Team

109

Staff Competence

Coaching

Training

Selection



Performance Assessment (Fidelity)


Curriculum• Student

Services• Coaching

Team

110

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


111


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


112

Performance Assessment, “It is not a negative situation.” http://oregonrti.org/node/74




Coaching

Training

Selection





Com

pete

ncy D

river

s

Com

pete

ncy D

river

s




Board and SuperintendentCurriculum• Student Services• Title and ELD• Coaching Team


Implementation Driver Activity District Leadership Implementation Team

114

• Strengths?• Gaps?• Overlaps?• Other

departments needed?

Driver Reflection

115

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?

116

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

117

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

118

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

mailto:[email protected]






120

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

http://www.ode.state.or.us/search/page/?=2347

http://www.rti4success.org/







http://www.pbis.org/

http://www.pbis.org/

http://www.ode.state.or.us/search/page/?id=2568





121

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.

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 Teaching-Family 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.

122

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 district-wide teaching and learning improvement. Retrieved from The Wallace Foundation website:

http://www.wallacefoundation.org/knowledge-center/school-leadership/district-policy-and-practice/Documents/Central-Office-Transformation-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 the differential effects of leadership types. Educational Administration Quarterly, 44, 635–674. doi: 10.1177/0013161x08321509

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



http://www.rand.org/pubs/monographs/

http://www.rand.org/pubs/monographs/

WELCOME Oregon Scaling-up EBISS 1 Oregon Exploring System-Wide Implementation of Effective...

Documents

Transcript of WELCOME Oregon Scaling-up EBISS 1 Oregon Exploring System-Wide Implementation of Effective...