Seattle Contractor's Conference

1. The National Center on Response to Intervention and Implementation Science “Building Capacity for Equity and Excellence for All Students” Tessie Rose, PhD

3. What is the National Center on Response to Intervention (NCRTI)?

4. Implementation Science

5. Implementation Drivers

6. Stages of Implementation

8. RTI is “preventative” and provides immediate support to students who are at risk for academic failure

9. Two primary goals:

10. prevent future academic problems

13. Universal Screening

14. Tiered-Interventions

15. Progress Monitoring

16. Data-Based Decision Making

18. Differentiated curriculum with evidence-based instructional methods

19. High-quality instruction in the general education classroom setting

20. Delivered with fidelity~5% ~15% ~80% of Students

22. Conducted with all or targeted groups of students

23. Administered more than 1x per year

24. Fall, Winter, Spring

27. Intensity addressed through duration, frequency and time of interventions, group size, and instructor skill level

28. Individual problem solving model or standardized intervention protocol for intervention levels

29. Delivered with fidelity ~5% ~15% ~80% of Students

31. Conducted at least monthly to

32. estimate rates of improvement,

33. students who are not demonstrating adequate progress and/or

34. compare the efficacy of different forms of instruction to design more effective, individualized instruction.

36. Progress Monitoring Tools Chart

38. Explicit decision rules for assessing learners’ progress (e.g., level and/or rate)

39. Based on evidence based criteria

41. Consensus that dual discrepancy is the best way to operationalize “responsiveness/non-responsiveness”.

42. Significantly below grade level peers

44. National Center on RTI promotes essential components

45. Washington provides guidance for LEAs Using Response to Intervention (RTI) for Washington’s Students (2006)

48. Funded through a cooperative agreement to American Institutes for Research from OSEP

50. Maurice McInerney and Nancy Safer, Co-Principal Investigators

51. Maurice McInerney and Darren Woodruff, Co-Project Directors

52. Amy Elledge, Deputy Project Director

53. Vanderbilt University Researchers

54. Lynn Fuchs, Doug Fuchs

55. University of Kansas Center for Research on Learning

57. Our Mission To build state capacity and support for implementing RTI in local districts and schools by serving as a central source of knowledge, expertise, and research-based information for educators, administrators, and parents.

59. Strategy 2 – provide ongoing technical assistance to states and to support the implementation of RTI in classrooms, schools, and local districts nationally

61. Technical Assistance Support

63. Identify tools and interventions that are grounded in a rigorous scientific evidence base

64. Three TRCsScreening (2) Progress Monitoring (3) Tiered Instruction Winter 2009

66. SEA Implementation

67. ELL and RTI

68. Disproportionality

69. Learning Disability Identification

70. Secondary RTI (High and Middle School)

71. State Performance Plan (SPP) Analyses

73. Direct Technical Assistance

74. At a distance

75. TA Resource Development

76. Sharing Communities and Webinars

78. May include a variety of support activities, such as but not limited to:

79. Development of state resources (e.g., guidance documents, readiness checklists)

80. Training and coaching

82. The NCRTI website – www.rti4success.org

83. Monthly newsletters – the RTI Responder

84. Email blasts about new resources or products

88. Guidance documents

89. Briefs

90. Handbooks

91. Presentations

92. Tools

94. Training Modules

95. Implementation Science

96. “To implement – is easier said than done.”

98. establish and use a method in practice,

99. realize, apply or put plans, ideas, models, norms or policies into operation.Greenhalgh T, Robert G, Bate P, Macfarlane F, & Kyriakidou O. (2005) Diffusion of innovations in health service organisations. A systematic literature review. Oxford: BMJ Books, Blackwell Publishing. See Guldbrandsson, 2008

101. Implementation Two Sets of Activities Two Sets of Outcomes Intervention Activities Intervention Outcomes Implementation Activities Implementation Outcomes

102. Why is implementation important? As cited in Fixsen, 2008 (Institute of Medicine, 2000; 2001; New Freedom Commission of Mental Health, 2003; National Commission of Excellence in Education, 1983; Department of Health and Human Services, 1999)

103. Evidence: What Doesn’t Work? Most Common Approaches Used to Support Implementation! Dissemination alone Training/ professional development alone Laws and policies alone Special funding alone (see Ager & O´May, 2001; National Implementation Research Network, n.d.; Paul Nutt, 2002; Rogers, Wellins, & Conner, 2002).

104. Evidence: What Works? Combination of several implementation measures leads to better results e.g., distributing guidelines for innovations, offering education, practical training, coaching, feedback and consultation. Quality of support is more important than quantity (See Guldbrandsson, 2008)

105. Implementation Support Making it Happen Effective Implementation Benefits to Consumers Helping it Happen Letting it Happen (Greenhalgh et al., 2005)

107. State/district/school policies

108. Staff attitudes/lack of knowledge

109. Funding

110. “The system” Is this really true? Can these things really not be changed?

111. Evidence: What Doesn’t Work? Attempt to fit innovation into existing service delivery system OUTCOMES: Rarely fully implemented in a reasonable time Often viewed as incompatible Eventually disappears Innovation: Component #1 Innovation: Component #2 Service Delivery System Innovation: Component #3 Innovation: Component #4 Innovation: Component #5

112. Example: What Doesn’t Work? Core Curriculum Universal Screening Service Delivery System Tiered Interventions (some) Progress Monitoring Data Based Decision Making

113. Evidence: What Works? Evaluate current infrastructure and identify and address potential barriers to implementation Structure technical assistance and service delivery system to support innovation Service Delivery System Changed to Fit Innovation Innovation: Component #1 Innovation: Component #2 Innovation: Component #3 Innovation: Component #4 Innovation: Component #5

115. Schedule in teaming time

116. Establish assessment/ intervention times in schedule

117. Restructure prioritiesCore Curriculum Universal Screening Tiered Interventions Progress Monitoring Data Based Decision Making

119. Prepare for potential barriers

120. Build capacity of implementation teams to identify and address issues immediatelyThe biggest mistake is to ignore or hope they will resolve themselves.

121. Something to Think About: Implementation Matters (Fixsen, 2008)

123. Remaining need to be changed

124. Benefit will be seen when 60% are in full implementation

125. Things don’t always work at first

128. Methods to create and sustain effective organizational and systems environments for effective services (National Implementation Research Network)

130. Preservice and Inservice Training

131. Consultation and Coaching

132. Staff and Program Evaluation

133. Program Evaluation

134. Facilitative Administrative Support

135. Systems Interventions Developing Competency Creating Supportive Systems and Environments (National Implementation Research Network)

136. Implementation Components or Drivers National Implementation Research Network

137. National Implementation Research Network

139. selection of organization staff (trainers, coaches, evaluators, administrators), and

140. selection of staff for purveyor groups.National Implementation Research Network

142. Beyond academic qualifications or experience factors, what practitioner characteristics are essential for carrying out the evidence-based practice “on the ground?” What characteristics or abilities will not or cannot be addressed through training and coaching?

143. Do organizational staff members have a comprehensive understanding of the practices being implemented?

144. Are organizational staff members prepared to support practitioners in carrying out the evidence-based practices that are slated to be implemented?(National Implementation Research Network)

147. Includes activities related to providing

148. Specialized information

149. Instruction

150. Skill development

152. Introducing and demonstrating the components and rationales of key practices;

153. Providing opportunities to practice specific skills related to the new way of work and receive feedback in a safe training environment

156. Ensure coaching and mentoring are included as part of the training process

159. Component of overall program evaluation (Driver 5)

160. OUTCOMES:

161. Assess progress of implementation efforts for building staff competency

164. Assess key aspects of overall performance

165. Numerous Uses

166. Improve quality professional development, training, and coaching

167. Assess fidelity of implementation of intervention

168. Allocate resources based on identified needs

169. Identify and address innovations or barriers to implementation

172. Reduce implementation barriers

173. Create an administratively hospitable environment for practitioners.

174. Facilitative administration includes…

175. Internal policy analyses and decisions

176. Procedural changes

177. Funding allocations

179. National Implementation Research Network

181. An infrastructure (e.g., implementation drivers) is needed to support and sustain such changes

182. These implementation components (drivers) must be integrated and can be compensatory

185. Program Installation

186. Initial Implementation

187. Full Implementation

188. Innovation

189. Sustainability 2-4 Years

191. Common components

192. identify the need considering the information available

193. acquire information via interactions with one another

194. assess fit between the intervention and needs

195. prepare the organization, staff, and resources by mobilizing information and support (e.g., social marketing)

196. Concludes with decision to move toward implementationNational Implementation Research Network

198. Acquiring Required Resources and Materials

199. Staff Selection

200. Structural Supports (e.g., policies, funding

201. Includes all start-up costs National Implementation Research Network

203. Opportunity to re-assess potential barriers and identify additional needs (e.g., training, coaching) for full implementation

204. WARNING: Implementation could end here unintentionally! National Implementation Research Network

206. Occurs when 60% of those who would benefit have full and effective access

207. Not just those who want the intervention

208. NOTE: Evaluation of student outcomes can only begin once full implementation is reached.National Implementation Research Network

210. Opportunity to refine and expand both the innovation and the implementation practices and programsNational Implementation Research Network

212. Long-term survival of innovation

213. Continued effectiveness within changing worldNational Implementation Research Network

215. Plan for ‘it’

216. Try ‘it’ out

217. Just do ‘it’

218. Improve ‘it’

221. Leadership

222. Needs Assessment

223. Training and Outreach

225. Leadership Establish RTI leadership or implementation teams. The dialogue includes discussions about membership, roles and responsibilities, and implementation plans. Identify members, establish roles and responsibilities and establish administrative procedures Identify potential barriers and ensure infrastructures are in place Develop and implement plan (s) (PD, evaluation, ect.) for initial implementation Develop and implement plan (s) for full implementation

226. Needs Assessment Conduct ongoing needs assessment (data collection). The dialogue includes discussions about assessing needs of the infrastructure, data system, students and teachers, and other key stakeholders. Assess SEA/LEA need for RTI Assess infrastructure Conduct ongoing needs assessment for initial implementation Conduct ongoing needs assessment for full implementation

227. Outreach and Training Provide outreach and training. The dialogue includes discussions about broad outreach and communication about RTI, recruiting and training coaches, and scheduling and implementing a series of coordinated training events (including workshops and follow-up activities) to support LEAs Engage in RTI social marketing activities Build competency of leadership and implementation teams Implement training and coaching plan for initial implementation Implement training and coaching plan for full implementation

228. Evaluation Conduct ongoing evaluation. The dialogue includes discussions about how to measure the efficiency with which the is implementing as well as the effectiveness. 1. Evaluate the need and ability to implement RTI 2. Evaluate infrastructure and develop comprehensive data system 3. Evaluate efficacy and efficiency of initial implementation 4. Evaluate efficacy and efficiency of full implementation and evaluate RTI effectiveness

230. OUTCOMES:

231. Identify strengths and weaknesses

232. Develop an action plan