Engaged to Learn Scaling Up Recommended Practices Lise Fox, Carol Trivette, Barbara Smith Intro, welcome, housekeeping 5 min ECTA/PW Leadership Team

RP²: Reaching Potentials through Recommended Practices Quality Program Program uses implementation science to ensure the implementation of effective teaching practices Effective Practices Using Recommended Practices to Promote Child Engagement Child Outcomes 2 min logic model ECTA/PW Leadership Team

What is Engagement Engagement refers to the amount of time a child is actively participating in an activity in a contextually appropriate manner. (Bailey & Wolery, 1992; McWilliam & Bailey, 1992, 1995; McWilliam, Trivette, & Dunst, 1995; Risley & Twardosz, 1976) Contextually based learning refers to learning that takes place in everyday, real-life settings and activities that provide a child the basis for acquiring functionally meaningful and culturally relevant behavior. Contextually based learning is learning that occurs in the same place where the behavior that is learned is typically used. 2 min ECTA/PW Leadership Team

Why Engagement? Unless children are engaged in learning opportunities, learning does not occur When engagement occurs, children experience more practice opportunities and learning can be guided Lack of engagement is often a problem for children at-risk and children with special needs 1 min ECTA/PW Leadership Team

When Children Are NOT Engaged They fail to learn at a rate that matches their potential They wander from activity to activity during times when they are free to explore the environment They fail to attend to adult’s requests or comments They ignore attempts by peers or siblings to interact socially They often engage in challenging behavior including withdrawing socially and acting out in aggressive ways 2 min ECTA/PW Leadership Team

Child Learning Cycle Again we can point out how the recommended practices facilitate the child’s learning 1 min ECTA/PW Leadership Team

Recommended Practices Developed to help practitioners and families improve learning and developmental outcomes for children birth thru age 5 Bridging the gap between research and practice To support children’s participation and access to inclusive settings in their natural environments Include key leadership responsibilities to implement practices Based on empirical evidence, values, and experience 8 key topic areas 2 min ECTA/PW Leadership Team

RP Topic Areas Environment Family Instruction Interaction Leadership Assessment Environment Family Instruction Interaction Teaming and Collaboration Transition 2 min ECTA/PW Leadership Team

Environment Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences (E3). Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences (E4). Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences (E5). 2 min ECTA/PW Leadership Team

Families Practitioners build trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socio-economic diversity (F1). Practitioners are responsive to the family’s concerns, priorities, and changing life circumstances (F3). Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family’s priorities and concerns and the child’s strengths and needs (F4). 2 min ECTA/PW Leadership Team

Families Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities (F5). Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences (F6). 2 min ECTA/PW Leadership Team

Instruction Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments (INS2). Practitioners gather and use data to inform decisions about individualized instruction (INS3). Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines (INS4). 2 min ECTA/PW Leadership Team

Instruction Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities (INS5). Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning (INS6). Practitioners use explicit feedback and consequences to increase child engagement, play, and skills (INS7). Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning (INS8). 2 min ECTA/PW Leadership Team

Instruction Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning and/or the level of support needed by the family to achieve the child’s outcomes or goals (INS 10). Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development (INS13). 2 min ECTA/PW Leadership Team

Interaction Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions (INT 1). Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, and/or other types of guided support (INT 2). 2 min ECTA/PW Leadership Team

Interaction Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests (INT 3). Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent (INT 4). 2 min ECTA/PW Leadership Team

Interaction Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation (INT5). 1 min ECTA/PW Leadership Team

An Exercise for Practitioners and Programs: How Are We Doing? Reflect on each practice. How well is the practice being implemented by you? By practitioners across the program? Is it implemented with fidelity across children and families? Does need improvement in precision, application, frequency? What evidence do I have for my rating? How might I improve my personal implementation? How might we improve implementation across program personnel? 5 min individual 10 min team ECTA/Program-Wide Leadership HV

Implementation Goals Improve child outcomes All staff use evidence-based practices to promote child engagement in learning Staff implement practices with fidelity Leadership uses data for decision-making to provide effective professional development Staff use data decision-making to ensure the effective support of all children 2 min ECTA/PW Leadership Team

Using Implementation Science What are we implementing? When does implementation occur? Who implements? How do we make implementation happen? How do engage in continuous improvement toward fidelity? 1 min ECTA/PW Leadership Team

Formula for Success Effective and Socially Valid Practices + Effective Implementation Methods Implementation Supports Meaningful Outcomes 1 min Fixsen & Blase, 2012 ECTA/PW Leadership Team

Effective Teaching Practices Effective Practices for: Working in partnership with families Environmental arrangements that promote skill acquisition Interactions with children that promote development and engagement Instruction that ensures engagement in learning opportunities that lead to skill acquisition 2 min ECTA/PW Leadership Team

Stages of Implementation Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years 1 min Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 ECTA/PW Leadership Team

Implementation Drivers Competency Drivers – coaching, training, fidelity Organizational Drivers- data systems, administrative support, systems intervention Leadership Drivers – technical and adaptive responding

It takes a Team 4 min ECTA/PW Leadership Team Leadership Team Engagement Family Program-Wide Implementation Supports for Practice Implementation Systems to Identify and Respond to Individual Child Needs Continuous Professional Development Data Decision-Making Examining Implementation and Outcomes It takes a Team 4 min ECTA/PW Leadership Team

Program-Wide Critical Elements Establish Leadership Team Staff Readiness and Buy-in Family Engagement Program-Wide Action Plan All Home Visitors or Classroom Staff Demonstrate Implementation of Evidence-Based Practices Staff Capacity-Building and Support Monitoring Implementation and Outcomes 2 min; just to reference what we are going to work on to put RP in place ECTA/Program-Wide Leadership HV

What Programs Need Practice framework Leadership framework Leadership team structure Leadership team training Training materials and professional development resources

What Programs Need Implementation plan Data tools and evaluation systems Fidelity Decisions Outcomes Internal coaching capacity Tertiary intervention capacity

What Programs Need External coaching Confident and knowledgeable facilitator to build leadership team capacity to guide implementation and fidelity Professional development Training Practice-based coaching Ongoing support

Systems Model for Early Childhood Professional Development Incorporates best practice from: Systems Thinking Implementation Science Cross-Agency Collaborative Planning

Intensive TA Model for Installing, Sustaining and Scaling up Recommended Practices State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure A Master Cadre of External Coaches that support high fidelity use of Recommended Practices Implementation Sites with Leadership Teams to demonstrate effectiveness and to model for others Data/Evaluation and data feed-back systems for: data-based decision making at all levels for PD, ensuring fidelity, demonstrating effectiveness, and making system recommendations

Local Implementation Programs Visibility Political Support Funding Policy State Leadership Team Active Coordination Training Coaching Content Expertise Evaluation 1 min; explain relationship to the state team and our role with the state Local Implementation Programs Sugai et al., www.pbis.org NECTAC/ECO/WRRC 2012

1. State Leadership Team Is a committed, cross-agency group about 15 Makes multi-year commitment Meets monthly; uses effective meeting strategies Establishes Demo sites, Master Cadre, data systems Secures resources Provides infrastructure Builds political investment Ensures systems integration Works to sustain initial effort and to scale up statewide

2. Master Cadre: Professional Development and Technical Assistance Master T/TA Cadre Content training External coaching to leadership teams Train coaches Train data decision making tools and processes Train new generations of master cadre Guide program-wide implementation over time

3. Program-Wide Demonstrations of High Fidelity Implementation 1. High fidelity demonstrations that exemplify the value of the implementation of the Recommended Practices (RPs) 2. Demonstration programs help build the political will needed to scale-up and sustain the RPs 3. Demonstration programs provide a model for other programs and professionals, “seeing is believing” 4. Demonstration programs “ground” the work of the State Team in the realities and experiences of programs and professionals

4. A Data Decision-Making Approach Outcomes are identified Fidelity and outcomes are measured Data are summarized and used to: Identify training needs Deliver professional development Make programmatic changes Problem solve around specific children or issues Ensure child learning and success Data collection AND ANALYSIS is an ongoing process

We would love to work with you We would love to work with you !!!! For Statewide Implementation Application in December, 2014

Questions? ECTA/PW Leadership Team