9/15/20151 Scaling Up Presentation: SIG/SPDG Regional Meeting October 2009 Marick Tedesco, Ph.D. State Transformation Specialist for Scaling Up

Acknowledgements Content of this presentation includes ideas, concepts and information developed by The OSEP TA Center on State Implementation and Scaling-up of Evidence-Based Practices (SISEP) At University of North Carolina Chapel Hill

Session Goals This session will focus on the core components of Oregon's system for Scaling Up Evidence-Based Practices. Participants will receive an overview of the framework for the implementation of a statewide system for training and support of districts adopting and implementing Evidence- Based Practices.

Scaling Up Oregon’s SISEP project is based on the scaling up conceptual model. Through participation in SISEP, the Oregon Department of Education State Management Team is working collaboratively to align state resources and professional development to the needs of school districts implementing evidence-based practices in behavior and literacy. The eventual goal is to scale up successful implementations within districts to all schools and to other districts throughout the state.

Project Goal Creation of a coordinated system of service delivery to meet the needs of all students in Oregon by working collaboratively to support implementation of evidence-based practices in behavior and literacy through careful and mindful: –Alignment of resources –Alignment of professional development supports –Alignment of measurement systems

Start With the “End” in Mind Develop capacity of the State to implement any evidence-based practice with fidelity and good outcomes De-silo implementation of evidence-based practices, innovations, and legislative mandates in the State © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Start With the “End” in Mind To scale up interventions we must first scale up implementation capacity Building implementation capacity is essential to maximizing the use of EBPs and other innovations Large scale, real time change

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Start With the “End” in Mind Interventions that are and remain effective through several generations of teachers, principals, superintendents, and State and national leaders Implementation supports that are and remain effective through several generations of trainers, coaches, evaluators, administrators, and State leaders

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 What We Will Accomplish Through The Scaling Up Process Development of common objectives and activities Establishment of communication networks Identification of critical service components and the corresponding effect on student achievement Development of collective collaboration networks (RITs)

State Management Team State Transformation Team Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools IMPLEMENTATION CAPACITY FOR SCALING UP EBPs (The Goal) State Transformation Specialists

Current Status Primary Initiative: EBISS (Effective Behavior & Instructional Support Systems) and currently include, but are not limited to: –Positive Behavior Support (PBS) –Response to Intervention (RTI) for educational decision making, up to and including identifying students with Specific Learning Disabilities. –School-Wide Reading Model (SW-RM) –Secondary literacy

12 Literacy Support Social Behavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems What is EBISS?

13 Three-tiered system Scientifically-based practices Data-driven decision making, accountability and results Data-driven leadership and coaching Building capacity for sustainability EBISS: Guiding Principles

14 1-5% 5-10% 80-90% Intensive, Individual Interventions Small Group/Individual students Assessment-based High Intensity Intensive, Individual Interventions Individual students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (some risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive EBISS EBISS Effective Behavioral and Instructional Support Systems Academic SystemsBehavioral Systems

15 SYSTEMS PRACTICES DATA OUTCOMES/ GOALS Supporting Social Competence & Academic Achievement Supporting Staff Behavior Supporting Student Behavior Supporting Decision Making Simple System Elements

16 EBISS Statewide Priorities  District will implement an integrated, multi-tiered approach to: –Schoolwide Behavior Model –Schoolwide Literacy Model in Elementary School –RTI SLD Eligibility in Elementary –Schoolwide Reading Model in Middle and High School Districts will allocate resources in order to sustain and advance implementation across schools. ©ECE programs will implement a systematic, multi-tiered approach to:  program-wide behavior  program-wide early literacy support

RTI, PBS and SW-RM Core Components 1.Students receive high quality instruction in their general education setting 2.General education instruction is research-based 3.General education instructors and staff assume an active role in students' assessment in that curriculum 4.School staff conduct universal screening of academics and behavior 5.Continuous progress monitoring of student performance occurs 6.School staff implement specific, research-based interventions to address the student's difficulties 7.School staff use progress-monitoring data to determine interventions' effectiveness and to make any modifications as needed 8.Systematic assessment is completed of the fidelity or integrity with which instruction and interventions are implemented

Focus: Action Planning For Sustainability Utilization of the District Systems Support Plan (DSSP) to support capacity building and guide development and sustainability of seven critical systems-level features: (1) district leadership and commitment (2) action planning with schools (3) coordination and coaching (4) professional development and training capacity (5) ongoing assessment and evaluation systems (6) visibility and political support (7) funding

Transformation Zones A “vertical slice” of an organization or system –Small enough to be manageable –Large enough to include nearly all of the relevant aspects of the current system Operations in the TZ allow strengths and problems to “rise to the surface” –Reality-based, in the moment –Coalesce resources – human, financial and technological – for mutual benefit

First Oregon Transformation Zone Tigard-Tualitin Hillsboro David-Douglas North Santiam

Why is the Scaling Up Process Unique? Current Practice Focus is on building implementation capacity at the teacher or school level Identification of critical components are specific to the innovation Working vocabulary is specific to innovation Communication networks are specific to implementation sites (Schools or grade levels) Student achievement is addressed in relation to a specific intervention Collaboration networks are specific to the innovation Scaling Up Practice Focus is on building implementation capacity at the district level Identification of critical components are aligned to universal, research validated core components Working vocabulary is common across innovations Communication networks are recursive and span from classroom to state levels Student achievement is addressed in relation to implementation fidelity and support Collaboration networks are universal and focus on core components

Summary Oregon’s participation in the Scaling Up initiative will focus on: –Developing, recommending and communicating statewide objectives and activities –Establish communication networks –Improve the educational programs and opportunities for all students in Oregon’s public schools –Assist with implementation of an effective measurement system –Review program/performance capacity –Strengthen state and district capacity in areas of school improvement, student achievement and professional development.