1. 2018 OSEP Project Directors’ Conference
OSEP Disclaimer
2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)

2. State Leadership for the Scale-Up of Evidence-Based Practices in ECE

3. Our Agenda/Presenters
Introduction – Lise Fox, University of South Florida, National Center for Pyramid Model Innovations
State system implementation – Lisa Backer, Minnesota Department of Education
Local program implementation and support – Hope Beissel, Metropolitan Educational Cooperative Service Unit, Minnesota

4. Critical Issues Inappropriate discipline practices
Effective behavior interventions
Competence and confidence
Segregation from inclusive programs
Lack of capacity within programs and states

5. ChallengingBehavior.org

6. Young Children with Challenging Behavior
It begins early
Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school
Early problem behavior is predictive of future challenges
Best predictor of delinquency in adolescence, gang membership, incarceration 6

7. Children with Challenging Behavior
Children who have aggression or oppositional behavior during early years are more likely to have clinical concerns in adolescence (see about_sheet.pdf)
Of children who have high levels of externalizing behavior challenges at 2; 63% continued at age 5 (Shaw, Gilliom, Giovannelli, 2000)
Young children with chronic antisocial behavior comprise 6-7% of the population; yet 50% of adolescent crime and 75% of violent crime (Offord, Boyle, Racine, 1991)

8. Supporting Vulnerable Children
Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face
Black children make up 19% of preschool enrollment, but 46% of preschool children suspended more than once (OCR, 2016).
Black girls are 20% of preschool female population but 54% of girls suspended from preschool (OCR, 2016).

9. Pyramid Model Tertiary Intervention Few Secondary Prevention Some
Universal
Promotion
All

10. Systems Model for Implementation and Scale-Up
Incorporates best practice from:
Systems Thinking
Implementation Science
Cross-Agency Collaborative Planning

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

12. Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation, Sustainability, Scale-up
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

13. Pyramid Model Approach: Building State Capacity to Provide What Programs Need
State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure; develops sustainability and scale-up plans (Benchmarks of Quality)
A Master Cadre of External Coaches that support high fidelity use of Pyramid Model in programs
Implementation and Demonstration Sites with Leadership Teams and internal coaches; demo sites 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, planning, implementing and tracking systems change and making system recommendations

14. MN Centers of Excellence
Regionalized system of professional development
Planning began in 2006
Program leaders identified PD priorities—
effective home visiting
Cultural/linguistic diversity
Challenging behavior
11.5 FTE of Professional Development Facilitator (PDF)

15. The Legacy of ARRA in Minnesota

16. The Pyramid Model in Minnesota
Minnesota was one of four states selected to receive intensive technical assistance through the Technical Assistance Center on Social Emotional Development (TACSEI) in 2009.

17. MN Pyramid Model Partnership
2 years of intensive technical assistance
Facilitated state implementation team
Training and data tools
Support to develop first master cadre
Trainer
External Coach
Three demonstration sites
Training on pyramid model practices
Program-wide adoption
Data collection and reporting

18. Lessons Learned from Challenges Encountered during our Pyramid Model Partnership and Beyond
Implementation Science works.
The exploration phase matters.
2 years of support isn’t enough for practices to become part of the program culture.
Coaching is expensive—external and internal
Good training and effective coaching takes different skills.
Teams don’t intuitively know how to use data.
State and local teams didn’t have the right data to answer critical questions.

19. Actions: Implementation Science
Trained all local leaders on implementation science—even those not yet involved in the Pyramid Model
Require exploration phase supported by PDF.
Divided the function of training and coaching.
Master cadre members continue as trainers
Statewide training calendar developed annually
PDFs serve as external coaches to implementing sites.
Created role of content PDF to guide statewide implementation

20. Action: Financial Support
Implementation Year
Local Investment
State Investment 1
100% 2
20%
80% 3
40%
60% 4 5 6+
Year 1 funding is a $12,000 plus $100 for each child 3-5 on annual count

21. MnCoE Data Infrastructure
Fidelity of Implementation*
State Benchmarks of Quality
Local Benchmarks of Quality
Quality and effectiveness of training
End-of-event survey
Follow-up survey
Coaching log*
Coaching model
Frequency and focus
PDF Time and Effort Log*
Fidelity of Practice*
Pyramid: TPOT & TPITOS
FGRBI: SS-OO-PP-RR Key Indicator Observation
CEM: CEM Checklist
Child Event Tools
Behavior Incident Report
Scale for Teacher’s Assessment of Routines Engagement (STARE)
Fiscal Data*

22. Minnesota Department of Education Data Infrastructure
MARSS—MDE Student Information System-
Child demographics
Federal Setting and Disability Category*
Dosage—planned and received
STAR—MDE Personnel Information System
Minnesota Common Course Catalog
Attributes of classroom experience (curriculum, assessment, site- based initiatives)
Level of fidelity attained by teacher (beginning, expanding or maintaining)
Links instructional staff to enrolled children

23. Data Integration: Phase I
Connect MnCoE data to MnCoE data
How much coaching is needed to support a teacher to reach fidelity?
Is each coaching model equally effective?
How does fidelity of implementation increase fidelity of practice?
Does PDF effort predict fidelity of implementation?

24. Data Integration: Phase I (cont.)
Connect MDE data to MDE data
How does intensity/dosage impact child and family outcomes?
How does intervention environment or preschool instructional setting influence outcomes?
To what extent is the use of a particular curriculum or assessment tool correlated with improved child outcomes?

25. Data Integration Phase II: Connecting MnCoE and MDE Data
Do children benefit more when instructors demonstrate fidelity of practice?
OSEP Child Outcomes
Mastery of Minnesota Early Learning Standards
Reduction in referrals to special education in kindergarten
Reading well by 3rd Grade
Graduation
Post school outcomes

26. Practice-Based Coaching launched in 2014
A cyclical process for supporting use of effective practices
Components:
planning goals and action steps,
engaging in focused observation, and
reflecting on and sharing feedback about teaching practices.

27. Practice-Based Coaching
Occurs within the context of a collaborative partnership.
Each component in the cycle is designed to inform the actions taken by a coach or teacher during the subsequent component (or throughout the coaching process).
emphasizes that expectations, understandings, and desired outcomes of coaching are regularly reviewed and updated

28. Implementation Science: Local Level

29. Implementation Science: Challenges
Solution
This “Implementation Science” stuff is really complex!
External Coach as a “guide on the side” for the journey.
“Implementation takes so much time.”
Recommend and support gradual scale up.
“Wow, that’s so much data we are going to need to collect. Will we ever use it?”
Pre-populated forms provided, intensive PD provided around collecting, analyzing, and using data.

30. Measuring Practitioner Fidelity

31. Practice Based Coaching Tied to Fidelity

32. Measuring Practitioner Fidelity at the Local Level

33. Measuring Practitioner Fidelity Challenges
Solution
Once at fidelity, always at fidelity!
Recommended completion of TPOT’s at least once every other year once practitioner reaches fidelity.
Classroom teams change from year to year.
Coachee “teams” are now coached together.
How do we increase the number of coaches who have reached reliability on the TPOT?
TPOT reliability training is offered in 3 regions of the state annually. External coaches provide support on TPOT’s.

34. Supporting Local Implementation Teams
Be a champion of the work
Engage in collaborative teaming and shared decision- making
Commit to long-term implementation and creating a program culture of using the practices
Provide ongoing support (professional development, coaching systems, etc.) to implement practices to fidelity
Create systems for implementation, such as data collection and use, communication plans, engaging families, and providing individualized supports to children and families
Monitor practices and child outcomes using data

35. Supporting Local Implementation Teams
Challenge
Solution
Engaging in Data Based Decision Making.
Data Calendar provided with tools to understand data available. (See next slide).
Maintaining staff buy-in from year to year.
Templates to celebrate work on annual basis with all staff and school board.
Sustaining the work after 5 years.
Annual sustainability-planning days. Ongoing support of external coach as part of the team. Implementation Retreats.

36. from Sara

37. Site Example of a Scale Up & Sustainability Plan

38. Resources Statewide Implementation Guide
National Center for Pyramid Model Innovations
Implementation Science

39. Thank You

40. 2018 OSEP Project Directors’ Conference
OSEP Disclaimer
2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)