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

2. 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

3. 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

4. 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

5. 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

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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

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

22. 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

23. 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

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

25. 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

26. 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

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

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

29. 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

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

31. 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

32. 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.,
NECTAC/ECO/WRRC 2012

33. 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

34. 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

35. 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

36. 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

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

38. Questions?
ECTA/PW Leadership Team