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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

© 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)

Sta

te T

ran

sfo

rmat

ion

Sp

ecia

list

s

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

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• 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

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1-5% 1-5%

5-10% 5-10%

80-90% 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

EBISSEBISSEffective Behavioral and Instructional Support Systems

Academic Systems Behavioral Systems

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SYST

EMSPRACTICES

DATA

OUTCOMES/GOALS

Supporting Social Competence &Academic Achievement

SupportingStaff Behavior

SupportingStudent Behavior

SupportingDecisionMaking

Simple System

Elements

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EBISS Statewide PrioritiesDistrict 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 educationsetting

2. General education instruction is research-based3. General education instructors and staff assume an active role in

students' assessment in that curriculum4. School staff conduct universal screening of academics and

behavior5. Continuous progress monitoring of student performance occurs6. School staff implement specific, research-based interventions to

address the student's difficulties7. School staff use progress-monitoring data to determine

interventions' effectiveness and to make any modifications asneeded

8. Systematic assessment is completed of the fidelity or integrity withwhich 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.