Engaged to LearnEngaged to Learn

Scaling Up Recommended PracticesScaling Up Recommended Practices

Lise Fox, Carol Trivette, Barbara SmithLise Fox, Carol Trivette, Barbara Smith

RP²: Reaching Potentials through RP²: Reaching Potentials through Recommended PracticesRecommended Practices

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What is EngagementWhat 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.

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Why Engagement?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

When Children Are When Children Are NOTNOT Engaged 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

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Child Learning CycleChild Learning Cycle

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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

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RP Topic Areas1.Leadership

2.Assessment

3.Environment

4.Family

5.Instruction

6.Interaction7.Teaming and Collaboration

8.Transition8

EnvironmentEnvironment

• 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).

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FamiliesFamilies

• 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).

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FamiliesFamilies

• 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).

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InstructionInstruction

• 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).

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InstructionInstruction

• 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).

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InstructionInstruction

• 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).

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InteractionInteraction

• 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).

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InteractionInteraction

• 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).

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InteractionInteraction

• 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).

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An Exercise for Practitioners and Programs: An Exercise for Practitioners and Programs: How Are We Doing?How Are We Doing?

1. Reflect on each practice. How well is the practice being implemented by you? By practitioners across the program?

2. Is it implemented with fidelity across children and families? Does need improvement in precision, application, frequency?

3. What evidence do I have for my rating?

4. How might I improve my personal implementation?

5. How might we improve implementation across program personnel?

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Implementation GoalsImplementation 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

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Using Implementation ScienceUsing 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?

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Formula for SuccessFormula for SuccessFormula for SuccessFormula for Success

Effective and Socially Valid Practices

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Effective Implementation Methods

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Implementation Supports

Meaningful Outcomes

Fixsen & Blase, 201221

Effective Teaching PracticesEffective 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

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Stages of ImplementationStages of Implementation

• Exploration• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

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Implementation DriversImplementation Drivers

• Competency Drivers – coaching, training, fidelity

• Organizational Drivers- data systems, administrative support, systems intervention

• Leadership Drivers – technical and adaptive responding

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It takes a TeamIt takes a Team

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Program-Wide Critical ElementsProgram-Wide Critical Elements

1. Establish Leadership Team

2. Staff Readiness and Buy-in

3. Family Engagement

4. Program-Wide Action Plan

5. All Home Visitors or Classroom Staff Demonstrate Implementation of Evidence-Based Practices

6. Staff Capacity-Building and Support

7. Monitoring Implementation and Outcomes

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What Programs NeedWhat Programs Need

• Practice framework

• Leadership framework

– Leadership team structure

– Leadership team training

• Training materials and professional development resources

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What Programs NeedWhat Programs Need

• Implementation plan• Data tools and evaluation systems

– Fidelity– Decisions– Outcomes

• Internal coaching capacity• Tertiary intervention capacity

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What Programs NeedWhat 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

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Systems Model for Early Childhood Systems Model for Early Childhood Professional DevelopmentProfessional Development

• Incorporates best practice from:

• Systems Thinking• Implementation

Science• Cross-Agency

Collaborative Planning

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Intensive TA Model for Installing, Sustaining and Intensive TA Model for Installing, Sustaining and Scaling up Recommended PracticesScaling up Recommended Practices

1. State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure

2. A Master Cadre of External Coaches that support high fidelity use of Recommended Practices

3. Implementation Sites with Leadership Teams to demonstrate effectiveness and to model for others

4. 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

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State Leadership Team

Active Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local Implementation Programs

ContentExpertise

Policy

Sugai et al., www.pbis.org32

1. State Leadership Team1. 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

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2. Master Cadre: Professional Development and 2. Master Cadre: Professional Development and Technical AssistanceTechnical 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

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3. Program-Wide Demonstrations of High 3. Program-Wide Demonstrations of High Fidelity Implementation 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

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4. A Data Decision-Making Approach4. 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

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

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Questions? Questions?

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