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The National Center on Response to Intervention and Implementation Science<br />“Building Capacity for Equity and Excellen...
Agenda<br /><ul><li>What is Response to Intervention (RTI)?
What is the National Center on Response to Intervention (NCRTI)?
Implementation Science
Implementation Drivers
Stages of Implementation
Capacity Building</li></li></ul><li>What is Response to Intervention?<br /><ul><li>An instructional framework aimed at imp...
RTI is “preventative” and provides immediate support to students who are at risk for academic failure
Two primary goals:
prevent future academic problems
assist in identifying students with SLD</li></li></ul><li>Continuum of School-wide Support<br />Tertiary Intervention (~5%...
Essential Features of RTI<br /><ul><li>Core Curriculum
Universal Screening
Tiered-Interventions
Progress Monitoring
Data-Based Decision Making
Learning Disability Determination</li></li></ul><li>1. Core Curriculum<br /><ul><li>Research-based curriculum delivered to...
Differentiated curriculum with evidence-based instructional methods
High-quality instruction in the general education classroom setting
Delivered with fidelity</li></ul>~5% <br />~15% <br />~80% of Students<br />
2. Universal Screening<br /><ul><li>PURPOSE: Identify students who are at risk of academic failure
Conducted with all or targeted groups of students
Administered more than 1x per year
Fall, Winter, Spring
Involves brief assessments that are valid, reliable, and evidence-based</li></li></ul><li>NCRTI Screening Tools Chart<br /...
3. Tiered-Interventions <br /><ul><li>3+ levels of increasingly intense scientific, research-based interventions
Intensity addressed through duration, frequency and time of interventions, group size, and instructor skill level
Individual problem solving model or standardized intervention protocol for intervention levels
Delivered with fidelity  </li></ul>~5% <br />~15% <br />~80% of Students<br />
4. Progress Monitoring <br /><ul><li>Repeated measurement of academic performance
Conducted at least monthly to
estimate rates of improvement,
students who are not demonstrating adequate progress and/or
compare the efficacy of different forms of instruction to design more effective, individualized instruction.
Technically adequate measures administered with fidelity (accurate data)</li></li></ul><li>
Progress Monitoring Tools Chart<br />
5. Data-Based Decision making<br /><ul><li>Conducted at all levels of implementation (e.g., district, school, grade/content)
Explicit decision rules for assessing learners’ progress (e.g., level and/or rate)
Based on evidence based criteria
Follows established routines and procedures</li></li></ul><li>6. Learning Disability Determination<br /><ul><li>Component ...
Consensus that dual discrepancy is the best way to operationalize “responsiveness/non-responsiveness”.
Significantly below grade level peers
Inadequate rate or growth of performance </li></li></ul><li>What does RTI look like?Who decides?<br /><ul><li>USDOE does n...
National Center on RTI promotes essential components
Washington provides guidance for LEAs Using Response to Intervention (RTI) for Washington’s Students (2006)
Some LEAs are implementing RTI ahead of their SEA</li></li></ul><li>The national center on response to intervention<br />
About NCRTI<br /><ul><li>5-year Technical Assistance Center
Funded through a cooperative agreement to American Institutes for Research from OSEP
Part of OSEP’s National Technical Assistance and Dissemination Network </li></li></ul><li>RTI Center Partners<br /><ul><li...
Maurice McInerney and Nancy Safer, Co-Principal Investigators
Maurice McInerney and Darren Woodruff, Co-Project Directors
Amy Elledge, Deputy Project Director
Vanderbilt University Researchers
Lynn Fuchs, Doug Fuchs
University of Kansas Center for Research on Learning
Don Deshler, Daryl Mellard</li></li></ul><li>Center Definition of RTI<br />Response to intervention integrates student ass...
Our Mission<br />To build state capacity and support for implementing RTI in local districts and schools by serving as a c...
Achieving the Mission…<br /><ul><li>Strategy 1 – identify and evaluate RTI components for identifying and serving students...
Strategy 2 – provide ongoing technical assistance to states and to support the implementation of RTI in classrooms, school...
Strategy 3 – disseminate information about proven and promising RTI models to interested stakeholders across the country</...
Technical Assistance Support
Information Dissemination</li></li></ul><li>Strategy 1:Knowledge Production<br /><ul><li>Technical Review Committees (TRCs):
Identify tools and interventions that are grounded in a rigorous scientific evidence base
Three TRCs</li></ul>Screening<br />(2) Progress Monitoring <br />(3) Tiered Instruction<br />Winter 2009<br />
Strategy 1: Knowledge Production<br /><ul><li>RTI Workgroups
SEA Implementation
ELL and RTI
Disproportionality
Learning Disability Identification
Secondary RTI (High and Middle School)
State Performance Plan (SPP) Analyses
Focusing on Indicators 9 & 10</li></li></ul><li>Strategy 2: Technical Assistance Support<br /><ul><li>In person
Direct Technical Assistance
At a distance
TA Resource Development
Sharing Communities and Webinars
Training Modules</li></li></ul><li>Strategy 2: Technical Assistance Support<br /><ul><li>Available to all SEAs at varying ...
May include a variety of support activities, such as but not limited to:
Development of state resources (e.g., guidance documents, readiness checklists)
Training and coaching
Development of implementation plans</li></li></ul><li>Strategy 3: Information Dissemination<br /><ul><li>Sharing informati...
The NCRTI website – www.rti4success.org
Monthly newsletters – the RTI Responder
Email blasts about new resources or products
Q&A through email inbox and toll-free number</li></li></ul><li>
NCRTI State Database<br />Database contains RTI information and resources from states, such as:<br /><ul><li>Policies
 Guidance documents
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The National Center on Response to Intervention and Implementation Science: Building Capacity for Equity and Excellence for All Students

  1. 1. The National Center on Response to Intervention and Implementation Science<br />“Building Capacity for Equity and Excellence for All Students”<br />Tessie Rose, PhD<br />
  2. 2. Agenda<br /><ul><li>What is Response to Intervention (RTI)?
  3. 3. What is the National Center on Response to Intervention (NCRTI)?
  4. 4. Implementation Science
  5. 5. Implementation Drivers
  6. 6. Stages of Implementation
  7. 7. Capacity Building</li></li></ul><li>What is Response to Intervention?<br /><ul><li>An instructional framework aimed at improving the skills of ALL students
  8. 8. RTI is “preventative” and provides immediate support to students who are at risk for academic failure
  9. 9. Two primary goals:
  10. 10. prevent future academic problems
  11. 11. assist in identifying students with SLD</li></li></ul><li>Continuum of School-wide Support<br />Tertiary Intervention (~5%)<br />Specialized Individualized<br />Systems for Students with Intensive Needs<br />~5% <br />~15% <br />Secondary Intervention (~15%)<br />Specialized Group<br />Systems for Students with <br />At Risk Performance<br />Primary Intervention (~80%)<br />School-/Classroom-wide <br />Systems for All Students,<br />Staff and Settings<br />~80% of Students<br />4<br />Adapted from”What is School-Wide PBS?”<br />
  12. 12. Essential Features of RTI<br /><ul><li>Core Curriculum
  13. 13. Universal Screening
  14. 14. Tiered-Interventions
  15. 15. Progress Monitoring
  16. 16. Data-Based Decision Making
  17. 17. Learning Disability Determination</li></li></ul><li>1. Core Curriculum<br /><ul><li>Research-based curriculum delivered to all students
  18. 18. Differentiated curriculum with evidence-based instructional methods
  19. 19. High-quality instruction in the general education classroom setting
  20. 20. Delivered with fidelity</li></ul>~5% <br />~15% <br />~80% of Students<br />
  21. 21. 2. Universal Screening<br /><ul><li>PURPOSE: Identify students who are at risk of academic failure
  22. 22. Conducted with all or targeted groups of students
  23. 23. Administered more than 1x per year
  24. 24. Fall, Winter, Spring
  25. 25. Involves brief assessments that are valid, reliable, and evidence-based</li></li></ul><li>NCRTI Screening Tools Chart<br />www.rti4success.org<br />
  26. 26. 3. Tiered-Interventions <br /><ul><li>3+ levels of increasingly intense scientific, research-based interventions
  27. 27. Intensity addressed through duration, frequency and time of interventions, group size, and instructor skill level
  28. 28. Individual problem solving model or standardized intervention protocol for intervention levels
  29. 29. Delivered with fidelity </li></ul>~5% <br />~15% <br />~80% of Students<br />
  30. 30. 4. Progress Monitoring <br /><ul><li>Repeated measurement of academic performance
  31. 31. Conducted at least monthly to
  32. 32. estimate rates of improvement,
  33. 33. students who are not demonstrating adequate progress and/or
  34. 34. compare the efficacy of different forms of instruction to design more effective, individualized instruction.
  35. 35. Technically adequate measures administered with fidelity (accurate data)</li></li></ul><li>
  36. 36. Progress Monitoring Tools Chart<br />
  37. 37. 5. Data-Based Decision making<br /><ul><li>Conducted at all levels of implementation (e.g., district, school, grade/content)
  38. 38. Explicit decision rules for assessing learners’ progress (e.g., level and/or rate)
  39. 39. Based on evidence based criteria
  40. 40. Follows established routines and procedures</li></li></ul><li>6. Learning Disability Determination<br /><ul><li>Component of a comprehensive evaluation
  41. 41. Consensus that dual discrepancy is the best way to operationalize “responsiveness/non-responsiveness”.
  42. 42. Significantly below grade level peers
  43. 43. Inadequate rate or growth of performance </li></li></ul><li>What does RTI look like?Who decides?<br /><ul><li>USDOE does not endorse a specific RTI model/ framework
  44. 44. National Center on RTI promotes essential components
  45. 45. Washington provides guidance for LEAs Using Response to Intervention (RTI) for Washington’s Students (2006)
  46. 46. Some LEAs are implementing RTI ahead of their SEA</li></li></ul><li>The national center on response to intervention<br />
  47. 47. About NCRTI<br /><ul><li>5-year Technical Assistance Center
  48. 48. Funded through a cooperative agreement to American Institutes for Research from OSEP
  49. 49. Part of OSEP’s National Technical Assistance and Dissemination Network </li></li></ul><li>RTI Center Partners<br /><ul><li>American Institutes for Research
  50. 50. Maurice McInerney and Nancy Safer, Co-Principal Investigators
  51. 51. Maurice McInerney and Darren Woodruff, Co-Project Directors
  52. 52. Amy Elledge, Deputy Project Director
  53. 53. Vanderbilt University Researchers
  54. 54. Lynn Fuchs, Doug Fuchs
  55. 55. University of Kansas Center for Research on Learning
  56. 56. Don Deshler, Daryl Mellard</li></li></ul><li>Center Definition of RTI<br />Response to intervention integrates student assessmentand intervention within a multi-level prevention system to maximize student achievement and reduce behavior issues. With RTI, schools identify students at risk for poor learning outcomes, monitor their progress, provide evidence-based interventions and adjust the intensity and nature of those interventions based on a student’s responsiveness, and identify students with learning disabilities or other disabilities <br />
  57. 57. Our Mission<br />To build state capacity and support for implementing RTI in local districts and schools by serving as a central source of knowledge, expertise, and research-based information for educators, administrators, and parents.<br />
  58. 58. Achieving the Mission…<br /><ul><li>Strategy 1 – identify and evaluate RTI components for identifying and serving students with or at risk for a learning disability identification
  59. 59. Strategy 2 – provide ongoing technical assistance to states and to support the implementation of RTI in classrooms, schools, and local districts nationally
  60. 60. Strategy 3 – disseminate information about proven and promising RTI models to interested stakeholders across the country</li></li></ul><li>Strategic Activities<br /><ul><li>Knowledge Production
  61. 61. Technical Assistance Support
  62. 62. Information Dissemination</li></li></ul><li>Strategy 1:Knowledge Production<br /><ul><li>Technical Review Committees (TRCs):
  63. 63. Identify tools and interventions that are grounded in a rigorous scientific evidence base
  64. 64. Three TRCs</li></ul>Screening<br />(2) Progress Monitoring <br />(3) Tiered Instruction<br />Winter 2009<br />
  65. 65. Strategy 1: Knowledge Production<br /><ul><li>RTI Workgroups
  66. 66. SEA Implementation
  67. 67. ELL and RTI
  68. 68. Disproportionality
  69. 69. Learning Disability Identification
  70. 70. Secondary RTI (High and Middle School)
  71. 71. State Performance Plan (SPP) Analyses
  72. 72. Focusing on Indicators 9 & 10</li></li></ul><li>Strategy 2: Technical Assistance Support<br /><ul><li>In person
  73. 73. Direct Technical Assistance
  74. 74. At a distance
  75. 75. TA Resource Development
  76. 76. Sharing Communities and Webinars
  77. 77. Training Modules</li></li></ul><li>Strategy 2: Technical Assistance Support<br /><ul><li>Available to all SEAs at varying levels of intensity
  78. 78. May include a variety of support activities, such as but not limited to:
  79. 79. Development of state resources (e.g., guidance documents, readiness checklists)
  80. 80. Training and coaching
  81. 81. Development of implementation plans</li></li></ul><li>Strategy 3: Information Dissemination<br /><ul><li>Sharing information through a variety of methods
  82. 82. The NCRTI website – www.rti4success.org
  83. 83. Monthly newsletters – the RTI Responder
  84. 84. Email blasts about new resources or products
  85. 85. Q&A through email inbox and toll-free number</li></li></ul><li>
  86. 86.
  87. 87. NCRTI State Database<br />Database contains RTI information and resources from states, such as:<br /><ul><li>Policies
  88. 88. Guidance documents
  89. 89. Briefs
  90. 90. Handbooks
  91. 91. Presentations
  92. 92. Tools
  93. 93. Checklists</li></li></ul><li>Monthly Webinars and Podcasts<br />
  94. 94. Training Modules<br />
  95. 95. Implementation Science<br />
  96. 96. “To implement – is easier said than done.”<br />
  97. 97. What is Implementation?<br />Greenhalgh et al. (2005)<br /><ul><li>active and planned efforts to mainstream an innovation</li></ul>Other definitions of the verb “to implement” are:<br /><ul><li>introduce and put new ideas into use,
  98. 98. establish and use a method in practice,
  99. 99. realize, apply or put plans, ideas, models, norms or policies into operation.</li></ul>Greenhalgh T, Robert G, Bate P, Macfarlane F, & Kyriakidou O. (2005) Diffusion of innovations in health service organisations. A systematic literature review. Oxford: BMJ Books, Blackwell Publishing.<br />See Guldbrandsson, 2008<br />
  100. 100. What is Implementation?<br />Fixsenet al. (2005) <br /><ul><li>a specified set of activities designed to put into practice an activity or program of known dimensions </li></ul>Fixsen DL, Naoom SF, Blase KA, Friedman RM, Wallace F. (2005). Implementation research: A synthesis of the literature. Tampa, Florida: University of South Florida, Louise de la Parte. Florida Mental Health Institute, The National Implementation Research Network.<br />
  101. 101. Implementation<br />Two Sets of Activities<br />Two Sets of Outcomes<br />Intervention Activities<br />Intervention Outcomes<br />Implementation Activities<br />Implementation Outcomes<br />
  102. 102. Why is implementation important?<br />As cited in Fixsen, 2008 (Institute of Medicine, 2000; 2001; New Freedom Commission of Mental Health, 2003; National Commission of Excellence in Education, 1983; Department of Health and Human Services, 1999) <br />
  103. 103. Evidence: What Doesn’t Work?<br />Most Common Approaches Used to Support Implementation!<br />Dissemination alone<br />Training/ professional development alone<br />Laws and policies alone<br />Special funding alone<br />(see Ager & O´May, 2001; National Implementation Research Network, n.d.; Paul Nutt, 2002; Rogers, Wellins, & Conner, 2002). <br />
  104. 104. Evidence: What Works?<br />Combination of several implementation measures leads to better results<br />e.g., distributing guidelines for innovations, offering education, practical training, coaching, feedback and consultation. <br />Quality of support is more important than quantity<br />(See Guldbrandsson, 2008)<br />
  105. 105. Implementation Support<br />Making it Happen<br />Effective Implementation<br />Benefits to Consumers<br />Helping it Happen<br />Letting it Happen<br />(Greenhalgh et al., 2005)<br />
  106. 106. Common Perceived Barriers<br /><ul><li>Scheduling (time)
  107. 107. State/district/school policies
  108. 108. Staff attitudes/lack of knowledge
  109. 109. Funding
  110. 110. “The system” </li></ul>Is this really true? Can these things really not be changed?<br />
  111. 111. Evidence: What Doesn’t Work?<br />Attempt to fit innovation into existing service delivery system<br />OUTCOMES:<br />Rarely fully implemented in a reasonable time<br />Often viewed as incompatible <br />Eventually disappears <br />Innovation: Component #1<br />Innovation: Component #2<br />Service Delivery System<br />Innovation: Component #3<br />Innovation: Component #4<br />Innovation: Component #5<br />
  112. 112. Example: What Doesn’t Work?<br />Core Curriculum<br />Universal Screening<br />Service Delivery System<br />Tiered Interventions (some)<br />Progress Monitoring<br />Data Based Decision Making<br />
  113. 113. Evidence: What Works?<br />Evaluate current infrastructure and identify and address potential barriers to implementation <br />Structure technical assistance and service delivery system to support innovation <br />Service Delivery System Changed to Fit Innovation<br />Innovation: Component #1<br />Innovation: Component #2<br />Innovation: Component #3<br />Innovation: Component #4<br />Innovation: Component #5<br />
  114. 114. Example: What Works?<br />Service Delivery System<br /><ul><li>Changes in PD
  115. 115. Schedule in teaming time
  116. 116. Establish assessment/ intervention times in schedule
  117. 117. Restructure priorities</li></ul>Core Curriculum <br />Universal Screening<br />Tiered Interventions <br />Progress Monitoring<br />Data Based Decision Making<br />
  118. 118. Supporting Implementation<br /><ul><li>Identify potential barriers prior to implementation
  119. 119. Prepare for potential barriers
  120. 120. Build capacity of implementation teams to identify and address issues immediately</li></ul>The biggest mistake is to ignore or hope they will resolve themselves.<br />
  121. 121. Something to Think About: Implementation Matters<br />(Fixsen, 2008)<br />
  122. 122. Things to Remember<br /><ul><li>75 - 85% of LEA/SEA policies support innovations
  123. 123. Remaining need to be changed
  124. 124. Benefit will be seen when 60% are in full implementation
  125. 125. Things don’t always work at first
  126. 126. Keep the entire system in mind – even if you are only responsible for training in one area</li></li></ul><li>System Alignment<br />Federal<br />State<br />Local Education Agencies<br />TA /PD System<br />Teachers/ Staff <br />Effective Practices<br />(Fixsen, 2008)<br />
  127. 127. What are Implementation Drivers?<br /><ul><li>Methods to develop, improve, and sustain competent use of innovations
  128. 128. Methods to create and sustain effective organizational and systems environments for effective services </li></ul>(National Implementation Research Network)<br />
  129. 129. Implementation Drivers<br /><ul><li>Staff Selection
  130. 130. Preservice and Inservice Training
  131. 131. Consultation and Coaching
  132. 132. Staff and Program Evaluation
  133. 133. Program Evaluation
  134. 134. Facilitative Administrative Support
  135. 135. Systems Interventions </li></ul>Developing Competency<br />Creating Supportive Systems and Environments<br />(National Implementation Research Network)<br />
  136. 136. Implementation Components or Drivers <br />National Implementation Research Network <br />
  137. 137. National Implementation Research Network <br />
  138. 138. Driver 1: Staff Recruitment & Selection <br />Selection may be a key ingredient of implementation at every level:<br /><ul><li>selection of practitioners,
  139. 139. selection of organization staff (trainers, coaches, evaluators, administrators), and
  140. 140. selection of staff for purveyor groups.</li></ul>National Implementation Research Network <br />
  141. 141. Sample Staff Selection Questions<br /><ul><li>Who is qualified to carry out the evidence-based practice or program that a program wants to implement?
  142. 142. Beyond academic qualifications or experience factors, what practitioner characteristics are essential for carrying out the evidence-based practice “on the ground?” What characteristics or abilities will not or cannot be addressed through training and coaching?
  143. 143. Do organizational staff members have a comprehensive understanding of the practices being implemented?
  144. 144. Are organizational staff members prepared to support practitioners in carrying out the evidence-based practices that are slated to be implemented?</li></ul>(National Implementation Research Network)<br />
  145. 145.
  146. 146. Driver 2: Pre-service or in-service training <br /><ul><li>Training appears to be a core implementation component for practitioners, agency staff, and purveyor staff.
  147. 147. Includes activities related to providing
  148. 148. Specialized information
  149. 149. Instruction
  150. 150. Skill development
  151. 151. Most skills can be introduced in training but really are learned on the job with the help of a consultant/coach (Driver 3)</li></li></ul><li>Research indicates that effective training involves:<br /><ul><li>Providing practitioners with the background information, theory, philosophy, and values of the new program or practice
  152. 152. Introducing and demonstrating the components and rationales of key practices;
  153. 153. Providing opportunities to practice specific skills related to the new way of work and receive feedback in a safe training environment
  154. 154. Providing staff with opportunities for quality interaction</li></li></ul><li>
  155. 155. Driver 3: Consultation and Coaching<br />Coaching and mentoring include activities for either individuals or groups, on-the-job observation, instruction, modeling, feedback, or debriefing of practitioners and other key staff in the program. <br /><ul><li>Avoid “train and hope”
  156. 156. Ensure coaching and mentoring are included as part of the training process
  157. 157. GOAL: Behavior change</li></li></ul><li>
  158. 158. Driver 4: Staff Evaluation<br /><ul><li>Assesses use and outcome of essential skills
  159. 159. Component of overall program evaluation (Driver 5)
  160. 160. OUTCOMES:
  161. 161. Assess progress of implementation efforts for building staff competency
  162. 162. Assess usefulness of training and coaching</li></li></ul><li>
  163. 163. Driver 5: Program Evaluation<br /><ul><li>Ensure data system supports decision making
  164. 164. Assess key aspects of overall performance
  165. 165. Numerous Uses
  166. 166. Improve quality professional development, training, and coaching
  167. 167. Assess fidelity of implementation of intervention
  168. 168. Allocate resources based on identified needs
  169. 169. Identify and address innovations or barriers to implementation
  170. 170. Assess cost efficiency</li></li></ul><li>
  171. 171. Driver 6: Facilitative Administrative Supports<br /><ul><li>Proactive, vigorous and enthusiastic attention by the administration to…
  172. 172. Reduce implementation barriers
  173. 173. Create an administratively hospitable environment for practitioners.
  174. 174. Facilitative administration includes…
  175. 175. Internal policy analyses and decisions
  176. 176. Procedural changes
  177. 177. Funding allocations
  178. 178. Culture focused on what it takes to implement with fidelity </li></li></ul><li>National Implementation Research Network <br />
  179. 179. National Implementation Research Network <br />
  180. 180. Integrated and Compensatory <br /><ul><li>Behavior change must occur among professionals AND within the system
  181. 181. An infrastructure (e.g., implementation drivers) is needed to support and sustain such changes
  182. 182. These implementation components (drivers) must be integrated and can be compensatory
  183. 183. internal consistency among selection variables, skills training, coaching, staff evaluation, etc.</li></li></ul><li>Implementation Drivers: In a Nut Shell<br />Staff Competency<br />Improved Outcomes<br />Integrated and Compensatory<br />Leadership<br />Organization<br />
  184. 184. Stages of Implementation<br /><ul><li>Exploration and Adoption
  185. 185. Program Installation
  186. 186. Initial Implementation
  187. 187. Full Implementation
  188. 188. Innovation
  189. 189. Sustainability </li></ul>2-4 Years<br />
  190. 190. Stage 1: Exploration and Adoption <br /><ul><li>Assess match between innovation and needs
  191. 191. Common components
  192. 192. identify the need considering the information available
  193. 193. acquire information via interactions with one another
  194. 194. assess fit between the intervention and needs
  195. 195. prepare the organization, staff, and resources by mobilizing information and support (e.g., social marketing)
  196. 196. Concludes with decision to move toward implementation</li></ul>National Implementation Research Network <br />
  197. 197. Stage 2: Program Installation <br /><ul><li>Active preparation prior to implementation
  198. 198. Acquiring Required Resources and Materials
  199. 199. Staff Selection
  200. 200. Structural Supports (e.g., policies, funding
  201. 201. Includes all start-up costs </li></ul>National Implementation Research Network <br />
  202. 202. Stage 3: Initial Implementation<br /><ul><li>Initial attempt to implement the innovation (e.g., smaller scale, pilots)
  203. 203. Opportunity to re-assess potential barriers and identify additional needs (e.g., training, coaching) for full implementation
  204. 204. WARNING: Implementation could end here unintentionally! </li></ul>National Implementation Research Network <br />
  205. 205. Stage 4: Full Implementation<br /><ul><li>Considered “business as usual” or “accepted practice”
  206. 206. Occurs when 60% of those who would benefit have full and effective access
  207. 207. Not just those who want the intervention
  208. 208. NOTE: Evaluation of student outcomes can only begin once full implementation is reached.</li></ul>National Implementation Research Network <br />
  209. 209. Stage 5: Innovation<br /><ul><li>Occurs only after innovation has been implemented with fidelity
  210. 210. Opportunity to refine and expand both the innovation and the implementation practices and programs</li></ul>National Implementation Research Network <br />
  211. 211. Stage 6: Sustainability<br /><ul><li>OUTCOMES:
  212. 212. Long-term survival of innovation
  213. 213. Continued effectiveness within changing world</li></ul>National Implementation Research Network <br />
  214. 214. Stages of Implementation: In a Nut Shell<br /><ul><li>Decide you want to do ‘it’
  215. 215. Plan for ‘it’
  216. 216. Try ‘it’ out
  217. 217. Just do ‘it’
  218. 218. Improve ‘it’
  219. 219. Sustain ‘it’</li></li></ul><li>NCRTI Capacity Building<br />According to Fullan (2001), “effective approaches to managing change call for combining and balancing factors that do not apparently go together--(such as) fidelity and adaptivity. More than anything else, effective strategies require an understanding of the process (of change), a way of thinking that cannot be captured in any list of steps to be followed” (p. 71).<br />
  220. 220. NCRTI Capacity Building Domains<br /><ul><li>Vision
  221. 221. Leadership
  222. 222. Needs Assessment
  223. 223. Training and Outreach
  224. 224. Evaluation </li></li></ul><li>Vision<br />Identify the state’s vision for RTI. The dialogue includes discussions about (a) state’s goal for RTI, (b) roles and responsibilities for different agencies in meeting the goal, and (c) timeline for implementing its RTI initiative on a multi-district or statewide level.<br />Develop overall vision and goals/objectives for RTI implementation<br />Develop vision for initial implementation<br />Develop vision for full implementation<br />Develop procedures for revising and communicating vision<br />
  225. 225. Leadership <br />Establish RTI leadership or implementation teams. The dialogue includes discussions about membership, roles and responsibilities, and implementation plans. <br />Identify members, establish roles and responsibilities and establish administrative procedures<br /> Identify potential barriers and ensure infrastructures are in place<br />Develop and implement plan (s) (PD, evaluation, ect.) for initial implementation<br /> Develop and implement plan (s) for full implementation <br />
  226. 226. Needs Assessment <br />Conduct ongoing needs assessment (data collection). The dialogue includes discussions about assessing needs of the infrastructure, data system, students and teachers, and other key stakeholders. <br />Assess SEA/LEA need for RTI<br />Assess infrastructure<br />Conduct ongoing needs assessment for initial implementation<br />Conduct ongoing needs assessment for full implementation<br />
  227. 227. Outreach and Training<br />Provide outreach and training. The dialogue includes discussions about broad outreach and communication about RTI, recruiting and training coaches, and scheduling and implementing a series of coordinated training events (including workshops and follow-up activities) to support LEAs <br />Engage in RTI social marketing activities <br />Build competency of leadership and implementation teams <br />Implement training and coaching plan for initial implementation<br />Implement training and coaching plan for full implementation <br />
  228. 228. Evaluation<br />Conduct ongoing evaluation. The dialogue includes discussions about how to measure the efficiency with which the is implementing as well as the effectiveness.<br />1. Evaluate the need and ability to implement RTI<br />2. Evaluate infrastructure and develop comprehensive data system<br />3. Evaluate efficacy and efficiency of initial implementation<br />4. Evaluate efficacy and efficiency of full implementation and evaluate RTI effectiveness <br />
  229. 229. Capacity Building Dialogue Guide<br /><ul><li>PURPOSE: Guide dialogue discussions with LEAs and SEAs
  230. 230. OUTCOMES:
  231. 231. Identify strengths and weaknesses
  232. 232. Develop an action plan
  233. 233. Assess progress for implementation of RTI</li></li></ul><li>Questions or Comments?<br />National Center <br />on Response to Intervention<br />
  • pollyflaa

    Jul. 13, 2012

Seattle Contractor's Conference

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