Continuing QIAT ConversationsPlanning For Success

Joan Breslin Larsonjoanbreslin@gmail.com

Third webinar in a series of three follow up webinars for AT Teams attending the Feb 18-19 for AT Conference

Hosted by Oklahoma ABLE Tech AT Act Program at Oklahoma State University www.okabletech.okstate.edu

Webinar support provided by the Assistive Technology Industry Association ATIA.org

Protocol for the callKeep phone muted unless you

want to talk- and you are very welcome to ask questions or provide input, so just unmute!

Can also use chat box to ask questions or provide feedback.

Quality Indicator Areas• Consideration• Assessment• Including in the IEP• Implementation• Evaluation of Effectiveness• Transition• Administrative Support• Professional Development

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How do we know we are making a difference?

There are multiple ways to think about change-1. Let it happen.2. Help it happen.3. Make it happen.

Begin with the end in mindWHY are we doing something

different?◦So that students have better access

to academics?WHAT we do is an effective

intervention, designed to ◦Ensure the intervention is in place◦Being used as intended◦Leading to a desired outcome

Stages of ImplementationExplorationInstallationInitial ImplementationFull ImplementationSustainability

Each stage has components that require planning for effectiveness.

ExplorationTake action steps-

◦Get key stakeholders involved◦Form an implementation team◦Identify solutions Assess needs Identifying possible solutions (programs and practices) to address needs

Assessing whether there is a fit between the need and solution.

InstallationDevelop communication

pathwaysEnsure financial and human

resources are in placeFind physical spacePurchase equipment and

technologyDevelop practitioner competencyCritical to include this step, although it may be the easiest to overlook.

Action steps for installationTraining, coaching and data

systems are put in placeTraining and supports are put into

place for those who need to be involved in implementation

Well prepared educators will feel more confident and more able to implement programs and practices with fidelity.

Initial ImplementationThis stage begins when the new

program or system is put into place.Often a time for failure

◦ Everyone is learning◦ Status quo is challenged

Key to have intensive coaching to support the team

Need to address barriers as they emerge◦ Coaching/continuous improvement/rapid

cycle problem solvingDevelop systemic solutions rather than

allowing problems to re-emerge and re-occur

Full ImplementationTeachers skillfully employ new

skillsInfrastructure is in place to

support teachersIntegrating new learning at all

levelsTimeframes will vary across

systems in moving from initial to full implementation

SustainabilityPlan for sustainability at every stageFinancial sustainability (established, adequate,

sustainable)

◦ Educator ◦ Administrative and support staff◦ Equipment

Programmatic sustainability (established, reliable, effective, sustainable)

◦ Continue training, coaching and fidelity measurement processes making data driven decisions for continuous improvement

◦Ensure that policies and procedures support and facilitate full implementation

It is anticipated…That these phases overlap.That there are activities that may

fall into more than one phaseThat each phase is, however,

critical andMust be supported at multiple

levels of the organization

Who does the work?Implementation teams- leverage

implementation science principles and systems to support the wide spread use of evidence based programs.

Implementation teams are how we “make it happen”

Implementation teams actively provide the structures and supports to make the change

Implementation teams at many levelsIdentify where the need for

change originates◦State, regional, district, building,

classroomWith collective knowledge, skills,

abilities and timeCore competencies of team

◦Knowledge of program ◦Knowledge of implementation

science◦Applied experience in using data for

program improvement

Other participantsImplementation science

recognizes the importance of external purveyors- external supports (AbleTech in our case)◦Broadly educating and stimulating

interest◦Assessing evidence and fit/feasibility◦Building capacity◦Assisting with alignment of policies,

procedures and guidelines

Improvement CyclesUsed by Implementation teams

to make change happenOne method of improvement

cycle is Plan/Do/Study/Act (PDSA)PDSA has 4 phases

PLANIdentify barriers or challengesUse data whenever possibleSpecify the plan to move

programs forwardSpecify the outcomes that will be

monitored

DOCarry out the strategies or plan

to address the challenges already identified

Gather data on what is happening

STUDYUse the measures identified

during the planning phase to assess and track progress

ACTMake changes to the next

iteration of the plan to improve implementation

Much of our work will focus on trainingThrough an implementation lens,

training is◦Purposeful◦Skill based◦Rooted in adult learning strategies◦Critical to support change BUT is not

the only factor that promotes change

Functions of trainingBolster buy in of new wayIntroduction of concepts and

strategiesIntroduction of rationale for new

waySafe place to “try out” new skills Training alone results in a 5%

change in practice

CoachingRegular, embedded professional

developmentDesigned to help educators use

the new strategies as intendedCoaching WITH training can

result in more effective implementation

What comes next?Ongoing study on

implementation science topicsDetermine what supports are

needed to implement systemically (P)

Develop a plan that includes these supports, with all the right players and resources (P)

Implement, evaluate(D)Check for change (S)Make changes (A)

ResourcesSample- Minnesota English

Language Arts http://education.state.mn.us/MDE/EdExc/StandImplToolkit/052005 Active Implementation Hubhttp://implementation.fpg.unc.edu/

Questions?Thank you!