26
Feb

Implementation Drivers


[MUSIC PLAYING] Hi. I’m Dr. Katie Novak. And we are going to unpack the implementation
drivers of implementation science and how they help to build a multi-tiered system of
support that meets the needs of all students. In the previous videos, we unpacked what the
leadership drivers were, and how they address both adaptive and technical leadership, and
how it aligns very closely to the new [INAUDIBLE] rubric for school leadership. We also unpacked these competency drivers,
and how a really robust professional development system that focuses not only on educator evaluation
and mentoring and coaching, but that it’s all connected, that it’s long-term connected. And now we’re going to talk about that implementation
science and how we can break that down into really concrete steps of increasing implementation
of standards-based curriculum in tier one and throughout the tiers. So when we’re thinking about implementation
drivers, we’re talking about, first of all, a tiered continuum of evidence-based practices. In previous videos, we talked about the difference
between evidence-based and research-based. And evidence-based really means that there
is actual evidence in peer-reviewed, gold standard research studies that provide statistical
significance that something actually works. The new Every Student Succeeds Act, or ESSA,
does require this evidence-based practice. And so we need to ensure that every tier that
we have academically, behaviorally, and socially/emotionally is using evidence-based practices, that we
are investing our resources, and curriculum, and in PD, and in practices that are increasing
the outcomes of students. And so to do that, we need to have a culture
of database decision making to measure the effectiveness of the curriculum and strategies
that we are using. There are a number of tools in the MTSS toolkit
which will support you in identifying your evidence-based practices. And we provided some examples, and some scheduling
guidance, and also a number of case studies. So in the toolkit, you can look at those examples
to understand the importance of really stepping back and thinking about how effective is your
tiered continuum of evidence-based practices? It’s also really important to focus on implementation
fidelity. Once you have adopted an evidence-based practice
or product or solution, you have to determine, are we using it with fidelity? And are we getting feedback on its effectiveness
with students? And so you want to think about this concept
of feedback loops. How often are we always circling back with
educators to learn more about how they are doing with this evidence-based process or
practice? It is totally intertwined with educator evaluation,
with database decision making. And what you’re going to notice is there’s
a lot of overlap, because what we’re doing is we’re creating a system where everything
is integrated. And so as we think about feedback loops, it’s
really important to look at the tools to determine, do you have feedback loops in place? Is there a way to measure implementation fidelity? Is there a way to get feedback and build shared
responsibility for how that implementation is going? The next aspect is this concept of database
decision making. Database decision making, of course, is important
when we’re thinking about student interventions. It’s also really important when we think about
implementation fidelity, teacher professional development, or how we’re doing based on our
district or school improvement plan. And so we want to make sure that we have many
robust sources of data that we can triangulate, both quantitatively and qualitatively, so
we’re really embracing stakeholder feedback. We’re focused on distributed leadership and
having the voices of multiple stakeholders coming forward at the decision making table,
and that also, we’re very responsive to student data and student outcomes on a number of different
measures. And lastly, we’re focused on standards-based
curriculum design. We do have the Massachusetts state frameworks. And all of those are really about providing
all students with options and choices to meet rigorous state standards so that they can
be future ready. So as we think about adopting really evidence-based
practices. We also have to make sure that those evidence-based
practices are standards-based, that we’re implementing them with fidelity, that we have
feedback loops to ensure that our entire stakeholder group is responsible for ensuring that that
fidelity is increasing the outcomes of all students. And we do that by creating a schedule and
a culture of database decision making. And all of this, again, is really important
to build on each other. So we have this implementation science, that
we’re focused on really having strong effective leadership, both adaptive and technical, ensuring
we have competency drivers to ensure for really robust [INAUDIBLE], teacher professional development,
mentoring, and coaching, and also that we have the things in place necessary to ensure
that all students have standards-based curriculum and instruction in tier one, and also to make
sure that there is evidence-based in tier one, as well as evidence based in our targeted
interventions academically, behaviorally, and socially/emotionally for all students.

Tags: , , , , , , ,

There are no comments yet

Why not be the first

Leave a Reply

Your email address will not be published. Required fields are marked *