IOWA S EXPERIENCE SCALING-UP EVIDENCE-BASED EI PRACTICES Melissa Schnurr Iowa Dept. of Education January 16, 2018
OVERVIEW Presentation organized around the Key Features of the Evidence Informed In-Service Professional Development Model (Dunst, 2015) article Challenges Iowa has experienced Lessons learned
IOWA DISTANCE MENTORING MODEL Contract with Florida State University Juliann Woods, Mollie Romano, team of additional coaches, coders, and technical support Multiple PD components; cohorts of providers from across the state Implementation using all five active implementation frameworks http://dmm.cci.fsu.edu/iadmm/index.html
FGRBI, SS-OO-PP-RR & DMM FGRBI is the Content Family Guided Routine Based Intervention (FGRBI) Early intervention in everyday routines SS-OO-PP-RR Caregiver coaching DMM is the Process Distance Mentoring Model (DMM) PD sequence Technology enhanced coaching http://fgrbi.fsu.edu http://dmm.cci.fsu.edu Woods, 2017
KEY FEATURE #1: CONTENT KNOWLEDGE/PRACTICE TO BE LEARNED Family Guided Routines Based Interventions, Caregiver Coaching Introduce key characteristics, view demonstrations in twoday face-to-face workshop Piloting online platform to replace face-to-face workshop
KEY FEATURE #2: JOB EMBEDDED OPPORTUNITIES TO PRACTICE & EVALUATE EXPERIENCE Trio member uploads video, self assessment and informed consents to TALENT All trio members and internal coach review video as a group All trio members and internal coach participate in external feedback session with external coach Trio member receives a session summary from external coach Woods, 2017
KEY FEATURE #3: EXPLICIT REFLECTION ON PRACTICE SS-OO-PP-RR SS Setting the Stage OO Observation and Opportunities to Embed PP Problem Solving and Planning RR Reflection and Review Gathering updates & sharing information Encouraging family priorities for session plan Observe caregiver child interaction in routines Use coaching strategies matched to caregiver-child Provide general and specific feedback Problem solve intervention strategies and Expand opportunities and contexts to practice Promote caregiver reflection on identify how it is working Review session and plans for next steps An Early Interventionist Discusses the Benefits of Using Video to Reflect on Early Intervention Practices Woods, 2017
KEY FEATURE #4: COACHING, MENTORING, OR PERFORMANCE FEEDBACK Expert coach meets monthly with each team in Iowa via Zoom Use Torsh TALENT software to view videos and leave feedback Performance-based feedback using fidelity checklist
TORSH TALENT Torsh TALENT http://www.torsh.co/ Torsh TALENT Spotlight on CEC-RAP http://www.torsh.co/blog/article/client-spotlight-early-education-fsu Woods, 2017
KEY FEATURE #5: ONGOING FOLLOW-UP SUPPORTS DMM PD Cycle Timeline Aug Sep Oct Nov Dec Jan Feb Mar Apr May June Training F2F Video based External Coaching with written feedback Self-and peer reflection using Key Indicator checklist Content webinars Manual and online FGRBI modules and videos Dedicated website and materials repository Woods, 2017
KEY FEATURE #6: SUFFICIENT DURATION/INTENSITY FOR MULTIPLE OPPORTUNITIES 9 month PD cycle Four total days of face-to-face workshops Recording, uploading, and commenting on 3 home visits Watch and review team members video (6 videos) Internal feedback session External feedback session Monthly content webinars TOTAL 31 hours ~ 9 hours ~ 9 hours ~ 9 hours ~ 9 hours 8 hours ~ 75 hours
KEY FEATURE #7: INCLUDE AS MANY FEATURES AS POSSIBLE IA-DMM includes all 6 of the key features of evidenceinformed in-service PD, including more hours than recommended of job-embedded authentic learning opportunities Cohorts have included approximately 30 new providers each year
CHALLENGES Capacity limited to a few providers across the state per cohort Families experience providers using FGRBI/Coaching and also receive childfocused services (from providers who have not received this new PD) The better you get at evidence-based intervention practices, the more you reveal other areas needing improvement Writing outcomes, frequency/intensity of services, family assessment, teaming, infrastructure needs Communication at all levels Working with agencies that each have their own structures and way of working So much data Who gets what? How to display it? A lot of logistics!
LESSONS LEARNED Invest more time in the beginning in regional implementation teams Include more levels of our system administration in the buy-in stage Trust the process (of implementation science)! It is HARD work on the part of several individuals to shift a system!
THANK YOU! What questions do you have? Melissa Schnurr (melissa.schnurr@iowa.gov)
REFERENCES Dunst, C. J. (2015). Improving the design and implementation of in service professional development in early childhood intervention. Infants & Young Children, 28(3), 210 219. Family Guided Routines Based Interventions website: http://fgrbi.fsu.edu Iowa Distance Mentoring Model website: http://dmm.cci.fsu.edu/iadmm/index.html SS-OO-PP-RR Key Indicator Checklist: http://fgrbi.fsu.edu/handouts/approach5/keyindicators_2017.pdf Woods, J. (April, 2017). A Tale of 3 Acronyms: FGRBI, SS-OO-PP-RR & DMM. Presentation as part of the ECTA Learning Lab: Exploring Coaching for Practice Change. Presentation found at: http://ectacenter.org/~calls/2017/learninglab.asp