BUILDING A SCHOOL- BASED PREVENTION SUPPORT SYSTEM: A BUSINESS PLAN Paul D. Flaspohler Cricket Meehan
ROAD MAP What is a prevention support system and how do we know we need one? What does the evidence tell us about effective prevention support systems (proof of concept)? How do you develop a sustainable prevention support system?
The keys to prevention support Work with the Ready Build Communities of Practice Show up with Best Practice Process Mainstream Evaluation and Accountability
WHAT IS A PREVENTION SUPPORT SYSTEM? AND HOW DO WE KNOW WE NEED Part 1 ONE?
THE GAP BETWEEN RESEARCH AND PRACTICE
DEVELOPING EFFECTIVE PRACTICE Identity problem or disorder Identify risk and protective factors Pilot Studies Large-Scale Trials Dissemination Institute of Medicine
INTERACTIVE SYSTEMS FRAMEWORK FOR DISSEMINATION AND IMPLEMENTATION What is (or should be) in the Gap?
A FRAMEWORK FOR EFFECTIVE PREVENTION IN Abraham Wandersman Lindsey Stillman Rebecca Horwitz Jennifer Duffy Morris Blachman Paul Flaspohler COMMUNITIES Janet Saul Rita Noonan Keri Lubell Richard Dunville & Natalie Audage
Funding A. Putting It Into Practice Prevention Delivery System General Capacity Use Innovation-Specific Capacity Use Policy C. Supporting the Work Prevention Support System General Capacity Building Innovation-Specific Capacity Building Climate B. Distilling the Information Prevention Research System Synthesis Translation Existing Research and Theory
DISSEMINATION AND IMPLEMENTATION Dissemination is the intentional spreading of information or technology from the originators to the intended users. Dissemination consists of active strategies to get the word out that include helping to wrestle with the issues of adoption (Backer, 2000). Implementation is putting the innovations to use. It involves steps such as the decision to use an innovation, commitment of needed resources, and the actual use.
INNOVATION Innovation refers to new knowledge or information that we think could be useful to prevention efforts in the field innovations are the objects of dissemination, from technologies to information to skill sets. Three categories of innovations are considered the 3 P s: Programs Processes Principles
PROGRAMS, PROCESSES, AND PRINCIPLES Prevention programs are specific sets of strategies and actions that can be implemented to prevent violence. Prevention processes provide systematic ways to guide planning, implementing, evaluating, and sustaining prevention efforts. Prevention principles are qualities of prevention programs that are thought to make them more effective.
Funding A. Putting It Into Practice Prevention Delivery System General Capacity Use Innovation-Specific Capacity Use Policy C. Supporting the Work Prevention Support System General Capacity Building Innovation-Specific Capacity Building Climate B. Distilling the Information Prevention Research System Synthesis Translation Existing Research and Theory
PUTTING IT INTO PRACTICE: PREVENTION DELIVERY SYSTEM Where the rubber meets the road, where innovations are put into practice. The individuals, schools, organizations, and communities that carry out prevention delivery activities have varying levels of existing capacity to put prevention innovations into action.
Funding A. Putting It Into Practice Prevention Delivery System General Capacity Use Innovation-Specific Capacity Use Policy C. Supporting the Work Prevention Support System General Capacity Building Innovation-Specific Capacity Building Climate B. Distilling the Information Prevention Research System Synthesis Translation Existing Research and Theory
DISTILLING THE INFORMATION: THE PREVENTION RESEARCH SYSTEM Research on effective prevention by universities, non -profit groups, government, or industry. Activities of the system include the development of Effectiveness Research, Other Types of Research, Development of Theories, Models and Frameworks Synthesis: Summary of evidence of effectiveness (core elements and key features) Translation: convert language and features into every day terms
Funding A. Putting It Into Practice Prevention Delivery System General Capacity Use Innovation-Specific Capacity Use Policy C. Supporting the Work Prevention Support System General Capacity Building Innovation-Specific Capacity Building Climate B. Distilling the Information Prevention Research System Synthesis Translation Existing Research and Theory
SUPPORTING THE WORK: PREVENTION SUPPORT SYSTEM Knowledge is necessary but not sufficient to create change The Prevention Support System provides the support (or capacity building) that putting the innovations into practice requires. Innovation-Specific Capacity Building: assistance with a specific innovation including providing information about an innovation, providing training for an innovation, and providing technical support once the innovation is being used. General Capacity Building - to enhance the infrastructure, skills, and motivation needed to put an innovation into practice. (e.g. creating strong partnerships, developing leadership skills, assessing needs, evaluating outcomes).
BRIDGING THE GAP Research Evidence Based Practices Prevention Support System Evidence-Informed Support Tools Training Technical Assistance Quality Improvement Practice Practice-Based Evidence
EFFECTIVE IMPLEMENTATION Characteristics of the Setting Characteristics of the Innovation Process of Transitioning Innovation to Setting Implementation
AN EVIDENCE-BASED SYSTEM FOR PREVENTION SUPPORT EBSIS (Wandersman, Chien, Katz, 2012)
SUPPORT: R=MC 2 Relationships Initial Readiness Training Readiness Outcomes Improved: General Capacities Innovation- Specific Capacities Motivation Tools Technical Assistance General Capacity Innovation- Specific Capacity Motivation Quality Assurance Quality Improvement
NEED FOR SMH Around 1 in 5 youth will present an emotional/behavioral disorder (5 students in a classroom of 25) Around 1 in 10 present significant impairment, and 1 in 20 present extreme functional impairment Between 1/6th and 1/3rd receive any services Major lack of systematic quality assessment and improvement in traditional settings
6678 KEY STAKEHOLDERS Evidence of Need
CHILDREN (N=6678) IN 15 DIFFERENT ELEMENTARY AND MIDDLE SCHOOLS Age Grade 1400 1400 1200 1200 1000 1000 800 800 600 600 400 400 200 200 0 7 8 9 10 11 12 13 14 0 3 4 5 6 7 8
ETHNICITY BY SCHOOL 600 500 400 300 Asian/Indian/PI African American Hispanic White 200 100 0 A B C D E
SOME CHALLENGES Evidence of need
BARRIERS TO SUCCESSFUL DEVELOPMENT I feel safe in my school I worry a lot I have many fears 17 % strongly disagree/disagree 59.7 % certainly/somewhat true 43.4 % certainly/somewhat true I get mad easily I fight a lot 28.4 % most, all of the time 28.4 % certainly/somewhat true I like myself I feel lonely 22.7 % never/some of the time 19.7 % most/all of the time Other children pick on me 33.4 % somewhat/certainly true
STRENGTHS AND DIFFICULTIES SDQ Score % Borderline % Abnormal % Total Emotional Symptoms 8.7 13.5 22.2 Conduct Problems 13 19.9 32.9 Hyperactivity 12 15 27 Peer Problems 24.3 9.6 33.9 Prosocial Behavior 11.5 12.5 24 Total Difficulties 17.5 29.2 46.7 1169 children report experiencing difficulties in the borderline range. 1956 kids experiencing difficulties in the abnormal range.
DISTRIBUTION OF TOTAL DIFFICULTIES BY GRADE 60 50 40 30 20 % Abnormal % Borderline 10 0 3 4 5 6 7 8
SOME FORM OF UNIVERSAL PREVENTION COULD MEET NEEDS OF MORE THAN 3000 AT RISK CHILDREN IN SCHOOLS
Special issue of The American Journal of Community Psychology (2012)
THE SWEBP PROCESS Pre-planning Level 1 Grant Evaluation Planning Implementation Level 2 Grant
The keys to prevention support Work with the Ready Build Communities of Practice Show up with Best Practice Process Mainstream Evaluation and Accountability
WORKING WITH THE READY Establish Core Team Attend RFP Workshop Complete Capacity Assessment Submit Planning Grant
CORE TEAM THE RIGHT PEOPLE Administration Education Health/ Mental Health Other Principal Teacher Counselor Parent Superintendent School Social Worker Community Member Other
RFP WORKSHOP INITIAL COMMITMENT Core team must attend Access to Capacity/Readiness Assessment Access to Proposal
CAPACITY/READINESS ASSESSMENT Can you use data? Readiness Assessment includes: Collective Efficacy School Characteristics Strength-Based Practices School Readiness Life Satisfaction Spreading the word Staff complete assessment online Data is collected, aggregated and distributed by TA team Schools receive aggregate data to use in planning grant
REDUCING APPLICANT POOL FROM 578 SCHOOLS 20 18 16 14 12 10 8 6 4 2 0 2006 2007 2008 Attended Workshop Completed Assessment Submitted Proposal - Funded
THE SWEBP PROCESS: PLANNING Pre-planning Level 1 Grant Evaluation Planning Implementation Level 2 Grant
SHOW UP WITH BEST PRACTICE PROCESS Needs and Resource Assessment Problem Identification Program Selection/ Adaptation Implementation Grant Proposal
THE GETTING TO OUTCOMES PROCESS #1 Needs/ Resources #2 Goals #3 Best Practices #4 Fit #5 Capacities #10 Sustain #9 Improve Results #8 Outcome Evaluation #7 Process Evaluation #6 Plan
NEEDS AND RESOURCE ASSESSMENT Informants Staff Survey Student Survey Parent Survey Content (CASEL+) Classroom behaviors Socio-emotional functioning School Climate Bullying and Violence Others PSS Technical Assistance Consent/Parent Notification Packaging Administration (limited) Data entry Data analysis
PROBLEM IDENTIFICATION Data informed Combine N/R data with other school data sources
NO MAGIC BULLETS
STUDENTS: STRENGTHS AND DIFFICULTIES 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 emotion conduct Hyper peer prob Prosocial 0.00 Rural Elementary Rural Middle Urban Elementary Urban Middle
STAFF: DISRUPTIVE BEHAVIOR PROBLEMS 60.00 50.00 40.00 30.00 20.00 10.00 0.00 A B C D E
80.0 STAFF: ORIENTATION TO INNOVATION 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 A B C D E
PROGRAM SELECTION/ADAPTATION Must be EBP Blueprints NREPP Whatworks.gov Consider Need Readiness Feasibility Plan for adaptation to local needs Readiness Feasibility Evidence of Need
EVIDENCE-BASED PROGRAMS Olweus Bullying Prevention Program PATHS Life Skills Training Caring School Communities Peacebuilders
THE SWEBP PROCESS: IMPLEMENTATION Pre-planning Level 1 Grant Evaluation Planning Implementation Level 2 Grant
MAINSTREAM EVALUATION AND ACCOUNTABILITY Program training Ongoing technical assistance Monitoring process Monitoring outcomes
PROGRAM TRAINING Innovation Specific Capacity building Training provided by certified program experts Coordinated where possible to reduce costs TA team serves as buffer between trainers and schools
ONGOING TECHNICAL ASSISTANCE Proactive and Reactive strategies to promote general capacity Using Data Parent Engagement Culturally Competent Adaptation Sustainability Quarterly meetings of programs to solve problems and celebrate success
LOCAL EVALUATION Process monitoring Fidelity monitoring Outcomes monitoring As planned Outcomes With Quality
EVIDENCE OF EFFECT Proof of Concept
100% 90% 91% 96% 92% AVERAGE FIDELITY BY PROGRAM 100% 95% 95% 90% 91% 87% 82% 83% 80% 76% 70% 65% 66% 69% 60% 50% 40% 30% 20% 10% 0% Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 PATHS (n=3) Olweus (n=3) LifeSkills (n=2) Caring School Community (n=2) PeaceBuilders (n=2)
THE SWEBP PROCESS Pre-planning Level 1 Grant Evaluation Planning Implementation Level 2 Grant
BUILD COMMUNITIES OF PRACTICE Continuous Improvement Sustainability
LESSONS LEARNED... STRENGTHS: 100% process and outcomes monitoring! can help to raise awareness of the complex nature of planned change processes engagement in the process builds general capacity to participate in data-informed decision making
CHALLENGES Are we being told what we want to hear? Working the Cream? Unsolvable systems problems? Sustainability of our efforts?
OUR SUSTAINABILITY Agricultural Extension Spoth et. al (2004)
PROFESSIONAL DEVELOPMENT
ASSUMPTIONS $ Spent to Support prof. development in schools SEAs, LEAs, Schools buy inefficient/ ineffective/ unproven PD packages Typically single session train and Pray Rarely lead to outcomes $ Spent to support prevention in schools Public and Private Sources Single program support with Short cycle funding Driven by anticipated needs (not actual) Rarely lead to outcomes
ALTERNATIVE $ Spent to Support prof. development in schools Leverage PD $ to support general capacity building Graded and sequential PD Process (virtual and invivo) Little Crickets More likely to lead to outcomes $ Spent to support prevention in schools Leverage public and private funding to support innovation specific funding Accessible only to Little Crickets Driven by actual needs More likely to lead to outcomes
What non-academic barriers to learning impact the health, well-being, and academic achievement of your students?
MOST SALIENT NON-ACADEMIC BARRIERS
MOST SALIENT NON-ACADEMIC BARRIERS Mental health problems Health concerns Language barriers Socioeconomic & Ecological Factors substance abuse poverty homelessness
What challenges and barriers do you face in addressing students non-academic needs?
CHALLENGES IN ADDRESSING NEEDS Limited access to resources (both services and financial) Little continuity in care, overburdened staff Untrained staff Lack of parental follow-through
How have efforts to address nonacademic issues been funded?
CURRENT FUNDING FOR NON-ACADEMIC ISSUES Little or no funding available to them Staff rarely received professional development training related to addressing non-academic barriers
Recommendations on how to obtain buy-in and support from districts for prevention support?
HOW TO OBTAIN BUY-IN Being Proactive Flexible Creative Clear Solution-Focused Use New Technologies for Professional Development
BUSINESS PLAN Sustainable school-based prevention support system training model and curriculum Designed for professionals to learn, practice, and master skills that will position them as leaders (e.g., champions ) within their buildings and/or districts on issues related to non-academic barriers to learning.
TRAINING WILL INCLUDE: Identification of non-academic barriers to learning among students (e.g., needs assessment, recognizing warning signs) Best practice processes for addressing nonacademic barriers to learning (e.g., readiness, capacity-building, prevention/intervention strategies, evaluation) Evidence-based prevention strategies and programs Evidence-based intervention strategies and programs
TRAINING WILL INCLUDE: Fidelity versus adaptation of evidence-based strategies and programs Best practices for using data and evaluation tools to measure outcomes Best practices for continuous quality improvement Long-term sustainability of strategies that are working
ROLE OF CHAMPIONS 1. Raise awareness of non-academic barriers to learning among their staff 2. Conduct professional development and educational sessions with their staff and students 3. Build both general and innovation-specific capacities within their buildings and districts 4. Promote best practices related to addressing nonacademic barriers to learning 5. Serve as a leader and role model to others in their buildings and districts.
WHAT IT WILL LOOK LIKE Recruit a targeted class size of approximately 8-12 participants per cohort 24 months of training, technical assistance, and support Cohesive and collaborative group Learn, practice, and master skills Build collaborative networking relationships Address non-academic barriers to learning
The keys to prevention support Work with the Ready Build Communities of Practice Show up with Best Practice Process Mainstream Evaluation and Accountability
QUESTIONS? Thank you for joining us today