Leadership Module #1 Understanding Implementation and Leadership in School Mental Health Introduction Module #1 focus is on implementation Specifically, our role as leaders in implementation To begin, we need to understand our own biases about mental health, and change Changing values, not just behaviours To obtain the mental health outcomes we want for our students need to change the knowledge AND attitudes and values of adults who support students 2 Education Supports For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation
(R. Elmore, 2002) 3 Successful Districts Clear vision we will do literacy, math, mental health this way Unwavering instructional/mental health leadership and support Good communication plan with consistent messages Effective supports in place to help Principals, teachers, and staff follow through and do it 4 Successful Districts Assure consistent supports across buildings Do not depend so much on unique
principals or teachers who come and go Achieve more consistent student outcomes, across teachers, buildings, and years 5 Implementation Science Longitudinal Studies of Comprehensive School Reforms Evidence-based Actual Supports Years 1-3 Outcomes Years 4-5 Every Teacher Trained Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended Every Teacher Continually Supported Fewer than 25% of those teachers received support Vast majority of students did not benefit Aladjem & Borman, 2006; Vernez, Karam, Mariano, 6 & DeMartini, 2006 Implementation Science An intervention is one thing Implementation is something else altogether Like serum and a syringe
Each is necessary Neither one is useful without the other 7 Formula for Success Effective intervention practices X Effective implementation practices = Good outcomes Disproportional Impact: Students benefit 8 to 12 times more 8 (Institute of Medicine, 2000; 2001; 2009; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and Human Services, 1999)
IMPLEMENTATIO N INTERVENTIO N Effective Effective NOT Effective Actual Benefits Poor outcomes NOT Effective Inconsistent; Not Sustainable; Poor outcomes Poor outcomes;
Sometimes harmful 9 Implementation Science Letting it happen Recipients are accountable Helping it happen Recipients are accountable Making it happen Implementation Teams are accountable Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004 10 Implementation Science INTERVENTIO N IMPLEMENTATIO NTeam
Impl. NO Impl. Team Effective 80%, 3 Yrs Effective use of Implementation Science & Practice Fixsen, Blase, Timbers, & Wolf, 2001 14%, 17 Yrs Letting it Happen Helping it Happen Balas & Boren, 2000 3X to 12X Return on Investment 11 Implementation Science Best Data Show These Methods, When
Used Alone, Do Not Result In Uses of Innovations As Intended: Diffusion/ Dissemination of information Training Passing laws/ mandates/ regulations Providing funding/ incentives Organization change/ reorganization About 5% to 20% Return on Investment 12 OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENT S Theory and Discussion Knowledge Skill
Demonstratio n Use in the Classroom 10% 5% 0% ..+Demo in Training 30% + Practice & Feedback in Training 60% 60%
5% 95% 95% 95% + Coaching in Classroom 20% 0% 13 Joyce and Showers, 2002 Reliable Benefits Consistent uses of Innovations io t
a t en rs m ve e pl Dri Im n Performance Assessment Training Selection Systems Intervention n t io za ni rs ga ive Or Dr
Co m Dr pet iv en er cy s Coaching Facilitative Administration Integrated & Compensatory Decision Support Data System Leadership Drivers Technical Adaptive Fixsen & Blase, 2008
14 Implementation Team Teachers Innovations Students Practice Informed Policy System Change Executive Management Team Policy Enabled Practice External System Change Support System Reinvention Adaptive
Challenges Duplication Fragmentation Hiring criteria Salaries Credentialing Licensing Time/ scheduling Union contracts RFP methods Federal/ Prov. laws 15 System Reinvention Board Implementation Team MH Leaders SMH Professionals Teachers
Practice Informed Policy System Change Policy Enabled Practice School MH ASSIST Support EDU Adaptive Challenges Duplication Fragmentation Hiring criteria Salaries Credentialing Licensing Time/ scheduling Union contracts RFP methods Federal/ Prov.
laws 16 PACE Modules Effective Tiered implementation Teams Provincial ASSIST District MH Teams, with MH Leaders School MH Teams Homework Assignment We will send a link to the PACE modules People Advancing Change through Evidence Review and participate in on-line dialogue 17
