The Role of Readiness in Promoting the Adoption and Effectiveness - PowerPoint PPT Presentation

The Role of Readiness in Promoting the Adoption and Effectiveness of Evidence- Based Prevention Practices Allison Dymnicki, Sabrina Arredondo Mattson, Elizabeth Spier, Beverly Kingston, Frances Miller, Jonathan Scaccia 1

Acknowledgements Agenda A MERICAN I NSTITUTES FOR R ESEARCH 2

Overview Agenda • Overview of key components of readiness • Description of Safe Communities Safe Schools model and evaluation design • Preliminary readiness findings A MERICAN I NSTITUTES FOR R ESEARCH 2

Key Components of Readiness Agenda Dymnicki, Wandersman, Osher, Grigorescu, V., & Huang, 2014 A MERICAN I NSTITUTES FOR R ESEARCH 2

Agenda Readiness Assumptions A MERICAN I NSTITUTES FOR R ESEARCH 2

Agenda Readiness Assumptions A MERICAN I NSTITUTES FOR R ESEARCH 2

Safe Communities Safe Schools (SCSS) Agenda A MERICAN I NSTITUTES FOR R ESEARCH 2

A Comprehensive Framework A MERICAN I NSTITUTES FOR R ESEARCH

SCSS Logic Model 9 A MERICAN I NSTITUTES FOR R ESEARCH

Evaluation Design and Sample Staggered entry randomized control trial with 46 Colorado Schools to address if the model: 1. Is implemented as intended 2. Effective when implemented as intended A MERICAN I NSTITUTES FOR R ESEARCH 10

Methods Two-step readiness approach 1. Readiness feasibility visits 2. Comparison of scores on 90-item Readiness Monitoring Tool (Wandersman & Scaccia, 2017) completed annually by school-based team members A MERICAN I NSTITUTES FOR R ESEARCH 11

Readiness Assessment Results: Year 1 & 2 Step 1: 46 of 60 schools met readiness criteria and agreed to participate Step 2:  Schools report (at onset) having a champion that supports the SCSS model  The SCSS model is compatible with schools’ values and norms  Schools enjoy implementing the SCSS model  Leadership support increased  Prioritizing the SCSS model increased  Supportive climate for the SCSS model increased A MERICAN I NSTITUTES FOR R ESEARCH 12

Implications • Determining the ideal type of schools to partner with on comprehensive school change efforts • Understanding how to foster components of readiness and which components can be strengthened through training and technical assistance • Thinking through how we do this work without increasing disparities A MERICAN I NSTITUTES FOR R ESEARCH 13

Next Steps • Explore how the readiness data (both overall levels and changes in readiness components) relates to fidelity of implementation data • Explore sequential relationship of readiness to implementation to targeted outcomes • Explore which aspects of readiness are malleable for schools that don’t begin “ready” A MERICAN I NSTITUTES FOR R ESEARCH 14

Thank You! Allison Dymnicki adymnicki@air.org 270 768-7063

References • Dymnicki, A., Wandersman, A., Osher, D., Grigorescu, V., & Huang, L. (2014). Willing, Able à Ready: Basics and Policy Implications of Readiness as a Key Component For Implementation of Evidence- Based Practices . Washington, DC: American Institutes for Research. • Kingston, B., Arredondo Mattson, S., Dymnicki, A., Spier, E., Fitzgerald, M., Shipman, K., Goodrum, S. et al. (2018) Building schools’ readiness to implement a comprehensive approach to school safety. Clinical Child and Family Psychology Review 21 (4): 433-449. • Wandersman, A., & Scaccia, J. (2017). Organizational readiness: Measurement and as a predictor of progress: Final Report. Prepared for the Robert Wood Johnson Foundation. Award # 35497. A MERICAN I NSTITUTES FOR R ESEARCH 16