Data Collaborative Portal - Facilitative Administration

Includes all internal-facing policies, processes, and strategies that are within the organization’s control to change, tweak, and execute the evidence-based practice with fidelity.

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Facilitative administration provides leadership and makes use of a range of data inputs to inform decision-making, support the overall intervention and implementation processes, and keep staff organized and focused on the desired intervention outcomes. In an organization with facilitative administrators, careful attention is given to policies, procedures, structures, culture, and climate to assure alignment of these aspects of an organization with the needs of practitioners. Practitioners’ interactions with children and families are the keys to any successful intervention. Facilitative administrators and others make full use of available resources to assure that practitioners have the time, skills, and supports they need to perform at a high level of effectiveness with every child and family even as practitioners, coaches, managers, and others come and go year after year. With implementation supports from training, coaching, and technical assistance, administrators continue to use available data and experience to find more and better ways to support practitioners.

Driver Look Fors

When we are integrating the Implementation Drivers into our work we have specific look fors for each Driver that will help inform us whether or not we are removing as many potential barriers and seizing all the opportunities to improve our program. Below are the specific look fors for this driver. It includes the following information:

Look For Description: it will begin with a numbered look for the driver. It will include a description of a critical component that should always be seen in your organization.
Data Source(s): The Data Sources are a nudge to help us understand how we can prove that this is actually occurring throughout our organization, as well as a location to capture change ideas and improvements.
Fully In-Place: This represents the criteria that the Data Collaborative, and NIRN, considers that the look for is completely in-place. Or in other words, the organization is meeting our expectations for this component of the driver.
Partially In-Place: Similarly to Fully In-Place, this represents the criteria. The difference is that not all of the look for are represented in the organization.
Not Yet In-Place: This represents when the look for has not been reflected in your organization.

1. Site or Center Leaders actively facilitate the use of implementation supports for explicit instruction in literacy

Fully In-Place

Site or Center Leaders accommodate and support the use of implementation best practices by:

• Making changes in organization roles, functions, and structures

• Making changes in organization policies and procedures

• Making use of data to inform decisions and action planning

Partially In-Place

Site or Center Leaders accommodate and support the use of implementation best practices by doing at least one but not all of the following:

• Making changes in organization roles,functions, and structures

• Making changes in organization policies and procedures

• Making use of data to inform decisions and action planning

Not Yet In-Place

Site or Center Leaders do not accommodate and support the use of implementation best practices

Data Source(s)

Leadership team meeting minutes Action plans Reports from staff who carry out explicit instruction in literacy Reports from staff who carry out Improvement initiatives focused on implementation best practices.

2. Site or Center Leaders use effective processes to engage staff carrying out and supporting explicit instruction in literacy

Fully In-Place

Site or Center Leaders use all of the following effective processes to engage staff (those delivering and those supporting):

• meets in person at least monthly or more frequently depending on amount of work

• documents roles and responsibilities consistently

• uses processes to communicate regularly with staff (e.g., shared files, weekly communication briefs)

• completes assignments and documents progress outlined on an action plan within designated timelines

Partially In-Place

Site or Center Leaders use at least two of the following effective processes to engage staff:

• meets in person at least monthly or more frequently depending on amount of work

• meeting roles and responsibilities are consistently assigned and used (e.g., facilitator, recorder, time keeper, norms monitor)

• Process is in place for absent staff to receive updates shortly following the meeting

• completes assignments and documents progress outlined on an action plan within designated timelines

Not Yet In-Place

Site or Center Leaders do not use effective processes to engage staff

Data Source(s)

Meeting schedule
Meeting Agendas, Minutes, and Attendance
Action Plan

3.Site or Center Leaders actively seek feedback from staff and recipients

Fully In-Place

Site or Center Leaders actively seek feedback from all of the following groups:

• Staff who are using explicit instruction in literacy

• staff who are providing implementation support

• stakeholders (e.g. parents, teachers, caseworkers)

• intended beneficiaries (e.g. children, families, students, community members)

Partially In-Place

Site or Center Leaders actively seek feedback from at least one of the following groups:

• Staff who are using explicit instruction in literacy

• staff who are providing implementation support

• stakeholders (e.g. parents, teachers, caseworkers)

• intended beneficiaries (e.g. children, families, students, community members)

Not Yet In-Place

Site or Center Leaders do not actively seek feedback from staff, stakeholders, and beneficiaries

Data Source(s)

Written plan for feedback loops to reduce administrative Barriers
Data reports
Action plans

4. Site or Center Leaders regularly use feedback from staff, stakeholders, and beneficiaries

Fully In-Place

Site or Center Leaders regularly use the data collected from staff and stakeholders to reduce administrative (e.g. policies, procedures) barriers in the agency to using explicit instruction in literacy fully and effectively

Partially In-Place

Site or Center Leaders inconsistently use the data collected from staff and stakeholders to reduce administrative barriers (e.g. policies, procedures) in the agency to using explicit instruction in literacy fully and effectively

Not Yet In-Place

Site or Center Leaders do not have or use data collected from staff and stakeholders to reduce administrative barriers (e.g. policies, procedures) in the agency to using explicit instruction in literacy fully and effectively

Data Source(s)

Source:

Ward, C., Metz, A., Louison, L., Loper, A., & Cusumano, D. (2018). Drivers Best Practices Assessment. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill. Based on: Fixsen, D.L.,Blase, K., Naoom, S., Metz, A., Louison, L., & Ward, C. (2015). Implementation Drivers: Assessing Best Practices. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill.

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