Improving Systems, Practices and Outcomes

RP2: Reaching Potentials through Recommended Practices

Tools & Strategies Used in Program-wide Implementation

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PDF: Planning Guide to Statewide Implementation, Scale-up, and Sustainability of Recommended Practices - RP2: Reaching Potentials through Recommended Practices (February 2015)

This document contains our TA process documents and the implementation process, structures, and tools for planning and monitoring implementation.

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PDF: Benchmarks of Quality for Classroom-Based Programs

This document provides a tool for program leadership teams to use in assessing their status in the critical elements of program-wide implementation.

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PDF: Benchmarks of Quality for Home-Visiting Programs

This document provides a tool for program leadership teams to use in assessing their status in the critical elements of program-wide implementation.

Reaching Potentials through Recommended Practices Observation Scale (RP2-OS)

These tools were developed to provide coaches with a rubric for assessing the implementation of a sub-set of the DEC Recommended Practices that were identified as being most proximally related to child engagement in the learning opportunities provided by a caregiver or classroom teacher. These tools might be used by other programs who are interested in this set of the DEC Recommended Practices or might inspire the development of a similarly structured tool that focuses on a different set of practices.

The use of an observation and interview tool is of value as it offers data beyond a practitioner’s self-assessment of their implementation of a practice. Tools that are used by a coach to assess practice implementation can offer a more objective assessment of implementation and foster a dialogue between the coach and practitioner about the meaning of the practice. When the coach uses the tool in a collaborative relationship that is aimed at identifying a practitioner’s strengths and needs in practice implementation; data that result from the tool can guide a discussion about the identification of practices to use to affect child outcomes. In addition, the tool will allow monitoring of growth in implementation as the practitioner begins to use more practices, increase the fluency of a practice, or uses practices with more precision.

These tools have not been through a traditional measure development process, therefore do not meet rigorous measurement standards. These tools were designed to be used with the collaborative partnership of practice-based coaching to provide data on coaching needs and to provide evidence of practice implementation change. These tools have been use in the field with coaches and practitioners, and revisions were made based on their feedback.

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
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