Transcript The Science and Practice of Implementation

Integrated System for
Student Achievement
SISEP in Illinois
The Science and Practice
of Implementation
Karen A. Blase, PhD
Dean L. Fixsen, PhD, George Sugai, PhD,
Rob Horner, PhD, Michelle Duda, PhD,
Melissa Van Dyke, LCSW
Problem
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“Education has a thousand pilots, and
no central heating system”
» Tom Luce, National Math & Science Initiative
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What will it take to make statewide use
of education innovations that produce
increasingly effective outcomes for the
next 50 years?
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Start with the end in mind
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Problem
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Students cannot benefit from
interventions they do not
experience
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Scale Up
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To scale up interventions we
must first scale up
implementation capacity
Building implementation
capacity is essential to
maximizing the use of EBPs and
other innovations
Large scale, real time change
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation
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Successful scale-up requires attention
to the science and practice of
implementation
Requires change at the
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Practice Level (Teachers/Educational Staff)
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Organization Level (Principal, Supervisor,
District Administrators)
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System Level (SEA, Funders, Government,
Regulatory Bodies)
Problem
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Innovative practices do not fare
well in old organizational
structures and systems
Organizational and system
changes are essential to
successful use of innovations
 Expect it
 Plan for it
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation Frameworks
Multi-dimensional, Fully integrated
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Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Implementation Frameworks
Multi-dimensional, Fully integrated
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Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Student Benefits
Performance
Assessment (Fidelity)
Coaching
Adaptive
Systems
Intervention
Training
Integrated &
Compensatory
Selection
Technical
Facilitative
Administration
Decision Support
Data System
Leadership
© Fixsen & Blase, 2008
Implementation Frameworks
Multi-dimensional, Fully integrated
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Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Stages of Implementation
Implementation occurs in stages:
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Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Learning Standards
ALIGNMENT
Literacy
Behavior
RtI
System of Support
School Improvement
Student Outcomes
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Integrated System for Student Achievement
Aligning Illinois Programs
Integrated System
for Student Achievement
District System:
District Leadership Team
Necessary
Encouraged
Superintendent (or designee)
ROE
Director of Curriculum &
Instruction
RESPRO
Director of Special Education
Principal
Board Member
Data Manager
Family member (not a district
employee)
Special Ed Cooperative
Representative
Union representative
District Level Coach*
Community Partner
Approach to Districts
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First Steps –
 Preliminary contact to determine interest
» District team membership
» 3-6 initial meetings to determine readiness
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Begin Implementation
 Using Timetable start building system
 Problem Solve with District as roadblocks occur
 Collect information about what policies/practices need
changing
 Work to resolve on regional/state/federal level
Integrated System for Student
Achievement
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District Systems that Implement and Support:
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Data Based Decision Systems
»
District Level
»
Building Level
»
Student Level
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Coaching
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Team Based Implementation
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Professional Development and Implementation
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District Improvement Plan