Transcript INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT

WELCOME
All-ISTAC Meeting
AGENDA
10:00
10:30
11:15
11:25
12:00
12:45
1:30
3:30
Introductions
Overview of SISEP
Break
SISEP in Illinois
Lunch
Gallery Walk
Table Topics
Wrap-up
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

“Education has a thousand pilots, and
no central heating system”
» Tom Luce, National Math & Science Initiative

What will it take to make statewide use
of education innovations that produce
increasingly effective outcomes for the
next 50 years?

Start with the end in mind
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Problem

Students cannot benefit from
interventions they do not
experience
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation


Using implementation science
at a State level
Implementation of “scaling up”
in a State, rather than
implementation of evidencebased practice in a school
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Scale Up



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
Insufficient Methods
■ Diffusion/dissemination of information
by itself does not lead to successful
implementation
■Training alone, no matter how well done,
does not lead to successful
implementation
■Policies and funding alone do not lead to
successful implementation
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Training Outcomes Related to Training Components
Training Outcomes (% of participants who demonstrate
knowledge and skills in training, use new skills in the
classroom)
Training Components
Presentation/ Lecture
Plus
Demonstration in Training
Plus
Practice & Feedback in
Training
Plus Coaching in
Classroom
Knowledge of
Content
Skill Implementation Classroom
Application
10%
5%
0%
30%
20%
0%
60%
60%
5%
95%
95%
95%
Joyce & Showers, 2002
Implementation


Successful scale-up requires attention
to the science and practice of
implementation
Requires change at the

Practice Level (Teachers/Educational Staff)

Organization Level (Principal, Supervisor,
District Administrators)

System Level (SEA, Funders, Government,
Regulatory Bodies)
Sobering Observations
"All organizations [and systems] are
designed, intentionally or unwittingly,
to achieve precisely the results they
get."
R. Spencer Darling
Business Expert
“The tyranny of the status quo.”
Fritz Oser
Educator
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Problem


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





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Implementation Frameworks
Multi-dimensional, Fully integrated





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Selection
Implementation Lens
© Fixsen & Blase, 2008
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Training
Selection
Systems
Intervention
Facilitative
Administration
Decision Support
Data System
© Fixsen & Blase, 2008
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





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Stages of Implementation
Implementation occurs in stages:






Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Exploration:
Making the Adoption Decision (or not)
What happens during Exploration to
develop readiness for change?





Assess capacity, resources, “fit” and “buy-in”
Awareness, garnering support (parents,
teachers, stakeholders, leaders, champions)
Describe risk and help partners manage risk
Identify schools or classrooms comfortable with
their ability to manage risk
Assess the accessibility of knowledge experts –
who knows the innovation
Installation

Installation Stage Goal

To make the structural and instrumental
changes necessary to initiate services
Installation

Initiating infrastructure by planning and
executing for:

Interviewing Protocols

Training to Deal with Staff Turnover

Staff and Program Evaluations

Outcome Measures and Data Systems

Identifying Administrative Issues

Identifying Broader Systems Issues
Installation Process
Preparation for Initial Implementation



State Management Team
Secure required staff (n=11)
Select Transformation Zone
State Management Team



Monthly meeting of SMT and SISEP
Develop working relationships –
prepare for serious problem
solving
Address policy issues and barriers
as they arise
Secure Required Staff


2 FTE State Transformation
Specialists
9 member Regional
Implementation Team
Select a Transformation Zone

A vertical slice of the education
system – from the classroom to the
Capitol
 Small enough to be manageable and
large enough to include all aspects of
the system
 Reinforce strengths, surface and solve
issues, manage risks and change
processes
Initial Implementation
 Initial Implementation Goal
 Survive the Awkward Stage!
» Learn from Mistakes
» Continue “buy-in” efforts
» Manage expectations
Initial Implementation
Activities
 Provide new services, curriculum,
interventions
 Manage transition & turnover
 Manage change process
– Change practice
– Change classroom, school, and District
structures & culture
– Put infrastructure components in place
– Overcome fear & inertia
Implementation Frameworks
Multi-dimensional, Fully integrated





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Initiating and Managing Change
Implementation Team(s)
 General Definition: Core group of individuals,
who are representative of the stakeholders
and “systems” and who are charged with
guiding the overall implementation from
exploration through to full implementation


Benefits: Provides a focused and
accountable structure to increase the
likelihood that this effort will not be
abandoned or derailed.
Scope of the initiative determines the scope
of authority and the need for linked
Implementation Teams
SISEP Support + 2 FTE
IMPLEMENTATION
CAPACITY FOR
SCALING UP EBPs
State
Management
Group
State
Transformation
Team
First Regional
Implementation
Team
Regional
Implementation
Team
N = 50 – 200
Schools
N = 50 – 200
Schools
Too many
overqualified
people
Regional
Regional
Implementation Implementation
Team
Team
N = 50 – 200
Schools
N = 50 – 200
Schools
Integrated Training

Team of people representing:

SAC

Reading First

PBIS

SEL

ASPIRE

CHOICES

IATTAP

RtI
Implementation Frameworks
Multi-dimensional, Fully integrated





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Practice Feedback Loops
Practice (Do)
Policy
Policy Enabled Practices
(PEP)
Feedback
Practice Informed Policy
(PIP)
Policy (Plan)
Study - Act
“External” System Change Support
Policy
Structure
Procedure
Practice
Form Supports Function at every level
(National, State, District, Region, School, Classroom)
Implementation Frameworks
Multi-dimensional, Fully integrated





Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Creating the Conditions for Change


Provide Information

“Reflect” Concerns


What is the change, why now, and what might it mean for me?
In a neutral way, acknowledge and validate the person’s
concerns (e.g. “It sounds like you need more information…”, “It
makes sense to me that you are wondering about whether this is
a passing fad…”)
Roll with Resistance



Resistance is a signal to change strategies
New perspectives are invited but not imposed (e.g. “Would you
like the opportunity to learn more about this?”)
The person’s perspective is a valuable resource in learning more
about what is concerning or challenging about the change
initiative
Miller and Rollnick, 1991
Lessons Learned: Stages
Row, Row, Row Your Boat
Exploration
Installation
Readiness
Scaling Up Video
www.scalingup.org