Post on 27-Mar-2015
SISEP IN ILLINOIS
INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT
August 7, 2009Directors’ Conference
Peoria, IL
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
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Problem We’ve lit a thousand pilot lights and
have yet to have a heating system
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
Implementation
Using implementation science at a State level
Implementation of “scaling up” in a State, rather than implementation of evidence-based 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
Implications for SISEP
The Science of Implementation
The Practice of Implementation
The Work of Change at Many Levels
» Teacher / Schools
» Region / Districts
» Bureaucracy / Systems
Solution
Effective intervention practices and programs
+
Effective implementation practices
=
Good outcomes for students
No other combination of factors reliably produces desired outcomes
There are Challenges
Science to Service Gap
What is known often is not what is adopted
Implementation Gap■ What is adopted often is not used with
fidelity and good effect
■ What is implemented disappears over time and with staff turnover
Positive Intervention Outcomes ≠ Implementation
Implementation has not been achieved by doing more or better research on interventions.
The usability of a program or practice has nothing to do with the weight of the evidence regarding that program
–“Evidence” on effectiveness helps you select what to implement for whom
–“Evidence” on outcomes does not help you implement the program
© 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
Teaming of Purveyors with Implementation Teams
Schools
Management (leadership, policy)
Administration (HR, structure)
Supervision (nature, content)
Teachers
State & Federal Context
Regions / Districts
Sta
te M
anag
emen
t
Imp
lem
enta
tio
n T
eam
s
Simultaneous, Multi-Level Interventions
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)
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
© Fixsen & Blase, 2008
Student Benefits
Performance Assessment (Fidelity)
Coaching
Training
Selection
Com
pete
ncy
Implementation Lens
OUTCOMES(% of Participants who Demonstrate Knowledge,
Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom)
TRAININGCOMPONENTS
Knowledge SkillDemonstration
Use in the Classroom
Theory and Discussion
10%
5% 0%
..+Demonstration in Training
30%20%
0%
…+ Practice & Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
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
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy O
rganizationStudent Benefits
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy O
rganizationStudent Benefits
Leadership
Adaptive
Technical
Integrated & Compensatory
Implementation Frameworks
Multi-dimensional, Fully integrated
Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Implementation occurs in stages:
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
State Management Team
Secure required staff (n=11)
Select Transformation Zone
Preparation for Initial Implementation
State Management Team
Monthly meeting of SMT and ISSA
Develop working relationships – prepare for serious problem solving
Address policy issues and barriers as they arise
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
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Transformation Zone
State Department
Districts
Schools
Teachers/ Staff
Effective Practices
AL
IGN
ME
NT
Federal Departments
SIS
EP
/ Im
ple
men
tati
on
Tea
ms
FORM SUPPORTS FUNCTION
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
Full Implementation
Full Implementation Goals
Maintaining and improving» Service» Linkages» Support» Infrastructure
Components integrated, fully functioning Skillful Service Ready to be evaluated re: consumer
outcomes
Innovation
Innovation
First do it right (high fidelity)
Then do it differently and better
» Consult with content experts
» Model the Master
» Evaluate Impact
» Institutionalize Innovations
Ability to retain function while changing form given turnover, changing needs and context
Sustainability
Goals of Sustainability Ensure funding streams for service and infrastructure
Ensure high fidelity and positive outcomes through infrastructure improvement and maintenance
Characteristics and Activities Starts during Exploration Stage, never stops
Part of every stage
Information and trust
Achieve and tout good outcomes
Remain financially vigilant
Expand support base during all stages
Implementation Frameworks
Multi-dimensional, Fully integrated
Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Implementation Science
Letting it happen
Recipients are accountable
Helping it happen
Recipients are accountable
Making it happen
Implementation teams are accountable
Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
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
State Management
Group
State Transformation
Team
Regional Implementation
Team
N = 50 – 200 Schools
First Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
IMPLEMENTATION CAPACITY FOR
SCALING UP EBPs
SIS
EP
Su
pp
ort
+ 2
FT
E
Too many overqualified
people
IL Regional Structure
Regional ImplementationTeam
District “A”•District Coach•District Team
District “B”District Coach•District Team
District “C”•District Coach•District Team
IL District Structure
District LeadershipTeam
District LevelCoach
School “A”•Internal Coach•School Team
School “B”Internal Coach•School Team
School “C”•Internal Coach•School Team
Implementation Frameworks
Multi-dimensional, Fully integrated
Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
PDSA Cycles
Shewhart (1924); Deming (1948); Six-Sigma (1990)
Plan – Develop specific things to do
Do – Do them (make sure)
Study – See what happens
Act – Make adjustments
Cycle – Do over and over again until the goal is reached (again)
Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
Practice
Form Supports Function at every level (National, State, District, Region, School, Classroom)
Fee
db
ack
Stu
dy - A
ct
Implementation Frameworks
Multi-dimensional, Fully integrated
Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Readiness for Change
Creating the Conditions for Change
Provide Information What is the change, why now, and what might it mean for me?
“Reflect” Concerns 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
SISEP IN ILLINOIS
INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT
August 7, 2009Directors’ Conference
Peoria, IL
Integrated SystemforStudent Achievement
Evidence-based practices are integrated into one cohesive system making education:
Easier
More effective
More efficient
Integrated System for Student Achievement
RtI
SACPBIS
ISTACSEL
Literacy
Common Core Concepts
Integrated Systemfor Student Achievement
A coordinated system of the Illinois State Board of Education in which evidence based practices are braided together to develop an infrastructure that maximizes:
Student achievement
Family – Community Partnerships
Professional Develop/Coaching
District Commitment and Leadership
Data Driven Decision Making
Evidenced Based Practices
Team based implementation of a Multi-Tiered Model
From Parallel Play to Integrated Systems
If you knew then what you know now, what would you do differently?
Implementation Politics vs. Implementation Science
Centralized statewide network
Hierarchy for consistency
Lessons Learned
District Level Commitments Long-range commitment COACHING!
» District F.T.E. commitment– District Level Coaches
» Funding
Sequence of Training
Assessment Tools
Leadership Teams
Learning Community
Continuous Regeneration
Integrated System for Student Achievement
One integrated universal approach
Built out on core concepts
One integrated training sequence
4-5 evaluation tools
One statewide structure for support
Integrated Training
Team of people representing: SAC
Reading First
PBIS
SEL
ASPIRE
CHOICES
IATTAP
RtI
Integrated Training Sequence
Introduction and Overview
Coaching
Developing Your Universal System
Implementing Your Universal System
Evaluation
Integrated System for Student Achievement
School Improvement
EvidenceBasedPractices
No Child Left Behind