Lessons Learned It's a wise man who profits by his own
experience, but it's a good deal wiser one who lets the rattlesnake
bite the other fellow Josh Billings
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Stages of Implementation Exploration/Ad option Development
Commitment and acquiring more information about the innovation
Installation Initial Implementation Full Implementation Elaboration
(Innovation) Continuous Regeneration (Sustainability) Improvements:
Increase Efficiency and Effectiveness Embedding within Standard
Practice and is able to find ways to make the innovation more
efficient Provide Significant Support to Implementers; implementer
is focused on short- term day to day use of the innovation with
little time for reflection Creating the systems and materials to
prepare for implementation Use of the innovation is stabilized. Few
if any changes are being made in on- going use
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Exploration/Adoption Assess capacity, resources, and buy-in
Begin developing awareness and support for adoption (parents,
staff, central office) Explain the risks involved in adopting (What
will be different for us as a result?) Identify staff who will be
comfortable managing the risks (change in practice, ambiguity) for
leadership roles Exploration/Ad option Development Commitment and
acquiring more information about the innovation
Slide 5
Exploration/Adoption Assess whether you will have access to
experts (trainers, coaches, colleagues) who know the innovation
well Build consensus and commitment for adoption Exploration/Ad
option Development Commitment and acquiring more information about
the innovation More about developing consensus is coming up
next!
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Installation Create space for the work to happen Begin
recruiting and hiring staff Conduct training Installation Creating
the systems and materials to prepare for implementation
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Installation Develop the infrastructures to support
implementation On-going training Coaching and supervision Staff and
fidelity evaluations Outcome evaluations How will the work get
done? Committees, regular meeting times, how often, how long
Installation Creating the systems and materials to prepare for
implementation
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Initial Implementation You cannot do something well without
doing it poorly first! Survive the awkward stage Learn from
mistakes-implementation will feel messy! Continue buy-in
efforts-people will ask, What the heck did I agree to do?! Manage
expectations- keep people focused on what is expected for
implementation Initial Implementation Provide Significant Support
to Implementers; implementer is focused on short- term day to day
use of the innovation with little time for reflection
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Initial Implementation Change practices Put the components you
have been planning (infrastructures to implement) in place Change
organizational and community structures and culture Manage the
change process- Nope, I change my mind! Overcome fear and inertia-
I feel like a failure Initial Implementation Provide Significant
Support to Implementers; implementer is focused on short- term day
to day use of the innovation with little time for reflection
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Full Implementation Implementers are in a routine while
implementing the innovation Comfortable with the materials and
components of the innovation Implementation is not awkward Few if
any changes are made in the on-going use of the innovation Full
Implementation Use of the innovation is stabilized. Few if any
changes are being made in on- going use
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Elaboration (Innovation) Replicate school implementations
within the district based on initial implementation Select a model
demonstration site(s) and then learn from implementation efforts
Let early adopters make the mistakes first Continue to refine
systems that support how data are analyzed and how decisions are
made Elaboration (Innovation) Embedding within Standard Practice
and is able to find ways to make the innovation more efficient
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Elaboration (Innovation) Ensure feedback loops are in place
between the implementation support systems Building leadership team
Implementation Planning Team All the components of the innovation
are in place and fully functioning Elaboration (Innovation)
Embedding within Standard Practice and is able to find ways to make
the innovation more efficient
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Continuous Regeneration (Sustainability) It is important to
first, do it right (fidelity), then do it better (innovate)
Continuous Regeneration is doing it better More efficient with
implementation It is important to have feedback loops in place to
review data to determine if alterations to the innovation are still
positively impacting student outcomes Continuous Regeneration
(Sustainability) Improvements: Increase Efficiency and
Effectiveness
Slide 14
Continuous Regeneration (Sustainability) Consultation with:
Experts, trainers, coaches, colleagues Systems adoption within the
district New staff orientation Should get easier over time
Continuous Regeneration (Sustainability) Improvements: Increase
Efficiency and Effectiveness
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These stages are recursive: Setbacks at one stage moves us back
to the previous stage Apply for PBIS New District Initiative Today
is a book study? We already do that. Violate Norms Vote coach off
Be on time Go to a PLC Ignore e- mails Go to Book Study Dominate
conversation Snow Day! Late for meeting Attend District PD Ignore
Data File Grievance Change Practice Have a AHA! Prep for Meeting
New State Initiative
Slide 16
Stages of Implementation Exploration/Ad option Development
Commitment and acquiring more information about the innovation
Installation Initial Implementation Full Implementation Elaboration
Continuous Regeneration Improvements: Increase Efficiency and
Effectiveness Embedding within Standard Practice and is able to
find ways to make the innovation more efficient Provide Significant
Support to Implementers; implementer is focused on short- term day
to day use of the innovation with little time for reflection
Creating the systems and materials to prepare for implementation
Use of the innovation is stabilized. Few if any changes are being
made in on- going use Principals should anticipate staff who will
perceive the change as first or second order before Exploration.
When Exploration begins, it will become apparent Establishing
consensus is a recursive process. Managing the change process
requires the leader to monitor the pulse of staff
Slide 17
Understanding Peoples Concerns about Implementation Leading
Change is Hard Work!
Slide 18
Exploration (Sustainability) Installation (Sustainability)
Initial Implementation Full Implementation (Effectiveness &
Sustainability) Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
24 Years Implementation Takes Time
Slide 19
Change is Cyclical and Iterative-- Installation Exploration
Implementation Sustainability
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1. Screening 2. Core Instruction with Fidelity 3. Interventions
with Fidelity 4. Progress Monitoring 5. Teaming/Data-Based Decision
Making: Group Interventions 6. Teaming/Data-Based Decision Making:
Individual Problem Solving 7. Special Ed Referral and Evaluation
Report Implementation Science Competency Drivers Leadership
Organization Drivers
Slide 21
Know Your Driver
Slide 22
Fixsen & Blase, 2008 Performance Assessment (Fidelity)
Coaching Training Selection Systems Intervention Facilitative
Administration Decision Support Data System Integrated &
Compensatory Competency Drivers Organization Drivers Leadership
AdaptiveTechnical Sustainable Student Outcomes Implementation
Drivers
Slide 23
Fixsen & Blase, 2008 Selection Integrated &
Compensatory Competency Drivers Organization Drivers Leadership
Sustainable Student Outcomes Effective Implementation of Evidence
Based Practice (e.g. RtI)
Slide 24
Sample Interview Questions for Elementary Principal Position If
you were to walk into a classroom with excellent instruction, what
would you expect to see? If you were to walk into a classroom with
poor instruction, what would you do about it? What are the common
features of Positive Behavior Intervention Support and Response to
Intervention systems? What is your experience coordinating,
leading, or performing within these systems? How would you teach
reading to a 1 st grader?
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Interview Data Activity Directions: Please review the data
provided for the following six (6) students. At the bottom of each
page, please complete the instructional recommendation section and
include your rationale.
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Selection gone wrong
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Fixsen & Blase, 2008 Training Selection Integrated and
Compensatory Competency Drivers Organization Drivers Leadership
Sustainable Student Outcomes Effective Implementation of Evidence
Based Practice (e.g. RtI)
Slide 28
Implementation Driver: Training Created a PD plan that is
developed collaboratively across departments PD continually
recycles key elements (i.e., core) to address drift and train new
staff Data from fidelity measures (SET, EBIS Group Planning Form,
etc) used to inform PD plan Data from outcome measures (DIBELS,
Maze, OAKS) used to inform PD plan Purpose: Train staff in specific
skills needed to implement the EBP
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Implementation Driver: Training New staff receive an extra five
days of training and extra coaching throughout the year that
focuses on EBIS components All PBIS teams get a full day each year
for training, coaching, and time to plan All principals trained to
conduct walkthroughs and instructional rounds for coaching and
instructional leadership
Slide 30
Fixsen & Blase, 2008 Coaching Training Selection Integrated
and Compensatory Competency Drivers Organization Drivers Leadership
Sustainable Student Outcomes Effective Implementation of Evidence
Based Practice (e.g. RtI)
Slide 31
Implementation Driver: Coaching A Coaching Delivery Plan is
developed Lead Person is designated and supported Coaches are
fluent with RTI and PBIS Feedback from multiple sources is
collected, provided to practitioners and used to determine areas in
need of more coaching and training Purpose: Ensure transfer from
training to practice
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Coaching Implementation Driver: Coaching Joyce and Showers,
2002 OUTCOMES (% of Participants) TRAINING COMPONENTS Demonstrate
Knowledge Demonstrate Skill Use in the Classroom Theory and
Discussion 10%5%0% + Demonstration in Training 30%20%0% + Practice
& Feedback in Training 60% 5% + Coaching in Classroom 95%
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Coaching Implementation Driver: Coaching District level
coaching Attend grade level EBIS meetings Provide feedback using
Coaching Rubric Facilitate monthly meetings with school literacy
coaches, counselors and principals Update EBIS Handbook
annually
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Coaching Imple mentation Driver: Coaching School level
coaching: Principal lead walkthroughs/Instructional rounds Literacy
specialists coach teachers and instructional assistants on
instructional practices and literacy across content areas
Counselors and PBIS team members coach teachers and instructional
assistants on behavior
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Performance Assessment (Fidelity) Coaching Training Selection
Competency Drivers Organization Drivers Leadership Fixsen &
Blase, 2008 Sustainable Student Outcomes Effective Implementation
of Evidence Based Practice (e.g. RtI) Integrated and Compensatory
Coaching Training Selection
Slide 36
Implementation Driver: Performance Assessment Performance of
practices, teams and coaches are assessed at least annually.
(Quarterly until fidelity is reached.) Assessment measures include
direct observation, and review of fidelity and outcome measures.
Feedback is provided and successes are celebrated Purpose: Ensure
EBP is Implemented with fidelity
Slide 37
Implementation Driver: Performance Assessment Data Sources:
Fidelity Assessment: SET, Benchmarks of Quality, EBIS Group
Planning Form, Coaching Rubric, Walk Through Forms Outcome
measures: DIBELS, Maze, OAKS Annual EBIS Systems Assessment: DSSP
Continuous Improvement Plan goals and Elementary School Literacy
Plans are directly linked to these measures.
Slide 38
Fixsen & Blase, 2008 Decision Support Data System
Sustainable Student Outcomes Effective Implementation of Evidence
Based Practice (e.g. RtI) Performance Assessment (Fidelity)
Coaching Training Selection Competency Drivers Organization Drivers
Leadership Integrated & Compensatory
Slide 39
Implementation Driver: Decision Support Data System
Implementation Fidelity Assessments Data from SET (School-wide
Evaluation Tool) Coaching Rubric, walk through form, etc.
Elementary EBIS Team Planning Survey Annual EBIS Systems
Assessment: DSSP Purpose: Employ data systems that guide MTI and
RTI practices in order to increase student achievement
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Implementation Driver: Decision Support Data System Student
Performance Measures Outcomes measures: OAKS, ODRs, DIBELS
Universal Screening: DIBELS, OAKS, ODRs, Maze Progress Monitoring:
Curriculum Based Measures (AIMSweb, DIBELS) Diagnostic Measures:
Grade +, Phonics Screener
Slide 41
Fixsen & Blase, 2008 Facilitative (Barrier Busting)
Administration Decision Support Data System Performance Assessment
(Fidelity) Coaching Training Selection Integrated and Compensatory
Competency Drivers Organization Drivers Leadership Sustainable
Student Outcomes Effective Implementation of Evidence Based
Practice (e.g. RTI)
Slide 42
Implementation Driver: Facilitative Administration Purpose: To
ensure that administrators provide staff with support to implement
EBP AND ensure that staff are implementing with fidelity.
Monitoring Fidelity checks Principal Walk Throughs Staff Evaluation
process Support Schedule Resources Training Procedures
Slide 43
Fixsen & Blase, 2008 Training Coaching Selection Systems
Intervention Performance Assessment (Fidelity) Facilitative
Administration Decision Support Data System Competency Drivers
Organization Drivers Leadership Integrated and Compensatory
Sustainable Student Outcomes Effective Implementation of Evidence
Based Practice (e.g. RtI)
Slide 44
Implementation Driver: Systems Intervention Engage and grow
champions District leadership actively participates with state
education department agencies and legislature Multiple district and
school level teams engage in reciprocal communication (PEP PIP
cycles) Positive feedback provided to schools on achieving CIP
Goals
Slide 45
Fixsen & Blase, 2008 Sustainable Student Outcomes Effective
Implementation of Evidence Based Practice (e.g. RtI) Performance
Assessment (Fidelity) Coaching Training Selection Systems
Intervention Facilitative Administration Decision Support Data
System Integrated and Compensatory Competency Drivers Organization
Drivers Leadership Adaptive Technical
Slide 46
Adaptive vs Technical Leadership VS
Slide 47
Lessons Re-Learned OR What SISEP Has Taught Us! 1.Pick the
right people 2.Teach them what to do 3.Coach them 4.Make sure
theyre doing it right 5.Determine if the system is working 6.Keep
lines of communication open and support your people 7.Get help from
everyone you can 8.Celebrate success! Josh Billings About the most
originality that any writer can hope to achieve honestly is to
steal with good judgment.