EFFECTIVE IMPLEMENTATION: FULL IMPLEMENTATION

NC Implementation Structures State Implementation Team: C&V, PD, TAC, RE State Implementation Team: C&V, PD, TAC, RE Leadership and Policy Implementation Design Team

NC Implementation Structures State Implementation Team Leadership and Policy Implementation Design Team MTSS K-3 Formative Assessment LEASA

Rationale RESEARCH PRACTICE GAP IMPLEMENTATION “Students cannot benefit from interventions they do not experience.”

Implementation Math Formula for Success WHAT: Effective Interventions HOW: Effective Implementation WHERE: Supportive Contexts WHY: Positive Outcomes for Students

TeamsCycles DriversStages Usable Interventions Active Implementation Frameworks

“We tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved.” —Senge, 1990 Linked Team Structures School-based Implementation Team School-based Implementation Team District-based Implementation Team District-based Implementation Team Regionally-based Implementation Team State-based Implementation Team State-based Implementation Team Decision- makers: Data, Curriculum, Funding, Personnel

Practice-Policy Communication Cycle Policy Practice Policy Enables Practices Plan Do External Implementation Support Policy Practice Structure Procedure Practice Informs Policy Feedback Study - Act FORM SUPPORTS FUNCTION

Usable Interventions Operational Definitions Clear Description Performance Assessment Essential Functions

Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008 Leadership AdaptiveTechnical

Improvement Cycles: Usability Testing Plan Study Act Plan DoStudy Act Plan DoStudy Act Do

Implementation Stages ExplorationInstallation Initial Implementation Full Implementation 2-4 Years Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes

How are we improving and sustaining? Full Implementation “Work to do it better.”

Full Implementation Key Functions “Work to do it better.” Skillful practices by all staff Evaluation for expected outcomes Full use of implementation drivers Policy changes/ development for sustainability

FULL IMPLEMENTATION EXAMPLE: CLEVELAND COUNTY

23 rd Largest School System 20 th Largest in Number of EC Students 63.97% Free and Reduced Lunch 29 Schools (16 elementary, 2 intermediate, 4 middle, 4 high, 1 ECHS, 1 special purpose, 1 alternative and post- school programs)

 19 of the 29 schools in CCS Practice PBIS  2 High Schools  2 Middle Schools  2 Intermediate Schools  12 Elementary Schools  1 Alternative School

 All CCS Schools were awarded some level of PBIS State Recognition in  7 Exemplar Schools  10 Model Schools  2 Green Ribbon Schools

 Increase the days of PBIS Module 1 Training (5-7)  Allow PBIS team time to create PBIS required materials DURING the PBIS training days  Use Professional Learning Communities (PLC) to train school staff about PBIS  Provide Teacher Assistants Training in Behavior Management and PBIS  Allow all school staff to vote on whether or not their schools implement PBIS

 Crest Middle School  North Elementary School

 Administrators & School Staff CHOOSE to be trained in PBIS Module 1  Module 1 Training is completed in 5-7 days spread out from September to May  PBIS LEA Coordinator trains each school INDIVIDUALLY to ensure their needs are met

 Specific implementation examples from CCS are added to the DPI PBIS Module 1 material (matrix, lesson plans, newsletters, etc.)  PBIS teams choose 1-3 currently implementing PBIS schools to visit and explore their PBIS implementation practices  LEA PBIS Coordinator arranges the school visits and helps facilitate the process

 PBIS Module 1 Training by the LEA Trainer is completed in the MORNING of each training day- AFTERNOON training sessions are used to create specific module 1 requirements  PBIS matrix of expected behaviors  Social skill lesson plans  Behavior discipline decision tree  Office discipline referral form  Creating training to teach ALL staff members about PBIS implementation  How to communicate to parents about PBIS  

 PBIS team members use existing PLC times to train staff about PBIS and to gain their input  LEA PBIS Coordinator assists PBIS team in creating the training materials for the PLC  LEA PBIS Coordinator’s role in the PLC is different at each school

 Teacher Assistant Buy-In is crucial for successful PBIS implementation at all schools  Specific behavior management and PBIS training is provided to all Teacher Assistants  Teacher Assistants are taken away from their classroom duties to attend the training  Effort is made to make them feel appreciated (lunch provided, drawings for prizes, etc.)

 After a full year of PBIS training, the school votes to determine whether they will implement PBIS the following school year  80% of staff must vote YES to proceed with PBIS implementation  100% of our schools have voted YES to implement PBIS

TOOLS & RESOURCES

Tools & Resources +Institute+-+Full+Implementation +Institute+-+Full+Implementation +Implementation+Resources +Implementation+Resources The Active Implementation Hub Quick Start Video Stages of Implementation Analysis for Education by NIRN/SISEP Stages of Implementation Analysis for Education by NIRN/SISEP

DCA

Activity: Full Implementation Checklist

General Supervision SPP/APR Data Collection Dispute Resolution System Policies, Practices and Procedures Monitoring Activities Improvement, Correction, Incentives, & Sanctions Targeted Technical Assistance Fiscal Management

Academics Continuum of Transitions Behavior SSIP: Focus for Improvement Engagement

This Professional Learning Supports Improved Graduation Rate for Students with Disabilities by: Active implementation of evidence-based instruction, preK through secondary Local capacity building Technical and adaptive leadership Comprehensive and efficient assessment system Student, Family, Staff, and Community Engagement Academics Active implementation of evidence-based behavioral programming, preK through secondary Local capacity building Culturally responsive instruction Positive school/class climate Comprehensive and efficient assessment system Student, Family, Staff, and Community Engagement Behavior Active implementation of evidence-based transition practices, preK to post- secondary Local capacity building Systemic and coordinated supports (including wraparound), preK to post-secondary Consistent attendance Extracurricular and/or employment opportunities Student, Family, Staff, and Community Engagement Continuum of Transitions Engagement

Contact: Teri Putnam, Cleveland County Schools Rhonda Harrell, Behavior Support and SIT Heather Reynolds, State Implementation Specialist & Data Analyst or