SISEP Dean Fixsen, Karen Blase, Rob Horner, and George Sugai Project Directors 2009 Dean Fixsen, Karen Blase, Rob Horner, and George Sugai University of North Carolina – Chapel Hill University of Oregon University of Connecticut (c) Dean Fixsen and Karen Blase, 2009

SISEP Center www.scalingup.org State Implementation and Scaling up of Evidence-based Practices (SISEP) www.scalingup.org DoE and OSEP Leaders Project Officer: Jennifer Doolittle © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 (c) Dean Fixsen and Karen Blase, 2009 2

System Change “Education has a thousand pilots and no central heating system” Tom Luce, National Math and Science Initiative

Scaling Up EBPs currently are used where they are most wanted (boutique uses) Social impact will come from going where they are most needed Accessible to ALL students and families who could benefit Common usage = work with the willing and the reluctant (c) Dean Fixsen and Karen Blase, 2008 4 4

Scaling Up Scaling up is achieved when at least 60% of the students/ schools that could benefit from an innovation have full and effective access to that innovation

School Wide PBS (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 6

School Wide PBS 6% of all schools

Capacity Development 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 Glennan, Bodilly, Galegher, & Kerr (2004) Glennan Jr., T. K., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms. Santa Monica, CA: RAND Corporation. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009

Selection Criteria The State has documented implementation of an evidence-based curriculum/instruction initiative or a behavior support program. The State has demonstrated committed leadership at the State level. The State is willing to dedicate roughly $2 million a year to scaling up evidence-based practices. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 (c) Dean Fixsen and Karen Blase, 2009

Selection Criteria The State is willing to participate in and contribute to a community of practice. The State has a statewide data collection system in place. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 (c) Dean Fixsen and Karen Blase, 2009

Scaling Up Start with the end in mind What will it take to: Make statewide use of education innovations… That produce increasingly effective outcomes… For the next 50 years?

IMPLEMENTATION CAPACITY FOR SCALING UP EBPs SISEP Support State Management Team Transformation Team Regional Implementation Team N = 50 – 200 Schools (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 12 12

IMPLEMENTATION CAPACITY FOR SCALING UP EBPs [Phase 1] SISEP Support & 2 FTE State Management Team Transformation Team Regional Implementation Team N = 50 – 200 Schools First Regional Implementation Team N = 9 Staff N = 50 Schools Too many overqualified people = Capacity Dev. (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 13 13

State Management Team SISEP System Change Support Practice Informed Policy (PIP) Implementation Team Innovation Teachers Students Policy Enabled Practice (PEP) System Change (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 14 14

Assure Implementation Implementation Team Prepare schools and staff Prepare Communities Prepare Districts Implementation Team Assure Student Benefits Blase, K. A., Fixsen, D. L., & Phillips, E. L. (1984). Residential treatment for troubled children: Developing service delivery systems. In S. C. Paine, G. T. Bellamy & B. Wilcox (Eds.), Human services that work: From innovation to standard practice (pp. 149-165). Baltimore, MD: Paul H. Brookes Publishing. Slavin, R. E., & Madden, N. A. (1999). Disseminating Success for All: Lessons for Policy and Practice (No. 30). Baltimore, MD: Center for Research on the Education of Students Placed at Risk (CRESPAR)- Johns Hopkins University. Leonard-Barton, D., & Kraus, W. A. (1985). Implementing new technology. Harvard Business Review, 6, 102-110. Glennan Jr., T. K., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms. Santa Monica, CA: RAND Corporation. Work with Researchers Parents and Stakeholders Create Readiness Assure Implementation © Fixsen & Blase, 2009 (c) Dean Fixsen and Karen Blase, 2009 15 15 15

Student Benefits Organization Competence Integrated & Compensatory Technical Integrated & Compensatory Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competence Organization Leadership Adaptive © Fixsen & Blase, 2007

EFFECTIVE INNOVATIONS System Change EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION

System Change Innovative practices do not fare well in existing organizational structures and systems Organizational and system changes are essential to successful use of innovations Expect it, Plan for it Cannot change a whole system at once

Develop Implementation Infrastructure Transformation Zone Use Innovations Develop Implementation Infrastructure Change System

Transformation Zone A “vertical slice” of the education system (from the classroom to the Capitol) The “slice” is large enough (critical mass) to include all aspects of the system Develop capacity to change systems The “slice” is small enough to be manageable Manage the change process (small bites) Manage the risks (most innovations don’t work at first) Limit the damage (quick recovery, rapid resolution)

FORM SUPPORTS FUNCTION SYSTEM ALIGNMENT Federal Departments Implementation Teams State Department Transformation Zone ALIGNMENT Districts/ Regions Schools Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Chao, S. (Ed.). (2007). The state of quality improvement and implementation research: Expert views workshop summary. Washington, D.C.: Institute of Medicine of the National Academies: The National Academies Press. Change is difficult, resistant, and often feels wrong. Inducing major change in large organizations is much more difficult than simple behavioral changes because organizations themselves are problematic. Additionally, most organization designs are outdated and do not reflect current environments, requiring more comprehensive organizational change. Freund, A. M., & Baltes, P. B. (2000). The orchestration of selection, optimization and compensation: An action - theoretical conceptualization of a theory of developmental regulation. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes, and consciousness (pp. 35-58). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Selection, optimization, compensation (SOC) theory conceptualizes the processes of adaptive development for individuals, organizations, and systems. Selection refers to narrowing the range of alternative domains of functioning or goals from the pool of available options. Optimization involves the acquisition and coordination of the means (resources) required for goal attainment. Compensation refers to managing loss or decline in goal-relevant means (resources) through substitution of means or use of external aids. Teachers/ Staff Effective Practices FORM SUPPORTS FUNCTION (c) Dean Fixsen and Karen Blase, 2009 21 21 21

For More Information Karen A. Blase, Ph.D. Dean L. Fixsen, Ph.D. 919-966-9050 blase@mail.fpg.unc.edu Dean L. Fixsen, Ph.D. 919-966-3892 fixsen@mail.fpg.unc.edu State Implementation and Scaling up of Evidence-based Practices National Implementation Research Network www.scalingup.org http://nirn.fpg.unc.edu (c) Dean Fixsen and Karen Blase, 2009 22

For More Information The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

Thank You We thank the following for their support Annie E. Casey Foundation (EBPs and cultural competence) William T. Grant Foundation (implementation literature review) Substance Abuse and Mental Health Services Administration (implementation strategies grants; NREPP reviews; SOC analyses of implementation; national implementation awards) Centers for Disease Control & Prevention (implementation research contract) National Institute of Mental Health (research and training grants) Juvenile Justice and Delinquency Prevention (program development and evaluation grants Office of Special Education Programs (Capacity Development Center contract) Agency for Children and Families (Child Welfare Leadership Development contract) 24 24