SISEP IN ILLINOIS INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT August 7, 2009 Directors 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 Weve 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 State Management Implementation Teams 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 Competency Implementation Lens

OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5%0%..+Demonstrati on in Training 30% 20% 0% …+ Practice & Feedback in Training 60% 5% …+ Coaching in Classroom 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 Competency Organization Student Benefits

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Student 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, – 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 ALIGNMENT Federal Departments SISEP/ Implementation Teams 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 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 SISEP Support + 2 FTE Too many overqualified people

IL Regional Structure Regional Implementation Team District A District Coach District Team District B District Coach District Team District C District Coach District Team

IL District Structure District Leadership Team District Level Coach 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) Feedback Study - Act Policy Enabled Practices (PEP) Practice Informed Policy (PIP) External System Change Support

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 persons 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 persons 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, 2009 Directors Conference Peoria, IL

Integrated System for Student 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

Collaborative Efforts for School Improvement for All Students Standards Aligned Curriculum Evidenced-based Practices Differentiation for Academic and Behavior Sustainability Family 3 Tiered Model of Intervention District Leadership Team Based Implementation Universal Screening Data-based Decision Making Progress Monitoring Common Core Concepts

Integrated System for 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 Evidence Based Practices No Child Left Behind