Scaling Up in Illinois Integrated System for Student Achievement (ISSA)

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Students cannot benefit from interventions they do not experience A Different Approach Taking EBPs to Scale: Capacity Building Dean Fixsen, Karen Blase, Rob Horner, and George Sugai

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Problem Innovative practices do not fare well in old organizational structures and systems Organizational and system changes are essential to successful use of innovations Expect it Plan for it

© 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

© 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

System Alignment State Department Districts/Regions Schools Teachers / Staff Effective Practices ALIGNMENT Federal Departments Implementation Teams FORM SUPPORTS FUNCTION

Linked Implementation Teams Regional Implementation Team State Team District Team School Teams

Installation Process State Management Team Secure required staff (n=11) 2 FTE State Transformation Specialists 9 member Regional Implementation Team Select Transformation Zone Preparation for Initial Implementation

State Management Team Monthly meeting of SMT and SISEP Develop working relationships – prepare for serious problem solving Address policy issues and barriers as they arise

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

Regional Structure Regional Implementation Team District “A” External Coach District Team District “B”  External Coach District Team District “C” External Coach District Team

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

Select a Transformation Zone A vertical slice of the education system – from the classroom to the Capitol Small enough to be manageable Large enough to include all aspects of the system Reinforce strengths, surface and solve issues, manage risks and change processes

Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, – 4 Years

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

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Student Benefits Leadership Adaptive Technical

Implementation Team Regional Implementation Teams Prepare Communities Prepare teachers and staff Work with TA & Researchers Assure Implementation Prepare School & District Systems Assure Student Benefits Create Readiness Parents & Stakeholders

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

Before SISEP Discussions around getting evidence based practices to the classrooms of Illinois Examining Current Practices Potential Responses Integration – braiding – blending Pockets of discussion followed mandates  RTI  SEL

Lessons Already Learned District Level Commitments Long-range commitment COACHING! District F.T.E. commitment  External Coaches  Training Funding Sequence of Training Assessment Tools to Inform fidelity of implementation and effectiveness of intervention

More Lessons Already Learned Leadership Teams Guiding at district and building Learning Community Commitment for school improvement Continuous Regeneration Responding to new data Current Method of Technical Assistance Support not sufficient to go to scale

Integrated Training SAC SEL PBIS RTI/IASPIRE CHOICES READING FIRST ITTAAP REACH ISRC ISTAC-P

Considerations Method more reactive than proactive Not a coordinated implementation of multiple initiatives Need to distill practices to basics by braiding Systems Practices Tools Look to SISEP for potential means for helping to accomplishing this

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

Training Partners for RIT Team of people representing: SAC Reading First PBIS SEL ASPIRE CHOICES IATTAP RtI

First Steps - Winter Getting Acquainted Understanding the Concept Building Trust Initial Meetings Scheduled Acknowledging a Need for Change

Next Steps - Spring SISEP Training in North Carolina Follow-up Site Visits with Consultants March retreat sharing Core Concepts of each Initiative Realizing we have more in common than suspected What’s in a Name? Creating a Common Vision

Initial Focus Integrated Training It is really all about school improvement planning for student success – initiative neutral Must address what is actually mandated Must make it accessible for all schools Must blend practices and tools to be doable at classroom level

Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Common Training: Build on What Schools Know and Do

Final Common Core Elements Leadership & Commitment Family & Community Partners Team Based Implementation Data Based Decision Process Evidence Based Practices Professional Development & Coaching

SISEP Workgroups Identification of additional people to support development of key pieces to be used in approach to districts Begin work on Tools and Documents Work on common training elements for a braided Universal based on March dialogue Synthesize assessment tools looking at common elements framework - district and school Create Timetable for work Internal/External Coach descriptions

Change of Focus - Summer Evidence based practices (or braiding them) cannot occur if systems are not in place for support State must the change agent in how schools do business of school improvement SISEP is focusing on building the platform for launching ANY evidence based practice Must identify and remove roadblocks above and below each level (national, state, region, district, school, classroom) Scaling up of any future EBP will depend on existence of systems built now SISEP FOCUS CHANGED TO DISTRICT

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

Working Documents & Tools  Develop Protocol for Initial Contact with Districts  Who is on district team  Items to bring to first meeting  Agenda for first meeting  Probing Questions for each core area for use in subsequent meetings

Working Documents & Tools  Agenda for first meeting  Intros  What is ISSA  Review of data with probing questions around leadership and commitment  Getting Started packet  Next steps

Working Documents & Tools  Getting Started Packet  ISSA/District Agreement  District Readiness  ISSA District Data Summary Tool  Process Evaluation Tool  District Coaches Job Description

Identification of Districts Transformation Zone Peoria Knox Tazewell RIT Team Composition 2-3 members representing geographic and parent voice Roles Lead Note-taker observer

Approach to Districts First Steps – Preliminary contact to determine interest District team membership 3-6 initial meetings to determine readiness  Driven by agendas using core elements Begin Implementation Using Timetable start building system Problem Solve with District as roadblocks occur Collect information about what policies/practices need changing Work to resolve on regional/state/federal level

Integrated System for Student Achievement District System:

Plans Cell Division to other geographic areas Other Systems Development School Improvement Process How funding flows from federal and state sources Roles of ROEs, RESPROs, ESCs Accessible Data Systems for decision making Technical Assistance Needs Identification Tools Platforms & Content for Universal Trainings Attention to Drivers

Progression of Activity State Management Team Stakeholder Group School Monitoring Process Alignment Communication: Website, presentations, stakeholders, distribution materials, communication plan, Administrator Academies Technology: Training, data collection and communication PEP/PIP Cycle State Technical Assistance System of Support

Integrated Training SAC SEL PBIS RTI/IASPIRE CHOICES READING FIRST ITTAAP REACH ISRC ISTAC-P

Integrated Systems for Student Achievement ISSA The Road to Evidence Based Practices