1. ND State Personnel Development Grant North Dakota Scaling- up and Implementation Science Framework (ND-SISF )

2. Why is there seemingly a history of innovations not lasting in education?

3.  An intervention is one thing  Implementation is something else altogether  The serum and the syringe  A generalized way to deliver many cures Implementation Science

4. Big issue for the last 20 years has been experimentation with regionalization concepts for better service delivery in education 2005, the Legislature created regional education service agencies (a major role of these agencies is professional development) 2005 to 2008 these entities were forming, reforming, changing boundaries

5.  PBIS had been in special education, then moved to coordinated school health, then moved back to special education  SEA meetings in 2008-09 to discuss the possibility of putting grants in place to work toward more systematic approaches to provision of professional development

6.  Outgrowth over the next 8 months was a plan to interact with the eight REA directors to talk about possibility of creating grants to work together on a PD initiative.  Focal areas would be scaling up implementation of RTI-PBIS

7.  Fall of 2009, developed the grant proposals, solicited applications  Awarded two grants starting Jan. 2010  SISEP Community of Practice and started participating a couple of months before our REAs got their grants and they became participants in Jan. 2010.

8.  In July 2010, ND met with MPRRC to request assistance from Ron Dughman, RRC liaison to SISEP  As a result a State Transformation Team was created and a planning meeting occurred with the REA grantees in August.  That team held its first meeting in September.

9.  Continued the work with the SISEP Community of Practice throughout 2010 and 2011 and through mid-2011.  ND did not write a SPDG application in 2011 because regional level plans were not finalized

10.  To prepare to write the SPDG in early 2012, ND contracted with MN and MI State Personnel related to their projects to scale up and sustain implementation of innovations. The focus was on the competency drivers.  ND also scheduled a meeting with MPRRC consultant in June 2012 that was focused on organization drivers.

11. SPDG awarded in September 2012 North Dakota Scaling-up and Implementation Science Framework (ND-SISF)

12.  Goal 1: Pilot, implement, and scale-up professional development for educators related to a multi-tiered systems of support (MTSS) that will result in improved academic and behavioral outcomes for students with disabilities.  Goal 2: Create and assess a statewide system of professional development based on the principles of implementation science that will result in the regional delivery of high quality professional development for educators in North Dakota.  Goal 3: Develop a field placement program for pre-professional students to participate in model MTSS sites that will result in greater knowledge and skills of pre-professional students to implement high quality MTSS and work with parents related to MTSS.

13.  Offer training, coaching, technical assistance, and information to district teams, via the REAs, on MTSS. The model, based on the SISEP approach, will be piloted and expanded within one region, and scaled-up to other regions over the 5-year period.  Arrange supports for families that include training, information materials, outreach, and video-based resources.  Work with the Mountain Plains Regional Resource Center to develop a statewide system of professional development based on the steps outlined in the SISEP frameworks. 

14. STATE LEVEL WORK  Establish roles and responsibilities for SMT/STT/  Establish STS  Establish RIT working with ESDs

15. DISTRICT LEVEL WORK  Establish DIT  STS/RIT work with DIT to design implementation plans for building level  Establish BIT

16. DISTRICT LEVEL WORK  Establish Performance Measures (Intervention and Implementation)  Establish Feedback Loops at all levels…buildings to Capitol  Begin expansion to other districts and TZ

17. Implementation Drivers © Fixsen & Blase, 2008 Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data Systems Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Graphics by Steve Goodman,2009 Performance Assessment (fidelity measurement) Improved Outcomes for Students Leadership

21.  Develop an “Implementation Core Team” comprised of one member from each RRC and Audrey from the SIGnetwork  Jeanna Mullins, and Ron Dughman are coordinators of the team and provide coaching to individual members.  SISEP staff will provide professional development, training, and additional coaching, as needed.

22. Team Members Will:  Use SISEP tools, processes and frameworks in providing TA to their respective states,  Share the experience in a learning atmosphere, and  Assist with documenting adaptations of the tools, processes and frameworks to a variety of applications (i.e., state issues, needs, improvement efforts).

23. Team Members Will:  Share information with, provide professional development for, and coach other members within their respective RRC/SPDG teams.  By working together with SISEP staff, the Implementation Core Team will integrate SISEP tools, processes, and frameworks into the Technical Assistance (TA) process across the RRCP and SIGnetwork

24.  What would you like more information about?  How do you see implementation research applying to your work?  What do you see as your next steps in incorporating implementation science in your work with districts?  How would you like to participate in on- going support ?