1. Questions:
Have you ever been involved in a project that was unsuccessful?
How much attention was paid to the critical features (differences that make this practice distinct) of the practice?
How much attention was paid to supporting the implementation of the practice?
What practice are you looking to implement? (regulation, instructional practices, behavior supports, supports to sub-populations, specific district or regional initiative.

2. Session Objectives Exploring reasons why practices are not sustained
Content of implementation science and purpose for the application of the Implementation Science
Selection/identification of a practice worth implementing
Exploration and initial application of the elements of effective implementation of evidence based practices

3. 15 WAYS TO LOSE YOUR INNOVATION
Michigan
Implementation
Network
15 WAYS TO LOSE YOUR INNOVATION
“Why Does It Take So Long For Innovations to Become Sustainable Practices”

4. 15. SHARED VISION & PURPOSE
Seems simple - but often OVERLOOKED
ASSUMPTIONS are deadly
Are the vision & purpose CO-CREATED?
Is there CONSENSUS built around vision & purpose?
Is there a structured process to identify and articulate NEED?

5. 14. COMMUNICATION
Is there an INTENTIONAL focus on communicating about the innovation?
Is the message about the innovation CONSISTENT?
WHO CONVEYS the message? To WHOM?
What CONTEXT would amplify the message?
What TIMING would amplify the message?

6. 13. SELECTION PROCESS What PROCESS was used to select the innovation?
WHO PARTICIPATED in that selection process?
What DATA was used/triangulated to determine a need?
Who OWNS the need identified in the data?
How can this need become a SHARED PURPOSE?

7. 12. READINESS
How would you DEFINE READINESS for the innovation within YOUR CONTEXT?
ADOPTION PROCESS (Consensus, Shared Purpose, Stakeholder Ownership)
IMPLEMENTION PROCESS (Competencies, Leadership, Systems)
What PROCESSES will you use to develop the foundations for:
ADOPTION
IMPLEMENTATION

8. 11. ID CRITICAL FEATURES
Have you WITNESSED the innovation in PRACTICE?
Does the innovation have well defined ELEMENTS/COMPONENTS/FEATURES?
Are these features NEGOTIABLE OR NON-NEGOTIABLE?
Are you PREPARED TO IMPLEMENT the NON-NEGOTIABLES?

9. 10. COMPLEXITY OF INNOVATION
How COMPLEX is this innovation to IMPLEMENT?
How DIFFICULT is this innovation to EXPLAIN to others?
Are the OUTCOMES of the innovation easily:
IDENTIFIED?
ARTICULATED?
EVIDENCED?
Is there RESEARCH/EVIDENCE available to broaden the understanding of the innovation in practice?

10. 9. DEMONSTRATIONS & SCALING
DEMONSTRATING THE INNOVATION
DEMOs help STABILIZE the innovation
Are you able to DEMO the innovation in a smaller controlled environment?
Is the innovation:
SUCCESSFUL in the demo site?
UNSUCCESSFUL in the demo site?
SCALING THE INNOVATION
Expansion will require ELABORATION of the model
How will the innovation CHANGE due to expansion?
How will you SUPPORT a scaled version of the innovation?
What ROLES & FUNCTIONS need to change to scale the innovation?

11. 8. LEVERAGING:CONTEXT & CHANGE
LEVERAGING-described as the “power to get things done”
Three PERSPECTIVES related to change to keep in mind:
Manage or Control
Neutralize
Leverage
Thoughts related to CONTEXT
Context is Context-can’t change it but you can understand it
Pay attention to the players
Focus on what matters-don’t get diverted by minutia
Develop SYSTEMS to methodically get things done

12. 7. CAPACITY BUILDING
Is Personnel Development (PD) PLANNED & COORDINATED across District/ISD to insure non-competition among initiatives?
Is the PD Plan SHARED among all education partners?
Do the PD Sessions clearly define the training outcomes?
Is a systematic COACHING process aligned with training outcomes and innovation standards?
Are there STANDARDS OF PERFORMANCE related to the innovation and implementation fidelity embedded within the STAFF EVALUATION SYSTEM?

13. 6. ROLE & FUNCTION CHANGE
Is the INNOVATION understood well enough to anticipate the necessary role and function changes within the system?
Are STAFF SELECTION processes aligned with the necessary competencies needed for ACCURACY & FLUENCY of implementation of the innovation?
Are SYSTEMS aligned/developed/changed to support the ACCURACY & FLUENCY of the innovation?
Is there LEADERSHIP commitment uniformly supporting the innovation?

14. 5. MEASUREMENT & PROGRESS
Does the innovation have clearly DEFINED INDICATORS of SUCCESS?
Are there systems in place to assure DATA DRIVEN IMPROVEMENT?
At what LEVEL OF THE SYSTEM are these indicators seen?
Are there DATA SYSTEMS in place to COLLECT the needed data and GENERATE REPORTS to insure IMPLEMENTATION FIDELITY?
Do staff have the necessary competencies to EFFECTIVELY USE THE DATA to PROBLEM SOLVE?

15. 4. FEEDBACK & SUPPORT ALIGNMENT OF FEEDBACK AND SUPPORTS
Feedback and Support Loops
should address the following:
Status/Stage of innovation implementation;
Competencies needed for innovation fidelity;
Leadership supports necessary for innovation sustainability;
Systems necessary to support innovation implementation;
Consistent cycles of improvement to insure eliminate barriers and optimize system to improve implementation.

16. 3. ALIGNED & INTEGRATED
Are the INNOVATION OUTCOMES aligned with Building and District priorities and need?
Are the activities of BUILDING & DISTRICT LEADERSHIP TEAMS aligned to support the priority innovations?
Are other PRIORITY INNOVATIONS present in the Building/District?
Do these innovations have COMMON FUNCTIONS?
Do these innovations SHARE COMMON or ALIGNED PRIORITIES?

17. EVIDENCE BASED PRACTICES
2. BRAIDING INITIATIVES
KEY QUESTIONS:
What is the RELATIONSHIP BETWEEN and AMONG the INNOVATIONS within the Building/District to the PRIORITY?
How could you REDUCE COMPETETION between initiatives?
What COMMON FUNCTIONS could be leveraged to support implementation fidelity of multiple innovations?
How do innovations ACROSS GRADE LEVELS support STUDENT CAPACITY to insure COHERENCE of CURRICULUM, INSTRUCTION & ASSESSMENT?
How does SCHOOL IMPROVEMENT support BRAIDING & INTEGRATION of initiatives?
STUDENT OUTCOMES
RTI
PBIS
ESEA
IDEA
SCHOOL IMP
EVIDENCE BASED PRACTICES

18. 1. LEADERSHIP
What are the NECESSARY CHARACTERISTICS of LEADERS in an environment of change?
Technical
Specific Innovation Expertise
Delegation of Technical Role to Building/District Experts
Adaptive(Ron Heifetz-)
Dispute Resolution/Conflict Management
Servant Leadership (Robert Greenleaf)
Collaboration
How does the system DEVELOP, SUPPORT & ACTIVATE these leadership characteristics?
Are leadership responsibilities DISTRIBUTIVE & SHARED?

19. Developing Implementation Capacity for Highly Effective Practices
Michigan
Implementation
Network
Developing Implementation Capacity for Highly Effective Practices
Time: 9:00 – 10:20
The objectives of this section are:
Provide a context for intensive behavior support
Remind participants of the importance of school-wide
Allow teams to evaluate their school-wide and secondary behavior support systems
Introduce the role of the intensive support team as opposed to the leadership team
Important: Teams have seen several of these slides before; the focus is a quick reference/reminder, rather than a full description

20. The NIRN Implementation Research: A Synthesis of the Literature
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). 
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 20

21. Special Acknowledgments
Dean L. Fixsen, Ph.D.,
Karen A. Blase Ph.D.,
Rob Horner Ph.D.,
George Sugai Ph.D.,
Sandra Naoom, MSPH,
Melissa Van Dyke, LCSW,
Allison Metz, Ph.D.
Michelle Duda, Ph.D.
the content of this presentation is taken from the work of members of National Implementation Research Network (NIRN) and State Implementation and Scale-up of Evidence- Based Practices (SISEP)

22. “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
(R. Elmore, 2002)

23. 3 Key Features of Effective Implementation
Fluency with the Practice-the degree to which the team understands & knows the practice
Selection of the Practice-how the team went about choosing the practice
Key Features-Non negotiable features of the practice

24. 3 Key Features of Effective Implementation
Cycles to Improve the Practice: The degree to which the team focuses and intentionally engages in continuous improvement
P-D-S-A (Plan-Do-Study-Act)
Alignment with MI-SIP
Implementation Stages
Stages of Implementation
PEP(Policy Enabled Practice) PIP(Practice Informed Policy)

25. 3 Key Features of Effective Implementation
Drivers of Practices-the degree to which the team understands and pays attention to how the practice is implemented:
Intentionality, Focus & Change
Role and Function Changes
What “drives” the practice forward
Competencies
Systems
Leadership

26. Effective Implementation
Moving from
Theory 2 Practice
For more information go to:

27. 3 Key Features of Effective Implementation
Fluency with the Practice-the degree to which the team understands & knows the practice
Selection of the Practice-how the team went about choosing the practice
Key Features-Non negotiable features of the practice

28. Fluency with the Practice - the degree to which the team understands & knows the practice

29. 1. Fluency: (a.) Selection of the Practice-how the team went about choosing the practice “IS THIS THE RIGHT THING TO DO?” “CAN WE DO THIS THE RIGHT WAY?”

30. “IS THIS THE RIGHT THING TO DO?”
Identifying Need
Determining Fit
Examining Evidence

31. “CAN WE DO THIS THE RIGHT WAY?”
Resource Availability
Assessing Readiness
Capacity to Implement

32. Rule of thumb re: Practice Selection
STOP CHASING SHINY OBJECTS
GO SLOW TO GO FAST

33. Your Turn Form groups of six-decide on a practice you want to adopt
Each person take one section of questions of the Practice Selection Comparison Sheet
Need/Fit/Evidence or “Is this the right thing to do?” form a sub-group
Resources/Readiness/Capacity or “Can we do it the right way?” form a sub-group
Each subgroup discuss their respective question with each person representing their component
The subgroups then discuss from each perspective whether or not this practice should be adopted.

34. 1.Fluency: (b.) Key Features-Non negotiable features of the practice
Features that you can observe happening at classroom, building, and district level
Help identify the fit with current priorities and issues
Clarify the resource requirements that will be needed for implementation

35. 1.Fluency: (b.) Key Features-Non negotiable features of the practice
Start where it matters:
At the interface between Teachers and Students
Building on these Program and Practice features as the foundation, then….
Identify what needs to happen at the
classroom level so the teacher can interact with students as intended
school level to support what happens at the classroom level
district level to support school and classroom implementation
….and ISD and State?

36. WHERE ARE PRACTICES IMPLEMENTED?
Feedback Loops
STATE TEAM
Providing feedback and data on implementation efforts
ISD TEAM
District Team
DISTRICT TEAM
Support Loops
BUILDING TEAM
Providing supports for effective practices implemented with fidelity
BUILDING STAFF & STUDENTS

37. Fluency

38. Implementation Guide (Practice Profiles)
Identifies critical components
For each critical component:
Identifies gold standard
Identifies acceptable variations in practice
Identifies ineffective practices and undesirable practices
Adapted from the work of W. David Tilly III, and Heartland Area Education Agency 11, Iowa
Tilly, September 2008

39. Practice Profiles Each critical component is a non- negotiable.
Each level of implementation becomes a dimension on the rubric associated with that critical component.
The conversations about the Profile serve as the fodder for Coaching
Critical Component
(non-negotiable)
Define how does this Critical Component contribute to the Outcome?
Ideal “Gold Standard” of the Critical Component
Emerging Practice
(Acceptable Variation) of the Critical Component
Unacceptable Variation of the Critical Component
Adapted from work of the
Heartland Area Education Agency 11, Iowa
Tilly, September 2008

40. Your Turn
Please take out the Practice Profile Template in your packet.
What practice do you have in mind?
Identify at what level of the system the practice is implemented.
Who implements this practice?
Who supports this practice to be implemented well?
Identify the critical features of the practice you came here to work with.
How: First Turn/Last Turn
Form groups of six
Silently and simultaneously, members read a section of text and highlight three or four items that have particular meaning for them (text on dialogue and discussion)
The facilitator names a person to start in each group.
In turn, members share one of their items but do not comment on it. They simply name it.
In round-robin fashion, group members comment about the identified item with no cross talk.
The initial person who named the item now shares his or her thinking about the item, and therefore, gets the last turn.
Repeat the pattern around the table.
Reflection: With an elbow partner talk about: How this strategy is a scaffold for dialogue? How might this strategy contribute to conversations you have with your colleagues? (Share a pair is two, when you want everyone to have input smaller group better
Ask pairs to share ideas with larger group
Written Reflections: What connections are you making between the principles of adult learning and dialogue? What implications does dialogue have for your work as a professional development provider or participant?
First turn/last turn is an example of a protocol; why what when
Dialogue honors the social-emotional brain because it is non-judgmental; it builds a sense of connection, belonging, safety, trust.

41. 3 Key Features of Effective Implementation
Cycles to Improve the Practice: The degree to which the team focuses and intentionally engages in continuous improvement
P-D-S-A (Plan-Do-Study-Act)
Alignment with MI-SIP
Implementation Stages
Stages of Implementation
PEP(Policy Enabled Practice) PIP(Practice Informed Policy)

42. 2. Improvement Cycles: The degree to which the team focuses and intentionally engages in continuous improvement

43. 2. Improvement Cycles (a.) P-D-S-A Plan Do Act Study (Operationalize)
(Adjust) Do
(Trial)
Study
(Assess/Review)

44. One Common Voice - One Plan
School Improvement Planning Process
Gather
Getting Ready
Collect Data
Build Profile
Study
Analyze Data
Set Goals & Measurable Objectives
Research Best Practice Do
Implement Plan
Monitor Plan
Evaluate Plan
Student
Achievement
The continuous school improvement cycle is a core component of the MiBLSi model.
Plan
Develop Action Plan

45. CONTIUOUS SCHOOL IMPROVEMENT AND EFFECTIVE IMPLEMENTATION
study
plan do
gather
CONTIUOUS SCHOOL IMPROVEMENT AND EFFECTIVE IMPLEMENTATION

46. Implement, Monitor & Evaluate for CONTINUOUS IMPROVEMENT
Gather:
A NEED UNCOVERED IS NOT A NEED UNDERSTOOD
Study:
A NEED CONSIDERED DOES NOT DESIGN A SOLUTION
Plan:
A SOLUTION DESIGNED DOES NOT MAKE IT HAPPEN
Do:
MAKING IT HAPPEN MEANS IMPLEMENTING WITH INTENTION & PURPOSE

47. gather
a need uncovered is not a need understood

48. GATHER:
Getting Ready
Requisite Variety-Have you engaged ALL of your stakeholders?
Building Consensus-Assumptions are deadly
Shared Purpose-Is this articulated? Is this a co-created purpose?
Collecting Data
Are your data revealing the true nature of the issues?
In the area of Student Performance?
In the area of System Performance?
Building Profile
Does the profile address the needs of ALL Students and ALL Staff
Is the profile supported by a problem solving process that allows deep analysis of the system?

49. study
a need considered does not design a solution

50. STUDY (This is where the IMPLEMENTATION starts) Analyze Data Set Goals
Are you analyzing Process and Performance Data?
Are these data correlated to capture a deeper understanding of system, personnel and student performance
Set Goals
Are Goals SMART?
Specific
Measurable
Attainable
Realistic
Time-bound
Set Measureable Objectives
Are objectives aligned with Goals?
Do the objectives, when completed, support the achievement of goals?
Research Best Practice
(This is where the IMPLEMENTATION starts)

51. plan
a solution designed does not make it happen

52. PLAN Developing Action Plans-should include the following:
ASSESSMENT OF READINESS
of PERSONNEL
of SYSTEM
DEVELOPMENT OF CAPACITY
ASSESSMENT OF RESOURCES
A STRATEGIC COMMUNICATION PLAN
To Whom?
About What?
When?
In What Format or Media?

53. do
making it happen means implementing with intention & purpose

54. CRITICAL DISTINCTIONS:
DEVELOPING A SCHOOL IMPROVEMENT PLAN IS ONE THING
EXECUTING THAT PLAN IS ANOTHER THING
IMPLEMENTING THE EDUCATIONAL PRACTICES WITHIN THAT PLAN IS YET ANOTHER THING

55. (b.) PEP(Policy Enabled Practice) PIP(Practice Informed Policy)
2. Improvement Cycles
(b.) PEP(Policy Enabled Practice) PIP(Practice Informed Policy)
POLICY ENABLED PRACTICE
PRACTICE INFORMED POLICY
PEP PIP

56. UNIT OF IMPLEMENTATION
IMPROVEMENT CYCLES
Compare/Contrast: P-D-S-A & PEP-PIP
CYCLE
UNIT OF IMPLEMENTATION
SCOPE OF IMPACT
USAGE
FOCUS
P-D-S-A
Rapid & frequent
Individually focused or within system
Micro
Problem-solving & Continuous Improvement
Implementing PRACTICES
PEP-PIP
Slow moving
Large scale focus or across systems
Macro
Removing barriers
Implementing SUPPORTS OF PRACTICES

57. The Stages of Implementation
2. Improvement Cycles
&
The Stages of Implementation
CLEAN IMPLEMENTATION SLIDES UP

58. Exploration & Adoption Initial Implementation
Installation
Initial Implementation
Full Operation
Innovation
Sustainability
study
plan do
gather

59. Stages of Implementation
Focus
Stage
Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Full Implementation
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Innovation/Sustainability
Make it easier, more efficient. Embed within current practices.
Should we do it!
Work to do it right!
Work to do it better!

60. big ideas The implementation stages are not linear
When the “system” learns something new you can often find yourself in a different stage of implementation
Taking time to “explore” is critical to effective implementation
Keep things clear, simple & concise-use or develop tools to assist

61. Stages of Implementation
Implementation is not an event
A mission-oriented process involving multiple decisions, actions, and corrections

62. Your Turn Please take out in your packet
Transfer the critical features (non- negotiable) from the Practice Profile to the Implementation Stages Template
Map these features through the stages of implementation
This process will help you predict where the challenges and opportunities might be as you begin to implement this practice.
This process will also assist you in anticipating where improvement cycles will be necessary

63. Improvement Cycles

64. Implementation Stages

65. Implementation Practices-the degree to which the team understands and pays attention to how the practice is implemented.

66. 3 Key Features of Effective Implementation
Drivers of Practices-the degree to which the team understands and pays attention to how the practice is implemented:
Intentionality, Focus & Change
Role and Function Changes
What “drives” the practice forward
Competencies
Systems
Leadership

67. Drivers of Practices Methods that DO NOT work:
Focus, Intentionality and Change
Methods that DO NOT work:
mandates
“send money”
diffusion & dissemination
“spray & pray” training
Implementation requires CHANGE in:
supporting roles
functions
processes
practices
procedures

68. What happens when a staff member gets excited about a new practice?
Send someone to training
Need supports for ongoing
We often send people to training but with out the information and staff support systems it is not sustainable

69. What happens when others back at school may not be as enthusiastic about the practice?

70. WRITE A DEFINITION OF
A “THINGAMAJIG

71. DO YOUR BEST TO
DRAW
A “THINGAMAJIG

72. It is not enough to do your best; you must know what to do, and then do your best. W. Edwards Deming

73. Questions Around Fidelity Thingamajigs
How do we develop skills of staff to draw “good” thingamajigs?
What do we need to do as an organization to support the activities around skill development and the successful application of the skill (drawing thingamajigs)?
What do we need our leadership to do so our organization can develop thingamajig skills and support the application of drawing thingamajigs?

74. 3. Drivers of Practices

75. Drivers of Practices
What “drives” the practice forward?
Competencies-what skills do people need to implement this practice with accuracy and fluency (fidelity)?
Systems-what infrastructure/s and support/s need to be in place to assure the practice/s can be implemented by the people?
Leadership-what leadership capacity needs to exist to assure that the practice/s are implemented and maintained?

76. Core Implementation Components Successful Student/Family Outcomes
© Fixsen & Blase, 2008
Successful Student/Family Outcomes
Competency Drivers
Organization Drivers
Leadership
Program/Initiative (set of practices)
How:
What:
Why:
Capacity to provide direction/vision of process
Staff capacity to support students/families with the selected practices
Institutional capacity to support staff in implementing practices with fidelity
There are two categories of Implementation Drivers: Competency and Organization.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention

77. Successful Student/Family Outcomes
Program/Initiative (set of practices)
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
Integrated & Compensatory
There are three categories of Implementation Drivers: Competency, Organization and Leadership.
When these core components are in place they provide the support to a successful implementation that will be sustained.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment
Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention
PD is not a panacea to address every problem
PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes.
Selection
Decision Support Data System
Leadership
Adaptive
Technical
© Fixsen & Blase, 2008

78. Implementation Drivers Create the Infrastructure
Implementation Drivers are mechanisms that
Help to develop, improve, and sustain practitioners’ ability to implement an intervention to benefit children
Help ensure sustainability and improvement at the organizational level

79. Big Idea
Drivers occur at all levels of the system but look different at each level

80. Framework for Addressing Practice and Supports
Supporting Infrastructure (Implementation)
Contextual Focus
Practices (Innovation)
This figure displays the importance placed on practices and supporting structures. As the structures move further away from direct student instruction, less emphasis is placed on the idiosyncratic aspects of the practice and more emphasis is placed on the infrastructure to support the implementation of the practice.
Teacher
Grade Level Team
Building Team
Local Education Agency Team
Intermediate School District Team
State Education Agency Team
Unit of Implementation

81. How is support provided?
Provides guidance, visibility, funding, political support for MiBLSi
Students
Building Staff
Building Leadership Team
LEA District Leadership Team
Across State
Multiple District/Building Teams
All staff
All students
Multiple schools w/in local district
Who is supported?
How is support provided?
Provides guidance, visibility, funding, political support
Provides coaching for District Teams and technical assistance for Building Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
ISD Leadership Team
Regional Technical Assistance
Michigan
Department of Education/MiBLSi Leadership
Multiple schools w/in intermediate district
MiBLSi Statewide Structure of support

82. Developing Feedback Loops and Continuous Improvement Cycles
ISD Team
District Team
Providing feedback and data on implementation efforts
Integrated & Compensatory
Competency Drivers
Organization Drivers
Leadership
Building Implementation
Providing supports for effective practices implemented with fidelity
Building Staff

84. Implementation Drivers: Big Ideas
Integrated-one driver influences another
Compensatory-if one driver is weak another can support and compensate (for a short time)

85. Drivers of Practices

86. Big Ideas Know your INNOVATION (the “it”) well
Key features or components
Non-negotiables
Acceptable and unacceptable variations
Know your IMPLEMENTATION strategies (the “how”) well

87. FINAL THOUGHTS SIMPLIFY MESSAGE carefully Go SLOW to go FAST Be:
INTENTIONAL
THOUGHTFUL
COURAGEOUS
Use PROCESS to move you to ACTION
ACTION should be PLANNED IMPLEMENTATION
Stay FOCUSED on outcome
OUTCOME about KIDS not ADULTS