1. Implementation Science

2. Lessons Learned…
“It's a wise man who profits by his own experience, but it's a good deal wiser one who lets the rattlesnake bite the other fellow”
We did not have the benefit of implementation science when we built this system in TTSD. Now can be much more deliberate and efficient.
Josh Billings

3. Stages of Implementation
Exploration/Adoption
Installation
Development Commitment and acquiring more information about the innovation
Initial
Implementation
Creating the systems and materials to prepare for implementation
Provide Significant Support to Implementers; implementer is focused on short-term day to day use of the innovation with little time for reflection
Full Implementation
Elaboration (Innovation)
Use of the innovation is stabilized. Few if any changes are being made in on-going use
Continuous
Regeneration
(Sustainability)
Embedding within Standard Practice and is able to find ways to make the innovation more efficient
Improvements: Increase Efficiency and Effectiveness

4. Exploration/Adoption
Development Commitment and acquiring more information about the innovation
Assess capacity, resources, and buy-in
Begin developing awareness and support for adoption (parents, staff, central office)
Explain the risks involved in adopting (“What will be different for us as a result?”)
Identify staff who will be comfortable managing the risks (change in practice, ambiguity) for leadership roles

5. Exploration/Adoption
Development Commitment and acquiring more information about the innovation
Assess whether you will have access to experts (trainers, coaches, colleagues) who know the innovation well
Build consensus and commitment for adoption
More about developing consensus is coming up next!

6. Creating the systems and materials to prepare for implementation
Installation
Installation
Creating the systems and materials to prepare for implementation
Create “space” for the work to happen
Begin recruiting and hiring staff
Conduct training

7. Creating the systems and materials to prepare for implementation
Installation
Installation
Creating the systems and materials to prepare for implementation
Develop the infrastructures to support implementation
On-going training
Coaching and supervision
Staff and fidelity evaluations
Outcome evaluations
How will the work get done? Committees, regular meeting times, how often, how long

8. Initial Implementation
Provide Significant Support to Implementers; implementer is focused on short-term day to day use of the innovation with little time for reflection
“You cannot do something well without doing it poorly first!”
Survive the awkward stage
Learn from mistakes-implementation will feel messy!
Continue “buy-in” efforts-people will ask, “What the heck did I agree to do?!”
Manage expectations- keep people focused on what is expected for implementation

9. Initial Implementation
Provide Significant Support to Implementers; implementer is focused on short-term day to day use of the innovation with little time for reflection
Change practices
Put the components you have been planning (infrastructures to implement) in place
Change organizational and community structures and culture
Manage the change process- “Nope, I change my mind!”
Overcome fear and inertia- “I feel like a failure”

10. Full Implementation
Full Implementation
Use of the innovation is stabilized. Few if any changes are being made in on-going use
Implementers are in a routine while implementing the innovation
Comfortable with the materials and components of the innovation
Implementation is not awkward
Few if any changes are made in the on-going use of the innovation

11. Elaboration (Innovation)
Embedding within Standard Practice and is able to find ways to make the innovation more efficient
Replicate school implementations within the district based on initial implementation
Select a model demonstration site(s) and then learn from implementation efforts
Let early adopters make the mistakes first
Continue to refine systems that support how data are analyzed and how decisions are made

12. Elaboration (Innovation)
Embedding within Standard Practice and is able to find ways to make the innovation more efficient
Ensure feedback loops are in place between the implementation support systems
Building leadership team Implementation Planning Team
All the components of the innovation are in place and fully functioning

13. Continuous Regeneration (Sustainability)
Improvements: Increase Efficiency and Effectiveness
It is important to first, do it right (fidelity), then do it better (innovate)
Continuous Regeneration is doing it better
More efficient with implementation
It is important to have feedback loops in place to review data to determine if alterations to the innovation are still positively impacting student outcomes

14. Continuous Regeneration (Sustainability)
Improvements: Increase Efficiency and Effectiveness
Consultation with:
Experts, trainers, coaches, colleagues
Systems adoption within the district
New staff orientation
Should get easier over time

15. These stages are recursive: Setbacks at one stage moves us back to the previous stage
Apply for
PBIS
New District Initiative
Today is a book study?
“We already do that.”
Violate Norms
Vote coach off
Be on time
Go to a PLC
Ignore s
Go to Book Study
Dominate conversation
Snow Day!
Late for meeting
Attend District PD
Ignore
Data
File Grievance
Change Practice
Have a “AHA!”
Prep for Meeting
New State Initiative

16. Stages of Implementation
Establishing consensus is a recursive process. Managing the change process requires the leader to monitor the pulse of staff
Exploration/Adoption
Installation
Development Commitment and acquiring more information about the innovation
Initial
Implementation
Creating the systems and materials to prepare for implementation
Provide Significant Support to Implementers; implementer is focused on short-term day to day use of the innovation with little time for reflection
Full Implementation
Elaboration
Use of the innovation is stabilized. Few if any changes are being made in on-going use
Continuous
Regeneration
Principals should anticipate staff who will perceive the change as first or second order before Exploration. When Exploration begins, it will become apparent
Embedding within Standard Practice and is able to find ways to make the innovation more efficient
Improvements: Increase Efficiency and Effectiveness

17. Understanding People’s Concerns about Implementation
Leading Change is Hard Work!

18. Implementation Takes Time
Exploration (Sustainability)
Installation (Sustainability)
Initial Implementation
Full Implementation (Effectiveness & Sustainability)
2–4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

19. Change is Cyclical and Iterative--
10/12/2010
CONSENSUS
Exploration
Sustainability
INFRASTRUCTURE
CONSENSUS
Installation
Sustainability
INFRASTRUCTURE
First we build consensus, then add the infrastructure, then implement. But we are always coming back to consensus even after we build the infrastructure and implement practices. Maybe change the names to exploration, Exploration is never done. During installation you haven’t implemented anything yet, hiring new people looking at resources, office space, then need those two pieces before you start day one of the implementation. Consensus happens in exploration,
Stages aren’t linear and always overlap between the stages, What if we keep terms we have their now. Keep these terms but tag to the stages either outside or inside of the stages. Now four stages exploration, installation,
Sustainability happens at every stage rather than something that is initially built in from day 1. For Innovation: do people ever really get to full innovation? If engaging in improvement cycle while doing this work becoming more innovative while doing this work. You’re always refining products. In full implementation some of the work is innovative. Some of the it’s don’t change, but the processes around implementing it may change.
Now only four stages. Maybe label the arrows sustainability?
CONSENSUS
IMPLEMENTATION
Implementation

20. Implementation Science
7. Special Ed Referral and Evaluation Report
6. Teaming/Data-Based Decision Making: Individual Problem Solving
5. Teaming/Data-Based Decision Making: Group Interventions
4. Progress Monitoring
3. Interventions with Fidelity
2. Core Instruction with Fidelity
David: All of these components make up RTI. This is the standard process that TTSD uses to determine eligibility for LD.
This is the process that is being “scaled-up” in Oregon. Currently Oregon RTI has worked with 50 districts, (1/4 of districts in the state)
1. Screening
Competency Drivers
Implementation Science
Organization Drivers
Leadership

21. Know Your Driver

22. Implementation Drivers Sustainable Student Outcomes
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative
Administration
Decision Support Data System
Integrated & Compensatory
Competency Drivers
Organization Drivers
Leadership
Adaptive
Technical
David does this as last one in this section.
Even the most effective interventions (the ones showing the most promise in small-scale studies) cannot improve student outcomes if they aren’t implemented as intended. This graphic lists the essential components necessary for effective implementation and sustained change. These components are called “drivers” because they drive the implementation. There are three types of drivers, Competency, Organization, and Leadership. (Integrated and Compensatory). Comensatory: Holding a group of balls under the water. You may not get them all at once, and when you focus on one, another one ops up. But you can manage most of them most of the time.
© Fixsen & Blase, 2008

23. Selection Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Competency Drivers
Organization Drivers
Integrated & Compensatory
Sally: In this session we will be discussing the Competency Drivers. These 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 Use of all of the drivers leads to effective … which leads to sustainable student outcomes Selection is the first of these drivers.
Selection
Leadership
© Fixsen & Blase, 2008

24. Sample Interview Questions for Elementary Principal Position
If you were to walk into a classroom with excellent instruction, what would you expect to see?  
If you were to walk into a classroom with poor instruction, what would you do about it? 
What are the common features of Positive Behavior Intervention Support and Response to Intervention systems? What is your experience coordinating, leading, or performing within these systems?  
How would you teach reading to a 1st grader?   

25. Interview Data Activity
Directions: Please review the data provided for the following six (6) students. At the bottom of each page, please complete the instructional recommendation section and include your rationale.

26. Selection gone wrong
Hillsboro
Ths principal

27. Training Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Training
Competency Drivers
Organization Drivers
Integrated and Compensatory
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
Leadership
© Fixsen & Blase, 2008

28. Implementation Driver: Training
Purpose: Train staff in specific skills needed to implement the EBP
Created a PD plan that is developed collaboratively across departments
PD continually recycles key elements (i.e., core) to address drift and train new staff
Data from fidelity measures (SET, EBIS Group Planning Form, etc) used to inform PD plan
Data from outcome measures (DIBELS, Maze, OAKS) used to inform PD plan
Training plan developed each year, in the spring of the previous year. All interventionists are trained. Core is Trained. District level coaches ensure trainings occur with support from district administrators. Train in-house trainers. Analyze fidelity data. Add links for SET data and Group Planning, Dibels, etc. Ongoing coordinated

29. Implementation Driver: Training
New staff receive an extra five days of training and extra coaching throughout the year that focuses on EBIS components
All PBIS teams get a full day each year for training, coaching, and time to plan
All principals trained to conduct walkthroughs and instructional rounds for coaching and instructional leadership

30. Coaching Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Coaching
Training
Competency Drivers
Organization Drivers
Integrated and Compensatory
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.
Purpose: Ensure transfer from training to practice
Selection
Leadership
© Fixsen & Blase, 2008

31. Implementation Driver: Coaching
Purpose: Ensure transfer from training to practice
A “Coaching Delivery Plan” is developed
Lead Person is designated and supported
Coaches are fluent with RTI and PBIS
Feedback from multiple sources is collected, provided to practitioners and used to determine areas in need of more coaching and training

32. Implementation Driver: Coaching
Joyce and Showers, 2002
OUTCOMES
(% of Participants)
TRAINING
COMPONENTS
Demonstrate
Knowledge
Skill
Use in the Classroom
Theory and Discussion
10% 5% 0%
+ Demonstration in Training
30%
20%
+ Practice & Feedback in Training
60%
+ Coaching in Classroom
95%

33. Implementation Driver: Coaching
District level coaching
Attend grade level EBIS meetings
Provide feedback using Coaching Rubric
Facilitate monthly meetings with school literacy coaches, counselors and principals
Update EBIS Handbook annually
Get Walkthrough form.

34. Implementation Driver: Coaching
School level coaching:
Principal lead walkthroughs/Instructional rounds
Literacy specialists coach teachers and instructional assistants on instructional practices and literacy across content areas
Counselors and PBIS team members coach teachers and instructional assistants on behavior
Get Walkthrough form.

35. Performance Assessment (Fidelity)
Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Performance Assessment (Fidelity)
Competency Drivers
Organization Drivers
Leadership
Coaching
Coaching
Training
Training
Integrated and Compensatory
Selection
Selection
© Fixsen & Blase, 2008

36. Implementation Driver: Performance Assessment
Purpose: Ensure EBP is Implemented with fidelity
Performance of practices, teams and coaches are assessed at least annually. (Quarterly until fidelity is reached.)
Assessment measures include direct observation, and review of fidelity and outcome measures.
Feedback is provided and successes are celebrated
Are we doing what we said we would do?

37. Implementation Driver: Performance Assessment
Data Sources:
Fidelity Assessment: SET, Benchmarks of Quality, EBIS Group Planning Form, Coaching Rubric, Walk Through Forms
Outcome measures: DIBELS, Maze, OAKS
Annual EBIS Systems Assessment: DSSP
Continuous Improvement Plan goals and Elementary School Literacy Plans are directly linked to these measures.
Are we doing what we said we would do?

38. Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Performance Assessment (Fidelity)
Coaching
Training
Selection
Competency Drivers
Organization Drivers
Leadership
Integrated & Compensatory
Decision support: Helps you make decisions
Data System: System of data, tools, and data management systems that allow you to know what is working—or not– and why, so that you can intervene.
Decision Support Data System
© Fixsen & Blase, 2008

39. Implementation Driver: Decision Support Data System
Purpose: Employ data systems that guide MTI and RTI practices in order to increase student achievement
Implementation Fidelity Assessments
Data from SET (School-wide Evaluation Tool)
Coaching Rubric, walk through form, etc.
Elementary EBIS Team Planning Survey
Annual EBIS Systems Assessment: DSSP
Put a slide in from IPAS.

40. Implementation Driver: Decision Support Data System
Student Performance Measures
Outcomes measures: OAKS, ODRs, DIBELS
Universal Screening: DIBELS, OAKS, ODRs, Maze
Progress Monitoring: Curriculum Based Measures (AIMSweb, DIBELS)
Diagnostic Measures: Grade +, Phonics Screener
Put a slide in from IPAS.

41. Sustainable Student Outcomes
Effective Implementation of
Evidence Based Practice (e.g. RTI)
Performance Assessment (Fidelity)
Coaching
Training
Selection
Integrated and Compensatory
Competency Drivers
Organization Drivers
Leadership
Facilitative (Barrier Busting)
Administration
Clearing the path so teachers can do their best
Decision Support Data System
© Fixsen & Blase, 2008

42. Implementation Driver: Facilitative Administration
Purpose: To ensure that administrators provide staff with support to implement EBP AND ensure that staff are implementing with fidelity.
Support
Schedule
Resources
Training
Procedures
Monitoring
Fidelity checks
Principal Walk Throughs
Staff Evaluation process

43. Sustainable Student Outcomes
Training
Coaching
Selection
Systems
Intervention
Performance Assessment (Fidelity)
Facilitative
Administration
Decision Support Data System
Competency Drivers
Organization Drivers
Leadership
Integrated and Compensatory
Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Something about aligning things and the other things on the next page. Not sure any of your graphics work.
© Fixsen & Blase, 2008

44. Implementation Driver: Systems Intervention
Engage and grow “champions”
District leadership actively participates with state education department agencies and legislature
Multiple district and school level teams engage in reciprocal communication (PEP – PIP cycles)
Positive feedback provided to schools on achieving CIP Goals

45. Sustainable Student Outcomes
Effective Implementation of Evidence Based Practice (e.g. RtI)
Performance Assessment (Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Competency Drivers
Organization Drivers
Integrated and Compensatory
Decision Support Data System
Selection
Leadership
© Fixsen & Blase, 2008
Adaptive
Technical

46. Adaptive vs Technical Leadership

47. Lessons Re-Learned… OR What SISEP Has Taught Us!
Pick the right people
Teach them what to do
Coach them
Make sure they’re doing it right
Determine if the system is working
Keep lines of communication open and support your people
Get help from everyone you can
Celebrate success!
“About the most originality that any writer can hope to achieve honestly is to steal with good judgment”.
Josh Billings