1. Integrated System for Student Achievement SISEP in Illinois

2. 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

3. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Problem  “Education has a thousand pilots, and no central heating system” »Tom Luce, National Math & Science Initiative  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

4. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Problem  Students cannot benefit from interventions they do not experience

5. © 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

6. 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)

7. © 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

8. Implementation Frameworks Multi-dimensional, Fully integrated  Implementation Drivers  Implementation Stages  Implementation Teams  Improvement Cycles  Readiness for Change

9. Implementation Frameworks Multi-dimensional, Fully integrated  Implementation Drivers  Implementation Stages  Implementation Teams  Improvement Cycles  Readiness for Change

10. © 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

11. Implementation Frameworks Multi-dimensional, Fully integrated  Implementation Drivers  Implementation Stages  Implementation Teams  Improvement Cycles  Readiness for Change

12. Stages of Implementation  Exploration  Installation  Initial Implementation  Full Implementation  Innovation  Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years

13. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Aligning Illinois Programs Literacy Behavior RtI System of Support School Improvement ALIGNMENT Learning Standards Integrated System for Student Achievement Student Outcomes

14. Integrated System for Student Achievement District System:

15. District Leadership Team Necessary Superintendent (or designee) Director of Curriculum & Instruction Director of Special Education Board Member Family member (not a district employee) Union representative District Level Coach* Encouraged ROE RESPRO Community Partner Principal Data Manager Special Ed Cooperative Representative

16. Approach to Districts  First Steps –  Preliminary contact to determine interest »District team membership »3-6 initial meetings to determine readiness  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

17. Integrated System for Student Achievement  District Systems that Implement and Support:  Data Based Decision Systems »District Level »Building Level »Student Level  Coaching  Team Based Implementation  Professional Development and Implementation  District Improvement Plan