Integrated Systems to Support Implementation PBS Leadership Forum 2009 Dean L. Fixsen Michelle A. Duda Barbara Sims (c) Dean Fixsen and Karen Blase, 2009

Education Improvement Innovative practices do not fare well in existing organizational structures and systems

Use Innovations for Student Benefits Teachers & Staff Performance Assessment Coaching Systems Intervention Facilitative Administration Competency Drivers Training Adaptive Organization Drivers There are three categories of Implementation Drivers: Competency, Organization, and Leadership When these core components are in place they provide the support to establish and maintain a successful implementation of an evidence-based practice or other innovation. 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 Leadership Drivers are methods to manage Technical problems where there is high levels of agreement about problems and high levels of certainty about solutions and to constructively deal with Adaptive challenges where problems are not clear and solutions are elusive Integrated & Compensatory Decision Support Data System Selection Technical Leadership Graphics by Steve Goodman © Fixsen & Blase, 2008 3

State Department of Education Leadership 1 for the State State Transformation Team Selection, Training Coaching, Evaluation Organization Supports Systems Integration 1 for every 10 RITs (N = 1.5 State Teams) Regional Implementation Teams Selection, Training Coaching, Evaluation Organization Supports Systems Integration 1 for every group of 4 District Teams (N = 15 Regional Teams) “District” Leadership and Implementation Teams Selection, Training Coaching, Evaluation Organization Supports Systems Integration 1 for every group of 30 Buildings (N = 60 District Teams) How is Support Provided to 1,800 Schools, 100,000 Staff and 750,000 Students? Building Leadership and Implementation Team Selection, Training Coaching, Evaluation Organization Supports Systems Integration 1 for each School Building (N = 1,800 Building Teams) 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, National Implementation Research Network. (FMHI Publication No. 231). Greenhalgh, T., Robert, G., MacFarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82(4), 581-629. Building Teachers and Staff Provide effective practices to educate and support students All Students & Families Improved academic and behavior outcomes Graphics by Steve Goodman © Fixsen & Blase, 2008

Implementation Science Impl. Team NO Impl. Team 80%, 3 Yrs 14%, 17 Yrs Effective INTERVENTION NOT Effective It takes an estimated average of 17 years for only 14% of new scientific discoveries to enter day-to-day clinical practice (Balas & Boren, 2000) Balas EA, Boren SA. Yearbook of Medical Informatics: Managing Clinical Knowledge for Health Care Improvement. Stuttgart, Germany: Schattauer Verlagsgesellschaft mbH; 2000. With the use of competent Implementation Teams, over 80% of the implementation sites were sustained for 6 years or more (up from 30%) and the time for them to achieve Certification was reduced to 3.6 years. Fixsen, D. L., Blase, K. A., Timbers, G. D., & Wolf, M. M. (2001). In search of program implementation: 792 replications of the Teaching-Family Model. In G. A. Bernfeld, D. P. Farrington & A. W. Leschied (Eds.), Offender rehabilitation in practice: Implementing and evaluating effective programs (pp. 149-166). London: Wiley.

Costs and Savings Fixsen, D. L., Collins, L.B., Phillips, E.L., & Thomas, D.L. (1982). Institutional indicators in evaluation: An example from Boys Town. In A. J. McSweeney, W. J. Fremouw & R. P. Hawkins (Eds.), Practical Program Evaluation in Youth Treatment. Springfield, IL: Charles C. Thomas.

Do the Math Outcome = .33 Teachers and Staff School Team District Team Regional Team State Transformation Team 0.80 0.80 0.80 0.80 0.80 Pressman, J. L., & Wildavsky, A. (1973). Implementation. Berkeley, CA: University of California Press. Outcome = .33

State Management Team SISEP System Change Support Practice Informed Policy (PIP) Implementation Team Innovation Teachers Students Policy Enabled Practice (PEP) System Change (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 8 8

Making use of Science Letting it happen Helping it happen Recipients are accountable Helping it happen Making it happen Implementation teams are accountable Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004

Initiating and Managing Change Implementation Team(s) General Definition: Core group of individuals, who represent implementation expertise drawn from the various EBPs in use in a State, and who are charged with guiding the overall implementation process Benefits: Provides a focused and accountable structure to increase the likelihood that this effort will be sustained over time Scope of the initiative determines the scope of authority and the need for linked Implementation Teams

Implementation Team A group that knows your state initiatives very well (formal and practice knowledge) A group that knows how to implement innovations with fidelity and good effect A group that accumulates data & experiential knowledge -- more effective and efficient over time (information economics, K. Arrow)

IMPLEMENTATION CAPACITY FOR SCALING UP EBPs SISEP Support + 2 FTE State Management Group Transformation Team Regional Implementation Team N = 50 – 200 Schools First Regional Implementation Team Too many overqualified people (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 12 12

Implementation Team Functions Moving the project through the stages of implementation Ensuring that the implementation drivers needed for fidelity and sustainability are integrated and successfully embedded in the overall effort Identify barriers and find solutions Identify facilitators and institutionalize them

Integrated Training SSOS ITTAAP ISTAC-P RTI READING FIRST SAC CHOICES SEL SCHOOL IMPROVEMENT PBIS

Common Core Concepts Collaborative Efforts for School Improvement for All Students Standards Aligned Curriculum Evidenced-based Practices Differentiation for Academic and Behavior Sustainability Family 3 Tiered Model of Intervention District Leadership Team Based Implementation Universal Screening Data-based Decision Making Progress Monitoring

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

Non-Negotiables Family involvement/driven District leadership team -- external and internal coach structure Direct teaching and pre-corrections Communication to entire staff Guided practice with feedback Reinforcement Data based decision making with universal screener and progress monitoring Problem solving protocol with decision rules Differentiated Instruction

Non-Negotiables Understanding for ALL the three tiered model of support Access and equity including LRE/EE students in their home school and least restrictive intervention/environment  Coaching:  7 norms, effective meetings, and data driven  Teaming/collaborating  Adaptations  Effective classroom teaching strategies  Teaming  Professional learning communities 

Integrated System for Student Achievement District System:

Integrated System for Student Achievement Develop a multi-tiered statewide system of school improvement making education more effective and more efficient Support districts in the development of an infrastructure and processes necessary to implement and sustain evidence based practices Work within the context of the District Improvement Plan, this support will include a focus on the core elements

Supporting Social Competence, Academic Achievement and Safety OUTCOMES Supporting Student Behavior Supporting Decision Making PRACTICES DATA SWPBS: Four Elements SWPBS builds from a focus on student Outcomes: academic achievement, social competence, and safety. SWPBS “Practices” are the behaviors of adults that affect how students perform. These are the daily, classroom, and on-going discipline practices of the school SWPBS “Systems” are the organizational decisions and structures that support effective STAFF Behavior. A major strength of SWPBS is the emphasis on practices delivered WITH the systems needed to support the practices. The use of data for decision-making is the single most important system within SWPBS. This element is used both to ensure the SWPBS practices are tailored to the local context/culture, and to benefit the continuous regeneration needed for sustained implementation. SYSTEMS Supporting Staff Behavior 24

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

Approach to Districts Installation District team membership ISSA Agreement 3-6 meetings to address core concepts Initial Implementation Development of Action Plan via District Improvement Plan 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 (c) Dean Fixsen and Karen Blase, 2008 27

For More Information www.scalingup.org “Resources” Tab State Implementation and Scaling up of Evidence-based Practices (SISEP) Dean Fixsen, Karen Blase, Rob Horner, George Sugai www.scalingup.org “Resources” Tab Concept paper Annotated bibliography Data on scaling up Scaling up Briefs 28

For More Information Dean L. Fixsen, Ph.D. Michelle A. Duda, Ph.D. 919-966-3892 fixsen@mail.fpg.unc.edu Michelle A. Duda, Ph.D. 919-636-0843 duda@unc.edu Frank Porter Graham Child Development Institute University of North Carolina Chapel Hill, NC www.scalingup.org http://nirn.fpg.unc.edu/ http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/  29

For More Information 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). Download all or part of the monograph at: http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31   30

Thank You We thank the following for their support Annie E. Casey Foundation (EBPs and cultural competence) William T. Grant Foundation (implementation literature review) Substance Abuse and Mental Health Services Administration (implementation strategies grants; NREPP reviews; SOC analyses of implementation; national implementation awards) Centers for Disease Control & Prevention (implementation research contract) National Institute of Mental Health (research and training grants) Juvenile Justice and Delinquency Prevention (program development and evaluation grants Office of Special Education Programs (Capacity Development Center contract) Agency for Children and Families (Child Welfare Leadership Development contract) 31 31