Dean Fixsen, Karen Blase, Rob Horner, and George Sugai University of North Carolina – Chapel Hill University of Oregon University of Connecticut Scaling Up Innovations MI3 Forum 2009

Purpose  Define the role of Implementation Science (scaling up) within each district’s improvement effort.  Clarify impact goals  District capacity to implement evidence- based practices.  Early Literacy  School-wide Positive Behavior Support  Define steps for moving forward

Purpose  The Race to Top Application from Oregon would benefit from including Implementation Science (Scaling Up).  Implementation Science (Scaling Up)  Investing in high fidelity: active coaching, contextual fit (community), shared leadership.  Investing in Evidence-based Practices  Investing in District Capacity

Goals  Introduce Implementation Science (Scaling up)  Describe impact of this approach nationally  Describe impact of this approach in Oregon

Scaling Up From temporary islands of excellence (it can be done) To new ways of providing education embedded in education organizations and systems (it is being done statewide)

Implementation The full and effective use of evidence-based practices and other innovations in typical education and community settings to benefit students All students in all schools

© Fixsen & Blase, 2008 Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Use Innovations for Student Benefits Teachers & Staff Graphics by Steve Goodman

Scaling Up The full and effective use of evidence-based implementation practices in typical education and community organizations and systems to assure widespread benefits to society

© Fixsen & Blase, 2008 Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Regional Implementation Team Members District Leadership and Implementation Teams School Leadership and Implementation Teams Graphics by Steve Goodman

Scaling Up Scaling up is minimally achieved when at least 60% of the students/ schools that could benefit from an innovation have full and effective access to that innovation.

Intensive Development Saturation Intensive Development We are Here

Implementation Science Impl. TeamNO Impl. Team Effective NOT Effective IMPLEMENTATION INTERVENTION 80%, 3 Yrs 14%, 17 Yrs

Implementation Team Prepare Communities Prepare schools and staff Work with Researchers Assure Implementation Prepare Districts Assure Student Benefits Create Readiness Parents and Stakeholders © Fixsen & Blase, 2009

Costs and Savings

System Change  Innovative practices do not fare well in existing organizational structures and systems  Organizational and system changes are essential to successful use of innovations  Expect it  Plan for it

System Change EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION

Leadership Team Implementation Team Innovation Teachers Students Policy Enabled Practice (PEP) Practice Informed Policy (PIP) System Change SISEP System Change Support

Adaptive Leadership  Based on a meta-analysis of 30 years of leadership studies, transformation leaders make changes that “disturb every element of a system.” They:  break with the past,  operate outside of existing paradigms,  conflict with prevailing values and norms,  find solutions that are emergent, unbounded, and complex. Waters, Marzano, McNulty (2003)

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 Capacity Development  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

A Caution  Teachers and Staff0.80  School Team0.80  District Team0.80  Regional Team0.80  State Transformation Team 0.80 Outcome =.33

Scale Up Website “Just for States”  Selection criteria/ rationales “Resources”  Concept paper  Annotated bibliography  Scaling up, Readiness, & Intensive Technical Assistance “Briefs”

Scaling up in Oregon: School-wide Positive Behavior Support  Ten year history of initial development, targeted demonstration, and recent movement into large-scale implementation.  School-wide PBS now used in over 10,000 schools in 48 states nationally

Schools Implementing School-wide Positive Behavior Support September 2009: 10,487

Schools implementing SWPBS in Oregon 46% of all schools in Oregon are using School-wide Positive Behavior Support

Measuring Implementation  Regular assessment (every 2 months) of whether the training and coaching staff receive is translating into real change in schools  Regular assessment (every month) of whether change in schools is benefiting students.

ElementaryMiddle K (8-12)High Schools

National Means N = 343

National Means

Ethnicity and Discipline Elementary Schools: Oregon

Ethnicity and Discipline Middle Schools: Oregon

Ethnicity and Discipline High Schools: Oregon

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Implementation Drivers Steve Goodman Margie McGlinchey Kathy Schallmo

The Role of District Capacity  Most school reform focuses on (a) curriculum, (b) teaching practices or (c) school building practices.  Effective implementation of evidence- based practices that sustain over time and are used at useful scales requires more attention to the capacity of districts to host and support these practices.

A

Dr. Steve Goodman Dr. Margi McGlinchey Dr. Kathy Schallmo June 24, 2009

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%) The Organization of Implementation Needed to Change as Scale of Adoption Increased.

Average Major Discipline Referrals per 100 Students by Cohort

Percent of Students meeting DIBELS Spring Benchmark for Cohorts (Combined Grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation

Main Messages  Oregon is actively engaged in large- scale implementation of early literacy and school-wide positive behavior support.  Current efforts indicate that as a result of these efforts:  A) District capacity is improving  B) Schools are implementing with success  C) Students are benefiting