1. SISEP Dean Fixsen, Karen Blase, Rob Horner, and George Sugai
Project Directors 2009
Dean Fixsen, Karen Blase,
Rob Horner, and George Sugai
University of North Carolina – Chapel Hill
University of Oregon
University of Connecticut
(c) Dean Fixsen and Karen Blase, 2009

2. SISEP Center www.scalingup.org
State Implementation and Scaling up of Evidence-based Practices (SISEP)
DoE and OSEP Leaders
Project Officer: Jennifer Doolittle
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009
(c) Dean Fixsen and Karen Blase, 2009 2

3. System Change
“Education has a thousand pilots and no central heating system”
Tom Luce, National Math and Science Initiative

4. Scaling Up
EBPs currently are used where they are most wanted (boutique uses)
Social impact will come from going where they are most needed
Accessible to ALL students and families who could benefit
Common usage = work with the willing and the reluctant
(c) Dean Fixsen and Karen Blase, 2008 4 4

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

6. School Wide PBS
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 6

7. School Wide PBS
6% of all schools

8. 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
Glennan, Bodilly, Galegher, & Kerr (2004)
Glennan Jr., T. K., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms. Santa Monica, CA: RAND Corporation.
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009

9. Selection Criteria
The State has documented implementation of an evidence-based curriculum/instruction initiative or a behavior support program.
The State has demonstrated committed leadership at the State level.
The State is willing to dedicate roughly $2 million a year to scaling up evidence-based practices.
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009
(c) Dean Fixsen and Karen Blase, 2009

10. Selection Criteria
The State is willing to participate in and contribute to a community of practice.
The State has a statewide data collection system in place.
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009
(c) Dean Fixsen and Karen Blase, 2009

11. Scaling Up Start with the end in mind What will it take to:
Make statewide use of education innovations…
That produce increasingly effective outcomes…
For the next 50 years?

12. IMPLEMENTATION CAPACITY FOR SCALING UP EBPs
SISEP Support
State
Management Team
Transformation
Team
Regional Implementation Team
N = 50 – 200 Schools
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 12 12

13. IMPLEMENTATION CAPACITY FOR SCALING UP EBPs
[Phase 1]
SISEP Support & 2 FTE
State
Management Team
Transformation
Team
Regional Implementation Team
N = 50 – 200 Schools
First Regional Implementation Team
N = 9 Staff
N = 50 Schools
Too many overqualified people = Capacity Dev.
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 13 13

14. 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 14 14

15. Assure Implementation
Implementation Team
Prepare schools and staff
Prepare Communities
Prepare Districts
Implementation Team
Assure Student Benefits
Blase, K. A., Fixsen, D. L., & Phillips, E. L. (1984). Residential treatment for troubled children: Developing service delivery systems. In S. C. Paine, G. T. Bellamy & B. Wilcox (Eds.), Human services that work: From innovation to standard practice (pp ). Baltimore, MD: Paul H. Brookes Publishing.
Slavin, R. E., & Madden, N. A. (1999). Disseminating Success for All: Lessons for Policy and Practice (No. 30). Baltimore, MD: Center for Research on the Education of Students Placed at Risk (CRESPAR)- Johns Hopkins University.
Leonard-Barton, D., & Kraus, W. A. (1985). Implementing new technology. Harvard Business Review, 6,
Glennan Jr., T. K., Bodilly, S. J., Galegher, J. R., & Kerr, K. A. (2004). Expanding the reach of education reforms. Santa Monica, CA: RAND Corporation.
Work with Researchers
Parents and Stakeholders
Create Readiness
Assure Implementation
© Fixsen & Blase, 2009
(c) Dean Fixsen and Karen Blase, 2009 15 15 15

16. Student Benefits Organization Competence Integrated & Compensatory
Technical
Integrated & Compensatory
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Competence
Organization
Leadership
Adaptive
© Fixsen & Blase, 2007

17. EFFECTIVE INNOVATIONS
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

18. 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
Cannot change a whole system at once

19. Develop Implementation Infrastructure
Transformation
Zone
Use Innovations
Develop Implementation Infrastructure
Change System

20. Transformation Zone
A “vertical slice” of the education system (from the classroom to the Capitol)
The “slice” is large enough (critical mass) to include all aspects of the system
Develop capacity to change systems
The “slice” is small enough to be manageable
Manage the change process (small bites)
Manage the risks (most innovations don’t work at first)
Limit the damage (quick recovery, rapid resolution)

21. FORM SUPPORTS FUNCTION
SYSTEM ALIGNMENT
Federal Departments
Implementation Teams
State Department
Transformation Zone
ALIGNMENT
Districts/ Regions
Schools
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).
Chao, S. (Ed.). (2007). The state of quality improvement and implementation research: Expert views workshop summary. Washington, D.C.: Institute of Medicine of the National Academies: The National Academies Press.
Change is difficult, resistant, and often feels wrong. Inducing major change in large organizations is much more difficult than simple behavioral changes because organizations themselves are problematic. Additionally, most organization designs are outdated and do not reflect current environments, requiring more comprehensive organizational change.
Freund, A. M., & Baltes, P. B. (2000). The orchestration of selection, optimization and compensation: An action - theoretical conceptualization of a theory of developmental regulation. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes, and consciousness (pp ). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Selection, optimization, compensation (SOC) theory conceptualizes the processes of adaptive development for individuals, organizations, and systems. Selection refers to narrowing the range of alternative domains of functioning or goals from the pool of available options. Optimization involves the acquisition and coordination of the means (resources) required for goal attainment. Compensation refers to managing loss or decline in goal-relevant means (resources) through substitution of means or use of external aids.
Teachers/ Staff
Effective Practices
FORM SUPPORTS FUNCTION
(c) Dean Fixsen and Karen Blase, 2009 21 21 21

22. For More Information Karen A. Blase, Ph.D. Dean L. Fixsen, Ph.D.
Dean L. Fixsen, Ph.D.
State Implementation and Scaling up of Evidence-based Practices
National Implementation Research Network
(c) Dean Fixsen and Karen Blase, 2009 22

23. For More Information
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

24. 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) 24 24