1. Rob Horner OSEP Center on PBIS Jon Potter Oregon RTI David Putnam Oregon RTI

2. © Fixsen & Blase, 2008 Selection Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

4. © Fixsen & Blase, 2008 Training Selection Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

6. © Fixsen & Blase, 2008 Coaching Training Selection Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

8. OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS KnowledgeSkill Demonstration Use in the Classroom Theory and Discussion 10% 5%0% + Demonstration in Training 30%20% 0% + Practice & Feedback in Training 60% 5% + Coaching in Classroom 95% Joyce and Showers, 2002 Staff Coaching

9. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

11. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Decision Support Data System Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

12. Decision Support Data System Purpose: Employ a data systems that guide MTI and RTI practices that increase student achievement Outcomes measures –i.e., OAKS Universal Screening – i.e., AIMSweb, DIBELS, ECBM Progress Monitoring – i.e., AIMSweb, DIBELS, ECBM Diagnostic Measures

13. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Facilitative Administration Decision Support Data System Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

14. “… is proactive, vigorous and enthusiastic attention by the administration to reduce implementation barriers and create an administratively hospitable environment for practitioners. (It) includes internal policy analyses and decisions, procedural changes, funding allocations and a culture that is focused on what it takes to implement with fidelity.” (NIRH, 2008)

15. Facilitative Administration Purpose: To ensure that administrators provide staff with support to implement RTI practices AND ensure that staff are implementing according to district policy Monitoring Fidelity checks 5 Minute Walk Through Staff Evaluation process Support Schedule Resources Training Procedures

16. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Core Implementation Drivers Competency Drivers Organization Drivers Leadership Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

17. “Implementation…outcomes and sustainability are heavily influenced by the degree to which agency, community, state and federal systems are supportively aligned and enabling with respect to implementation…Champions… at each level work together to build and sustain the culture, policies, regulatory practices, and funding mechanisms necessary for both the implementation drivers and the intervention practices to thrive. ” (NIRH, 2008)

18. Working with External Agencies OSEP Memo

19. Systems Intervention Purposes: Identify barriers and facilitators for new way of work Align with local, state, and federal agencies & policies Maintain collective focus and vision Practices: Match leadership level needed to intervene Engage and grow “champions” Navigate and collaborate with external demands and agencies Establishes formal PEP – PIP cycles

20. Policy Practice Feedback Loops Policy Practice Structure Procedure Policy Practice Feedback Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Fixsen & Blase, 2009

22. Lessons Learned Measure FIDELITY as well as IMPACT Are we doing what we said we would do? Is what we are doing benefiting students?

23. Early Intervention Literacy Math Wraparound Positive Behavior Support Family Support Response to Intervention Equity

24. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices

25. District policy Clear statement of values, expectations, outcomes Ability to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures Recruitment and hiring Expectations defined in job announcements Professional development Focused strategies for staff development in core skills

26. Annual evaluations Expectations assessed as part of annual evaluations Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports

27. Summary Fiscal constraints create opportunities Efficient Improvement through integration and collaboration Implement practices that are evidence-based Implement practices with the systems needed for sustainability and impact. Emphasize measuring for improvement, not just “accountability” or “compliance” Are we doing what we said we would do? Are practices benefiting students?