1. Help to develop, improve, and sustain educators’ competence and confidence to implement effective educational practices and supports. Help ensure sustainability and improvement at the organization and systems level Help guide leaders to use the right leadership strategies for the situation Implementation Drivers Drivers

2. IMPLEMENTATION DRIVERS Common features of successful supports to help make full and effective use of a wide variety of innovations

3. Core Implementation Components © Fixsen & Blase, 2008 Positive Outcomes for Students Competency Drivers Organization Drivers Leadership Effective Educational Practices How: What: Why: Professional Development/ Professional Learning Professional Development/ Professional Learning Capacity to provide direction and vision Staff capacity to support children/families with the selected practices Institutional capacity to support teachers & staff in implementing practices with fidelity

4. Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers © Fixsen & Blase, 2008 Implementation Drivers

5. Performance Assessment Purposes “Are we doing what we said we would do?”  Measure fidelity  Motivate implementation  Reinforce staff and build on strengths  Interpretation of Outcome Data  Feedback on functioning of »Recruitment and Selection Practices »Training Programs (pre and in-service) »Supervision and Coaching Systems Implementation Drivers Competency Drivers

6. Performance Assessment Challenges Drivers are ‘in service’ to a defined “it” No definition of “it” No definition of ‘fidelity’ to the “it” What’s the way forward? Performance Assessment processes are weak Content Context No Competency indicators What’s the way forward? Blaming the teacher What’s the way forward? Implementation Drivers Competency Drivers

7. Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers © Fixsen & Blase, 2008 Implementation Drivers

8. Selection Purposes Select for the “tough to teach traits” Screen for pre-requisites Set expectations for new hires – use of data, coaching Allow for mutual selection Improve likelihood of retention after “investment” Improve likelihood that training, coaching, and supervision will result in implementation Implementation Drivers Competency Drivers

9. Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers © Fixsen & Blase, 2008 Implementation Drivers

10. Training Purposes Continue “Buy-in” process Knowledge acquisition Skill Development Form a ‘community’ Get started…get better Implementation Drivers Competency Drivers

11. Training and Coaching Implementation Drivers OUTCOMES % of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use new Skills in the Classroom TRAINING COMPONENTS Knowledge Skill 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

12. Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers © Fixsen & Blase, 2008 Implementation Drivers

13. Coaching Purposes Ensures fidelity Ensures implementation Develops application judgment in their setting Provides feedback to selection and training processes Grounded in “Best Practices” Must include direct observation and feedback Implementation Drivers Competency Drivers

14. Organization Drivers Change Organizations and Systems Create and sustain hospitable organizational and system environments for effective services Develop functional data systems that can be used to inform decision-making Implementation Drivers Organization Drivers

15. Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008

16. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get.“ — R. Spencer Darling Business Expert Organizational Change

17. 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 Creating Capacity for Competent Change New innovations do not fare well in current organizational structures and systems Develop new position descriptions and job functions in State Departments of Education and in Regional and District systems. “Systems trump programs.” —Patrick McCarthy, Annie E. Casey Foundation

19. Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008

20. Decision Support Data Systems Purposes Monitor and improve student outcomes through data-based decisions Provide information to assess effectiveness of intervention and prevention practices Analyze the relationship of fidelity to outcomes Guide further program development  Detect discrete issues as well as systemic issues Engage in continuous quality improvement  Of the Intervention and the Drivers Celebrate success Be accountable to parents, Board of Education taxpayers, and other funders Implementation Drivers Organization Drivers

21. Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008

22. Facilitative Administration Purposes Creates an internally hospitable environment for the new way of work – at the level of the “agency” (e.g. school, District) Facilitates the installation, implementation, and improvement of the Drivers for each innovation Takes the lead on Systems Interventions Looks for ways to make the direct work of practitioners (e.g. teachers, school staff) and administrators more effective and less “burdensome”!! Implementation Drivers Organization Drivers

23. Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008

24. Systems Intervention Purposes Identify and “lift up” systemic barriers and facilitators to the next level to improve support for the new way of work Create an externally “hospitable” environment for the new way of work Embed facilitators and strengths Contribute to cumulative learning in multi-site projects Implementation Drivers Organization Drivers

25. Big Ideas that Help Linked Teaming Structures  Linking Communication Protocols (e.g. agenda links, meetings dedicated to feedback) Terms of Reference Practice to Policy Feedback surveys and action plans Organizational Drivers Organization Drivers

26. Drivers Integration with Other Frameworks Implementation Drivers Teams Locus of Responsibility Monitor Integration Cycles Within a Driver Among Drivers Feed Forward Feedback Stages Exploration Installation Initial Implementation Full Implementation

27. Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Improved educational outcomes Interventions meet Implementation Consistent Use of Educational Innovations © Fixsen & Blase, 2008

28. Integrated and Compensatory Implementation Drivers Integrated Consistency in philosophy, goals, knowledge and skills across these processes (S/T/C/SE/DSDS/FA/SI) Compensatory  At the practitioner level  At the program level Competency Drivers Organization Drivers Leadership Drivers Integrated & Compensatory