implementation science. lessons learned… “ it's a wise man who profits by his own experience,...

Implementation Science

Lessons Learned It's a wise man who profits by his own experience, but it's a good deal wiser one who lets the rattlesnake bite the other fellow Josh Billings

Stages of Implementation Exploration/Ad option Development Commitment and acquiring more information about the innovation Installation Initial Implementation Full Implementation Elaboration (Innovation) Continuous Regeneration (Sustainability) Improvements: Increase Efficiency and Effectiveness Embedding within Standard Practice and is able to find ways to make the innovation more efficient Provide Significant Support to Implementers; implementer is focused on short- term day to day use of the innovation with little time for reflection Creating the systems and materials to prepare for implementation Use of the innovation is stabilized. Few if any changes are being made in on- going use

Exploration/Adoption Assess capacity, resources, and buy-in Begin developing awareness and support for adoption (parents, staff, central office) Explain the risks involved in adopting (What will be different for us as a result?) Identify staff who will be comfortable managing the risks (change in practice, ambiguity) for leadership roles Exploration/Ad option Development Commitment and acquiring more information about the innovation

Exploration/Adoption Assess whether you will have access to experts (trainers, coaches, colleagues) who know the innovation well Build consensus and commitment for adoption Exploration/Ad option Development Commitment and acquiring more information about the innovation More about developing consensus is coming up next!

Installation Create space for the work to happen Begin recruiting and hiring staff Conduct training Installation Creating the systems and materials to prepare for implementation

Installation Develop the infrastructures to support implementation On-going training Coaching and supervision Staff and fidelity evaluations Outcome evaluations How will the work get done? Committees, regular meeting times, how often, how long Installation Creating the systems and materials to prepare for implementation

Initial Implementation You cannot do something well without doing it poorly first! Survive the awkward stage Learn from mistakes-implementation will feel messy! Continue buy-in efforts-people will ask, What the heck did I agree to do?! Manage expectations- keep people focused on what is expected for implementation Initial Implementation Provide Significant Support to Implementers; implementer is focused on short- term day to day use of the innovation with little time for reflection

Initial Implementation Change practices Put the components you have been planning (infrastructures to implement) in place Change organizational and community structures and culture Manage the change process- Nope, I change my mind! Overcome fear and inertia- I feel like a failure Initial Implementation Provide Significant Support to Implementers; implementer is focused on short- term day to day use of the innovation with little time for reflection

Full Implementation Implementers are in a routine while implementing the innovation Comfortable with the materials and components of the innovation Implementation is not awkward Few if any changes are made in the on-going use of the innovation Full Implementation Use of the innovation is stabilized. Few if any changes are being made in on- going use

Elaboration (Innovation) Replicate school implementations within the district based on initial implementation Select a model demonstration site(s) and then learn from implementation efforts Let early adopters make the mistakes first Continue to refine systems that support how data are analyzed and how decisions are made Elaboration (Innovation) Embedding within Standard Practice and is able to find ways to make the innovation more efficient

Elaboration (Innovation) Ensure feedback loops are in place between the implementation support systems Building leadership team Implementation Planning Team All the components of the innovation are in place and fully functioning Elaboration (Innovation) Embedding within Standard Practice and is able to find ways to make the innovation more efficient

Continuous Regeneration (Sustainability) It is important to first, do it right (fidelity), then do it better (innovate) Continuous Regeneration is doing it better More efficient with implementation It is important to have feedback loops in place to review data to determine if alterations to the innovation are still positively impacting student outcomes Continuous Regeneration (Sustainability) Improvements: Increase Efficiency and Effectiveness

Continuous Regeneration (Sustainability) Consultation with: Experts, trainers, coaches, colleagues Systems adoption within the district New staff orientation Should get easier over time Continuous Regeneration (Sustainability) Improvements: Increase Efficiency and Effectiveness

These stages are recursive: Setbacks at one stage moves us back to the previous stage Apply for PBIS New District Initiative Today is a book study? We already do that. Violate Norms Vote coach off Be on time Go to a PLC Ignore e- mails Go to Book Study Dominate conversation Snow Day! Late for meeting Attend District PD Ignore Data File Grievance Change Practice Have a AHA! Prep for Meeting New State Initiative

Stages of Implementation Exploration/Ad option Development Commitment and acquiring more information about the innovation Installation Initial Implementation Full Implementation Elaboration Continuous Regeneration Improvements: Increase Efficiency and Effectiveness Embedding within Standard Practice and is able to find ways to make the innovation more efficient Provide Significant Support to Implementers; implementer is focused on short- term day to day use of the innovation with little time for reflection Creating the systems and materials to prepare for implementation Use of the innovation is stabilized. Few if any changes are being made in on- going use Principals should anticipate staff who will perceive the change as first or second order before Exploration. When Exploration begins, it will become apparent Establishing consensus is a recursive process. Managing the change process requires the leader to monitor the pulse of staff

Understanding Peoples Concerns about Implementation Leading Change is Hard Work!

Exploration (Sustainability) Installation (Sustainability) Initial Implementation Full Implementation (Effectiveness & Sustainability) Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 24 Years Implementation Takes Time

Change is Cyclical and Iterative-- Installation Exploration Implementation Sustainability

1. Screening 2. Core Instruction with Fidelity 3. Interventions with Fidelity 4. Progress Monitoring 5. Teaming/Data-Based Decision Making: Group Interventions 6. Teaming/Data-Based Decision Making: Individual Problem Solving 7. Special Ed Referral and Evaluation Report Implementation Science Competency Drivers Leadership Organization Drivers

Know Your Driver

Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership AdaptiveTechnical Sustainable Student Outcomes Implementation Drivers

Fixsen & Blase, 2008 Selection Integrated & Compensatory Competency Drivers Organization Drivers Leadership Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI)

Sample Interview Questions for Elementary Principal Position If you were to walk into a classroom with excellent instruction, what would you expect to see? If you were to walk into a classroom with poor instruction, what would you do about it? What are the common features of Positive Behavior Intervention Support and Response to Intervention systems? What is your experience coordinating, leading, or performing within these systems? How would you teach reading to a 1 st grader?

Interview Data Activity Directions: Please review the data provided for the following six (6) students. At the bottom of each page, please complete the instructional recommendation section and include your rationale.

Selection gone wrong

Fixsen & Blase, 2008 Training Selection Integrated and Compensatory Competency Drivers Organization Drivers Leadership Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI)

Implementation Driver: Training Created a PD plan that is developed collaboratively across departments PD continually recycles key elements (i.e., core) to address drift and train new staff Data from fidelity measures (SET, EBIS Group Planning Form, etc) used to inform PD plan Data from outcome measures (DIBELS, Maze, OAKS) used to inform PD plan Purpose: Train staff in specific skills needed to implement the EBP

Implementation Driver: Training New staff receive an extra five days of training and extra coaching throughout the year that focuses on EBIS components All PBIS teams get a full day each year for training, coaching, and time to plan All principals trained to conduct walkthroughs and instructional rounds for coaching and instructional leadership

Fixsen & Blase, 2008 Coaching Training Selection Integrated and Compensatory Competency Drivers Organization Drivers Leadership Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI)

Implementation Driver: Coaching A Coaching Delivery Plan is developed Lead Person is designated and supported Coaches are fluent with RTI and PBIS Feedback from multiple sources is collected, provided to practitioners and used to determine areas in need of more coaching and training Purpose: Ensure transfer from training to practice

Coaching Implementation Driver: Coaching Joyce and Showers, 2002 OUTCOMES (% of Participants) TRAINING COMPONENTS Demonstrate Knowledge Demonstrate Skill 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%

Coaching Implementation Driver: Coaching District level coaching Attend grade level EBIS meetings Provide feedback using Coaching Rubric Facilitate monthly meetings with school literacy coaches, counselors and principals Update EBIS Handbook annually

Coaching Imple mentation Driver: Coaching School level coaching: Principal lead walkthroughs/Instructional rounds Literacy specialists coach teachers and instructional assistants on instructional practices and literacy across content areas Counselors and PBIS team members coach teachers and instructional assistants on behavior

Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers Organization Drivers Leadership Fixsen & Blase, 2008 Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI) Integrated and Compensatory Coaching Training Selection

Implementation Driver: Performance Assessment Performance of practices, teams and coaches are assessed at least annually. (Quarterly until fidelity is reached.) Assessment measures include direct observation, and review of fidelity and outcome measures. Feedback is provided and successes are celebrated Purpose: Ensure EBP is Implemented with fidelity

Implementation Driver: Performance Assessment Data Sources: Fidelity Assessment: SET, Benchmarks of Quality, EBIS Group Planning Form, Coaching Rubric, Walk Through Forms Outcome measures: DIBELS, Maze, OAKS Annual EBIS Systems Assessment: DSSP Continuous Improvement Plan goals and Elementary School Literacy Plans are directly linked to these measures.

Fixsen & Blase, 2008 Decision Support Data System Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI) Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers Organization Drivers Leadership Integrated & Compensatory

Implementation Driver: Decision Support Data System Implementation Fidelity Assessments Data from SET (School-wide Evaluation Tool) Coaching Rubric, walk through form, etc. Elementary EBIS Team Planning Survey Annual EBIS Systems Assessment: DSSP Purpose: Employ data systems that guide MTI and RTI practices in order to increase student achievement

Implementation Driver: Decision Support Data System Student Performance Measures Outcomes measures: OAKS, ODRs, DIBELS Universal Screening: DIBELS, OAKS, ODRs, Maze Progress Monitoring: Curriculum Based Measures (AIMSweb, DIBELS) Diagnostic Measures: Grade +, Phonics Screener

Fixsen & Blase, 2008 Facilitative (Barrier Busting) Administration Decision Support Data System Performance Assessment (Fidelity) Coaching Training Selection Integrated and Compensatory Competency Drivers Organization Drivers Leadership Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RTI)

Implementation Driver: Facilitative Administration Purpose: To ensure that administrators provide staff with support to implement EBP AND ensure that staff are implementing with fidelity. Monitoring Fidelity checks Principal Walk Throughs Staff Evaluation process Support Schedule Resources Training Procedures

Fixsen & Blase, 2008 Training Coaching Selection Systems Intervention Performance Assessment (Fidelity) Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Leadership Integrated and Compensatory Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI)

Implementation Driver: Systems Intervention Engage and grow champions District leadership actively participates with state education department agencies and legislature Multiple district and school level teams engage in reciprocal communication (PEP PIP cycles) Positive feedback provided to schools on achieving CIP Goals

Fixsen & Blase, 2008 Sustainable Student Outcomes Effective Implementation of Evidence Based Practice (e.g. RtI) Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated and Compensatory Competency Drivers Organization Drivers Leadership Adaptive Technical

Adaptive vs Technical Leadership VS

Lessons Re-Learned OR What SISEP Has Taught Us! 1.Pick the right people 2.Teach them what to do 3.Coach them 4.Make sure theyre doing it right 5.Determine if the system is working 6.Keep lines of communication open and support your people 7.Get help from everyone you can 8.Celebrate success! Josh Billings About the most originality that any writer can hope to achieve honestly is to steal with good judgment.

implementation science. lessons learned… “ it's a wise man who profits by his own experience,...

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