Post on 03-Jan-2016
Scaling Up in Illinois
Integrated System for Student Achievement (ISSA)
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Students cannot benefit from interventions they do
not experience
A Different Approach
Taking EBPs to Scale: Capacity Building
Dean Fixsen, Karen Blase,Rob Horner, and George Sugai
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Problem Innovative practices do not fare well in
old organizational structures and systems
Organizational and system changes are essential to successful use of innovations Expect it Plan for it
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Sobering Observations
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."
R. Spencer DarlingBusiness Expert
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Scale Up
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
System Alignment
State Department
Districts/Regions
Schools
Teachers / Staff
Effective Practices
AL
IGN
ME
NTFederal
Departments
Imp
lem
enta
tio
n T
eam
s
FORM SUPPORTS FUNCTION
Linked Implementation Teams
Regional Implementation
Team
StateTeam
District Team
SchoolTeams
Installation Process
State Management Team Secure required staff (n=11)
2 FTE State Transformation Specialists
9 member Regional Implementation Team
Select Transformation Zone
Preparation for Initial Implementation
State Management Team
Monthly meeting of SMT and SISEP Develop working relationships – prepare
for serious problem solving Address policy issues and barriers as they
arise
State Management
Group
State Transformation
Team
Regional Implementation
Team
N = 50 – 200 Schools
First Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
IMPLEMENTATION CAPACITY FOR
SCALING UP EBPs
SIS
EP
Su
pp
ort
+ 2
FT
E
Too many overqualified
people
Regional Structure
Regional ImplementationTeam
District “A”•External Coach•District Team
District “B”External Coach•District Team
District “C”•External Coach•District Team
District Structure
District LeadershipTeam
District levelCoach
School “A”•Internal Coach•School Team
School “B”Internal Coach•School Team
School “C”•Internal Coach•School Team
Select a Transformation Zone
A vertical slice of the education system – from the classroom to the Capitol Small enough to be manageable Large enough to include all aspects of the
system Reinforce strengths, surface and solve issues,
manage risks and change processes
Stages of Implementation
Exploration Installation Initial Implementation Full Implementation Innovation Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
OUTCOMES(% of Participants who Demonstrate Knowledge,
Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom)
TRAININGCOMPONENTS
Knowledge SkillDemonstration
Use in the Classroom
Theory and Discussion
10%
5% 0%
..+Demonstration in Training
30%20%
0%
…+ Practice & Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy O
rganizationStudent Benefits
Leadership
Adaptive
Technical
Implementation Team
Regional Implementation Teams
Prepare Communities
Prepare teachers and staff
Work with TA & Researchers
Assure Implementation
Prepare School & District Systems
Assure Student Benefits
Create Readiness
Parents & Stakeholders
PDSA CyclesShewhart (1924); Deming (1948); Six-Sigma
(1990) Plan – Develop specific things to do Do – Do them (make sure) Study – See what happens Act – Make adjustments Cycle – Do over and over again until
the goal is reached (again)
Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
Practice
Form Supports Function at every level (National, State, District, Region, School, Classroom)
Fee
db
ack
Stu
dy - A
ct
Before SISEP
Discussions around getting evidence based practices to the classrooms of Illinois Examining Current Practices Potential Responses
Integration – braiding – blending Pockets of discussion followed
mandates RTI SEL
Lessons Already Learned
District Level Commitments Long-range commitment COACHING!
District F.T.E. commitment External Coaches Training
Funding Sequence of Training Assessment Tools to
Inform fidelity of implementation and effectiveness of intervention
More Lessons Already Learned
Leadership Teams Guiding at district and building
Learning Community Commitment for school
improvement Continuous Regeneration
Responding to new data Current Method of Technical
Assistance Support not sufficient to go to scale
Integrated Training
SAC
SEL
PBIS
RTI/IASPIRE
CHOICES
READING FIRST
ITTAAPREACH
ISRC
ISTAC-P
Considerations
Method more reactive than proactive
Not a coordinated implementation of multiple initiatives
Need to distill practices to basics by braiding Systems Practices Tools
Look to SISEP for potential means for helping to accomplishing this
State Management
Group
State Transformation
Team
Regional Implementation
Team
N = 50 – 200 Schools
First Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
Regional Implementation
Team
N = 50 – 200 Schools
IMPLEMENTATION CAPACITY FOR
SCALING UP EBPs
SIS
EP
Su
pp
ort
+ 2
FT
E
Too many overqualified
people
Training Partners for RIT
Team of people representing: SAC Reading First PBIS SEL ASPIRE CHOICES IATTAP RtI
First Steps - Winter
Getting Acquainted Understanding the Concept Building Trust Initial Meetings Scheduled Acknowledging a Need for Change
Next Steps - Spring
SISEP Training in North Carolina Follow-up Site Visits with Consultants March retreat sharing Core Concepts
of each Initiative Realizing we have more in common
than suspected What’s in a Name? Creating a Common Vision
Initial Focus Integrated Training
It is really all about school improvement planning for student success – initiative neutral
Must address what is actually mandated Must make it accessible for all schools Must blend practices and tools to be
doable at classroom level
Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Common Training: Build on What Schools Know and Do
Final Common Core Elements
Leadership & Commitment Family & Community Partners Team Based Implementation Data Based Decision Process Evidence Based Practices Professional Development & Coaching
SISEP Workgroups
Identification of additional people to support development of key pieces to be used in approach to districts Begin work on Tools and Documents
Work on common training elements for a braided Universal based on March dialogue
Synthesize assessment tools looking at common elements framework - district and school
Create Timetable for work Internal/External Coach descriptions
Change of Focus - Summer
Evidence based practices (or braiding them) cannot occur if systems are not in place for support
State must the change agent in how schools do business of school improvement
SISEP is focusing on building the platform for launching ANY evidence based practice
Must identify and remove roadblocks above and below each level (national, state, region, district, school, classroom)
Scaling up of any future EBP will depend on existence of systems built now
SISEP FOCUS CHANGED TO DISTRICT
District Structure
District LeadershipTeam
District levelCoach
School “A”•Internal Coach•School Team
School “B”Internal Coach•School Team
School “C”•Internal Coach•School Team
Working Documents & Tools
Develop Protocol for Initial Contact with Districts
Who is on district team Items to bring to first meeting Agenda for first meeting Probing Questions for each core area
for use in subsequent meetings
Working Documents & Tools
Agenda for first meeting IntrosWhat is ISSAReview of data with probing questions
around leadership and commitmentGetting Started packetNext steps
Working Documents & Tools
Getting Started Packet ISSA/District Agreement District Readiness ISSA District Data Summary Tool Process Evaluation Tool District Coaches Job Description
Identification of Districts
Transformation Zone Peoria Knox Tazewell
RIT Team Composition 2-3 members representing geographic and parent
voice Roles
Lead Note-taker observer
Approach to Districts
First Steps – Preliminary contact to determine interest
District team membership 3-6 initial meetings to determine readiness
Driven by agendas using core elements Begin Implementation
Using Timetable start building system Problem Solve with District as roadblocks occur Collect information about what policies/practices
need changing Work to resolve on regional/state/federal level
Integrated Systemfor Student Achievement
District System:
Plans
Cell Division to other geographic areas Other Systems Development
School Improvement Process How funding flows from federal and state
sources Roles of ROEs, RESPROs, ESCs Accessible Data Systems for decision making Technical Assistance Needs Identification Tools Platforms & Content for Universal Trainings Attention to Drivers
Progression of Activity
State Management Team Stakeholder Group School Monitoring Process Alignment Communication: Website, presentations,
stakeholders, distribution materials, communication plan, Administrator Academies
Technology: Training, data collection and communication
PEP/PIP Cycle State Technical Assistance System of Support
Integrated Training
SAC
SEL
PBIS
RTI/IASPIRE
CHOICES
READING FIRST
ITTAAPREACH
ISRC
ISTAC-P
Integrated Systems for Student Achievement
ISSA
The Road to Evidence Based Practices