Barbara Sims Debbie Egan Dean L. Fixsen Karen A. Blase Michelle A. Duda Using Implementation...
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Transcript of Barbara Sims Debbie Egan Dean L. Fixsen Karen A. Blase Michelle A. Duda Using Implementation...
Barbara Sims
Debbie Egan
Dean L. Fixsen
Karen A. Blase
Michelle A. Duda
Using Implementation Frameworks to Identify Evidence Based Practices
2011 PBIS National Forum
Rosemont IL
October 27, 2011
– Lisbeth Schorr, 1993
Implementation
Successful programs do not contain the seeds of their own replication.
Implementation Gap
RESEARCH PRACTICEGAP
Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions.
IMPLEMENTATION
Implementation Gap
RESEARCH PRACTICEGAP
Why Focus on Implementation?
IMPLEMENTATION
“Students cannot benefit from interventions they do not experience.”
Implementation Science
Effective NOT Effective
Effective
NOT Effective
IMPLEMENTATION
INT
ER
VE
NT
ION Actual Benefits
(Institute of Medicine, 2000; 2001; 2009; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and Human Services, 1999)
Inconsistent; Not Sustainable; Poor outcomes
Unpredictable or poor outcomes;
Poor outcomes; Sometimes harmful
from Mark Lipsey’s 2009 Meta-analytic overview of the primary factors that characterize effective juvenile offender interventions – “. . . in some analyses, the quality with which the intervention is implemented has been as strongly related to recidivism effects as the type of program, so much so that a well-implemented intervention of an inherently less efficacious type can outperform a more efficacious one that is poorly implemented.”
Who’s Accountable for Learning?
Student Practitioner System
Active Implementation
Letting “It” happen. . . Innovation occurs without intervention
Helping “It” happen. . . Interested innovators figure it out on their own
Making “It” happen. . . Active use of strategies to support the adoption
of the innovation
Active installation of supports for the implementation of the innovation
Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
Active Implementation Frameworks
Successful implementation on a useful scale requires. . . Purposeful matching of critical implementation
activities to the stage of the process – “STAGES OF IMPLEMENTATION”
Active use of implementation core components “best practices”– “IMPLEMENTATION DRIVERS”
Organized, expert assistance – “IMPLEMENTATION TEAMS”
A focus on continuous, purposeful improvement – “IMPROVEMENT PROCESSES”
Implementation Stages
Exploration
•Assess needs
•Examine innovations
•Examine Implementation
•Assess fit
2 - 4 Years
Installation
Acquire resources
Prepare organization
Prepare implementation
Prepare staff
Initial Implementation
Implementation drivers
Manage change
Data systems
Improvement cycles
Full Implementation
Implementation drivers
Implementation outcomes
Innovation outcomes
Standard practice
Exploration: The Big Picture
What happens during Exploration?
Formalize Team Structures
Determine Need and Identify Options
Assess “Fit” and Feasibility
Promote “Buy in” for the innovation and for implementation supports
Re-Assess
Formalize Team Structures
Who will be accountable on a day-to-day basis for ensuring this work is done?
How will State leadership be a part of this process to ensure that successes are operationalized and barriers are removed?
Determine Need and Identify Options
What do your current data suggest is the most critical or pivotal need?
What is the supporting research or evidence of the strategies you are considering?
Assess Fit and Feasibility
What are the priorities of your State?
What is your theory of change (i.e., logic model, blueprint, outcome map, etc.)?
How will you measure progress toward that goal at the SEA? At the LEA?
Who will do what differently at the SEA to impact that outcome? At the LEA?
Promote Buy-In
How will readiness be created at the SEA?
How will readiness be created at the LEA?
Re-Assess and Decide
What has emerged during Exploration that impacts your decision?
GUIDING IMPLEMENTATION QUESTIONS
EBP: 5 Point Rating Scale: High = 5; Medium = 3; Low = 1. Midpoints can be used and scored as a 2 or 4.
High Medium Low
Need
Fit
Resources Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score:
Need in the Educational Setting,Socially Significant Issues,Parent & Community Perceptions of Need,Objective Data indicating Need
Need
Fit
Fit with current - • Initiatives• RtI Implementation • School and District
Priorities• Organizational structures• Community Values
ResourceAvailability
Resources Curricula & Classroom Materials, IT requirements, Staffing,Training and PD,Data Systems,Coaching & Supervision,Administrative & system supports needed
EvidenceOutcomes – Is it worth it?Fidelity dataCost – effectiveness data Number of studiesPopulation similaritiesDiverse cultural groupsEfficacy or Effectiveness
Evidence
Assessing Evidence-Based Programs and Practices
ReadinessQualified purveyor Expert or TA availableMature sites to observe# of replicationsHow well is it operationalized?Are Imp Drivers operationalized?
Intervention Readiness for Replication
CapacityStaff meet minimum qualificationsAble to sustain Implementation Drivers • Financially• StructurallyBuy-in process operationalized• Educators • Administrators• Families
Capacity to Implement
© National Implementation Research Network- 2009
Implementation Team
Management Team
PractitionersChildren
Po
licy En
abled
P
ractice (PE
P)
Pra
ctic
e In
form
ed
Po
licy
(P
IP)
Sys
tem
C
han
ge
Org
aniz
ed,
“Exp
ert”
Ass
ista
nce Adaptive Challenges
• RFP methods• Service Silos• Salaries• Funding• Credentialing• Licensing• Time/ scheduling• Union contracts• Duplication• Fragmentation• Hiring criteria• Federal/ State laws
Practice-Policy Feedback Loops
Implementation
Review and synthesis of the implementation research and evaluation literature (1970 – 2004)
Multi-disciplinary
Multi-sector
Multi-national
www.scalingup.org