SISEP

1. SISEP Dean Fixsen, Karen Blase, Rob Horner, and George Sugai University of North Carolina – Chapel Hill University of Oregon University of Connecticut Project Directors 2009

2. SISEP Center State Implementation and Scaling up of Evidence-based Practices (SISEP) www.scalingup.org DoE and OSEP Leaders Project Officer: Jennifer Doolittle © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009

3. System Change “Education has a thousand pilots and no central heating system” Tom Luce, National Math and Science Initiative

4. Scaling Up EBPs currently are used where they are most wanted (boutique uses) Social impact will come from going where they are most needed Accessible to ALL students and families who could benefit Common usage = work with the willing and the reluctant

5. Scaling Up Scaling up is achieved when at least 60% of the students/ schools that could benefit from an innovation have full and effective access to that innovation

6. School Wide PBS

7. School Wide PBS 6% of all schools

8. Capacity Development 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 Glennan, Bodilly, Galegher, & Kerr (2004) © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009

9. Selection Criteria • The State has documented implementation of an evidence-based curriculum/instruction initiative or a behavior support program. • The State has demonstrated committed leadership at the State level. • The State is willing to dedicate roughly $2 million a year to scaling up evidence-based practices. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009

10. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2009 Selection Criteria • The State is willing to participate in and contribute to a community of practice. • The State has a statewide data collection system in place.

11. Scaling Up Start with the end in mind What will it take to: Make statewide use of education innovations… That produce increasingly effective outcomes… For the next 50 years?

12. State Management Team State Transformation Team SISEP Support Regional Implementation Team N = 50 – 200 Schools 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

13. State Management Team State Transformation Team Too many overqualified people = Capacity Dev. SISEP Support & 2 FTE First Regional Implementation Team N = 9 Staff N = 50 Schools 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 [Phase 1]

14. Policy Enabled Practice (PEP) System Change SISEP System Change Support Practice Informed Policy (PIP) Implementation Team Innovation Teachers Students State Management Team

15. Implementation Team Prepare schools and staff Prepare Communities Implementation Team Assure Student Benefits Prepare Districts Parents and Stakeholders Work with Researchers Create Readiness Assure Implementation © Fixsen & Blase, 2009

16. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competence Adaptive Integrated & Compensatory Decision Support Data System Selection Technical Leadership Student Benefits © Fixsen & Blase, 2007

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 Innovative practices do not fare well in existing organizational structures and systems Organizational and system changes are essential to successful use of innovations Expect it, Plan for it Cannot change a whole system at once

19. Transformation Zone Use Innovations Develop Implementation Infrastructure Change System

20. Transformation Zone A “vertical slice” of the education system (from the classroom to the Capitol) The “slice” is large enough (critical mass) to include all aspects of the system Develop capacity to change systems The “slice” is small enough to be manageable Manage the change process (small bites) Manage the risks (most innovations don’t work at first) Limit the damage (quick recovery, rapid resolution)

21. SYSTEM ALIGNMENT Implementation Teams Federal Departments State Department Districts/ Regions ALIGNMENT Transformation Zone Schools Teachers/ Staff Effective Practices FORM SUPPORTS FUNCTION

22. For More Information Dean L. Fixsen, Ph.D. 919-966-3892 fixsen@mail.fpg.unc.edu Karen A. Blase, Ph.D. 919-966-9050 blase@mail.fpg.unc.edu State Implementation and Scaling up of Evidence-based Practices National Implementation Research Network www.scalingup.org http://nirn.fpg.unc.edu

23. For More Information The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

24. Thank You We thank the following for their support Annie E. Casey Foundation (EBPs and cultural competence) William T. Grant Foundation (implementation literature review) Substance Abuse and Mental Health Services Administration (implementation strategies grants; NREPP reviews; SOC analyses of implementation; national implementation awards) Centers for Disease Control & Prevention (implementation research contract) National Institute of Mental Health (research and training grants) Juvenile Justice and Delinquency Prevention (program development and evaluation grants Office of Special Education Programs (Capacity Development Center contract) Agency for Children and Families (Child Welfare Leadership Development contract)