Implementing Innovation in Education Oregon Education Enterprise Steering Committee

1. ImplementingInnovation in EducationOregonEducation Enterprise Steering Committee Rob Horner University of Oregon www.pbis.org

2. Assumptions • The state and district role for managing implementation of innovation (best practice) is increasing. • Most districts currently are organized to operate “existing systems” and “respond to compliance demands” • Response to Intervention is a framework that may work well to both manage current systems, and guide innovation • Oregon is at a decision-point about how to organize for the scaling of innovations.

4. Two Considerations

5. The current technology of Implementation • 94-142 and IDEA • Focus on Access to Education • Access to services • NCLB and RtI • Focus on Outcome • Focus shifts to Implementation of Effective Practices

6. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Implementation • An effective intervention is one thing • Implementation of an effective intervention is a very different thing • Dean Fixsen

7. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Scale Up • Innovative practices do not fare well in old organizational structures and systems • Organizational and system changes are essential to successful implementation • Expect it • Plan for it

8. Implementation Systems • "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."R. Spencer Darling

9. Unintended Effects • Our systems are organized to meet administrative requirements, not student outcomes • Conflicting programs • Conflicting funding streams • Redundancy • Lack of coordination across programs • Contradictory rules about program access • Extreme complexity and fiscal inefficiency

10. Our education system has grown up through a process of “disjointed incrementalism” (Reynolds, 1988) Gifted K-12 Education SPED Title I Migrant At-Risk ELL

11. Basic Logic of RtI • Invest in prevention first • Adopt only practices that are evidence-based • Build a multi-tiered structure for support • Early intervention • Assessment-driven intervention • Use data for decision-making • Integrate multiple “practices” through component analysis

12. Proposed Solution Define Problem • Combine Response to Intervention with Conventional Problem Solving Model Data Used for Evaluation Develop Plan Implement

13. Define Problem Data Used for Evaluation Develop Plan Implement

14. Organizing for sustainable change • The single most efficient strategy for changing an organization/system is to define, measure and repeatedly report the outcomes most valued by that organization/system. • Thomas Gilbert, 1978

15. Consideration #2 • Implementing Evidence-based Practices • Bruce Joyce and Beverly Showers • “Student Achievement Through Staff Development” • 2002

16. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

17. School Districts will always be in a process of innovative implementation • Building unique systems to implement each innovation is inefficient • We need a framework for examining newly proposed innovations and organizing resources for implementation • RTI provides a framework for organizing and integrating effective innovation implementation Assumptions

18. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students Oregon 27

19. Universal screening Efficient curriculum Unambiguous instruction Adequate intensity/ Whole school Reward appropriate behavior Correct errors early and consistently Universal level data use Multi-tiered early intervention options Targeted intervention (CICO) Targeted data system Individualized assessment Multiple levels Use of assessment for individualized intervention design Implementation system Case Management Intensive, individual data system. Functions within a RTI Approach

20. District Implications of RTI Approach • Define coherent district policy • Define core outcomes for district • Define process for adoption innovations • E.g. RTI approach • Define district-wide expectations for specific innovations. Los Angeles • Develop Evaluation Capacity • Universal screening • Progress monitoring • Fidelity assessment • Student outcomes • State standards

21. District Implications of RTI Approach • Recruiting and Hiring • Include competence in innovations as part of hiring announcements and interviews. • Annual Faculty/Staff Orientation • New faculty and staff introduced to mission, initiatives, process. • Professional Development Coordination • Annual professional development linked to district innovation goals, and core mission.

22. District Implications of RTI Approach • Annual faculty/staff evaluations • Include performance of innovations as an element in the annual evaluation of faculty/staff. • Build personnel capacity to implement innovations. • Recruit and hire personnel with the skills to deliver both direct intervention, and the staff development/support needed for effective implementation. (e.g. behavior specialist, reading specialist)

23. Summary • Implications and next steps • Assess districts current strengths and capacity • EBISS District Self-Assessment • Focus on establishing data systems • Fidelity as well as outcomes • Building action plans for 08-09 • Collaboration across special and regular education • Developing personnel expertise at District Level • Behavior Specialists • Reading Specialists • Math Specialists