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Kathleen Ryan Jackson, SISEPKaren Blase, SISEP
National Implementation Research Network
Veronica Sullivan, SSIP Co-LeadAmanda Waldroup, SSIP Co-Lead
Division of Learning ServicesKentucky Department of Education
Systemic Improvement:Building Implementation
Capacity to Move the Indicators
SSIPJanuary 12,
2015
PDSAImplementation
PLAN – SSIP Team will use the Independent Learning Plan and Complete 3 modules by November 17th
DO – Goal: Complete the Modules by November 17th
STUDY – Percent of members completing each Module by November 17th
20% Getting Started
20% Module 1
20% Module 6
ACT – Given these results, what is the new PLAN? How can we be more supportive to the SSIP Team? What were the barriers? Advice from those who completed one or more of the modules. Turn to your partner and discuss next steps
PDSAImplementation
PLAN – KDE will send calendar reminders for completion of 3 modules by January 9th
DO – Goal: 80% Complete the Modules – Do a closed eye vote!
STUDY – Percent of members completing Modules by Jan 9th ___ % Getting Started (Dec 17)
___ % Module 1 (Jan 5)
___ % Module 6 (Jan 9)
ACT – Given these results, is there a new PLAN?
Why: Capacity to Apply the Active Implementation Frameworks
Why: Capacity to Apply the Active Implementation Frameworks
WHO
Teams
WHEN
Stages
HOW
Drivers
WHY & HOW
Cycles
WHAT
Effective & UsableInterventions
“We tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved.”
—Senge, 1990
WHYEducationally
Significant Outcomes
WHATEffective &
Usable Innovations
WHO &HOW Effective
Implementation
WHEREEnabling Contexts
Formula for Success
Usable Interventions An intervention needs to be teachable, learnable,
doable, and be readily assessed in practice.
Review and Discussion: Module 6
Usable InterventionsUsable Interventions
Operational Definitions
ClearDescription
PerformanceAssessment
EssentialFunctions
Essential Functions
Clear description of the features that must be present to say that a program exists in a given location
Core components
Usable Interventions
Usable Innovations
Clear Description
Philosophy, Values and Principles
Inclusion and Exclusion Criteria
Usable Interventions
Usable Innovations
“Innovations are rarely neutral. They tend to advance or enhance the position of certain groups and disadvantage or damage the position of others.” – Ball, 1987, p. 32
“Innovations are rarely neutral. They tend to advance or enhance the position of certain groups and disadvantage or damage the position of others.” – Ball, 1987, p. 32
Operational Definitions
Describe each core component in terms that can be taught, learned, done in practice, and assessed in practice
Practice Profiles
Usable Interventions
Performance Assessment
Provides evidence that the program is being used as intended and is resulting in the desired outcomes
Fidelity
Practical enough to repeat time and time again
Usable Interventions
Implications for Sustainability and Scalability We tend to over-estimate how
well defined “it” is We find out when we start to Install
“it”
Help Districts and Schools choose wisely based on: Needs of students Best evidence Fit and resources required Readiness and resources for
replication
Usable Interventions
Implications for Sustainability and Scalability
Help Districts and Schools “operationalize” the WHAT Practice Profiles
Help Districts and Schools “make space” for the new work Supportive policies and practices
Usable Interventions
Usable Interventions: IPAC Team
Now March April
Initiative Inventory - Hexagon Tool - Practice Profiles
UsableInterventions
The HexagonAn EBP Exploration Tool
NEED
FIT
RESOURCES
EVIDENCE
CAPACITY
READINESS
Fit with current Initiatives•School, district , state priorities•Organizational structures Community values
Need in school, district, state•Academic & socially significant Issues•Parent & community perceptions of need•Data indicating need
Resources and supports for:•Curricula & Classroom•Technology supports (IT dept.)•Staffing•Training•Data Systems•Coaching & Supervision•Administration & system
Evidence•Outcomes – Is it worth it?•Fidelity data•Cost – effectiveness data•Number of studies•Population similarities•Diverse cultural groups•Efficacy or Effectiveness
Capacity to Implement•Staff meet minimum qualifications•Able to sustain Imp Drivers
• Financially • Structurally
•Buy-in process operationalized• Practitioners • Families
Readiness for Replication•Qualified purveyor•Expert or TA available•Mature sites to observe•Several replications•How well is it operationalized?•Are Imp Drivers operationalized?
The “Hexagon” can be used as a planning tool to evaluate evidence-based programs and practices during the Exploration Stage of Implementation.
Download available at:www.scalingup.org/tools-and-resources
EBP:
5 Point Rating Scale:High = 5; Medium = 3; Low = 1.Midpoints can be used and scored as a 2 or 4.
High Med Low
Need
Fit
Resource Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score
© 2009 Karen Blase, Laurel Kiser, & Melissa Van Dyke Adapted from work by Laurel J. Kiser, Michelle Zabel, Albert A. Zachik, and Joan Smith at the University of Maryland
IPAC: Vetting Kentucky’s Practices
IPAC: Vetting Kentucky’s Practices
Activity: With a partner/s explore an intervention that you are familiar with from your initiative inventory.
1. Gather information for each of the six factors.
2. Discuss information as a group: Where are the strengths?
Where are the gaps?
3. After your discussion debrief on the process:
What more do we need as a team before using this tool to vet math practices for Initiative Inventory?
Hexagon and Usable Interventions
Clear Description: •Philosophy, Values and Principles•Inclusion and Exclusion Criteria
Evidence:•Number of studies•Population similarities
• FIT with current initiatives• Needs of students
TEAMS: The Cascading Logic Model
Teams must be linked so the inputs at one level are the outputs at the next level.
Review and Discussion: Module 3
“We tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved.”
—Senge, 1990
Linked Implementation Teams
School-basedImplementation Teams
School-basedImplementation Teams
District Implementation Teams
District Implementation Teams
RegionalImplementation Teams
State-basedImplementation Teams
State-basedImplementation Teams
Implementation TeamNo Implementation Team
80%3
Years
80%3
Years
14%17
Years
14%17
Years
To “Making it Happen”From “Letting it Happen”
Sources: Fixsen, Blase, Timbers, & Wolf, 2001Balas & Boren, 2000 Green & Seifert, 2005Saldana & Chamberlain, 2012
Improvement inIntervention Outcomes
Shifting AccountabilityActive Implementation
TeachersTeachers Principal and District
Principal and District
SystemSystem
Discussion: Active Implementation and the Formula for Success
Good Intentions
Actual SupportsYears 1-3
Outcomes
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the practice as designed
Every Teacher Continually Supported
Fewer than 25% of the teachers received support
Vast majority of students did not benefit
Comprehensive School Reform: Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
WHYEducationally
Significant Outcomes
WHATEffective &
Usable Innovations
WHO &HOW Effective
Implementation
WHEREEnabling Contexts
Formula for Success
Independent Learning PlanDeveloping Implementation Capacity
SISEP is not another initiative, it is an implementation framework that can be applied to any way of work
Next Steps: Module 2, 4, 5
Performance Assessment
(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data SystemC
ompe
tenc
y D
river
s
Com
pete
ncy
Driv
ers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
Consistent Use of
Educational Innovations
© Fixsen & Blase, 2008Technical Adaptive
Module 2: Implementation DriversModule 2: Implementation Drivers
Module 4: Stages of ImplementationModule 4: Stages of Implementation
ExplorationWinter
2015
InstallationSpring & Summer
2015
Initial Implementation
Fall 2015
FullImplementation
Winter 2016
2-4 Years2-4 Years
Team Assesses•Needs•Fit•Resources•Buy-in•Readiness for replication•Capacity to sustainMutual selection
Team Assesses•Needs•Fit•Resources•Buy-in•Readiness for replication•Capacity to sustainMutual selection
Teams Lead•Acquire resources•Prepare organization and staff (train, coach, assess fidelity)•Build structure for sustainability
Teams Lead•Acquire resources•Prepare organization and staff (train, coach, assess fidelity)•Build structure for sustainability
Teams Lead•Manage change•Ensure all can use Data Systems•Initiate Improvement Cycles•Improve structures for sustainability
Teams Lead•Manage change•Ensure all can use Data Systems•Initiate Improvement Cycles•Improve structures for sustainability
Leads Lead•Monitor & manage change•Achieve fidelity & outcome benchmarks•Improve•Sustain and improve structures for sustainability•Replicate TZ
Leads Lead•Monitor & manage change•Achieve fidelity & outcome benchmarks•Improve•Sustain and improve structures for sustainability•Replicate TZ
Transformation Zone
Develop implementation capacity of TZ Cooperatives and a few of their districts and schools
KDE identifies 3 CooperativesEach Coop identifies 2-3 districtsAssess willingness, needs, fit etc. Engage in mutual selection processCoops attend SISEP training once a month
Example:KDE Exploration
What: Transformation Zone
A transformation zone focuses on innovations and implementation infrastructure development
A transformation zone can be thought of as a “vertical slice” of the education system
From the classroom to the district (capital)
The “slice” is small enough to be manageable but large enough to include all aspects of the system so the “slice” can be replicated
Why: Transformation Zone
Cannot change everything at once (too big; too complex; too many of them and too few of us)
Cannot stop and re-tool (have to create the new in the midst of continuing the existing)
Cannot know what to do at every step (we will know it when we get there)
Implementation Teams
Regional District
Building
TeachersStudents
Su
stai
nab
ilit
y
Pra
ctic
e In
form
s P
olic
yP
olic
y E
na
ble
s
Pra
ctice
Module 5:Practice-Policy Communication
CycleSEA
PDSA
Common definitions build a community of practice.
–Karen Blase in conference, 2015
©Copyright Dean Fixsen and Karen Blase
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