dean l. fixsen, karen a. blase, leah bartley, michelle duda, sandra naoom, allison metz, barbara...

Dean L. Fixsen, Karen A. Blase,

Leah Bartley, Michelle Duda,

Sandra Naoom, Allison Metz,

Barbara Sims, Melissa Van DykeNational Implementation Research Network

Frank Porter Graham Child Development Institute

University of North Carolina at Chapel Hill

Literacy Funders Network 2011

Implementation and Scaling Literacy Programs

Copyright © Dean L. Fixsen and Karen A. Blase, 2011

Education


Capacity Building

YEARS

AM

OU

NT

S

Funding

Capac

ity

Implementation TeamsOrganization ChangeSystem Reinvention


60 million students

6 million teachers and staff

90,000 school buildings

3,147 counties

58 federal jurisdictions

Education

1 person in 5 in the USA is in school


5 Years of turnaround work

10% out of improvement status

90% still “in improvement”

Stuit (2011; Are bad schools immortal?)

Secretary Duncan predicts 82% of all schools in the US will not meet AYP standards in 2011

All Schools Left Behind

"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get.”

…R. Spencer Darling

Food for Thought

National Assessment of Education Progress (NAEP)

WHAT IS IT GOING TO TAKE?


Students cannot benefit from instruction they do not experience

Teachers and staff have to actually use effective instructional methods skillfully if students are to benefit

Verbal advocacy ≠ Actual useDobson & Cook (1980)

Challenges


Teachers and Staff

In education, the TEACHER IS THE INTERVENTION

Everyone / everything else needs to be aligned to provide effective supports so all teachers can produce desired education outcomes for all students


Consider ThisTo meet the individualized learning needs of students …

Educators need to “forgo uniqueness” in favor of consistent use of effective methods …

That are well supported by district and building staff.


Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Download all or part of the monograph at:

http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/

Implementation Research: A Synthesis of the Literature

Evidence-based


Implementation Gap

Interventions are not used as intended and with good outcomes

Interventions are not sustained for a useful period of time

Interventions are not used on a scale sufficient to impact social problems


Evidence-base Actual SupportsYears 1-3

OutcomesYears 4-5

Every Teacher Trained

Fewer than 50% of the teachers received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher Continually Supported

Fewer than 25% of those teachers received support

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms

Implementation Science


Letting it happen

Recipients are accountable

Helping it happen


Making it happen

Implementation Teams are accountable

Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)



Best Data Show These Methods, When Used Alone, Do Not Result In Uses of Innovations As Intended:

Diffusion/ Dissemination of information

Training

Passing laws/ mandates/ regulations

Providing funding/ incentives

Organization change/ reorganization

About 5% to 20% Return on Investment



Formula for Success

Effective intervention practices

X

Effective implementation practices

=

Intended outcomesDisproportional Impact: Students benefit 8 to 12 times more


An intervention is one thing

Implementation is something else altogether

Like serum and a syringeVery different evidence bases

Each is necessary

Neither one is useful without the other


www.implementationconference.org

2013


Implementation Capacity

It is not enough to have high standards, the teachers must be supported if they are to teach consistently and effectively

Shifts accountability for outcomes from the teachers to the staff in buildings, districts, and supporting regional and State education systems


Literacy Improvement

Improve student outcomes

Improve teacher performance

Improve school supports for teachers

Improve district supports for schools

Improve regional supports for districts

Improve State supports for outcomes

© Fixsen & Blase, 2008

Performance Assessment (fidelity)

Coaching

Training

Selection

Integrated & Compensatory

Com

pete

ncy

Driv

ers

Com

pete

ncy

Driv

ers Systems

Intervention

Facilitative Administration

Decision Support Data System

Organization D

rivers

Organization D

rivers

AdaptiveTechnical

Leadership DriversLeadership Drivers

Imple

men

tatio

n

Driver

s

Consistent uses of Innovations Interventions

meetImplementation

Reliable Benefits

OUTCOMES(% of Participants who Demonstrate Knowledge, Demonstrate

new Skills in a Training Setting, and Use new Skills in the Classroom)

TRAININGCOMPONENTS

KnowledgeSkill

DemonstrationUse 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

Staff Training & Coaching


Literacy Improvement

Improve student outcomes

Improve teacher performance

Improve school supports for teachers

Improve district supports for schools

Improve regional supports for districts

Improve State supports for outcomes

LiteracyOutcomes

for Students

Effective InstructionalPractices

Teachers

Staff

Administrators

Boards

Implementation Teams

ImplementationProcesses

ImplementationPerformance Assessments

(fidelity)

InterventionPerformance Assessments

(fidelity)

ExplorationInstallationInitial ImplementationFull Implementation

WHAT

HOW

WHO


Letting it happen


Helping it happen


Making it happen

Implementation Teams are accountable: THEY DO THE WORK



Implementation Team

Minimum of three people (four or five preferred) to promote effective, efficient, and sustainable implementation, organization change, and system transformation work

Tolerate turnover; teams are sustainable even when the players come and go


Implementation Team

Building/District Supports

Management (leadership, policy)

Administration (HR, structure)

Supervision (nature, content)

Teacher/Staff Competence

State and Community Supports

Regional Authority Supports

Imp

lem

enta

tio

n T

eam

Simultaneous, Multi-Level Interventions


Implementation Team

Implementation Team

Prepare Buildings & Districts

Prepare Teachers and Staff

Work with Researchers

Assure Implementation

Prepare Regions Assure Student Benefits

Create Readiness

Parents and Stakeholders

© Fixsen & Blase, 2009

20%80%


Impl. Team NO Impl. Team

Effective

Effective use of Implementation Science & Practice

IMPLEMENTATION

INT

ER

VE

NT

ION

80%, 3 Yrs 14%, 17 Yrs

Balas & Boren, 2000Fixsen, Blase, Timbers, & Wolf, 2001


Letting it Happen Helping it Happen

3X to 12X Return on Investment


Costs and Savings

Implementation Costs & Savings(Inflation Adjusted)

60

70

80

90

100

110

120

1 Yr Pre During PostYear 1

PostYear 2

PostYear 3

Ch

ang

e in

Bu

dg

et (

Per

cen

t)


Statewide 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

Compliance and Crises, Urgent, Time Sensitive!!• Services not meeting Standards• Deal with urgent and high profile issues

Best PracticesImplemented Fully With Good Outcomes

System Supports & Stability • Regulatory roles• Basic Data Systems• Financing and Fiscal Accountability• Accreditation/ Licensing Standards• HR rules and regulations• Safety Standards• Work with Legislature• Inclusion of Stakeholders

System Supports & Stability

Mandates, System Supports,

Foundational Polices & Regulations

Leadership Responsibilities and Leverage PointsLeadership Responsibilities and Leverage Points

Thanks to Tom Bellamy


Implementation Team

StateManagement

Team

TeachersInnovations

Students

Sys

tem

C

han

ge

Adaptive Challenges• Duplication• Fragmentation• Hiring criteria• Salaries• Credentialing• Licensing• Time/ scheduling• Union contracts• RFP methods• Federal/ State laws

“Ex

tern

al”

Sy

ste

m C

ha

ng

e S

up

po

rt

Pra

ctic

e In

form

ed

Po

licy

Po

licy

En

ab

led

P

ractic

e

System Reinvention

♦Look for Faulty Assumptions & Errors; ♦Make Needed Changes; ♦Invite System to Respond


Capacity Building

YEARS

AM

OU

NT

S

Funding

Capac

ity

Implementation TeamsOrganization ChangeSystem Reinvention


For More InformationDean L. Fixsen, Ph.D.

919-966-3892

[email protected]

Karen A. Blase, Ph.D.

919-966-9050

[email protected]

Frank Porter Graham Child Development Institute

University of North Carolina

Chapel Hill, NC

http://nirn.fpg.unc.edu/ www.scalingup.org

www.implementationconference.org



Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Download all or part of the monograph at:

http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

Implementation Research: A Synthesis of the Literature


Thank You for your 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; national implementation awards)

Centers for Disease Control & Prevention (implementation research)

National Institute of Mental Health (research and training grants)

Juvenile Justice and Delinquency Prevention (program development and evaluation grants

Office of Special Education Programs (Scaling up Capacity Development Center)

Administration for Children and Families (Child Welfare Leadership; Capacity Development)

Duke Endowment (Child Welfare Reform)

dean l. fixsen, karen a. blase, leah bartley, michelle duda, sandra naoom, allison metz, barbara...

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