Strand D Sustaining & Scaling Implementation of SWPBS: Systems & Applications Rob Horner & George Sugai OSEP Center on PBIS April 4, 2008 www.pbis.org [email protected] [email protected]
Jan 03, 2016
Strand D
Sustaining & Scaling Implementation of SWPBS:
Systems & Applications
Rob Horner & George SugaiOSEP Center on PBIS
April 4, 2008
www.pbis.org
Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”
Sessions8:30 – Overview of Sustainability & Scaling
(Kent & Dean)
9:45 – State Examples I (Susan, Howard, & Char
1:15 – State Examples II (Steve, Diann, & Kiki
3:45 – Secondary & Tertiary Tier Interventions & Systems (Cindy, Lucille, & Leanne
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
Sustainability + Scaling
Organizational capacity for & documentation of accurate (90%) &
expandable implementation of evidence-based practice across
desired context (e.g., district, classroom,
school-wide, nonclassroom) over time w/ local resources & systems for
continuous regeneration.
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
“The distribution and adoption of an innovation are only significant if its use can be sustained...”
(Coburn, 2003, p. 6)
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Definitions
SustainabilityDurable implementation of a practice at a
level of fidelity that continues to produce valued outcomes (Han & Weiss, 2005)
Scaling UpDurable implementation of a practice at a
level of fidelity that continues to produce valued outcomes on a scale of social importance
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Efforts to Implement and Sustain
“Train and Hope”Not an effective approach to implement a
practice “Implement and Hope”
Not an effective way to sustain a practice
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
(McIntosh, Horner, & Sugai, in press)
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
(McIntosh, Horner, & Sugai, in press)
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Priority
PRIORITY Importance in
comparison to other practices
Connection to other initiatives
Incorporation into core system components
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Identifying& Modifying
Practices
Effectiveness
EFFECTIVENESS Extent to which the
practice results in desired outcomes
Choice of practices should be based on proven effectiveness
Effects must be observed and attributed to the practice
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Practice Implementation
Fidelity
FIDELITY and EFFICIENCY Without fidelity of implementation, effectiveness of
the practice is compromised Relationship between continued effort and
continued effectiveness Weighed against other potential practices
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
CONTINUOUS REGENERATION Iterative monitoring of
fidelity, outcomes, and context
Adaptation and re-implementation over time while keeping critical features intact
Ongoing investment in training and spread
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
ValuedOutcomes
Practice Implementation
Identifying& Modifying
Practices
Fidelity
EffectivenessPriority
Continuous Regeneration
Continuous
Measurement
Data-BasedProb.
Solving
Capacity
Building
Efficiency
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A A Tool for Sustainable
Implementation of SWPBS
SWPBS Implementers’ Blueprint(Center on PBIS, 2004)
Available at www.pbis.org Intended for use at the state, regional, or
district level
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Local School Teams/Demonstrations
SWPBS Implementers’ Blueprint Elements
Leadership Team
SWPBS Implementers’ Blueprint
• Representation from key stakeholders
• Meet regularly with a regular process
• Complete regular self-assessment and long term action planning
• Led by Coordinator with FTE
Training Coaching Evaluation
SWPBS Implementers’ Blueprint
BUILD CAPACITY
(training expertise)
• Support coaches
• Ensure coaches
implement with
fidelity
• Establish community
of learning
BUILD CAPACITY
(implementation
expertise)
• Support school
teams
• Ensure teams
implement with
fidelity
DATA-BASED
DECISION MAKING
• Create data systems
•Fidelity
•Student outcomes
• Design process for
evaluation
• Establish eval cycles
COORDINATION ACTIVITIES
FundingVisibility Political
Support
SWPBS Implementers’ Blueprint
• Identify recurring
funding sources
• 3 to 5 yrs. of support
• Disseminate results
to multiple audiences
•Websites
•Newsletters
•Conferences
•Media (TV, etc.)
• Presentations to:
school boards,
state departments
• Write into policy
• Connect with key
administrators
LEADERSHIP ACTIVITIES
Local School Teams/Demonstrations
SWPBS Implementers’ Blueprint
• Support schools implementing SWPBS– Coaching
– Funding
• Showcase schools with high fidelity and positive outcomes– Present data linking fidelity to student outcomes
– Arrange visits from key stakeholders
T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A
Contact Information
Kent [email protected]
University of British Columbia
2125 Main Mall
Vancouver, BC V6T 1Z4
Dean L. Fixsen, Karen A. Blase,
Michelle A. Duda, Sandra F. Naoom,
Melissa Van Dyke, Frances Wallace BaileyNational Implementation Research Network
Louis de la Parte Florida Mental Health Institute
Sustaining Implementation with Benefits to Students
CEC Conference April 2008
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Education
65 million kids
6 million teachers and staff
100,000 schools
3,143 counties
60 states & U.S. jurisdictions
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Science to Service
SCIENCE SERVICEGAPIMPLEMENTATION
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Science to ServiceScience to Service Gap
What is known is not what is adopted to help children, families, and caregivers
Implementation Gap What is adopted is not used with fidelity
and good outcomes for consumers.
What is used with fidelity is not sustained for a useful period of time.
What is used with fidelity is not used on a scale sufficient to impact social problems.
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Implementation Reviews
Human service prevention and treatment programs (e.g. substance abuse, adult / children’s MH, justice, health, education)
Advanced manufacturing technologies
AMA clinical guidelines
Engineering: bridge maintenance
Hotel service management
National franchise operations
Cancer prevention & treatment
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Ineffective MethodsExcellent experimental evidence for
what does not work
Diffusion/dissemination of information by itself does not lead to successful implementation (research literature, mailings, promulgation of practice guidelines)
Training alone, no matter how well done, does not lead to successful implementation
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Ineffective MethodsExcellent evidence for what does
not work
Implementation by edict by itself does not work
Implementation by “following the money” by itself does not work
Implementation without changing supporting roles and functions does not work Paul Nutt (2002). Why
Decisions Fail
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
SustainabilityEBPs now are boutique operations
Now have convincing demonstrations that EBPs can work in the real world
Pretty neat but not used on a sustainable scale sufficient to solve social problems
What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years?
Start with the end in mind
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
A Sobering Observation
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."
R. Spencer DarlingBusiness Expert
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Sustainability
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
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Sustainability
To scale up interventions we must first scale up implementation capacity
Building implementation capacity is essential to sustaining EBPs and other innovations
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Sustainability
Interventions that are and remain effective through several generations of teachers, principals, superintendents, and state and national leaders
Implementation supports that are and remain effective through several generations of interviewers, trainers, coaches, evaluators, administrators, and state leaders
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Implementation Team
Implementation Team
Prepare Communities
Prepare schools faculty, staff
Work with Researchers
Assure Implementation
Prepare Districts Assure Student Benefits
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Implementation Team
School
Management (leadership, policy)
Administration (HR, structure)
Supervision (nature, content)
Teacher
State and Community Context
District
Imp
lem
enta
tio
n T
eam
Simultaneous, Multi-Level Interventions
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Creating Implementation Capacity
Start with too many overqualified people
“Generation 1” practitioners become:
Generation 2 interviewers, trainers, coaches, evaluators
Generation 3 administrators, directors, and leaders
Generation 4 state and federal officials
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Systems Change
State Department
Districts
Schools
Teachers/ Staff
Effective Practices
AL
IGN
ME
NT
Federal Departments
Imp
lem
enta
tio
n T
eam
s
FORM FOLLOWS FUNCTION
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Outcomes for Children, Families,
& Communities
A Functional System
Bureaucracy
Practitioners
Policies
Agencies
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Creating Implementation Capacity
New OSEP Center
State Implementation and Scaling up of Evidence-based Practices (SISEP)
www.scalingup.org
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
Thank YouWe 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)
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
For More Information
Dean L. Fixsen
813-974-4446
Karen A. Blase
813-974-4463
National Implementation Research Network
At the Louis de la Parte Florida Mental Health Institute
University of South Florida
http://nirn.fmhi.usf.edu
Copyright © Dean L. Fixsen and Karen A. Blase, 2008
For More Information
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://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm
Implementation Research: A Synthesis of the Literature