Working Smarter: The implementation journey to improve student outcomes

1. Working Smarter: The implementation journey to improve student outcomes Michelle A. Duda, Ph.D., BCBA, Dean L. Fixsen, Ph.D. & Karen A. Blase Ph.D., Melissa Van Dyke, LCSW Frank Porter Graham Child Development Institute University of North Carolina – Chapel Hill

2. Continuous Improvement CyclesPart 5

3. Changing on Purpose New practices do not fare well in existing organizational structures and systems For Example: Transformation is not like plug and play devices for a computer, it is more like changing operating systems while downloading delicate files.

4. EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION Innovations and Systems EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM

5. EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION Innovations and Systems AN ETERNAL STRUGGLE THE YIN & YANG OF CHANGE EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM

6. Changing on Purpose People, organizations, and systems… 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 the existing) Cannot know what to do at every step (we will know it when we get there) Many outcomes are not predictable (who knew!?)

7. Improvement Cycles PDSA (plan, do, study, act) Cycle Rapid – Cycle Problem Solving Practice Improvement Transformation Zones PEP-PIP Cycle (policy enabled practice – practice informed policy) Usability testing

8. PDSA Cycles: Trial & Learning Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990) Plan – Decide what to do Do – Do it (be sure) Study – Look at the results Act – Make adjustments Cycle – Do over and over again until the intended benefits are realized

9. Clean the Stove Plan – Find a way for kids to clean the stove routinely Do – Say, “clean the stove please” Study – See what parts they clean well and what parts they miss Act– Develop a card with a few cleaning hints Cycle – Continue until there are enough hints to routinely have a clean stove

10. PDSA Cycles: Trial & Learning David Thomas, 1985 Ideal Program Actual Program To Narrow the Variation of the Actual from the Ideal

11. PDSA Cycles: Trial & Learning Plan – Innovation core components Do – Selection, training, coaching Study – Fidelity, outcomes Act – Make adjustments Cycle – Do over and over again until fidelity is reached in a reasonable period of time

12. PLAN ACT Innovation DO P Training A D S STUDY P Administration A D S P P Coaching A Fidelity D A D S S

13. PDSA Cycle - Eternal Plan – Coaching methods Do – Frequency, intensity, duration Study – Time to reach fidelity for the past 20 teachers/ staff Act – Revise coaching methods to shore up weak areas Cycle– do over and over again as conditions and people change forever more

14. PDSA Cycles Shewhart (1924); Deming (1948); Six-Sigma (1990) Plan – Develop specific things to do Do – Do them (make sure) Study – See what happens Act – Make adjustments Cycle – Do over and over again until the goal is reached (again)

15. PEP-PIP Cycle Policy enabled practice (PEP) Practice informed policy (PIP) The PDSA cycle in slow motion Monthly instead of hourly, daily cycles Bigger issues where agreement (issues, solutions) and certainty (if this, then that) are not apparent

16. Management Team PEP-PIP Cycle System Change Policy Enabled Practice (PEP) Practice Informed Policy (PIP) “External” Leadership Implementation Teams

17. Policy (Plan) Policy Policy Practice Feedback Loops Structure “External” System Change Support Feedback Study - Act Procedure Practice Practice (Do) Form Supports Function at every level (National, State, County, Municipal, Agency)

18. Federal Departments System Alignment State Department Regions Implementation Teams ALIGNMENT Agencies Practitioners/ Staff Effective Practices FORM SUPPORTS FUNCTION

19. Implementation is hard work • Information by training by itself will NOT lead to changes in practitioner skills and abilities • Implementation occurs in stages and getting to Full Implementation can take 2-4 years • Each stage of implementation has it’s own set of activities and challenges • Successful implementation occurs when the innovation (i.e. ESD) is embedded within the schools culture • Successful implementation requires behavior change • Research related to implementation is still in it’s infancy • Policy enables new practice but practice needs to inform policy Summary

20. "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling Business Expert

21. Our Journey Continues

22. On your journey of implementing this research into practice, continue your partnership with your regional T/TAC Instructor(s) Next Steps on Our Journey

23. Michelle A. Duda, Ph.D. • 919-636-0843 • duda@mail.fpg.unc.edu For More Information Dean L. Fixsen, Ph.D. 919-966-3892 fixsen@mail.fpg.unc.edu • At the Frank Porter Graham Child Development Institute • University of North Carolina • Chapel Hill, NC • www.scalingup.org • http://nirn.fpg.unc.edu/ • http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/

24. 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://www.fpg.unc.edu/~nirn/resources/publications/Monograph/ To order the monograph go to: https://fmhi.pro-copy.com/