Transcript Document

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
Continuous Improvement Cycles
Part 5
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.
Innovations and Systems
EXISTING SYSTEM
EFFECTIVE INNOVATIONS
ARE CHANGED TO
FIT THE SYSTEM
EXISTING SYSTEM IS
CHANGED TO SUPPORT
THE EFFECTIVENESS OF
THE INNOVATION
EFFECTIVE INNOVATION
Innovations and Systems
EXISTING SYSTEM
EXISTING SYSTEM IS
CHANGED TO SUPPORT
THE EFFECTIVENESS OF
THE INNOVATION
AN ETERNAL STRUGGLE
EFFECTIVE
INNOVATIONS
THE
YIN & YANG OF CHANGE
ARE CHANGED TO
FIT THE SYSTEM
EFFECTIVE INNOVATION
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!?)
Improvement Cycles
• PDSA (plan, do, study, act) Cycle
• Rapid – Cycle
o
o
Problem Solving
Practice Improvement
• Transformation Zones
• PEP-PIP Cycle (policy enabled
practice – practice informed policy)
• Usability testing
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
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
PDSA Cycles: Trial & Learning
David Thomas, 1985
Actual Program
Ideal Program
To Narrow the Variation of the Actual from the Ideal
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
PLAN
ACT
DO
Innovation
P
A
Training
S
D
STUDY
P
Administration
A
S
P
P
Coaching
A
S
D
A
Fidelity
S
D
D
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
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)
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
PEP-PIP Cycle
Implementation
Teams
Policy Enabled
Practice (PEP)
Practice Informed
Policy (PIP)
System
Change
“External” Leadership
Management
Team
“External” System Change Support
Policy Practice Feedback Loops
Policy (Plan)
Policy
Structure
Feedback
Study - Act
Procedure
Practice (Do)
Practice
Form Supports Function at every level (National, State,
County, Municipal, Agency)
System Alignment
Federal
Departments
ALIGNMENT
Regions
Agencies
Practitioners/ Staff
Effective Practices
FORM SUPPORTS FUNCTION
Implementation Teams
State Department
Summary
• 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
o Research related to implementation is still in it’s infancy
o Policy enables new practice but practice needs to inform
policy
"All organizations [and systems] are
designed, intentionally or unwittingly,
to achieve precisely the results they
get."
R. Spencer Darling
Business Expert
Our Journey Continues
Next Steps on Our Journey
• On your journey of implementing this
research into practice, continue your
partnership with your regional T/TAC
Instructor(s)
For More Information
Michelle A. Duda, Ph.D.
• 919-636-0843
• [email protected]
Dean L. Fixsen, Ph.D.
• 919-966-3892
• [email protected]
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/
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/