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Fidelity is a complex concept and utilizing fidelity measurements and data at all levels of the teaming cascade is needed to support staff with implementation. This brief provides a deep dive into this concept, with real-world examples.
This brief highlights similarities and differences between implementation science and improvement science, as well as how they can be used together to support programs and practices aiming to improve outcomes.
Development of the Michigan Department of Education Multi-Tiered System of Supports Practice Profile
This brief highlights how the Michigan Department of Education (MDE) engaged systematically and purposefully in the practice profile development process to clearly define Multi-Tiered System of Supports (MTSS).
File(s): 2021-MTSS Practice Profile.4.1.pdf
KY educators are defying the odds with focus, persistence, and a collective commitment to results driven accountability. This brief presents the results from an evaluation of four school districts' efforts to improve mathematics achievement for priority populations.
Some organizations may find they do not have the capacity to transform the entire system simultaneously. This brief provides two different examples of a State Education Agency’s path to systemic change, and the facilitators and barriers to consider.
File(s): Tale of Two States_FNL_12.20.19.pdf
Four Key Actions for State Education Agency Teams to Support Implementation of Multi-Tiered Systems of Support
The State Education Agency (SEA) plays a critical role in the implementation fidelity, sustainability, and scale-up of MTSS. Learn more about four key actions SEAs can take to support MTSS in this brief co-developed by the SISEP and PBIS TA centers.
How can a State Education Agency (SEA) actively promote and support organizational and systems change? The answer may lie in a logic model informed by implementation science and characterized by multi‐level supports that interact.
Exploration Stage processes are designed to assure mutually informed agreement to proceed with use of an innovation; both the Implementation Team and the organization understand what is to be done, how it will be done, and the resources and timelines for doing it.
Education systems and the units within those systems are highly variable. An implementation infrastructure in the form of Implementation Teams can be developed to account for the variability.
The purpose of this Brief is to define the variables a state or district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling‐up of an innovation in education.
The purpose of this Brief is to provide a framework that state leadership teams and others can use to develop the capacity to make effective, statewide, and sustained use of evidence-based practices and other innovations.
Technical Assistance (TA) is designed to build the capacity of individuals and organizations to achieve desired outcomes. When the scale or depth of change is more extensive, Basic TA efforts need to be supplemented with more Intensive Technical Assistance.