Displaying 21 - 40 of 160
This course provides an overview of different capacity assessments, such as the Drivers Best Practices Assessment and the District Capacity Assessment, and instructions on the administration process.
The purpose of the Drivers Best Practices Assessment (DBPA) is to assist organizations in assessing their current supports and resources for quality use of selected programs or practices.
The DCA is an action assessment designed to help educational district leaders and staff better align resources with intended outcomes and develop action plans to support the use of effective innovations. Both the training and tool are available online.
The Regional Capacity Assessment (RCA) was developed to assist regional education agencies in their efforts to effectively support districts in their use of practices supported by evidence or effective innovations. (v2.1)
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.
The Hexagon Tool can be used by communities and organizations to better understand how a new or existing program or practice fits into an implementing site’s existing work and context. View the interactive lesson and download companion resources.
A collection of short video tutorials walking users through how to use the NIRN-SISEP Data System to collect and display their capacity assessment data.
The Hexagon Tool can be used by communities and organizations to better understand how a new or existing program or practice fits into an implementing site’s existing work and context.
This template provides the basis for developing a Communication Plan. The purpose of the Communication Plan is to identify and authentically engage with an organization’s diverse stakeholders.
Practice Profiles provide structure to the process of making a practice teachable, learnable, and assessable.
This guide provides questions to ask of a program developer to determine what supports are necessary to implement, continuously improve, and sustain their program.
Executive Leadership Sponsors champion and support State Transformation Specialists as they lead systemic change efforts across state, regional, district, and school levels.
State Transformation Specialists (STSs) lead systemic change efforts in implementation and scaling of evidence-based practices across state, regional, district, and school levels.
The purpose of the State Implementation Team (SIT) is to develop implementation capacity in the form of linked regional and district implementation teams and to manage the flow of information across teams.
The Purpose of the Usable Innovation Team (UIT) is to make effective innovations teachable, learnable, doable and observable in practice.
The BIT plays a critical role in ensuring teachers have the confidence and competence to use EBPs/EIIs with fidelity. They work closely with the District Implementation Team (DIT) to ensure teachers are supported and students are achieving intended outcomes.