"Children and families cannot benefit from interventions they do not experience."

What is Implementation Science?

Implementation science addresses the changes that are required to promote the systematic uptake, sustainability, and effective use of evidence-based programs and practices in typical service and social settings (Blase and Fixsen, 2010). Research to practice gaps are challenging because what is known is not what is always adopted to help students. Also, sometimes what is adopted is not used with fidelity and what is used with fidelity is not sustained for a useful period of time or on a scale sufficient to broadly impact student outcome.


Stages of Implementation (Fixsen, Blase, Horner, & Sugai, 2009)


Identifying the need for change, learning about possible interventions that may be solutions, learning about what it takes to implement the innovation effectively, developing stakeholders and champions, and deciding when to proceed.


Establishing the resources needed to use an innovation and resources required to implement the innovation with fidelity and good oucomes for students.

Initial Implementation:

The first use of intervention practices by newly trained teachers and others working in a school and district environment that is just learning how to support the new ways of teaching.

Full Implementation:

The skillfull use of an innovation well-integrated into the repertoire of teachers and routinely supported by building and district administrators.


The advances in knowledge and skill that come from evaluated changes in how teachers and others make use of a science-based intervention.


Persistent and skillful support for teachers and staff who are using an innovation effectively, with each cohort of teachers achieving better results than the last.

Implementation Frameworks (Fixsen et al., 2005)

"Letting it happen"- researchers publish results; it is up to the providers to make it happen

"Helping it happen"- research findings result in toolkits designed for providers

"Making it happen"- implementation teams directly help providers to effectively implement programs

Core Implementation Components

  • Recruitment and Selection

  • Preservice and inservice training

  • Ongoing coaching and consultation

  • Staff performance assessment

  • Decision support data systems

  • Facilitative administration

  • Systems intervention

Examples of tools used in implementation research:

  • Web-based data collection, scoring, and reporting

  • Collection and reporting of monthly metrics

  • Surveys

  • Fidelity measures

  • Observation

  • Objective measures

  • Self-report measures

عروض بنده , عروض العثيم , عروض كارفور , عروض الدانوب , عروض جرير , عروض اكسترا
external image SISEP-Intervention-X-Implementation%3DOutcomes.gif

The National Implementation Research Network (NIRN) works to "contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services". Here you can find many resources/research, definitions/examples, and news/discussion about implementation best practices.

Education-based Projects hosted by NIRN
عروض بنده , عروض العثيم , عروض التميمي , عروض الدانوب


Developing Implementation Capacity County-wide

Funder: Placer County Office of Education (PCOE)
Develop implementation capacity to fully support the use of evidence-based practices across county initiatives and to establish Implementation Teams.
Consultants: Michelle Duda and Barbara Sims

Creating District Level Implementation Supports

Funder: Wilson Language Training
Create and sustain high fidelity implementation at the district level. Phase one is the establishment of an Implementation Science resource network; Phase two includes a review of district level literacy and implementation measures.
United States
Consultants: Michelle Duda and Barbara Sims

RTI Consortium
Funder: Chapel Hill-Carrboro City Schools
Assist representatives from educational districts to operationalize “Response to Intervention,” to develop functional performance assessment tools and effective coaching processes and to develop linking communication protocols to the State’s effort to “scale up” RTI.
North Carolina
Consultant: Melissa Van Dyke

State Implementation of Scaling-Up Evidence-based Practices (SISEP)

Funder: US Department of Education, Office of Special Education Program
Develop implementation capacity to support the full and effective uses of evidence-based interventions and other innovations in all schools to benefit students statewide
Illinois, Michigan, Minnesota, Missouri, North Carolina, Oregon, Virginia
State Readiness Community of Practice
Coaching for Competence Community of Practice
TA Center Collaborations
Co-PIs: Dean Fixsen and Karen Blase

Scaling Capacity

The SISEP Center uses implementation strategies to do two important things:

  1. Build capacity in districts to ensure that school staff are supported in implementing EBPs.

    • Students who don't receive properly implemented EBPs can't benefit from them.
    • Practice and implementation are each critical to success.
  2. "Build capacity in State systems and regional organizations so they can develop the necessary district implementation supports."

    • District staff but become experts in implementation in order to be adequate supports for local teachers.


So, how do we scale up?

Asking these five "hows" address the underlying reasons for successes, accidents, and failures:

Desired Outcome
How will students benefit?
Teachers’ consistent use of effective innovations with high fidelity to the innovation-as-intended
Improved student outcomes in academics and behavior (the ultimate goal)
How will teachers be supported?
District and school implementation teams support teachers’ using innovations effectively
Teachers’ consistent use of effective innovations with high fidelity to the innovation-as-intended
How will District and school implementation teams be developed & supported?
There are Regional supports for developing and sustaining district implementation teams
Effective district and school implementation teams are created to support teachers’ using innovations effectively
How will Regional supports be developed to support District and school implementation teams?
State Transformation Specialists and State Capacity Building Workgroups develop and sustain regional implementation teams
Regional supports are created for developing and sustaining district implementation teams who support building level teams.
How will State Transformation Specialists and the State Capacity Building Workgroup be developed?
The new Content Center and RCC TA support the development of state infrastructures for implementation and facilitate system change needed to expand and sustain capacity in States, regions, districts, and schools
Skills and abilities of State Transformation Specialists and State Capacity Building Workgroups are developed for creating and sustaining regional implementation teams

(Ohno, 1988)

إسلام , islam , قرآن , علماء , مشايخ , برامج


  1. Improved outcomes for students.

  2. Improved outcomes for teachers- the key to student success.

  3. Improved outcomes for building staff. Administration and school staff play a large role in supporting teachers.

  4. Improved outcomes for district staff. Superintendents, and administrators are critical to district supports.

  5. Improved outcomes for regional staff. Implementation Teams support local districts.

  6. Improved outcomes for State staff. State education system benefits.

  7. Improved outcomes for the State Implementation support best practices across the nation.

Implementation Science is a journal that focuses on research into the factors that promote the implementation of evidence-based practices that "improve the quality and effectiveness of health services and care." The goal is to translate research into routine practice. Implementation Science is an online journal with an impressive impact factor


Blase, K. A., Fixsen, D. L., Naoom, S. F., & Wallace, F. (2005). Operationalizing implementation: Strategies and methods. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute.

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, National Implementation Research Network. (FMHI Publication No. 231).

Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: A synthesis of critical steps in the implementation process. American Journal of Community Psychology.

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