De-implementation is a process of removing ineffective practices to make space for sustaining more impactful practices. De implementation is reducing or removing ineffective or unneeded practices. De-implementation allows for resource re-allocation, reduces confusion and mixed messages, and supports student outcomes.

Sustaining practices involves having engaged conversations about what's working and what could be improved. Talking to colleagues about their practice doesn't need to be uncomfortable - the goal is to support, not evaluate!

Schools hold a lot of meetings to design, evaluate, and revise in student practices. When these meetings are effective, educators are more likely to have practice buy-in, which will support implementation.

By addressing school climate & culture, school leaders can increase educators' buy-in and support sustained practice.

What an educator believes about a school-based practice can impact their engagement with it and whether they sustain it over time. Educators' beliefs about practices should be asked about and used for decision-making and support.

What is self-efficacy? What does it have to do with sustained practice? How can we help promote educators’ self-efficacy?

Teachers have so much to do! Managing competing demands is one of the top barriers to sustained practice. Planning ahead can make the many demands that educators face more manageable and support sustained practice.

Implementing with fidelity is no easy task - we can’t assume current practice will improve student outcomes. Most educators - like most people - struggle to integrate a new practice into their existing routines. How can we help educators implement with fidelity? Support teachers. Monitor fidelity.

Coaching can help most educators learn and sustain new practices. It's a critical strategy for facilitating change in schools. But coaching can look very different - and it's not all effective. How it happens and what it entails really matters. Learn more about best practices in coaching for educators here.

We can adapt evidence-based practices? Yes - within some limits. Make sure to keep critical components, while adjusting other components to be (a) aligned with the school context, (b) culturally competent for students and families, and (c) feasible for the implementer.

Tier 1 is the general curricula that all students access; having a robust, high-quality Tier 1 (in MTSS) is our best chance to efficiently and effectively support students. We can't set it and forget it - Tier 1 needs to be responsive to students and implemented with fidelity to make a difference.

When effective practices are sustained, students achieve better results, more quickly. School administrators can efficiently promote sustain practice by attending to process and context.

Teams of educators are responsible for leading and supporting many school initiatives and practices. When team meetings run effectively and efficiently, they can support sustained practice.

What is a positive implementation climate? One in which implementation policies and procedures encourage, cultivate, and reward practice use. Sustaining practices is a school-wide priority and supported through training and resources. Educators are open, adaptable, experienced, and recognized for their work.

Staff readiness is about reflecting on whether educators in your school are prepared to sustain practice. Staff readiness needs to be regularly evaluated given ongoing changes.

When we take the time to reflect on past practices, we are better able to plan for actionable, sustainable change in the future. Change isn't easy! Sustained practices requires continual evaluation, adaption, and support.

So, what is sustained practice? A sustained practice is implemented consistently and comprehensively over time. By deliberately supporting sustainment of effective practices, schools can capitalize on current efforts, increase efficiency, and improve student outcomes.

Multi-tiered systems support (MTSS) is a prevention framework designed to efficiently and effectively support all learners. All students access high-quality, robust curricula (Tier 1), with those at-risk receiving timely, targeted intervention (Tier 2), and students with ongoing needs receiving individualized practices (Tier 3). For MTSS to effectively support students, foundational practices (in Tier 1 & Tier 2) must be implemented with fidelity.

Schools are responsible for making sure students in special education actually receive the services, accommodations & modifications outlined in their IEPs. Learn about how to support sustained practice and individualized education programs.

Paraeducators (or paraprofessionals) are critical partners in providing sustained practices to students, especially in special education. There is a mismatch between what we expect from paraeducators and the support they generally receive.