implementation science: closing gaps between policy and practice
DESCRIPTION
Implementation Science: Closing Gaps Between Policy and Practice. Circe Stumbo, West Wind Education Policy Inc. and CCSSO CCSSO/SCEE National Summit on Educator Effectiveness April 10, 2013. Acknowledgements. - PowerPoint PPT PresentationTRANSCRIPT
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Circe Stumbo, West Wind Education Policy Inc. and CCSSO
CCSSO/SCEE National Summit on Educator Effectiveness
April 10, 2013
Implementation Science:
Closing Gaps Between Policy and Practice
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Acknowledgements
Special thanks to Dean Fixsen, Karen Blase, and the National Implementation Research Network for their generosity in sharing their findings and their passion for all things implementation. This PowerPoint slide deck is built off their original work, with permission.
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Sixth Year of Working with SEAs
State Implementation & Scaling-up of Evidence-based Practices Center
scalingup.org
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Implementation Science`
A policy is one thingImplementation of a policy is a
very different thingStudents cannot benefit from a
policy they do not experience
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An Implementation Failure labeled as an Intervention FailureExample: $500 million for Homebuilders (Family Support Services) 1993-1998
Funding only for interventions
No fidelity criteria insisted upon by the developers
National evaluation = not effective
Chapin Hall Center for Children, 2002
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An Implementation Failure labeled as an Intervention FailureExample: $500 million for Homebuilders (Family Support Services) 1993-1998
Funding only for interventions
No fidelity criteria insisted upon by the developers
National evaluation = not effective But, over 25% was spent on in-office
interventions with parents or children(< 0 fidelity)
Chapin Hall Center for Children, 2002
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Longitudinal Studies of CSR Programs
Source: Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Evidence-Base For Effectiveness
Every Teacher Trained
Every Teacher Continually Supported
Actual SupportsYears 1-3
Fewer than 50% of the teachers received some training
Fewer than 25% of those teachers received support
Fewer than 10% of the schools used the CSR as intended
Vast majority of students did not benefit
OutcomesYears 4-5
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Formula for Success
8
Socially Significant Outcomes
Effective Policies/
Interventions
Effective Implementation
Methods
Enabling Contexts
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Formula for Success
9
WHY: Socially
Significant Outcomes
Effective Policies/
Interventions
Effective Implementation
Methods
Enabling Contexts
(Vision!)
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Formula for Success
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WHY: Socially
Significant Outcomes
WHAT: Effective Policies/
Interventions
Effective Implementation
Methods
Enabling Contexts
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Formula for Success
11
WHY: Socially
Significant Outcomes
WHAT: Effective Policies/
Interventions
Effective Implementation
Methods
WHERE: Enabling Contexts
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Formula for Success
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WHY: Socially
Significant Outcomes
WHAT: Effective Policies/
Interventions
HOW & WHO: Effective
Implementation Methods
WHERE: Enabling Contexts
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Table Discussions
Share a situation you have experienced/ observed where one of the variables in the formula was zero
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Implementation Science
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Excellent evidence for what does not work Implementation without changing
supporting roles and functions Implementation by edict Diffusion/dissemination of information by
itself Implementation by “following the money” Training alone, no matter how well done
Paul Nutt (2002). Why Decisions Fail
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What does work? An Implementation Framework Implementation Teams Implementation Drivers Improvement Cycles Implementation Stages
http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks
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An Implementation Framework
Implementation Teams Implementation Drivers Improvement Cycles Implementation Stages
http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks
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IMPLEMENTATION
Implementation Science
Effective NOT Effective
Effective
NOTEffectiveIN
TERV
ENTI
ON Student
Benefits
(Institute of Medicine, 2000; 2001; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and Human Services, 1999)
Poor outcomes
Inconsistent, not sustainable, poor outcomes
Poor outcomes; sometimes
harmful
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IMPLEMENTATION
Implementation Teams
Effective
INTE
RVEN
TIO
N
80%, 3 Yrs 14%, 17 Yrs
Impl. Team NO Impl. Team
NOTEffective
Balas & Boren, 2000 Green, 2008
Fixsen, Blase, Timbers, & Wolf, 2001
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Implementation Team
A group that knows: the intervention/policy
implementation
improvement cycles
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Simultaneous, Multi-Level Interventions
SchoolManagement (leadership, policy)Administration (HR, structure)Supervision (nature, content)
Teacher
RegionDistrict
Impl
emen
tatio
n Te
am
State
Partners
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Iowa’s Collaborating for Kids (C4K)
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Cascading Logic Model
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An Implementation Framework
Implementation Teams Implementation Drivers Improvement Cycles Implementation Stages
http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks
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Improvement Cycles
Practice-Policy Communication Loops
Plan-Do-Study-Act cycles
Usability Testing
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Policy
Ena
bled
Practi
ce (P
EP)
Practi
ce In
form
ed
Policy
(PIP
)
Practice/Policy Communication
Loops
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Policy
Ena
bled
Practi
ce (P
EP)
Practi
ce In
form
ed
Policy
(PIP
)
Practice/Policy Communication
Loops
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Policy
Ena
bled
Practi
ce (P
EP)
Practi
ce In
form
ed
Policy
(PIP
)
Practice/Policy Communication
Loops
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Feed
back
Lo
ops
Feed
back
Lo
ops
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North Carolina Example
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Authentic Work Informs the
PEP-PIP Cycle
Plan-D
o-Stu
dy-A
ct
Plan-D
o-Stu
dy-A
ct
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Students & Families
Building Teachers and Staff
Building Leadership and Implementation
Team
District Leadership and Implementation
Teams
Regional Implementation
Teams
State Transformation
Team
StateDepartment of
Education Leadership
Authentic Work Informs the
PEP-PIP Cycle
Usabil
ity
Studie
s
Usabil
ity
Studie
s
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Table Discussions
How do teams at each level of your system interact? What work are the teams doing with each
other?
What feedback loops exist between teams?
How might you increase interaction among teams?
Have/might you incorporate improvement cycles into pilots and policy innovations?
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Growing Implementation Capacity Using
Transformation Zones
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Implementation Team
Minimum of 3 people (4-5 preferred)
Tolerate turnover; sustainable
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State Transformation Team
First School Implementation Team
N = 10 Schools
Growing Implementation Capacity
(Phase 1)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 9 Staff
Invest up front to build
capacity
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State Transformation Team
First School Implementation Team
N = 10 Schools
Growing Implementation Capacity
(Phase 2)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 3 Staff
Subsequent Regional Implementation Team (3 Staff)
Subsequent Regional Implementation Team (3 Staff)
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State Transformation Team
First School Implementation Team, Expanded
N = 20 Schools
Growing Implementation Capacity
(Phase 2)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 3 Staff
Subsequent Regional Implementation Team (3 Staff)
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent Regional Implementation Team (3 Staff)
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State Transformation Team
First School Implementation Team, Expanded
N = 20 Schools
Growing Implementation Capacity
(Phase 2)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 3 Staff
Subsequent Regional Implementation Team (3 Staff)
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent Regional Implementation Team (3 Staff)
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State Transformation Team
First School Implementation Team, Expanded
N = 20 Schools
Growing Implementation Capacity
(Phase 2)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 3 Staff
Subsequent Regional Implementation Team (3 Staff)
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent Regional Implementation Team (3 Staff)
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State Transformation Team
First School Implementation Team, Expanded
N = 20 Schools
Growing Implementation Capacity
(Phase 2)
Exte
rnal
Sup
port
& 2
FTE
s
First Regional Implementation TeamN = 3 Staff
Subsequent Regional Implementation Team (3 Staff)
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent School Implementation Teams
N=20 Schools
Subsequent Regional Implementation Team (3 Staff)
STAFF
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Table Discussions
What responsibility will your state take to ensure implementation of your policies?
How can you grow implementation capacity within your state?
How can you rethink staffing in order to invest in the early stages of implementation?
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Poll
One key take-away
OR
What questions do you have?
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Possibilities to consider….
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SCEE webinars SCEE Topical
Meetings SCEE
Discussion Groups
GIC Individual state
follow-up
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Thank you
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