Creating Meaningful Change for Social Impact In Education

Transcription

1 Creating Meaningful Change for Social Impact In Education Global Implementation Conference Dublin, Ireland 2015 Caryn Ward, PhD Kathleen Ryan Jackson, EdD Ellen Nacik, MS Dean Fixsen, PhD Karen Blase, PhD Barbara Sims, MA

2 SISEP Center

3 National Assessment of Education Progress (NAEP) Churning Around a Mediocre Mean Original and Revised Assessment Formats

4 Federal SPENDING on K-12 Education and NAEP READING Scores (Age 9) It s not (just) the money or top-down support!

5 National Education Goals Improve outcomes for all children from birth through third grade. Improve learning by ensuring that students have an effective teacher. Turn around the lowest-performing schools. Make informed decisions and improve instruction through the use of data. Prepare all students for college and career.

6 SISEP Goals The purpose is to help establish implementation and scaling capacity in state, regional, and district educational systems. The goal is to maximize academic and behavioral outcomes for all students, especially students with disabilities.

7 Formula for Success Effective Innovations Effective Implementation Enabling Contexts Educationally Significant Outcomes

8 HOW: Making It Happen Active Implementation Frameworks EFFECTIVE & USABLE INTERVENTIONS What exactly are people saying and doing that makes things better for children and families? STAGES What steps lead to successful implementation? DRIVERS What critical supports are needed to make this change? What is the infrastructure? TEAMS Who takes responsibility for and helps guide the change process? IMPROVEMENT CYCLES How can we create more hospitable environments, efficiently solve problems and get better? Usable & Usable Interventions Stages Drivers Teams Cycles Copyright Dean Fixsen and Karen Blase

9 Cascading Logic Model State Region Districts Schools Classrooms (Blase, 2010; Metz, 2011). Students

10 Cascading Logic Model And Accountability

11 Population Districts and Regions States & SISEP Center Implementation Strategies (HOW) Common mission for professional development Formal structures created to build policy practice feedback loops Review of funding streams to support new functions and relationships Collaborative partnerships to build professional development system infrastructure Fidelity and outcome data systems developed and maintained the function of a Regional Implementation Team (RIT) Increase knowledge of evidencebased implementation supports for evidence-based practices in SEAs, LEAs and TA Centers Help to establish implementation infrastructures in SEAs, Regions, and LEAs in support of full and effective use of EBPs Provide content and active supports for establishing large scale, sustainable, high fidelity uses of effective education practices Implementation Outcomes Systemic professional development leadership and planning to ensure high quality, consistent training and coaching through the use of fidelity and outcome data, and the development of facilitative administrative practices and policies to support implementation - the functions of a District Implementation Team (DIT) Common mission for professional development Formal structures created to build policy practice feedback loops Review of funding streams to support new functions and relationships Collaborative partnerships to build professional development system infrastructure Fidelity and outcome data systems developed and maintained the

12 Population Schools and Districts Implementation Strategies (HOW) Systemic professional development leadership and planning to ensure high quality, consistent training and coaching through the use of fidelity and outcome data, and the development of facilitative administrative practices and policies to support implementation - the functions of a DIT Cascading Implementation Outcomes Logic Model Provision of skillful, timely training, coaching, and performance assessments in supportive administrative environments organized by building and district leadership the functions of a Building Implementation Team (BIT) Regions and Districts Common mission for professional development Formal structures created to build policy practice feedback loops Review of funding streams to support new functions and relationships Collaborative partnerships to build professional development system infrastructure Fidelity and outcome data systems developed and maintained the functions of a RIT Systemic professional development leadership and planning to ensure high quality, consistent training and coaching through the use of fidelity and outcome data, and the development of facilitative administrative practices and policies to support implementation - the functions of a DIT

13 Population Students Intervention Strategies (WHAT) Educators skillfully implement evidencebased intervention strategies. Cascading Intervention Outcomes Logic Model Socially significant improvements in academic, social, emotional or behavioral outcomes for students. Population Educators and Schools Implementation Strategies (HOW) Provision of skillful, timely training, coaching, and performance assessments in supportive administrative environments organized by building and district leadership the functions of a BIT Implementation Outcomes Educators skillfully implement evidence-based intervention strategies. Schools and Districts Systemic professional development leadership and planning to ensure high quality, consistent training and coaching through the use of fidelity and outcome data, and the development of facilitative administrative practices and policies to support implementation - the functions of a DIT Provision of skillful, timely training, coaching, and performance assessments in supportive administrative environments organized by building and district leadership the functions of a BIT

14 SYSTEM CHANGE

15 SISEP and STS Support State Management Team State Transformation Specialists Repurpose Roles, Functions, & Structures to Maximize Outcomes Regional Implementation Team State Design Team District Implementation Team District Implementation Team District Implementation Team Building Building Implementation Implementation Building Implementation Teams Teams Teams Building Implementation Building Building Implementation Implementation Teams Teams Teams Building Implementation Building Implementation Building Implementation Teams Teams Teams

16 Cascading Change Assessments Cascading Change Assessments Focus Factors Measure/Frequency State Management Team Regional Implementation Team District Implementation Team Commitment Coordination Guidance Documents State Design Team System Alignment Regional Capacity SEA Organization RIT Functioning Commitment Systems Alignment Implementation Drivers State Capacity Assessment 2x/Year State Capacity Assessment 2x/Year District Capacity Assessment 2x/Year Building Implementation Team Implementation Drivers Drivers Best Practices Assessment 2x/Year Teacher Use of EBP/EIIs Fidelity to the EBP Fidelity Assessment OTISS 6x/Year Student Outcomes Academic Achievement Behavior & Climate Curriculum Based Assessments State & District Benchmarks

17 Improvement Cycle

18 Cohort 1: Five Years and Five State Education Agencies Structure & Role State 1 State 2 State* 3 State 4 State* 5 Total % Engaged State Management Team No No No Yes Yes 40% Two Executive Sponsors No No Yes No Yes 40% Two State Transformation Specialists (STS) Yes Yes Yes Yes Yes 100% STSs within State Education Agency No No Yes No Yes 40% State Design Team Yes No Yes Yes Yes 80% Regional Implementation Team Yes No Yes No Yes 60% District Implementation teams Yes No Yes Yes Yes 80% Building Implementation Teams No No Yes Yes No 40%

19 Cohort 2: Structure & Role State 3 (Year 6) State 5 (Year 5) State 6 (Year 2) State 7 (Year 1) Total % Engaged State Management Team No Yes Yes No 50% Two Executive Sponsors Yes Yes Yes No 75% Two State Transformation Specialists (STS) Yes Yes Yes Yes 100% STSs within SEA Yes Yes Yes Yes 100% State Design Team Yes Yes Yes No 75% Regional Implementation Team Yes Yes Yes Yes 100% District Implementation Teams Yes Yes Yes Yes 100% Building Implementation Teams Yes No No No 25%

20 State and Regional Capacity Assessment State #3 State Capacity Assessment: Fixsen, Duda, Blase and Horner, % 90% 80% 70% 60% 50% 40% 30% 9/1/10 3/1/11 9/1/11 3/1/12 8/22/12 2/21/13 9/19/13 3/19/14 9/22/14 4/23/15 20% 10% 0% SMTInvestment SMTSystemAlignment RITFunctioning

21 State and Regional Capacity Assessment State #5 State Capacity Assessment: Fixsen, Duda, Blase and Horner, % 90% 80% 70% 60% 50% 40% 30% 1/11/12 5/21/12 9/5/12 2/22/13 9/20/13 2/21/14 9/26/14 3/13/15 20% 10% 0% SMTInvestment SMTSystemAlignment RITFunctioning

22 State and Regional Capacity Assessment State #6 State Capacity Assessment: Fixsen, Duda, Blase and Horner, 2009

23 District Capacity Assessment Drivers District Capacity Assessment: Duda, et al. 2012

28 OTISS - Classroom Data (n=18) School 1 School 2 1 School School 4 School Clear Instruction Demostrate Interactions Prompt Feedback Adjusts Response Practice Opportunities Student Engagement OTISS: Ward, et al. 2015

29 OTISS - Classroom Data (n=32) School 1 School 2 School OTISS: Ward, et al. 2015

30 External System Change Support Practice-Policy Communication Loop Enabling & Managing Change The fault cannot lie in the part responsible for the repair. Ashby (1956) Policy Enabled Practice State Management Team Regional Entity RIT District DIT School BIT Teachers Innovations Students Adaptive Challenges Duplication Fragmentation Hiring criteria Salaries Credentialing Licensing Time/ scheduling Union contracts RFP methods Federal/ State laws

31 Lessons Learned

32 Next Steps

33 References

34 Get Connected! For more on Implementation Science

35 For More Information Barbara Sims Dean Fixsen Frank Porter Graham Child Development Institute University of North Carolina Chapel Hill, NC

36 Implementation Science Implementation Research: A Synthesis of the Literature 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, The National Implementation Research Network (FMHI Publication #231).

37 Copyright Dean Fixsen and Karen Blase This content is licensed under Creative Commons license CC BY-NC-ND, Attribution-NonCommercial-NoDerivs. You are free to share, copy, distribute and transmit the work under the following conditions: Attribution You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work); Noncommercial You may not use this work for commercial purposes; No Derivative Works You may not alter or transform this work. Any of the above conditions can be waived if you get permission from the copyright holder.