1. Getting Ready for Phase II of the SSIP
Anne Lucas, ECTA/WRRC/DaSy
Virginia Reynolds, NCSI
Taletha Derrington, DaSy/NCSI
Grace Kelley, SERRC
Christina Kasprzak, ECTA/DaSy
Megan Vinh, ECTA
December 1, 2014
Good afternoon and welcome to the webinar. My name is Anne Lucas. I am with the ECTA Center, Western Regional Resource Center, and the DaSy Center. The webinar today focuses on getting ready for Phase II of the SSIP and is co-sponsored by the RRCP, ECTA Center, DaSy and NCSI. This is the first of 2 webinars being held in December that are designed to assist states with program improvement including the SSIP. Today, you will hear from a number of early childhood colleagues including Virginia Reynolds from NSCI, Taletha Derrington from DaSy and NCSI, Grace Kelley from SERRC, Christina Kasprzak from ECTA and DaSy, and Megan Vinh from ECTA.
We have muted all lines for today’s webinar and we invite you to use the chat box if you have questions.

2. Webinar Outcomes Understanding key requirements of Phase II
Understanding how Implementation Science principles might be used in developing an improvement plan
Understanding what constitutes a good improvement plan (or strategic plan)
Introducing the concept of evaluation
We have 4 outcomes that we hope to achieve on the webinar. These include:
Understanding key requirements of Phase II
Understanding how Implementation Science principles might be used in developing an improvement plan
Understanding what constitutes a good improvement plan (or strategic plan)
Introducing the concept of evaluation

3. We will start by providing a brief overview of Phase II requirements
We will start by providing a brief overview of Phase II requirements. I will turn the presentation over to Virginia Reynolds.
Overview of phase ii

4. Proposed SSIP Activities by Phase
Year 1 - FFY 2013
Delivered by Apr 2015
Year 2 - FFY 2014
Delivered by Feb 2016
Years 3-6
FFY
Feb Feb 2020
Phase I
Analysis
Phase II
Development
Phase III
Evaluation and Implementation
Data Analysis;
Description of Infrastructure to Support Improvement and Build Capacity;
State-identified Measureable Result;
Selection of Coherent Improvement Strategies
Theory of Action
Multi-year plan addressing:
Infrastructure Development;
Support EIS Program/LEA in Implementing Evidence-Based Practices;
Evaluation Plan
Reporting on Progress including:
Results of Ongoing Evaluation
Extent of Progress
Revisions to the SPP
As you know, the SSIP is to be developed in 2 phases and then implemented and evaluated in a third phase. These phases cover the new APR reporting period of
Phase I—FFY 2013 due to OSEP in April, 2015
Phase II—FFY 2014 due to OSEP in February, 2016
Phase III—FFY due to OSEP in February, 2017 through February, 2020
States are currently in the process of completing Phase I of the SSIP. This includes:
Data Analyses
Analysis of State Infrastructure to Support improvement and build capacity
State Identified Measurable Results
Selection of Coherent improvement strategies
Theory of action
As states are completing Phase I activities, they should begin thinking about Phase II and begin planning how they will complete the Development of the Multi-year plan. The plan must include:
Infrastructure Development
Supports for EIS programs/LEAs in Implementing Evidence-based practices
Evaluation Plan
This will be the focus of today’s webinar.
The last phase of the SSIP, Phase III, is evaluation and implementation. It includes:
Evaluation of the plan and reporting of progress:
Results of the Ongoing evaluation
Extent of progress
Revisions to the plan
POLL 1

5. Phase II - Improvement Plan: Infrastructure Development
Infrastructure development includes:
Improvements to infrastructure to better support EIS programs/LEAs to scale up evidence-based practices to improve SiMR
Who will implement infrastructure changes
Resources needed
Expected outcomes
Timelines
The SSIP must include in the plan improvements that will be made to the State infrastructure to better support LEAs/EIS programs and/or EIS providers to implement and scale up evidence-based practices to improve the State-identified Measurable Result(s). This section must identify who will be in charge of implementing the changes to infrastructure, resources needed, expected outcomes, and timelines for completing improvement efforts.

6. Phase II - Improvement Plan: Infrastructure Development
Infrastructure development includes (cont’d):
Identify steps to further align/leverage current improvement plans/initiatives
How to involve other LA/SEA offices and other agencies
This section must also identify the steps the State will take to further align and leverage current improvement plans and initiatives in the State, including other early learning initiatives such as Race to the Top-Early Learning Challenge and the Home Visiting program, which impact infants and toddlers with disabilities. In addition, the State should specify how it will involve multiple offices within the SEA/State lead agency (LA), as well as other State agencies (such as the State educational agency or SEA if different from the LA), in the improvement of its infrastructure.

7. Phase II - Improvement Plan: Evidence-based Practices
Support for implementing evidence-based practices includes:
Activities supporting implementation of strategies including:
Communication strategies and stakeholder involvement
How identified barriers will be addressed
Who will be in charge of implementing
How activities will be implemented with fidelity
The improvement must address how the State will support LEAs/EIS programs and/or EIS providers in implementing the evidence-based practices that will result in changes in SEA/LA, LEA/EIS program and/or EIS provider practices to achieve the State-identified Measurable Result(s). This section of the plan must identify steps and specific activities needed to implement the coherent improvement strategies, including communication strategies and stakeholder involvement; how identified barriers will be addressed; who will be in charge of implementing; how the activities will be implemented with fidelity;

8. Phase II - Improvement Plan: Evidence-based Practices
Activities include (cont’d):
Resources that will be used
How expected outcomes of strategies will be measured
Timelines
How multiple offices/other state agencies will be involved to support LEAs/EIS programs in scaling up and sustaining evidence-based practices implemented with fidelity
It also needs to include the resources that will be used to implement the activities; how the expected outcomes of the improvement strategies will be measured; and timelines for completion. In addition, the State should specify how it will involve multiple offices within the SEA/LA (or other State agencies including the SEA) to support LEAs/EIS programs and/or EIS providers in scaling up and sustaining the implementation of the evidence-based practices once they have been implemented with fidelity.

9. Phase II - Improvement Plan: Evaluation
The plan to evaluate implementation includes:
Short-term and long-term objectives to measure implementation and impact on results
Long-term objectives for children exiting Part C
Plan must be aligned with:
Theory of Action
Other components of SSIP
The Improvement plan finally must also include a description of how the State will evaluate the implementation of its SSIP. The plan must include the methods that will be used to collect and analyze data related to specific activities and outcomes of the SSIP. The description must also include how the State will use the results of the evaluation to examine the effectiveness of the implementation of the plan and the progress toward achieving intended outcomes, and make modifications to the SSIP as necessary.
The evaluation must include short-term and long-term objectives to measure implementation of the SSIP and its impact on achieving measurable improvement in the State-identified Measurable Result(s) and long-term objectives as those children exit Part C. The evaluation must be aligned to the theory of action and other components of the SSIP.

10. Phase II - Improvement Plan: Evaluation
Plan must include:
How stakeholders will be involved
Methods to collect and analyze data on activities and outcomes
How State will use evaluation results to:
Examine effectiveness of implementation plan
Measure progress toward achieving intended outcomes
Make modifications to plan
How results of evaluation will be disseminated
The evaluationplan must address how stakeholders will be involved in evaluation and include the methods that the State will use to collect and analyze data to evaluate implementation and outcomes of the SSIP. The evaluation plan must also specify how the State will use the information from the evaluation to examine the effectiveness of the implementation of the SSIP and the progress toward achieving intended improvements in the State-identified Measurable Result(s) and to make modifications to the SSIP as necessary, and how the information from the evaluation will be disseminated to stakeholders.

11. Implementation science
POLL 2
As you work on Phase II, it is very important to keep in mind that children cannot benefit from effective practices unless practices are implemented with fidelity (as intended). While this seems obvious, education systems have yet to develop the capacity to help all teachers and practitioners learn to make good use of evidence-based practices that enhance the quality of services for all children. Therefore, it is important to pay particular attention to this issue, and implementation science can help ensure this happens. “Implementation science is the systematic study of variables and conditions that lead to full and effective use of evidence-based programs and other effective innovations in typical human service settings.”
Considering implementation science in completing the implementation plan in Phase II will help the State to successfully implement and sustain the evidence-based and evidence-informed interventions that they worked so hard to identify in Phase I. It should also be considered when you are selecting the improvement strategies in phase I, because if you are not in a position to implement the strategy effectively, then another strategy should be selected.
Implementation science will help the state to define what it is the State will be implementing, how the State will be implementing it, and who will be responsible for implementation. This is critical to future sustainability as it helps the team consider the drivers, stages, cycles, and teams that will be integral throughout the implementation process.
Implementation science

12. Some Ideas to Consider
The SSIP cannot thrive in a vacuum - EIS/special education state agencies will not be successful if the SSIP is disconnected from the agency’s focus and work.
Before we get into more details on implementation, it is important to remember that the SSIP cannot thrive in a vacuum – it must be connected to the state’s focus and work from the beginning, and then planning proceeds from that connection.

13. Some Ideas to Consider
The SSIP should be aligned to and integrated with other initiatives in the state.
Supports leveraging of resources - greater influence
Prevents duplication of efforts
Builds momentum and capacity
Improves results
The SSIP should also be aligned to and integrated with other initiatives in the State. This is critical to support leveraging of resources, preventing duplication, and building momentum and capacity to improve results, and one of the reasons we focused on initiatives during the Phase I infrastructure analysis.

14. Implementation Science Active Implementation Frameworks
WHO
Teams
WHAT
Usable
Interventions
HOW
Drivers
WHEN
Stages
HOW
Cycles
For the purposes of our conversation we will be using the Active Implementation Frameworks used by the State Implementation and Scaling-up of Evidence-based Practices Center, or for short, SISEP, and you can find out more about SISEP by following the first link at the bottom of the slide. The second link at the bottom of this slide is a 5 minute webinar on the implementation frameworks. I will summarize some of the information from that webinar here, but I recommend that you view the full webinar.
Implementation Teams define who will implement the coherent improvement strategies and evidence-based practices and interventions chosen in Phase I. Using teams increases accountability and sustainability. Teams support the full, effective, and sustained use of effective instruction and behavior methods. Linking Implementation Teams together through a clear communication process makes it easier to scale up a program across the entire system, and it helps define an infrastructure to help assure dramatically and consistently improved student outcomes.
Usable Interventions are what you will implement. If you can’t clearly define a program or practice, how can you implement it? Usable interventions are effective and well-operationalized. Operationalize means to define the measurement of something that is not directly measurable. For example, we measure school readiness using tools that define what we mean by school readiness, but we can’t actually directly measure that. Well-operationalized interventions can be taught and coached so educators can use them as intended (with fidelity). An intervention needs to be teachable, learnable, doable, and readily assessed in practice if it is to be used effectively to reach all children who could benefit.
Implementation Drivers are the key components of capacity that enable the success of innovations in practice. Implementation Drivers are specific activities that define how the innovation will be implemented through assuring the development of relevant competencies, necessary organization supports, and engaged leadership. I’ll give you some SSIP-specific examples of implementation drivers in a moment.
Implementation Stages determine when changes at the state, community, and organizational level occur, as they cannot occur all out once. Implementation stages outline the integrated, non-linear process of deciding to use an effective intervention and finally having it fully in place to realize the promised outcomes. Active implementation stages are Exploration, Installation, Initial Implementation and Full Implementation.
Improvement Cycles support systematic and intentional change and provide a process for rapidly changing methods, usability testing for changing interventions and organization supports, and practice-policy communication cycles for changing systems to enable continual improvement in impact and efficiency. Improvement Cycles are based on the purposeful use of Plan, Do, Study, Act (PDSA) cycles, and of practice, policy feedback loops.

15. Consider Implementation Science: Implementation Drivers
Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Training
Organization Drivers
Facilitative
Administration
Competency Drivers
As I just explained, implementation drivers are key components of capacity and infrastructure that influence the success of innovations in practice. They are the core components needed to initiate and support change at any level of the system, and there are 3 types of drivers – competency, organization, and leadership.
When you are engaged in your in depth infrastructure analysis and selecting improvement strategies, consider implementation drivers in your infrastructure components and whether they are aligned or working at cross purposes. For example, it is very likely that states will identify the need for professional development in relation to their state-identified measurable result. So, you might select as a strategy that a certain percentage of your service providers, say 90%, will attend a training on X. This is a competency driver. However, if many of your service providers are contracted, and they are only reimbursed for direct services to children and families, then they will be less likely to attend these trainings unless there is a specific provision for their reimbursement of their time in attending the training, in addition to the cost. This is an organizational driver. These issues relate to both the fiscal and professional development components of the infrastructure, as well as perhaps governance if it might require some type of policy change, which would then involve the leadership driver.
Again, I provided this as an example of how implementation science fits within the components of the SSIP, which is a specific instance of program improvement. Hopefully you get the idea of how implementation science fits in with other types program improvement efforts.
Decision Support
Data System
Selection
Leadership
© Fixsen & Blase, 2008
Technical
Adaptive 15

16. The Hexagon Tool The Hexagon An EBP Exploration Tool NEED CAPACITY FIT
Need in local programs, state
Academic & socially significant Issues
Parent & community perceptions of need
Data indicating need
The “Hexagon” can be used as a planning tool to evaluate evidence-based programs and practices during the Exploration Stage of Implementation.
Download available at:
Capacity to Implement
Staff meet minimum qualifications
Able to sustain Imp Drivers
Financially
Structurally
Buy-in process operationalized
Practitioners
Families
NEED
Fit with current Initiatives
Local program, state priorities
Organizational structures Community values
CAPACITY
FIT
EBP:
5 Point Rating Scale:
High = 5; Medium = 3; Low = 1.
Midpoints can be used and scored as a 2 or 4.
High
Med
Low
Need
Fit
Resource Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score
READINESS
RESOURCES
Readiness for Replication
Qualified purveyor
Expert or TA available
Mature sites to observe
Several replications
How well is it operationalized?
Are Imp Drivers operationalized?
Resources and supports for:
Curricula & Classroom
Technology supports (IT dept.)
Staffing
Training
Data Systems
Coaching & Supervision
Administration & system
The last thing we want to cover regarding implementation science is the Hexagon Tool, which can help States, districts, and schools appropriately select evidence-based instructional, behavioral, and social- emotional interventions and prevention approaches by reviewing six broad factors in relation to the program or practice under consideration. The factors are: need, fit, resources, evidence, readiness and capacity. Some questions related to these factors include:
What factors identify this initiative/practice as an area of need? This will come from your data and infrastructure analyses.
What factors or current initiatives are currently in place that will support this proposed initiative/practice?
To what degree could existing resources and supports be leveraged to address this initiative/practice? Again, using your analysis of current initiatives will be central to answering these questions.
What outcomes or evidence will signify that the goals of this initiative/practice have produced a result for infants, toddlers, and preschoolers with disabilities?
How will readiness for implementation be determined?
Do we have the capacity to implement the initiative/practice?
Download the Hexagon Tool at the link provided on the slide.
There will likely be a series of webinars in early 2015 that will go more in depth into implementation science, lead by Joicey Hurth, so be on the lookout for announcements about those webinars.
EVIDENCE
Evidence
Outcomes – Is it worth it?
Fidelity data
Cost – effectiveness data
Number of studies
Population similarities
Diverse cultural groups
Efficacy or Effectiveness
© National Implementation Research Network Adapted from work by Laurel J. Kiser, Michelle Zabel, Albert A. Zachik, and Joan Smith at the University of Maryland
© 2012 Karen A. Blase and Dean L. Fixsen

17. Consider Implementation Science: Implementation Drivers
Resources
1. Active Implementation Hub:
2. ECTA Implementation Processes:
3. Hexagon tool:
4. National Implementation Resesarch Network:
5. Implementation Drivers: Assessing Best Practice
Here are some links for further study of implementation science, as well as tools for practical use, and now I’ll turn it over to Grace to talk about strategic planning.

18. Developing a Good SSIP Plan
Planning is something you do so when you do something it is not all messed up
Christopher Robin to Winnie the Pooh
POLL 3
As the quote says – Planning helps you stay on track and continually move towards your results. We will talk through the basics of the SSIP plan development required in Phase II
Developing a Good SSIP Plan

19. What Results will Your Plan Achieve?
Governance
Finance
Personnel / Workforce
Data Systems
Accountability & Quality Improvement
Quality Standards
Result:
Implementation of effective practices
Good outcomes for children with disabilities and their families
You have seen this graphic several times - This graphic illustrates the linkages between improving results for children and families with the implementation of effective practices and the operations of a high quality system. Through the SSIP process, no matter your starting point, you will need to draw the connections between results, practices, and systems.
Building on the example just mentioned, a state might have identified issue of early literacy focus for their SSIP.
1st Based on previous review of data and infrastructure will have identified the need to strengthen early literacy practices , as well as the strengths and weaknesses of the system and potential strategies for improvement.
2nd Evidence-based literacy practices were selected (identifying the doable-usable intervention.
The support for EIS Programs and Providers will be through the key strategies , but the detail on how the strategies will be implemented is needed. Key Strategies have been identified to support the EIS Programs and providers, but detail….(etc)
What does the state need to put in place for the system and supports needed to implement effective practices related to building literacy in young children? What aspects of the system need to change or improve to effectively implement Literacy practice for example, will there be new or re-aligned resources needed? Are there adequate numbers and types of providers, who can implement the intervention given the planned training and support? Do we have the data capacity to evaluate implementation and fidelity?
Stepping back through this model helps a state identify if they have addressed all aspects of their system and the potential impact on early literacy (SIMR)
Have we considered everything that will be needed to make a difference? At all levels – state, local, provider, family
Focusing on the desired outcomes for children and families, will allow you to select the an effective intervention and plan effective implementation strategies ,including making systemic changes necessary to support the implementation of the practices and achievement of desired results.

20. Infrastructure Assessment
Theory of Action
Specific Focus for Improvement including Measurable Child and/or Family Result
Data Analysis
In-depth Analysis Related to Focus Area
Data about Local Contributing Factors
Infrastructure Assessment
In-depth Analysis Related to Focus Area
Data about Local Contributing Factors
Primary Concern(s)/Focus(es)
Broad Data Analysis
Analysis of data to identify areas lower performance and results for children/families;
Qualitative and Quantitative data
Broad Infrastructure Assessment
Analysis: current initiatives; current strengths and challenges of system components
Qualitative and Quantitative data
Getting Started/Preparation

21. What is Strategic Planning ?
Planning is an organizational management activity that is used to:
Set priorities
Focus energy and resources
Ensure that employees and other stakeholders are working toward common goals
Establish agreement around intended outcomes/results
We plan all the time informally and formally. Strategic Planning is intentional and allows you to step back and assess where you are now, are you doing what you need to do ( vision and mission) and where do you want to go in the future. Strategic Planning sets priorities, assesses resources internally and externally, and engages all interested parties in defining the future and setting goals.

22. What is a strategic plan?
a document used to communicate with the organization the organizations goals, the actions needed to achieve those goals and all of the other critical elements developed during the planning exercise
The SSIP plan is your written guidebook for how you will achieve the state identified measureable result. You may have a program plan or be a part of an organization plan the includes multiple goals and activities. The SSIP plan may be a detailed workplan for one of those goals. It does not preclude working on other program or system goals.

23. SSIP Plan Focus
Uses the data and infrastructure analyses, improvement strategies and theory of action
Details how the State will support and build the capacity of EIS programs / providers to implement practices that lead to the SIMR
Articulates how you will evaluate progress of implementation and the outcomes and impact of your work.
The importance of the work done in Phase 1 comes to focus here. You have completed a data and infrastructure analysis, engaged stakeholders and identified a measureable result (SIMR) . The Theory of Action and Strategies are “big picture” the plan will define the details, step by step

24. Why an SSIP Plan?
Your SSIP plan will define how you will achieve measureable results for infants and toddlers by strengthening your infrastructure, and implementing evidenced based practices.
No notes, wrap up from previous slide

25. Why an SSIP Plan?
Your plan will define how you will implement SSIP, including:
Activities, steps and resources necessary to achieve the improvement strategies.
The timelines for beginning and completing the improvement strategies
Strategies Activities with timelines T

26. Theory of Action if then Theory of Action What are the issues:
State System Level
Local System Level
Direct Supports
Practices/Services
Children and Families
What are our activities:
State System Level
Local System Level
Direct Supports
Practices/Services
Children and Families
What are our desired outcomes:
State System Level
Local System Level
Direct Supports
Practices/Services
Children and Families
At this point you have submitted your Theory of Action and Strategies. You are now working on your detailed plan that operationalizes your Theory of Action and Improvement Strategies. If you remember the Theory of Action defines what the issues are at the state, local and direct practice level, the needs of the children and families, what the current activities are at all levels and identifies the desired outcomes.. You may be asking “how are we going to do this?” and most likely you have had many conversations with stakeholders and discussed many different ways to achieve the SIMR. The plan prioritizes the actiities that are most likely to be implemented and make a difference. if
then
Theory of Action
Back

27. Begin with the End in Mind
What are the desired results or outcomes for children and/or families ?
How do we achieve the SiMR
Throughout the SSIP process the focus has been on improving results for children and their families. Focused on how the work we do makes a difference for those we serve. The plan identifies how we plan to get those results and evaluate the effectiveness of the strategies implemented.

28. Professional Development
What Activities Support the Strategies and Implement the Theory of Action?
What activities will be implemented to ensure state system supports local systems and implementation of desired practices?
State Supports
What activities will be implemented to ensure local systems support practitioners? 
Local supports
What activities will be implemented to ensure effective training, TA, coaching and other supports related to desired practices ?
Professional Development
What activities will be implemented to ensure practitioners have relevant knowledge and skills to implement aligned practices? 
Core Competencies
What are the desired results or outcomes for children and/or families ?
Achieve the SIMR
What are the skills and knowledge needed for practitioners to be successful? What professional development , training and TA will be needed for initial implementation and to sustain the practice change? What activities will the local systems need to do to support practitioners? (eg. supervision, training, policy,) What are the state supports needed (eg. Policies, Resources, PD, contracts, partnerships) How does the state align with other initiatives?

29. Considerations for Strategies and Activities
Build capacity at all levels of the system
Build on the strengths of the infrastructure and address the weaknesses
Align with key initiatives and current improvement plans
Connect and reflect the root causes impacting the SiMR
Identify communication strategies (to facilitate buy in) and stakeholder involvement
Key considerations: Strategies and Activities should focus on achieving the SiMR . The plan should build on the strengths of the infrastructure and address the weaknesses as identified in the data and infrastructure analysis. Activities will define if and what initiatives our work will be aligned with and how this SSIP plan included current improvement plans. For instance if a state as a statewide focus on literacy – how does the SIMR align and coordinate with that focus.

30. The Hexagon Tool The Hexagon An EBP Exploration Tool NEED CAPACITY FIT
Need in local programs, state
Academic & socially significant Issues
Parent & community perceptions of need
Data indicating need
The “Hexagon” can be used as a planning tool to evaluate evidence-based programs and practices during the Exploration Stage of Implementation.
Download available at:
Capacity to Implement
Staff meet minimum qualifications
Able to sustain Imp Drivers
Financially
Structurally
Buy-in process operationalized
Practitioners
Families
NEED
Fit with current Initiatives
Local program, state priorities
Organizational structures Community values
CAPACITY
FIT
EBP:
5 Point Rating Scale:
High = 5; Medium = 3; Low = 1.
Midpoints can be used and scored as a 2 or 4.
High
Med
Low
Need
Fit
Resource Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score
READINESS
RESOURCES
Readiness for Replication
Qualified purveyor
Expert or TA available
Mature sites to observe
Several replications
How well is it operationalized?
Are Imp Drivers operationalized?
Resources and supports for:
Curricula & Classroom
Technology supports (IT dept.)
Staffing
Training
Data Systems
Coaching & Supervision
Administration & system
This seems out of order and redundant here- delete?
Tool to help assess the Strategies and activities that you are considering . The Hexagon Tool, an implementation science resource, can help states, districts, and programs appropriately select evidence-based interventions and prevention approaches by reviewing six broad factors in relation to the program or practice under consideration. The factors are: need, fit, resources, evidence, readiness and capacity. Some questions related to these factors include:
What factors identify this initiative/practice as an area of need?
What factors or current initiatives are currently in place that will support this proposed initiative/practice?
To what degree could existing resources and supports be leveraged to address this initiative/practice?
What outcomes or evidence will signify that the goals of this initiative/practice have produced a result for children with disabilities?
How will readiness for implementation be determined?
Do we have the capacity to implement the initiative/practice?
Download the Hexagon Tool at:
EVIDENCE
Evidence
Outcomes – Is it worth it?
Fidelity data
Cost – effectiveness data
Number of studies
Population similarities
Diverse cultural groups
Efficacy or Effectiveness
© National Implementation Research Network Adapted from work by Laurel J. Kiser, Michelle Zabel, Albert A. Zachik, and Joan Smith at the University of Maryland
© 2012 Karen A. Blase and Dean L. Fixsen

31. Develop Activities:
Improvement Activities are the specific actions that implement the strategy and lead to the SIMR
Activities are SMART:
Specific
Measurable
Attainable
Realistic
Timed
A framework for activities is: SMART.. This will help prioritize what activities you might pursue

32. What the plan might look like
Vision
Mission
Program/Initiative Goals
SSIP Plan
State Identified Measureable Result
Theory of Action
Targets (five years)
Improvement Strategies
Activities (short and long term)
Timelines (five years)
Evaluation
This is just an example of a layout. Your SIMR may be part of a larger plan or a specific goal from your program plan. A state may have legislation, be a part of a larger organization with a plan with an overall vision and mission. Or you may a vision and mission for your program. Your program can review how your current work aligns with the vision and mission. As stated earlier, strategic planning allows you to review where you have been and where you want to go…. There are many ways you may lay out your written plan…

33. Set Targets
Targets - specific numbers you intend to meet in order to achieve the goals over the time period of the SSIP
They can be incremental increases or maintain progress
Use info from 11/12 meeting to update this

34. Short and Long Term
The short and long term activities are defined steps that help achieve the goal (SIMR):
Short Term – incremental steps with shorter timeframes that move an organization toward their goals usually accomplished in 1-3 years
Long Term - Performance measures to be achieved over a period of five years or more
This is a five year plan that will require both short and long term thinking to achieve the SIMR. There is flexibility

35. Resources For Strategic Planning

36. And on to Evaluation
You've got to be very careful if you don't know where you're going, because you might not get there.”
Yogi Berra, Former Yankees catcher

37. Evaluation of the implementation of your improvement plan is critical – to monitor progress of implementation, to understand where you may need mid-course corrections, and to document changes in systems, practices and outcomes.
We’re only going to introduce the idea of the evaluation of your plan today because we’re going to talk more extensively about evaluation on the next webinar – December 9th from 3:30-4:30 Eastern time.
Evaluation

38. Evaluating the Implementation
Built into the plan from the beginning
Based on your theory of action
Based on data that informed the plan development
Formative data and summative data
Evidence to show progress
It’s critical that you begin to think about the evaluation early. It needs to be built into your plan from the beginning.
It should be based on your theory of action which spells out the logical connections between the activities you plan to implement and the outcomes you want to accomplish.
It should be based on the data that informed the plan development in the first place. So, much of the data you are collecting now that is informing your selection of a result area and the types of strategies you want to implement will serve as the baseline evaluation data about the current status of the system.
It’s important that you consider collecting and using both formative evaluation data as well as summative evaluation data. The formative evaluation will help you to monitor progress of the plan and determine any mid-course corrections that made need to be made. The summative evaluation will allow you to provide evidence to show progress – your system improvements, practice improvements, and eventually better results for children and/or families.

39. Evaluation at All Levels
Good outcomes for children with disabilities and their families
Result:
Implementation of effective practices
Governance
Finance
Personnel / Workforce
Data System
Accountability & Quality Improvement
Quality Standards
When we look again at the visual representation of the connections between a high quality system, implementation of effective practices, and good outcomes for children with disabilities and their families ... We know that you improvement plans will include strategies to make improvements at the different levels of the system. So we need to be thinking about evaluation at all levels as well. We’ll want to evaluate the implementation of your various activities as well as collecting data to show changes that are occurring in terms of improved systems, improved practices and improved outcomes.
So, that’s a brief introduction to what we’re going to cover more in-depth on our next webinar – that’s December 9th at 3:30-4:30 ET. We will have two staff from states joining us to talk about their thoughts, challenges, and plans related to evaluation of their SSIP. I hope you’ll join us and share your own perspectives.

40. Thank you! Anne Lucas, anne.lucas@unc.edu
Grace Kelley,
Taletha Derrington,
Christina Kasprzak,
Virginia Reynolds,
POLL 4 AND POLL 5