1. Theory to Practice: How One SEA Uses Implementation Science Minnesota Department of Education presentation for the CCSSO State Consortium on Educator Effectiveness Webinar May 14, 2013 “Leading for educational excellence and equity. Every day for every one.” Deborah Luedtke, Greg Keith, and Tyler Livingston

2. Socially Significant Outcomes Effective Interventions Effective Implementation Methods Enabling Contexts Remember that any number times 0 is 0 !!!! Students Cannot Benefit from Instructional Practices or Interventions That They Do Not Receive Formula for Success

3. education.state.mn.us 3 National Center on State Implementation of Scaling-up of Evidence-based Practices (SISEP) June, 2008, Minnesota was 1 of 4 states selected to work actively with a new national technical assistance center Dean Fixsen, Karen Blase (U of North Carolina), George Sugai (U of Connecticut), Rob Horner (U of Oregon) Goal: Building state capacity for scaling up evidence-based practices www.scalingup.org

4. education.state.mn.us 4 Implementation Overview Stages Drivers Cycles Teams

5. education.state.mn.us 5 Stages of Implementation Purposeful matching of critical implementation activities to the appropriate stage of the process Stages

6. education.state.mn.us 6

7. 7 Implementation Drivers Develop, improve, and sustain educators’ competence and confidence Ensure sustainability and improvement Guide leaders to use the right leadership strategies for the situation Drivers

8. education.state.mn.us 8

9. State statutes and federal ESEA waiver –Local control –Short time frame MDE role –Develop and publish example models (principal and teacher) –Communicate and clarify requirements in statute –Monitor and support districts  Model development  Implementation planning  Ongoing technical support Minnesota Educator Evaluation Context education.state.mn.us 9

10. 10 Implementation Plan education.state.mn.us 10 2012-2013 2013-2014 Ongoing Principal Example

11. What stage do you think you are at in the implementation process? At what stage are your districts? (Different districts may be at different stages.) –Exploration –Installation –Initial implementation –Full implementation –Improvement and innovation Think Abouts (Share your thoughts via the Chat) education.state.mn.us 11 PPT is available at: http://scee.groupsite.com/ page/webinars

12. 3-part series (13 sessions each) in 9 service regions –Fall—Establishing foundations for action –Winter—Designing evaluation instruments and systems for use –Spring—Ensuring effective implementation and continuous improvement District teams (board member, superintendent, principal, and teacher) About 80% of the 325+ districts in the state District Information Sessions education.state.mn.us 12

13. Outcomes focused on Statutory requirements Building foundations Creating readiness among stakeholders Research and resources on practices Fall Sessions Establishing Foundations for Action education.state.mn.us 13

14. Building Foundations and Creating Readiness among Stakeholders The District Action Plan Action steps Key questions District next steps for principal and teacher evaluation 1.Project design team 2.Vision and connections to other initiatives 3.Current processes 4.Professional standards 5.Stakeholder engagement 6.Communication strategies education.state.mn.us 14

15. Outcomes focused on State example models Design process –Review statutory requirements –Assess current practices –Identify and integrate practices required in statute Winter Sessions Designing Evaluation Instruments and Systems for Use education.state.mn.us 15

16. The Design Process The Four-column Process Tool It was a priority that districts built on existing successful practices 1.Statutory requirements 2.Current practices 3.State model practices 4.District discussion and plan education.state.mn.us 16

17. Remember the Think Abouts: What stage do you think you are at in the implementation process? At what stage are your districts? Going Deeper in the Next Ten Minutes: How might an explicit focus on implementation stages help you and your districts? Questions/Comments? education.state.mn.us 17

18. education.state.mn.us Outcomes focused on Defining expectations for implementation Installation and planning for implementation (which meant we needed to introduce the frameworks formally) Spring Sessions Ensuring Effective Implementation and Continuous Improvement 18

19. Wondered, when is the “right time” to introduce implementation frameworks given district design work, readiness, and timelines? Reviewed information from National Implementation Research Network (NIRN) Consulted with experts in Statewide Implementation and Scaling-up of Evidence-Based Practices (SISEP) Prioritized the content, focusing on teams, stages, and practice profiles Redefined language to meet audience needs and our timeframe Planning for Spring Sessions education.state.mn.us 19

20. Spring Sessions Introducing Stages Discussed the importance of initial implementation Pointed out that progressing through the stages is not always linear Connected stages to how the implementation team must match implementation activities to stages Reinforced the vision that this is ongoing, long term work education.state.mn.us 20

21. Tools to study the effectiveness of your work and identify elements that need support. Define the critical practices or features for your system through observables. Articulate what expected implementation looks, sounds, and feels like. Developmental implementation? Prohibited implementation? Implementation Stages Defining Expectations for Implementation: Practice Profiles education.state.mn.us 21 Material from Spring Session

22. Why use practice profiles? To develop a deeper knowledge and understanding of your growth and evaluation processes To be able to implement your processes as intended To be able to accurately interpret outcomes of your processes To be able improve your processes To increase your ability to implement your processes To be able to replicate your processes To create common language around your implementation work Implementation Stages Defining Expectations for Implementation: Practice Profiles education.state.mn.us 22 Material from Spring Session

23. education.state.mn.us 23

24. To the Minnesota Team: –How did the explicit focus on Stages of Implementation help your districts? To the Audience: –Does this idea of focusing explicitly on the stages of implementation make sense? –Are you already doing similar things? –What concerns do you have about the process? –What questions do you have? Questions/Comments? education.state.mn.us 24

25. Spring Sessions Introducing Teams Distinguished between “design” and “implementation” teams Overviewed role and responsibility Addressed multiple levels of teams Connected each framework back to team Facilitated district discussion of team setup, membership, and communications education.state.mn.us 25

26. Organized, expert assistance to develop and sustain an accountable structure for implementation Provide accountable structures to move evaluation through stages of implementation Scope of the work should drive development of the teams and their communication protocols Focus is on –Ongoing buy-in and readiness –Installing and sustaining implementation drivers –Fidelity and outcomes –Systems alignment and stage-based work –Problem-solving and sustainability Implementation Teams education.state.mn.us 26 Material from Spring Session

27. Spring Sessions Introducing Drivers Purpose of drivers and definitions of individual drivers How each driver relates to educator evaluation Metaphor of music producer Example of using the drivers to refine implementation (peer review) Connected to Teams and Stages education.state.mn.us 27

28. Implementation drivers provide a way to think about, plan for, and evaluate implementation activities within the organization Drivers are the core components of change at the teacher, school, and district levels Thinking systematically about the drivers allows –Infrastructure to be visible to all –Resources to be aligned and re-purposed to support and improve implementation –Results to be measured and next steps planned –Strengths and progress to be celebrated Implementation Drivers Common features of successful supports to help make full and effective use of a wide variety of innovations education.state.mn.us 28 Material from Spring Session

29. Using Performance Data education.state.mn.us 29 Student Outcomes Are we reaching our desired outcomes? Is our data demonstrating progress towards the intended outcome? Effort What is the evidence telling us about our efforts? Which of the defined actions occurred? Is there a lot of effort or only a little? Is it widespread or only in some areas? Fidelity How consistently are our efforts being carried out? Are they as described in our plan? Do our efforts need to change to become more effective? Not Yet A lot Material from Spring Session

30. Spring Sessions Introducing Cycles Offered a quick summary Connected to the other three frameworks Moved districts’ thinking from one “pilot” to a process of “continuous improvement” education.state.mn.us 30

31. education.state.mn.us 31 Continuous Improvement Cycles education.state.mn.us 31 Material from Spring Session

32. Four Active Implementation Frameworks: District Discussion How do you see the four frameworks working together and supporting each other? In your mind, which will be the key to implementation in your district? education.state.mn.us 32 Material from Spring Session

33. Questions/Comments? education.state.mn.us 33

34. Next Steps For Districts Finish design Establish implementation teams Define expectations using practice profiles Begin installation and piloting For Departments Set-up drivers for statewide installation Establish implementation network Use framework vocabulary when providing technical support Partner with regional service cooperatives education.state.mn.us 34

35. Districts expressed frustration in exploration stage activities Be intentional about timeframes (when possible) Designing the “what” or “it” and defining “how” it will be implemented are interwoven activities that inform one another Districts need support to plan deliberate, quality implementation Lessons Learned education.state.mn.us 35

36. How did we get here? Capacity Development in Minnesota Staff from SISEP provided ongoing technical assistance –Established a MDE Implementation Team –Monthly MN on-site visits from SISEP staff –MDE Website –Resource materials –Community of Practice monthly phone calls

37. What Are We Learning Across the SEA? Everything interacts with everything else –Programs, organizations, systems, policy, legislation, socio-economics are interdependent and interact dynamically –It gets messy –It is hard work and takes deliberate perseverance

38. Minnesota’s Common Principles of Effective Practice (CPEP) and Implementation –http://education.state.mn.us/MDE/EdExc/BestPrac /ImpleEffecPrac/index.htmlhttp://education.state.mn.us/MDE/EdExc/BestPrac /ImpleEffecPrac/index.html National Center on State Implementation of Scaling-up of Evidence-based Practices (SISEP) –http://sisep.fpg.unc.edu/ Resources education.state.mn.us 38

39. education.state.mn.us 39 Greg Keith – Coordinator, Educator Evaluation gregory.keith@state.mn.usgregory.keith@state.mn.us (651) 528-8316 Tyler Livingston – Specialist, Educator Evaluation tyler.livingston@state.mn.ustyler.livingston@state.mn.us (651) 528-8427 Deborah Luedtke – Supervisor, Division of School Support deborah.luedtke@state.mn.usdeborah.luedtke@state.mn.us (651) 582-8440 Contact Us