1. Improving Outcomes for All Students: Bringing Evidence-Based Practices to Scale March 25, 2009 MN RtI Center Conference Cammy Lehr, Ph.D. EBP & Implementation Specialist Minnesota Department of Education

2. Agenda Background Big Picture Progress in Minnesota Next Steps Discussion

3. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Education that “works” for all Students Bureaucracy Teachers & Staff Policies Districts and Schools

4. “Between saying and doing is the sea.” (Italian Proverb)

5. Background In June of 2008, Minnesota was one of four states selected to work actively with a new national technical assistance center Additional states include –Michigan, Illinois, and Oregon States in development –Virginia and Missouri

6. National Center on State Implementation of Scaling-up of Evidence-based Practices (SISEP) Funded by United States Department of Education’s Office of Special Education Programs Based at the University of North Carolina 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

7. Purposes of the Project Support implementation and scaling up of evidence based practices to improve academic, social, and emotional outcomes for students To scale up interventions and improved practices we must first scale up implementation capacity Building implementation capacity is essential to maximizing the use of EBPs and other innovations

8. Systemic Benefits will Include Increased Knowledge about how to implement programs so that intended impact consistently occurs Accessibility of evidence based programs and practices on a broader basis for all students Alignment of system structures and functions to support multiple initiatives Ability to generalize implementation skills for other evidence based practices Organizational capacity to move proven practices to large scale, sustained implementation Academic, social, and emotional outcomes for all students

9. So…What Do We Scale Up? Common Principles of Effective Practice (CPEP)

10. Key Components of Implementation (“How”) ►Stage Based implementation Activities (exploration, adoption, installation, innovation, sustainability) ►Core Implementation Components (selection, training, coaching, evaluation, leadership, systems intervention) ►Active Alignment of Policies and Procedures (implementation teams, ongoing feedback loop, collaboration, data supports)

11. Principles of Effective Practice (“What”) ► Defined and Measurable Goals and Outcomes ► Data-based Evaluation and Decision-making ► Evidence Based Practices ► Levels of Support Geared According to All Student Needs ► Implementation of Instruction/Intervention as Intended ► Relevant Programmatic Tailoring and Culturally Responsive Instruction ► Alignment with MN K-12 Academic State and Local Standards ► Parent and Community Involvement

12. A Vision of What We Want to See Consistently in Minnesota’s Schools to Effect Positive Student Outcomes Implementation Science +Components of Effective Practice _________________________________ =Sustained High Quality Evidence-based Education Practices Statewide

13. Benefits Will Include Improved Knowledge about how to implement programs and practices in schools so intended impact consistently occurs Accessibility and availability of evidence-based programs and practices on a broader basis for all students Alignment of system structures and functions to support multiple initiatives Organizational capacity to move proven practices to large scale, sustained implementation Outcomes and results across multiple domains (academic, behavior, social/emotional, physical) for all Minnesota students

14. What Does It Look Like? 1. Teach understanding of science of implementation to effect fidelity and sustainability (e.g., implementation occurs in stages) 2. Teach the foundational underpinnings – common principles of effective practice (e.g., decisions must be made based on data) 3. Apply foundational underpinnings to content focused evidence based practice that is designed to impact a positive student outcome 4. Teach knowledge of content area (depth)

15. Scaling Up Evidence Based Practices translated Building Capacity of Systems to Provide Accessibility of Quality Educational Practices for All Children The Focus is on Building Infrastructure and Aligning Focus

16. So… how is it going to happen?

17. To scale up interventions and improved practices we must first scale up implementation capacity Building implementation capacity is essential to maximizing the use of Evidence Based Practices and other innovations

18. Current Methods are Insufficient Diffusion/dissemination of information by itself does not lead to successful implementation Training alone, no matter how well done, does not lead to successful implementation Implementation by laws/ compliance by itself does not work Implementation by “following the money” by itself does not work Implementation without changing supporting roles and functions does not work (Fixsen, Naoom, Blase, Friedman, Wallace, 2005)

19. What Works …. Creating the infrastructure and competencies needed for practice, organizational and system improvement: –Ongoing professional development for teachers, administrators and staff –Developing and using practical data systems to make decisions at student, classroom, school and district levels –Aligning administrative practices, funding mechanisms, and regulations to support high quality, sustainable implementation –Creating or modifying structures to support new functions and roles –Leadership that is outcome-oriented and process-sensitive

20. What’s Next?....The Big Picture Four years of intensive and focused activity for Minnesota from national experts building on existing strengths Guide capacity development through the use of management, transformation, & implementation teams –State Management Team –State Transformation Team –Regional Implementation Team

21. State Management Team State Transformation Team Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools IMPLEMENTATION CAPACITY FOR SCALING UP EBPs SISEP Support & 2.0 State Transformation Specialists

22. State Management Team State Transformation Team Regional Implementation Team N = 50 – 200 Schools 1 st Generation Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools IMPLEMENTATION CAPACITY FOR SCALING UP EBPs SISEP Support & 2.0 State Transformation Specialists

23. State Management Team State Transformation Team Regional Implementation Team N = 50 – 200 Schools 1 st Generation Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools Regional Implementation Team N = 50 – 200 Schools IMPLEMENTATION CAPACITY FOR SCALING UP EBPs SISEP Support & 2.0 State Transformation Specialists

24. Regional Implementation Team Competencies What will members of the Regional Implementation Teams need to know? –A group that knows the innovation very well (formal and practice knowledge) –A group that knows implementation very well (formal and practice knowledge) –A group that knows improvement cycles to make intervention and implementation methods more effective and efficient over time

25. What Will Regional Implementation Team Members Do? Convene, collaborate, partner, build on strengths Work with program developers and researchers to analyze the infrastructure needed for implementation Establish and embed the implementation infrastructure that teachers and administrators need for successful implementation Provide and embed integrated and effective training, coaching, and evaluation systems and routines into the way of work Help develop and improve practical data systems that can be used to improve both practices and policies Promote the development of hospitable administrative practices to support implementation Influence District and State to support implementation practices and infrastructure

26. Regional Implementation Team Fosters “Readiness” Implementation Team Prepare Communities Prepare schools and staff Work with Researchers Assure Implementation Prepare Districts Assure Student Benefits Create Readiness Parents and Stakeholders

27. Alignment Happens State Department Districts Schools Teachers/ Staff Effective Practices ALIGNMENT Federal Departments Implementation Teams FORM SUPPORTS FUNCTION

28. “Once the capacity to implement is established, that capacity can be used year after year to implement a range of specific evidence based academic and behavior improvement practices.” (Fixsen et al., 2007)

29. What’s currently in place And what’s next?

30. Currently in place… State Management Team formed Cross-divisional MDE CPEP Leadership Team – composed of members internal and external to MDE Education Stakeholder Team to Support and Advise (intentional heterogeneous group from across Minnesota) 1 st State Transformation Specialist in place

31. Next Steps… State Management Team operations –Establish communication protocols for policy to practice and practice to policy feedback loops Hiring of 2 nd State Transformation Specialist Selection of 1 st Regional Consortium of districts/schools Selection of 1 st Generation Regional Implementation Team members Implementation Institute in March 2009 to train 1 st Generation Regional Implementation Team Initiation of Regional Implementation Team activity in Spring

32. An Exciting Opportunity In process - Select a region where a consortium of schools or districts, and associated, supporting partners (such as Institutions of Higher Education, regional educational service entities, community or business organizations, charter schools and non-profit organizations and others) voluntarily organize and apply to participate. The first Regional Implementation Team will work with the selected regional consortium!

33. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Selection Dimensions… The Regional Consortium of district/schools has documented experience with implementation of an evidence-based practice has demonstrated commitment of leadership at the district and school level to implementing effective practices and programs shows an established need for implementation of one or more evidence-based practices is about 120 miles from Minneapolis/St. Paul area completed and submitted an application

34. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Selection…Willing and Able to: Collaborate Collaborate to further the goals of the project Participate in-state as a “learning center” and nationally with a community of practice from other states Work with MDE and SISEP by providing feedback and finding solutions to alignment issues Contribute Resources Dedicate time and resources at district and school level for practice change initiatives Dedicate at least 1.0 FTE to the Implementation Team Strengthen infrastructure over time to support the use of evidence-based practices Embrace Change and Lead Function as a “transformation zone” Develop active and engaged Leadership Teams at multiple levels Review and align policies and procedures based on practice feedback

35. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Selection… An overall willingness and culture that: Tolerates ambiguity Takes responsible risks Problem-solves and integrates solutions Collaborates and partners at all levels Is persistent and committed to longer-term benefits

36. Benefits… Short term benefits include Gaining knowledge and technical assistance about implementation strategies (the “how”) to install and sustain common principles of effective practice within the application of an evidence based practice (the “what”) Strengthen collaborative relationships (local, district, regional, state and national) Effectively utilize district and school level teams © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

37. Benefits… Long term benefits include A sustainable infrastructure for implementing evidence based practices within the district Active participation in providing input to help build state level infrastructure for implementation of evidence based strategies throughout Minnesota’s schools Increased efficiencies through the development of generic structures of implementation to use with specialized knowledge for the installation of additional evidence based practices Improved student outcomes across multiple domains tied to implementation of evidence based practices

38. An Exciting Adventure to Effect Sustained Positive Change…! State Implementation of Scaling-up Evidence- based Practices www.scalingup.org Resources include Current updates and information Concept paper Annotated bibliography

39. Discussion Thank You For Your Interest and Participation!

40. Questions or More Information… Cammy Lehr, cammy.lehr@state.mn.us (651) 582-8563 School Improvement and Accountability http://education.state.mn.us/mde/ Thank You!