Theory to Practice: How One SEA Uses Implementation Science Minnesota Department of Education...
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Theory to Practice: How One SEA Uses Implementation Science Minnesota Department of Education presentation for the CCSSO State Consortium on Educator Effectiveness
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
Slide 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
Slide 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
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education.state.mn.us 4 Implementation Overview Stages Drivers
Cycles Teams
Slide 5
education.state.mn.us 5 Stages of Implementation Purposeful
matching of critical implementation activities to the appropriate
stage of the process Stages
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education.state.mn.us 6
Slide 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
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education.state.mn.us 8
Slide 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
Slide 10
10 Implementation Plan education.state.mn.us 10 2012-2013
2013-2014 Ongoing Principal Example
Slide 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
Slide 12
3-part series (13 sessions each) in 9 service regions
FallEstablishing foundations for action WinterDesigning evaluation
instruments and systems for use SpringEnsuring 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
Slide 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
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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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
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education.state.mn.us 23
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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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
Slide 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
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education.state.mn.us 31 Continuous Improvement Cycles
education.state.mn.us 31 Material from Spring Session
Slide 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
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Questions/Comments? education.state.mn.us 33
Slide 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
Slide 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
Slide 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
Slide 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
Slide 38
Minnesotas 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
Slide 39
education.state.mn.us 39 Greg Keith Coordinator, Educator
Evaluation [email protected]@state.mn.us (651)
528-8316 Tyler Livingston Specialist, Educator Evaluation
[email protected]@state.mn.us (651)
528-8427 Deborah Luedtke Supervisor, Division of School Support
[email protected]@state.mn.us (651)
582-8440 Contact Us