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
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
2
OVERVIEW OF
PHASE II
3
Proposed SSIP Activities by Phase
Year 1 - FFY 2013
Delivered by Apr 2015
Year 2 - FFY 2014
Delivered by Feb 2016
Years 3-6
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
FFY 2015-18
Feb 2017- Feb 2020
4
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
5
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
6
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
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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
8
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
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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
10
IMPLEMENTATION
SCIENCE
11
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.
12
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
13
Implementation Science
Active Implementation Frameworks
WHO
WHAT
HOW
WHEN
Teams
HOW
Usable
Interventions
Drivers
Stages
Cycles
http://sisep.fpg.unc.edu/
https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson-quickstart/
14
Consider Implementation Science:
Implementation Drivers
Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Decision Support
Data System
Selection
Leadership
© Fixsen & Blase, 2008
Technical
Adaptive
15
The Hexagon
An EBP Exploration Tool
The “Hexagon” can be used as a
planning tool to evaluate evidencebased programs and practices during
the Exploration Stage of
Implementation.
• Academic & socially significant Issues
• Parent & community perceptions of need
• Data indicating need
Capacity to Implement
•
•
Staff meet minimum qualifications
Able to sustain Imp Drivers
• Financially
• Structurally
Buy-in process operationalized
• Practitioners
• Families
•
Download available at:
Need in local programs, state
www.scalingup.org/tools-and-resources
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
READINESS
Low
Fit
Resources and supports for:
Readiness for Replication
•
•
•
•
•
•
Need
RESOURCES
Qualified purveyor
Expert or TA available
Mature sites to observe
Several replications
How well is it operationalized?
Are Imp Drivers operationalized?
EVIDENCE
Resource Availability
•
•
•
•
•
•
•
Curricula & Classroom
Technology supports (IT dept.)
Staffing
Training
Data Systems
Coaching & Supervision
Administration & system
Evidence
Evidence
Readiness for
Replication
Capacity to Implement
•Outcomes – Is it worth it?
•Fidelity data
•Cost – effectiveness data
•Number of studies
•Population similarities
•Diverse cultural groups
•Efficacy or Effectiveness
Total Score
16
© National Implementation Research Network 2009-2012
Adapted from work by Laurel J. Kiser, Michelle Zabel, Albert A. Zachik, and Joan Smith at the University of Maryland
Consider Implementation Science:
Implementation Drivers
Resources
1. Active Implementation Hub:
http://implementation.fpg.unc.edu/
2. ECTA Implementation Processes:
http://ectacenter.org/implementprocess/implementprocess.asp
3. Hexagon tool: www.scalingup.org/tools-and-resources
4. National Implementation Resesarch Network:
http://nirn.fpg.unc.edu/
5. Implementation Drivers: Assessing Best Practice
http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/r
esources/NIRN-Education-ImplementationDriversAssessingBestPractices.pdf
17
Planning is
something you
do so when you
do something it
is not all
messed up
Christopher Robin to Winnie the Pooh
DEVELOPING A GOOD SSIP PLAN
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What Results will Your Plan Achieve?
Governance
Result:
Finance
Quality Standards
Implementation
of effective
practices
Good outcomes
for children with
disabilities and
their families
Personnel /
Workforce
Accountability &
Quality Improvement
Data Systems
19
Theory of Action
Specific Focus for Improvement including
Measurable Child and/or Family Result
Data Analysis
•
Infrastructure Assessment
In-depth Analysis Related to Focus Area
• Data about Local Contributing Factors
•
In-depth Analysis Related to Focus Area
• Data about Local Contributing Factors
Primary Concern(s)/Focus(es)
Broad Data Analysis
Broad Infrastructure Assessment
• Analysis of data to identify areas lower
performance and results for children/families;
• Qualitative and Quantitative data
•
Analysis: current initiatives; current strengths
and challenges of system components
• Qualitative and Quantitative data
Getting Started/Preparation
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
21
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
22
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.
23
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.
24
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
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Theory of Action
What are the issues:
What are our activities:
What are our desired
outcomes:
• State System Level
• State System Level
• Local System Level
• Direct Supports
• Practices/Services
• Children and
Families
• Local System Level
• Direct Supports
• Practices/Services
• Children and
Families
if
• State System Level
• Local System Level
• Direct Supports
• Practices/Services
• Children and
Families
then
Theory of Action
26
Back
Begin with the End in Mind
What are the desired results or outcomes for
children and/or families ?
How do we achieve the SiMR
27
What Activities Support the Strategies
and Implement the Theory of Action?
What activities
What activities What activities What activities
What are the
will be
will be
will be
will be
desired results
implemented to implemented to implemented to implemented to or outcomes for
ensure state
ensure local
ensure
ensure
children and/or
system
systems
effective
practitioners
families ?
supports local
support
training, TA,
have relevant
systems and
practitioners? coaching and
knowledge
implementation
other
and skills to
of desired
supports
implement
practices?
related to
aligned
desired
practices?
practices ?
State Supports
Local supports
Professional
Development
Core
Competencies
Achieve the
SIMR
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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
29
The Hexagon
An EBP Exploration Tool
The “Hexagon” can be used as a
planning tool to evaluate evidencebased programs and practices during
the Exploration Stage of
Implementation.
Download available at:
www.scalingup.org/tools-and-resources
Need in local programs, state
• Academic & socially significant Issues
• Parent & community perceptions of need
• Data indicating need
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
READINESS
Low
Fit
Resources and supports for:
Readiness for Replication
•
•
•
•
•
•
Need
RESOURCES
Qualified purveyor
Expert or TA available
Mature sites to observe
Several replications
How well is it operationalized?
Are Imp Drivers operationalized?
EVIDENCE
Resource Availability
•
•
•
•
•
•
•
Curricula & Classroom
Technology supports (IT dept.)
Staffing
Training
Data Systems
Coaching & Supervision
Administration & system
Evidence
Evidence
Readiness for
Replication
Capacity to Implement
•
•
•
•
•
•
•
Outcomes – Is it worth it?
Fidelity data
Cost – effectiveness data
Number of studies
Population similarities
Diverse cultural groups
Efficacy or Effectiveness
Total Score
© National Implementation Research Network 2009-2012
Adapted from work by Laurel J. Kiser, Michelle Zabel, Albert A. Zachik, and Joan Smith at the University of Maryland
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
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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
32
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
33
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
34
Resources For Strategic Planning
• http://ctb.ku.edu/en/table-of-contents/structure/strategicplanning/create-objectives/main
• http://www.hfrp.org/publications-resources/browse-ourpublications/strategic-planning-process-steps-in-developing-strategicplans
• http://balancedscorecard.org/Resources/Strategic-Planning-Basics
35
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
36
EVALUATION
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
38
Evaluation at All Levels
Governance
Result:
Finance
Quality Standards
Implementation
of effective
practices
Good outcomes
for children with
disabilities and
their families
Personnel /
Workforce
Accountability &
Quality Improvement
Data System
39
Thank you!
•
•
•
•
•
Anne Lucas, anne.lucas@unc.edu
Grace Kelley, gkelley3@cox.net
Taletha Derrington, taletha.derrington@sri.com
Christina Kasprzak, christina.kasprzak@unc.edu
Virginia Reynolds, vreynol@wested.org
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