The Challenges of Building Capacity for Implementation Science in Rural States Michael Ferguson VT Department of Education
The NIRN Implementation Research: A Synthesis of the Literature Fixsen, D. L. , Naoom, S. F. , Blase, K. A. , Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
The big question is … Does a state with a significant number of rural schools have the organizational capacity to build and sustain an PD implementation science (Imp. Sci) infrastructure?
Key Elements of Implementation Science IMPLEMENTATION STAGES • Exploration & Adoption, • Installation, • Initial Implementation, • Full Operation, • Innovation, • Sustainability
Key Elements of Implementation Science (Where Consideration of “Capacity” is Must) IMPLEMENTATION DRIVERS: • Competency Drivers • Organizational Drivers • Leadership
Practice Selection “ Can we do this the right way? ” • Resource Availability • Assessing Readiness • Capacity to Implement
What resources will be needed ? ? n Fiscal n Personnel n Technology n Data & Information n Training & Coaching
Vermont Public School Statistics Vermont Public Schools: 393 Number of Students: 99, 103 Vermont Elementary 259 Schools: Vermont Middle Schools: 25 Vermont High Schools: 61
Vermont Private School Statistics Vermont Private Schools: 124 Number of Private School 11, 895 Students:
CREATING CAPACITY n Are there certain technical qualifications needed for implementation? Many areas in VT do not have access to a broadband internet connection. n Is there a decision making process for selection for staff training? Do you have enough building based staff to EVEN think like this?
• Is there LEA Leadership that will commitment to building capacity? The average stay for building principals in VT is 2. 5 years. • Could capacity to implement be sustained over time? • What will it cost to build and sustain capacity over time?
Vii. M By the Numbers NCCSU LSU 4 Supervisory Unions • 19 Schools Smallest School= 45 students PK-6 • Largest School = 674 PK-8 • Average school student enrollment= 170 • Total # of students = 3, 282 ACSU
School Name SU Enrollment/Grades Eden Central LNSU 132 PK-6 Waterville Elem. LNSU 82 PK-6 Johnson Elem. LNSU 236 PK-6 Hyde Park Elem. LNSU 245 PK-6 Lamoille Union Middle LNSU 272 7 -8 LSSU 235 6 -8 Peoples Academy Middle
Troy North Country 164 K-8 Charleston North Country 89 PK-8 Brighton Elementary North Country 93 PK-8 Coventry Village North Country Lowell School 88 K-8 North Country 122 PK-8 Newport Town School North Country 109 K-6 Newport City North Country 292 K-6
St. Johnsbury ST. Johnsbury 674 PK-8 Salisbury ACSU 95 PK-6 Shoreham ACSU 80 K-6 Bingham Memorial (Cornwall) ACSU 85 K-6 Ripton Re-entering Vii. M in 2011 -12 ACSU Bridport Beginning Vii. M in 2011 -12 ACSU 45 PK-6 90 PK-6
Common Barriers to Incorporating Imp. Sci in Vermont • State /district/ school practices • Staff lack of access to high quality PD • Weather • Geography • Personal schedules • SEA capacity 20% cut
Laundry List of Imp. Sci Challenges in VT • Teachers are often isolated • Disconnected from role models and mentors • Lack of innovative collegial conversation • Lack of opportunity to “see, hear and feel” what implementation science might look like in a classroom, school building or district.
Some Solutions to the Challenges of Imp. Sci in Vermont • Sub –contract with content experts to increase capacity at the SEA level VT DOE has contracted with Beth Steenwyck (MI 3) to build capacity for statewide Imp. Sci technical assistance. VT DOE has also contracted with Margie Mc. Glinchey (Mi. BLSi) to provide Vii. M Rt. I academic (reading) content expertise to Vii. M schools. Margie is also helping to develop “products” for Year 2 & 3 implementation and for Vii. M coaches.
• Develop Web based Resources. VT DOE has developed 2 wiki sites. One is for Vii. M schools (What is Vii. M) and the other is for Vii. M coaches (Vii. M coaches corner). The intent is to mitigate access challenges caused by weather, geography and scheduling conflicts.
• Integrate More Distance Technology. VT DOE will continue to set the benchmark for enhanced Distance Technology integration to support school leadership, educators and coaches in rural areas. Specifically, incorporate “Bug-in-the ear” and tele-practice strategies. • Strategic Planning. Over the next 5 -7 years the VT DOE SPDG management team will connect the efforts of the SPDG 3 with the future writing of SPDG 4. The power of this planning will support the implementation of Vii. M and the integration of FEL ( Foundations of Early Learning- little kids Vii. M)
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