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![Page 1: Bringing Evidence to Bear: What Facilitates Adoption of Research-based Evidence in Practice and Policy-making in Schools Large Group Panel OSEP Project.](https://reader035.fdocuments.us/reader035/viewer/2022062801/56649e605503460f94b5b1b9/html5/thumbnails/1.jpg)
Bringing Evidence to Bear: What Facilitates Adoption of Research-based Evidence in Practice and Policy-
making in Schools
Large Group PanelOSEP Project Director’s Conference 2014
Washington, DC
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Session Goals
• Discuss organizational and other factors that facilitate take-up of new knowledge and facilitate implementation of innovative programs and policies
• Discuss program features that lends itself to early adoption and uptake of programs in the school environment
• Adopt a systems perspective in intervention development for improved adoption
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Panel
Presenters• Dr. Vivian Tseng, Vice President, William T. Grant Foundation,
New York, NY• Dr. David Test, Professor, Department of Special Education
and Child Development, Co-Director, National Secondary Transition Technical Assistance Center, UNC Charlotte, NC
• Dr. Arun Karpur, Research Director, New York State PROMISE, Research Faculty, Cornell University, New York, NY
Moderator: • Dr. David Guardino, Research to Practice Division, U.S.
Department of Education, Office of Special Education Programs
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Format of LGP
• Presentation by individual presenters• Q&A session moderated by Dr. Guardino• Discussion with the attendees and the speakers
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Promoting the Use of Research Evidence
Vivian Tseng, Ph.D.
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Supporting Research to inform policy and practice to Improve the Lives of Young People
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Evidence-based Programs
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities (2006)
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Research to Practice
Improve Quality of Research Improve Communication, Dissemination, Marketing Demand Use of Research Evidence Incentivize Evidence-based Programs
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Research and Practice
Improve Research and Its Use Develop Shared Commitments Build Relationships and Trust
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Organizations & Systems
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Intermediaries
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What’s an NSTTAC?National Secondary Transition
Technical Assistance Center
The Transition to College and Career TA&D Center for secondary transition funded by USDOE, OSEP
(1/1/06-12/31/14)
Co-Directors: David W. Test (UNC Charlotte)
Paula Kohler (Western Michigan University)
Project Coordinator: Cather Fowler (UNC Charlotte)
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NSTTAC’s Purpose• Disseminate information to State Education Agencies, Local
Education Agencies, schools, and other stakeholders to improve the:
• implementation and scaling up of evidence-based practices to develop appropriate measurable postsecondary goals and implement transition services
• implementation of policies, procedures, and practices that facilitate and increase the participation of students with disabilities in programs and initiatives that are designed to ensure college- and career-readiness
• achievement of compliance with IDEA’s transition requirements
• Support efforts to ensure that all students with disabilities are prepared for college (or other postsecondary education and training) and the workforce.
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Model for Extending Transition Research
Effective Transition Practices
Increase Capacity to Implement Effective Transition Practices
Facilitate Implementation of Effective Transition
Practices
Data-Based Decision Making
Professional Development
Policy Analysis and
Change
Technical Assistance
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Broad Definitions(Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)
• Are based on rigorous research designs • Have demonstrated a record of success for
improving student outcomes• Have undergone systematic review process
using quality indicators to evaluate level of evidence
Evidence-Based Practices
• Are based on rigorous research designs • Have demonstrated a record of success for
improving student outcomes
Research-Based Practices
• Are based on research• Have demonstrated limited success• Have used a ‘weak’ research design
Promising Practices
• Are not based on research• Have no data to support effectiveness• Based on anecdotal evidence and/or
professional judgment
Unestablished Practices
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What We Have Done• Reviewed experimental research to identify
evidence-based practices in secondary transition
• Identified 63 evidence-based practices
Taxonomy Category
Evidence-Based Practices
Research to Practice Lesson
Plan Starters
Student Focused Planning
6 9
Student Development 56 98
Family Involvement 1 0
Program Structure 9 9
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Student Development
Teaching Grocery Shopping Skills
• Using Computer Assisted Instruction
• Using Community Based Instruction
• Using Response Prompting
• Using a System of Least to Most Prompts
Teaching Home Maintenance Skills
• Using Response Prompting
• Using Video Modeling
Teaching Laundry Tasks Using Response Prompting
Teaching Leisure Skills • Using Response Prompting
• Using Constant Time Delay
Teaching Safety Skills • Using Community Based Instruction
• Using Progressive Time Delay
• Using a System of Least to Most Prompts
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Based on High-Quality Research, the Field of Secondary Transition now has Evidence-based:
Practices
Micro Level Specific
interventions
Predictors!
Macro Level• Systems• Programs• “Generic” practices
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In-School Predictors by Post-School Outcome Area
Predictors/Outcomes Education Employment Independent Living
•Career Awareness X X
•Occupational Courses X X
•Paid Employment/Work Experience X X X
•Vocational Education X X•Work Study X•Community Experiences X
•Exit Exam Requirements/High School Diploma Status
X
•Inclusion in General Education X X X
•Program of Study X
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Continuation of In-School Predictors by Post-School Outcome Area
Predictors/Outcomes Education Employment Independent Living
•Self-Advocacy/Self-Determination X X
•Self-Care/Independent Living X X X•Social Skills X X•Interagency Collaboration X X•Parent Expectations X X•Parental Involvement X•Student Support X X X•Transition Program X X
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Levels of TA
• Universal/general– Website– Annual Capacity Building Institute
• Targeted/specialized– State specific topics/issues
• Intensive/sustained– State & LEA specific topic/issues
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Data-Driven Decision Making Tools (Some Samples)• Predictor Implementation Self-Assessment• Data Use Toolkit (NPSO – Indicator 14)• State Toolkit for Examining Post-School
Success (STEPSS; Indicators 1, 2,13, & 14)• NDPC-SD Data Tools lite (Indicators 1 & 2)• NSTTAC Planning Tool (multiple data
sources,including from other tools)
• Short Data Probe (Indicator focused)• District Initiative Inventory (qualitative,
broad focus)
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Assessing Evidence-Based Programs and Practices Need
Need in school, district, state• Academic & socially significant Issues• Parent & community perceptions of need• Data indicating need
Fit
Fit with current Initiatives •School, district , state priorities• Organizational structures• Community values
ResourceAvailability
Resources and supports for;• Curricula & Classroom• Technology supports (IT dept.)• Staffing• Training• Data Systems• Coaching & Supervision• Administration & system
Evidence
Evidence• Outcomes – Is it worth it?• Fidelity data• Cost – effectiveness data • Number of studies• Population similarities• Diverse cultural groups• Efficacy or effectiveness
Intervention Readiness for Replication
Readiness• Qualified purveyor • Expert or TA available• Mature sites to observe • Several replications• How well is it operationalized?• Are Imp Drivers operationalized?
Capacity to Implement
Capacity• Staff meet minimum qualifications• Able to sustain Imp Drivers
• Financially• Structurally
• Buy-in process operationalized• Practitioners• Families• Agency
EBP: 5 Point Rating Scale: High = 5; Medium = 3; Low = 1. Midpoints can be used and scored as a 2 or 4.
High Medium Low
Need
Fit
Resources Availability
Evidence
Readiness for Replication
Capacity to Implement
Total Score:
© National Implementation Research Network 2009
Adapted from work by Laurel J. Kiser, Michelle Zabel,
Albert A. Zachik, and Joan Smith at the University of Maryland
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Organizational & Program Factors
• Commitment to Adopting EBPs• Readiness• Flexibility• Communication• Time
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Utilizing Continuous Quality Improvement for Promoting
Adoption and Uptake of KnowledgeNYS PROMISE Approach
Arun Karpur, MD, MPHResearch DirectorNYS PROMISEEmployment and Disability Institute, Cornell University
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NYS PromiseNYS PROMISE will utilize an indigenous model that naturally equips and engages schools, local disability service providers, independent living centers, one stop centers, literacy zones, regional parent training centers, work incentive planners, regional transition specialists, and other community transition stakeholders to achieve higher postsecondary employment, education and economic outcomes for SSI youth by...
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NYS PROMISE InterventionIn
crea
sed
Acce
ss to
Sta
te a
nd N
ation
al T
A on
Tra
nsiti
on B
est P
racti
ces
Services under outcomes-based payment model
Improved access to key high quality
services leading to intended outcomes
PROMISE-sponsored case management & service coordination
Improved collaboration
between LEAs and local service providers
CQI Feedback Loops : Project M
IS , Fidelity Assessment, and TA
PROMISE-sponsored parent training,
information & family coaching
Improved self-determination, expectations,
engagement, attitudes toward work and financial literacy
Higher post-secondary employment, education and economic outcomes for
youth on SSI
Improved quality of transition to adulthood programs in LEAs for
youth in treatment group
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Continuous Quality Improvement
Quality Improvement
Continuous Quality Improvement
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Quality Planning Tools & Processes• Outreach and Recruitment Guide• PROMISE Recruitment Tracking System• Intervention Guide for Practitioners and Evaluators• Training for using project MIS• Training for outcomes-based payment • Organizational capacity assessment for implementation• Brokering relationships between project partners• Formation of regional teams of stakeholders• NYS PROMISE State Steering Committee and Coordinating
Council
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Quality Control Tools & Processes
• Project MIS tool [NYESS]– tracking program participation and services received
• Online training and technical assistance tracking (OTAT) system
• Program fidelity assessment – qualitative and quantitative indicators
• Youth and Parent Voices – survey and qualitative study
• Stakeholder Voices – collaboration survey, bi-annual learning communities, and steering committee meetings
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Quality Improvement Tools and Processes• Quarterly automated NYESS reports for RDS, Providers
and Parent Centers• TA translating data into action plans at local, regional and
state-level• Bi-annual comprehensive project reports at Learning
Community identifying (a) what was done well, (b)what worked and (c) what needs to be done
• Sharing data with steering committee at state-level• Engaging stakeholders in concept mapping activity to
synthesize information• Annual progress report
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Access to National and State TA
• Access to national and state TA on transition through partnerships with NYS PDSC, NSTTAC training events, and other research and TA entities
• Annual DCDT conference attendance• Webinars on lessons learned from NYS PROMISE
implementation• Reports from the National Evaluator on NYS PROMISE