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![Page 1: The Early Learning Challenge in North Carolina January 23, 2014 Marshall Tyson, MPH NC Division of Public Health Oscar Fleming, MSPH National Implementation.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649e165503460f94b01325/html5/thumbnails/1.jpg)
The Early Learning Challenge in North Carolina
January 23, 2014
Marshall Tyson, MPH
NC Division of Public Health
Oscar Fleming, MSPH
National Implementation Research Network
Jeannine Sato
Center for Child and Family Health
NC Early Childhood Advisory Council
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Race to the Top--Early Learning Challenge (ELC) Grant Program
Joint programUS Dept. of Health and Human ServicesUS Dept. of Education
37 applicants; 9 states selected, including NC
NC’s award: $69,991,121.00
4-year grants—Jan. 1, 2012–Dec. 31, 2015
NC Early Childhood Advisory Council
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ELC Focus Bold action to improve
early learning and development
Supports states that demonstrate “commitment and capacity to build a statewide system that raises the quality of early learning and development programs so that all children receive
the support they need to enter kindergarten ready to succeed.”
NC Early Childhood Advisory Council
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NC’s Implementation Strategy
Lead Agency: Early Childhood Advisory Council—responsible for overall coordination and specific projects
Participating State Agencies—responsible for specific projects:Division of Child Development and Early EducationDivision of Public Health Department of Public Instruction, Office of Early Learning
Contracts and MOUs with other state and local agencies and organizations, such as NC Partnership for Children and the National Implementation Research Network, FPG, UNC-CH
NC Early Childhood Advisory Council
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NC’s Plan: Four Areas of Focus
Strengthen the state’s early childhood system and build its capacity to foster positive outcomes for young children
Enhance the quality of programs to serve young children and their families and improve access to high-quality programs
Strengthen the early childhood workforce to increase staff and system effectiveness and sustain change
Target high-intensity supports and community infrastructure-building efforts to turn around poor outcomes for young children in the state’s highest-need counties (Transformation Zone)
NC Early Childhood Advisory Council
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NC’s Plan: Transformation Zone Strategy• Focus intensive effort in selected high-need
counties in northeastern North Carolina
• Increase capacity for effective collaboration and implementation to gain desired and sustainable results
• Provide comprehensive set of services and supports offered when and where needed—existing services and selected additional services (e.g., Family Strengthening services)
NC Early Childhood Advisory Council
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NC’s Plan: Transformation Zone Strategy• Help achieve dramatically improved
outcomes for all young children
• Lessons learned through concentrated approach used to hone early childhood strategies improve outcomes for young children
across the state
NC Early Childhood Advisory Council
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NC’s Transformation Zone
• 17 northeastern Tier 1 counties eligible
• After exploration and RFA process, 4 counties selected: Beaufort Bertie
Chowan Hyde
NC Early Childhood Advisory Council
GASTONCHEROKEE
SWAIN
MACON
GRAHAM
CLAY
JACK-SON
HAY-WOOD
HENDER-SONTRAN-
SYLVANIAPOLK
RUTHER-FORD
BUN-COMBE
YAN-CEYMADISON
MITCHELLAVERY
CLEVE-LAND
LINCOLN
CATAWBABURKE
MECKLEN-BURG
UNION
CABARRUS
ROWAN
IREDELL
STANLY
DAVID-SON
MONT-GOMERY
RANDOLPH
MOORE
ANSONRICH-MOND
HOKE
CHATHAM
LEEHARNETT
CUMBER-LAND
ROBESON
SCOT-LAND
BLADEN
SAMPSON
COLUMBUS
BRUNSWICK
NEWHANOVER
PENDER
ALA-MANCE
ORANGE
DURHAM
CASWELLPERSONGRAN-VILLE
VANCEWARREN
FRANKLIN
WAKE
NASH
JOHNSTONWAYNE
DUPLIN
GREENE
LENOIR
PITT
JONES
ONSLOW CARTERET
PAM-LICO
BEAU-FORT
CRAVEN
HYDE
DARETYRELLWASH-INGTON
BERTIE
MARTIN
PASQUO-TANK
HERT-FORD
CHO-WAN
CAM-DEN
PER-QUIMANS
CURRITUCKNORTH-AMPTON
GATES
HALIFAX
EDGE-COMBE
ROCKING-HAM
STOKESSURRY
FORSYTHGUILFORDYADKIN
DAVIE
ASHE
WATAUGA WILKES
ALLE-GHANY
CALDWELLALEX-ANDER
McDowell WILSON
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Three streams of work in Northeast• Statewide projects• Transformation Zone projects and activities (4
counties)• Additional work in 15 surrounding counties
13 counties which were eligible through the grant Nash and Pitt--closely linked to those 13 counties;
home to many services
NC’s Transformation Zone
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Division of Public Health
projects
Family strengthening Family Connects Triple P (Positive Parenting Program)
NC Early Childhood Advisory Council
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Family Connects(A.k.a. NorthEast
Connects
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Family Connects
Oscar FlemingUse of implementation science
principles
Jeannine SatoReplicating the Durham Connects
model as Family Connects in the TZ
NC Early Childhood Advisory Council
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State Health Directors Conference
January 23rd, 2014
Applied Implementation
Science
Oscar Fleming
National Implementation Research Network
FPG Child Development Institute
University of North Carolina at Chapel Hill
An Overview of the Active Implementation Frameworks
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Agenda
• Introduction/Purpose
• Why Focus on Implementation? (5)
• What are the Active Implementation Frameworks (15)
• Fidelity and Outcomes
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Why Focus on Implementation?
RESEARCH PRACTICE
Active Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions.
IMPLEMENTATION
“Children and families cannot benefit from interventions they do not experience.”
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EffectiveInterventions
EffectiveImplementation
EnablingContexts
Socially SignificantOutcomes
Formula For Success
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Applied Implementation Science
To effectively implement & realize the benefit of evidence-based and evidence-informed interventions, we need to know:• WHAT to do What is the usable intervention or package of
strategies? (e.g. evidence-based home visitation programs)
• HOW to do it Active and effective implementation and sustainability frameworks (e.g. strategies build competencies and create enabling contexts and conditions)
• WHO will do it Organized, purposeful, & active implementation support from linked implementation teams
Active Implementation
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Active Implementation
Frameworks: The “What”
The effective interventions and approaches that will improve outcomes for children, youth and families.
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Clear description of the programPhilosophy, values, principles (guidance)
Inclusion – exclusion criteria (beneficiaries)
Clear essential functions that define the program (core components)
Operational definitions of essential functions (practice profiles; do, say)
Practical performance assessmentHighly correlated with desired outcomes
Usable Intervention Criteria
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Making It HappenActive Implementation Frameworks: The “How”
• Implementation Drivers result in competence and sustainability
• Improvement cycles support learning and change at multiple levels
• Stage-related work necessary for successful change
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Implementation Drivers
Performance Assessment (Fidelity)
Coaching
Training
Selection
Integrated & Compensatory
Systems Intervention
Facilitative Administration
Decision Support Data System
AdaptiveTechnical
Com
pete
ncy
Driv
ers O
rganization Drivers
Leadership Drivers
Consistent Uses of Innovations
Reliable Benefits
Integrated & Compensatory
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Rapid cycle (PDSA) problem solving
Shewhart (1931); Deming (1986)
Usability testing Rubin (1994); Nielsen (2000)
Practice-policy communication loop
Fixsen, Blase, Metz, & Van Dyke (2013)
Improvement Cycles
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Implementation Stages
Exploration InstallationInitial
ImplementationFull
Implementation
2-4 Years
• Assess needs• Examine
intervention components
• Consider Implementation Drivers
• Assess fit
• Acquire Resources
• Prepare Organization
• Prepare Implementation Drivers
• Prepare staff
• StrengthenImplementation Drivers
• Manage change• Activate Data
Systems• Initiate
Improvement Cycles
• Monitor & manage Implementation Drivers
• Achieve and improve Fidelity and Outcomes
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Implementation Teams with specific competencies “make it happen”
Minimum of three people with expertise in:
Innovations
Implementation
Improvement Cycles
Organization change
Active Implementation Frameworks: The
“Who”
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• Why Teams?–Letting it happen
• Diffusion; networking; communication
–Helping it happen• Dissemination; manuals; websites
–Making it happen• Purposeful and proactive use of implementation practice and science
Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)
Implementation Stages
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Organization/Agency Supports
Management (leadership, policy)
Administration (HR, structure)
Supervision (nature, content)
Practitioner/Staff Competence
State MCH/Title V Leadership
Imp
lem
enta
tio
n T
eam
Simultaneous, Multi-Level Interventions
Federal and National Supports
Implementation Teams
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The Frameworks in Action
• Eastern NC: Working with teams in Chowan, Bertie, Beaufort, Hyde counties
• Purveyor Collaboration: Develop/enhance usable intervention criteria
• State Agencies: Collaborative support for implementation informed policy
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A Final Word on Fidelity
• Achieving fidelity if a shared responsibility among Providers, their Home Agency, and Program Purveyors, among others.
• If the goal is worth achieving its worth spending time to build the required infrastructure
• Programs like Connects that have evidence, well defined core components and operationalized essential functions make your work easier, if not easy, and significantly increase your chances for Socially Significant Outcomes.
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Thank You!
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Oscar Fleming, MSPH
– 919-962-7193– [email protected]
du
Frank Porter Graham Child Development Institute
University of North Carolina
Chapel Hill, NC
http://nirn.fpg.unc.edu/ www.scalingup.org
www.implementationconference.org
For More Information
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HTTP://NIRN.FPG.UNC.EDU
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).
Implementation Research: A Synthesis of the Literature
Implementation Science
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©Copyright Dean Fixsen and Karen Blase
This content is licensed under Creative Commons license CC BY-NC-ND, Attribution-NonCommercial-NoDerivs. You are free to share, copy, distribute and transmit the work under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work); Noncommercial — You may not use this work for commercial purposes; No Derivative Works — You may not alter or transform this work. Any of the above conditions can be waived if you get permission from the copyright holder.
http://creativecommons.org/licenses/by-nc-nd/3.0
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Evidence-based Universal Home Visits for Parents of Newborns
NC DPH January 23, 2014
Improving Child Well-Being by bridging new parent needs with community resources.
The “CONNECTS” Home Visiting Model
Growing Healthy Babies
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Why Universal?
• Public health approach improves community health • No stigma• All parents have needs (94% in research)• Short term triage (gateway) to more intensive services.
Newborn nurse home visits should be normalized, much the way prenatal care has become the standard of care.” – Dr. Robert Murphy, CCFH
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The Connects model
Feedback loop between hospitals, doctors, service agencies to strengthen community system of care.
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What we do
All areas correlate to empirically based risks for child abuse.
Nurses:• assess• quantify
needs• resolve or• refer • follow up
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Who’s Involved?NC Early Childhood Advisory Council
Local leaders
How is it Funded?• State and federal grants• Private foundations• Medicaid reimbursement (in some cases)• Local government funds
Who are Stakeholders?• Health departments• Hospitals• Primary care providers• Social service agencies
FACT:99% of mothers surveyed say their DC visit was helpful to them and their baby.
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Impact Evaluation Results
Age 12-month administrative hospital record reviews:
• 85% fewer hospital overnights
• 50% less total infant emergency medical care
Randomized Controlled Trial at age 6-month (in-home interview results):
• More community connections
• More mother-reported positive parenting behaviors
• Higher quality mother-infant relationship
• Higher quality home environment
• Higher quality child care usage
• Less clinical anxiety for mother
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• 37% less infant emergency medical care through 24-month
• Significant decrease from 0-12 months; decrease sustained through 24-months
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240
0.5
1
1.5
2
2.5
3
Mean Cumulative Number of Emergency Care Episodes Birth - 24-Months
Total ED Visits: Control FamiliesTotal ED Visits: DC Families
Child Age in Months
Cum
ulati
ve E
mer
genc
y Ca
re E
pisd
oes
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Rural Replication
• Race to the Top Early Learning Challenge• Multiple interventions in Transformation Zone• ~ 800 births• High poverty • High unemployment • 5 birth main hospitals, some out of county • Diversity among counties (not within)
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The Connects Offering
• Universal home visits = no stigma
• A triage system for entire community
• A way to strengthen system of care
• Technical support and certification for high fidelity, to replicate outcomes
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Model Requirements• Universal reach, RN staff• Partnered hiring, training & fidelity checks with
Connects for certification• Adherence to the model (documentation and
performance measures)• Exclusivity in program staffing, salary and work
assignments• A regional/team approach to cover population
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What next?• Connects is ideal for:
– Expand public health gateway– Strengthen systems of care– Track and ID service gaps and usage– Reduce child abuse– Save infant ER costs
• Tool kit for adoption/sustainability plan• Lessons learned during replication• Goal to serve families & replicate outcome results
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Questions?