FPG’s Implementation Division members are a multi-disciplinary team of implementation researchers and practitioners who use best practices from implementation science to support the implementation and scaling of evidence-informed programs and practices to improve outcomes and advance equity for children, youth, and families and the communities where they live. Through rigorous study designs, division members contribute to building the evidence for implementation strategies, frameworks, and models that can support effective translation of research evidence into practice settings. Members of the division also develop formative measures for assessing and improving implementation capacity in communities and service systems.
A hallmark of the division is a focus on implementation practice and the identification of skills and competencies needed to support implementation efforts and ensure sustainability and positive impacts. Through a range of partnerships and initiatives, the division seeks to build a workforce with the competencies needed to support effective implementation. Our capacity-building work is relationship-driven, flexible, and tailored to the assets and needs of the population and setting. We embrace the co-creation of implementation strategies that are relevant to the focus population.
Math Implementation Cohort
A grant recently awarded to FPG's NIRN will help ensure students are receiving high-quality mathematics education in middle school—crucial years that can impact students’ chances at successful high school graduation and post-secondary career success. Although more middle schools are adopting high-quality math curriculum, research shows the systems that support instruction are often lacking or misaligned, especially for underrepresented and marginalized students.
NIRN will help address this issue thanks to funding from the Bill & Melinda Gates Foundation.
California Child Welfare CPM
The Impact Center at FPG is contributing to the development of regional and state capacities to implement the California Child Welfare Core Practice Model (CPM). In partnership with the California Department of Social Services, County Welfare Directors Association, Child and Family Policy Institute of California, California Social Work Education Center, and Regional Training Academies, our team helps collaborators co-design and support counties to implement and sustain the CPM.
Featured Blog Post
Coaching is a professional development opportunity designed to support individuals in successfully using or refining effective programs or practices. Ideally, the partnership between a coach and coachee will be highly communicative and collaborative. Learn more about coaching in this month's blog post, Three components of effective coaching.
And in case you missed the previous implementation blog posts, find four reasons to invest in cross-project collaboration, learn how to escape the data doldrums and discover how to define sustainability within the context of implementation science.
Effective Implementation Cohort List of Readiness Assessment Tools
The overall aim of the Effective Implementation Cohort (EIC) is to increase district capacity to implement a high-quality middle years math curriculum as part of a Coherent Instructional System to accelerate learning for students. The EIC Team seeks to support partnerships between providers and Local Education Agencies in their implementation and measurement efforts, as well as to collect and study data to answer the learning questions within the Learning Agenda. In addition to improving LEA and Provider capacity, the EIC has the goal of producing reliable, practical evidence and measures to inform the planning and implementation of a district-wide, high-impact math improvement initiative. One such resource is the EIC List of Readiness Assessment Tools. The purpose of this review is to highlight published and/or peer-reviewed tools assessing the readiness of the district (i.e., system level) for the implementation of evidence-based or evidence-informed practices, programs, or resources. In our review, we found a limited availability of such tools designed specifically for and within K-12 settings at the district and systems-level; however, we noted which tools could be adapted to K-12.
Using best practices
We aim to use best practices from implementation science to integrate research and practice and improve outcomes for children and families.
We aim to advance equity through the use of equitable implementation methods.
Working with stakeholders
We aim to co-create effective and relevant implementation strategies with local stakeholders.
Conducting relevant and rigorous research
We aim to conduct relevant and rigorous implementation research.
Building implementation capacity
We aim to build implementation capacity in community and service settings.
We aim to develop skills and competencies of professionals working to support implementation efforts.
The Implementation Division hosts an annual summer internship program that is designed to create a challenging and meaningful professional experience for the trainee(s) that includes mentoring, networking, professional development, and experiential learning opportunities. Interns benefit from exposure to implementation practice and research across diverse fields and in varied practice settings. This experience provides knowledge and skill development that should enhance and inform the intern's future academic and professional pursuits.
Caryn Ward, PhD, is director of the National Implementation Research Network (NIRN) at the UNC Frank Porter Graham Child Development Institute. She provides intensive, informed implementation supports to state and local education systems nationally through her work as the co-director of the State Implementation and Scaling-up of Evidence-based Practices Center, Center on School Turnaround, and National Center for Early Childhood Development, Teaching, and Learning. In addition, Ward co-leads the development of several implementation capacity measures and fidelity measures for use within state and local education systems.