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The brief explains how to create meaningful state-to-classroom change using a Cascading Logic Model informed by implementation science. It describes how EBPs drive outcomes at scale through multi-level supports, operationalizing infrastructure and capacity across state, regional, district, and school levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scaling-up-brief-creating-meaningful-change-in-education/586434/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scaling-up-brief-creating-meaningful-change-in-education/586434.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is implementation capacity crucial for improving education?","Question",{"text":112,"@type":113},"Effective implementation capacity ensures evidence-based practices work as intended in classrooms. 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The State Implementation & Scaling‐up of Evidence‐based Practices Center supports education systems in creating implementation capacity for evidence‐based practices benefitting students, especially those with  \ndisabilities.  \nCreating Meaningful Change in Education:  \nA Cascading Logic Model  \nCreating meaningful change in a state’s education system from the capitol to the classroom is complex and challenging work. Over the past several decades, considerable research, policy, and funding have focused on the use of evidence‐ based programs (EBP) in schools. However, these practices only are effective when fully and effectively implemented by teachers in the classroom, so all students can benefit (Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006) .  \nSo one may ask, how can a State Education Agency (SEA) actively promote and support organizational and systems change and assess the effects of change on a large scale? The answer may lie in a logic model informed by implementation science 􀁿 and characterized by multi‐level supports that interact (Fixsen, Blase, Metz, VanDyke, 2013; Huang, Drewnowski, Kumanyika, & Glass, 2009; Panzano & Roth, 2006; Weiner, 2009) .  \nThe Cascading Logic Model  \nRoot cause analysis encourages asking why five times (Ohno, 1988) to get at the underlying reasons for successes, accidents, and failures. Implementation science encourages asking how five times to plan for the SEA, Regional, District, and School capacity needed to achieve the promised outcomes of an evidence based practice (EBP) in the classroom. The Cascading Logic Model helps states define and operationalize the infrastructure needed for effective statewide implementation of EBPs. In a Cascading Logic Model, each independent variable (input) is a dependent variable (output) at the next level.  \nHow can EBPs lead to significant changes in educational contexts and produce educational outcomes at scale? Improving education is a complex undertaking. About 6 million teachers and staff provide education to over 55 million students in 58 federal jurisdictions in over 15,000 districts, and 90,000 schools. Students can only benefit from effective innovations they experience in their education settings. This means teachers have to use those innovations with fidelity and good outcomes in each classroom. So, what can a State do to create the infrastructure and capacity to impact all the students in all the schools in the State?  \nThe following table outlines a Cascading Logic Model approach to analyzing and planning for the infrastructure and supports needed. Asking how five times focuses attention on operationalizing the processes needed at each level of the education system to establish and sustain new practices in existing systems. Thus, capacity development is not just a label or a big idea. Capacity development is a specific set of supports, communication links, and competencies embedded in State education systems to support the achievement of desired outcomes. Capacity is the ability todo what is needed to produce intended outcomes at each level resulting in reliable outcomes from one teacher to the next, one school to the next, one district to the next, one State to the next, and one year to the next.  \nState Implementation & Scaling‐up of Evidence‐based Practices Center [www.scalingup.org](www.scalingup.org)  \nCascading Logic Model (Ask “How” Five Times)  \n\n| Input / How | Desired Output |\n| --- | --- |\n| 1. How will students benefit? Teachers’ consistent use of effective innovations with high fidelity to the innovation‐as‐intended | Improved student outcomes in academicsand behavior 􀁿the ultimate goal! |\n| 2. How will teachers be supported? District and school implementation teams support teachers’using innovations effectively | Teachers’ ","cbCaifwufUeLrd5L","https://ap.wps.com/l/cbCaifwufUeLrd5L","pdf",342421,"English","# Creating Meaningful Change in Education\n## The Cascading Logic Model\n## Implications for Organizational and Systems Change\n## References","[{\"question\":\"Why is implementation capacity crucial for improving education?\",\"answer\":\"Effective implementation capacity ensures evidence-based practices work as intended in classrooms. Without full and effective implementation by teachers, students cannot consistently benefit.\"},{\"question\":\"What is the Cascading Logic Model used for?\",\"answer\":\"It helps states define and operationalize the infrastructure required for effective statewide implementation of evidence-based practices. Each level’s outputs become the next level’s inputs.\"},{\"question\":\"How does the brief explain supporting EBPs at scale?\",\"answer\":\"By building multi-level supports—state, regional, district, and school implementation teams—so teachers receive the communication links, competencies, and sustained capacity needed for reliable outcomes over time.\"}]","Scaling-up Brief - Creating Meaningful Change in Education | PDF"]