3Activity Successful Implementation Unsuccessful Implementation ImpleMap QuestionsHow did your LEA decide to use the intervention?Is there a process for considering needs, matching intervention to need, considering fit with current practices?How does the process work and how standardized has it become?What defines the intervention?What are the critical elements of this intervention?What do you look for when someone is using this intervention?How are practitioners supported in their work?How are staff selected? What training is provided? What coaching is provided?What data are collected and used to support implementation? How do leaders work to remove barriers and create a hospitable environment?Who provides support for practitioners?Is the intervention used by all, or just some teachers? How were they selected? By whom?What are the positions of those providing support? How are their roles and responsibilities defined?
4Why Focus on Implementation? Implementation GapImplementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions.RESEARCHIMPLEMENTATIONPRACTICEGAPWhy Focus on Implementation?“Students cannot benefit from interventions they do not experience.”
5Business as Usual: Impact Do not Result in Implementation as Intended (used alone)Diffusion/ Dissemination of informationTrainingPassing laws/ mandates/ regulationsProviding funding/ incentivesOrganization change/ reorganization5 to 10% return on investmentNECESSARY BUT NOT SUFFICIENTPaul Nutt (2002). Why Decisions Fail
6 OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,and Use new Skills in the ClassroomTRAININGCOMPONENTSKnowledgeSkillDemonstrationUse in theClassroomTheory and Discussion10%5%0%..+Demonstration in Training30%20%…+ Practice & Feedback in Training60%…+ Coaching in Classroom95%—Joyce and Showers, 2002
7Formula for Success Implementation Math WHAT: Effective Interventions HOW:Effective ImplementationWHERE: Supportive ContextsWHY:Positive Outcomes for Students
8Planning for Change Point of entry is District, not school Use short-term infusion of resourcesEstablish long-term, district-based capacity for qualityMust focus on the program/practice/initiative/“IT” and the framework for installation
13Usable Interventions Philosophy, Values and Principles Inclusion and Exclusion CriteriaClearDescription
14Usable InterventionsClear description of the features that must be present to say that a program exists in a given locationCore componentsEssential Functions
15Operational Definitions Describe each core component in terms that can be taught, learned, done in practice, and assessed in practicePractice ProfilesOperationalDefinitions
16Performance Assessment Provides evidence that the program is being used as intended and is resulting in the desired outcomesFidelityPractical enough to repeat time and time againPerformance Assessment
17Reflection Usable Interventions How will knowledge of Usable Interventions inform your future practice?Usable Interventions
27Implementation Drivers Help to develop, improve, and sustain educators’ competence and confidence to implement effective educational practices and supports.Help ensure sustainability and improvement at the organization and systems levelHelp guide leaders to use the right leadership strategies for the situationDrivers
37Improvement Cycles New approaches need New Ways of Work Transparent, protocol-driven feedback loops and processesAligned policies, funding, guidance to support new ways of workThere are no administrative decisions, they are all education quality decisions.Cycles
38Types of Improvement Cycles Plan-Do-Study-Act CyclesRapid cycle problem solvingUsability testingPractice-policy communication cyclesWhile there are many methods of improvement, two that can promote purposeful building and district level implementation are the Plan-Do-Study-Act Cycles (PDSA) and Policy-Practice Communication Cycles.38
44Implementation Teams Implementation Teams ARE NOT CommitteesAdvisory GroupsImplementation Teams DOKnow the innovation – the WHATKnow and use implementation science and best practices – the HOWUse Plan, Do, Study, Act Cycles to “get started” and “get better”Stay on “mission”Engage in the right work at the right level at the right time.
45Linked Team Structures “We tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved.”—Senge, 1990School-basedImplementation TeamDistrict-basedRegionally-basedState-basedDecision-makers: Data, Curriculum, Funding, Personnel
46Implementation Teams 80%, 3 Yrs 14%, 17 Yrs IMPLEMENTATION Impl. Team NO Impl. Team80%, 3 Yrs14%, 17 YrsEffectiveBalas & Boren, 2000INTERVENTIONMaking it HappenLetting it Happen Helping it HappenFixsen, Blase, Timbers, & Wolf, 2001Balas & Boren, 2000 Green & Seifert, 2005
55ActivityThink about a program, practice, or initiative that you will be implementing in your classroom or your school will be working together to implement. Try out either the Hexagon Tool or the Initiative Inventory as you begin thinking about how our discussion today will shape your implementation work.
58Professional Development Technical AssistanceAccountabilityK-3 LiteracyCurriculum & InstructionOffice of Early LearningEducator EffectivenessDistrict & School TransformationFederal ProgramsEvaluation & ResearchExceptional ChildrenCommunication & Visibility
59Implementation Quick Start What does this work mean?https://unc-fpg-cdi.adobeconnect.com/_a /ai-lesson-quickstart/
60Heather Reynolds State Implementation Specialist & Data Analyst NC Department of Public Instruction