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IMPLEMENTATION SCIENCE OVERVIEW Destination Transformation Nash-Rocky Mount Public Schools Heather Reynolds June 17, 2014.

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Presentation on theme: "IMPLEMENTATION SCIENCE OVERVIEW Destination Transformation Nash-Rocky Mount Public Schools Heather Reynolds June 17, 2014."— Presentation transcript:

1 IMPLEMENTATION SCIENCE OVERVIEW Destination Transformation Nash-Rocky Mount Public Schools Heather Reynolds June 17, 2014

2 CONTEXT & RATIONALE

3 Activity Successful Implementation Unsuccessful Implementation

4 Implementation Gap RESEARCH PRACTICE GAP Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions. IMPLEMENTATION Why Focus on Implementation? “Students cannot benefit from interventions they do not experience.”

5 Business as Usual: Impact Do not Result in Implementation as Intended (used alone) Diffusion/ Dissemination of information Training Passing laws/ mandates/ regulations Providing funding/ incentives Organization change/ reorganization 5 to 10% return on investment NECESSARY BUT NOT SUFFICIENT

6 OUTCOMES % of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use new Skills in the Classroom TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10%5%0%..+Demonstration in Training 30%20%0% …+ Practice & Feedback in Training 60% 5% …+ Coaching in Classroom 95% —Joyce and Showers, 2002

7 Implementation Math Formula for Success WHAT: Effective Interventions HOW: Effective Implementation WHERE: Supportive Contexts WHY: Positive Outcomes for Students

8 Planning for Change Point of entry is District, not school Use short-term infusion of resources Establish long-term, district-based capacity for quality Must focus on the program/practice/initiative/“IT” and the framework for installation

9 IMPLEMENTATION FRAMEWORKS

10 TeamsCycles DriversStages Usable Interventions Active Implementation Frameworks

11 Usable Interventions

12 Usable Interventions Operational Definitions Clear Description Performance Assessment Essential Functions

13 Clear Description Usable Interventions Philosophy, Values and Principles Inclusion and Exclusion Criteria

14 Usable Interventions Clear description of the features that must be present to say that a program exists in a given location Core components Essential Functions

15 Operational Definitions Describe each core component in terms that can be taught, learned, done in practice, and assessed in practice Practice Profiles Operational Definitions

16 Performance Assessment Provides evidence that the program is being used as intended and is resulting in the desired outcomes Fidelity Practical enough to repeat time and time again Performance Assessment

17 Usable Interventions Reflection How will knowledge of Usable Interventions inform your future practice?

18 Stages

19 Implementation Stages ExplorationInstallation Initial Implementation Full Implementation 2-4 Years Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes

20 Stages & Implementation Buy-in Based on assessment of needs Fit and feasibility Clear understanding of the core components of the innovation Exploration

21 Stages & Implementation Developing communication pathways Ensuring adequate allocation of time and resources Developing team competency Develop staff competency Training, coaching, and data systems are developed and utilized Installation

22 Stages & Implementation Provision for coaching is critical Continuous problem- solving and modification based on data/needs Regular evaluation of implementation of core concepts Initial Implementation

23 Stages & Implementation Infrastructure to support teachers Staff skillfully implements practices Data is continuously used to guide implementation and improvement Implementation has been integrated at all levels Full Implementation

24 Stages Reflection How will knowledge of Stages inform your future practice?

25 Drivers

26 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers © Fixsen & Blase, 2008 Leadership AdaptiveTechnical

27 Implementation 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 level Help guide leaders to use the right leadership strategies for the situation Drivers

28 Core Implementation Components © Fixsen & Blase, 2008 Positive Outcomes for Students Competency Drivers Organization Drivers Leadership Effective Educational Practices How: What: Why: Capacity to provide direction and vision Staff capacity to support children/families with the selected practices Institutional capacity to support teachers & staff in implementing practices with fidelity

29 Competency Drivers Build competency and confidence Develop, improve and sustain competent & confident use of innovations Competency Drivers

30 Performance Assessment (Fidelity) Coaching Training Selection Competency Drivers © Fixsen & Blase, 2008 Implementation Drivers: Competency

31 Organization Drivers Change Organizations and Systems Create and sustain hospitable organizational and system environments for effective services Develop functional data systems that can be used to inform decision- making Organization Drivers

32 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers © Fixsen & Blase, 2008 Implementation Drivers: Organization

33 Leadership Drivers Purpose Identifying “wicked” problems and applying effective strategies to address those problems Leadership Drivers

34 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Drivers Organization Drivers Implementation Drivers: Leadership © Fixsen & Blase, 2008 Leadership AdaptiveTechnical

35 Reflection How will knowledge of Drivers inform your future practice? Drivers

36 Cycles

37 Improvement Cycles New approaches need New Ways of Work Transparent, protocol-driven feedback loops and processes Aligned policies, funding, guidance to support new ways of work There are no administrative decisions, they are all education quality decisions. Cycles

38 Types of Improvement Cycles Plan-Do-Study-Act Cycles Rapid cycle problem solving Usability testing Practice-policy communication cycles

39 Communication & Policy Analysis Facilitative System Level StateRegionDistrictSchoolClassroom Hindering Adapted from NIRN Improvement Cycle Analysis Worksheet

40

41 Improvement Cycles: Usability Testing Plan Study Act Plan DoStudy Act Plan DoStudy Act Do

42 Reflection How will knowledge of Cycles inform your future practice? Cycles

43 Teams

44 Implementation Teams Implementation Teams ARE NOT Committees Advisory Groups Implementation Teams DO Know the innovation – the WHAT Know and use implementation science and best practices – the HOW Use 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. Teams

45 “We tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved.” —Senge, 1990 Linked Team Structures School-based Implementation Team School-based Implementation Team District-based Implementation Team District-based Implementation Team Regionally-based Implementation Team State-based Implementation Team State-based Implementation Team Decision- makers: Data, Curriculum, Funding, Personnel

46 Impl. TeamNO Impl. Team Effective Making it Happen IMPLEMENTATION INTERVENTION 80%, 3 Yrs 14%, 17 Yrs Balas & Boren, 2000 Green & Seifert, 2005 Fixsen, Blase, Timbers, & Wolf, 2001 Letting it Happen Helping it Happen Implementation Teams

47 Focus on: Increasing “buy-in” and readiness, Installing and sustaining the implementation infrastructure, Assessing and reporting on fidelity and outcomes, Building linkages with external systems, and Problem-solving and promoting sustainability.

48 Implementation Teams Core Competencies: Knowledge and understanding of the selected program or innovation including the linkage of components to outcomes. Knowledge of implementation science and best practices for implementation, and Applied experience in using data for program improvement.

49 Practice-Policy Communication Cycle Policy Practice Policy Enables Practices Plan Do External Implementation Support Policy Practice Structure Procedure Practice Informs Policy Feedback Study - Act FORM SUPPORTS FUNCTION

50 Reflection How will knowledge of Cycles inform your future practice? Teams

51 TOOLS & RESOURCES

52 Getting Started: Tools & Resources Hexagon Tool Initiative Inventory The Active Implementation Hub Quick Start Video

53 Hexagon Tool

54 Initiative Inventory

55 Activity Think 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.

56 STATE IMPLEMENTATION WORK

57

58 District & School Transformation Office of Early Learning K-3 Literacy Curriculum & Instruction Federal Programs Educator Effectiveness Accountability Communication & Visibility Professional Development Technical Assistance Evaluation & Research Exceptional Children

59 Implementation Quick Start What does this work mean? https://unc-fpg-cdi.adobeconnect.com/_a /ai-lesson- quickstart/ https://unc-fpg-cdi.adobeconnect.com/_a /ai-lesson- quickstart/

60 Heather Reynolds State Implementation Specialist & Data Analyst NC Department of Public Instruction


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