EFFECTIVE IMPLEMENTATION: INSTALLATION

NC Implementation Structures State Implementation Team: C&V, PD, TAC, RE State Implementation Team: C&V, PD, TAC, RE Leadership and Policy Implementation Design Team

NC Implementation Structures State Implementation Team Leadership and Policy Implementation Design Team MTSS K-3 Formative Assessment LEASA

Rationale RESEARCH PRACTICE GAP IMPLEMENTATION “Students cannot benefit from interventions they do not experience.”

Implementation Quick Start What does this work mean? quickstart/ quickstart/

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

TeamsCycles DriversStages Usable Interventions Active Implementation Frameworks

“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

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

Usable Interventions Operational Definitions Clear Description Performance Assessment Essential Functions

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

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

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

Begins when there is a decision to move ahead with the innovation. Plans for the changes and develops systems to accommodate and fully support implementation Establishes a team charged with the implementation process Installation “Work to do it right.”

Installation “Work to do it right.” To build capacity, you must: Identify organizational and structural supports needed Select the first practitioners Develop selection protocols Evaluate readiness of data systems Establish communication links and protocols Build your training and coaching capacity

INSTALLATION EXAMPLE ROADMAP FROM EXPLORATION TO INSTALLATION

Stages of Implementation

Exploration: Usability Study Needs Fit Resource Availability Evidence Capacity to Implement Readiness for Replication Chatham County District Implementation Team Formation of District Implementation Team (DIT) (using selection criteria) District Initiative Inventory – does this fit with our district’s priorities? Is Implementation Science a good fit with our district? Quick Start Video and discussion. “Should we do it?”

Exploration: Usability Study Needs* Fit Resource Availability Evidence* Capacity to Implement Readiness for Replication Chatham County District Implementation Team Partnership Agreement – do we agree and are we ready to fulfill our role? What is a Regional Implementation Team (RIT) and what is their role? Elevator Speech – do we know what this initiative is and is it a fit for us? DIT review of Practice Profile expectations. “Should we do it?”

“Work to do it right.” Identify organizational and structural supports needed Select the first practitioners Develop selection protocols Evaluate readiness of data systems Establish communication links and protocols Build your training and coaching capacity Chatham County District Implementation Team Development of selection protocols for building teams Focus on teaming structure and building of infrastructure for implementation Developed a Terms of Reference for the DIT, which includes communication protocols and is revisited and updated (grows with the work of the team) Focus on training and coaching capacity/readiness for change using Ai Hub: facilitative administration videos Installation: Usability Study

“Work to do it right.” Identify organizational and structural supports needed Select the first practitioners Develop selection protocols Evaluate readiness of data systems Establish communication links and protocols Build your training and coaching capacity Chatham County District Implementation Team Created DIT Work groups and focused on capacity building at district level: Communication, Professional Development, Research & Evaluation, Coaching aligned with state work groups. Each workgroup developed and refined plans: communication protocol and feedback loop refined, training plan refined, data collection and use discussed and refined, coaching still under development. Evaluated readiness through self- assessment: District Capacity Assessment (DCA). Used DCA to analyze readiness to move to initial implementation and set team goals for next stage. Installation: Usability Study

Initial Implementation: Usability Study “Work to do it right.” Initial assessment of selection, training, and coaching Ensure coaching is provided Repurposing of school roles, functions and structures Communication links and protocols Chatham County District Implementation Team Use of assessment data: District Capacity Assessment (DCA). Implemented tasks from team goals which involved repurposing some roles and building meeting structures for Building Implementation Teams. Ongoing refinement of communication protocol: development of Building Implementation Team input document (Grows/Glows for feedback loop). Began problem-solving at DIT level with input data utilizing modified TIPS model.

Initial Implementation: Usability Study “Work to do it right.” Initial assessment of selection, training, and coaching Ensure coaching is provided Repurposing of school roles, functions and structures Communication links and protocols Chatham County District Implementation Team Gathering and analyzing training evaluation data to determine next steps for training and coaching development. Immediate next steps – data-determined on site coaching at the building level utilizing BIT feedback loop document (Grows/Glows).

NC K-3 Usability and Validity Study Partner Districts: Spring 2016* Chatham County Schools Dare County Schools Elizabeth City-Pasquotank Public Schools Harnett County Schools Swain County School District Winston-Salem/Forsyth County Schools * Clinton City Schools and Iredell-Statesville Schools are joining the study in Fall of 2016.

Improvement Cycles: Usability Testing The Office of Early Learning is collaborating with a team of researchers at UNCC during the Usability and Validity Study of the NC K-3 Formative Assessment Process. The UNCC research team is gathering and analyzing the usability study data to inform planning for scaling up and implementation.

TOOLS & RESOURCES

Tools & Resources +Institute+-+Installation +Institute+-+Installation allation+Resources allation+Resources The Active Implementation Hub Quick Start Video Stages of Implementation Analysis for Education by NIRN/SISEP Stages of Implementation Analysis for Education by NIRN/SISEP

If you haven’t yet: Practice Profiles Lesson 3: Practice Profiles Provide clear definitions and descriptions of developmental variations of an implementation Examples Assessment Assessment

Practice Profiles Lesson

DCA

Activity: Selection Criteria Selection Criteria Example Selection Criteria Planning Worksheet

General Supervision SPP/APR Data Collection Dispute Resolution System Policies, Practices and Procedures Monitoring Activities Improvement, Correction, Incentives, & Sanctions Targeted Technical Assistance Fiscal Management

Academics Continuum of Transitions Behavior SSIP: Focus for Improvement Engagement

This Professional Learning Supports Improved Graduation Rate for Students with Disabilities by: Active implementation of evidence-based instruction, preK through secondary Local capacity building Technical and adaptive leadership Comprehensive and efficient assessment system Student, Family, Staff, and Community Engagement Academics Active implementation of evidence-based behavioral programming, preK through secondary Local capacity building Culturally responsive instruction Positive school/class climate Comprehensive and efficient assessment system Student, Family, Staff, and Community Engagement Behavior Active implementation of evidence-based transition practices, preK to post- secondary Local capacity building Systemic and coordinated supports (including wraparound), preK to post-secondary Consistent attendance Extracurricular and/or employment opportunities Student, Family, Staff, and Community Engagement Continuum of Transitions Engagement

Contact: Cynthia Dewey Race to the Top – Early Learning Challenge, NCDPI State Implementation Team Heather Reynolds State Implementation Specialist & Data Analyst, NCDPI or