Effective Implementation: Initial Implementation http://goo.gl/cwJ1O4

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

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

“Students cannot benefit from interventions they do not experience.” Rationale RESEARCH IMPLEMENTATION PRACTICE GAP Why do we have to pay attention to implementation practice? “Students cannot benefit from interventions they do not experience.”

Formula for Success Implementation Math WHAT: Effective Interventions HOW: Effective Implementation WHERE: Supportive Contexts WHY: Positive Outcomes for Students We know that for implementation to be successful, we must have all three (effective interventions, effective implementation, and supportive contexts) in place to get positive outcomes for students. Just like with multiplication, if any of these three factors are “0” then the outcome will also be “0”

Active Implementation Frameworks Stages Drivers Usable Interventions Cycles There are five frameworks in the Implementation Science model – let’s review them quickly Teams

Linked 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, 1990 School-based Implementation Team District-based Regionally-based State-based Decision-makers: Data, Curriculum, Funding, Personnel To ensure appropriate support, we need to not work just in teams, but in linked teams. A good communication flow between levels of teams leads to effective and efficient implementation by providing a structure for barriers or challenges identified along the way to be pushed up to the team that can problem-solve to remove the barrier

Performance Assessment Usable Interventions Performance Assessment Operational Definitions Essential Functions To be truly usable, interventions must be well-defined in ways that implementers can understand what is expected of them. Being able to describe what the intervention should look like in action is critical to high fidelity implementation. Clear Description

Implementation Drivers Performance Assessment (Fidelity) Coaching Systems Intervention Training Organization Drivers Facilitative Administration Competency Drivers Each of the drivers plays a role in ensuring success of implementation. Competency drivers are about making sure implementers have the knowledge and skills to implement as intended, but without organizations that are good host environments, and leadership capable of solving both technical and adaptive challenges, implementation won’t be successful Selection Decision Support Data System Leadership Adaptive Technical © Fixsen & Blase, 2008 10

Improvement Cycles: Usability Testing Plan Study Act Do Anytime we are trying new things, we can expect unanticipated challenges to arise. If we enter implementation with the mindset that we are engaging in a continuous improvement process, we can be prepared for making changes along to way as the data informs our process. 11

Implementation Stages Initial Implementation Exploration Installation Initial Implementation Full Implementation Assess needs Examine intervention components Consider Implementation Drivers Assess Fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare Staff Adjust Implementation Drivers Manage Change Deploy Data Systems Initiate Improvement Cycles Monitor & Manage Implementation Drivers Achieve Fidelity & Outcome Benchmarks Further Improve Fidelity & Outcomes Finally, Implementation doesn’t occur all at once. By paying close attention to the stages of implementation, we can focus our work, anticipate challenges, and prepare for what’s coming next. 2-4 Years

Initial Implementation “Work to do it right.” The “awkward stage” The first use of an innovation by newly trained teachers in a school and district environment that is just learning how to support the new ways of teaching. Later in the stage, will also require balancing multiple cohorts. During this stage, staff are attempting to use and apply the newly learned skill, practice or program. This is a fragile stage where the difficulties and challenges encountered in change can result in staff falling back to old ways and habits. We can not wait for everything to be perfect before getting started… we have laid the groundwork, now we need to get started and then work at getting better using the communication loops that were established in the installation stage. The motto for Initial Implementation is “Get started, then get better!”  To play an instrument, learn to drive, or initiate anything requiring new skills, we know it will take time to become good at it.  However, until you actually begin, you will not know your strengths or what needs additional attention.  Get started, then get better!    Questions to Consider: Is it working? Are we doing it right?

Initial Implementation “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 Initial Assessment of Selection, Training, and Coaching- use this stage to learn what works and what needs to be adjusted for the next cohort of staff. Classroom data, observations of instruction, and teacher reports further inform what, if any, changes are needed in future trainings and coaching routines.  This allows for adjustment before moving into the full implementation stage.   Ensure Coaching is Provided As we learned earlier, research is clear about the need for coaching in order to bring new practices into the classroom.  Training alone will not translate into classroom use of skills.  After training ends, educators continue to receive guided practice with feedback and support to build their confidence and competence as they move closer to full and effective use of the innovation.  During the Exploration and Installation Stages a coaching service delivery plan is developed.  The plan details the coach’s frequency of observations, methods of support, and routines for providing constructive feedback in a safe environment. Repurposing of school roles, functions, and structures In earlier stages, the Implementation Team and leadership determined how schools and classrooms (e.g. scheduling, staffing) might need to change to create a hospitable environment for teachers and staff using the innovation.  During the Initial Implementation Stage, the plan is put into action.  Since no plan is complete, unanticipated changes will add to the “awkward” moments as adjustments to the plan occur.   Resolve systems issues The initial implementation stage is an important time to monitor outcomes, identify barriers and challenges and to develop plans to move initiatives forward to assure outcomes are achieved. Communication As this new process unfolds, all stakeholders need to stay in communication to maintain the flow of information.  During the Initial Implementation Stage, teams are tapping resources, staff members are spending time and energy on the new way of business, and frustrations can run high.  To maintain “buy-in” it is crucial to keep everyone “in the loop” by providing updates on progress, a venue for questions, and opportunities for clarifications and problem-solving.

Initial Implementation Example

Tools & Resources

Tools & Resources http://ncimplementationscience.ncdpi.wikispaces.net/EC+Institute+-+Initial+Implementation http://ncimplementationscience.ncdpi.wikispaces.net/Initial+Implementation+Resources The Active Implementation Hub Quick Start Video Stages of Implementation Analysis for Education by NIRN/SISEP

DCA

Activity: Coaching System Checklist http://ncimplementationscience.ncdpi.wikispaces.net/file/view/Coaching+System+Checklist.2016-03.docx

General Supervision SPP/APR Data Collection Dispute Resolution System Policies, Practices and Procedures Monitoring Activities Improvement, Correction, Incentives, & Sanctions Targeted Technical Assistance Fiscal Management NCDPI has the responsibility to ensure that all children with disabilities receive FAPE. The comprehensive general supervision system: 1. Supports practices that improve educational results and functional outcomes for children and youth with disabilities; Uses multiple methods to identify and correct noncompliance; and Utilizes mechanisms to encourage and support improvement and enforce compliance. (make connections to this PD)

Continuum of Transitions SSIP: Focus for Improvement Academics Continuum of Transitions Behavior Engagement So while General Supervision defines the responsibilities of the EC Division and of LEA EC services, the State Systemic Improvement Plan, or SSIP, focuses specifically on improvement in graduation rates for students with disabilities. To accomplish that goal, the EC Division has identified broad root causes to inform our focus statewide on Academics, Behavior, and the Continuum of Transitions. For each of these, it will be necessary to consider how we are addressing engagement of students, staff, families, and communities. This framework allows you to inform, explain and make connections between Academics, Behavior, Continuum of Transitions and Engagement to increase the success of every student. Engagement efforts should encourage students and families to be involved in the process from PreK through adulthood.

Continuum of Transitions This Professional Learning Supports Improved Graduation Rate for Students with Disabilities by: Academics 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 Behavior 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 Engagement This slide lists some specific considerations for improving academics, behavior, and the transition continuum. This professional learning supports: (highlight areas) by (direct connections) Continuum of Transitions 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

Contacts: Alicia Miller, Wake County Public School System amiller3@wcpss.net Jami Graham, Race to the Top – Early Learning Challenge, NCDPI Jami.graham@dpi.nc.gov Laura Winter, MTSS Consultant, NCDPI Laura.winter@dpi.nc.gov Heather Reynolds, State Implementation Specialist & Data Analyst, NCDPI heather.reynolds@dpi.nc.gov NCImplementationScience@dpi.nc.gov http://ncimplementationscience.ncdpi.wikispaces.net