1. Effective Implementation: Initial Implementation

2. 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

3. 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

4. “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.”

5. 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”

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

7. 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

8. 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

9. 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

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

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

12. 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?

13. 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.

14. Initial Implementation Example

15. Tools & Resources

16. Tools & Resources
The Active Implementation Hub
Quick Start Video
Stages of Implementation Analysis for Education by NIRN/SISEP

17. DCA

18. Activity: Coaching System Checklist

19. 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)

20. 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.

21. 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

22. Contacts:
Alicia Miller, Wake County Public School System Jami Graham, Race to the Top – Early Learning Challenge, NCDPI Laura Winter, MTSS Consultant, NCDPI Heather Reynolds, State Implementation Specialist & Data Analyst, NCDPI