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Implementation Science overviewContext & RationaleActivityImpleMap 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?

3Implementation GapRESEARCHPRACTICEGAPImplementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions. IMPLEMENTATIONWhy Focus on Implementation?Students cannot benefit from interventions they do not experience.Business as Usual: ImpactDo not Result in Implementation as Intended (used alone)Diffusion/ Dissemination of informationTraining Passing laws/ mandates/ regulationsProviding funding/ incentivesOrganization change/ reorganization5 to 10% return on investment

NECESSARY BUT NOT SUFFICIENTPaul Nutt (2002). Why Decisions FailOUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use new Skills in the Classroom

TRAININGCOMPONENTSKnowledgeSkillDemonstrationUse in theClassroomTheory and Discussion10%5%0%..+Demonstration in Training30%20%0%+ Practice & Feedback in Training60%60%5%+ Coaching in Classroom95%95%95%Joyce and Showers, 2002Implementation MathFormula for SuccessWHAT: Effective InterventionsHOW: Effective Implementation WHERE: Supportive Contexts WHY: Positive Outcomes for StudentsPlanning for ChangePoint of entry is District, not schoolUse short-term infusion of resources Establish long-term, district-based capacity for qualityMust focus on the program/practice/initiative/IT and the framework for installation

Implementation FrameworksTeamsCyclesDriversStagesUsableInterventionsActive Implementation FrameworksUsableInterventionsUsable InterventionsOperational DefinitionsClearDescriptionPerformanceAssessmentEssentialFunctions12ClearDescriptionUsable InterventionsPhilosophy, Values and PrinciplesInclusion and Exclusion Criteria

13Usable InterventionsClear description of the features that must be present to say that a program exists in a given location

Core components

EssentialFunctions14Operational DefinitionsDescribe each core component in terms that can be taught, learned, done in practice, and assessed in practice

Practice ProfilesOperational Definitions15Performance AssessmentProvides evidence that the program is being used as intended and is resulting in the desired outcomes FidelityPractical enough to repeat time and time againPerformanceAssessment16UsableInterventionsReflectionHow will knowledge of Usable Interventions inform your future practice?StagesImplementation StagesExplorationInstallationInitial ImplementationFullImplementation2-4 YearsAssess needsExamine intervention componentsConsider Implementation DriversAssess FitAcquire ResourcesPrepare OrganizationPrepare Implementation DriversPrepare StaffAdjustImplementation DriversManage ChangeDeploy Data SystemsInitiate Improvement CyclesMonitor & Manage Implementation DriversAchieve Fidelity & Outcome BenchmarksFurther Improve Fidelity & Outcomes19Stages & ImplementationBuy-inBased on assessment of needsFit and feasibilityClear understanding of the core components of the innovation

ExplorationThe goal of the Exploration Stage is to examine the degree to which a particular program or innovation meets the school or districts needs and whether implementation is feasible. In this stage, schools and districts must assess the goodness of fit between potential programs and innovations, and the needs of the students they serve.For example a school or district would assess the fit between and potential evidence-based practices and the academic, behavioral, and health needs of the students they serve.Requirements for implementation must be carefully assessed and potential barriers to implementation examined. Key activities during exploration include getting key stakeholders involved, forming an implementation team, and identifying potential programs. Its also important to ensure that core intervention components of potential programs are identified and well operationalized. Even with existing evidence-based and evidence-informed practices, more program development work might need to be done before implementation decisions to move forward can be made.

2012 Karen A. Blase and Dean L. Fixsen20Stages & ImplementationDeveloping communication pathwaysEnsuring adequate allocation of time and resourcesDeveloping team competencyDevelop staff competencyTraining, coaching, and data systems are developed and utilized

InstallationThe Installation Stage begins as the decision is made to move ahead.The Installation Stage is often overlooked in implementation. Practical preparations needed to initiate the new program or innovation are central to the Installation Stage. Once a decision is made to adopt a program or innovation, changes often must be made in multiple settings and systems to accommodate and fully support the new practice, program or innovation. These can include practical activities such as:developing communication protocols,ensuring financial and human resources are in place,finding or reallocating physical space, and/orpurchasing equipment and technology.In addition, developing the knowledge, skills and abilities of teachers and administrators is a key function of the Installation Stage. This means that training, coaching, and data systems are conceptualized, created, or purchased. And that those expected to implement the new program or practices receive the training and support needed. Well prepared teachers are more likely to feel confident and to be able to implement new programs and practices with fidelity.

2012 Karen A. Blase and Dean L. Fixsen21Stages & ImplementationProvision for coaching is criticalContinuous problem-solving and modification based on data/needsRegular evaluation of implementation of core concepts

Initial ImplementationThe Initial implementation Stage begins when the new program or practice is first being put to use.Attempts to implement a new program or innovation often falter (or end) during installation or initial implementation. This is because everyone is learning and challenges emerge as the status quo is changed. Key activities during this stage include intensive coaching to help practitioners through this awkward stage. And as problems emerge the team develops and engages in strategies to promote continuous improvement and rapid- cycle problem solving. In addition, data are used to assess the quality of implementation, identify problems and solutions, and inform decision making. It is critical to address barriers and develop systemic solutions quickly rather than allowing problems to re-emerge and reoccur. The processes for doing so are discussed later in the Improvement Cycles section. 2012 Karen A. Blase and Dean L. Fixsen22Stages & ImplementationInfrastructure to support teachersStaff skillfully implements practicesData is continuously used to guide implementation and improvementImplementation has been integrated at all levels

Full ImplementationFull implementation occurs as teachers skillfully provide new programs and outcomes are achieved. New learning at all levels becomes integrated into classroom, building and district settings. In full implementation, the processes and procedures to support the new way of work are in place. The system has largely been recalibrated to accommodate and support the new ways of work.The time it takes to move from initial implementation to full implementation will vary depending upon the complexity of the new program or innovation as well as the development of the infrastructure to support teachers and the availability of implementation supports and resources. 2012 Karen A. Blase and Dean L. Fixsen23StagesReflectionHow will knowledge of Stages inform your future practice?

DriversPerformance Assessment(Fidelity) CoachingTrainingSelectionSystems InterventionFacilitative AdministrationDecision Support Data SystemCompetency DriversOrganization Drivers

Implementation Drivers Fixsen & Blase, 2008LeadershipAdaptiveTechnical26Implementation DriversHelp 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 situation

DriversCore Implementation Components Fixsen & Blase, 2008Positive Outcomes for StudentsCompetency DriversOrganization DriversLeadershipEffective Educational PracticesHow:What: Why:Capacity to provide direction and visionStaff capacity to support children/families with the selected practicesInstitutional capacity to support teachers & staff in implementing practices with fidelityCompetency DriversBuild competency and confidenceDevelop, improve and sustain competent & confident use of innovationsCompetency DriversCompetency drivers are activities to develop, improve, and sustain teachers and administrators ability to 1) put programs and innovations into practice, to 2) benefit the students.The four competency drivers include: selection, training, coaching and performance assessment. Collectively they can effectively provide professional development that makes a difference for both teachers and students.

2012 Karen A. Blase and Dean L. Fixsen29Performance Assessment(Fidelity) CoachingTrainingSelectionCompetency Drivers Fixsen & Blase, 2008Implementation Drivers: CompetencySelectionEffective staffing requires the specification of required knowledge, skills and abilities that relate to program-specific needs. This means specifying skills and abilities that are pre-requisites for the work ahead and determining those that will be developed once the person is hired. The criteria initially are used to select candidates among those already employed in a school or district who will be among the first to implement the innovation. Subsequently, each new hiring opportunity is an opportunity to select with implementation in mind.Once requirements have been identified, schools and districts must identify methods for recruiting candidates who possess these skills and abilities, as well protocols for interviewing and criteria for selecting teachers, administrators and even program or practice leads.Training Teachers, administrators and staff need to learn when, how, and with whom to use new skills and practices. Training should: provide information related to the theory and underlying values of the program or innovation,use training processes grounded in adult learning theory to actively engage participants,introduce the components of and rationales for key practices, andprovide opportunities to practice and re-practice new skills and receive feedback in a safe and supportive training environment.Coaching Most new skills can be introduced in training, but must be practiced and mastered on the job. Coaching is the key. Districts and schools should: actively develop and implement coaching service delivery plans that detail how often, where, when, with whom, and why coaching will occur,use multiple sources of data to provide feedback to practitioners and always include direct observation, and,use coaching data and information from coaches to inform training improvements and improve organizational supportsPerformance (Fidelity) Assessment Implementing the evidence-based program or innovation as intended is the outcome of selection, training and coaching. This means that the entire organization is accountable for instructional or program quality. Teachers are not in it alone. Districts and schools should develop and implement transparent fidelity assessments, use multiple sources of data to assess fidelity, institute positive recognition so assessments are seen as an opportunity to improve fidelity and use fidelity assessment data to improve practice fidelity, organizational and system supports.

30Organization DriversChange Organizations and SystemsCreate and sustain hospitable organizational and system environments for effective servicesDevelop functional data systems that can be used to inform decision-making

Organization DriversNow let's turn to the Organization Drivers.Organization Drivers are used to intentionally develop the supports and infrastructures needed to create a hospitable environment for new programs and innovations. These supports may need to be developed across the building and district levels. Lets briefly touch on each component.

2012 Karen A. Blase and Dean L. Fixsen31Performance Assessment(Fidelity) CoachingTrainingSelectionSystems InterventionFacilitative AdministrationDecision Support Data SystemCompetency DriversOrganization Drivers

Fixsen & Blase, 2008Implementation Drivers: OrganizationDecision-Support Data Systems Better decisions are made when data are available to inform the decision-making process. A functional decision-support data system includes: quality assurance data, fidelity data and outcome data. Data need to be reliable, reported frequently, built into every day routines, accessible at the classroom and building levels and used to make decisions at the student, teacher, and building level.Facilitative Administration Administrators drive decision making. They make use of a wide range of data to inform decision making to support the overall implementation processes as well as keep staff organized and focused on achieving the desired outcomes. Administrators need to be committed to facilitating the development of an organization that is committed to the new program. This means that administrators and their teams proactively look for ways to: identify and effectively address challenges,develop clear communication protocols and functional feedback loops,adjust and develop policies, procedures, and guidelines to support the new way of work, andreduce administrative barriers to using the program as intended.Systems Interventions System Interventions are strategies to work with external systems or levels of the education system that are not under the direct control of the administrators. Systemic issues and barriers that need to be addressed at a level above the organization need to be identified, communicated to relevant system partners, and resolved. For example, there are issues that cannot be resolved at the building level and must be addressed by the district. Similarly there are issues that the district cannot address without the support and engagement of the state department of education. Resources, regulations, and systems supports at each level need to be aligned to support implementation.

32Leadership DriversPurposeIdentifying wicked problems and applying effective strategies to address those problemsLeadership DriversLeadership is foundational to the work of implementation. Volumes have been written about effective leadership and there is strong agreement about the importance of knowledgeable and engaged leadership. Within this Active Implementation Framework we will be focused on the role rather than the authority position of a leader. And on technical and adaptive leadership strategies because there is some data to indicate that the ability to engage in such leadership impacts student achievement. This does not mean that many other aspects of leadership are not important. 2012 Karen A. Blase and Dean L. Fixsen33Performance Assessment(Fidelity) CoachingTrainingSelectionSystems InterventionFacilitative AdministrationDecision Support Data SystemCompetency DriversOrganization Drivers

Implementation Drivers: Leadership Fixsen & Blase, 2008LeadershipAdaptiveTechnical34ReflectionHow will knowledge of Drivers inform your future practice?

DriversCyclesImprovement CyclesNew approaches need New Ways of WorkTransparent, 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.

CyclesTypes of Improvement CyclesPlan-Do-Study-Act CyclesRapid cycle problem solving Usability testing Practice-policy communication cycles38While 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.

Communication & Policy AnalysisAdapted from NIRN Improvement Cycle Analysis Worksheet 2012 Karen A. Blase and Dean L. Fixsen39

Improvement Cycles: Usability TestingPlanStudyActPlanDoStudyActPlanDoStudyActDo41ReflectionHow will knowledge of Cycles inform your future practice?

CyclesTeamsImplementation TeamsImplementation 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 missionEngage in the right work at the right level at the right time.

TeamsWe tend to focus on snapshots of isolated parts of the system and wonder why our deepest problems never seem to get solved. Senge, 1990Linked Team StructuresSchool-basedImplementation TeamDistrict-basedImplementation TeamRegionally-basedImplementation TeamState-basedImplementation TeamDecision-makers: Data, Curriculum, Funding, Personnel45Impl. TeamNO Impl. TeamEffective Making it HappenIMPLEMENTATIONINTERVENTION80%, 3 Yrs14%, 17 YrsBalas & Boren, 2000 Green & Seifert, 2005Fixsen, Blase, Timbers, & Wolf, 2001Letting it Happen Helping it HappenImplementation TeamsBalas & Boren, 2000Implementation TeamsFocus on:Increasing buy-in and readiness,Installing and sustaining the implementation infrastructure,Assessing and reporting on fidelity and outcomes,Building linkages with external systems, andProblem-solving and promoting sustainability.

Too often innovations rely on just a champion or two. And those champions can move on to new challenges or burn out. So innovations come and go with individuals. An advantage of relying on implementation teams is that the team collectively has the knowledge, skills, abilities, and time to succeed and sustain the work. The team embodies the capacity needed to implement well and maintain and improve programs and practices over time and across staff. 2012 Karen A. Blase and Dean L. Fixsen47Implementation TeamsCore 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, andApplied experience in using data for program improvement.

2012 Karen A. Blase and Dean L. Fixsen48Practice-Policy Communication Cycle PolicyPracticePolicy Enables PracticesPlanDoExternal Implementation SupportPolicyPracticeStructureProcedurePractice Informs PolicyFeedbackStudy - ActFORM SUPPORTS FUNCTIONReflectionHow will knowledge of Team Structure inform your future practice?

TeamsTools & ResourcesGetting Started: Tools & ResourcesHexagon ToolInitiative Inventory

Practice ProfileDistrict Capacity Assessment

The Active Implementation HubQuick Start VideoHexagon Tool

Initiative Inventory

Practice Profileshttp://implementation.fpg.unc.edu/modules-and-lessonsLesson 3: Practice Profiles

Provide clear definitions and descriptions of developmental variations of an implementation

Exampleshttp://mtss.ncdpi.wikispaces.net/Practice+Profiles http://ncimplementationscience.ncdpi.wikispaces.net/LEA+Self-Assessment DCA

ActivityThink 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. State Implementation work

District & School TransformationOffice of Early LearningK-3 LiteracyCurriculum & InstructionFederal ProgramsEducator EffectivenessAccountabilityCommunication & VisibilityProfessional DevelopmentTechnical AssistanceEvaluation & ResearchExceptional ChildrenImplementation Quick StartWhat does this work mean?

https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson-quickstart/

Heather ReynoldsState Implementation Specialist & Data AnalystNC Department of Public Instruction

heather.reynolds@dpi.nc.govNCImplementationScience@dpi.nc.gov

http://ncimplementationscience.ncdpi.wikispaces.net