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IMPLEMENTATION SCIENCE
OVERVIEW
Destination Transformation
Nash-Rocky Mount Public Schools
Heather Reynolds
June 17, 2014
CONTEXT & RATIONALE
Activity
Successful
Implementation
Unsuccessful
Implementation
Implementation Gap
RESEARCH PRACTICEGAP
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.”
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
OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,
and Use new Skills in the Classroom
TRAINING
COMPONENTS
Knowledge SkillDemonstration
Use in theClassroom
Theory and Discussion 10% 5% 0%
..+Demonstration in Training 30% 20% 0%
…+ Practice & Feedback in
Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
—Joyce and Showers, 2002
Implementation MathFormula for Success
WHAT: Effective
Interventions
HOW: Effective
Implementation
WHERE: Supportive Contexts
WHY: Positive
Outcomes for Students
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
IMPLEMENTATION FRAMEWORKS
TeamsCycles
DriversStages
UsableInterventions
Active Implementation Frameworks
UsableInterventions
Usable Interventions
Operational Definitions
ClearDescription
PerformanceAssessment
EssentialFunctions
ClearDescription
Usable Interventions
• Philosophy, Values and Principles
• Inclusion and Exclusion Criteria
Usable Interventions
• Clear description of the features that must be present to say that a program exists in a given location
• Core components
EssentialFunctions
Operational Definitions
• Describe each core component in terms that can be taught, learned, done in practice, and assessed in practice
• Practice Profiles
Operational Definitions
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
PerformanceAssessment
UsableInterventions
Reflection
How will knowledge of Usable Interventions inform your future practice?
Implementation Stages
Exploration Installation Initial Implementation
FullImplementation
2-4 Years
• Assess needs• Examine
intervention components
• Consider Implementation Drivers
• Assess Fit
• Acquire Resources
• Prepare Organization
• Prepare Implementation Drivers
• Prepare Staff
• AdjustImplementation Drivers
• Manage Change• Deploy Data
Systems• Initiate
Improvement Cycles
• Monitor & Manage Implementation Drivers
• Achieve Fidelity & Outcome Benchmarks
• Further Improve Fidelity & Outcomes
Stages & Implementation
• Buy-in• Based on assessment of
needs• Fit and feasibility• Clear understanding of
the core components of the innovation
Exploration
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
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
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
Stages
Reflection
• How will knowledge of Stages inform your future practice?
Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers
Organization D
rivers
Organization D
rivers
Implementation Drivers
© Fixsen & Blase, 2008Leadership
Adaptive Technical
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
Core Implementation
Components
© Fixsen & Blase, 2008
Positive Outcomes for Students
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
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
Competency Drivers
• Build competency and confidence
• Develop, improve and sustain competent & confident use of innovations
Com
pete
ncy
Driv
ers
Performance Assessment(Fidelity)
Coaching
Training
Selection Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers
© Fixsen & Blase, 2008
Implementation Drivers: Competency
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 D
rivers
Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers
Organization D
rivers
Organization D
rivers
© Fixsen & Blase, 2008
Implementation Drivers: Organization
Leadership Drivers
• Purpose• Identifying “wicked”
problems and applying effective strategies to address those problems
Leadership Drivers
Performance Assessment(Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers
Organization D
rivers
Organization D
rivers
Implementation Drivers: Leadership
© Fixsen & Blase, 2008Leadership
Adaptive Technical
Reflection
• How will knowledge of Drivers inform your future practice?
Drivers
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
Types of Improvement Cycles
Plan-Do-Study-Act Cycles• Rapid cycle problem
solving • Usability testing • Practice-policy
communication cycles
Communication & Policy Analysis
Facilitative
System Level
State
Region
District
School
Classroom
Hindering
Adapted from NIRN Improvement Cycle Analysis Worksheet
Improvement Cycles: Usability Testing
Plan
Study
Act Plan
DoStudy
Act Plan
DoStudy
Act
Do
Reflection
• How will knowledge of Cycles inform your future practice?
Cycles
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
“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-basedImplementation Team
School-basedImplementation Team
District-basedImplementation Team
District-basedImplementation Team
Regionally-basedImplementation Team
State-basedImplementation Team
State-basedImplementation Team
Decision-makers:
Data, Curriculum,
Funding, Personnel
Impl. Team NO Impl. Team
Effective
Making it Happen
IMPLEMENTATION
INT
ER
VE
NT
ION
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
Implementation Teams
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.
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.
Practice-Policy Communication Cycle
Policy
Practice
Po
licy En
ables P
ractices
Plan
DoEx
tern
al I
mp
lem
enta
tio
n S
up
po
rt Policy
Practice
Structure
Procedure
Pra
ctic
e In
form
s P
oli
cy
Fee
db
ack
Stu
dy - A
ct
FORM SUPPORTS FUNCTION
Reflection
• How will knowledge of Cycles inform your future practice?Teams
TOOLS & RESOURCES
Getting Started: Tools & Resources
• Hexagon Tool• Initiative Inventory
• The Active Implementation Hub• Quick Start Video
Hexagon Tool
Initiative Inventory
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.
STATE IMPLEMENTATION WORK
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
Implementation Quick Start
• What does this work mean?
• https://unc-fpg-cdi.adobeconnect.com/_a992899727/ai-lesson-quickstart/
Heather Reynolds
State Implementation Specialist & Data Analyst
NC Department of Public Instruction
http://ncimplementationscience.ncdpi.wikispaces.net
