“System-wide change will only happen if there are multiple drivers, multiple partnerships, multiple teams and many individuals working together in new ways to create a new culture.” -Alma Harris (2010)
SISEP Active Implementation Hub: Online Modules and Resources. "This is a free, online learning environment for use by any stakeholder involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice.”
Overview of Stage-Based Measures of Implementation Components (PDF, SISEP, 11/2011). This table outlines the stage-based assessments of implementation activities in practice, to be used (modeled) by Regional Implementation Team members during District or project work with District Implementation Teams or Project Teams in the State Department of Education. Subsequently useful to District Leadership and Implementation Team members as they work with groups of schools or building leadership and implementation teams.
ImpleMapping. Exploration Stage Assessment of Implementation Capacity (PDF, SISEP, 11/2010). This is part of SISEP's series of Stage-Based Measures of Implementation Components.
Installation Stage Assessment (PDF, SISEP, 2/2011). This is part of SISEP's series of Stage-Based Measures of Implementation Components.
Installation Stage Action Planning Guide for Implementation (PDF, SISEP, 2/2011). This is part of SISEP's series of Stage-Based Measures of Implementation Components.
Full Implementation Stage Assessment (PDF, SISEP, 2/2011). This is part of SISEP's series of Stage-Based Measures of Implementation Components.
Stages of Implementation Analysis (PDF, SISEP, Adapted 1/2012). This tool provides the team with the opportunity to plan for and/or assess the use of stage-based activities to improve the success of implementation efforts for EBPs or evidence-informed innovations. The tool can be used to assess current stage activities (e.g. “We are in the midst of Exploration”) or past efforts related to a stage (e.g. “We just completed most of Installation? How did we do? What did we miss?).
Overview of Running Start and evaluation activities (PDF, Utah, 3/2012). Utahs' Running Start is a special education new teacher induction program designed to prepare licensed and unlicensed special education teachers to teach on the first day of school. This PDF provides an overview of Running Start with an emphasis on the evaluation activities and outcomes associated with Running Start and the generalization of vital teaching behaviors to the classroom. Additional emphasis will be placed on the role of micro-teaching, coaching, and on-going performance feedback as critical attributes of sticky professional development. Running Start Coaches Checklist (PDF, Utah, 3/2012)
Running Start 2009: Ready to Teach on Day 1 [PPT, March 2010, Schroeder, B., Utah SPDG Director] Using the coaching best practices to inform your work. Implementation Conversations.
Leading for Reading: An Introductory Guide for K-3 Reading Coaches [PDF, October,2008, Center on Instruction] Chapter 1 – Defining the K-3 Coaching Process
Coaching: A Strategy for Developing Instructional Capacity [PDF, 2010, Neufeld, B. & Roper, D.] Explains what coaching is, what coaches do, the kinds of supports that coaches need & the potential benefits to both educators & students. The paper is co-published by the Annenberg Institute & the Aspen Institute Program on Education. A print copy of this report can be ordered via the web site of the Annenberg Institute.
Developing and Supporting a Cadre of Coaches (Systems & Instructional) (PDF, 7/2012, Developed by Utah) Most SEAs and LEAs understand the value of evidence-based professional development, which includes effective coachings. However, establishing infrastructures (funding sources, training, policies, etc.) designed to support suchs appears to be a challenge. Some LEAs have been much more successful than others at implementing theses. This document was developed as a SWOT analysis of Utah PDC on who can help facilitate implementation of MTSS in LEAS.
(2013?2015) NIRN. Karen Blase, Melissa van Dyke and Dean Fixsen
Assessments that are specific to “best practices” extracted from: 1) the literature, 2)interactions with purveyors who are successfully implementing evidence?based programs on a national scale, 3) in?depth interviews with 64 evidence?based program developers, 4) metaanalyses of the literature on leadership, and 5) analyses of leadership in education.
(2013) NIRN. Melissa Van Dyke, Karen Blase, Barbara Sims and Dean Fixsen
This planning tool provides the opportunity for Implementation Teams to have indepth discussions about each Driver in preparation for action planning. Completing this process is an important for moving from the Exploration Stage to the Installation Stage. The tool identifies a few best practices for each Driver to guide those discussions.
The Active Implementation Hub, SISEP.
Action planning around the Implementation Drivers is a vital and ongoing responsibility of Implementation Teams. This planning tool is designed to help your teams in the planning process. The tool is designed to be used on your computer. We encourage your team to use this fill-in tool with a large-screen monitor or projector to support participation of the full Implementation Team in the action planning process.
The Active Implementation Hub, SISEP.
This planning tool can be used by state, region, district or building level Implementation teams to begin exploring the three Active Implementation Drivers: competency, organizational and leadership. The tool assists teams in determining the function of each Driver as well as identifying who is accountable for each and how each can be improved to better support implementation.
Implementation Drivers Best Practices Analysis and Discussion Tool [Adapted from ©National Implementation Research Network, September 2010, Blase, K.A., Van Dyke, M.K., Duda, M. & Fixsen, D.L.]
Using the Coaching Best Practices to Inform Your Work [Schroeder, B., Utah SPDG Director] Wiki page with the Implementation Conversations links & information.
Process for Quick Sorting Schools into Categories of Support (DOC, 8/2012, MiBLISi). Target Audience: District leadership teams, state professional development who provide support to schools using the stagets of implementation.
Presenter: Steve Goodman, Michigan MiBLSi Director
Five Stages of Implementation and Implementation Drivers. Developed by National Implementaion Research Network (NIRN).
Scaling-up Brief: Readiness for Change (PDF, 2/2009). State Implementation & Scaling-up of Evidence-based Practices.
Minnesota's Terms of Reference: A Tool and Process for Clarity and Communication (PPT, 6/2009). Karen A. Blase, PhD & Allison Metz, PhD, Frank Porter Graham Child Development Institute, University of North Carolina – Chapel Hil
Stage-Based Measures of Implementation Components: Initial Implementation Stage Assessment. (DOC, February 2011). National Implementation Research Network.
Stage-Based Measures of Implementation Components (DOC, October 2010). National Implementation Research Network. Dean Fixsen, Karen Blase, Sandra Naoom, & Melissa Van Dyke.
North Dakota Scaling-up and Implementation Science Framework (PPT, 10/2012. Oas, B., and Dughman, R.) Brenda Oas and Ron Dughman will present how North Dakota built a supportive system to implement a state wide evidence-based initiative. They’ll cover details on who was involved, what it required of them to facilitate collaborative connections across the system levels and the lessons learned over time.(SESSION RECORDING)
PRESENTATION: Pennsylvania’s Paraprofessional Training Initiative: From Pilots to Statewide Scale-Up and Implementation (PPT, 3/2012) This PPT provides and overview of what Pennsylvania accomplished in changing the culture of professional development for paraprofessionals over the last three SIGs/SPDGs. Based on the Stages of Community Readiness and the Conceptual Framework of Implementation, Pennsylvania has shifted from a state where there were no recognized standards for paraprofessionals' qualifications to state-wide regulations and measurable standards. Concrete products that will be demonstrated include online training modules, the Pennsylvania Credential of Competency, statewide training plan and mini-grants to foster IHE pre-service curriculum alignment to state requirements.
Pennsylvania’s Paraprofessional Training InitiativeFrom Pilots to Statewide Scale-Up and Implementation (PPT, 3/2012)
Pennsylvania Special Education Paraprofessional Initiative Website
Pennsylvania Credential of Competency Checklist
Ten Online Modules: Knowledge and Skill Development for Special Education Paraprofessionals in Pennsylvania
Resources and Training Materials for Professional Development
Pennsylvania Special Education Paraprofessional Publications
If you experience issues with the URLs above, visit the PaTTAN website at www.pattan.net and choose paraprofessionals from the drop down menu under Educational Initiatives on the main page.
PRESENTATION: The Challenges of Building Capacity for Implementation Science in Rural States (PPT, 5/2012) Implementation Conversations, Michael Ferguson, Co-Director, New Hampshire SPDG.
Implementation Conversation PLC Session Recording - Adaptive leadership: Discovering your strengths(January 2012). Dr. Rose Wan-Mui Chu will present an overview of how Minnesota is approaching its evidence-based practices scale up work. Having been a systems engineer, Dr. Chu has a fresh perspective of education and systems change. She’ll share the challenges they are experiencing in realizing their vision, and describe how policy level change impacts the practice level (school, teacher, student, community, business, etc.). We hope you can join us for this meeting.
PRESENTATION: Evaluators' Webinar: Evaluating the Implementation Drivers (PPT, May 2010) Gaumer Erickson, A., Ph.D., KS & MO; Morrison, J., Ph.D., OH; Mueller, P., Ed.D., NH & MS.
Missouri Implementation Audit - Final Report [PDF, 2010] This final report summarizes the findings of Missouri's implementation audit. The purpose of the audit was to assess the range of implementation of educational initiatives & the relationship between the degree of implementation & changes in student achievement. Department staff selected approximately 20 programs/initiatives supported at the state level, & identified districts/buildings implementing the programs/initiatives. It was conducted by an external evaluator, the Leadership & Learning Center.
Missouri Department of Elementary & Secondary Education Implementation Rubric [PDF, 2010] This is an internal review document state staff developed for districts to conduct implementation self assessment (rubric).
Missouri Integrated Model Interview Questions - Building Perspective [PDF, 2010] This file includes example interview questions used with staff at the building level. They looked at four different areas: learning context, professional development, instructional practices & leadership practices.
PRESENTATION: SPDG Implementation Conversations: Selection of Evidence BasedPractice: Oregon’s Initial Attempts to Derive a Process [PPT, November 2010, Carrizles, D., Ph.D., Oregon SPDG] How SEAs & LEAs choose innovations to support practices? Dianna Carrizales provides an overview of Oregon's approach to supporting districts & schools in promoting evidence-based practices. She shares a tool they've been using with Districts to evaluate whether an initiative is scale-able.
PRESENTATION:SPDG Directors' Webinar: What Is “It” and How Do We Make “It” Happen? [ PPT, March 2011, Blase, K., PhD; Fixsen, D.L., PhD; Van Dyke, M., LCSW; Duda, M., Ph. In addition, there are notes on various slides from Splean, J., Project Director, Nevada SPDG.] A pre-requisite for implementing well is clearly understanding what is expected of building staff, District staff, & at the State level. This means clearly operationalizing the guiding principles of the initiative, the critical components & the activities that make the critical components come alive in classrooms & schools. This presentation reviews the core features of Practice Profiles, the benefits of developing & using them, and how they interact with the use of the Implementation Drivers to increase the likelihood that innovations will be implemented as intended with good outcomes for students.
PRESENTATION: Scale Up PLC: General Supervision and School Improvement: Utilizing all relevant data to inform statewide efforts for scaling up PPT (June 2011) Presenter: David Guardino, Manager, School Improvement and Accountability, Oregon Department of Education. Webinar Recording
Active Implementation Frameworks for Program Success: How to Use Implementation Science to Improve Outcomes for Children. (PDF, 2012, Metz, A. & Bartley, L., Zero to Three publication). NIRN Associate Director Allison Metz and Implementation Specialist Leah Bartley have co-authored an article for Zero to Three, the journal of Zero to Three: National Center for Infants, Toddlers, and Families. The article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks can close the research-to-practice gap in early childhood and ensure sustainable program success.