Resource Library: Implementation Science & Scaling Up
Assessments
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?).
Stages of Implementation
Five Stages of Implementation and Implementation Drivers. Developed by National Implementaion Research Network (NIRN).
Exploration Phase:
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.
Implementation Drivers
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.
Use of Implementation Frameworks
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.
Coaching
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.
Illinois ASPIRE Project Evaluation Tools Overview [PPT, ASPIRE Director Cox, K.,October 5 & 6, 2009] An overview of two evaluation tools & data collected on levels of implementation for 2007-2008. The primary focus of the ASPIRE project is reading at the K-3 level.
Illinois ASPIRE Project Problem Solving Fidelity Checklist [PDF, 2009] Allows external evaluation by ASPIRE regional staff of implementation in school sites. The primary focus of the ASPIRE project is reading at the K-3 level.
Illinois Self-Assessment of Problem Solving Implementation (SAPSI) [DOC, V2.4] This self-assessment is used to assess the degree of implementation of the problem solving process at the building level as self-reported by the schools. Increases in & maintaining implementation levels over time can also provide a measure of fidelity & degree to which practices are being sustained.
National Implementation Research Network (NIRN) Resources
Realizing Excellence for ALL Children in Mississippi (REACH Mississippi) Mississippi's SPDG focusing on supporting school- & district-wide implementation of PBIS at the elementary, middle & high school levels.
Scaling Up Resources [Modules]
ERIA: Effective Reading Interventions Academy A Pathway Towards RtI2 [PDF, December 10, 2010] This 16-page Program Guide explicitly addresses both implementation & intervention practices to guide the design of a site-based program.
ERIA Implementation Rubric [XLS, July 2010, CalSTAT] This 10-item instrument provides a framework for trainers, coaches, site team members & teachers to evaluate & discuss implementation, fidelity & next steps.
BEST PBS Implementation Rubric [XLS, July 2010, CalSTAT] This interactive template is used by school teams to record their implementation level for ten key elements. After entering their data teams can generate reports.
Scaling Up Evidence-Based Practices Exploration Tool: Assessing Usability of Evidence-based Programs, Practices, or Educational Frameworks Evidence-Based Practices [DOC] This tool is to assist LEA staff in determining if practices they are considering are evidence-based. This has a much broader use & has been developed by Bloomington Public Schools as part of its partnership with SISEP & is used for PBIS, RTI, literacy, other curricular areas.
Alignment of Literacy Practices that Positively Impact Student Performance - Evidence-Based High Growth Tool [DOC, March 28, 2010] This tool is one that was specially developed for the SPDG aligned literacy project which brings together general & special educators in an LEA as they look comprehensively at their literacy curricula & determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.
Program Mapping Tool At-A-Glance [XLS] This tool is one that was specially developed for the SPDG aligned literacy project which brings together general & special educators in an LEA as they look comprehensively at their literacy curricula & determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.
Terms of Reference [DOC] A process that has been utilized by the State Readiness Teams to offer a process for clarifying & documenting communication protocols & core features and functions of a newly established team.
Instructional Consultation Team (ICT) Sustainability Framework [DOC, Matrix developed through the collaborative efforts of: Gravois, T., ICAT Resources; Hall, G., University of Nevada, Las Vegas; Caffarella, E., State University of New York at Cortland; & Cleven, M., Fitzpatrick R. & Splean, J., Nevada Department of Education.] This framework was developed by the IC Leadership Team & implemented with district leadership teams. The Framework was intended to serve as a District Planning Tool, guiding the development of prioritized needs, actions & resources relative to Sustaining Effective Instruction through ICTs. The Implementation Drivers along with the Aligned Services Model were the primary resources utilized & embedded in the overall framework including the components of Sustainability Considerations & Key Indicators.
Here is a link to the coach support page for Michigan's Integrated Behavior and Learning Support Project (MiBLSi): http://miblsi.cenmi.org/Coaching.aspx
MiBLSi District READING SUPPORT Coaching Capacity Self-Assessment [DOC, 2011, Draft]
MiBLSi District BEHAVIOR SUPPORT COACHING CAPACITY Self-Assessment [DOC, 2011, Draft]
MiBLSi Identifying Skill Sets Along the Continuum of Support [DOC, 2011]
MiBLSi Building Leadership Team Response to Intervention Practice Profile [DOC, April 2011]
Supporting Administrators in the implementation of Response to Intervention [PPT, April 2011, Goodman, S., Co-Director, MiBLSi] Presentation describing how the Michigan SPDG has formalized their PD approach for administrators.
Evidence-Based High Growth Tool [DOC] This tool is used by LEA staff to determine to different levels of support that are needed to successfully implement an evidence-based practice. This has much broader applicability than literacy.
New York S3TAIR Site Validation Protocol: Review of Current Practice Status [DOC, February 2011] This document provides an opportunity for S3TAIR Project Replication Schools to review the current status of the practice they will address through the Project. Based on the protocol used by Project site visit teams in determining the validity of nominated practices, the Replication School Protocol presents descriptions of elements of practices that have been determined through research to be correlated with successful implementation & maintenance of evidence based effective practices & in turn in positive outcomes for students with disabilities.
Scaling Up Evidence-Based Practices Exploration Tool: Assessing Usability of Evidence-based Programs, Practices, or Educational Frameworks Evidence-Based Practices [DOC] This tool is to assist LEA staff in determining if practices they are considering are evidence-based. This has a much broader use & has been developed as part of a partnership with SISEP & is used for PBIS, RTI, literacy & other curricular areas.
New York S3TAIR Site Validation Protocol [DOC, February 2011] The New York SPDG's S3TAIR premise of professional development through partnerships is facilitated by identifying schools/districts with best practices in the areas of literacy, positive behavioral supports & special education & pairing them with schools/districts that have been identified as in need of improvement or assistance. This dynamic tool has been utilized to: 1) support the S3TAIR site validation teams in the identification of effective practice schools & 2) reflect, assess & evaluate the current status of effective practice mentor schools & schools in need of improvement, termed “replication schools,” having been paired with a mentor school.
Training in Instructional Consultation, Assessment & Teaming [PDF, 2007, Gravois, T., Gicklin, E. & Rosenfield, S.]
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.
PRESENTATION: SPDG Implementation Conversations: Show-Me Implementation PPT, Session Recording/ (September 2010) Pam Williams,,Missouri SPDG Director.
Presentation Resources:
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.
Missouri Integration Model: Documents to Review - School Buildings [PDF, 2010]
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.
Categories: Resource Library