Addressing Fidelity of Implementation:

from a CBAM Perspective

Gene HallUniversity of Nevada, Las Vegas

Email: gene.hall@unlv.edu

1Dr. Gene Hall

Key Assumption

• Change is a process, not an event

• There is a personal side

• An organization does not change until the individuals within it change

• There is developmental growth

• The innovation may be changed during implementation

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Concerns Based Adoption Model

CBAM

User System Culture

Team

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New Practices

Tests

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Alternative Perspectives for Defining the Innovation

• Perceived Attributes (Rogers

• Philosophy

• Goals/Standards/Outcomes

• Implementation Requirements

• Functions

• Behaviors/Actions

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As Proposed by the Project Sponsor

As Specified in the Project Request

As Designed by the Senior Analyst

As Proposed by the Programmers

As Installed at Users Site

What the User Wanted 9Dr. Gene Hall

Developer Teacher A Teacher B

Teacher C Teacher D Teacher E 10Dr. Gene Hall

Components of Swing Innovation

Seat(a) (b) (c)

1 plank 3 planks tire

Hanger(a) (b) (c)

2 ropes 3 ropes 1 rope

Support(a) (b) (c)

tree sticks air11Dr. Gene Hall

Innovation Components and variations

Component 1: Grouping

Variation a: Individualized

Variation b: Several small groups

Variation c: One heterogeneous group

Variation d: One homogeneous group

Component 2: Materials Usage

Variation a: Uses a combination of materials

Variation b: Uses program materials only

Variation c: Uses textbook only

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IC Map elements

1) Component Name (dimensions, dim…)

a b c d

Variation Variation Variation Variation

- - - - - - -

example example example example

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Key Questions

• 1. What would I see when the innovation is in use?

• 2. What would teachers be doing?

• 3. What would students be doing?

• 4. What I would is see/hear around the classroom?

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Innovation Configuration Map for the Mathematics Program

Department of Defense Dependents Schools Arlington, Virginia

a

Teacher poses open-ended problem, highlights mathematical aspects and asks students to determine how to figure them out.

Open-ended questions are used to pose problems, not only at the beginning but also throughout the lesson.

Teacher uses mathematical language to present tasks/investigations.

b

Teacher identifies mathematical aspects of tasks/investigations and explains how to figure them out. Teacher directions are clear. Some mathematical language is used. Some open-ended questions are asked.

c

The teacher presents the activity with little or no explanation. Teacher uses little or no mathematical language. Some teacher directions are clear. Nearly all questions require one-word answers.

d

Teacher structures activity and directs students/ activity. Questions requiring one-word answers are used to check for student understanding. Isolated use of math vocabulary.

e

Teacher presents/explains isolated concept or procedure and assigns individual student work. Questions requiring one-word answers are used to check for student understanding. Isolated use of math vocabulary.

3) Teacher Poses Mathematical Tasks/Investigations {poses, frequency, open0ended questions, language}

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Innovation Configuration Map for the Mathematics Program

a

The teacher guides the student sin making connections within the discipline of mathematics and/or to other subject areas.

The teacher elicits connections from the students based on the context of the lesson or investigation.

b

The teacher tends to state the mathematical and/or other subject area connections. Teacher elicitation of connections from the students is minimal

c

The teacher states only the mathematical connections in the lesson or investigation. The teacher makes no attempt to elicit connections from the students.

d

The teacher makes no attempt to communicate the mathematical connections in a lesson or investigation.

4) Teacher Helps Students in Making Connections {making connections among mathematical topics and/or other subject areas

Department of Defense Dependents Schools Arlington, Virginia

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Innovation Configuration Map for the Mathematics Program

12) Focusing on Student Learning Student Communication Using Mathematical Language {sharing, language, student interaction, listening}

a

Students routinely share and explain their mathematical thinking in oral or written form. They listen and respond to ideas and other ways of thinking. Mathematical language is used regularly and correctly to describe and clarify. Disagreements are settled by recourse to mathematical reasoning.

b

Teacher has norms and procedures governing materials and student behavior. They are somewhat unclear or inconsistently applied.

c

Teacher has not clearly established norms and behaviors governing materials and student behavior.

d

Students talk to each other not about mathematics but about procedures or mechanics of the task. They only partially listen to what others say.

e

Students rarely share or explain their mathematical thinking or procedures in any form.

Department of Defense Dependents Schools Arlington, Virginia

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New Practices

Tests

Fidelity Low - - - - - - - - - Medium - - - - - - - - - Hi

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Innovation ConfigurationMapping is

Reasons WHY…

IMPORTANTClarifying the vision

Turning philosophy into moving pictures

A tool for communicating what “it” is

A tool expanding possibilities

Self-monitoring

Identifying distinguishing features 19Dr. Gene Hall

Truth in packaging

Validating use in the outcome studies

Program Evaluation

Setting parameters for franchising

Target training (development and Delivery)

Testing effects of different configurations

To be able to point out what is NOT “it”

Reasons WHY…Innovation Configuration

Mapping isIMPORTANT

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One workshop IC ratings

TSP Summary of Teacher Configurations

Teacher 1.Units 2. Use of 3.Student 4. Process/ 5. Assessment Taught Materials Grouping Content SS __a__ __b_ __b__ __a__ ___c_

TT __a__ __c__ __c__ _b/a_ __c__

UU __a__ ___a_ ___a_ ___c_ __b__

VV __a__ ___a_ ___a_ __a__ ___a_

WW ___d_ ___c_ __c__ ___d_ __c__

XX __d__ ___b_ ___c_ _____ __c?_

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IC Map data Cluster Analysis IC Components

User# 1 3 6 7Lowest Cluster 1614 D D D F

0770 D G D F3566 D G C E

Low Cluster 7887 D C C E0025 C C C D

Highest Cluster 4335 A B B A3779 A B A A1002 A A A C3708 A A A B

Mixed Cluster 9676 C D B C 0717 B D B C

Majority A Cluster 0003 C B C C8084 A B B C4621 B B B C4126 B B B C6355 A B B B3308 B C B B8696 B B B B6995 B B B B

Majority B Cluster 3735 B B A D6865 B B B D0615 B C C C2799 B C B C2917 A B B D8927 B C B D

3679 B C B D 22Dr. Gene Hall

Concerns Based Adoption Model

CBAM

User System Culture

Team

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How does IC relate to student learning?

• Implementation Bridge

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New Practices

Tests

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Thank You…

Hall & Hord (2001;2006, 2011). Implementing Change: Patterns, Principles and Potholes (Third Edition). Boston, MA:

Allyn and BaconHord, Stiegelbauer, Hall & George (2006)

Measuring Implementation in Schools: Innovation Configurations. Austin, TX: Southwest Educational Development Lab.

Email: gene.hall@unlv.edu27Dr. Gene Hall