Effective Implementation

PracticesNotes by Ben Boerkoel, Kent ISD, based on

a training by Beth Steenwyk

1. Selection of the Practice – the processes a team uses to study and understand the need and the development of a thoughtful approach to address the need.

2. Fluency with the Practice – the degree to which the team understands and knows the practice

3. Improvement Cycles – the degree to which the team focuses and intentionally engages in continuous improvement

4. Drivers of Practices – the degree to which the team understands and pays attention to how the practice is implemented

Key Features of Effective Implementation

Is this the right thing to do? Is there a clearly identified need? Does it fit the need? Is it supported by evidence?

Can we do this the right way? Do we have the resources? Do we have the readiness, knowledge and skills? Do we have the capacity?

1. Selecting the Right Practice

Need Is the need identified across the district, building,

grade?

Has the need been identified as a critical by the school improvement process?

Is this a social/behavioral need or an academic need? Have the two been correlated?

Is there support for addressing this need?

Is This The Right Thing To Do?

Fit What other initiatives must be considered?

What district/school priorities must be considered?

What priorities have been identified by the school improvement process related to student achievement?

What school-wide structures need to be considered when determining fit?

What multi-tiered system of supports must be considered for this to be effective and can they be put in place?

Is This The Right Thing To Do?

Evidence• To what extent do school personnel have the skills

required to:• Examine research/scientific evidence?• Analyze and use data to make decisions?• Understand impact and effectiveness data?

• Are practices of examining data embedded in the school culture and school improvement process?

• What limitations of the research must be considered?

Is This The Right Thing To Do?

Resources What resources will be needed? (e.g., fiscal,

personnel, technology, data, training and coaching, etc.)

What current resource expenditures might require change, adjustment, or elimination?

What current practices might require change, adjustment, or elimination?

Can We Do It The Right Way?

Readiness What is the level of commitment to the practice, a commitment that

will be necessary if it is to be implemented with fidelity?

What benchmarks are in place to determine readiness?

What standard of readiness are in place to ensure that personnel are ready to adopt and implement?

What system and competency benchmarks are in place to ensure readiness for implementation?

To what extent is there a culture of learning that would support the practice?

Can We Do It The Right Way?

Capacity To what extent do staff members meet the

qualifications needed for implementation?

What is the decision-making process for selecting /prioritizing staff for training?

What commitment is present to build and sustain capacity, including a commitment to cost?

Can We Do It The Right Way?

The degree to which the team understands and knows the practice and can identify the:Selection of the Practice – effective processes for choosing a practice

Key Features or Core Components – the non-negotiable features of the practice. If these features are not present, you are not “doing” the practice.

2. Fluency With the Practice

Critical components that you can observe at the classroom, building, and district level. Ideal “gold standard” Acceptable variations Unacceptable variations(You need a technical expert in the practice to help define this)

Help identify the fit with current priorities and practices

Clarify the resource requirements that will be needed for implementation

Non-negotiable Features

Observable at the classroom, building, and district level. Classroom – so the teacher can interact with students as intended Building – to support what happens at the classroom level District – to support building and classroom implementation

Need to define the implementation standard at each level Ideal “gold standard” Acceptable variations Unacceptable variations

Each level of implementation becomes a measure that can be used to assess implementation fidelity

The levels of implementation serve as a guidance for effective coaching and performance assessment

Critical Components (Non-negotiables)

The degree to which the team focuses and intentionally engages in continuous improvement

Gather – A need uncovered is not a need understood

Study – A need considered does not design a solution

Plan – A solution designed does not make it happen

Do – Making it happen means implementing with intention, purpose, and fidelity

3. Improvement Cycles

Exploration

Installation

Initial Implementation

Full Operation

Innovation

Sustainability Cycle

Stages of Implementation

The implementation stages are not linear.

Taking time to explore is critical to effective implementation

Each stage requires an improvement cycle.

Implementation is not an event, it’s a process.

Ongoing wondering – Can we work to do it better so we can do it more efficiently and sustain it?

Big Ideas About Implementation

Developing a school improvement plan is one thing.

Executing that plan is another thing.

Implementing the educational practices within that plan is yet another thing.

Monitoring and evaluating implementation is a critical thing.

Critical Distinctions

The degree to which the team understands and pays attention to how the practice is implemented.

Intentionality, Focus, and Change

The key components that “drive” the practices forward. Competencies

Systems

Leadership

4. Drivers of Implementation

Occur at all levels of the system but look different at each level.

Are integrated, with one driver influencing another.

Are compensatory so that if one driver is weak, another can support and compensate for a short period of time.

Require those implementing to know the Innovation (the “what”) and the Implementation (the “how”) well

Drivers of ImplementationBig Ideas

Implementation requires CHANGE in Supporting roles Functions Processes Practices Proceduresat the classroom, school, and district levels of

the organization.

Intentionality, Focus, and Change

Leadership – What leadership capacity needs to exist to assure that the practices are implemented and maintained with accuracy and fidelity?

Competencies – What skills do people need at the classroom, building, and district level to implement this practice with accuracy and fluency/fidelity?

Organization/Systems – What infrastructure and supports need to be in place to assure that the practices can be implemented by those charged with implementation with accuracy and fidelity?

Key Components That “Drive” The Practice Forward

Technical – Does the leadership have the knowledge and skills to effectively monitor and evaluate implementation and impact and to identify known (technical) solutions to issues that may arise?

Adaptive – In an effort to support the required change, does the leadership have the disposition, willingness, and knowledge to challenge assumptions and current practice and to adapt the implementation as needed without compromising fidelity?

Key Components That “Drive” The Practice ForwardLeadership

Selection – Who are the right people to implement and who will need training?

Training – What learning opportunities will support implementation with fidelity?

Coaching – What support will be provided for those who are implementing the practice?

Performance Assessment – What will be done to monitor fidelity of implementation and the impact on recipients of the practice?

Key Components That “Drive” The Practice ForwardCompetency

Data-driven Decision-Making – What type of data systems are in place to collect implementation and impact data? What are the decision-making processes and mechanisms in place to analyze data?

Leadership Support – How will leadership support successful implementation of the practice?

System Support – What internal systems are in place to support the successful implementation of the practice?

Performance Assessment - What processes and mechanisms are in place to evaluate if systems are present and fully functioning to support implementation of the practice with fidelity?

Key Components That “Drive” The Practice ForwardOrganization/Systems

“ A poorly implemented program can lead to failure as easily as a poorly designed one. “