Stages of Implementation: Initial Implementation Dial-in: 1-888-447-7153 Participant Code: 899594 Mute / Un-mute: *6 Stages of Implementation: Initial Implementation Karen Blase, Ph.D. FPG Child Development Institute National Implementation Research Network And OSEP TA Center on State Implementation & Scaling Up of Evidence-based Practices (SISEP) karen.blase@unc.edu Steve Goodman, PhD, Director Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) April 4, 2013 1

Implementation Stages – An Active Implementation Framework Exploration Installation Initial Implementation Full Implementation Assess needs Examine intervention components Consider Implementation Drivers Assess fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare staff In A Setting! 2-4 Years

Implementation Drivers An Active Implementation Framework Performance Assessment (fidelity) Coaching Training Selection Integrated & Compensatory Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Competency Drivers Organization Drivers Leadership Drivers Consistent Uses of Innovations Reliable Benefits Integrated & Compensatory

Look Back at Installation Stages of Implementation Look Back at Installation Installation Activities – “Drivers’ Education” Districts, schools, teachers have been selected and initial training is done Coaching functions defined and plans are in place Data Systems are ready to go (for fidelity and outcomes) Facilitative administration tackles early administrative roadblocks (scheduling, materials, time for coaching) Teams are in place at each level Ready to make use of improvement cycles to resolve issues at each level (Plan, Do, Study, Act) Ready to communicate challenges and success to the next level – systems intervention

Implementation Stages – An Active Implementation Framework Exploration Installation Initial Implementation Full Implementation In A Setting! Assess needs Examine intervention components Consider Implementation Drivers Assess fit Acquire Resources Prepare Organization Prepare Implementation Drivers Prepare staff Use and Improve Implementation Drivers Manage change Activate Data Systems Initiate Improvement Cycles 2-4 Years

Initial Implementation Stages of Implementation Initial Implementation Overlap with Installation Stage – still getting ready Manage the Awkwardness Scope the Work - A “manageable” and receptive cohort Manage the Change Rapid – Cycle problem-solving View from the balcony across the cohort to identify systemic challenges Learn something and change it for the next cohort Manage Expectations – Be a fortune teller! It won’t go smoothly. It will be awkward Results will get better as we gain experience and improve processes

Initial Implementation Stages of Implementation Initial Implementation Headset for Initial Implementation – “Get started, then get better!” Expect to be surprised – “Anything worth doing is worth doing poorly.” Describe and celebrate progress Continue “buy-in” efforts Make systemic changes & embed systemic solutions Manage expectations

Reflections & Questions What challenges have you faced during initial implementation of a new practice or innovation? What has facilitated the work during initial implementation?

Active Implementation Framework Stages of Implementation SISEP Stages Tool Active Implementation Framework http://sisep.fpg.unc.edu/resources/stages-implementation-analysis-where-are-we?o=enotes

Evidence for fully “In Place” Components Stage-Related Activities for: Initial Implementation   In Place (2) Initiated or Partially In Place (1) Not Yet In Place (0) Evidence for fully “In Place” Components 1. Communication plan(s) developed to inform stakeholders of “launch dates”, activities, and convey support 2. Communication protocols developed for identifying barriers and adaptive challenges and problem-solving at each “level” (e.g. weekly implementation team meetings to identify issues, create plans, review results of past problem-solving efforts, forward issues to next “level” as appropriate) 3. Leadership develops support plan to promote ongoing efforts 4. Written coaching plan developed at relevant levels (e.g. unit/site; Teacher; grade level, building) 5. Coaching system in place (see Best Practices for Coaching Systems) and beginning to function 6. Data systems in place for measuring and reporting outcomes 7. Data systems in place for measuring and reporting fidelity 8. Process in place to document initial implementation challenges and facilitators. 9. Revision recommended for Implementation Drivers based on review of challenges and with sustainability considerations a) Recruitment and Selection b) Training and Booster Training c) Coaching processes and data d) Fidelity measures and reporting processes e) Outcome data measures and reporting process f) Building and/or District Administrative policies and practices g) Other Levels of Administrative policies and practices h) Leadership support strategies 10. If appropriate, plan for next cohort of practitioners Total Average % in Each Category - Strength of Initial Implementation Overall Score: (17 items X 2 = MAX: 34) ACTION PLANNING What might we do to further strengthen our Installation Process? What Initial Implementation Activities do we need to add that are unique to our efforts? Are there Installation Activities we need to revisit? And what are the “next right steps” to engage in or revisit Installation Activities? Use additional pages as necessary.

Evidence for fully “In Place” Components Stage-Related Activities for: Initial Implementation   In Place (2) Initiated or Partially In Place (1) Not Yet In Place (0) Evidence for fully “In Place” Components 1. Communication plan(s) developed to inform stakeholders of “launch dates”, activities, and convey support 2. Communication protocols developed for identifying barriers and adaptive challenges and problem-solving at each “level” (e.g. weekly implementation team meetings to identify issues, create plans, review results of past problem-solving efforts, forward issues to next “level” as appropriate) 3. Leadership develops support plan to promote ongoing efforts Be Proactive! Communicate, Problem-Solve, Support

Example from Michigan: Feedback Loops using Practice Informed Policy Issue Form

Example from Michigan: Communication Process

Example from Michigan: Implementation Process ISD Cabinet ISD Implementation Team Vision Political Support Priority Visibility Allocation of resources Barrier busting Collect, summarize, evaluate date Develop district plan Coordinate and monitor plan Create/modify materials and tools Identify barriers to implementation 1 Coordination ISD Liaison 3 Coordinations between the Cainet and the Implementation Planning Team includes communication around four variable: Need to know Nice to know Don’t need to know Need to act on 2 ISD MTSS Coordinator

Communication Planning What are the key components of MTSS that need to be explained to our district MTSS implementation partners? Why is it important for our district to implement a MTSS at a district level? What are our district’s current initiatives that need to be braided with MTSS? Who are the key partners who need to be involved in this process? How will information on this communication plan be discussed? When? Where?  

Example from Michigan:

Focus of Work: 2012- 2014 Sep Oct Nov Dec Jan Feb Mar Apr May ISD Cabinet ISD Implementation Team ISD Implementation Team LEA Cabinet LEA Implementation Team LEA Implementation Team School Teams School Teams School Teams Exploration/Adoption Installation Initial Implementation

Reflections & Questions What are the critical discussion points that you have found to be communicated with stakeholders during initial implementation?

Example from Michigan: Feedback Loops using Practice Informed Policy Issue Form

Reflections & Questions What examples of feedback cycles/processes you have developed within your project?

Evidence for fully “In Place” Components Stage-Related Activities for: Initial Implementation   In Place (2) Initiated or Partially In Place (1) Not Yet In Place (0) Evidence for fully “In Place” Components 4. Written coaching plan developed at relevant levels (e.g. unit/site; Teacher; grade level, building) 5. Coaching system in place (see Best Practices for Coaching Systems) and beginning to function COACH For Competence Build Confidence

MiBLSi Coaching Systems Level Coaching: Practice Level Coaching: Enhance the skills of individuals within a group/team around their collective practices for implementing and managing an MTSS framework Focus on establishing effective systems to support the work of the practices within the MTSS framework Practice Level Coaching: Enhance the skills of the individual performer (teacher, principal) around MTSS practices for fidelity and effectiveness The first focus must be on systems level coaching – this is a non-negotiable for successful implementation of an MTSS framework. Practice level coaching is more complex and will be addressed in the future.

Reflections & Questions How is coaching support developed within your project to ensure that initial implementation will be successful?

MiBLSi Coaching The first focus must be on systems level coaching – this is a non-negotiable for successful implementation of an MTSS framework. Practice level coaching is more complex and will be addressed in the future.

Evidence for fully “In Place” Components Stage-Related Activities for: Initial Implementation   In Place (2) Initiated or Partially In Place (1) Not Yet In Place (0) Evidence for fully “In Place” Components 6. Data systems in place for measuring and reporting outcomes 7. Data systems in place for measuring and reporting fidelity 8. Process in place to document initial implementation challenges and facilitators. 9. Revision recommended for Implementation Drivers based on review of challenges and with sustainability considerations a) Recruitment and Selection b) Training and Booster Training c) Coaching processes and data d) Fidelity measures and reporting processes e) Outcome data measures and reporting process f) Building and/or District Administrative policies and practices g) Other Levels of Administrative policies and practices h) Leadership support strategies 10. If appropriate, plan for next cohort of practitioners Get Started, Get Better!

How is support provided? Students Building Staff Building Leadership Team LEA District Cabinet and Implementation Team Multiple ISD/ District Teams All staff All students Multiple schools w/in local district Who is supported? How is support provided? Provides guidance, visibility, funding, political support Provides support for ISD/ District Teams Provides guidance and manages implementation Provides effective practices to support students Improved academics and behavior ISD Cabinet and Implementation Team MiBLSi Multiple schools w/in intermediate district MiBLSi Statewide Structure of support

Initial Implementation School District Try it out with specific classrooms, locations or grade levels Try it out with specific buildings within district (develop model demonstration schools) Try out Universal supports

MiBLSi Example Initial Implementation Stage: How does implementation take place During initial implementation, school leadership teams from the pilot schools are responsible for management of MTSS at the school level. The school team creates a school-wide plan and embeds this within the school improvement framework.

Initial Implementation Stage: Learning from Initial Implementation Feedback loops are established for sharing information between schools, implementation team and district administration regarding MTSS. This information is used to support and improvement implementation efforts Manage opportunities Manage risks

Excitement Prior to Implementation is Fragile There is typically a high level of excitement prior to implementing something (e.g. PBIS or reading program) The excitement prior to implementation is not a strong foundation The fall in the implementation dip will be even greater if high aspirations precede it Herold & Fedor, 2008, cited in Fullan, 2010

Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08 Decrease 14.6% Increase 8%

MiBLSi Lessons Learned Initial Implementation Stage: Start Small In this stage, a few schools pilot MTSS. During this process, it is important to start small and learn from those most willing to implement MTSS before expanding to other schools. It is recommended that the entire district does not implement MTSS all at once. During initial implementation, the intent is to develop model demonstration sites for other district schools to study and replicate.

Support Intensity for Initial Implementation Skills New Established Context High Level Intensity Mid-level Intensity Familiar Low Level Intensity Familiar Context and Established Skills: More rapid implementation with less skillful supports required – but still need to address Implementation Drivers   New Context and New Skills:   Requires all we know about implementation best practices, with skillful supports built into the new context (e.g. Regional Implementation Teams, excellent coaching for competence, Drivers best practices)    from K. Blase, 2009

MiBLSi Lessons Learned Initial Implementation Stage: Considerations Is it working? Are we doing it right? What learning can we take away to improve expanding this to the next iterations (new settings, populations)? How do we master the new skills and fit it with existing work?

MiBLSi Lessons Learned Initial Implementation Stage: Managing political issues with none implementers It may be necessary to devise a communication strategy to address schools that were not selected for initial implementation.

MiBLSi Lessons Learned Initial Implementation Stage: Try out the practices Work through problems Work out the details Learn Improve before expanding

MiBLSi Lessons Learned Initial Implementation Stage: Start Small During this process, it is important to start small and learn from those most willing to implement MTSS before expanding to other schools. It is recommended that the entire district does not implement MTSS all at once. The intent is to develop model demonstration sites for other district schools to study and replicate.

MiBLSi Lessons Learned Initial Implementation Stage: Support Initial Implementation Efforts Initial Implementation represents a fragile stage for those implementing MTSS. Educators are asked to apply practices that are often unfamiliar and require additional effort with much delay in resulting student success. It is important that the implementers who are piloting the work are well supported with technical assistance and guidance from district administration. Provide training, coaching and technical assistance.

Tailoring The Stage to Your Work Courtesy of the Minnesota Department of Education Lead: Ruslana Westerlund English Language Development Standards A Stage-Based Features Document For District Leaders Engaged in Academic Content Standards and English Language Development Standards Implementation and Curriculum Development

Document Outline Reviews Minnesota’s ELD Standards in Statute Describes relationship of ELD Standards to academic content standards Describes the nature of ELD Standards Purpose of the Document Audience Describes the implementation research that guides the document Vision of the Framework Other Tools What is included and what the document is not

Introduction to Each Stage Stage 3 – (Initial) Implementation The overarching goal of Initial Implementation is to persist through this awkward stage of trying to engage in new instructional practices and improve. The tendency is to back away from the awkwardness and return to more comfortable, past patterns of teaching and interacting. Productive persistence during Initial Implementation requires the support and advice to learn from mistakes and to celebrate progress. This means purposeful use of the Implementation Competency Drivers, so that training, coaching, support, and data systems develop the skills and provide the feedback needed for learning to occur. Visit State Implementation and Scaling-up of Evidence-based Practices Center http://sisep.fpg.unc.edu/learning-zone for more information on this stage. Followed by items to rate and guide action planning

Initial Implementation Stage Strand 1: Implementation and Coaching of Core Instructional Practices   Fully In Place Partially In Place Not Place Evidence CORE INSTRUCTIONAL PRACTICES 1. School staff agrees to adopt instructional teaching practices identified in Stage 2 (Installation) and pilot them in their classrooms 2. Instructional Coaches regularly observe practices that support ELs’ achievement and give feedback to ensure consistent implementation of the agreed upon strategies 3. Leadership team engages in ongoing action planning through review of data, using school and evaluation tools and feedback loops. 4. Instructional Coach facilitates team meetings, school-wide efforts, collection and synthesis of data, and networking with other school, district, or regional ELD standards specialists. 5. Determine if additional training is needed to continue learning key features to facilitate growth and progress toward full implementation 6. Collaborative systems are established and coaching support is provided for EL, literacy and content teachers working together. DATA SYSTEMS 7. System for tracking standards implementation is in place 8. Building leadership team establishes a regular meeting schedule, collects and reviews data to inform decision-making to ensure fidelity of implementation. Needed Action: Needed Supports: Questions: Communicate, Problem-Solve, Support Be Proactive! COACH For Competence Build Confidence Get Started, Get Better!

Reflections & Questions

August 19-21, 2013 Washington, DC www.implementationconference.org