Science of Implementation & The Stages of Implementation Kent Intermediate School District Module One

Recall… The Science of Implementation Students cannot benefit from interventions they do not experience Training by itself does not work Policy change by itself does not work Financial incentives alone do not work Trainer Talk: “During last year’s Leadership Launch days, we spent time deepening your knowledge and understanding of the Science of Implementation. We’d like to bring you back to some of the big ideas from that and provide you a context of where you’ve been and where you’re heading with relation to the implementation of Rti/MIBLSi. One of the big ideas related to the science of implementation is that students cannot benefit from interventions that they do not experience.”

Recall… The Science of Implementation An “intervention” is one set of activities “Implementation” is a very different set of activities Leadership teams and principals must hold both of these concepts and issues simultaneously We want to talk about “Implementation” of MiBLSi/Response to Intervention Trainer Talk: “There is a distinct difference between the activities related to an intervention and those related to implementation. It is important that we keep sight of both of these concepts and associated issues throughout the work we are doing during trainings and back in the building. We must not loose sight of the importance of establishing the systems that allow for implementation as we are eager to learn about interventions.”

Stages of Implementation Focus Stage Description Exploration/Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/Regeneration Make it easier, more efficient. Embed within current practices. Should we do it! Work to do it right! Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections Work to do it better!

These stages are recursive Setbacks at one stage move us back to the previous stage Apply for PBIS New District Initiative Today is a book study? “We already do that.” Violate Norms Vote coach off Be on time Go to a PLC Ignore e-mails Go to Book Study Dominate conversation Snow Day! Late for meeting Attend District PD Ignore Data File Grievance Change Practice Have a “AHA!” Prep for Meeting New State Initiative

Staff Performance and Time Due to a lack of training and skill development in the practice, program, or strategy, some staff will resist the change The implementation plan should include a heavy emphasis on quickly identifying staff needs and responding to them (e.g. re-training, coaching, creating time and space for staff to create/gather necessary materials, etc

(Herold & Fedor, 2008, cited in Fullan, 2010)

Staff Performance and Time The lack of staff automaticity in the practice and companion resources will cause a dip in implementation (staff performance is not as high as anticipated) Goal is to: Minimize the depth of the implementation dip Reduce the time in which it takes to recover from the implementation dip

(Herold & Fedor, 2008, cited in Fullan, 2010)

Myth of Change People who introduce a change are typically very far removed from it The perception is there will be immediate gain when the reality is-by definition the gains are not immediate (Herold & Fedor, 2008, cited in Fullan, 2010)

(Herold & Fedor, 2008, cited in Fullan, 2010)

Implementation Dip Video

Honor the Implementation Dip Depth of Decline: implementers see the costs of implementing the program/practice (innovation) immediate and concretely; however, the benefits ARE in the distance and theoretical at this point The cost-benefit ratio is off titling towards the negative side (Herold & Fedor, 2008, cited in Fullan, 2010)

Honor the Implementation Dip What should leaders expect during the implementation dip? Don’t expect very many compliments Be resilient because you will need to do things that will result in ZERO appreciation Resolute leadership (next slide) (Fullan, 2010)

Honor the Implementation Dip What should leaders do to fix the dip? Organizational supports and competency building must be the focus during this critical stage so you can reduce the time (duration) to recover from the implementation dip to 6 months or less (Herold & Fedor, 2008, cited in Fullan, 2010)

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)

Excitement before implementation contributes to the trend line for the “myth.” Building capacity right away will reduce the perceived performance gap and reduce the implementation dip. (Herold & Fedor, 2008, cited in Fullan, 2010)

Activity What Stage of Implementation is your building currently in? How do you know? Has your building experienced a dip in implementation? If so, what are some signs that indicate that there is a dip? What will the leadership team, the coach, and the principal do in helping staff get through the dip? Develop action steps to address the implementation dip.