1. Stages of Implementation: Initial Implementation
Dial-in:
Participant Code:
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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)
Steve Goodman, PhD,
Director
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
April 4, 2013 1

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. Active Implementation Framework
Stages of Implementation
SISEP Stages Tool
Active Implementation Framework

10. 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.

11. 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

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

13. Example from Michigan: Communication Process

14. 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

15. 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?

17. Example from Michigan:

18. 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

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

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

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

23. 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

24. 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.

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

26. 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.

27. 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!

28. 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

29. 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

30. 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.

31. 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

32. 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

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

34. 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.

35. 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

36. 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?

37. 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.

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

39. 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.

40. 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.

41. 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

42. 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

43. 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 for more information on this stage.
Followed by items to rate and guide action planning

44. 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!

45. Reflections & Questions

46. August 19-21, 2013
Washington, DC