1. IMPLEMENTATION STRUCTURES
Implementation Stages is one of the five Active Implementation Frameworks necessary for building sustainability
In order to successfully implement and sustain evidence-informed interventions, we need to know:
The WHAT – What is the intervention?  (e.g., effective instruction, effective assessment)
The HOW – Effective implementation and sustainability frameworks (e.g., strategies to change and maintain behavior of adults – including engaging in stage-based work)
The WHO – Organized, expert implementation assistance (e.g., Implementation Teams)
Implementation Stages address the key component of “HOW” the work unfolds and serve as a guide for the steps Implementation Teams need to take over time. 
The Stages of Implementation

2. Stages of Implementation
Implementation occurs in stages and someone must plan and negotiate the journey through these stages to engage and support practitioners and administrators and effectively launch the work.  Implementation Team members ensure those doing the work have the skills and support structures to feel competent and confident in using the innovation as intended.  Stage-based work helps to successfully navigate the journey.
There are key processes to pay attention to at each of the stages of implementation. These stages are not linear and do not have clear defining lines between the stages. In fact, often organizations move back and forth between stages due to events such as staff changes, changes in leadership, funding or lack of success.
Starting with an awareness that implementation occurs in stages allows for intentional planning for the change process.  When we pay attention to the stages of implementation we can:
Match our activities to that stage and increase the likelihood of moving successfully through the stage and on to the next stage
Prepare for the activities and challenges that we will face in the next stage
Reduce wasted time and resources
Increase the likelihood of sustained and improved use of educational practices
This presentation is intended to provide you information as you intentionally and systematically plan for ensuring sustainability of your initiative.

3. Exploration “Should we do it?”
Assess students’ needs
Identify practices and programs to meet students’ needs
Assess the fit and feasibility of implementing and sustaining the programs that are identified
The road to success begins with preparation. Only after the exploration process does the Team make a decision or recommendation to proceed or not to proceed. 
Taking the time to explore what to do, how to do it, and who will do it saves time and money and improves the chances for success.
During exploration, creating readiness is an important function. Readiness is assessed by an Implementation Team.  To the extent an organization is not ready the Implementation Team is accountable for helping to create readiness. 
During Exploration, an Implementation Team assesses the potential match between needs, the new practice or innovation requirements, and resources. 
This stage also is the time to assess potential barriers to implementation related to funding, staffing, referrals, and system changes. 
The result of the Exploration Stage is a clear implementation plan with tasks and time lines to facilitate the installation and initial implementation of the program.  The plan creates the “readiness” for the change as the Team performs this stage’s related functions.
Questions to Consider:
What is it?
How will it impact us?
Do we agree with the philosophy?
Should we do it?

4. Exploration “Should we do it?”
Needs
Fit
Resource Availability
Evidence
Capacity to Implement
Readiness for Replication
HANDOUT- Hexagon tool
Review the sections of the Hexagon tool.
The Hexagon Tool helps states, districts, and schools systematically evaluate new
and existing interventions via six broad factors:
Needs of students; how well the program or practice might meet identified needs.
Fit with current initiatives, priorities, structures and supports, and parent/community values.
Resource Availability for training, staffing, technology supports, curricula, data systems and administration.
Evidence indicating the outcomes that might be expected if the program or practices are implemented well.
Readiness for Replication of the program, including expert assistance available, number of replications accomplished, exemplars available for observation, and how well the program is operationalized
Capacity to Implement as intended and to sustain and improve implementation over time.
These are just a few of the questions that your Implementation team should think through during the Exploration Phase.
Only after this exploration process do you make a decision to proceed or not proceed.
ACTIVITY- think of a time that you have experienced a new initiative where one or more of these areas was not addressed. What happened? What step(s) could have been taken to prevent this?
Hexagon Tool

5. Installation “Work to do it right.”
Begins when there is a decision to move ahead with the innovation.
Plans for the changes and develops systems to accommodate and fully support implementation
Establishes a team charged with the implementation process
After making a decision to begin implementing a new practice or innovation, there are tasks that need to be accomplished before the change in practice actually begins.  During the Installation phase, we “work to do it right.”
Activities during the Installation Stage create the infrastructure and make the instrumental changes necessary for success.  
Teams put necessary organizational supports into place (e.g., funding, human resource strategies, new policies and procedures, materials). 
They create referral mechanisms, reporting frameworks and outcome expectations.  And importantly, they create and install the supports needed to improve the confidence and confidence of teachers and staff (e.g. training, coaching, data systems). 
Questions to Consider:
How do we do it?
Do we have the materials, training, time, and support to do it right?
How can we master the new skills and fit it all in?

6. Installation “Work to do it right.”
To build capacity, you must:
Identify organizational and structural supports needed
Select the first practitioners
Develop selection protocols
Evaluate readiness of data systems
Establish communication links and protocols
Build your training and coaching capacity
Identify organizational and structural supports needed- Installing a new initiative will include selecting and/or repurposing of staff, scheduling team meetings, aligning policies and procedures, purchasing equipment, finding space and developing the competence of those bringing the changes to staff members.  Any of this work that can be done before the Initial Implementation Stage will reduce the number of potential problems later. 
Select the first practitioners- includes identifying specific behavioral characteristics needed to carry out the work, then developing methods for recruiting and selecting teachers and staff (i.e. practitioners) with those characteristics and with the necessary pre-requisite knowledge and/or skills.  Careful consideration and mutual selection at this point will reduce potential “push-back” as the harder work begins.  
Just remember, the person who is first to volunteer may not be the optimal choice!
Develop selection protocols- Selection of the early practitioners for your initiatives will be crucial to successful use of the innovation.  To expedite this selection process, the development of selection and/or interviewing protocols to use as screening devices will be helpful.  Prior to actually selecting staff, the process will develop consensus in the group regarding the skills and characteristics that are necessary.  
Evaluate readiness of data systems- To evaluate success of an innovation, we must examine both how it affects student outcomes and determine the fidelity of the use of the innovation by the adults.  If there is only marginal (or no) student improvement, does this mean the innovation itself is the problem?  Or is the problem that the implementation of the innovation was not effective?  A system designed to quickly and effectively capture both fidelity and outcome data can provide an answer that question.  Once established, the decision support data system provides data that are reliable, valid, accessible for decision-making, and support frequent use of data during the implementation process. 
Establish communication links and protocols-Frequent communication between and among the practice level (e.g., classroom/ school) and the policy level (e.g., District/State) creates an opportunity to continuously examine and improve the process of implementation.  Through these communication links, teams can quickly troubleshoot issues as they arise remove roadblocks that slow or derail use of new strategies. 
Build your training and coaching capacity- Skill-based training must occur before we can expect teachers, staff, and other practitioners to begin using the new programs or practices. Creating a training plan is a critical first step for installation. Once you have identified the practice you will be installing, it is important to have enough details that you can train staff and administrators to implement it with fidelity, that you can replicate it across you schools and districts and that there is an assessment that allows you to measure the use of the intervention. In other words, the intervention needs to be teachable, learnable, doable and readily assessed in practice.
We have learned how important coaching is to promote actual use of innovations in the classroom by adults so that students can actually benefit from these strategies.
One tool that the AI hub has available for doing this is the Practice Profile (see next slide)

7. Practice Profiles Lesson
A Practice Profile will support the training and coaching process.  Using this tool helps to identify the essential functions or core components of a program and describe key activities associated with each component.  Creating Practice Profiles enables a program to be teachable, learnable, and doable in typical educational settings.  The Practice Profile also includes examples of three levels of fluency for guidance: expected (fluent), developmental (heading in the right direction) and unacceptable (off track).  

8. Initial Implementation “Work to do it right.”
The “awkward stage”
The first use of an innovation by newly trained teachers in a school and district environment that is just learning how to support the new ways of teaching.
During this stage, staff are attempting to use and apply the newly learned skill, practice or program. This is a fragile stage where the difficulties and challenges encountered in change can result in staff falling back to old ways and habits.
We can not wait for everything to be perfect before getting started… we have laid the groundwork, now we need to get started and then work at getting better using the communication loops that were established in the installation stage.
The motto for Initial Implementation is “Get started, then get better!”  To play an instrument, learn to drive, or initiate anything requiring new skills, we know it will take time to become good at it.  However, until you actually begin, you will not know your strengths or what needs additional attention.  Get started, then get better! 
Questions to Consider:
Is it working?
Are we doing it right?

9. Initial Implementation “Work to do it right.”
Initial assessment of selection, training, and coaching
Ensure coaching is provided
Repurposing of school roles, functions and structures
Communication links and protocols
Initial Assessment of Selection, Training, and Coaching- use this stage to learn what works and what needs to be adjusted for the next cohort of staff. Classroom data, observations of instruction, and teacher reports further inform what, if any, changes are needed in future trainings and coaching routines.  This allows for adjustment before moving into the full implementation stage.
Ensure Coaching is Provided
As we learned earlier, research is clear about the need for coaching in order to bring new practices into the classroom.  Training alone will not translate into classroom use of skills.  After training ends, educators continue to receive guided practice with feedback and support to build their confidence and competence as they move closer to full and effective use of the innovation.  During the Exploration and Installation Stages a coaching service delivery plan is developed.  The plan details the coach’s frequency of observations, methods of support, and routines for providing constructive feedback in a safe environment.
Repurposing of school roles, functions, and structures
In earlier stages, the Implementation Team and leadership determined how schools and classrooms (e.g. scheduling, staffing) might need to change to create a hospitable environment for teachers and staff using the innovation.  During the Initial Implementation Stage, the plan is put into action.  Since no plan is complete, unanticipated changes will add to the “awkward” moments as adjustments to the plan occur.  
Resolve systems issues
The initial implementation stage is an important time to monitor outcomes, identify barriers and challenges and to develop plans to move initiatives forward to assure outcomes are achieved.
Communication
As this new process unfolds, all stakeholders need to stay in communication to maintain the flow of information.  During the Initial Implementation Stage, teams are tapping resources, staff members are spending time and energy on the new way of business, and frustrations can run high.  To maintain “buy-in” it is crucial to keep everyone “in the loop” by providing updates on progress, a venue for questions, and opportunities for clarifications and problem-solving.

10. Full Implementation “Work to do it better.”
How are we improving and sustaining?
Full implementation is reached when 50% or more of the staff are using the practice with fidelity and are achieving good outcomes
This is difficult to achieve and sustain without attending to the first three stages
In full implementation, the new practice becomes the way we do and carry out our work. However, it is important that implementation teams ensure that the gains in the use of effective practices are maintained and improved over time. Sustainability requires tenacity. First, you got started, then you got better. Now may be your biggest challenge – maintaining the quality over time and across staff through purposeful use of the Implementation Drivers and Improvement Cycles. The goal is have the use of these frameworks become second nature.
Implementation Teams are built into organization structures and are essential contributors to the ongoing success of using the evidence-based program.  The work of Implementation Teams is to ensure that the gains in the use of effective practices are maintained and improved over time and through transitions of leaders and staff.
A great deal of hard work has gotten you this far.  Celebration is motivation! When it becomes clear from your assessments that staff are implementing with fidelity and students benefitted from these efforts, be sure to spread the word!  Success will encourage everyone involved to maintain the innovation(s).
Questions to Consider:
It’s working fine, but how do others do it?
Is there a way to make it better?
How do we ensure this sustains over time and through staff changes?

11. Full Implementation Key Functions “Work to do it better.”
Skillful practices by all staff
Evaluation for expected outcomes
Full use of implementation drivers
Policy changes/ development for sustainability
Skillful practices by all staff
Fidelity scores signal full implementation. Fidelity measures are identified and/or developed during Exploration and Installation and are used during Initial Implementation to improve the competency of new Implementation Team members as they support teacher and staff learning and use of innovations.
Evaluation for expected outcomes
When 50% of the staff are using the innovation fully and effectively, it is legitimate to anticipate robust student outcomes. At this point, there is no doubt that the innovation is in place and is being used as intended across a district. Full Implementation creates the opportunity to see if the innovations/practices/systems are producing the anticipated outcomes. During this Stage, it is appropriate to analyze the results from the selected or created assessments for student outcomes coupled with implementation fidelity checks. Based on the results of this evaluation process, action plans are created or updated (e.g., reporting to stakeholders, celebrations, re-examination of drivers).
Full use of Implementation Drivers
The Implementation Team will continue to look at each of the Implementation Drivers during this Stage to monitor their effectiveness in “full throttle” mode. Continuous quality improvement of the Implementation Drivers is a hallmark of Full Implementation. Has there been turnover in staff on the Implementation Team? Are new staff members on board who need orientation and training? Are new staff members getting increased coaching compared to staff who are meeting fidelity? Is coaching being provided to all staff? Is coaching contributing to staff satisfaction and improvements in fidelity? Are the data systems providing timely, actionable, reliable, and valid data? Are data regularly used for decision-making? How are the stakeholders reacting to the widespread use of these practices?
Policy changes/development for sustainability
When Full Implementation has been achieved and is being sustained, people sometimes forget that changes in policy and procedures can adversely impact use of the innovation as intended. Throughout the life of the innovation the Implementation Team together with leadership pays attention to the degree to which policies and procedures help or hinder implementation and outcomes. Have you paid attention to the changes needed in policy and procedures with ongoing active use of the improvement cycles? It can take some time to change policies even after the Implementation Team recognizes the need to do so. There may be future innovations which will require the same type of changes in policy as the current one. Now is the time to get comfortable with ‘institutionalizing’ the use of improvement cycles to strengthen the infrastructure so you are ready to go next time!
Share your Success!
A great deal of hard work has gotten you this far. Celebration is motivation! When it becomes clear from your assessments that staff are implementing with fidelity and students benefitted from these efforts, be sure to spread the word! Success will encourage everyone involved to maintain the innovation(s).

12. Discussion
How would you explain the importance of attending to the stages of implementation when implementing a new initiative?
Reflect on this question
Solo write your response
Find a partner to discuss
Find another pair to discuss and look for commonalities