1. Addressing Fidelity of Implementation: from a CBAM Perspective Gene Hall University of Nevada, Las Vegas Email: gene.hall@unlv.edu 1Dr. Gene Hall

2. Key Assumption Change is a process, not an event There is a personal side An organization does not change until the individuals within it change There is developmental growth The innovation may be changed during implementation 2Dr. Gene Hall

3. Concerns Based Adoption Model CBAM User System Culture Team 3Dr. Gene Hall

4. New Practices Tests

5. 5Dr. Gene Hall

6. Alternative Perspectives for Defining the Innovation Perceived Attributes (Rogers Philosophy Goals/Standards/Outcomes Implementation Requirements Functions Behaviors/Actions 6Dr. Gene Hall

7. This y 7Dr. Gene Hall

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9. As Proposed by the Project Sponsor As Specified in the Project Request As Designed by the Senior Analyst As Proposed by the Programmers As Installed at Users SiteWhat the User Wanted 9Dr. Gene Hall

10. DeveloperTeacher A Teacher B Teacher CTeacher D Teacher E 10Dr. Gene Hall

11. Components of Swing Innovation Seat (a)(b)(c) 1 plank3 plankstire Hanger (a)(b)(c) 2 ropes3 ropes1 rope Support (a)(b)(c) treesticksair 11Dr. Gene Hall

12. Innovation Components and variations Component 1: Grouping Variation a:Individualized Variation b:Several small groups Variation c:One heterogeneous group Variation d:One homogeneous group Component 2: Materials Usage Variation a:Uses a combination of materials Variation b:Uses program materials only Variation c:Uses textbook only 12Dr. Gene Hall

13. IC Map elements 1) Component Name (dimensions, dim…) ab cd Variation Variation -- - - - - - example example 13Dr. Gene Hall

14. Key Questions 1. What would I see when the innovation is in use? 2. What would teachers be doing? 3. What would students be doing? 4. What I would is see/hear around the classroom? 14Dr. Gene Hall

15. Innovation Configuration Map for the Mathematics Program Department of Defense Dependents Schools Arlington, Virginia a Teacher poses open-ended problem, highlights mathematical aspects and asks students to determine how to figure them out. Open-ended questions are used to pose problems, not only at the beginning but also throughout the lesson. Teacher uses mathematical language to present tasks/investigations. b Teacher identifies mathematical aspects of tasks/investigations and explains how to figure them out. Teacher directions are clear. Some mathematical language is used. Some open-ended questions are asked. c The teacher presents the activity with little or no explanation. Teacher uses little or no mathematical language. Some teacher directions are clear. Nearly all questions require one- word answers. d Teacher structures activity and directs students/ activity. Questions requiring one-word answers are used to check for student understanding. Isolated use of math vocabulary. e Teacher presents/explains isolated concept or procedure and assigns individual student work. Questions requiring one- word answers are used to check for student understanding. Isolated use of math vocabulary. 3) Teacher Poses Mathematical Tasks/Investigations {poses, frequency, open0ended questions, language} 15Dr. Gene Hall

16. Innovation Configuration Map for the Mathematics Program a The teacher guides the student sin making connections within the discipline of mathematics and/or to other subject areas. The teacher elicits connections from the students based on the context of the lesson or investigation. b The teacher tends to state the mathematical and/or other subject area connections. Teacher elicitation of connections from the students is minimal c The teacher states only the mathematical connections in the lesson or investigation. The teacher makes no attempt to elicit connections from the students. d The teacher makes no attempt to communicate the mathematical connections in a lesson or investigation. 4) Teacher Helps Students in Making Connections {making connections among mathematical topics and/or other subject areas Department of Defense Dependents Schools Arlington, Virginia 16Dr. Gene Hall

17. Innovation Configuration Map for the Mathematics Program 12) Focusing on Student Learning Student Communication Using Mathematical Language {sharing, language, student interaction, listening} a Students routinely share and explain their mathematical thinking in oral or written form. They listen and respond to ideas and other ways of thinking. Mathematical language is used regularly and correctly to describe and clarify. Disagreements are settled by recourse to mathematical reasoning. b Teacher has norms and procedures governing materials and student behavior. They are somewhat unclear or inconsistently applied. c Teacher has not clearly established norms and behaviors governing materials and student behavior. d Students talk to each other not about mathematics but about procedures or mechanics of the task. They only partially listen to what others say. e Students rarely share or explain their mathematical thinking or procedures in any form. Department of Defense Dependents Schools Arlington, Virginia 17Dr. Gene Hall

18. New Practices Tests FidelityLow - - - - - - - - - Medium - - - - - - - - - Hi 18Dr. Gene Hall

19. Innovation Configuration Mapping is Reasons WHY… IMPORTANT Clarifying the vision Turning philosophy into moving pictures A tool for communicating what “it” is A tool expanding possibilities Self-monitoring Identifying distinguishing features 19 Dr. Gene Hall

20. Truth in packaging Validating use in the outcome studies Program Evaluation Setting parameters for franchising Target training (development and Delivery) Testing effects of different configurations To be able to point out what is NOT “it” Reasons WHY… Innovation Configuration Mapping is IMPORTANT 20Dr. Gene Hall

21. One workshop IC ratings TSP Summary of Teacher Configurations Teacher 1.Units 2. Use of 3.Student 4. Process/ 5. Assessment Taught Materials Grouping Content SS __a__ __b_ __b__ __a__ ___c_ TT __a__ __c__ __c__ _b/a_ __c__ UU__a__ ___a_ ___a_ ___c_ __b__ VV__a__ ___a_ ___a_ __a__ ___a_ WW___d_ ___c_ __c__ ___d_ __c__ XX__d__ ___b_ ___c_ _____ __c?_ 21Dr. Gene Hall

22. IC Map data Cluster Analysis IC Components User# 1367 Lowest Cluster1614DDDF 0770DGDF 3566DGCE Low Cluster7887DCCE 0025CCCD Highest Cluster4335ABBA 3779ABAA 1002AAAC 3708AAAB Mixed Cluster9676CDBC 0717 B D B C Majority A Cluster0003CBCC 8084ABBC 4621BBBC 4126BBBC 6355ABBB 3308BCBB 8696BBBB 6995BBBB Majority B Cluster3735BBAD 6865BBBD 0615BCCC 2799BCBC 2917ABBD 8927BCBD 3679 B C B D 22 Dr. Gene Hall

23. Concerns Based Adoption Model CBAM User System Culture Team 23Dr. Gene Hall

24. How does IC relate to student learning? Implementation Bridge 24Dr. Gene Hall

25. New Practices Tests 25Dr. Gene Hall

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27. Thank You… Hall & Hord (2001;2006, 2011). Implementing Change: Patterns, Principles and Potholes (Third Edition). Boston, MA: Allyn and Bacon Hord, Stiegelbauer, Hall & George (2006) Measuring Implementation in Schools: Innovation Configurations. Austin, TX: Southwest Educational Development Lab. Email: gene.hall@unlv.edu 27Dr. Gene Hall