Transcript Objectives - New Mexico Public Education Department

SUPPORTING DISTRICTS IN
IMPLEMENTATION
Deep implementation of a few things
beats superficial implementation of many
things (Reeves, 2007, p. 6)
Our Commitment
What Works?
What Works
 An evidence-based program is one thing.
 Implementation of an evidence-based program is a
very different thing.
 Implementation is not an event.
 Implementation is a mission-oriented process
involving multiple decisions, actions, and corrections.
An Implementation Language
 Implementation is synonymous with coordinated
change at system, organization, program, and
practice levels.
 Ineffective programs can be implemented well.
 Effective programs can be implemented poorly.
An Implementation Language
 Implementation Outcomes:
– Are they doing the program as intended?
 Effectiveness Outcomes:
– Yes, they are, and it is/is not resulting in good
outcomes?
3 Degrees of Implementation
1. Paper
2. Process
3. Performance
Paper Implementation
New policies and procedures in place.
Prevalent when outsiders monitor for compliance.
Process Implementation
 Trappings and lip-service.
 Process rather than progress.
 Put new procedures in place.
 New language adopted.
 Related events occur.
 Supervision unrelated to or uninformed by what
was taught in training.
 Information collected and stored.
Performance Implementation
 Procedures and process are in place.
 Implementation drivers used with positive
effects.
 Staff behavior changes.
What Does Not Work?
 Dissemination of information by itself
– “Did you not get the binder?”
 Training alone, no matter how well done.
– The drive-by experience.
 Implementation by edict
– "Because I said so!”
What Does Not Work?
 Following the money
– Follow the yellow brick road, follow the yellow
brick road …
 Implementation without changing roles and
functions
– Why break something that is not broken?
Essential
Implementation Outcomes
1. Changes in adult professional behavior.
2. Changes in organizational structures and
cultures, both formal and informal.
3. Changes in relationships to consumers,
stakeholders, and systems partners.
Stages of Implementation
 The purpose of exploration is to assess the
potential match between:
– community needs,
– evidence-based practice and program needs,
community resources, and
– to make a decision to proceed (or not).
 Deciding to “adopt” an evidence-based program
or practice and having well-aligned support
should not be confused with actually putting that
program or practice into effective use.
 At the end of the exploration stage, a decision is
made to proceed with implementation of an
evidence-based program in a given community or
state based on formal and informal criteria
developed by the community and by the
evidence-based program (Blase et al., 1984;
Khatri & Frieden, 2002; Schoenwald &
Hoagwood, 2001).
 Identifying the need for an intervention.
 Acquiring information.
 Assessing the fit.
 Preparing the organization.
 Creating awareness.
 Continues throughout the entire process.
 After a decision is made to begin implementing
an evidence-based practice or program, there are
tasks that need to be accomplished.
 These activities define the installation stage of
implementation.
 Structural supports necessary to initiate the
program are put in place.
 These include;
– ensuring the availability of funding streams,
– human resource strategies,
– policy development,
– reporting frameworks, and
– outcome expectations.
 Ensuring the availability of funding
 Human resources
 Policy development
 Reporting frameworks
 Outcome expectations
 Implementation requires changes in the overall
environment.
 The practitioner in the context of personal,
administrative, educational, economic, and
community factors that are themselves
influenced by external factors (new info, societal
norms, economic recession, media).
 Changes in skill levels, organizational capacity,
organizational culture, and so on require
education, practice, and time to mature.
 During the initial stage of implementation the
compelling forces of fear of change, inertia, and
investment in the status quo combine with the
inherently difficult and complex work of
implementing something new.
 Attempts to implement new practices effectively
may end at this point, overwhelmed by the
proximal and distal influences on practice and
management (e.g., Macallair & Males, 2004).
 Full implementation of an innovation can occur
once the new learning becomes integrated into
practitioner, organizational, and community
practices, policies, and procedures.
 The innovation becomes “accepted practice” and
a new operationalization of “treatment as usual”
takes its place in the community (Faggin, 1985).
 When more than 75% of the staff implements
with fidelity and rigor!
 Practice has become part of the routine.
 Anticipated benefits are realized.
 Each attempted implementation of evidence
based practices and programs presents an
opportunity to learn more about the program
itself and the conditions under which it can be
used with fidelity and good effect.
 Opportunity to refine and expand the
implementation practices and programs.
Drift vs. Innovation
 Some of the changes in the innovation stage may
be undesirable and will be defined as program
drift and a threat to fidelity.
Drift vs. Innovation
 When attempting to discriminate between drift
and innovation, the Dissemination Working
Group (1999) advised to first implement the
practice or program with fidelity before
attempting to innovate.
Drift vs. Innovation
 In that way, it is clear that “innovation” is not an
attempt to escape the scrutiny of fidelity
assessments and that the innovation is based on
a skillful performance of the program or practice.
 First do it right then do it differently (if needed).
– Personnel changes
– Circumstances have changed
 Not an attempt to escape fidelity of
mplementation.
 After the intensity of establishing a fully
implemented evidence-based program
implementation in a new community (often
requiring 2 to 4 years), the implementation site
needs to be sustained in subsequent years.
 Skilled practitioners and other well-trained staff
leave and must be replaced with other skilled
practitioners and well-trained staff.
 Leaders, funding streams, and program
requirements change.
 New social problems arise; partners come and go.
Implementation Drivers
Core Implementation Components
 Core implementation components refer to the:
– most essential and indispensable components
of an intervention practice or program
or the
– most essential and indispensable components
of an implementation practice or program.
Driver #1: Selection
Who is qualified to carry out the practices?
What are best methods for recruiting and
selecting staff?
What characteristics (beyond qualifications,
experience) do you need? (e.g., commitment to
shared goals, willingness to learn, etc.)
Driver #1: Selection
Revisit job descriptions.
Define selection criteria & interview protocols.
Driver #2: Staff Training
 Pre-service and In-service.
 Opportunities to develop new skills/ practices,
and receive feedback in safe environment .
 Necessary but not sufficient!
Driver #3: Coaching & Consultation
 Critical for improved initial and sustained
implementation.
 Feedback situated in “live” conditions.
 When level of support increases, so does level of
implementation.
Joyce & Showers, 2002
Driver #4:
Staff Performance Evaluation
 Assess use of skills taught and
reinforced/expanded in coaching.
 Provide useful two-way feedback.
 Tool for refining practices.
 Reciprocity of and accountability for PD.
Driver #5:
Staff Performance Evaluation
 Assess key aspects of performance,
implementation, fidelity of organization (context,
compliance, competence).
 Details matter greatly!
 Use results to help drive continuing
implementation and progress.
Driver #6:
Facilitative Administrative Supports
 Direction and leadership from board,
administration.
 Ensure practitioners have skills and supports
needed to perform well.
 Keep focus on outcomes.
Driver #7:
Systems Interventions
 Tap and align external support systems to
improve operating conditions.
 Ensure financial resources.
 Provide organizational support, expertise.
District Reform
 Relatively little has been written on how to improve
low performing districts.
 Although the research on district improvement is
limited compared to the body of research on school
improvement, the findings and conclusions of the
district improvement research are quite consistent
from study to study.
District Reform
 Stated most succinctly:
“Both the pace and extent of improvements in
student achievement can be substantially impacted
by a systemic and coherent district-wide initiative
focused on instruction and supported by strong
district leadership.”
Cawelti, G., & Protheroe, N. 2007. “The School Board and Central Office in District Improvement.” Handbook on
Restructuring and Substantial School Improvement. Charlotte, NC: Information Age Publishing and the
Academic Development Institute.
Research and Alignment
 The Center for Comprehensive School Reform and
Improvement: Six Quality Indicators of HighPerforming Schools.
 Dr. Dean Fixsen: Implementation Research.
 7 Turnaround Principles of the New Mexico ESEA
Flexibility Waiver.
 The New Mexico Web EPSS LEAs.