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http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf. Through each replication, we become more clear in our implementation efforts. http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html. - PowerPoint PPT Presentation
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http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf
http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html
Through each replication, we become more clear in our implementation efforts.
Implementation Science
Degrees/Stages of Implementation
and Local Control Accountability
Plans
Degrees of Implementation
Paper: New policies and mandates.
Process: New operating procedures, some training, change information reporting (format).
Performance: Systemic change (procedures, processes and training with context, follow up, assessment of outcomes, plans for revision and course-corrections).
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Stages of Implementation
Exploration
Installation
Innovation
Initial Implementation
Full Implementation
Sustainability
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Exploration•“Find the right fit.”•Assess the potential match between community needs, evidence-based practice, program needs, and community resources.
•“Make decision to proceed with implementation of an evidence-based program based.” (Blase et al., 1984; Khatri & Frieden, 2002; Schoenwald & Hoagwood, 2001).
•Create readiness for change. Ask “how are we planning for ….?”
•COMMUNICATE!
Installation• “Start up.”
• Resources are aligned in active preparation for actually doing things differently.
• Structural supports necessary to initiate the program are put in place: training and coaching, data system.
• Staffing and a plan to assess performance of all staff.
• Align resources.• Determine expected outcomes and reporting frameworks. Ask “how are we developing and or installing ….?”
• COMMUNICATE!
Initial Implementation• Capacity Building:
• Practitioners (teachers)• Support (coaches)• Leaders (principals, district)
• “Abandonment”: Attempts to implement new practices effectively may end at this point (Macallair & Males, 2004).
• Ask how are we supporting & problem solving?
• “Awkward Stage” (Joyce & Showers, 2002).
• Create safety.• Learn from mistakes.• Continue “buy-in” efforts.• Manage expectations.
• COMMUNICATE!
Full Operation• New learning integrated into practice, policies, procedures.
• Effort fully operational.• Becomes the reality – “The way we do things.”
• Follows agreed-upon criteria.• Ask “how are we improving and sustaining?”
• Evidence.• Practitioners carry out the evidence-based practice
or program with proficiency and skill.• Administrators support and facilitate the new
practices.• Evaluate program for student outcomes.
Innovation• Opportunities to refine, expand, transfer.
• Adaptations:• Some of the changes will be undesirable, cause drift, threat to fidelity.
• Others will be desirable, defined as innovations that need to be included in the “standard model” of treatment or implementation practices (Winter & Szulanski, 2001).
• “Innovation with scrutiny” after a long enough period of time to see if the innovation is beneficial.
Sustainability•Do we have a plan for changes?
• Staff.• Leadership.• Funding streams.• Program requirements.• Social/political contexts. • Community/business partners. • External systems.• Champions.
Stages of Implementation Survey