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Addressing Fidelity of Implementation: from a CBAM Perspective

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

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Addressing Fidelity of Implementation: from a CBAM Perspective

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

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

  4. Tests NewPractices

  5. Dr. Gene Hall

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

  7. This y Dr. Gene Hall

  8. Dr. Gene Hall

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

  10. Teacher B Developer Teacher A Teacher E Teacher C Teacher D Dr. Gene Hall

  11. Components of Swing Innovation Seat (a) (b) (c) 1 plank 3 planks tire • Hanger • (a) (b) (c) • 2 ropes 3 ropes 1 rope • Support • (a) (b) (c) • tree sticks air Dr. 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 Dr. Gene Hall

  13. IC Map elements 1) Component Name (dimensions, dim…) a b c d Variation Variation Variation Variation • - - - - - - example example example example Dr. 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? Dr. Gene Hall

  15. Innovation Configuration Map for the Mathematics Program Department of Defense Dependents Schools Arlington, Virginia 3) Teacher Poses Mathematical Tasks/Investigations {poses, frequency, open0ended questions, language} Dr. Gene Hall

  16. Innovation Configuration Map for the Mathematics Program • Department of Defense Dependents Schools Arlington, Virginia 4) Teacher Helps Students in Making Connections {making connections among mathematical topics and/or other subject areas Dr. Gene Hall

  17. Innovation Configuration Map for the Mathematics Program Department of Defense Dependents Schools Arlington, Virginia 12)Focusing on Student Learning Student Communication Using Mathematical Language {sharing, language, student interaction, listening} Dr. Gene Hall

  18. Tests Fidelity Low - - - - - - - - - Medium - - - - - - - - - Hi NewPractices Dr. Gene Hall

  19. Reasons WHY… Innovation ConfigurationMapping is 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 Dr. Gene Hall

  20. Reasons WHY… Innovation ConfigurationMapping is IMPORTANT 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” Dr. 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?_ Dr. Gene Hall

  22. IC Map data Cluster Analysis IC Components User# 1 3 6 7 Lowest Cluster 1614 D D D F 0770 D G D F 3566 D G C E Low Cluster 7887 D C C E 0025 C C C D Highest Cluster 4335 A B B A 3779 A B A A 1002 A A A C 3708 A A A B Mixed Cluster 9676 C D B C 0717 B D B C Majority A Cluster 0003 C B C C 8084 A B B C 4621 B B B C 4126 B B B C 6355 A B B B 3308 B C B B 8696 B B B B 6995 B B B B Majority B Cluster 3735 B B A D 6865 B B B D 0615 B C C C 2799 B C B C 2917 A B B D 8927 B C B D 3679 B C B D Dr. Gene Hall

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

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

  25. Tests NewPractices Dr. Gene Hall

  26. Dr. Gene Hall

  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 Dr. Gene Hall

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