http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf

1. http://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdfhttp://globalimplementation.org/_static/gii/uploads/files//plenary_411_fixen_slides_frameworks_to_integrate.pdf

2. Through each replication, we become more clear in our implementation efforts. http://zerobearblog.blogspot.com/2012/01/this-duck-business-is-for-birds.html

3. Implementation Science Degrees/Stages of Implementation and Local Control Accountability Plans

4. Performance: Systemic change (procedures, processes and training with context, follow up, assessment of outcomes, plans for revision and course-corrections). Degrees of Implementation Process: New operating procedures, some training, change information reporting (format). Paper: New policies and mandates. http://www.dreamstime.com/royalty-free-stock-photo-holding-up-arrow-image11106345

5. Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability http://www.dreamstime.com/royalty-free-stock-photo-holding-up-arrow-image11106345

6. 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!

7. 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. • Staffingand 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!

8. 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!

9. 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.

10. 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.

11. Sustainability • Do we have a plan for changes? • Staff. • Leadership. • Funding streams. • Program requirements. • Social/political contexts. • Community/business partners. • External systems. • Champions.

12. Stages of Implementation Survey