Science of Implementation & The
Stages of Implementation
Kent Intermediate School District
Module One
Recall…
The Science of Implementation
• Students cannot benefit from
interventions they do not experience
– Training by itself does not work
– Policy change by itself does not work
– Financial incentives alone do not work
Recall…
The Science of Implementation
• An “intervention” is one set of activities
• “Implementation” is a very different set of
activities
• Leadership teams and principals must hold
both of these concepts and issues
simultaneously
• We want to talk about “Implementation” of
MiBLSi/Response to Intervention
Stages of Implementation
Focus
Should we
do it!
Stage
Description
Exploration/Ado Decision regarding commitment to
ption
adopting the program/practices and
supporting successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data
systems, conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details,
learn and improve before expanding to
other contexts.
Elaboration
Expand the program/practices to other
locations, individuals, times- adjust from
learning in initial implementation.
Continuous
Improvement/R
egeneration
Make it easier, more efficient. Embed
within current practices.
Work to do
it right!
Work to do
it better!
These stages are recursive
Setbacks at one stage move us back to the previous stage
Ignore
File
Grievance
Snow
Day!
Data
Vote
coach
off
Have a
“AHA!”
Change
Practice
Violate
Norms
Dominate
conversation
Late for
meeting
“We
already
do that.”
Ignore
e-mails
New State
Initiative
Prep for
Meeting
Go to a
PLC
Today is
a book
study?
Apply for
PBIS
Attend
District PD
New
District
Initiative
Be on
time
Go to
Book
Study
Staff Performance and Time
• Due to a lack of training and skill development
in the practice, program, or strategy, some staff
will resist the change
• The implementation plan should include a
heavy emphasis on quickly identifying staff
needs and responding to them (e.g. re-training,
coaching, creating time and space for staff to
create/gather necessary materials, etc
(Herold & Fedor, 2008, cited in Fullan, 2010)
Staff Performance and Time
• The lack of staff automaticity in the practice
and companion resources will cause a dip in
implementation (staff performance is not as
high as anticipated)
• Goal is to:
– Minimize the depth of the implementation dip
– Reduce the time in which it takes to recover from
the implementation dip
(Herold & Fedor, 2008, cited in Fullan, 2010)
Myth of Change
• People who introduce a change are typically
very far removed from it
• The perception is there will be immediate gain
when the reality is-by definition the gains are
not immediate
(Herold & Fedor, 2008, cited in Fullan, 2010)
(Herold & Fedor, 2008, cited in Fullan, 2010)
Implementation Dip Video
Honor the Implementation Dip
• Depth of Decline: implementers see the
costs of implementing the program/practice
(innovation) immediate and concretely;
however, the benefits ARE in the distance
and theoretical at this point
• The cost-benefit ratio is off titling towards
the negative side
(Herold & Fedor, 2008, cited in Fullan, 2010)
Honor the Implementation Dip
• What should leaders expect during the
implementation dip?
– Don’t expect very many compliments
– Be resilient because you will need to do things that
will result in ZERO appreciation
– Resolute leadership (next slide)
(Fullan, 2010)
Honor the Implementation Dip
• What should leaders do to fix the dip?
Organizational supports and
competency building must be the
focus during this critical stage so you
can reduce the time (duration) to
recover from the implementation dip
to 6 months or less
(Herold & Fedor, 2008, cited in Fullan, 2010)
Excitement Prior to
Implementation is Fragile
• There is typically a high level of excitement
prior to implementing something (e.g. PBIS
or reading program)
• The excitement prior to implementation is not
a strong foundation
• The fall in the implementation dip will be even
greater if high aspirations precede it
(Herold & Fedor, 2008, cited in Fullan, 2010)
Excitement before implementation contributes to the
trend line for the “myth.” Building capacity right
away will reduce the perceived performance gap
and reduce the implementation dip.
(Herold & Fedor, 2008, cited in Fullan, 2010)
Activity
What Stage of Implementation is your building
currently in? How do you know?
Has your building experienced a dip in
implementation? If so, what are some signs
that indicate that there is a dip?
– What will the leadership team, the coach,
and the principal do in helping staff get
through the dip?
– Develop action steps to address the
implementation dip.