Module Four:

Implementation

Learning Objective

Learn how to implement evidence-based interventions in school settings.

What You Need to Know

Implementation Indicators

  • Dosage - e.g., participation in certain activities

  • Fidelity - e.g., ongoing support

  • Quality of delivery - e.g., upport from leadership

  • Acceptability - e.g., teachers’ participation and attitudes towards activities

A strong implementation plan includes:

  • short-term and long-term goals

  • a detailed roadmap 

  • milestones and timelines

  • division of responsibilities and resources

  • a rigorous evaluation plan

Steps

  • 1. Understand the Conditions

    Explore the complexity of the intervention as well as the conditions that need to be in place (e.g., technology, training, on-going support) to support a successful implementation. Determine what resources are required to create those conditions.

  • 2. Gather Stakeholder Input

    Collect feedback and input from those who will implement the intervention. They understand the context best and thus will be able to identify implementation factors and challenges that may not have been considered.

  • 3. Make a Plan

    Design a detailed implementation plan that addresses the who, why, where, when, and how. A strong plan supports staff, includes short and long-term goals, monitors progress, and outlines expected outcomes within a span of one to three years.

  • 4. Use a Phased Approach

    Delivery may begin with a small pilot to learn more and facilitate adjustments in real time. It’s important to understand how the intervention manifests in a real-life context and make necessary changes before scaling.

  • 5. Be Clear about Expectations

    Communicate expectations for the initial implementation and the long-term.

Guiding Questions

  • What resources are needed to create the conditions for a successful implementation? 

  • What is the district or school’s level of readiness to deliver the plan? 

  • How are we building buy-in with all of our stakeholders?

  • What is our plan if stakeholders become disillusioned or fatigued because they don’t see results right away? How will we keep their expectations in check

  • What structures do we have in place to learn from a pilot?

Case Study

After identifying and evaluating evidence that proves that high-dosage tutoring has a positive and significant impact on secondary math outcomes, the superintendent is ready to start thinking about implementation. She understands that the right conditions need to be in place to produce and sustain strong results. 

To ensure a collective and comprehensive understanding of the conditions needed for a successful implementation, she creates a working group that consists of the district’s curriculum director, special education director, two principals, and a handful of high school teachers from across the district. The group meets weekly over the summer to discuss the conditions and use evidence to design the program. 

Weeks before school begins, they create a detailed implementation plan that addresses the frequency of sessions (three times a week), group size (no more than three students per tutor), personnel (they are partnering with a community-based organization that provides tutoring), training (will provide a two-week intensive), and the program (high-quality instructional materials with an emphasis on informative assessments and relationships).

The working group documents the plan carefully and creates various communications to inform the different stakeholders about the program and help them understand what to expect.