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The purpose of the Drivers Best Practices Assessment (DBPA) is to assist organizations in assessing their current supports and resources for quality use of selected programs or practices.
The DCA is an action assessment designed to help educational district leaders and staff better align resources with intended outcomes and develop action plans to support the use of effective innovations. Both the training and tool are available online.
The Regional Capacity Assessment (RCA) was developed to assist regional education agencies in their efforts to effectively support districts in their use of practices supported by evidence or effective innovations. (v2.1)
The Hexagon Tool can be used by communities and organizations to better understand how a new or existing program or practice fits into an implementing site’s existing work and context.
This template provides the basis for developing a Communication Plan. The purpose of the Communication Plan is to identify and authentically engage with an organization’s diverse stakeholders.
Practice Profiles provide structure to the process of making a practice teachable, learnable, and assessable.
This guide provides questions to ask of a program developer to determine what supports are necessary to implement, continuously improve, and sustain their program.
Executive Leadership Sponsors champion and support State Transformation Specialists as they lead systemic change efforts across state, regional, district, and school levels.
State Transformation Specialists (STSs) lead systemic change efforts in implementation and scaling of evidence-based practices across state, regional, district, and school levels.
The purpose of the State Implementation Team (SIT) is to develop implementation capacity in the form of linked regional and district implementation teams and to manage the flow of information across teams.
The Purpose of the Usable Innovation Team (UIT) is to make effective innovations teachable, learnable, doable and observable in practice.
The BIT plays a critical role in ensuring teachers have the confidence and competence to use EBPs/EIIs with fidelity. They work closely with the District Implementation Team (DIT) to ensure teachers are supported and students are achieving intended outcomes.
The key function of the members of the DIT is to ensure that implementation capacity is developed at the school level in all schools, and that collectively the schools and District build the infrastructure needed for high fidelity implementation.
RITs develop the capacity in Districts to make full use of one or more EBP and/or EII with 60% or more of the schools/students in the region. RITs also are a conduit for information that needs to flow back to the SMT and SDT.
The purpose of the State Design Team (SDT) is to bring the initiatives together to work on the one thing they all have in common – the plans for each initiative need to be executed (implemented) if they are to be effective and sustainable and add to education success.
The SMT works with purveyors and intermediaries to develop knowledge and skills related to increasing implementation and scaling-up capacity. They work closely with other teams to promote alignment of systems as EBP/EII scaling-up decisions emerge.
SWIFT Unscripted invited Caryn Ward from NIRN to provide an insightful interview on Implementation Drivers and their role in school transformation.
File(s): Caryn Ward Transcript.pdf