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Implementation Teams use Terms of References (ToR) to provide clarity about the work of the team, help the team stay ‘on mission’ and orient new members. Use this activity with your team to organize and articulate a ToR.
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.
Are there barriers and/or facilitators in our current system that may be related to EBP implementation? What are the next right steps? Use this handout to help identify issues that may be facilitating or hindering implementation.
Communication is important for any program/innovation. Developing and linking communication protocols for new or existing programs establishes a transparent feedback process and furthers the development of a hospitable policy, funding, and operational environment.
This activity encourages you to identify potential Implementation Team members and responsibilities of team types, as well as consider team support strategies.
You have decided to explore the potential of having an Implementation Team in your building, district, region or state. Looking across your organization, is there an existing team that could be repurposed? Or, do you need to start fresh?
Reflect on your current organization. How would you describe your system, organization or team environment? Use one of the planning tools to assess your environment, then consider plans for potential improvement.
Jot down different EBPs/EIIs that you have experienced, participated in or led and pick one of those initiatives that has been in place the longest. Then, “drive around” the Implementation Drivers diagram and reflect on the questions provided.
An interview with Melissa Van Dyke about creating readiness for change.
This checklist should be completed quarterly by the Implementation Team to monitor the development and use of core implementation components.
Implementation Teams support the full, effective, and sustained use of effective instruction and behavior methods. Linked Implementation Teams define an infrastructure to help assure dramatically and consistently improved student outcomes.