Glossary
The specific actions or functions taken by a team to support the use of evidence-based practice or program.
Authority refers to the power or right of individuals within an organization to make final decisions regarding shifts in programs/practices, budgets, positions, and the equitable allocation of resources.
A diverse and engaged group of stakeholders that supports the implementation, sustainability, and scale-up of an evidence-based practice or program at the point of implementation by integrating the use of implementation stages, drivers and improvement cycles.
Systems, activities, and resources that are necessary for an organization or agency to successfully adopt and sustain evidence-based practices or programs.
"A champion is an implementation-related role occupied by people who (1) are internal to an organization; (2) generally have an intrinsic interest and commitment to implementing a change; (3) work diligently and relentlessly to drive implementation forward, even if those efforts receive no formal recognition or compensation; (4) are enthusiastic, dynamic, energetic, personable, and persistent; and (5) have the strength of conviction.” (Miech, 2018)
Coaching is defined as regular, job-embedded professional learning designed to help teachers and staff use an evidence-based practice or program as intended.
A written plan detailing the coaching concept, frequency of coaching observations, methods of support, and routines and methods (e.g., written, verbal) for providing feedback in a safe environment.
A written document outlining the frequency, type, format, and content parameters of communication with stakeholders and between teams.
An implementation team member assuming a lead role in preparing for and facilitating implementation team meetings, agenda topics, and monitoring completion of assigned actions.
A system for identifying, collecting, and analyzing data that are useful to the teacher, school, district, region, and/or state for decision making to improve implementation of the evidence-based practice or program. Specifically, process, performance (fidelity), and outcome data are measured and used to inform decision-making.
Assessments which provide more in-depth information about an individual student’s knowledge, skill, and understanding for the purpose of guiding future instructional supports.
Staff at the highest levels of an organization who are charged to direct, influence, and guide individuals within the organization to achieve organizational goals, develop strategic plans, and support overall decision making.
A set of activities, completed by a team, that includes, an assessment of assets and needs of the focus population, and a determination of the fit of a program or practice, as well as the feasibility of implementation based on the current infrastructure.
Organization driver focused on the internal processes, policies, regulations, and structures over which an implementation team has some control in order to support new ways of work.
A specific pathway or channel for sending and receiving information and communication messages such as sharing of progress and successes, reporting barriers, and seeking input on decisions.
Fidelity is defined as doing what is intended.
Occurs as staff use the evidence-based program or practice successfully and population-level outcomes are achieved.
Publicly available documents outlining a process and/or procedure and its implementation.
A specified set of activities designed to put into use a practice or program of known dimensions.
A system for identifying, collecting, and analyzing data that are useful to the teacher, school, district, region, and/or state for decision making to improve implementation of the evidence-based practice or program. Specifically, process, performance (fidelity), and outcome data are measured and used to inform decision-making.
The scientific study of methods or processes that increase the likelihood that research findings and evidence-based practices are implemented as a routine practice. (Eccles & Mittman, 2006).
Implementation Stages outline the sequence of activities needed for sustained use of an evidence-based practice or program. There are four stages: Exploration, Installation, Initial Implementation, and Full Implementation.
A representative, organized, and active group that supports the implementation, sustainability, and scale-up of evidence-based practices or programs by integrating the use of implementation stages, drivers, and improvement cycles at the state, region, district, or school level.
A planned sequence of systematic and documented activities aimed at improving a process, program, and/or tools (e.g., PDSA Cycle – Plan, Do, Study, Act).
A detailed plan outlining actions needed to reach one or more goals for performance improvement. (e.g., School Improvement Plan, District Improvement Plan). See also “implementation plan”.
The core mechanisms of an organization that is necessary to successfully support or use an evidence-based practice or program such as those necessary to build staff knowledge and skills (e.g., training, coaching) as well as organization processes (e.g., use of data for decision making, leadership practices).
The initial efforts of staff to use the evidence-based program or practice, with attention to using data for continuous improvement.
A set of activities where states, districts, and schools build the infrastructure necessary to implement the evidence-based practice or program and build practitioner and organizational capacity.
A document outlining the various activities used within a selection process of hiring a staff member.
The results of any implementation effort defined in relation to improvements in infrastructure, capacity, and impact on the population served by the evidence-based program or practice.
Measures the skills and abilities of staff implementing a practice or program as intended in varying contexts (e.g., through observation).
Data and material that can be used to inform the development and/or refinement of a policy or statement of intent adopted by a Board or senior governance body.
A collection of skills, strategies, and techniques that have been organized to produce a specific outcome or result.
A person engaged in the use of the specific evidence-based practices or programs in classrooms and other education settings.
Frequent assessment to provide more in-depth information about an individual student’s specific skills for the purpose of guiding instructional supports.
Readiness is defined as a developmental point at which a person, organization, or system has the capacity and willingness to engage in a particular activity.
An educational entity providing school districts within a specified geographic region of the state with a wide array of educational programs and services, many of which are too resource-intensive or limited in demand for a single location.
Practices that have sufficient social and scientific validation to warrant the large-scale investment needed to transform these practices into Standard Practice. Scalable practices have documentation that they are needed, effective, usable, and feasible.
Selection refers to the purposeful process of recruiting, interviewing, and hiring ‘with the end in mind.’ Selection through an active implementation lens includes identifying skills and abilities that are prerequisites and/or specific to the evidence-based practice or program, as well as attributes that are difficult to train and coach.
SMART is a mnemonic acronym, giving criteria to guide in the setting of goals and/or objectives. A SMART goal is defined as one that is specific, measurable, achievable, relevant and time-bound.
Measures used to gather information about student performance compared to grade-level standards that are typically administered at the end of the semester or year.
An organization driver focused on the external variables, policies, environments, systems, or structures that influence or have an impact on the district and schools.
Training through an active implementation lens is defined as purposeful, on-going, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to utilize evidence-based practices or programs.
The systematic assessment of all children within a given class, grade, school building, or school district on academic and/or social-emotional indicators the school personnel and community have agreed are important to assess the strength of instructional practices and identify any students who may need further support.
An evidence-based practice or program that is intended to improve results. The evidence-based practice or program is chosen based on need, the best available evidence to achieve the specified goal (e.g., evaluation results, research findings), and is operationalized so as to be teachable, learnable, doable, and assessable.