Phase IV: Taking Action

and Monitoring

Implementation

and Impact

Phase IV: Taking Action and Monitoring Implementation and Impact

Step 1: Implement the action steps.

Step 2: Monitor the implementation and impact of the action steps.

Step 3: Adjust and revise the action step.

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Step 2: Monitor the implementation and

impact of action steps

Manning the Crow’s Nest

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1. Why is it important to monitor implementation and impact?

2. What are some ways to monitor implementation and impact?

Session Questions

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Implementation/Impact

• Implementation: Did we do what we said we would do?

• Impact: Did we get the outcomes we wanted?

Both are important to monitor!

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Session Questions

1. Why is it important to monitor implementation and impact?

2. What are some ways to monitor implementation and impact?

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Research on Implementation and Leadership

1.Find someone who is not from your ESC.

2. Reflect on implementation research and leadership actions. (Handout 1)

(10 minutes)

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Degrees of Implementation (Handout 2)

• Paper implementation

• Process implementation

• Performance implementation

Fixsen, et al., (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, p. 2 8

Thinking about Implementation and Impact

• Think about improvement efforts that you have experienced in districts, schools, your ESC, and other organizations.

• Discuss with your table group:

– Were they designed primarily as paper, process, or performance implementation strategies?

– What degree of implementation resulted?

(15 minutes)

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MonitoriMonitoring!ng!

From the research: Why monitoring is important (Handout 3)

•Provides information about what is happening

•Involves individuals at all levels of the system

•Keeps the improvement process from faltering/failing

•Helps ensure quality and successPankake, A. M. (1998). Implementation: Making things happen. Larchmont, NY: Eye on Education.

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From the research: Why monitoring is important

•Provides information on progress and informs needed adjustments

•Helps communicate what is important in a district/school

•Helps us know where we started, how far we’ve come, and how much further we have to go

•Helps prevent unanticipated problems

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Pankake, A. M. (1998). Implementation: Making things happen. Larchmont, NY: Eye on Education.

From your experience, which three reasons seem to you to be most important for implementing district or campus improvement plans?

What happens in these three areas if monitoring doesn’t occur?

Importance of Monitoring

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Implementation Bridge

Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes. Boston: Pearson. 14

Monitoring Requires Leadership

•Pressure

• Support

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Session Questions

1. Why is it important to monitor implementation and impact?

2. What are some ways to monitor implementation and impact?

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Examples of Implementation Data

Did we do what we said we would do?

Example: • Action Step from Plan: Hold focus groups with students in grades 5–12 on their perceptions of the learning environment.

• Implementation Data: The district held focus groups with 10% of students in grades 5–12 on perceptions of the learning environment during the week of November 3, 2008.

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Examples of Implementation Data

Did we do what we said we would do?

Example: • Action Step from Plan: Analyze and report student focus group data to teachers and principals in all intermediate, middle, and high schools.

• Implementation Data: The district leadership team analyzed the student focus group data at their November 4 meeting and reported a summary of the data to teachers and principals in grades 5–12 schools during the week of November 10, 2008.

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Examples of Impact Data

Did our action steps result in. . . • use of more research-based instructional strategies?

• higher student achievement?• lower failure rate?• increased parent involvement?• higher student attendance?• more active student engagement?• more students enrolled in after-school tutorials?

• lower discipline referrals?• increased teacher participation in collaboration?

• greater alignment of instruction to our curriculum ? 19

Student Learning

Demographic

Percep

tion

sS

cho

ol

Pro

cess

es

Bernhardt’s Data Categories

Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

Examples:EnrollmentAttendanceDrop-out RateEthnicityGenderGrade LevelLanguage Proficiency

Examples:Perceptions of learning environmentValues and beliefsAttitudesObservations

Examples:Criterion-referenced testsNorm-referenced testsTeacher observationsAuthentic assessments

Example:Description of school programs and processesDescription of meetingsDescriptions of parent/teacher conferences

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Thinking about data

Implementation Impact

Demographic

Student learning

Perceptions

School processes

How could each category of data be used to measure implementation and impact? (Handout 6)

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Refer to your district/school plan

• What categories of data are the district/school collecting now?

• What other categories of data would help to monitor implementation and impact in their plan?

• How could you help the district/school monitor implementation and impact data?

• Be ready to share in 15 minutes.

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