In this Section
This section provides resources and tools to help districts and schools complete Installation. It includes professional development tools to help staff embed new understanding of the standards and implementation concepts into universally designed learning targets, assessments, and aligned units of study into an MTSS which they build collectively. Tools for leaders help promote consistent and intended use of instructional practices across the organization and alignment of the standards across tiers of instruction and intervention. Rapid cycle problem solving tools help leaders ensure that implementation occurs evenly and with quality across the school. Resources and tools for all practitioners deepen understanding of academic language and how it relates to closing the achieve gap and to “college and career readiness.”

By the time schools and districts begin the Installation stage of implementation they will have completed the activities and requirements in the Exploration stage. Leadership and implementation teams are in place to plan for and analyze the implementation effort and execute next steps. A resource, communication, and training strategy has been established. Plans and strategies begin to be carried out.

By the time Installation begins, staff understand the state ELA standards, benchmarks and architecture, and have clarity on the intended purpose of Universal Design for Learning (UDL) and Multi-tiered Systems of Support (MTSS) to make the general curriculum accessible to ALL students. They embrace their part in the systemic change and improvement process and begin to feel competent to provide high quality instruction in the standards.

Now, in Installation, training and support provided by specialists in UDL and MTSS focuses on helping staff understanding the ELA standards in more detail--by strand or multiple strands—to help them establish learning targets, create instruction, and design assessment to address all students’ needs. Analyzing student performance and need for tiered interventions is moving from conceptualization to serving students.

The data collection systems established in Exploration are now used to inform all decisions to improve design and planning, from identifying refinements in how core instruction is defined and standardized within and across grade levels, to planning for professional development, and to measuring the depth and accuracy of the implementation itself. It is also used at the teacher level as well as to determine if staff have the essential understandings necessary to implement the standards, UDL, and components of MTSS as designed.
 

Self-Assessment

The first step in each stage of this process is to check understanding of key concepts before moving on. A self-assessment is available which reflects critical activities at the Installation Stage that have the greatest likelihood of leading to full and sustainable implementation. Please complete the assessment before moving into the information that follows.

Open the Installation Self-Assessment.
 

Using Results of Self-Assessment

If you indicated the majority of critical activities have been completed, make note of which ones you have remaining and work with your team to address them. Use the key concepts to assist you in completing installation for remaining critical activities. For all critical activities that are fully in place, move on to the self-assessment in the initial implementation section. Remember that if you skip installation of any critical activity discussed in the self-assessment, you will likely have to revisit it in the future.

Implementation efforts may stall when leaders jump directly from exploration to initial implementation without first installing the necessary supports, training, coaching, and data systems that educators need to improve their practice. Rushing to serve students and expecting improved performance results will jeopardize the effort and may even lead to abandonment.

For critical activities that are partially completed, or for which installation has not begun use, the key concept pages to support completion of preparing both staff and the organization to serve students. It is normal to have some critical features of the state ELA Standards, UDL, or MTSS in exploration while others are being installed or initially implemented.
 

Implementation Concepts You Need to Know

Implementation isn’t a single event; it’s a process. Implementation stages are discussed in further detail in the resource below. It describes the activities that take place in each of the stages, as well as the points of leverage and support that leadership and implementation teams use to measure effectiveness.

The SISEP Implementation Science Webinar Series, which was first provided in the Exploration Section of the Toolkit, is available below. If you did not have a chance to review these resources previously, please do so before you move to the next section.

SISEP Implementation Science Webinar Series (http://sisep.fpg.unc.edu/resources/implementation-science-webinar-series). This site offers a series of four webinars, each about an hour in length, that explore strategies and resources needed to engage and support district implementation capacity. The series is organized around the four Active Implementation Frameworks: Stages, Drivers, Cycles, and Teams.