成功的K-12课程实施工具包

SUCCESSFUL PROGRAMIMPLEMENTATION: A TOOLKIT 3 /INTRODUCTION4 /PHASE 1: PLAN8 /PHASE 2: IMPLEMENT11 /PHASE 3: SUSTAIN14 /SOURCE LIST15 /ABOUT HANOVER RESEARCH INTRODUCTION Whendistrict and school leaders launchprogramsto support students and staff,it’s critical that they have a clear processto follow to ensure the program is executedfaithfully and with the highest chances ofsuccess. But it can take significant resourcesto not only identify a new program, but alsoadopt it correctly across a school or district. THE BEST PROGRAMOUTCOMES OCCURWHEN LEADERSTHOUGHTFULLYFOLLOW ATHREE-PHASEPROCESS: PLAN: HanoverResearch created this resourcetoassist K–12 leaders to thoughtfullyplan, establish, and prepare to evaluate anynew programming. Identify the program needs, collectinsights from all parties, buildcapacity, and gather resources IMPLEMENT: Pilot the program, expandimplementation and leadership,monitor progress This guide includes detailed steps for each ofthe three phases of program implementation.Followingthese steps consistently willensure you achieve implementation fidelity— or integrity — any time your school ordistrictbegins a new program,ensuringprogramming is useful and fulfills outcomesthat helps students and staff flourish. SUSTAIN: Evaluate data and provide ongoingsupport and training growthopportunities for those ready tostep in and fill consumer needs. Interested in learning more about programevaluation? Assess your district's readiness toconduct a program evaluation with our guide,Step by Step Guide to K-12Program Evaluations. PHASE I: PLAN When implementing a new program, district leaders and program teams should follow thesefour steps: STEP 1: IDENTIFY NEEDS AND SOLUTIONS Districts must identify specific gaps by conducting a needs assessment with existing school andcommunity data to understand and prioritize focus areas.This allows leaders to understand currentchallenges,weak or ineffective areas,and school climates within local contexts(e.g.,linguisticconsiderations, cultural factors). Additionally, needs assessments and associated conversations provideopportunities to analyze data with district and community stakeholders to help ensure the programaligns with internal and external goals. PHASE I: PLAN With needs and gaps in mind, leaders should then identify evidence-based solutions, gain input from aselection committee comprised of key stakeholders, and select the best-fit program.When researchingevidence-based solutions and potential programs, districts may review registries (e.g., the National Registry ofEvidence-based Programs and Practices), contact peer districts that use a similar program, or contact programdevelopers to learn about program logic models and potential impacts on specific populations. Leaders andstakeholders must then select a program and its components while considering multiple factors such as: •Need•Fit•Readiness for replication•Capacity to implement •Available resources•Cost•Strength of evidence Source: National Center on Safe Supportive Learning STEP 2: GATHER INSIGHTS AND SUPPORT District leaders and program teams must fully understand their chosen program at this step.If developedoutside of the district, leaders can deepen their understanding of a program and its components by speaking toprogram developers, districts with similar programs, and program partners and stakeholders. These groups canprovide insights from experience, technical assistance and training, and community support, respectively. It is also critical that leadership consultstakeholders to build support and use stakeholder consultationsto ensure that initiatives are aligned and cohesive.Districts can avoid fragmentation (programs that do notalign with each other or with state or federal mandates) by adopting an integrative approach that focuses onindividuals’ experiences within the system instead of a linear reform strategy. Integrative improvement initiativesfollow three core principles to build initiatives that reflect diverse stakeholders’ needs. PRINCIPLES OF INTEGRATIVE IMPROVEMENT INITIATIVES BUILD A SHAREDUNDERSTANDINGOF PURPOSE Engage in building a sharedunderstanding of educationalgoals among all stakeholdersrather than assuming consensus. PHASE I: PLAN A proactive engagement strategy is essential for developing community support for new initiatives. Thisstrategy should include authentic opportunities for stakeholders to provide input on policy developmentand communication. Ensuring collaborative stakeholder involvement in implementation helps ensure thatstakeholders are aware of goals and expectations and builds a sense of ownership for new initiatives. HOW TO ESTABLISH A COMMUNITY ENGAGEMENT PLAN STEP 3: BUILD CAPACITY AND PROVIDE PROFESSIONAL DEVELOPMENT District leaders and implementation staff must assess current capacity and resources (i.e., financial, human,physical) and address any gaps before beginning the implementation phase.Notably, for human resourc