delivery. The indicators are designed to guide improvement of AT services so that students are better able to participate in and make progress in educational goals and to improve consistency of services to students in a way that supports implementation of IDEA and other educational mandates. Each indicator area includes an innovation configuration ma- trix (ICM). The matrices identify variations from unacceptable to exemplary practice which will provide a team a method of self-evaluation of their current AT practice. Teams are encour- aged to complete the matrices individually prior to a team meet- ing, and next to collaboratively determine a team score. The col- laboration in deciding the team score is important, as it becomes an opportunity to discuss similarities and differences in how team members, with their various perspectives, see AT services delivered in their setting and their visons for improving services. Using the ICMs over time will: 1. Identify data-based gaps and weaknesses in services; 2. Show what better practice looks like to support a team in developing targeted improvement practices, specific to the identified gaps; 3. Provide data on the impact of any improvement strate- gies implemented; 4. Provide data for administration to help share the success of the changes in practice. Using Implementation Science to Sustain Practice In addition to knowing the components of quality AT services, as described in the QIAT body of work, we found that effective leadership occurs when there is a clear plan of how to create change in the educational system. Leadership, supported by an implementation team that develops, implements and evalu- ates change strategies, is an approach which has been found to be successful. The National Implementation Research Network (NIRN) has created a framework for mapping a course for effec- tive change with a specific outcome determined. Change hap- pens when there is systematic planning and implementation of change strategies. Using implementation science will support a team in making change happen in a way that is sustainable. The work of creating change is the task of an implementation team. Implementation team members have unique knowledge regarding AT, implementation science and practice, creating change strategies and their own organization. For an AT change strategy to be successful, an implementation team needs to be formed which requires the support of an engaged administra- tor. The team needs to determine whether the district or school is ready to take the steps necessary to make change. They deter- mine if there is capacity among peers to make change, whether there are the financial and time resources necessary to take on new activities. The team should be sure that this initiative will align with other agency priorities, and that there is alignment
between the needs identified using the QIAT matrices, and the intervention the team is ready to put into place. Critical to implementation science are the stages of imple- mentation. There are four stages, each of which, used together, lead a team in creating sustainable change in practice. The four stages are: 1. Exploration, in which a team learns together about what change needs to happen to lead to change in practice. The team formalizes their implementation team, which should include supportive administrative leadership. The implementation team assesses needs and looks at po- tential solutions. They choose an intervention strategy or strategies which meet the identified need, and ensure they have the capacity to make needed changes. 2. Installation, during which an implementation team develops the strategies that will support the effective implementation of the change strategy. This includes ensuring there are resources available for creating and sustaining the change strategy, including allocation of time, fiscal resources, equipment, space, etc. This step is the easiest to overlook, as the Implementation Team gets excited about their new ideas, but it is critical to plan well before beginning the new activities. 3. Initial implementation is when the implementation team begins the work of changing practice. This is a time of great challenge. All participants are learning new skills. The status quo is challenged as new ways of working are put into place. The implementation team will be wise to address any challenges as they arise, to help issues from exacerbating. It is important also to evaluate how the change strategies are working, to ensure that the change that is desired is happening. 4. Full implementation is the final step, during which the majority of stakeholders are using the new strategies. An important measure is determining whether student out- comes have changed. Implementing each of these stages should lead to sustain- able change. Activities can overlap in stages, as team member- ship changes and new skills are learned. It’s also important that teams document challenges as they arise and record solutions. This way, the team learns how to overcome issues and is ready to solve them more quickly if the issue re-occurs. Teams should examine their current stage of implementation and strive to support change strategies through all stages. The National Implementation Research Network has a tool to help teams determine their stage of implementation. The Stages of Implementation Analysis: Where Are We? will help a team deter- mine their stage and show strategies which will help them move to the next stage of implementation. To dig deeper into the foundational issues related to devel-
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