Improving Systems, Practices and Outcomes

Stages and Steps in the Implementation Process:
A State Level Self-Assessment


The State Level Self-Assessment is a companion tool to A Guide to the Implementation Process: Stages, Steps and Activities. The Self-Assessment is used by a state Leadership Team as they guide and evaluate the systematic implementation, expansion and sustainability of new practices or innovations. The tool provides a way to systematically review progress and plan for the work ahead. Most change initiatives will take several years and plans will evolve. Re-checking progress with the self-assessment can help teams continue to move forward.

The Self-Assessment begins with a Pre-Test to determine current status and select the stage that should be the next focus of your work. The Pretest lists the outcomes that reflect the successful completion of each stage. The Assessment section describes major steps and activities that should be addressed in each stage. In reviewing the stages, the team should decide if each step or activity is relevant to their particular change effort. It is possible to delete or modify steps to better match the overall effort.

Instructions for Forms to be Used with Your Leadership Team

DOC: Pre-Test: Identify current status (Fillable .docm file.)   (.doc file)

  • Read the outcomes for each stage. Mark (X) those outcomes that have already been accomplished.
  • If most or all of the outcomes at a particular stage have been marked completed– move on to the next stage. Select the stage that reflects the State's current status, (e.g., most or all outcomes in prior stage(s) are complete, while the selected stage has many outcomes to work on).
  • Keep track of outcomes in a preceding stage(s) that are not completed that should also be addressed.

Self-Assessment: Determine what to do next

DOC: Implementation Planning Form (Fillable .docm file)   (.doc file)

  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2019 ECTA Center

  • UNC Frank Porter Graham Child Development Institute