Quality system components, as outlined in A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs, are necessary to support and facilitate provider use of recommended practices to achieve positive results. The process of implementing an improvement in the service system is similar in many respects to the process of implementing new practices, (see our Implementation Process content) but different enough that some key activities warrant different considerations in planning.
ECTA Center has adapted the stages, steps and activities to develop considerations for planning or initiating a system change. An understanding of effective implementation may be applied to improving the components of a service system in early intervention and early childhood special education programs.
Considerations for Implementing Systemic Change can be used by individuals planning, or in the process of making improvements to the service system. Considerations for Implementing Systemic Change provides questions a group should think about and answer for their specific long-term system change initiative. Groups will be more efficient and effective when guided by the stages, steps and activities as presented in this document.
Lessons Learned: Key Differences in Implementing System Change vs. Implementing Evidence-Based Practices shows how the uniqueness of each state system necessitates adaptation in solutions, iterative development of fidelity, and equity constraints on scale-up.
These hypothetical examples of state system change are based on our experiences with states’ work on similar initiatives. Each example is structured and presented by the stages, steps and activities suggested by Considerations for Implementing Systemic Change.
Please share your experiences and perspectives to our evolving understanding of implementing system change.