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CÁC THÔNG LỆ TRIỂN KHAI CHƯƠNG TRÌNH HIỆU QUẢ

Research shows that a principal’s active support is the number one factor in effective program implementation and ongoing skill reinforcement.

What is effective implementation?

Effective implementation involves paying attention to four main factors:

1. Fidelity: The extent to which the program is taught as presented in the curriculum and support materials
2. Dosage: The quantity, intensity, and duration with which program components are taught
3. Quality: How well the program is taught
4. Student response: The extent to which students are engaged and affected by the lessons and activities<ref>Durlak & DuPre, 2008.</ref>

There are many elements that influence effective implementation, especially those related to the school/system, support systems, and the program itself. <ref>Durlak & DuPre, 2008.</ref> However, what truly tips the scales toward effective implementation is, in fact, a “who”: the teachers or counselors teaching the program in the classrooms.<ref>Dusenbury et al., 2003.</ref><ref>Kam et al., 2003.</ref><ref>School climate and teachers’ beliefs and attitudes associated with implementation of the Positive Action program</ref><ref>Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679.</ref>The people teaching and reinforcing the program skills ultimately determine to what extent and how well they are taught. They decide which program materials to use and how to use them. They are responsible for reinforcing and practicing skills beyond formal lesson time. They are important change agents in their students’ positive development. But quality program implementation does not happen in a vacuum. Although a number of elements can influence the quality of teachers’ implementation, research consistently shows that the most important is principal leadership and support.<ref>Durlak & DuPre, 2008.</ref> <ref>Dusenbury et al., 2003.</ref><ref>Kam et al., 2003.</ref><ref>Beets et al., 2008.</ref><ref>Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319.</ref><ref>Payne, A. A. (2009). Do predictors of the implementation quality of school-based prevention programs differ by program type? Prevention Science, 10, 151–167</ref>Teachers take their cues about school priorities from their principal. When teachers see principals devoting time and resources to program implementation, being vocal about the program’s importance, and holding them accountable for quality implementation, they are more likely to strive for excellence.<ref>Han & Weiss, 2005.</ref> So principal leadership plus quality teacher implementation adds up to effective implementation.

There are a number of things that will help principals and teachers implement a program successfully. For teachers, there are four key characteristics associated with high-quality implementation:

1. They recognize the need for the program.
2. They believe the program will work.
3. They feel confident in their ability to teach the program.
4. They have the skills to teach the program well.<ref>Durlak & DuPre, 2008.</ref><ref>Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication #231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, Th</ref><ref>Greenlagh, T., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O., & Peacock, R. (2005). Diffusion of innovations in health service organizations: A systematic literature review. Oxford, UK: Blackwell.</ref><ref>Henderson, J. L., MacKay, S., & Peterson-Badali, M. (2006). Closing the research-practice gap: Factors affecting adoption and implementation of a children’s mental health program. Journal of Clinical Child and Adolescent Psychology, 35, 2–12.</ref><ref>Stith, S., Pruitt, I., Dees, J., Fronce, M., Green, N., Some, A., & Linkh, D. (2006). Implementing community-based prevention programming: A review of the literature. Journal of Primary Prevention, 27, 599–617.</ref>

A combination of pre-implementation training and ongoing coaching and support can help teachers develop these characteristics and sustain quality implementation.<ref>Han & Weiss, 2005.</ref>

It’s important for principals to be aware of how critical their leadership and support are, and that actively monitoring and encouraging teachers’ program use helps improve overall implementation success.<ref>Beets et al., 2008.</ref> When skilled and motivated teachers and supportive principals see the impact of the well-implemented program on their students, they’re more likely to sustain effective implementation over the long term. Working together, principals and teachers truly are powerful partners for program success.

In recognition of the pivotal role principals play in the quality implementation of a social-emotional learning (SEL) program, the Program Department offers a variety of principal tools to monitor and evaluate the program. This resource provides busy principals with easy, everyday ways to help the CLISE program make a difference in their schools.

Tools include scripted meeting agendas to introduce all staff to the program; ready-to-use morning announcements, school assembly scripts, and communications to staff and families; and an office referral conversation guide to engage students in planning how to use CLISE skills to change behavior. The toolkit supports skill reinforcement in and out of the classroom, encourages positive behavior with a common schoolwide language, and strengthens efforts to create a safe, supportive environment for learning.

Vinschool’s classroom-based CLISE program is designed to teach children how to understand and manage their emotions, control their reactions, be aware of others’ feelings, problem-solve, and make responsible decisions. The program includes short, easy-to-teach weekly lessons, engaging songs and games, and daily activities and take-home materials to reinforce learning. The evidence-based program helps make it easy for teachers to integrate social-emotional learning into their classrooms, which decreases problem behaviors and increases whole-school success by promoting self-regulation, safety, and support. The program aligns with many other school initiatives and standards, including Positive Behavior Interventions and Supports (PBIS), Response to Intervention (RTI), the American School Counselor Association (ASCA) Mindsets and Behaviors, academic standards, Restorative Practices, and trauma-informed practices.

Below is the recommended list of tasks that principals need to execute to demonstrate their ownership of the program and ensure an effective implementation of the program.

1. Read and thoroughly understand six-task implementation model (see Implementation Tasks)
2. Read and thoroughly understand principal’s responsibilities (see Implementation Roles)
3. Read and understand the main points of subject goals, components, approaches to teaching and learning, approaches to assessment (see Overview)
4. Communicate program training expectations for the year
5. Develop program evaluation plan
6. Review CLISE Leadership Team Roster and assign roles:
   • Decide which School Manager(s) is in charge of CLISE program implementation at your school
   • Decide who will teach CLISE lessons
   • Assign program coach for each grade at your school and make sure that program coach(es) thoroughly understands how to teach lessons, how to reinforce program’s skills and concepts and how to utilize provided tools to assess student learning and professionally develop CLISE teachers’ performance (see Program Supports)
7. Create the pacing guide for CLISE lessons and advisory activities for all grades at your school
8. Coordinate with the Program Department to provide pre-implementation training for all CLISE teachers
9. Develop implementation plan, aligning CLISE skills and concepts into school-based activities and initiatives
10. Plan ongoing communications with students, staff, families
11. Schedule and conduct orientation meetings for all staff at your school to engage them into the reinforcement of skills students learned during lessons and into the creation of a supportive environment for skills development  
12. Begin collecting baseline data per your school’s evaluation plan by conducting implementation-related surveys
13. Facilitate Unit Overview meeting (chaired by program coach) with all CLISE teachers (at least 1 week before the Unit)
14. Monitor lesson implementation through monthly reports from program coach(es), then report data to the Program Department
15. Incorporate school-specific actions into Responding to Bullying and Harassment presentation slides
16. Schedule and conduct Mid-Year staff check-in meeting: customize and facilitate PPT and adapt supports according to identified needs
17. Analyze end-of-semester 1 assessment results and report data to the Program Department
18. Schedule and conduct End-of-Year staff check-in meeting: customize and facilitate PPT
19. Analyze end-of-semester 2 assessment results and report data to the Program Department
20. Collect and report data at the end of school year to inform next school year’s preparation