Archived | MPG I-Guide - Interactive Implementation Guide

Archived | MPG I-Guide - Interactive Implementation Guide
Practical Implementation Planning Resources for Practitioners
The Model Programs Guide (MPG) provides policymakers and practitioners with valuable information about evidence-based juvenile justice and youth prevention, intervention, and reentry programs and practices. The new I-Guides (short for Implementation Guides) expand on this by providing MPG users with information on 10 steps that should be taken in the
pre-implementation stage
(that is, before identifying or implementing an evidence-based program or practice).
The
10 steps
are based on
the research literature
about successful implementation efforts and applied to
common problems
in juvenile justice and related fields. The I-Guides offer communities tips and action-oriented recommendations to better understand the problems they are facing, identify the best solutions, and lay the groundwork to help promote successful implementation of those solutions. One of the many benefits of the I-Guides is the variety of information that can be used by anyone at any point in this process.
The Categories and Steps of the I-Guides
The 10 steps (described
here
) are consistent across the I-Guides. They were created based on the implementation science research literature with input from policymakers and practitioners. (See:
Research Basis
). Although the I-Guides do not suggest a set order for preparing to implement programs or practices, the 10 steps are organized into three general categories: Start, Support, and Secure. Each component includes an introduction, recommended steps to take, examples from successfully implemented MPG programs, and additional resources.
START
These components relate to building a solid foundation before implementing an evidence-based intervention.
SUPPORT
These components assist with putting a program or practice into place.
SECURE
These components relate to stabilizing and sustaining the program or practice within the community or jurisdiction.
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Start
These components relate to building a solid foundation before implementing an evidence-based intervention.
What Do You Want to Change?
Establish Clear Program Goals
Determine the outcomes you want to achieve. Define the metrics and data you will use to track performance, aid improvement, and measure results.
Train Your Team
Conduct a Needs Assessment
Gather background information to learn about specific problems or gaps in programming related to what you want to accomplish. You may decide to conduct interviews, focus groups, or surveys of certain individuals or a community. Gaining a better understanding about what is going on will help you to:
define desired results;
set priorities;
identify the resources available to improve or enhance services already available.
Do Your Homework
Supportive Research
Learn about the variety of programs and practices that address the change you are trying to realize.
Bring in Reinforcements
Get Stakeholder Buy-In
Engage and earn support from those who will be involved in or affected by the implementation of a new program or practice, such as service providers, other agency staff, youth and families, community members, policymakers, and other leaders.
What Sets You Apart?
Identify Specific Jurisdictional Issues
Consider important characteristics of the jurisdiction or community that may affect implementation, such as setting (urban, suburban, rural), specific populations, political considerations, moral philosophies of stakeholders, and available resources.
Support
These components assist with putting a program or practice into place.
How Will You Pay For It?
Procure Funding
Develop a feasible funding plan that considers public and private funding and other financing. Consider the real costs of operations even when they are supported by participating organizations or partners, including marketing, staff release time, start-up costs, and overhead.
Train Your Team
Provide Program Training
Provide training to individuals involved with implementing a program as designed (or adapted). Trained individuals may in turn train others involved in implementation, which may help build internal capacity and ensure sustainability of a program.
To Adapt or Not to Adapt?
Address Adaptation as Needed
Modify a program or practice model to fit the community’s specific needs while maintaining fidelity to the model. Consider the possibility of implementing specific program components instead of a whole program.
Secure
These components relate to stabilizing and sustaining the program or practice within the community or jurisdiction.
It's a Speed Bump, Not a Roadblock
Handle Unanticipated Problems or Setbacks
Consider challenges or setbacks that may arise during implementation. Often, issues arise that are not considered or anticipated ahead of time. Establish a reporting or feedback process to help decision-makers learn from experience.
Keep It Going
Ensure Long-term Sustainability
Even before implementing a program, it is important to consider how to maintain the program in the long run. Keep in mind the continuation of funding, ongoing training, capacity building, and scaling up effective programs.
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I-Guide Topics
Each I-Guide focuses on a specific problem related to juvenile justice, delinquency prevention, or child protection and safety. The I-Guides are based on information about programs and practices that have had positive impacts on youth.
Each I-Guide also has an accompanying
literature review
from the MPG and a
practice profile
from CrimeSolutions.gov.
Browse the I-Guides
Diversion Programs
Juvenile Reentry Programs
How to find guidance for implementing a reentry program.
School-Based Bullying Prevention
Creation of an I-Guide
Visit the
Creation of an I-Guide
page for details about how I-Guides are developed.
Minimum standards for review: The program must be evaluated with at least one randomized field experiment or a quasi-experimental research design (with a comparison condition); the outcomes assessed must relate to crime, delinquency, or victimization prevention, intervention, or response; the evaluation(s) must be published in a peer-reviewed publication or documented in a comprehensive evaluation report; and the year of publication must be 1980 or after.