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Heidi Erstad and Milaney Leverson , Technical Assistance Coordinators Wisconsin RtI Center Bill Schmolinske , Principal, Maplewood Middle, Menasha Joint School District. 2014 PBIS Conference . Fidelity of Instruction and Intervention. Wisconsin definition of RtI. Is what?. - PowerPoint PPT Presentation
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Heidi Erstad and Milaney Leverson, Technical Assistance CoordinatorsWisconsin RtI Center
Bill Schmolinske, Principal, Maplewood Middle, Menasha Joint School District
2014 PBIS Conference Fidelity of Instruction and Intervention
Wisconsin definition of RtIIs
what?An organizational framework
that
guides implementation of a multi-level system of support
Does what?
toachieve academic and
behavioral successfor all
For what?
Fidelity of Implementation
Fidelity of instruction and intervention
Presentation Questions• What is it and why is it important?• What factors impact fidelity and what can
you do to ensure fidelity?• What resources are available to help you in
this process?• What does it look like in practice?
Maplewood’s story
What is Fidelity of Instruction and Intervention?
Some working definitions for this presentation:• Instruction: Teacher’s instructional behaviors
(sounds like, looks like, feels like)• Intervention: Research- or evidence-based
practice or program at any tier• Fidelity*: The degree to which the instruction
and intervention are delivered as designed, with accuracy and consistency, and have intended results.*Adapted from National Center on RtI, n.d; Forbush, et al, 2009; Dunst,
et al, 2008
Exposure Adherence
Quality of Delivery
Engagement
Fidelity
Sticking to the plan;
Using “active
ingredients”
Frequency,
dosage, duration
Use of “best practices”
Active participation
Modified from O’Donnell, 2008
Exposure Adherence
Quality of Delivery EngagementFidelity in Tier 1 (Universal) Instruction
Teachers follow schoolwide schedule of lessons and format
(Cool tools, videos). Teachers follow classroom lessons.
All students introduced via ‘School-wide Kick-Off’ and building & classroom matrices. Ongoing scheduled lessons, frequency and grouping occur based on data.
All students engaged in content, working toward
schoolwide or classroom goals
Use of student modeling, examples/non-examples, frequent positive acknowledgement, teaching/re-teaching. Culturally responsive practices used.
Exposure Adherence
Quality of Delivery EngagementFidelity in Tier 2 (Selected) Interventions
Staff implement core components of interventions according to design and data
based need.
Staff implement intervention based on re-teaching Schoolwide Matrix or identified skills. Duration and time frame defined by research, student response data. Students attend sessions.
Students actively engaged throughout interventions working toward group or
individual goals
Staff deliver planned content according to age and needs of students with progress monitoring.
Exposure Adherence
Quality of Delivery EngagementFidelity in Tier 3 (Intensive) Interventions
Staff adhere to individualized student plan and collect data
to determine effectiveness
Staff follow predetermined duration and frequency based on team-developed individualized student plan to address student’s needs
Student actively engaged throughout interventions working on individualized
goals
Staff adjust instruction based on student responsiveness to plan / according to student data
Why is fidelity important?
“Only when effective practices are fully implemented should we expect positive outcomes. Implementation matters.
Blasé & Fixsen, 2005
Fidelity of instruction and intervention
Presentation Questions• What is it and why is it important?• What factors impact fidelity and what can
you do to ensure fidelity?• What resources are available to help you in
this process?• What does it look like in practice? School
story
What factors impact fidelity?
• Match to student / school need
• Accessibility of resources
• Training, feedback, and support
• Perceived effectiveness
• Clarity of core components
• Complexity of new skill or practice
• Number of competing priorities
• Accountability• Professional culture
of school
(Protheroe, N., 2008)
Consider this…Research-based practices inform when and how they interact with students and stakeholders, but it is the person who delivers the intervention through words and actions.Your staff are the intervention!Wallace, et al, 2008
What can you do to ensure fidelity?
Accountability
Support
Quality control
Qualityassurance
What can you do to ensure fidelity?
• Be clear about and build deep understanding of “active ingredients” of instruction and intervention
• Over-estimate time, training, & support needed to develop fluency with new practices
• Know that change occurs at the individual level; one size won’t fit all!
SUPPORT Don’t skimp on professional
learning!
OUTCOMES: Percentage of Participants Who…
TRAINING COMPONENTS
Demonstrated Knowledge
Demonstrated Skill
Used Skill in Context
Theory and Discussion 10% 5% 0%
PLUS Demonstration in Training 30% 20% 0%PLUS Practice & Feedback in
Training 60% 60% 5%PLUS Coaching in
Context 95% 95% 95%Joyce & Showers, 2002
What can you do to ensure fidelity?
SUPPORT Add coaching!
What can you do to ensure fidelity?
• Anticipate difficulties with implementation of new practices
• Provide and co-create staff manuals, checklists, “calibration checks,’ and guidelines
• Create feedback loops
SUPPORT Don’t skimp on supportive
structures!
What can you do to ensure fidelity?
• Continued monitoring is critical to success• Create a plan to monitor implementation• Analyze data to identify possible reasons for
programs not performing as expected and action plan
ACCOUNTABILITY
Fidelity of instruction and intervention
Presentation Questions• What is it and why is it important?• What factors impact fidelity and what can
you do to ensure fidelity?• What resources are available to help you in
this process?• What does it look like in practice? Franklin’s
story
What resources are available to help?
HANDOUTResources to Support and Measure Fidelity of Instruction and Intervention
What Does It Look Like in Practice?
Bill Schmolinske, PrincipalMaplewood Middle School
ReferencesDunst, C. J., Trivette, C. M., McInerney, M., Holland-Coviello, R., Masiello, T., Helsel,
F., & Robyak, A. (2008). Measuring training and practice fidelity in capacity-building scaling-up initiatives. CELLpapers, 3(1), 1-11. Available http://www.earlyliteracylearning.org/cellpapers/cellpapers_v3_n1.pdf.
Forbus, D., Milbank C., & Hughes, J. (2011). Maximizing Student Outcomes – What does Instructional fidelity have To Do With It? EssentialEducator.org
Johnson, E., Mellard, D., Fuchs, D. & McKnight, M. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities
Leonard-Barton, D. & Kraus, W. (1985). Implementing new technology. Harvard Business Review. 6, 102 – 110.
Mellard, D., (2010). Fidelity of implementation within a Response to Intervention (RtI) framework: Tools for schools. National Center on Response to Intervention.
National Center on RtI. (2009). Fidelity of implementation within an RtI framework. Available http://www.rti4success.org/pdf/FidelityImplementation_10-20-09_FINAL.pdf
ReferencesNational Research Center on Learning Disabilities. (August, 2006). RtI manual:
Fidelity of implementation. Available http://www.nrcld.orgNorth Dakota Department of Public Instruction. (n.d.). Fidelity of Implementation.
Available http://www.dpi.state.nd.us/speced/personnel/fidelity.shtmProtheroe, N., (2008). The impact of fidelity of implementation in effective
standards-based instruction. Principal, 38 – 42. SCRED. (2011). Implementation integrity within an RtI framework: Critical roles
and tools for school psychologists. Available http://www.nasponline.org
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