Heidi Erstad and Peg Mazeika, Technical Assistance CoordinatorsWisconsin RtI Center

Bridget Blask, Rachel Blum, and Leslie ConnorsFranklin Elementary School, West Allis-West Milwaukee School District

2013 PBIS Conference Fidelity of Instruction and Intervention

Wisconsin definition of RtI

Is what?

An organizational frameworkthat

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? Franklin’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 Engagement

Fidelity 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 Engagement

Fidelity 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

Engagement

Fidelity in Tier 3

(Intensive) Interventio

ns

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? Franklin’s 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? Franklin Elementary School, West Allis-West Milwaukee School District:

• Bridget Blask, School Counselor

• Rachel Blum, NxGLC, grades 1-3

• Leslie Connors, principal

References

Dunst, 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

References

National Research Center on Learning Disabilities. (August, 2006). RtI manual: Fidelity of implementation. Available http://www.nrcld.org

North Dakota Department of Public Instruction. (n.d.). Fidelity of Implementation. Available http://www.dpi.state.nd.us/speced/personnel/fidelity.shtm

Protheroe, 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