Maintaining & Sustaining
Fidelity of
Implementation
in Your RtI System
Reviewing Your Selected and
Intensive Levels of Support
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin
Department of Public Instruction in the development of this document and for the continued support of this
federally-funded grant program. There are no copyright restrictions on this document; however, please credit
the Wisconsin DPI and support of federal funds when copying all or part of this material.
What is fidelity of implementation?
Definition:
Delivery of practices in the way in which they
were designed and intended to be delivered,
accurately and consistently
Adapted from National Center on Response to Intervention, n.d., online.
Frequency,
dosage,
duration
Modified from O’Donnell, 2008
Exposure
Sticking to
the plan;
Using “active
ingredients”
Adherence
Fidelity
Quality of
Delivery
Use of
“best practices”
Engagement
Active
participation
Fidelity of Implementation
Teachers deliver instruction based
on an established timeframe (e.g.
90 minutes a day, 5 days a week);
students are in attendance
Exposure
Teachers differentiate content,
process, and products based on
student needs
Adherence
Fidelity in Differentiated Universal Reading Instruction
Quality of Delivery
Student grouping is flexible and
fluid, based on data
Engagement
All students engaged in content,
working at next level of challenge
Staff implement intervention based
on duration & time frame defined
by program developer or research;
students attend sessions
Exposure
Staff implement core components
of interventions according to design
Adherence
Fidelity in Selected Level Interventions
Quality of Delivery
Staff deliver instruction with
enthusiasm and fast pace
Engagement
Students are actively engaged
throughout interventions
Staff follow predetermined duration
and frequency based on teamdeveloped individualized student
plan to address student’s needs
Exposure
Staff adhere to individualized
student plan and collect data to
determine effectiveness
Adherence
Fidelity in Intensive Level Interventions
Quality of Delivery
Staff adjust instruction based on
student responsiveness to plan /
according to student data
Engagement
Student actively engaged
throughout interventions working
on individualized goals
Staff follows established progress
monitoring timeline
Exposure
Staff follow guidelines of the
assessments
Adherence
Fidelity in Progress Monitoring
Quality of Delivery
Staff do not provide additional
context or assistance to students
during the assessment
Engagement
Students are engaged in goal-setting
and track their own progress
monitoring growth
Data analysis teams meet within
one week of screening window
Exposure
Predetermined measures used;
Explicit written decision rules are
followed to assess student, class,
grade, or school-level progress
Adherence
Fidelity in Data-Based Decision-Making for Screening
Quality of Delivery
: Decisions are made in a timely way
Engagement
Multiple staff roles are involved in
problem-solving and data-based
decision-making
The school leadership team meets
monthly to oversee implementation
of the school’s RtI Action Plan
Exposure
Established agendas and protocols
are used consistently in leadership
team meetings
Adherence
Fidelity in School RtI Leadership Team
Quality of Delivery
The team adheres to norms
established by the group
Engagement
All team members are actively in
discussions and decision-making
Why is fidelity of implementation
important?
Where x = evidence-based practice and y = expected outcome
Evidence-based assumes that a practice is being
implemented as intended
Cordray, 2007
Why is fidelity of implementation
important?
Achievement of high
implementation fidelity is one of the
best ways of replicating the success
achieved by original research.
Carroll, 2007
Why is fidelity important?
High fidelity
Motivated staff
Increased program
credibility
More consistent &
better student
outcomes
National Research Center on Learning Disabilities, 2006
What can you do to ensure fidelity?
Accountability
Quality
control
Quality
assurance
Support
What can you do to ensure fidelity?
SUPPORT
Don’t skimp on professional learning!
•
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!
What can you do to ensure fidelity?
SUPPORT
Don’t skimp on supportive structures!
•
Anticipate difficulties with implementation of new
practices
•
Provide and co-create staff manuals, checklists,
“calibration checks,’ and guidelines
•
Create feedback loops
What can you do to ensure fidelity?
ACCOUNTABILITY
•
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
What resources are available to help?
HANDOUT
Resources to
Support and
Measure Fidelity of
Instruction and
Intervention
Closing Thoughts…
The goal of a fidelity system is to ensure
that both the school process of RTI and
the practices at each level are
implemented and delivered as intended
so that we can create a system of
success for ALL.
National Research Center on Learning Disabilities, 2006
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