2013 PBIS Conference
Fidelity of Instruction
and Intervention
Heidi Erstad and Peg Mazeika, Technical Assistance Coordinators
Wisconsin RtI Center
Bridget Blask, Rachel Blum, and Leslie Connors
Franklin Elementary School, West Allis-West Milwaukee School District
Wisconsin definition of RtI
Is
what?
An organizational framework
Does
what?
guides implementation of a
multi-level system of support
that
to
For
what?
achieve academic and
behavioral success
for all
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
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
All students introduced via ‘Schoolwide Kick-Off’ and building &
classroom matrices. Ongoing
scheduled lessons, frequency and
grouping occur based on data.
Exposure
Teachers follow schoolwide schedule
of lessons and format (Cool tools,
videos). Teachers follow classroom
lessons.
Adherence
Fidelity in Tier 1 (Universal) Instruction
Quality of Delivery
Use of student modeling,
examples/non-examples, frequent
positive acknowledgement,
teaching/re-teaching. Culturally
responsive practices used.
Engagement
All students engaged in content,
working toward schoolwide or
classroom goals
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.
Exposure
Staff implement core components
of interventions according to
design and data based need.
Adherence
Fidelity in Tier 2 (Selected) Interventions
Quality of Delivery
Staff deliver planned content
according to age and needs of
students with progress monitoring.
Engagement
Students actively engaged
throughout interventions working
toward group or individual goals
Staff follow predetermined
duration and frequency based on
team-developed individualized
student plan to address student’s
needs
Exposure
Staff adhere to individualized
student plan and collect data to
determine effectiveness
Adherence
Fidelity in Tier 3 (Intensive) 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
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
•
Complexity of new skill or
practice
•
Accessibility of resources
•
•
Training, feedback, and
support
Number of competing
priorities
•
Accountability
•
Perceived effectiveness
•
•
Clarity of core
components
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
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
Add coaching!
OUTCOMES: Percentage of Participants Who…
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%
TRAINING COMPONENTS
Joyce & Showers, 2002
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
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?
HANDOUT
Resources 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