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  • Fidelity of Implementation  within an RTI Framework

    National Center on Response to Intervention Webinar O b 20 2009October 20, 2009

    The University of Kansas Daryl Mellard withDaryl Mellard with 

    Christy Khan, Melinda McKnight, and Sara Prewitt Supported by the U.S. Department of Education, Office of Special Education Programs. Cooperative agreement #H326E070004 

    Project Officers: Grace Durán and Tina Diamondj

  • RTI C t P tRTI Center Partners

    • American Institutes for Research: o Nancy Safer, Darren Woodruff, Amy y f ff y

    Elledge, Maurice McInerney, and Stephanie  Jackson

    • Vanderbilt University Researchers L F h D F h d D C to Lynn Fuchs, Doug Fuchs, and Don Compton

    • University of Kansas Center for ResearchUniversity of Kansas Center for Research  on Learning o Don Deshler and Daryl Mellardo Don Deshler and Daryl Mellard

  • O t f th DOutcomes for the Day

    Background  Knowledge Background  Knowledge DevelopmentDevelopment ImplementationImplementationKnowledgeKnowledge

    How fidelity flows How fidelity flows  Examples of Examples of  Beginning  i l i

    Beginning  i l ithrough the entire 

    RTI Framework through the entire  RTI Framework

    An understandingAn understanding

    HOW to develop  a system to  assess fidelity

    HOW to develop  a system to  assess fidelity

    implementation at  your school

    implementation at  your school

    An understanding  of fidelity at the  whole school level

    An understanding  of fidelity at the  whole school level

    • Action plans to  get you started

    • Tools to use in  your school

    • Action plans to  get you started

    • Tools to use in  your school

    An understanding  of fidelity at  the  classroom level

    An understanding  of fidelity at  the  classroom level

    yy

  • Wh t i Fid lit ?What is Fidelity?

    • Fidelity of implementation refers to how  closely the prescribed procedures of a y p p process are followed. (Mellard & Johnson, 2007)

    • In other words fidelity of• In other words, fidelity of  implementation is “the degree to which  teachers and other program providers  implement programs as intended by the  program developers.” (p. 240)

  • Th R l G l All St d t IThe Real Goal = All Students Improve

  • RTI P i i l d P tiRTI Principles and Practices

  • Positive student outcomes are os t e stude t outco es a e dependent upon ‐‐

    • Fidelity of implementation of process    (at the school level)(at the school level)

    • Degree to which interventions are  i i ll t dempirically supported

    • Fidelity of intervention implementation y p (at teacher level)

    ((Pierangelo & Giuliani, 2008)

  • RTI S f D ViRTI: Surface vs. Deep Views

  • Surface or Deep?p P (Success) = ?

    “We (the teachers)  h hare the ones that 

    drive it (RTI) and  the administrators  are also in the a e a so t e driver’s seat just in  another car”another car.

  • S i h SSetting the Stage

    • Establish a climate for RTI; get buy‐in from  administration, teachers, staff, students, parents

    • Ensure strong leadership with support systems,  such as appropriate resources and professional pp p p development

    • Understand the “active ingredients” for RTIUnderstand the  active ingredients  for RTI  implementation, and components such as tiered  interventions screening and progressinterventions, screening, and progress  monitoring

  • C i h C lCreating the Culture

    • Leadership and staff must: o Know what is expectedp o Do what is expected o Communicate with one another througho Communicate with one another through  feedback channels

    h k h l l ho Check the system regularly to ensure that  the process is being implemented with  fid li k i i ki !fidelity – make sure it is working!

  • What Does Fidelity Look Like at What oes Fidelity ook ike at the Whole School Level?

    • A valid and reliable assessment system is in place  • Curriculum is evidence based and includes grade level  components across tiers

    • Instructional practices are evidence based and follow  set parameters

    • Staff follow clear data based decision‐making rules • Fidelity checks are predetermined and routinely  applied

    I t ti d t i bilit ti f ll d• Integration and sustainability practices are followed  • Staff regularly communicate using same vocabulary

  • Fi El f Fid liFive Elements of Fidelity

    Student AdherenceStudent  Responsiveness

    Exposure Program 

    Differentation

    Quality of  Delivery

    Dane & Schneider, 1998; Gresham et al., 1993;Dane & Schneider, 1998; Gresham et al., 1993;  O’Donnell, 2008

  • AdherenceAdherence

    • How well do you “stick to the plan?” • How well do you stay true to theHow well do you stay true to the  intervention and not drift from the core  elements?elements?

    Examples: P i l l F ll i thAdhAdh Primary level: Following the progress  monitoring procedure

    Secondary and tertiary levels: Making

    AdherenceAdherence

    ExposureExposureProgram Program 

    Student  Responsiveness

    Student  Responsiveness

    Secondary and tertiary levels: Making  sure all pieces of the intervention have  been implemented as intended

    ExposureExposure

    Quality of DeliveryQuality of Delivery

    DifferentiationDifferentiation

  • Duration/ExposureDuration/Exposure

    • How often does a student receive an  intervention?

    • How long does an intervention last? Examples (in elementary schools):Examples (in elementary schools):

    Primary level: Providing 90 minutes of  reading instruction five days a weekg y

    Secondary and tertiary levels:  Progress  monitoring a minimum of every two 

    k f d iExposure

    AdherenceAdherence

    Program  Diff ti ti

    Program  Diff ti ti

    Student  Responsiveness

    Student  Responsiveness

    weeks for academicsExposureExposureExposure

    Quality of  Delivery Quality of  Delivery

    DifferentiationDifferentiation

  • Quality of DeliveryQuality of Delivery

    • How well was the intervention or  instruction delivered?

    • Were good teaching practices used? Examples:Examples:

    National Board for Professional  Teaching Standards followedStudentStudent g

    Teacher enthusiasm evident

    Time for student questions and 

    AdherenceAdherence

    ExposureExposureProgram Differentiation Program 

    Differentiation

    Student  Responsiveness

    Student  Responsiveness

    feedback provided

    Student groups and transitions  effectively managed

    Quality of  Delivery Quality of  Delivery

    e e t at oe e t at o

    effectively managedDeliveryDelivery

  • Program DifferentiationProgram Differentiation

    • How well do you differentiate one  intervention from another?

    • How well do you avoid inserting pieces  from other interventions; contamination;from other interventions; contamination;  polluting? 

    AdherenceAdherence

    ExposureExposureProgram Program 

    Student  Responsiveness

    Student  Responsiveness

    pp

    Quality of  Delivery Quality of  Delivery

    Differenti‐ ation

    Differenti‐ ation

  • Student ResponsivenessStudent Responsiveness

    H d d i l d th• How engaged and involved are the  students in this intervention or activity?

    Examples: Amount of time students spend on task

    dd Levels of enthusiasm for activity

    Extent students feel they learned what  t d

    AdherenceAdherence

    Student  Responsive‐

    ness

    Student  Responsive‐

    ness

    was expected

    Number of students meditating with  their eyes closed and heads on their

    ExposureExposure

    Quality of  Delivery Quality of  Delivery

    Program  Differentiation

    Program  Differentiation

    their eyes closed and heads on their  desks

    DeliveryDelivery

  • Wh t h l d f ?What have we learned so far?

    Background  Knowledge Background  Knowledge DevelopmentDevelopment ImplementationImplementationKnowledgeKnowledge

    How fidelity flows How fidelity flows  Examples of Examples of  Beginning  i l t ti t

    Beginning  i l t ti tthrough the entire 

    RTI Framework through the entire  RTI Framework

    A d t diA d t di

    HOW to  develop a  system to  assess fidelity

    HOW to  develop a  system to  assess fidelity

    implementation at  your school

    implementation at  your school

    An understanding  of fidelity at the  whole sc