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Fidelity Leadership. Exploring. Housekeeping. Sign In Sheets at each table Materials Wi Fi Access Timelines Breaks Lunch Restroom Location Turn cell phones to manner mode Other?. Essential Components. Research-Based Curriculum and Instruction On-going Assessment - PowerPoint PPT Presentation
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FidelityLeadership
Exploring
Housekeeping
Sign In Sheets at each table Materials Wi Fi Access Timelines Breaks Lunch Restroom Location Turn cell phones to manner mode Other?
Essential Components
Research-Based Curriculum and Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem Solving
Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement
Leadership
Outcomes for the day
Fidelity Understand what fidelity to the core program
means Discover ways to monitor fidelity
Leadership Roles and responsibilities of leaders within RtI
Fidelity….
strict observance of promises, duties adherence to fact or detail accuracy, exactness
Fidelity of Implementation Also known as treatment fidelity:
The degree to which plan was implemented as designed and intended
Why? Without, we don’t know if: Good results are actually due to the intervention Poor results are actually due to intervention, or to some
modifications We must know if it was the intervention that failed, or if it was
not followed/implemented properly Finally, we cannot assume the treatment will work with others if
we are not sure it was the treatment that worked in the first place
Why is fidelity important?
Even with high quality professional development variations in implementation occur
Programs are only as good as the quality of implementation. When quality varies student outcomes will be affected.
A main distinguishing factor of RtI is its presumed ability to rule out “instructional casualties”
Fidelity of Implementation
Treatment integrity is often assumed, rather than assessed
Outcomes cannot be attributed to the intervention unless one measures the extent to which the intervention plan was implemented
trust the system and the data understand accountability clearly articulate roles and responsibilities evaluate continuous improvement document student improvement
Fidelity of implementation of the RtI process
allows school staff and parents to:
In the RTI process, four activities are assessed on an ongoing basis to document fidelity:
The RtI process implementation fidelity
Prevention fidelity (Tier 1, Core Instruction or Positive Behavior Supports)
Intervention fidelity (Tier 2 & 3 small group and individual)
Assessment fidelity
Fidelity to the RtI Process
Collaborative teaming Data-based decision making Problem solving On-going professional development Curriculum & Instruction On-going assessments Community & family involvement Leadership
RtI Process
Collaborative Teaming Composition of the team(s)—WHO
Leadership/Core Problem Solving/Student
Roles for members Facilitator, recorder, timer, records, data, etc.
Scheduled meetings—WHEN Same day, same time
On-going dialogue concerning kids
RtI Process
Data-based Decision Making Validity/reliability of assessment data Role to ensure the team is interpreting the data
correctly Role to ensure assessments are aligned to
student needs and instruction Multiple measure may be needed Diagnostic—using to answer “why?” List of available assessment Students familiar with probe format
RtI Process
Problem Solving Process Define Analyze Develop & Implement Evaluate
RtI Process
On-going Training/Professional Development New team members
Plan to facilitate RtI mentor on staff
Staff Meetings Early release times PIR days Training on RtI process and programs
RtI Process
Community and Family Involvement Inform and educate
School handbook Newsletters Newspaper Benchmarking data (all) and meeting summaries and data (some)
Participation Leadership team Problem solving team Procedures/policies Home study component
Understanding = Support
RtI Process
Leadership Involved and an active member Informed (curriculum & instruction) Money Training Staffing Foster collaboration
Instruction
Research-based instructional practices Active engagement Corrective procedures Mastery Teaching/Direct Instruction Positive feedback
Planned, quality instructional opportunities Differentiated Instruction Multiple Intelligences Multi-modality Grouping Bloom’s Taxonomy
Prevention Fidelity
Research based core curriculum Best practices in instructional delivery Establish a school-wide positive behavior
support system
When implemented with integrity, that is as planned, there is sufficient evidence that
there will be positive results for the vast majority of students.
The effectiveness of any particular program is worthless if the program is
not implemented as intended.
A fidelity example…
Instruction Fidelity
Implementation fidelity of academic and behavioral programs is essential to establishing the reliability of a student’s response to intervention.
We cannot know for certain that students have a poor response to a program unless we can document that the program was implemented, and implemented as planned.
Drift
A phenomenon associated with implementation of any plan, program, assessment, or treatment is “drift”, or the unintentional subtle changes to a plan over time.
Content/CurriculumCore Curriculum Research-based reading, math, behavior program Components of the core program
Agreed upon by staff Ex. Worksheets, leveled readers, decodable books, etc.
Aligned to state & local standards Categorize critical, important, fluff Vertical Alignment for scope and sequence
Planned learning activities are targeted and specific to student need within the content
Scripted programs are followed
How Will The Program Be Used?
Core Curriculum The “base” program, designed to teach all components of
reading/math/behavior (5 areas of reading, math Focal Points, universal behavior expectations)
Supplemental Programs and materials designed to support the core by
teaching specific skills
Intervention Programs and materials designed to provide intensive support
for students performing below grade level
Developing Structuresto Improve Program Fidelity
1. Learn the Program Content—the “What” Delivery—the “How”
2. Observe3. Teach the Program4. Be Observed (checklists)
5. Refine6. Repeat—this is on-going
1. Learning the Program: ContentOrganization of the Program Scope and Sequence
High Priority Skills - are they quickly apparent and truly important skills? Can you easily identify what the activity is intended to teach?
Rate of introduction - How often are new skills introduced? Cumulative review - How frequently are skills reviewed? Supporting resources – aligned to objectives for instruction Mastery-Based (achieve 85%) or cover the content
Placement tests End of unit tests
1. Learning the Program: Content
Can the lesson be taught in the 90 minute reading block, or are there more activities than you can complete? What stays and what goes?
Does the program prioritize the activities for you? Or is prioritizing left up to you?
1. Learning the Program: Delivery
Reviews of reading curricula indicate that core programs vary widely in the quality of guidelines for instructional delivery.
Instructional practices1. Explicit instruction2. Demonstrate skills and strategies3. Guided practice4. Monitor independent practice5. Provide corrective feedback
Program DeliveryGeneral Features of Instruction
Delivery Adequate Enhancements
Explicit Instruction Yes No
Demonstrate Yes No
Guide Yes No
Practice Yes No
Corrective Feedback
Yes No
2. Observe
Classroom Observations Coach Trainer or consultant Teacher in your building Visit another school with the same
core program
Observe Instruction What does it look like and sounds like?
Is there? Active engagement of students Teacher demonstration, guided practice, and
independent practice Clear academic and behavioral expectations with
positive feedback Monitoring students’ understanding, corrective
feedback and review Independent work that is connected to the program Program implementation with fidelity (…with
enhancements as needed)
3. Teach
Develop comfort and fluency with the materials.
Find out how the program works with your students.
Practice implementation quality with enhancements as needed
Coaching/Peer support
Teaching Considerations
Are my students ready for this lesson? Are my students engaged and motivated? Why am I doing this lesson? Will this make my students a better reader? Am I using my formative assessment data?
4. Be Observed
Observing is hard work, being observed is even harder.
Make sure the observer knows your program and your students AND how long you have used the program.
Decide on 1-2 goals for the observation High quality fidelity of implementation is an
on-going process. This is not an evaluation.
Observation Feedback Describe what you saw. Tell what instruction
looked like and sounded like. e.g., “You gave every student a chance to …”
“I noticed you demonstrated the new…before students practiced it.”
“You built background knowledge by explaining…”
Avoid adjectives
5. Refine Use observation feedback to evaluate your program
implementation. Discuss how your students are performing on unit tests
and other assessment measures. Specific, objective feedback related to how well they
are learning the content and skills. Decide what enhancements or revisions you could make
the program, based on your students’ progress. Leave with one thing to work on.
5. Refine
Team Meetings Troubleshooting implementation issues Sharing grade-level resources for meeting the
needs of the lowest performing students Calibration checks for fidelity
Principals and Implementation
Working knowledge of adopted programs Regular communication with coaches and
teachers Facilitating fidelity without evaluation Active presence in classroom 4 point checklist for understanding instruction
A General Observation Checklist
General Features of Instruction Hi Med Low
Are students engaged?
Does teacher demonstrate, guide, and give independent practice?
Does teacher give clear expectations with positive feedback?
Does teacher monitor understanding and give corrective feedback?
Taking the Long View of Program Implementation
Adopting and implementing a new program is the beginning of a cycle of change.
Change is doable when we set small goals that are achievable.
Change and refine your implementation one step at a time. Resist the temptation to layer programs.
Work on implementation quality and enhancing instruction to meet the needs of your students.
Developing Structuresto Improve Program Fidelity
1. Learn the Program Content—the “What” Delivery—the “How”
2. Observe3. Teach the Program4. Be Observed (checklists)
5. Refine6. Repeat—this is on-going
Classroom Visits
Walk Throughs
Classroom Visits: Procedures
Student focus Length of time
Brief, 5-7 minutes May change over time
Data-driven focus Determine factors for
assessment Pace of instruction Curriculum components
No surprises! Shared expectations Shared components Shared process
Develop Implementation Plan
District: Teacher (Optional):
School: Grade:
Date: Period:
Team Member(s)
I. STUDENT BEHAVIORS
Degree of Evidence Component
1 2 3 4 N/A • Students are actively engaged with concepts relevant to the content of the lesson. • Students are able to explain what they’re learning. • Students have multiple opportunities to demonstrate mastery through varied and relevant, rigorous activities.
• Students are engaged in appropriate academic and social behaviors.
Comments II. TEACHER BEHAVIOR
Degree of Evidence Component
1 2 3 4 N/A • Teacher demonstrates a solid grasp of the content. • Teacher delivers instruction aligned to a rigorous learning objective. • Teacher demonstrates strong pedagogical skills, balancing direct instruction with modeling, facilitating, and/or coaching students as appropriate.
Comments III. FORMATIVE ASSESSMENT
Degree of Evidence Component
1 2 3 4 N/A • Teacher uses a variety of formative assessments of the daily learning objective. • Teacher adjusts instruction based on checks for understanding. • Teacher provides positive error correction, modeling, and practice opportunities. Comments
Classroom Walk-Through Observation Form
Team Debriefing
After each classroom visit… Review Classroom Observation form Identify preliminary findings Two to three minutes only Come to a consensus Identify data trends
Does the data reveal a
need for change?
Assess
Data
Fidelity Checksstrict observance of promises, duties Without fidelity checks,
decisions can be based on data that is no longer reliable as an outcome of the process.
accuracy; exactness
Student’s response to programming can only be considered as reliable data when programming is documented as having been implemented as planned.
How to Assess Fidelity Self-Reporting
Person doing intervention program can rate the degree to which each instructional component was implemented
These are easy and may actually serve as a prompt Drawbacks: Not as objective; social desirability effect; more
paperwork
Can use an weekly “Activity Log” (self report) Fidelity observations Handouts—Fidelity checks
Which Kind and How Often?
Try to use the most accurate, yet convenient The more often, the better
Some aspects of self-reporting should occur daily, or even with each intervention process
Direct observation by another individual: Principal, Intervention Specialist, Instructional
Coach, other Daily check-in recommended (is this feasible).
Fidelity - Time
Core—180 school days Days per week for core Time can be a factor over the course of a year
Instructional minutes per school day
Core = 90 minutes Strategic = 90 + 15-30 Intensive = 90 + 30-90
Fidelity - Time
Reading block composition Reading or Language Arts Spelling
Instruction vs. practice
10/3 10/4 10/5 10/6 10/7
PA PA PA PA PA
PH PH PH PH PH
V V V V V
Fl Fl Fl Fl Fl
Comp Comp Comp Comp Comp
10/10 10/11 10/12 10/13 10/14
PA PA PA PA PA
PH PH PH PH PH
V V V V V
Fl Fl Fl Fl Fl
Comp Comp Comp Comp Comp
10/17 10/18 10/19
PA PA PA
PH PH PH
V V V
Fl Fl Fl
Comp Comp Comp
10/24 10/25 10/26 10/27 10/28
PA PA PA PA PA
PH PH PH PH PH
V V V V V
Fl Fl Fl Fl Fl
Comp Comp Comp Comp Comp
Fidelity - Time
Benchmarking Assessments—scheduled 3 times per year (September, January, May)
Leadership and Problem Solving Team meetings scheduled regularly (monthly, weekly, biweekly, 3/qtr, etc.)
Progress Monitoring—weekly, biweekly, monthly
Fidelity - Assessments
Assessment Benchmark, Progress Monitoring, Diagnostic Delivery and scoring--consistency Use the script for ALL probes Practice probing and discuss scoring—
longitudinal consistency.
Data generated by assessments can only be as reliable as the extent to which the assessmentsare implemented
In a consistent and standardized way. Without measuring the fidelity of assessment
implementation, student responses cannot be evaluated with any reliability.
Student test results depend upon assessments being implemented and scored correctly
Formative evaluation is a KEY component of RtI
Next Steps:
What are your next steps for fidelity? Priorities:
Day to day quality instruction can have a direct impact on student achievement. Is it happening?
Consistent, planned, quality instructional opportunities Student need—targeted instruction and assessment
Leadership
Lessons Learned from the Front Line of RTI Implementation in Montana Schools RTI has developed differently at each site, decisions based upon local
culture, resources, and needs
Strong leadership is required
Administrators need specific professional development prior to systems change commitment.
Process can be vulnerable when:• school leadership changes• school staff changes• there is a large input of new students• When new content is added (e.g. Math)
“Time” is the biggest threat to full RTI implementation.
Beebe-Frankenberger, MASP Fall 2007
RTI Implementation: Most Frequently Experienced Issues In Need of Solutions
Time for RTI Team Meetings Scheduling (TIME)
Instructional blocks Tier 2 & Tier 3 interventions Ongoing assessment
Professional development for new curricular programs, interventions, and assessments
Increase communication and collaboration among teachers and staff; shared responsibility
Resistance to sharing students Time to train people
And…………TIME, TIME, TIME
Beebe-Frankenberger, MASP Fall 2007
Local Decisions: Strong Leadership and Planning is Critical
Curriculum and interventions Staffing (instruction, intervention, assessment) Types of specific assessments Differentiated classroom instruction vs. instructional grouping
(walk-to-read) RTI Team composition and function(s) How data is reviewed Forms (e.g. procedural, parent notification) Parent involvement Community involvement
Beebe-Frankenberger, MASP Fall 2007
RTI Leadership Team
Principal Instructional Coach Special Education Teacher(s) General Education Teacher(s) Paraprofessionals School Counselor School Psychologist Parent Secretary Other???
Identify and Define RolesJob Descriptions/Expectations
For all staff, including:• Administrators• Teachers• Specialized Personnel (counselors, speech, etc.)• Para educators• Lunchroom Staff• Bus Drivers• Maintenance• EVERYONE!!!!!
Team Leadership in RTI RTI Leadership Team is responsible for co-
planning with the building leader for RTI Implementation: Consensus and infrastructure building Implementation and sustainability Make collaborative decisions about essential components
based upon local culture, resources, and needs Provide the infrastructure for RTI Implementation and
eventually, sustainability Redeploy fiscal resources to provide continuum of funding
Instructional Leader-Principal
Responsibilities: Know the program(s) Model and teach effective instructional
practices. Fidelity Principal is the building instructional leader
Responsibilities/decisions made as the principal; others as a member of a team.
Principal’s Critical Decisions:Making TIME Building Leaders schedule TIME into the daily,
weekly and yearly calendar for: Instructional blocks (90 min reading, 60-90 math) Intervention blocks (enrichment, “freeze time” Ongoing, frequent professional development Regularly scheduled RTI Leadership Team meetings Regularly schedule RTI Problem Solving Team meetings Benchmarking, progress monitoring, diagnostic assessments Whole staff meetings for collaboration, teaching strategies,
and sharing success. Orienting new staff to RTI
Principal’s Critical Decisions: Finding Resources
Building leaders work with districts, school boards, state education departments to access fiscal resources to fund: Ongoing professional development Staffing Substitute teachers to relieve teachers to engage in RtI
collaborative meetings and professional development activities
Purchase evidence-based core curriculum, interventions, assessments
Leadership in RtI
Essential to success Collaborative model And…here are tips on Celebrating Your
Success!..........
Top 10 Ways to Succeed with RTI
10. START SMALL… don’t over commit!
11. Invest the resources to know what you are doing.
12. Be supportive of failure – no one fails alone.
13. Promote it, don’t sell it.
14. Let innovation spread naturally. If it is better than what came before it,
it will be naturally reinforced.
5. Change how you think
6. Be in for the long haul, not the short burn
7. Give away credit
8. Support knowledgeable leaders
9. Work smarter, not harder!
Source: David Tilly, 2005
For next time…
Fidelity Community/Family Education/Involvement
Try to send one communication to parents concerning what your school is doing to implement RtI.
Leadership
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