1. Facilitation with Fidelity Part 1: A Focus on Delivering Your Program with Fidelity South Carolina Campaign to Prevent Teen Pregnancy

2. Session Objectives By the end of this session participants will have a better understanding of: How the logic model, underlying theory of behavior change and program core components inform the program activities and subsequent program outcomes What strategies they can use to ensure fidelity to the program model How they can make good decisions about “on-the-fly” adaptations that will come up during the facilitation process 2 OAH/ACYF/YSB Regional Training, Summer 2011

3. Before we dive in What interventions are you implementing? What are the settings? 3 OAH/ACYF/YSB Regional Training, Summer 2011

4. What is FIDELITY? Fidelity is the faithfulness with which an program is implemented. This includes implementing a program without removing parts of the program that are essential to the program’s effectiveness—its core components. 4 OAH/ACYF/YSB Regional Training, Summer 2011

5. Why is fidelity important? Each program is proven effective based on the way it was originally designed and implemented. You cannot expect the same outcomes if you do not implement the same intervention. Fidelity is our responsibility to the field. 5 OAH/ACYF/YSB Regional Training, Summer 2011

6. What you need to know The Intervention’s: ▫Logic Model – recipe ▫Behavior Change Theory – science ▫Core Components – ingredients 6 OAH/ACYF/YSB Regional Training, Summer 2011

7. Logic Model All grantee TPP programs are developed based on a logical sequence of cause and effect. ▫If this, then that ▫Activity  changes determinant (risk and protective factor)  changes behavior 7 OAH/ACYF/YSB Regional Training, Summer 2011

8. Theory A system of rules, procedures and assumptions used to produce a result ▫Repeatedly tested ▫Can be used to predict behavior change outcomes Common theories: ▫Social Learning Theory ▫Transtheoretical Model/Stages of Change Theories used for each TPP program can be found in the background or evaluation materials. 8 OAH/ACYF/YSB Regional Training, Summer 2011

9. Core Components Core components define the program characteristics that must be kept intact when the intervention is replicated or adapted for it to produce outcomes similar to those demonstrated in the original evaluation.  Defined by developer  Also called concepts or principles 9 OAH/ACYF/YSB Regional Training, Summer 2011

10. In summary… All activities, lessons, sequence, audience, etc. are there for a reason. Not implementing with fidelity changes the science behind the intervention. This could result in not achieving the same result. 10 OAH/ACYF/YSB Regional Training, Summer 2011

11. Is true fidelity realistic? 11 OAH/ACYF/YSB Regional Training, Summer 2011

12. Your Role Fidelity does not equal “robot” Reader vs. Facilitator ▫Instructionally sound teaching methods Ensure all facilitators are trained Know the purpose of every lesson PLAN, PLAN, PLAN 12 OAH/ACYF/YSB Regional Training, Summer 2011

13. Strategies for Fidelity Assess for fit Check participants’ basic knowledge Work plan Fidelity monitoring tools Continuous Quality Improvement Classroom management Agreements with sites Use your project officer as a resource Others? 13 OAH/ACYF/YSB Regional Training, Summer 2011

14. “On the Fly” Fidelity speed-bumps are common. Make an informed “green-light” adaptation. ▫Don’t change the core component, logic or theory. Keep your eye on the intended outcome for each activity. Take a break if needed and reassess. Check in with participants periodically. If all else fails, know when you need to reschedule. 14 OAH/ACYF/YSB Regional Training, Summer 2011

15. Speed Bump Activity Identify a recorder and reporter at your table. Listen to the scenario read aloud. You will have 5 minutes to discuss the following at your table: ▫Identify the “speed bump.” ▫Come to a consensus how you will get over the speed bump while still maintaining fidelity, or with green-light adaptations if needed. ▫Identify what you can do differently next time to avoid this speed bump. ▫Is this a situation you would discuss with your project officer? ▫How would you record the adaptation (if any). Recorder: Record your group’s responses. Reporter: Be prepared to briefly present your group’s response back to the larger group. 15 OAH/ACYF/YSB Regional Training, Summer 2011

16. What are other fidelity speed bumps that you anticipate? 16 OAH/ACYF/YSB Regional Training, Summer 2011

17. Wrap–Up If you do not implement with fidelity, you cannot expect to reach the intervention’s previous or anticipated outcomes. Knowing the intervention’s logic model, theoretical framework and core components will help ensure fidelity and guide adaptations. Planning is key to maintaining fidelity. Do not just implement the lessons—facilitate them. Use appropriate strategies to anticipate and overcome fidelity “speed bumps.” 17 OAH/ACYF/YSB Regional Training, Summer 2011

18. Thank you! Chris Rollison crollison@teenpregnancysc.org 803-767-1158