1. 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 2013 PBIS Conference Fidelity of Instruction and Intervention

2. Wisconsin definition of RtI Is what? An organizational framework that guides implementation of a multi-level system of support Does what? to achieve academic and behavioral success for all For what?

3. Fidelity of Implementation

4. 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

5. 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

6. ExposureAdherence Quality of Delivery Engagement Fidelity Sticking to the plan; Using “active ingredients” Frequency, dosage, duration Use of “best practices” Active participation Modified from O’Donnell, 2008

7. ExposureAdherence Quality of DeliveryEngagement Fidelity in Tier 1 (Universal) Instruction Teachers follow schoolwide schedule of lessons and format (Cool tools, videos). Teachers follow classroom lessons. All students introduced via ‘School- wide Kick-Off’ and building & classroom matrices. Ongoing scheduled lessons, frequency and grouping occur based on data. All students engaged in content, working toward schoolwide or classroom goals Use of student modeling, examples/non-examples, frequent positive acknowledgement, teaching/re-teaching. Culturally responsive practices used.

8. ExposureAdherence Quality of DeliveryEngagement Fidelity in Tier 2 (Selected) Interventions Staff implement core components of interventions according to design and data based need. 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. Students actively engaged throughout interventions working toward group or individual goals Staff deliver planned content according to age and needs of students with progress monitoring.

9. ExposureAdherence Quality of DeliveryEngagement Fidelity in Tier 3 (Intensive) Interventions Staff adhere to individualized student plan and collect data to determine effectiveness Staff follow predetermined duration and frequency based on team-developed individualized student plan to address student’s needs Student actively engaged throughout interventions working on individualized goals Staff adjust instruction based on student responsiveness to plan / according to student data

10. Why is fidelity important? “Only when effective practices are fully implemented should we expect positive outcomes. Implementation matters. Blasé & Fixsen, 2005

11. 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

12. What factors impact fidelity? Match to student / school need Accessibility of resources Training, feedback, and support Perceived effectiveness Clarity of core components Complexity of new skill or practice Number of competing priorities Accountability Professional culture of school (Protheroe, N., 2008)

13. 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

14. What can you do to ensure fidelity? Accountability Support Quality control Quality assurance

15. What can you do to ensure fidelity? 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! SUPPORT Don’t skimp on professional learning!

16. OUTCOMES: Percentage of Participants Who… TRAINING COMPONENTS 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% 5% PLUS Coaching in Context 95% Joyce & Showers, 2002 What can you do to ensure fidelity? SUPPORT Add coaching!

17. What can you do to ensure fidelity? Anticipate difficulties with implementation of new practices Provide and co-create staff manuals, checklists, “calibration checks,’ and guidelines Create feedback loops SUPPORT Don’t skimp on supportive structures!

18. What can you do to ensure fidelity? 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 ACCOUNTABILITY

19. 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

20. What resources are available to help? HANDOUT Resources to Support and Measure Fidelity of Instruction and Intervention

21. 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

22. 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

23. 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