1 / 68

Fidelity

Fidelity. Implementing. 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

kipling
Download Presentation

Fidelity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fidelity Implementing

  2. Housekeeping Sign In Sheets at each table Materials Wi Fi Access Timelines Breaks Lunch Restroom Location Turn cell phones to manner mode Other?

  3. Essential Components Research-Based Curriculumand 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

  4. Outcomes for the day Fidelity Review fidelity forms for core and intervention programs Review fidelity forms for assessments Walk-through forms Create a fidelity form for your RtI process Plan for integration of fidelity for entire staff

  5. Fidelity…. strict observance of promises, duties adherence to fact or detail accuracy, exactness

  6. Fidelity of implementation of the RtI processallows school staff and parents to: trust the system and the data understand accountability clearly articulate roles and responsibilities evaluate continuous improvement document student improvement

  7. Fidelity within RtI • 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

  8. Fidelity to the RtI Process Collaborative teaming Data-based decision making Problem solving On-going professional development Community & family involvement Leadership Curriculum & Instruction On-going assessments

  9. RtI Process Collaborative Teaming • Composition of the team • Leadership/Core • Problem Solving/Student • Roles for members • Facilitator, recorder, timer, records, data, etc. • Planned opportunities for on-going dialogue concerning kids

  10. RtI Process Data-based Decision Making Validity/reliability of assessment data Ensure the team is interpreting the data correctly Alignment of student need, instruction, and assessment Multiple measures may be needed Diagnostic—are you getting to the root of the problem?

  11. Organizing Assessments • Reading • Phonemic awareness, phonics, fluency, vocabulary, comprehension • Math • Numbers and operations, geometry, algebra, data analysis, problem solving • Behavior • Positive behavior and intervention support system • Tier 1, 2, 3

  12. CHOTEAU ELEMENTARY SCHOOL C.S.I. Map Reading Assessments Grades 4-6 Combined Choteau School and Big Sky Cooperative Resources Ann Verploegen School Psychologist BSSNC V3 Revised 8/10

  13. RtI Process Problem Solving Process Define Analyze Develop & Implement Evaluate

  14. Sample Intervention Plan aka protocols or pathways If …, then… These are designed to outline the programming and assessment options with targets to identify each level You are creating, refining, and evaluating your system

  15. 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 Do you have a plan?

  16. 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

  17. RtI Process Administrative Leadership Involved and an active member Informed (curriculum & instruction) Money Training Staffing Foster collaboration

  18. 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

  19. Fidelity to the RtI Process Look back on the 8 essential components… • How are you doing? • How do you document this? • Which area needs your attention? • Sample of a fidelity record form for the RtI process in your school

  20. Prevention Fidelity 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.

  21. Prevention Fidelity • Lesson Planning • The level of planning can impact the student learning • Some key elements • Objective • Assessment • Engagement • Closure • True for any content (reading, math, science, behavior, etc.)

  22. Defining instruction Planning/instructional resource Increase fidelity Instructional Plan

  23. 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.

  24. How Will The Program Be Used? Core The “base” reading/math/behavior program, designed to teach all components of reading/math/behavior to all students at tier 1 Supplemental Programs and materials designed to support the core by teaching specific skills to all tier 1 students Intervention Programs and materials designed to provide strategic (tier 2) and/or intensive (tier 3) support for students performing below grade level . Students who receive an alternate core program would fit into this category.

  25. Developing Structuresto Improve Program Fidelity Learn the Program Content—the “What” Delivery—the “How” Observe Teach the Program Be Observed (checklists) Refine Repeat—this is on-going

  26. 1. Learning the Program: Content Organization 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 new skills reviewed? Supporting Resources – aligned to objectives for instruction Mastery-Based or Cover the Content Placement tests End of unit tests

  27. 1. Learning the Program: Delivery Reviews of reading curricula indicate that core programs vary widely in the quality of guidelines for instructional delivery. 1. Explicit instruction 2. Demonstrate skills and strategies 3. Guided practice 4. Monitor independent practice 5. Provide corrective feedback

  28. Program DeliveryGeneral Features of Instruction

  29. 2. Observe Classroom Observations Coach Trainer or consultant Teacher in your building Visit another school with the same core program

  30. 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)

  31. 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

  32. Teaching Considerations Are my students ready for this lesson? Are my students engaged and motivated? Why am I doing this lesson? Will this make students better reader? Am I using my formative assessment data?

  33. 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.

  34. 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

  35. 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 to the program, based on your students’ progress. Leave with one thing to work on, chosen by the person being observed.

  36. 5. Refine Team Meetings Troubleshooting implementation issues Sharing grade-level resources for meeting the needs of the lowest performing students Calibration checks for fidelity

  37. Observations • Discuss as a team if this is an area of need for your school. If it is, start to develop a plan. Remember, if you have already done it, it might be time to do it again. RtI is a process, not a destination.

  38. 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

  39. A General Observation Checklist

  40. 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.

  41. Classroom Visits Walk Throughs

  42. 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

  43. Classroom Walk-Through Observation Form

  44. 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 Assess Data Does the data reveal a need for change?

  45. Fidelity Checks strict observance of promises, duties accuracy; exactness Without fidelity checks, decisions can be based on data that is no longer reliable as an outcome of the process. Student’s response to programming can only be considered as reliable data when programming is documented as having been implemented as planned.

  46. 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 a weekly “Activity Log” (self report) Fidelity observations

  47. 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

  48. Program Specific Fidelity Forms • Samples

  49. Fidelity Forms—Make Your Own • Program components • Agreed upon by all (non-negotiable) • Reading—five areas • Math—Focal Points • Behavior—Universal expectations • General instructional strategies

More Related