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Fidelity Leadership

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

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Fidelity Leadership

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  1. FidelityLeadership Exploring

  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 • Understand what fidelity to the core program means • Discover ways to monitor fidelity • Leadership • Roles and responsibilities of leaders within RtI

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

  6. 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

  7. 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. Why is fidelity important? A main distinguishing factor of RtI is its presumed ability to rule out “instructional casualties”

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

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

  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

  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 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. 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.

  20. A fidelity example… The effectiveness of any particular program is worthless if the program is not implemented as intended.

  21. 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.

  22. 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.

  23. Content/Curriculum Core 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

  24. 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

  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 skills reviewed? • Supporting resources – aligned to objectives for instruction • Mastery-Based (achieve 85%) or cover the content • Placement tests • End of unit tests

  27. 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?

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

  29. Program DeliveryGeneral Features of Instruction

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

  31. 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)

  32. 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

  33. 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?

  34. 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.

  35. 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

  36. 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.

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

  38. 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 Principals and Implementation

  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. 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

  42. Classroom Visits Walk Throughs

  43. 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 Classroom Visits: Procedures Develop Implementation Plan

  44. Classroom Walk-Through Observation Form

  45. Team Debriefing Assess Data 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?

  46. 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.

  47. 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

  48. 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).

  49. 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

  50. Fidelity - Time • Reading block composition • Reading or Language Arts • Spelling • Instruction vs. practice

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