2013 PBIS Conference

1. Heidi Erstad and Peg Mazeika, Technical Assistance CoordinatorsWisconsin RtI Center Bridget Blask, Rachel Blum, and Leslie ConnorsFranklin 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 frameworkthat guides implementation of a multi-level system of support Does what? toachieve 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. Frequency, dosage, duration Sticking to the plan; Using “active ingredients” Modified from O’Donnell, 2008 Use of “best practices” Active participation

7. 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. Use of student modeling, examples/non-examples, frequent positive acknowledgement, teaching/re-teaching. Culturally responsive practices used. All students engaged in content, working toward schoolwide or classroom goals

8. 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. Staff implement core components of interventions according to design and data based need. Staff deliver planned content according to age and needs of students with progress monitoring. Students actively engaged throughout interventions working toward group or individual goals

9. Staff follow predetermined duration and frequency based on team-developed individualized student plan to address student’s needs Staff adhere to individualized student plan and collect data to determine effectiveness Staff adjust instruction based on student responsiveness to plan / according to student data Student actively engaged throughout interventions working on individualized goals

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 arethe intervention! Wallace, et al, 2008

14. What can you do to ensure fidelity? 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 individuallevel; one size won’t fit all! Don’t skimp on professional learning! • SUPPORT

16. What can you do to ensure fidelity? Add coaching! • SUPPORT Joyce & Showers, 2002

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 Don’t skimp on supportive structures! • SUPPORT

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