1. Maintaining & Sustaining Fidelity of Implementation in Your RtI System Maintaining & Sustaining Fidelity of Implementation in Your RtI System The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this document and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Reviewing Your Selected and Intensive Levels of Support

2. What is fidelity of implementation? Definition: Delivery of practices in the way in which they were designed and intended to be delivered, accurately and consistently Adapted from National Center on Response to Intervention, n.d., online.

3. 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

4. Fidelity of Implementation

5. ExposureAdherence Quality of DeliveryEngagement Fidelity in Differentiated Universal Reading Instruction Teachers differentiate content, process, and products based on student needs Teachers deliver instruction based on an established timeframe (e.g. 90 minutes a day, 5 days a week); students are in attendance All students engaged in content, working at next level of challenge Student grouping is flexible and fluid, based on data

6. ExposureAdherence Quality of DeliveryEngagement Fidelity in Selected Level Interventions Staff implement core components of interventions according to design Staff implement intervention based on duration & time frame defined by program developer or research; students attend sessions Students are actively engaged throughout interventions Staff deliver instruction with enthusiasm and fast pace

7. ExposureAdherence Quality of DeliveryEngagement Fidelity in Intensive Level 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

8. ExposureAdherence Quality of DeliveryEngagement Fidelity in Progress Monitoring Staff follow guidelines of the assessments Staff follows established progress monitoring timeline Students are engaged in goal-setting and track their own progress monitoring growth Staff do not provide additional context or assistance to students during the assessment

9. ExposureAdherence Quality of DeliveryEngagement Fidelity in Data-Based Decision-Making for Screening Predetermined measures used; Explicit written decision rules are followed to assess student, class, grade, or school-level progress Data analysis teams meet within one week of screening window Multiple staff roles are involved in problem-solving and data-based decision-making : Decisions are made in a timely way

10. ExposureAdherence Quality of DeliveryEngagement Fidelity in School RtI Leadership Team Established agendas and protocols are used consistently in leadership team meetings The school leadership team meets monthly to oversee implementation of the school’s RtI Action Plan All team members are actively in discussions and decision-making The team adheres to norms established by the group

11. Where x = evidence-based practice and y = expected outcome Cordray, 2007 Evidence-based assumes that a practice is being implemented as intended Why is fidelity of implementation important?

12. Achievement of high implementation fidelity is one of the best ways of replicating the success achieved by original research. Carroll, 2007 Why is fidelity of implementation important?

13. National Research Center on Learning Disabilities, 2006 High fidelity Increased program credibility More consistent & better student outcomes Motivated staff Why is fidelity important?

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. 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!

17. 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

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

19. Closing Thoughts… The goal of a fidelity system is to ensure that both the school process of RTI and the practices at each level are implemented and delivered as intended so that we can create a system of success for ALL. National Research Center on Learning Disabilities, 2006

20. 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

21. 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