Transcript of Building RTI Fidelity Bibb County February 2014 Paula Freer, PhD RTI Consultant.
- Slide 1
- Building RTI Fidelity Bibb County February 2014 Paula Freer,
PhD RTI Consultant
- Slide 2
- Objectives Critical role RTI plays in School Improvement Review
the major components of RTI Framework Fidelity Review RTI Fidelity
-Using the SSTAGE RTI Rubric Action plan Bibb County district and
school level RTI Fidelity
- Slide 3
- Random Acts of Improvement Or Aligned Acts of Improvement
- Slide 4
- Slide 5
- Slide 6
- Characteristics of Effective Practice for SST, RTI and the
Pyramid of Intervention framework Describe what evidence or outcome
data you have to support that this practice is in place. Level of
Implementation 1 Just beginning 2 - Making good progress 3 - Well
established 123 Effective, systematic problem solving process at
each tier with: Defined responsibilities and roles of members
Alignment, communication & connectedness (with/to other teams)
Data driving the teams decision making to inform instruction A
coordinated system of assessment and progress monitoring (to
include universal screening of all students, decision making rules,
data collection and analysis, measures of fidelity, and
intervention effectiveness). A coordinated system of
instructional/behavioral supports and programs with resources
allocated (to include scheduling, research-based materials and
practices, and staffing). Job-embedded professional learning and
ongoing teacher support that addresses relevant areas essential to
effective implementation including: Coaching support Follow-up to
ensure implementation of new skills Case study examples A
systematic plan with specified practices for parent/family
communication and involvement. Sample practices such as: Evidence
in developing parent/family pyramids Parent/Family brochures
Parent/Family training modules
- Slide 7
- GaDOE- SSTAGE RTI Rubric Essential Elements Collaborative
Problem-Solving Assessment Instruction and Intervention In each
essential element are these components: Leadership and
Infrastructure Professional Learning Parent/Family and Community
Involvement Process and Procedures
- Slide 8
- Where We Were Then-2004-05 AllBlackWhiteSWDED
04-0545.131.154.58.931.0 AllBlackWhiteSWDED
11-1280.176.182.950.078.8 Where We Are Now- 2011-12 Ware County
Schools - RTI Model of Achievement & Accountability First
Adopted July 11, 2006 High School Graduation Rate
- Slide 9
- What Changed? No single silver bullet Increased expectations
that underscored the unacceptability of waiting for students to
fail A laser-like focus on standards based instruction A strong
emphasis on rigor, relevance, and relationships The development of
the Ware County Pyramid of Interventions (RtI) that is fully
integrated into a systemic, unified, and comprehensive approach to
school improvement Work hard to engage and/or re-engage students in
instruction Dr. Joseph Barrow, Ware County Superintendent now
Fayette County Supt.
- Slide 10
- Griffin Spalding County School System Working Together:
RTI-Academics & RTI- Behavior Positive Outcomes
- Slide 11
- GSCS Discipline Data- Reduced with PBIS Reduced Incidents 38%
Reduced ISS/LEC 45% Reduced OSS 30% Reduced Bus Referrals 53%
Graduation Rate Increased 10%
- Slide 12
- RTI StandardsCore Skill Based DeficitsDeficits * Reading *Math
*Behavior *Written Lang It is CRITICAL that these core differences
are understood
- Slide 13
- K ey elements: Ga Pyramid of Interventions 4 Tier 3 Tier 2 Tier
1 Standards-Based Classroom Learning : All students; implementation
of the CCGPS through research-based practices, differentiated
instruction and progress monitoring through multiple formative
assessment and analysis of student work. School-Wide Positive
Behavioral Interventions and Supports. Needs-Based Learning: In
addition to Tier 1 Different by including standard intervention
protocol process for identifying and providing targeted groups
research based interventions based on school & class wide
data/needs and ongoing progress monitoring SST-Driven Learning: In
addition to Tier 1 and Tier 2 Different by including individualized
assessments, formal progress monitoring, interventions tailored to
individual needs. SST Process is required in every Georgia school.
Specially-Designed Learning: CCGPS access/extension, greater
frequency of progress monitoring, specialized programs, methodology
or instructional delivery (Special Ed, EL, Gifted, 504,...)
- Slide 14
- Positive Student Outcomes are Dependent Upon Fidelity of
implementation of RTI Framework (at the system and school levels)
Degree to which interventions are empirically supported (evidence
and/or research-based) Fidelity of intervention implementation (at
the interventionist and teacher level- classroom level) (Pierangelo
& Giuliani, 2008)
- Slide 15
- What is Fidelity? Fidelity of implementation refers to how
closely the prescribed procedures of a process or intervention are
followed (Mellard & Johnson, 2007). Fidelity and Integrity are
two major terms used in RTI research. They are often used
interchangeably.
- Slide 16
- RTI Fidelity System Level
- Slide 17
- Elementary Middle High School
- Slide 18
- RTI Fidelity Matters Tier 4 Problem-Solving Process Frequent
progress monitoring Most intensive interventions Tier 3 SST
Problem-Solving Process Individualized interventions Progress
Monitoring Tier 2 Data teams-PST Targeted group, standard protocol
interventions Progress Monitoring Tier 1 Assessment and Universal
Screening Instruction, Curriculum Walk-Through (e.g., instructional
fidelity) Student Data Driven Prob -Solv Assessment Instruction
& Intervention Teachers/Staff Leadership
- Slide 19
- SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment
and Planning Tool Includes five major components of the RTI/ POI
framework: 1.Problem Solving Process 2.Assessment and Progress
Monitoring 3.Instructional/Behavioral supports 4.Professional
Learning /Teacher support 5.Parent/Family Communication &
Involvement 19
- Slide 20
- What is Fidelity of Assessment? Universal Screening -US &
Progress Monitoring-PM Fidelity of the data collection process
means that all individuals are collecting data following exactly
the same procedures (Barringer, 2011)
- Slide 21
- Universal Screening and Progress Monitoring Universal screeners
Universal screeners help show the big picture Whole school or large
groups of students: Universally screened- using grade level CBM
Probes: Reading(1min. fluency, 2-5 min Maze Rdg. Comp) Math(2-4 min
computation fluency; concepts/applic 5-20 min) Writing(5 min
fluency) Behavior (Frequency/type of office referrals, attendance)
Essential Qs Universal Screening: How are our 9th graders
performing in reading using 9 th grade probe? Progress Monitoring
Progress Monitoring assesses targeted student skills to measure
response to intervention using CBM Probes Progress monitoring- CBM
Probes at students performance level Essential Qs Universal
Screening: How is John- a 9 th grader (who is at 6 th gr level
math) responding to PALS- Math intervention using normed 6 th grade
math probe?
- Slide 22
- Green Zone Yellow Zone Red Zone
- Slide 23
- Green Zone Yellow Zone Red Zone Frust Mastery Instr
- Slide 24
- Key Components (Barringer, 2011) Students Universally Screened
& Progress monitored CBM assessments (normed) Results graphed
against goals, comparison groups, and expected rates of weekly
progress- all based on research/norms Decisions regarding
curriculum and instruction based on data (NRCLD, 2006)
- Slide 25
- Fidelity of RTI Assessment: US and PM
- Slide 26
- What is Fidelity of Data Decision-Making and Interpretation?
Fidelity means that the same decision making processes/rules are
being applied to every case, across settings and across time
Fidelity means that the data is being interpreted the same way by
all individuals engaged in interpretation (Barringer, 2011)
- Slide 27
- Looking at data by class level Consider group or classwide
interventions rather than referring one student at a time (STEEP,
2009) Many students in red zone. Qs: core curriculum, instructional
issues?
- Slide 28
- What does this data by class level tell us? (STEEP, 2008) In
this class we have identified a small number of students who need:
Small Group Intervention Supports
- Slide 29
- (Easy CBM, 2011)
- Slide 30
- National Center on Student Progress Monitoring, 2008
- Slide 31
- Fidelity Activity -Universal Screening Interpreting Results
Between and Within Campuses What does the universal screening data
tell you about these 6 schools? What questions would you ask about
certain schools curriculum and instructional practices? The
readiness of each school for the Common Core?
- Slide 32
- Fidelity Activity -Universal Screening
- Slide 33
- What is Fidelity of the Problem-Solving Process? Fidelity means
that the data is being interpreted the same way by all individuals
engaged in interpretation. Tier 1- School-wide and grade level data
trends Tier 2- Data teams, targeted small group school needs-
standard protocol interventions Tier 3- SST- Individualized student
support plans Tier 4- Specialized Programs- Gifted, EL, SWD
(Barringer, 2011)
- Slide 34
- Successful RTI/POI School Improvement focus N ot WHO/
individual student problems Larger Who ( Tier 1-school-wide, grade
level, class), WHAT, WHERE, WHY, HOW (Curric., Instr, TchgLearning)
Equitable Data Driven Practices School Grade Level Classroom
Student groups Individual students
- Slide 35
- Georgias Student Achievement Pyramid of Interventions/RTI What
It Is Integrated system of service delivery Prevention model School
Improvement Using data-driven decision making process Aligned with
NCLB, IDEIA, GaKEYS, CCRPI What It Is Not Special education
eligibility system Generalized discussions of students problems
(cant read, not motivated, etc.)* Focus on what is wrong with
student (vs. school, grade level, classroom, instructional,
curriculum, targeted group needs, individual student)
- Slide 36
- RTI Barriers/MYTHS Purpose of POI is to refer for testing or
sped Students who fail, must be disabled Students should be tested
if they are behind grade level If students have a diagnosis from
physician or private psychological, they must be eligible for
special education All students who are tested will be eligible for
special education All sped students are eligible K-12/life All SDD
students should continue to be eligible for sped
- Slide 37
- Transitioning to RTI Roles Central Office Staff School
Administrators School Improvement coaches Instructional Coaches
Department Chairs RTI Chair SST Chair Teachers Counselors School
Psychologists Social Workers Special Educators Support Staff
Parents Students
- Slide 38
- What is Fidelity of the Problem-Solving Process?
- Slide 39
- E:\Bibb\admin sch imp coaches\TIPS-Fidelity-
Checklist-Revised.pdf
- Slide 40
- SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment
and Planning Tool Includes five major components of the RTI/ POI
framework: 1.Problem Solving Process 2.Assessment and Progress
Monitoring 3.Instructional/Behavioral supports 4.Professional
Learning /Teacher support 5.Parent/Family Communication &
Involvement
- Slide 41
- Characteristics of Effective Practice for SST, RTI and the
Pyramid of Intervention framework Describe what evidence or outcome
data you have to support that this practice is in place. Level of
Implementation 1 Just beginning 2 - Making good progress 3 - Well
established 123 Effective, systematic problem solving process at
each tier with: Defined responsibilities and roles of members
Alignment, communication & connectedness (with/to other teams)
Data driving the teams decision making to inform instruction A
coordinated system of assessment and progress monitoring (to
include universal screening of all students, decision making rules,
data collection and analysis, measures of fidelity, and
intervention effectiveness). A coordinated system of
instructional/behavioral supports and programs with resources
allocated (to include scheduling, research-based materials and
practices, and staffing). Job-embedded professional learning and
ongoing teacher support that addresses relevant areas essential to
effective implementation including: Coaching support Follow-up to
ensure implementation of new skills Case study examples A
systematic plan with specified practices for parent/family
communication and involvement. Sample practices such as: Evidence
in developing parent/family pyramids Parent/Family brochures
Parent/Family training modules F:\Pff file timers funny
stuff\count_down_10MIN.wmv..\..\Pff file timers funny
stuff\count_dow n_10MIN.wmv
- Slide 42
- SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment
and Planning Tool Includes five major components of the RTI/ POI
framework: 1.Problem Solving Process 2.Assessment and Progress
Monitoring 3.Instructional/Behavioral supports 4.Professional
Learning /Teacher support 5.Parent/Family Communication &
Involvement 42
- Slide 43
- What is Fidelity in Curriculum and Instruction? Fidelity of
implementation is the delivery of instruction and interventions in
the way in which they are designed to be delivered (Gresham,
MacMillan, Boebe-Frankenberger, & Bocian, 2000) Examples of
assessing instructional fidelity include: Walk-Throughs Peer
observations (Barringer, ret. 2011)
- Slide 44
- Tier 1 is the Foundation for ALL Tiers Tier 1 is the foundation
of the Pyramid. Tier 1 academic and behavioral supports are vital
to the success of all Tiers. School-wide, grade level, class- wide
data guides: Selection of Tier 1 research based strategies
Universal Design for Learning Differentiation Instructional
planning including core foundational skills Ongoing formative
assessment Focus for coaching, consultation, feedback Common Core
GPS
- Slide 45
- RTI, Differentiation, and UDL Tier 4 Tier 3 Tier 2 Statewide:
CCGPS and GPSWHAT District-wide/School-wide: Local curricula
incorporate UDL Principles to maximize student access Classrooms:
Instruction is differentiated based on the readiness, interests, or
learner profile data of specific students in the class HOW Tier 1
Snyder, 2012
- Slide 46
- Successful RTI/POI School Improvement Data-Driven Problem
Solving School Level Data Trends Grade Level Data Trends Classroom
Level Data Trends Targeted Group student Trends/ID needs Individual
Student data trends SW GR.L Classrm Grp-Stu Individual student
- Slide 47
- What is Fidelity of Intervention Implementation? Degree to
which interventions are empirically supported (evidence and/or
research-based) Fidelity of intervention implementation (at the
interventionist and teacher level- classroom level) (Barringer,
2011)
- Slide 48
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org There is a great deal of
confusing language being used to qualify strategies, interventions,
programs and practices Which is which? Strategies______________
Interventions: Scientifically-Based ______________
Research-Based______________ Evidence-Based______________ 48
- Slide 49
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org Strategies Definition of
Strategy A loosely defined collective term that is often used
interchangeably with the word intervention; however strategies are
generally considered effective instructional and behavioral
practices rather than a set of prescribed instructional procedures,
systematically implemented (GaDOE RTI Guidance). Examples
(Classroom Instruction that Works, Marzano) Cooperative learning
Reinforcing effort and providing recognition Setting objectives and
providing feedback Nonlinguistic representations Graphic
organizers
- Slide 50
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org Interventions are NOT (John
McCook, 2006) Preferential seating Shortened assignments Parent
contacts Classroom observations Suspension Doing MORE of the same
Retention Peer helpers (informal)
- Slide 51
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org ESEA Defines Scientifically
Based Reading Research as: (A) applies rigorous, systematic, and
objective procedures to obtain valid knowledge relevant to reading
development, reading instruction, and reading difficulties; and (B)
includes research that: (i) employs systematic, empirical methods
that draw on observation or experiment; (ii) involves rigorous data
analyses that are adequate to test the stated hypotheses and
justify the general conclusions drawn; (iii) relies on measurements
or observational methods that provide valid data across evaluators
and observers and across multiple measurements and observations;
and comparably rigorous, objective, and scientific review. (iv) has
been accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparably rigorous, objective, and
scientific review. (20 U. S. C. 6368(6)) Understanding
Scientifically-Based Interventions (NASP-Harn, 2007)
- Slide 52
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org Interventions Definition of an
intervention Targeted instruction that is based on student needs.
Interventions supplement the general education curriculum.
Interventions are a systematic compilation of well researched or
evidence- based specific instructional strategies and techniques
(GaDOE RTI Guidance).
- Slide 53
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org 6 R-B/E-B Intervention
Non-Negotiables 1.Connected to a specific goal that is
well-defined, observable and measurable 2.Matched to Student Need
Cant Do (Skill) or Wont Do (motivational deficit) or Both?
Functional behavior/academic assessment Attention, escape
Acquisition, proficiency-fluency, generalization, adaptation
Reading comprehension, phonemic awareness, fluency 3.Have specific,
defined, step-by-step directions (scripts, protocols) so they can
be: Implemented consistently Can be replicated, so it can be
researched (Freer, 2010; Burns,M., Chris Riley-Tillman, T., &
VanDerHeyden, A., 2012)
- Slide 54
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org 6 R-B/E-B Intervention
Non-Negotiables 4.Include ongoing research based progress
monitoring of the students response to the intervention
(research/normed reading, math, written language) Goal, aim line
& trend line (based on research)? Weekly expected rate of
progress or growth based on research? Training and Fidelity of
administration, scoring, interpretation and data decision-making
rules of PM (based on research)? 5.Intervention training; Coaching
to support the intervention training; Fidelity data on intervention
implementation 6.Scheduling to support interventions? (Freer, 2010;
Burns,M., Chris Riley-Tillman, T., & VanDerHeyden, A.,
2012)
- Slide 55
- Dr. John D. Barge, State School Superintendent Making Education
Work for All Georgians www.gadoe.org Intervention Science
Scientists/researchers have produced programs and practices that
can help students, communities & education systems What Works
Clearinghouse http://ies.ed.gov/ncee/wwc/
http://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia
www.bestevidence.org www.bestevidence.org Promising Practices
Network promisingpractices.net Florida Center on Reading Research
http://www.fcrr.org/ Evidence Based Intervention Network
http://ebi.missouri.edu/
- Slide 56
- Intervention Tools Evidence Based Intervention Network Univ. of
Missouri TOOLS- @40 academic and behavioral interventions *Evidence
Briefs*Intervention Scripts*Videos http://ebi.missouri.edu/
- Slide 57
- Top Reasons for Academic Problems (Daly & Martens, 1997; EB
Interv ret www. 2012 ) The task is too hard for the student - The
task is too hard for the student Acquisition Interventions They
have not had enough help doing the task They have not had enough
help doing the task Proficiency/Accuracy Intervs The student has
not spent enough time doing the academic activity - The student has
not spent enough time doing the academic activity Proficiency/Speed
Intervs The student has demonstrated the skill before, but has
difficulty applying the skill in a new manner - The student has
demonstrated the skill before, but has difficulty applying the
skill in a new manner Generalization Interventions The student does
not want to do the academic task The student does not want to do
the academic task Motivation Interventions
- Slide 58
- Intervention Tools Intervention Central Reading Intervention
Manual http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF o 13
interventions in the Reading Intervention Manual: Paired, Repeated
Reading Assisted Reading Practice Listening Passage Preview
Advanced Story Map Instruction Click or Clunk? A Student
Comprehension Self-Check Keywords: A Memorization Strategy
Main-Idea Maps Mental Imagery: Improving Text Recall Oral
Recitation Lesson Prior Knowledge: Activating the Known
Question-Generation Reciprocal Teaching: A Reading Comprehension
Package Text Lookback
- Slide 59
- Intervention Central Math Fluency and Problem-solving
interventions Cover-copy-compare-intervention and materials (also
see Rathvon intervention book materials):
http://www.interventioncentral.org/academic-interventions/math/cover-copy-
comparehttp://www.interventioncentral.org/academic-interventions/math/cover-copy-
compare Applied math/QAR-intervention and materials:
http://www.interventioncentral.org/academic-interventions/math/math-
problem-solving
http://www.interventioncentral.org/academic-interventions/math/math-
problem-solving Math Computation: Increase Accuracy By Intermixing
Problems-intervention and materials:
http://www.interventioncentral.org/academic-interventions/math/math-
computation-increase-accuracy-intermixing-easy-and-challenging-comp
Incremental Rehearsal-intervention and materials:
http://www.interventioncentral.org/academic-interventions/math/math-
computation-promote-mastery-math-facts-through-incremental-rehearsa
http://www.interventioncentral.org/academic-interventions/math/math-
computation-promote-mastery-math-facts-through-incremental-rehearsa
Math Fold-in intervention-intervention and materials:
http://www.interventioncentral.org/self_management_math_SAFI
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana
gement_math_SAFI.pdf
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana
gement_math_SAFI_1.pdf
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_mana
gement_math_SAFI_2.pdf Student Self-Monitoring of Productivity to
Increase Fluency-intervention and materials:
http://www.interventioncentral.org/academic-interventions/math/math-
computation-student-self-monitoring-productivity-increase-fluency
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/se
lf_monitoring_math_comp_increase_productivity_student_score_sheet.pdf
Combining Cognitive & Metacognitive Strategies- intervention
and materials:
http://www.interventioncentral.org/academic-interventions/math/math-
problem-solving-combining-cognitive-metacognitive-strategies
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_meta_cog_strategy_montague_SAY_ASK_CHECK.pdf Peer Tutoring in
Math Computation with Constant Time Delay-intervention and
materials:
http://www.interventioncentral.org/academic-interventions/math/peer-tutoring-
math-computation-constant-time-delay
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_tutoring_time_delay_tchr_nomination_form.pdf
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_tutoring_time_delay_integrity_checklist.pdf
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_tutoring_time_delay_score_sheet.pdf Student Self-Monitoring:
Customized Math Self- Correction Checklists -intervention and
materials:
http://www.interventioncentral.org/academic-interventions/math/self-
monitoring-customized-math-self-correction-checklists
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_error_correction_checklist_sample.pdf
http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/m
ath_error_correction_checklist_blank.pdf
- Slide 60
- PALS TA: Iris Vanderbilt Website Gr K-1 PALS
http://iris.peabody.vanderbilt.edu/palsk1/chalcycle. htm Gr 2-6
Reading PALS
http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm HS PALS
Module http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm
- Slide 61
- PL- Specific Training and Support for Interventionists (Windram
& Gibbons, 2011; Hirallel & Martens, 1998) How will
intervention implementation fidelity be ensured? Select an
intervention with high probability of success Communicate a clear
plan to interventionists Provide specific PL, coaching, and support
to interventionists Directly observe intervention in action Trainer
provides specific feedback Application and coaching in the
instructional setting Collect and graph data on the goal
- Slide 62
- Is this student making progress? (Batsche, 2005) Tier 2
Intervention: PALS-Reading 120 110 100 90 80 70 60 50 40 48 46 50
54 60 66
- Slide 63
- Fidelity of Progress Monitoring (Windram & Gibbons, 2011)
Check: Is progress being monitored according to the plan? Are data
collected and graphed on the intervention goal? Using aimline,
expected rate of progress? If the progress monitoring is not
happening as planned then: Give additional support OR Change the
progress monitoring plan
- Slide 64
- Decisions based on norms/research (Fuchs, 2008; National Center
on Student Progress Monitoring, 2008) GrPRFMaze 12.000.40 21.50.40
31.00.40 40.900.40 50.500.40 60.300.40 (Fuchs, 2008; NCSPM, 2008)
Expected weekly rate of progress
- Slide 65
- Top reasons why interventions FAIL? Fidelity Not implemented
with Fidelity Implemented Inconsistently Implemented Incorrectly-
missing steps, not implemented in the time it was designed (Ex: Do
intervention for 20 min 1x wk when research designed for 45 min
intervention- 3x wk) Not matched to student need Lack of Progress
Monitoring Lack of training, coaching and fidelity to support Lack
of scheduling supports
- Slide 66
- Essential Questions: Assessing Instructional Contexts and the
Fidelity of Implementation What is fidelity? Whether an
intervention was implemented as planned (Moncher & Prinz, 1991)
Surface fidelity (Gersten, Fuchs, Compton,et al., 2005) Were key
components implemented? Was adequate time allowed? Was the
specified amount of material covered? Quality of delivery (Gersten,
Fuchs, Compton,et al., 2005) Teacher behaviors Student behaviors
(Parisi, Potter & Whitcomb, NASP 2007)
- Slide 67
- Intervention Fidelity/Integrity (Windram & Gibbons, 2011)
Complete ongoing assessment of implementation through: Participant
Reports Observation Review of Permanent Product(s)
- Slide 68
- Slide 69
- Response to Failure to Implement Intervention? If the
intervention is not implemented as designed, progress (or lack
thereof) cannot be attributed to the specific plan or to student
failure to respond (Windram & Gibbons, 2011;Kaufman &
Flicek, 1995).
- Slide 70
- Who Monitors Fidelity? Someone trained in the intervention
being monitored Someone trained in structured observation Someone
trained in giving feedback and coaching Someone who can develop
positive, supportive relationships with teachers
- Slide 71
- When Do You Monitor Fidelity/Integrity? At the beginning,
frequently Provide staff immediate, brief, constructive feedback
Follow up with written feedback After a solid protocol is
established, less frequently Always when the interventionist asks
for help
- Slide 72
- ..\..\Pff file timers funny stuff\count_down_10MIN. wmv
- Slide 73
- SSTAGE RTI/POI Best Practice Rubric: Learning, Self-assessment
and Planning Tool Includes five major components of the RTI/ POI
framework: 1.Problem Solving Process 2.Assessment and Progress
Monitoring 3.Instructional/Behavioral supports 4.Professional
Learning /Teacher support 5.Parent/Family Communication &
Involvement 73
- Slide 74
- Slide 75
- Parent/Family & Community Involvement A systematic plan
with specified practices for parent/family communication and
involvement. Sample practices such as: Evidence in developing
parent/family pyramids Parent/Family brochures Parent/Family
training modules Schools/teams engage families as active
participants in the PSP. Use a process to inform parents and
community of RTI and the PSP. Parents demonstrate an understanding
of the RTI and a MTSS framework. Parents are invited to participate
and understand their childs progress relative to grade level
standards and their childs corresponding response to instruction
and intervention. Evidence of collaboration and engagement of
parents at all tiers
- Slide 76
- The district and school use data to assess the effectiveness of
family and community partnerships. Schools/teams strive to develop
and maintain a collaborative culture by consistently engaging
families and the community in the PSP by: 1.providing a welcoming
and culturally sensitive climate 2.providing training in problem
solving steps, communication skills, and the RTI process and
framework 3.offering scheduling alternatives and various means of
communication 4.celebrating growth and learning 5.parent university
6.interactive parent websites. District or School WebsiteParent
Brochures Parent Activity Documentation Parent Conference
Documentation Parent WorkshopsSurveys and Data Team Meeting
Notes
- Slide 77
- Positive Student Outcomes are Dependent Upon Fidelity of
implementation of RTI Framework (at the school and system levels)
Degree to which interventions are empirically supported (evidence
and/or research-based) Fidelity of intervention implementation (at
the interventionist and teacher level- classroom level) (Pierangelo
& Giuliani, 2008)
- Slide 78
- Questions
- Slide 79
- Next Steps Use SSTAGE rubric to develop your needs assessment
and action plan Bring action plan to share at next meeting Choose 1
resource targeted to one need area and map out how you will use it
Identify PL needs and share at next meeting
- Slide 80
- Thank you! Together You are the key to success! Together, We
Can Make a Difference! Paula Freer, PhD RTI Consultant
pfpsyched@bellsouth.net
- Slide 81
- References Barringer, M. (ret. 2011 www) Fidelity Monitoring in
RTI. The SBS Group. Beebe-Frankenberger, Mahdavi & Ruby (2011)
Exploring The Positive Relationship Between Social Validity and
Fidelity in RTI Schools. San Francisco: NASP. Burns, M. K., &
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