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  • RTI: Considerations for School Leaders
Challenge
Initial Thoughts
Perspectives & Resources

What information does Mr. Irwin need to consider before proceeding?

  • 1: Stages of Implementing Change
  • 2: Overview of RTI
  • 3: Benefits of RTI

How can Mr. Irwin build support for adopting the RTI approach at Mayflower Elementary?

  • 4: Be an Effective Leader
  • 5: Identify Key Individuals
  • 6: Present a Case

What should schools consider when deciding whether or not to adopt the RTI approach?

  • 7: Evaluate School Readiness
  • 8: Secure Funds
  • 9: Gain a School-Wide Commitment

What are some factors that should be addressed when implementing the RTI approach?

  • 10: Implement the Action Plan
  • 11: Potential School Resources
  • 12: Implementation Guidelines
  • 13: Professional Development
  • 14: Scheduling Considerations
  • 15: Classroom Support for Teachers
  • 16: Parent-School Partnerships
  • 17: Data Management

How can schools assess whether or not the RTI approach is effective?

  • 18: Fidelity of Implementation
  • 19: Evaluation and Revision

Resources

  • 20: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

How can schools assess whether or not the RTI approach is effective?

Page 18: Fidelity of Implementation


Cycle: Evaluating ImplementationEvaluating implementation
is the final step in the change process. This step is critical for determining whether an intervention has been effective. During this step, school personnel perform two important tasks: assessing the fidelity of implementation and evaluating outcome data.

Fidelity of RTI implementation is the extent to which staff adhere to RTI procedures as they were designed, intended, and planned. If staff alter or stray from the implementation procedures used in the validation research, their changes could affect the approach’s effectiveness and consequently cause the approach to fail. It is important to monitor the fidelity of implementation for the main components of RTI, (i.e., universal screening, high-quality instruction, progress monitoring, and data-based decision making). Although school personnel might implement one component (e.g., high-quality instruction) correctly, it is possible that they might not implement another component (e.g., progress monitoring) with fidelity. It is also important to monitor the fidelity of implementation in each of the three tiers.

For Your Information

Schools can use RTI manuals to maximize teachers’ fidelity of implementation. These manuals should contain guidelines for implementing the new approach. Click each tab on Mayflower Elementary’s RTI manual to review.




ClipboardCollecting and analyzing data about the way staff are implementing a new approach is called a fidelity check. School personnel need to conduct fidelity checks regularly (e.g., three times per year) as part of the overall implementation of RTI. Fidelity checks consist of three variables: the data collection method, the frequency of data collection, and the support system to maintain and improve the implementation of the intervention.

 

Fidelity Variables
Method
  • Direct assessment occurs when a qualified individual (e.g., RTI coach, principal) observes a staff member and records his or her behavior (instructional, assessment-related, or decision-making) on a standard checklist.

Sample Items From Mayflower Elementary’s Teacher Observation Checklist (Tier 1)

1= not at all
2= hardly at all
3= some of the time
4= often
5= most of the time

1. Teaches reading instruction for 90 minutes 1 2 3 4 5
2. Uses a high-quality reading program 1 2 3 4 5
3. Prepares daily lesson plans 1 2 3 4 5
4. Uses differentiated instruction 1 2 3 4 5
5. Uses small-group instruction 1 2 3 4 5
6. Uses peer tutoring 1 2 3 4 5
7. Uses learning centers 1 2 3 4 5
8. Conducts progress monitoring weekly 1 2 3 4 5
9. Follows administration instructions correctly when administering progress monitoring probes 1 2 3 4 5
10. Enters and graphs data within the week 1 2 3 4 5
11. Uses data to make instruction-related decisions 1 2 3 4 5
12. Uses a classroom behavior management plan 1 2 3 4 5

(Close this panel)

  • Indirect assessment can take place through a variety of means, including self-reports, interviews, student work samples, and an interpretation of existing data (e.g., universal screening results).
Frequency
  • The fidelity of implementation needs to be checked regularly, at a minimum three times per year (coinciding with the universal screenings).
  • The frequency of data collection will depend on factors such as:
    • Teachers’ experience levels
    • Teachers’ requests for help or instruction
    • Outcomes of previous fidelity checks
Support systems
  • Support systems in schools need to serve two purposes:
    • Providing ongoing professional development and support
    • Allocating resources that enable teachers to implement RTI
  • Supports can result from both proactive and reactive responses:
    • (Proactive) Assess teachers’ needs at the start of the RTI implementation, and provide training and resources accordingly.
    • (Reactive) Provide additional professional development, in the form of coaching or mentoring, if the fidelity data indicate that a teacher is not implementing the RTI procedures correctly.

(Mellard, Fuchs, & McKnight, 2006)

ClassroomSchool personnel should conduct fidelity observations and evaluations of teachers in a supportive, nonblaming manner that emphasizes problem solving. When a coach, principal, or fellow teacher observes instruction, he or she should not provide critical feedback. Rather, he or she should be supportive and provide feedback that informs the teacher about the observed lesson or instructional technique. For example, if Ms. Hooper observes a teacher administering progress monitoring probes incorrectly, she should make a positive comment about something she observed (e.g., the teacher’s use of reading centers during small-group instruction). Then she should explain, based on her observations, that the teacher could do a few things to improve his or her administration of progress monitoring probes. What is more, she should explain that a mentor could help him or her improve in this area.

Fidelity at Mayflower Elementary

Mayflower Elementary’s action plan includes fidelity checks to monitor teachers’ implementation of the RTI approach in order to ensure that RTI is implemented in the manner outlined by the research. Mr. Irwin and the planning team decide that Mr. Irwin and Ms. Hooper will observe all classroom teachers’ instruction and progress monitoring procedures a minimum of three times per year: following the fall and winter universal screenings and also in April.

To better illustrate the variables associated with fidelity, the examples below describe fidelity issues that could arise at Mayflower Elementary in the upcoming years. Click on each teacher to learn more.

Ms. Roberts

Ms. Roberts
Issue: new teacher

Ms. Nguyen

Mrs. Nguyen
Issue: providing high-quality Tier 1 instruction

Mr. Brinkerhoff

Mr. Brinkerhoff
Issue: progress monitoring procedures

Ms. Roberts

Fidelity Issue: new teacher

Ms. RobertsMs. Roberts joins Mayflower Elementary during the middle of the first semester. Although she missed the professional development that the other teachers received, Ms. Roberts receives some training on RTI from Ms. Hooper. After two weeks in the classroom, Ms. Hooper assesses whether or not Ms. Roberts is implementing RTI components correctly.

Data collection: Observation, self-report, samples of student work

Frequency: First fidelity check two weeks after starting in the classroom; subsequent checks at least monthly or as needed, based on performance, and also during regularly scheduled school-wide fidelity checks

Findings: Implementing high-quality instruction well; doing an adequate job administering progress monitoring probes

Support system: Teacher receives continuing professional development, mentor teacher or coach provides needed training.

Mrs. Nguyen

Fidelity Issue: providing high-quality Tier 1 instruction

Ms. Nguyen Only 75% of the students in Mrs. Nguyen’s second-grade class score above the criterion on the universal screening measure. At Mayflower, high-quality instruction must meet the needs of at least 80% of the students. These data may indicate that Mrs. Nguyen is not providing high-quality instruction in Tier 1.

Data collection: Review universal screening data, have a conversation with the teacher about universal screening administration, observe instruction, review any input from parents

Frequency: Immediately after problem is discovered; follow-up as needed

Findings: Not providing high-quality instruction

Support system: Teacher works with mentor or coach to identify and rectify problem, mentor or coach provides needed training.

Mr. Brinkerhoff

Fidelity Issue: progress monitoring procedures

Mr. Brinkerhoff Mr. Irwin observes Mr. Brinkerhoff, a fourth-grade teacher, administering progress monitoring probes for a number of students. Mr. Irwin’s observation indicates that Mr. Brinkerhoff is not following the correct administration procedures. Additionally, the students’ scores on the probes are significantly lower than those of the students in the other fourth-grade classrooms.

Data collection: Teacher observation, conversation with teacher, teacher self-report

Frequency: Immediately after problem is discovered; follow-up as needed

Findings: Not following the correct procedures for administrating progress monitoring probes

Support system: Teacher is retrained in progress monitoring procedures, works with mentor or coach to solidify skills.

role of the principalIn the evaluating implementation stage, principals participate in the evaluation of the fidelity and efficacy of an instructional intervention or approach. They do this by collecting and analyzing fidelity and students’ performance data. During this process, they approach teachers with positive regard when evaluating treatment fidelity.

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