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Fidelity of Implementation Developing Structures for Improving the Implementation of Core, Supplemental, and Intervention Programs Barbara Gunn, Ph.D. Oregon Research Institute Acknowledgments Oregon Department of Education Institute for the Development of Educational Achievement, College of Education, University of Oregon – Katie Tate, IDEA Oregon Reading First Teachers and Coaches Objectives • Rationale for Program Implementation Fidelity • Five-Step Structure for Implementation • Fidelity Observation Checklists • Role of Grade-Level Team, Coach and Principal Fidelity of Program Implementation: What is it? Content - Accurately teaching the the reading program the way it was designed Delivery - Using effective teaching techniques and strategies to maximize student learning Why is fidelity important? • Even with high • Reading programs quality professional are only as good as development the quality of variations in implementation. implementation When quality varies occur -- student outcomes will be affected. How Will The Program Be Used? • Core – The “base” reading program, designed to teach all components of reading • 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 Developing Structures to Improve Program Fidelity 1. Learn the Program (teacher, coach, principal) – Content – Delivery 2. Observe 3. Teach 4. Be Observed (sample checklists) 5. Refine 1. Learning the Program: Content Organization of the Program • Scope and Sequence • High Priority 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 new skills reviewed? • Decodable Text - Do practice stories have words that students have been taught to read? • Mastery-Based or Cover the Content – Placement tests – End of unit tests Rate of Introduction -Vocabulary • 2nd Grade – chipmunks, picked, sniffing, south, woods (Days 1-5) • 1st Grade – none (Day 1) – none (Day 2) – square, circle, triangle, rectangle, diamond (Day 3) – carrot, farm, feed (Day 4) – scared, angry, sad, surprised, annoyed (Day4) – none (Day 5) Cumulative Review Progra Introduce Review m (Day 1) (Days 2-10) A N says /nnn/ X X X X F says /fff/ P says /p/ B P says /p/ X C P says /p/ X X X X X X X X 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? • Does the program prioritize the activities for you? Or is prioritizing left up to you? Program Content Content Adequate Enhancements High Priority Skills Yes No Rate of Introduction Yes No Cumulative Review Yes No Decodable Text Yes No Placement and End- Yes No of-Unit Tests Guidelines for Yes No Prioritizing Instruction 1. Learning the Program: Delivery Reviews of reading curricula indicate that core programs vary widely in the quality of guidelines for instructional delivery. 1. Explicit instruction 2. Demonstrate skills and strategies 3. Guide practice 4. Monitor independent practice 5. Provide corrective feedback Program Delivery General Features of Instruction Delivery Adequate Enhancements Explicit Yes No Instruction Demonstrate Yes No Guide Yes No Practice Yes No Corrective Yes No Feedback Acknowledge Student Efforts • Describe what they did. 1. “You just blended the hard word and figured it out!” 2. “Pat yourself on the back. You just read a whole sentence.” 3. “Way to go - you remembered the name of main character.” 2. Observe • Classroom Observations – Coach – Trainer or consultant – Teacher in your building – Visit another school with the same core program Observe Reading Instruction What does it look like and sounds like? Is there? – Active engagement of students – Teacher demonstration, guide, 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 Teach 3. • Develop comfort and fluency with the materials. • Find out how the program works with your students. • Practice implementation quality with enhancements as needed • Side-by-side teaching Teaching Considerations • Are my students ready for this lesson? • Are my students engaged and motivated? • Why am I doing this activity? 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 a recursive process. This is not an evaluation. Oregon Reading First Classroom Observation System Developed by: Scott Baker Carrie Thomas Beck For Nicole Sherman Brewer Each Hank Fien Student Assessment Goals Barbara Gunn Edward J. Kame’enui For All Rachell Katz Students Amanda Sanford Instruction Trish Travers Oregon Reading First Center University of Oregon Program Fidelity Checklist District __________________ School _____________________ Teacher ID #____________________ Observer ____________________ Date___________________ Program / Lesson _______________ Name of Group ______________ Number of Students _________ Grade ___________________ Time Spent Observing ________ Special Considerations _______________________________________ Instructional Target Phonemic Awareness = PA Phonics = PH fluency = FL Vocabulary = V Comprehension = C Other (e.g., writing, music) = O Time Heading Activity Gr ouping Pr imary Level of 1 Write in activity. Circle the main instructional Whole Small Indep Instructor Teacher = T Implementation N = None t ts tar ge of the activity. Slash other tar ge (s) the Class Gr oup Specialist = S P = Partial teacher e mphasizes. Ed Asst = EA F = Full Activity 1: W S I N P / P+ F PA PH FL V C O Comments Activity 2: W S I N P / P+ F PA PH FL V C O Comments Activity 3: W S I N P / P+ F PA PH FL V C O Comments Activity 4: W S I N P / P+ F PA PH FL V C O Comments Activity 5: W S I N P / P+ F PA PH FL V C O Comments Time Heading Activity Gr ouping Pr imary Level of Instructor Implementation 2 Activity 6: PA PH FL V C O W S I N P / P+ F Comments Activity 7: W S I N P / P+ F PA PH FL V C O Comments Activity 8: W S I N P / P+ F PA PH FL V C O Comments Activity 9: W S I N P / P+ F PA PH FL V C O Comments Activity 10: W S I N P / P+ F PA PH FL V C O Comments Activity 11: W S I N P / P+ F PA PH FL V C O Comments Activity 12: W S I N P / P+ F PA PH FL V C O Comments Activity 13: W S I N P / P+ F PA PH FL V C O General Features of Instruction (Circle A pproximate Level of Implementation) 3 Teacher ID # ________________________ 1. Teacher modeled instructional tasks when appropriate. Grouping: Whole Class Small Group 1 2 3 4 5 Pr ovided no models. Follow ed models in cur riculum, but Follow ed models in cur riculum and pr ovided students needed mor e models. mor e models to meet students’ needs. Comments 2. Teacher provided explicit instruction. 1 2 3 4 5 Pr ovided no explicit instr uction. i Follow ed cur r culum, but students i Follow ed cur r culum and pr ovided mor e needed mor e e xplicit instruction. explicit instruction to meet students’ needs. Comments 3. Teacher engaged student in meaningful interactions with language during lesson. 1 2 3 4 5 Pr ovided no opportunities to develop i Follow ed cur r culum, but students i Follow ed cur r culum and pr ovided mor e language. needed mor e language development. opportunities to meet students’ needs. Comments 4. Teacher provided multiple opportunities for students to practice instructional tasks. 1 2 3 4 5 Pr ovided no opportunities for i Follow ed cur r culum, but students i Follow ed cur r culum and pr ovided mor e pr actice. needed mor e practice. opportunities to meet students’ needs. Comments 5. Teacher provided corrective feedback after initial student responses. 1 2 3 4 5 ctive feedback less Pr ovided cor r e ctive feedback 41-60% Pr ovided cor r e ctive feedback Pr ovided cor r e than 20% of the time. of the time. 81-100% of the time. Comments 6. Students w ere engaged in the lesson during teacher-led instruction. 1 2 3 4 5 Engaged less than 20% of the time. Engaged 41-60% of the time. Engaged 81-100% of the time. Comments 7. Students w ere engaged in the lesson during independent w ork. 1 2 3 4 5 Engaged less than 20% of the time. Engaged 41-60% of the time. Engaged 81-100% of the time. Comments Observation Feedback • Feedback – Describe what you saw. Tell what instruction looked like and sounded like. e.g., “You gave every student a chance to read,” “I noticed you demonstrated the new sound before students practiced it.” “You built background knowledge by explaining…” – Avoid adjectives • No Feedback - Means no information on implementation and no changes. 5. Refine • Use observation feedback to evaluate your program implementation. • Discuss how your students are performing on unit tests and other progress monitoring 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. 5. Refine • Grade-Level Team Meetings – Troubleshooting implementation issues – Sharing grade-level resources for meeting the needs of the lowest performing students – Calibration checks Principals and Implementation • Working knowledge • Facilitating fidelity of adopted without evaluation programs • Active presence in classroom • Regular • 4 point checklist for communication with understanding coaches and instruction teachers Observation Checklist General Features of Instruction Hi Med Low Are students engaged? Does teacher demonstrate, guide, and give independent practice? Does teacher give clear expectations with positive feedback? Does teacher monitor understanding and give corrective feedback? 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 in the first year. Work on implementation quality and enhancing instruction to meet the needs of your students.
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