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Monitoring Fidelity of
Tier II Interventions
      Cynthia M. Anderson, PhD
        University of Oregon




           http://coe.uoregon.edu/ipbs
TIER I: Core, Universal
 • Intervention is for ALL students
 • Effective if at least 80% of
   students are meeting benchmarks




                                 2

                                      2
TIER I: Core, Universal


                           At least 80% of
                            students are
                          successful…what
                           about the rest?




                  3

                                             3
TIER III: Individualized




                   4

                           4
TIER II: Supplemental, Targeted


               Core
                 +
           Supplemental




                          5

                                  5
Does intervention…
1. Match needs of child (target, intensity)
2. Get implemented with fidelity
3. Result in significant growth for most students?
Considerations
 Simply “having” Tier I doesn’t guarantee
  teachers are implementing it & “at risk
  students are getting it
 “At Risk” students need proactive behavior
  management
 Before implementing a Tier II support, ask
  yourself…
Considerations
 Simply “having” Tier I doesn’t guarantee
  teachers are implementing it & “at risk
  students are getting it
 “At Risk” students need proactive behavior
  management
 Before implementing a Tier II support, ask
  yourself…
Considerations
 Simply “having” Tier I doesn’t guarantee
  teachers are implementing it & “at risk
  students are getting it
 “At Risk” students need proactive behavior
  management
 Before implementing a Tier II support, ask
  yourself…
Fidelity of
Implementation
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Without Data….




C Anderson U Oregon March 2010
Were data
                                                collected?


                                  YES                             NO


                                                                   •Problem solve data
                             Are goals being                       collection—determine
                                  met?                             how to get data
                                                                   •Collect data for 2 weeks
                          YES            NO                        and reconvene

                                            Is plan being
•Celebrate and continue                    implemented as
•Have plan for fading                         designed?

                                               YES           NO

                      •Modify intervention                    •Problem solve barriers to
                      •Consider move to next                  implementation
                      level                                   •Collect data and reconvene in 2
C Anderson U Oregon March 2010
                                                              weeks
Fidelity of Implementation
 Was intervention implemented as intended?
 Fidelity in schools
    Rarely if ever measured….
Monitoring Fidelity
 Modalities
   Qualitative report/narrative
   Indirect assessment/self monitoring
   Direct observation by another

 Frequency
Steps to Monitoring Fidelity
1. Define key features of intervention
    Feature
    When it should occur
    Who should implement
2. Develop checklist to record presence of
   component
3. Determine when monitoring should occur
Sample Fidelity Tools
Student Recommended for CICO




           CICO is Implemented




                                                    CICO Coordinator
                  Morning                           summarizes data
                  check-in                         for decision making



 Parent                       Regular teacher    Bi-weekly coordination
feedback                         feedback       Meeting to assess student
                                                        progress


                  Afternoon
                  check-out

                                                    Revise            Exit
                                                   program          program
Key Components/Times to
        Monitor
 Times to monitor
      Morning check in
      Afternoon check out
      Teacher feedback sessions

 Who should assess fidelity?
      Check in and out: Observer or coordinator
      Classroom components: Teacher
      Overall: Students
Morning Check In
Afternoon Check Out
Using Fidelity Data
 Was intervention implemented as intended?
 Data point out questions to ask—answers
  guide approach to intervention
Feedback/Coaching Tips
 Empathy
 No assumptions
 Feedback sandwich
 Big problems require big solutions in baby
  steps
 Fly-by coaching
Feedback/Coaching Tips
 Empathy
 No assumptions
 Feedback sandwich
 Big problems require big solutions in baby
  steps
 Fly-by coaching
Morning Check In
Afternoon Check Out
Building Capacity for
      Monitoring Fidelity
1. Begin with most frequently used Tier II
   intervention
2. Identify key features of intervention
3. Determine modality for monitoring fidelity
4. Develop checklist(s)
5. Identify coaches for feedback
6. Determine schedule for monitoring
Want Help?
 www.pbis.org
 http://coe.uoregon.edu/ipbs

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Fidelity at Tier II