fidelity at tier ii

Monitoring Fidelity of Tier II Interventions

Cynthia M. Anderson, PhD

University of Oregon

http://coe.uoregon.edu/ipbs

TIER I: Core, Universal

2

2

• Intervention is for ALL students

• Effective if at least 80% of

students are meeting benchmarks

TIER I: Core, Universal

3

At least 80% of

students are

successful…what

about the rest?

3

TIER III: Individualized

4

4

TIER II: Supplemental, Targeted

5

Core +

Supplemental

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…

Fidelity of Implementation

Without Data….

C Anderson U Oregon March 2010

Were data

collected?

YES NO

Are goals being

met?

•Problem solve data

collection—determine

how to get data

•Collect data for 2 weeks

and reconvene

•Celebrate and continue

•Have plan for fading

Is plan being

implemented as

designed?

YES NO

•Modify intervention

•Consider move to next

level

•Problem solve barriers to

implementation

•Collect data and reconvene in 2

weeks

YES NO

C Anderson U Oregon March 2010

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 summarizes data

for decision making

Exit program

Bi-weekly coordination Meeting to assess student

progress

Parent feedback

Regular teacher feedback

Afternoon check-out

Morning check-in

Revise 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

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

fidelity at tier ii

Education