Fidelity of implementation framework: A critical need for response to intervention models

Abstract

Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School-based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. C 2012 Wiley Periodicals, Inc.

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

“…Coaches assigned to individuals with whom positive working relationships already have been established may be in a better position to focus on facilitating RTI implementation than new coaches who would need to focus on relationship building. Thus, schools and districts may consider assigning coaching duties to current employees who already have the prerequisite relationships with school staff and continuity in a particular building (March & Gaunt, 2013;Steinbacher-Reed & Powers, 2011/2012. However, the literature indicates that those selected should have the requisite skills needed for coaches to be effective (King et al, 2004;Kowal & Steiner, 2007).…”

“…School psychologists can contribute to systems coaching for RTI implementation and sustainability (Keller-Margulis, 2012;Nantais, St. Marting, & Barns, 2014). School psychologists are positioned to support ongoing coaching due to their content expertise in multitiered frameworks, systems change, and professional development principles (e.g., Dowdy et al, 2015;Eagle, Dowd-Eagle, Snyder, & Holtzman, 2014;Maras, Thompson, Lewis, Thornburg, & Hawks, 2015;Nantais et al, 2014;National Association of School Psychologists, 2010).…”

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

“…While researchers and practitioners believe RTI/MTSS has the potential to improve learning for a greater number of students (Burns & Gibbons, 2012;Henderson-Black, 2009;Johnson & Smith, 2008), applying the components of the model with fidelity is considered essential to its success (Gibbs, 2011;Hardcastle & Justice, 2010;Keller-Margulis, 2012). It is extremely important to acknowledge the perceptions of educators involved in the actual implementation of an RTI/MTSS model.…”

“…Districts must create systems for measuring fidelity and to ensure instruction and interventions are provided as intended. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance (Keller-Margulis, 2012).…”

“…Although researchers (Sanetti & Kraochwill, 2009;Hardcastle & Justice, 2010;Keller-Margulis, 2012) demonstrate that evidence based programs have a favorable impact on student learning, positive results may not be replicated in similar settings unless the program's essential elements are put into practice the way the developer intended. Fidelity to intentional practices in delivering an intervention is itself an important element of RTI service delivery.…”