Fidelity of Implementation: Resources

| RTI Practices | Caveats and Concerns | Three Dimensions | Resources |

The following is a list of resources that may be helpful in achieving fidelity of implementation.

  • Washington State K-12 Reading Model Implementation Guide (Geiger et al., 2005) provides details on assessment, intervention and instruction.
  • Principal's Reading Walkthrough presentation and documents (Florida Center for Reaching Research, 2006a-c; Nettles, 2006a-e) were developed at the Florida Center for Reading Research, with individual checklists for kindergarten, first, second and third grades.
  • Rowan et al. (2004) use teacher logs to measure the curriculum in large-scale surveys.
  • The Intervention Validity Checklist was developed by researchers at the Texas Center for Reading and Language Arts in the College of Education at The University of Texas at Austin (Vaughn et al., 1998), for use to ensure (1) implementation consistency across teachers and (2) treatment fidelity.
  • The SRA checklists are products developed by the McGraw-Hills Companies (SRAOnline, 2006) to help teachers with professional development and fidelity to the curriculum. Materials are available for various curriculum areas: reading, phonics, language arts, mathematics, social studies, science, etc.
  • Foorman and colleagues (2003, 2004) have developed observation protocols for measuring instructional effects on primary-grade literacy outcomes.
  • The Consortium on Reading Excellence (2006) has developed a number of reading-focused coaching and instructional implementation materials.
  • Fuchs and Fuchs (2005) identify dimensions and recommendations for RTI implementation in this publication.

References

Florida Center for Reading Research (2006a). Guidelines to review Comprehensive Core Reading Programs. Tallahassee, FL: Author. Retrieved June 13, 2006 at
http://www.fcrr.org/fcrrreports/guides/CCRP.pdf

Florida Center for Reading Research (2006b). Guidelines to review Intervention Reading Programs. Tallahassee, FL: Author. Retrieved June 13, 2006 at
http://www.fcrr.org/fcrrreports/guides/IG.pdf

Florida Center for Reading Research (2006c). Guidelines to review Reading Professional Development Programs. Tallahassee, FL: Author. Retrieved June 13, 2006 at
http://www.fcrr.org/fcrrreports/guides/PDG.pdf

Foorman, B.R., & Moats, L.C. (2004). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education 25(1), 51-60.

Foorman, B.R., & Schatschneider, C. (2003). Measuring teaching practices in reading/language arts instruction and their relation to student achievement. In S. Vaughn and K Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learning. Baltimore, MD: Brookes Publishing Co.

Fuchs, L.S., & Fuchs, D. (2005). Implementing responsiveness-to-intervention to identify learning disabilities. IDA newsletter Perspectives on Dyslexia.

Geiger, S., Banks, A., Hasbrouck, J., & Ebbers, S. (2005). Washington State K-12 Reading Model: Implementation Guide, Office of the Superintendent of Public Instruction, Publication No. 05-0001, Olympia, WA. Retrieved on November 1, 2005 at
http://www.k12.wa.us/curriculumInstruct/reading/pubdocs/K-12ReadingModel.pdf

Gresham, F.M., MacMillan, D.L., Beebe-Frankenberger, M.E., & Bocian, K.M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15(4), 198-205.

Johnson, E., Mellard, D.F., & Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.

Kovaleski, J.F., Gickling, E.E., & Marrow, H. (1999). High versus low implementation of instructional support teams: A case for maintaining program fidelity. Remedial and Special Education, 20, 170-183.

Nettles, S.M. (2006a). An introduction to the principal reading walkthrough instrument K-3. Tallahassee, FL: Florida Center for Reading Research. PowerPoint presentation retrieved June 13, 2006, from
http://www.fcrr.org/staffpresentations/SNettles/PrincipalWalkthroughContent.pdf

Nettles, S.M. (2006b). Principal's Reading Walk Through for Kindergarten: Reading First Classrooms. Draft assessment tool retrieved June 13, 2006, from
http://www.fcrr.org/staffpresentations/SNettles/PrincipalWalkthroughK.pdf

Nettles, S.M. (2006c). Principal's Reading Walk Through for First Grade: Reading First Classrooms. Draft assessment tool retrieved June 13, 2006, from
http://www.fcrr.org/staffpresentations/SNettles/PrincipalWalkthroughFirstGrade.pdf

Nettles, S.M. (2006d). Principal's Reading Walk Through for Second Grade: Reading First Classrooms. Draft assessment tool retrieved June 13, 2006, from
http://www.fcrr.org/staffpresentations/SNettles/PrincipalWalkthroughSecondGrade.pdf

Nettles, S.M. (2006e). Principal's Reading Walk Through for Third Grade: Reading First Classrooms. Draft assessment tool retrieved June 13, 2006, from
http://www.fcrr.org/staffpresentations/SNettles/PrincipalWalkthroughThirdGrade.pdf

Rowan, B., Camburn, E., & Correnti, R. (2004). Using teacher logs to measure the enacted curriculum in large-scale surveys: A study of literacy teaching in 3rd grade classrooms. Elementary School Journal, 105, 75-102. Retrieved March 9, 2006,
http://www.sii.soe.umich.edu/documents/EnactedCurr04.pdf

SRAOnline, McGraw-Hills Companies, Inc. (2006). Curriculum materials available on line. Retrieved on March 15, 2006 at
http://www.sra-4kids.com/

Telzrow, C.F., McNamara, K., & Hollinger, C.L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29, 443-461.

Vaughn, S., Hughes, M.T., Schumm J.S., & Klingner, J. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly, 21(1), 57-74.

Vaughn, S., Klinger, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66(2), 163-171.