1. Monitoring Fidelity of
Tier II Interventions
Cynthia M. Anderson, PhD
University of Oregon
http://coe.uoregon.edu/ipbs

2. TIER I: Core, Universal
• Intervention is for ALL students
• Effective if at least 80% of
students are meeting benchmarks
2
2

3. TIER I: Core, Universal
At least 80% of
students are
successful…what
about the rest?
3
3

4. TIER III: Individualized
4
4

5. TIER II: Supplemental, Targeted
Core
+
Supplemental
5
5

7. Does intervention…
1. Match needs of child (target, intensity)
2. Get implemented with fidelity
3. Result in significant growth for most students?

8. 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…

9. 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…

10. 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…

11. Fidelity of
Implementation

12. Without Data….
C Anderson U Oregon March 2010

13. Without Data….
C Anderson U Oregon March 2010

14. Without Data….
C Anderson U Oregon March 2010

15. Without Data….
C Anderson U Oregon March 2010

16. Without Data….
C Anderson U Oregon March 2010

17. Without Data….
C Anderson U Oregon March 2010

18. Without Data….
C Anderson U Oregon March 2010

19. Without Data….
C Anderson U Oregon March 2010

20. Without Data….
C Anderson U Oregon March 2010

21. Without Data….
C Anderson U Oregon March 2010

22. 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

23. Fidelity of Implementation
 Was intervention implemented as intended?
 Fidelity in schools
 Rarely if ever measured….

24. Monitoring Fidelity
 Modalities
 Qualitative report/narrative
 Indirect assessment/self monitoring
 Direct observation by another
 Frequency

25. 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

26. Sample Fidelity Tools

27. 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

28. 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

29. Morning Check In

30. Afternoon Check Out

33. Using Fidelity Data
 Was intervention implemented as intended?
 Data point out questions to ask—answers
guide approach to intervention

34. Feedback/Coaching Tips
 Empathy
 No assumptions
 Feedback sandwich
 Big problems require big solutions in baby
steps
 Fly-by coaching

35. Feedback/Coaching Tips
 Empathy
 No assumptions
 Feedback sandwich
 Big problems require big solutions in baby
steps
 Fly-by coaching

36. Morning Check In

37. Afternoon Check Out

40. 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

41. Want Help?
 www.pbis.org
 http://coe.uoregon.edu/ipbs