Handout: Brainstorming Activity

Instructions

This activity is a brainstorming activity to support learning about fidelity data. The ideas generated here can be used later in data planning.

Complete the following steps individually, in small groups or as a team using the chart below. Utilize the Handout: Fidelity Data Information Chart document to assist. A completed example is provided for reference. Note: Creating tools for measuring fidelity is best coordinated at a broader level team (such as a national or state level) so there is more consistency among districts and schools in implementing evidence-based practices.

Step 1: Add Components of Effective Instructional Practice (Column 1 below). Each row contains one of the core components established for the practice (consistent with the practice profile).

Step 2: Identify Fidelity Indicators (Column 2). For each core component identified, identify at least two specific examples of how each core component can be evidenced in practice. (How will you know it is happening?)

• Select a few fidelity indicators to use for brainstorming. For each selected fidelity indicator, describe why it is important for the leaders to monitor implementation of this aspect of the practice.

Step 3: Describe a Source of Evidence (Column 3). Use the Fidelity Data Sources table to see examples of evidence.

Step 4: List the method of collecting evidence used (Column 4). This will include observation, product, or perception.

While not all methods of collecting evidence (observation, product, or perception) are required for each indicator, include as many as possible for this brainstorming activity.

Step 5: Classify the Source of Evidence (Column 5). Classify the source into the type of fidelity data:

• Context – Pre‐requisite conditions that need to be in place regarding setting, qualifications, preparation.
• Content – Extent to which the required core content is used, referenced, monitored, or accessed by the teacher in his or her work and/or activity or content that is proscribed is avoided.
• Competence ‐ Extent to which the core content and competencies are skillfully modeled, relevant feedback provided, sensitively reviewed.

While not all types of fidelity data (context, content, and competence) are required for each indicator, include as many as possible for this brainstorming activity. The intent of this is to assist with organization, so when choosing a type is confusing, pick the one will best achieve that for the team.

Step 6: Review and Reflect

• Were multiple methods of collecting evidence generated?
• Were different types of fidelity data generated?
• How will you determine which methods and types of fidelity data are needed to evaluate the effectiveness of our supports?
• Would the data collected be frequent/relevant/actionable enough to impact continuous improvement cycles to support teachers in learning something new? How will the system build the capacity to support this effort?
• From the ideas generated, what are some right next steps to further creating or improving a fidelity assessment?

Fidelity Measures Analysis Tool

(Copy/add cells as needed)

Example: English Language Arts (ELA) Practice Profile for: Gr. K-3 Small Group and Individual Instruction

Example: Learning Targets