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)

Components of Practice and Expected Use	Indicator of Fidelity to the Component(s) (behavior/teacher actions or moves)	Source of Evidence	Method of Collecting Evidence (Observation, Product, Perception)	Type of Fidelity Data (Context, Content, Competence)

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

Components of Practice and Expected Use	Indicator of Fidelity to the Component(s) (behavior/teacher actions or moves)	Source of Evidence	Method of Collecting Evidence (Observation, Product, Perception)	Type of Fidelity Data (Context, Content, Competence)
Developing reading fluency · The teacher provides daily opportunities for students to read orally	Teacher schedules and organizes students daily to facilitate oral reading (can be individually or small group)	Observation of teacher 1 on 1 with student.	Observation	Context
		Classroom schedule posted for guided reading and/or conferring.	Product	Context
		Lesson plan with conferring schedule/guided reading groups.	Product	Context
		Teacher interview about how they plan the oral reading time. Student interview about how often they orally read in class	Perception	Context
	Teacher makes decisions about grouping based on skill need	Teacher Interview about how oral reading small groups are organized	Perception	Competence
· The teacher models and scaffolds strategies, and provides feedback to support accurate and efficient word identification	Think aloud (modeling) is used to instruct phonemic patterns in a developmental sequence.	Classroom Observation	Observation	Context, Content, Competence
		Lesson plans	Product	Context
	Feedback focuses on accurate and efficient word identification, and is corrective, explicit, immediate, and occurs during small group or 1 on 1 conferring	Video Classroom observation	Product Observation	Competence
		Lesson plans	Product	Context
	Selected strategies are developmentally appropriate and sequential to directly support word identification	Teacher interview about language development acquisition	Perception

Example: Learning Targets

Components of Practice	Indicator of Fidelity (behavior)	Source of Evidence	Method of Collecting Evidence (Observation, Product, Perception)	Type of Fidelity Data (Context, Content, Competence)
· Teacher checks for understanding by having students explain the learning outcome before beginning instruction. · Teacher uses a variety of formative assessment strategies (see Practice Profile on Formative Assessment) to have students demonstrate their understanding of the learning outcome throughout instruction. · Teacher has students summarize their understanding of the learning outcome at the end of the lesson.	Teacher references learning outcome at least three times in a lesson.	Prompts noted in lesson plan	Product	Context
		Visual in classroom	Observation	Content
		Checking on student focus on benchmark and awareness for example, using student tally marks on listening for learning outcome or using sentence frames)	Perception	Content
		Smooth transition	Observation	Competence
		Student engagement	Survey on confidence level	Competence

Handout: Brainstorming Activity

Instructions

Fidelity Measures Analysis Tool

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

Example: Learning Targets

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