As we continue to create new tools for the general classroom observation, special education, sheltered instruction, and implementation of a curriculum or behavior plan, it’s becoming clearer that there is major need to focus on the fidelity of implementation. So often the evaluation efforts are focused on either student outcomes (test scores or a culminating performance) or the level/type of student engagement. While those are critical pieces of data, the first data needs to on whether the teacher is implementing the curriculum or behavior plan as it was designed to be used. 

I’m not in favor of lock-step following of the directions of ‘experts’, especially textbook publishers. To expect someone not familiar with the students and the school culture to lay out a specific sequence of teaching steps is asking too much. However, good curriculum is carefully designed and reviewed, and should have a consistent delivery system that should be initially followed. It’s very important to track the fidelity of implementation if you want to determine if the new curriculum or behavior plan is effective. If the teachers are consistent in the organization and delivery, then the data on change of student behavior can be trusted. Without the fidelity of implementation data, you would have no way of determining the cause of the success or failure of the efforts. Is it because the curriculum and/or delivery system is flawed or is the actual delivery by the teacher inconsistent or significantly changed?

With eCOVE Observation Software and the ability to create tools to match the desired behaviors, it’s possible to track both in the same observation. And with the ability to see the data over time and in comparison to other groups, it’s easy to get serious about making data based decisions. I get excited thinking about the time saved and frustration avoided when you can use the data to make in-progress adjustments, schedule retraining, or engage the teachers in an objective evaluation of the intervention. Rather than waiting for the outcomes to determine that it’s not working, tracking the student behavior can indicate the effectiveness of the intervention early in the process. Where that effectiveness is lacking, the data on the fidelity of implementation can help identify the cause, and in-progress corrections made in a timely manner.

Of course, this applies to not only school wide curriculum implementation but also to an individual student’s IEP. Whatever the level, the three basic questions are the same: Is the intervention being appropriately implemented? Is it having the desired effect on the student’s behavior? Does that result in greater learning? You need all three pieces of data to make professional decisions.

Peace,   John