Fidelity of a learning program

[agedsubaru]

How do I (parent) show fidelity of a specific program? 


Thanks.

[auntie]

WUT?

[agedsubaru]

Program is delivered but question training and therefore delivery. How to show fidelity in training and delivery from parent perspective.

[miranda]

Really good question. I'm curious to hear replies. My response has been to significantly lower standards! We had an ASD teacher who was phenomenal in her approach, constantly researching new methods, and she just had excellent rapport with her kids. When we were passed off to the new teacher, the new teacher balked at having to continue the stellar performance of the previous teacher. When I pointed out (carefully) that previous teacher had no issues preforming said methods, she bristled and things went south. So I basically backed off and tried to encourage her the best I could so that at least she would perform well in the areas she was accustomed to.

Then I tried to engage other folks on our IEP team to see if I could get them on board. I have engaged the school MSW, who is fortunately very open to trying new and innovative approaches. For example, at our last IEP meeting I pointed out that we have no way of gauging how DS's pragmatic social skills are progressing. She doesn't even observe him in a typical classroom; he only receives a pullout with two other ASD kids, both of whom he has known since kindy and thus he's familiar with their behaviors and can script typical answers. I gave the example of "Lunch Bunch" which is the inclusive social skills time his previous stellar teacher did with the younger set. I asked whether we could do something similar for the older set, like a board game club that meets during free time, and MSW thought this was a good idea (while not ASD teacher grimaced.) DS's mainstream teacher, too, thought it was a great idea and had several typical kids she thought would be a good fit for the group. With two people on board, ASD teacher can't really refuse. And I have someone else to turn to if things aren't working out (e.g. I'll go to MSW and ask her how the group is running). I also made sure to share with our SN parent group, and told parents to ask their caseworker if they thought their kid would benefit from the group.

I think what I'm trying to say through my rambling is that rising tides lift all boats, and I've tried to get all of them engaged and on board. I've gotten more engaged myself this year through this SN parent group, and I've volunteered for some tasks needed in the SN program, so they have a harder time ignoring me.

[akafred]

I'm still confused. Are you saying that you suspect the program that is supposed to be taught is being deviated from or delivered poorly, and how a parent can and should raise this as a concern?

[auntie]

I'm confused, too, about the concept of "from a parent perspective".

It is possible as a parent to present scholarly articles about best practices in education while remaining mindful that IDEA only promises FAPE- not best available.

IME, the best way to manage teacher qualifications is to include training and itinerant support for the teacher in the IEP. However, as my buddy Dorothy Parker once said you can lead a whore to culture but you can't make her think. Meaning, you can send someone to all manner of professional development and training with little positive except that she gets a break from your kid. It's a rare training that can improve a shitty attitude or a professional retired in place. I've personally seen MGW turn around SLPs but she is charismatic. 

[agedsubaru]

Thanks.

I found this but feel like I need more information on the training of a program.
www.ldaofky.org/RTI/RTI%20Manual%20Section%204%20-%20Fidelity%20of%20Implementation.pdf

[agedsubaru]

Also form 2006. Could be outdated but provides information on implementation and fidelity.