Improving Fidelity of Implementation of a Tier I Phonics Program: an Improvement Science Study
Date of Award
Doctor of Education (EdD)
School of Education
Dane Joseph, Ph.D.
Marc Shelton, Ed.D.
The purpose of this research was to enhance the fidelity of the Tier 1 phonics program at an elementary school in Southwest Bakersfield, California. I used an explanatory mixed methods approach and the Improvement Science Dissertation in Practice as the research design. To improve the implementation fidelity of the Tier 1 phonics program, I employed the plan-do- study-act framework. During the cycle, the network improvement community convened to proactively identify problems and develop change ideas to enhance the overall fidelity of implementation of the Tier 1 phonics program. The study also involved a root cause analysis to determine the underlying issues responsible for the inadequate fidelity with which the Tier 1 phonics program had been implemented. The study conducted a systematic observation of 12 teachers of kindergarten to Grade 3 to assess the implementation of all program components. Furthermore, a pre- and postintervention interview protocol was used to gather information from the participating teachers on instructional delivery time, required resources, necessary support systems, progress reporting, and modifications to implement the intervention with fidelity. The results of the survey data indicated an increase in implementation fidelity after the network improvement community implemented the change ideas.
Mack, David B., "Improving Fidelity of Implementation of a Tier I Phonics Program: an Improvement Science Study" (2023). Doctor of Education (EdD). 203.