Moving Up! Implementation Coach™
Moving Up! Implementation Coach is an iPad app that provides educators with feedback about evidence-based instructional practices.
Coming Soon!
Moving Up! Implementation Coach is a tablet-based app designed to provide information about the delivery of instruction including fidelity of implementation, intervention intensity, and use of evidence-based instructional practices.
Available for use with Enhanced Core Reading Instruction. Additional programs are in development.
Moving Up! Implementation Coach:
- facilitates the collection of accurate instructional implementation data.
- brings colleagues together to create a shared vision and goals for instructional practices.
- informs professional development goals and topics.
- allows districts and schools to use a common data collection approach around evidence-based instructional practices.
Who should use Moving Up! Implementation Coach?
Moving Up! Implementation Coach is recommended for administrators, instructional coaches, school psychologists and mentor and peer teachers, in cooperation with teachers and teaching assistants.
Moving Up! Implementation Coach provides information about:
- Use of Evidence-Based Instructional Practices. Rated on a 4-point scale, each of eleven practices is supported by evidence from well-conducted research. Examples of Instructional Practices include Organization of Instructional Materials and Classroom Management.
- Intervention Intensity. Frequency counts of key instructional behaviors – group responses, individual responses, errors and academic feedback.
- Fidelity of Implementation: Instructional Areas. Skills taught in a specific program/curriculum are rated as taught, partially taught, not taught, or not required for a given lesson. Eight instructional areas are associated with Enhanced Core Reading Instruction. Examples include blending sounds and regular word reading. Future editions of the app will accommodate other programs.
- Fidelity of Implementation: Components. Instructional methods are rated on a 4-point scale. Examples include explanations and error correction.
- Overall ratings of program implementation and evidence based instructional practices are available on a 6-point scale.
The Moving Up! Implementation Coach app links to a DIBELS Data System account that provides user management and Instructional Implementation Reports to help districts and schools access and interpret their data.
Reports include:
- Fidelity of Implementation: Instructional Areas Report
- Fidelity of Implementation: Components Report
- Use of Evidence-Based Instructional Practices Report
- Intervention Intensity Report
Currently Moving Up! Implementation Coach accommodates the collection of fidelity data related to Enhanced Core Reading Instruction.
Our research to your classroom
Moving Up! Implementation Coach is based on the CTL Observation Framework, developed through years of USDOE funded research including the Early Learning in Mathematics project (Clarke, Baker, Chard, Smolkowski & Fien, 2008) and the Enhancing Core Reading Instruction project (Fien, Baker, Smokowski, Santoro & Smith, 2009) which led to the development of the Ratings of Classroom Management and Instructional Support observation tool (RCMIS, Doabler & Nelson-Walker, 2009; Doabler et al., 2014). The CTL Observation Framework has evolved from our conceptual framework for effectively scaling evidence based practices. Schools should collect implementation data, including fidelity of implementation, intervention intensity, and delivery of evidence based practices and pair these data with student performance data to improve data-based decision making (Baker, Fien, & Baker, 2010). We have utilized the CTL Observation Framework in thousands of classrooms across the U.S., across content areas (reading and math), grade levels (K through 8th grade), and languages of instruction (English and Spanish).
Results across studies have demonstrated that measuring these instructional behaviors and practices is significantly related to math outcomes (Doabler et al., 2014; Doabler et al., 2015) and literacy outcomes (Fien et al., 2015; Nelson-Walker et al., 2013; Smith et al., 2016), and that these measures are sensitive to distinguish teachers that are effectively implementing evidence based practices from those that need more support (e.g., coaching support; Nelson-Walker et al., 2013).
Moving Up! Implementation Coach simplifies the collection of this type of information in an easy-to-use app.
Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1-20.
Clarke, B., Baker, S. K., Chard, D., Smolkowski, K., & Fien, H. (2008). Early learning in mathematics: Efficacy in kindergarten classrooms (ELM). (U.S. Department of Education, Institute for Education Science, CFDA Num: 84.305A, Goal 3, 2008-2012, Funding Number: R305A080699, awarded $4,280,188).
Doabler, C. T., Baker, S. K., Kosty, D. B., Clarke, B., Miller, S. J. & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal, 115(3), 303-333.
Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, F., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers’ use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111. doi: 10.1177/1534508413511848
Fien, H., Baker, S. K., Smolkowski, K., Santoro, L., & Smith, J. L. M. (2009). Enhancing core reading in first grade (Project ECRI). (U.S. Department of Education, Special Education Policy, Finance and Systems, CFDA Num: 84.324A, 2009-2013, Funding Number: R324A090104, awarded $5,115,878).
Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48(6), 602-621. doi: 10.1177/0022219414521664
Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013). Evaluating the effects of a systematic intervention on first grade teachers’ explicit reading instruction. Learning Disabilities Quarterly, 36(4), 215–230. doi: 10.1177/0731948712472186
Smith, J. L. M., Nelson, N. J., Smolkowski, K., Baker, S. K., Fien, H. & Kosty, D. (2016). Examining the efficacy of a multitiered intervention for at-risk readers in grade 1. Elementary School Journal, 116(4). Advance online publication. doi:10.1086/686249
Smolkowski, K. & Gunn, B. (2012). Reliability and validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for kindergarten reading instruction. Early Childhood Research Quarterly, 27(2), 316-328.