Stockard, Jean2023-04-122023-04-122013-04-29https://hdl.handle.net/1794/281777 pagesWhile the relationship of training, coaching, and fidelity of implementation to student achievement is relatively well documented, much less is known about the ways in which these variables are related to the decisions of schools to maintain Direct Instruction programs. This brief report begins to bridge this gap by examining the relationship of technical support and implementation fidelity to decisions regarding the retention of DI programs by schools in the Guam Public School System. It was hypothesized that schools with more extensive technical support would have better implementation fidelity and that schools with better implementation fidelity would be more likely to continue using the program. The analysis described below provides strong support for these hypotheses.enCreative Commons BY-NC-ND 4.0-USTechnical ReportDirect Instruction TrainingFaculty AccountabilityTechnical Report