Abstract:
While 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.