Factors affecting intervention fidelity of differentiated instruction in kindergarten

Figures & data

Table 1. Intervention fidelity rubric checklist.

Component and scoring categories	Rubric explanation	Information source
1. Screening of school-entry characteristics
Screening not implemented	<10% of new four-year-old pupils are screened	Digitally tracked in NetQ
Screening partially implemented	10–90% of new four-year old pupils are screened
Screening fully implemented	>90% of new four-year-old pupils are screened
2a. Differentiation mathematics curriculum
Framework not developed	No framework of ordered learning materials per (sub)domain and difficulty level	• Face-to-face presentations of cabinets with learning materials in the schools • Frameworks (sent by e-mail) • Photographs of cabinets with explanations (sent by e-mail)
Started structuring in framework and materials	A first version of the framework was developed, but the school lacked the ordering of learning materials in cabinets according to the framework
Advanced structuring and organising framework	The framework was developed and learning materials were ordered, but the school needed to fine-tune the correspondence between framework and materials in the cabinets
Framework and organisation of materials developed	The framework corresponds with the materials in the cabinets
2b. Differentiation language curriculum
Framework not developed	No framework of ordered learning materials per (sub)domain and difficulty level	• Face-to-face presentations of cabinets with learning materials in the schools • Frameworks (sent by e-mail) • Photographs of cabinets with explanations (sent by email)
Started structuring in framework and materials	A first version of the framework was developed, but the school lacked the ordering of learning materials in cabinets according to the framework
Advanced structuring and organising framework	The framework was developed and learning materials were ordered, but the school needed to fine-tune the correspondence between framework and materials in the cabinets
Framework and organisation of materials developed	The framework corresponds with the materials in the cabinets
3.Differentiation policy protocol
Policy not developed	No protocol	• Protocols sent by email or given during a meeting
Policy partially developed	Protocol with limited information on pupil assessment or subsequent learning activities
Policy fully developed	Complete protocol with information on pupil assessment and subsequent learning activities

Table 2. Intervention fidelity (n = 18 schools).

Intervention component and scoring categories	Schools
	n	%
Screening entry characteristics
Not implemented	4	22
Partially implemented	5	28
Fully implemented	9	50
Differentiation math curriculum
Not developed	2	11
Started structuring framework and materials	8	44
Advanced structuring and organising framework	6	33
Framework and organisation of materials developed	2	11
Differentiation language curriculum
Not developed	10	56
Started structuring framework and materials	3	17
Advanced structuring and organising framework	3	17
Framework and organisation of materials developed	2	11
Differentiation policy protocol
Not developed	16	89
Partially developed	2	11
Fully developed	–	–

Table 3. Participants’ perceptions of the intervention.

Perceptions	Teachers (n = 35)	School principals (n = 18)	Total (n = 53)
	%	%	%
Expectations about activities
Little/no expectations	40	11	30
Educational approach	29	33	30
Identification	6	6	6
Research activities	9	11	9
Coherence of activities with expected activities
Yes	23	33	26
No, I had to do more things	46	33	42
No, I had to do other things	23	22	23
No, I had to do fewer things	6	11	8
Expectations about outcomes/effects
Little/no expectations	26	17	23
Educational approach	46	56	49
Identification	23	33	26
Student results	6	11	8
Team/teachers/policy	3	17	8
Coherence of outcomes with expected outcomes
Yes	37	39	38
No, more outcomes	23	44	30
No, fewer outcomes	37	17	30
Points of improvement
Support sessions	34	56	42
Planning	6	17	9
Communication	17	11	15
Continuation	–	11	4

Note:

As some respondents did not answer particular questions, percentages may not add up to 100%.

Table 4. Case characteristics including intervention fidelity of school cases.

Case characteristics	Schools
	A	B	C
School characteristics
Number of students	198	151	268
Number of kindergarten classes	3	2	2
Class type	Multi-grade	Single-grade	Multi-grade
Part of the Netherlands	Middle	East	West
Number of support sessions	5	5	5
Intervention fidelity
Screening of entry characteristics	Absent	Completed	Completed
Differentiation mathematics curriculum	Absent	Started	Advanced
Differentiation language curriculum	Absent	Absent	Advanced
Differentiation policy protocol	Absent	Absent	Partial