SWIFT Fidelity Integrity Assessment (SWIFT-FIA)Version 1.3SWIFT CenterUniversity of Kansaswww.swiftschools.orgSWIFT Center produced this document under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Duránand Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No officialendorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product ispublic domain. Authorization to reproduce it in whole or in part is granted. Please cite as: SWIFT Center. (Nov 2013). SWIFT Fidelity Integrity Assessment. Lawrence, KS: Author.
Purpose of SWIFT-FIASWIFT Fidelity Integrity Assessment (SWIFT-FIA) is a self-assessment used by School Leadership Teams to examinethe current status of schoolwide practices that have been demonstrated through research to provide a basis forsuccessfully including all students who live in the school community. School-based teams can administer SWIFT-FIAthrough a structured conversation accompanied by a review of evidence to substantiate the ratings assigned. Byassessing the extent of current implementation of SWIFT Core Features during the school year, teams can monitortheir progress over time.Conducting SWIFT-FIAWho completes SWIFT-FIA?A trained School Leadership Team completes SWIFT-FIA with support from a SWIFT Facilitator who facilitatesdiscussions and helps the team to assign scores. This Facilitator clearly understands the SWIFT framework and canarticulate what it looks like when schools implement each SWIFT Core Feature. A SWIFT-FIA Facilitator should betrained in the content of the Core Features, group facilitation, and criteria for scoring SWIFT-FIA. A school teamshould be trained in using SWIFT-FIA to discuss the school’s performance and progress in SWIFT implementation.When and how often should SWIFT-FIA be completed?SWIFT-FIA results should be used on a regular basis to monitor implementation. A School Leadership Team generallycompletes SWIFT-FIA approximately every 3 months (or Fall, Winter, and Spring of the school year) to discussprogress and barriers to progress, and how changes can be implemented. At the very least, school teams shouldcomplete SWIFT-FIA twice a school year.How is SWIFT-FIA completed?A School Leadership Team reviews each descriptive statement on SWIFT-FIA and examines its current status (e.g.,We are: Laying the Foundation, Installing, Implementing, or Sustaining and Scaling Up). Team members shouldschedule 60-90 minutes for the first administration and at least 30-45 minutes for subsequent progress monitoring.With subsequent administrations, the team will be able to become more efficient and focus on changes that haveresulted from implementation efforts.For SWIFT Partner Schools, the information collected on SWIFT-FIA can be added to Data Snapshots, and then, incombination with student outcome and school climate data, be used for identifying priorities for change. The Priorityand Practice Planning form is then used to guide action planning to successfully include ALL learners.SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20161
SWIFT Domains, Core Features, and related SWIFT-FIA itemsSWIFT DomainSWIFT Core FeatureAdministrativeLeadershipStrong and Engaged SiteLeadershipStrong Educator SupportSystemMulti-tieredSystem ofSupportInclusive Academic InstructionInclusive Behavior InstructionIntegratedEducationFrameworkFamily &CommunityEngagementInclusive PolicyStructure &PracticeFully Integrated OrganizationalStructurePositive and Strong SchoolCultureTrusting Family PartnershipsTrusting CommunityPartnershipsStrong LEA (District)/SchoolRelationshipLEA (District) PolicyFrameworkSWIFT-FIA Item / Improvement Area1. Valued Leadership2. Empowered Decision Making3. Educator Coaching and Learning4. Personnel Evaluation5. Academic Supports6. Academic Instruction7. Data-based Decision Making for Academics8. Behavior Supports9. Behavior Instruction10. Data-based Decision Making for Behavior11. Tier I Instruction for All12. Non-categorical Service Delivery13. Full Access for All Students14. Shared Responsibility15. Family Opportunities to Participate16. Partnerships with Families17. Community Collaboration18. Community Benefits19. LEA (District) Support20. LEA (District) Addresses Barriers21. LEA (District) Links Initiatives22. LEA (District) Process for RBP (research-based practice)These 22 SWIFT-FIA items are associated with SWIFT Domains and Core Features, and are aligned with SWIFTFidelity of Implementation Tool (SWIFT-FIT).SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20162
Scoring and Summarizing ResultsThe current status of each item in SWIFT-FIA is assessed on a 0-3 scale.0 Laying the Foundation: Our school does not have everything in place to meet the stated criteria. Our school mayhave discussed our current status and the need for implementation, including discussions to identify existingstrengths and barriers, and the degree to which the item description meets the needs of our school. However, noactions are planned or in progress at this time.1 Installing: Our school has started working on improvement of the SWIFT-FIA item with a clear plan. Our SchoolLeadership Team has defined clear plans to develop the feature and personnel are assigned responsibility for carryingout the plans.2 Implementing: Our school began implementation and is now improving. All implementation components are inplace and the transformation efforts have started to make systemic changes.3 Sustaining Schoolwide Implementation: Our school has all features described in the item, and all components tomake the implementation a success are fully integrated and functioning. Our school maintains and improves skillsthrough the system. Overall effectiveness is monitored and components for ongoing implementation are revised toimprove contextual fit.SWIFT-FIA results are summarized into 1) a total score, 2) individual SWIFT domain scores, 3) individual SWIFT corefeature scores, and 4) individual item scores. Scores are determined by calculating the percentage of points for aSWIFT-FIA item. See the tables on page 32 for a sample score summary sheet and an example of calculating scores.The results can be used for Identifying and prioritizing practices for transformation Internal decision making about actions to install and implement those practices Follow up on effects of action plans on practicesThe summary of results provides schools with a picture of their current implementation of SWIFT Core Features.SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20163
SWIFT FIDELITY INTEGRITY ASSESSMENTDate of Completion:Participants:Facilitator:SWIFT-FIA Score Summary SheetSWIFT DomainSWIFT Core FeatureStrong and EngagedSite LeadershipSWIFT-FIA Item /Improvement AreaValued LeadershipEmpowered Decision MakingAdministrativeLeadershipStrong EducatorSupport SystemInclusive AcademicInstructionEducator Coaching andLearningPersonnel EvaluationAcademic SupportsAcademic InstructionMulti-tieredSystem ofSupportData-based Decision MakingInclusive BehaviorInstructionBehavior SupportsBehavior InstructionData-based Decision MakingTier I Instruction for All% of ImplementationCore FeatureDomain ScoreScoreItem Score33333333333///////////%/ 6%%/ 12%/ 18%/ 12%%/ 6%/ 9%%%%%%%/ 9%/ 6%%%SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20164
SWIFT DomainIntegratedEducationFrameworkSWIFT Core FeatureFully IntegratedOrganizationalStructurePositive and StrongSchool CultureSWIFT-FIA Item /Improvement AreaNon-categorical ServiceDeliveryFull Access for All StudentsShared ResponsibilityTrusting FamilyPartnershipsFamily &CommunityEngagementTrusting CommunityPartnershipsFamily Opportunities toParticipatePartnerships with FamiliesCommunity CollaborationCommunity BenefitsInclusive PolicyStructure &PracticeStrong LEA (e.g.,District)/SchoolRelationshipLEA (e.g., District)Policy FrameworkLEA (District) SupportLEA (District) AddressesBarriersLEA (District) Links InitiativesLEA (District) Process for RBPSWIFT-FIA Total% of ImplementationCore FeatureDomain ScoreScoreItem Score/33333333333//////////%%/ 6%/ 6%%%%/ 12%/ 12%%/ 6%/ 6%%%%%/ 6%%/ 66SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 2016%5
1.1 Our school has a valued School Leadership Team to implement and sustain system transformation that continuouslyimproves teaching and learning.Strong and Engaged Site Leadership – Valued LeadershipMain Idea: A School Leadership Team that works collaboratively with other school teams, families, and stakeholders is essential toeffectively implement SWIFT.0 Laying the Foundation1 InstallingOur school is exploring how aSchool Leadership Team canfunction and who will be on theteam.Our school leadership is recruitingteam members, designing roles forfunctioning within the team, andsetting up a regular schedule formeeting at least monthly.The current School LeadershipTeam meets periodically withrepresentatives of the school.2 ImplementingOur school has a Leadership Teamthat meets twice a month (or once amonth with equivalent sufficienttime), and includes the Principal andeducators representing generaleducation, special education, andThe School Leadership Team reviews other student services.school-wide student and/or schoolperformance data once or twice aThe School Leadership Team reviewsyear. The team is learning how to use schoolwide student and/or schooldata to guide instruction and school performance data and uses thosegovernance.data to monitor school progress,guide instructional practices, andmake school governance decisions.3 Sustaining SchoolwideImplementationOur school has a Leadership Teamthat meets twice a month (or once amonth with equivalent sufficienttime), and includes the Principal andeducators representing generaleducation, special education, andother student services.The School Leadership Team reviewsschoolwide student and/or schoolperformance data and uses thosedata to monitor school progress,guide instructional practices, andmake school governance decisions.The School Leadership Teamfunctions well, has plans to continue,and monitors the team’seffectiveness.How do we know? School Leadership Team meeting minutes for past several months⁃ Does our School Leadership Team meet regularly (i.e., at least twice a month or once a month with equivalent sufficient time)?⁃ Does our School Leadership Team include family representatives?⁃ Does our School Leadership Team include members of grade level, content level, and/or support team members?Sample data summaries used by the School Leadership Team⁃ Does our School Leadership Team review data (student outcome, fidelity of implementation, and stakeholder survey) to inform school leveldecisions (such as areas of professional development for educators, the use of resources, tasks to school teams, and so on)?Perceptions of School Leadership Team members⁃ Does our school focus on teaching and learning improvement, which includes administrators’ participation in various team meetings,classroom observation, and other activities to promote instructional outcomes?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20166
Strong and Engaged Site Leadership – Empowered Decision Making1.2 The Principal and School Leadership Team encourage open communication and support all educators and families tocontribute to core school decisions.Main idea: When the whole school community has the opportunity to participate in implementation decisions, the greater the likelihoodthat the work will be consistent and sustain over time.0 Laying the Foundation1 InstallingOur school is exploring the meaningof distributed leadership and what itmight look like in our school.Our school is developingEducators, other school staff, andcommunication structures that foster families have regular opportunitiesan open exchange of ideas.to exchange their ideas to addressschool issues through team meetingsOur leaders are figuring out how toor other reciprocal communicationsdelegate authority to members ofwith school leaders.the school community and empowerschool teams to contribute to keyOur Principal and School Leadershipdecisions.Team delegate authority to otherschool teams to make decisionsThe School Leadership Team isrelated to their primary functions.planning for family input into schooldecisions.Families contribute to core schooldecisions.Leadership decisions are handledprimarily by administrators.2 Implementing3 Sustaining SchoolwideImplementationEducators, other school staff, andfamilies have regular opportunitiesto exchange their ideas to addressschool issues through team meetingsor other reciprocal communicationswith school leaders.Our Principal and School LeadershipTeam delegate authority to otherschool teams to make decisionsrelated to their primary functions.Families contribute to core schooldecisions.Team functioning and effectivenessof communication are reviewed bythe School Leadership Team forcontinuous improvement.How do we know? School Leadership Team meeting minutes or other similar documents⁃ Are team meetings designed so that team members contribute to decisions and school practices?Educators’ perceptions⁃ Are our School Leadership Team and administrators easy to access so that all stakeholders have the opportunity to exchange ideas andcontribute to school decisions?Written procedures for key school teams⁃ Does our school have clearly documented roles and functions of each school team, which includes core decisions that a team can make andtheir communication with the School Leadership Team and/or administrators?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20167
Strong Educator Support System - Educator Coaching and Learning2.1 Our school provides sufficient professional learning and instructional coaching to improve teaching and learning.Main idea: A structured, data-driven system for continuous professional learning leads to high quality instruction and implementation ofresearch-based practices with fidelity.0 Laying the Foundation1 Installing2 Implementing3 Sustaining SchoolwideImplementationOur school is exploring instructionalcoaching practices and how theycan best support educators in ourschool.Our school is developing a plan toprovide instructional coaching toeducators. This plan includes a newteacher mentoring system for theirfirst 2 years.Educators in our school receiveinstructional coaching on the use ofresearch-based practices within theirfirst 2 years of teaching and ongoingas indicated through data or uponeducator request.Educators in our school receiveinstructional coaching on the use ofresearch-based practices within theirfirst 2 years of teaching and ongoingas indicated through data or uponeducator request.Coaching includes teachingdemonstration, support, andfeedback in the classroom.Coaching includes teachingdemonstration, support, andfeedback in the classroom.Our school provides professionallearning within 2–3 months of arequest or need identified by data,and includes input from schoolcommunity members.Our school provides professionallearning within 2–3 months of arequest or need identified by data,and includes input from schoolcommunity members.Professional learning andinstructional coaching supports aredetermined primarily byadministrators.We are preparing a data-gatheringsystem to determine theprofessional learning and supportneeds of our staff.These educational supports havebeen provided consistently and arereviewed by the School LeadershipTeam for continuous improvement.How do we know? Record of coaching time available to the school⁃ Does our school provide new teacher supports and proactive mentoring/coaching, which includes demonstration and feedback for alleducators across all content areas?Professional learning log and needs assessment⁃ Can educator supports (e.g., professional learning, technical assistance, coaching, or resource delivery) occur within 2–3 months of request?⁃ Does our School Leadership Team use data and stakeholder inputs to decide and/or request professional learning topics?Perception of educators⁃ Do educators agree that they are getting enough supports for quality instruction?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20168
Strong Educator Support System - Personnel Evaluation2.2 In our school, personnel evaluation is supportive and useful for educators to build instructional knowledge and skills.Main idea: When educator evaluations provide positive and constructive feedback, educators will have the information to improve theirinstructional practices.0 Laying the Foundation1 Installing2 Implementing3 Sustaining School-wideImplementationWe are exploring methods for usingpersonnel evaluation and feedbackto improve instructional practicesand increase student outcomes.Our school is establishing apersonnel evaluation and feedbackprocess focused on improvinginstructional practices andincreasing student outcomes.Our personnel evaluation results inidentification of strengths andspecific areas for improvement inteaching and learning.Our personnel evaluation results inidentification of strengths andspecific areas of improvement inteaching and learning.Teachers report that feedback issupportive.Teachers report that feedback issupportive.Evaluation procedure includes inputfrom a variety of sources such asobservation, interview, and studentperformance data.Evaluation procedure includes inputfrom a variety of sources such asobservation, interview, and studentperformance data.Personnel evaluation is usedprimarily to meet compliancerequirements and/or for statereporting.The personnel evaluation andfeedback process are usedconsistently and our SchoolLeadership Team uses theinformation for continuousimprovement.How do we know? Teacher evaluation procedures and other administrator observation schedules and feedback systems⁃ Does our educator evaluation use multiple sources and provide useful information and feedback for educators to improve instructions?Report from educators⁃ Do educators in our school report that feedback from the educator evaluation are useful?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 20169
3.1 Our school has schoolwide systems to promote academic success for all students, and responds with additionalsupport for students who do not demonstrate success.Inclusive Academic Instruction – Academic SupportsMain idea: An appropriate and effective Multi-tiered System of Supports (MTSS) for Reading and Math is essential to prevent academicfailure and provide opportunities for all students to receive an equitable education.0 Laying the Foundation1 Installing2 Implementing3 Sustaining School-wideImplementationOur school is exploring thecomponents of a multi-tieredinstructional system for reading andmath and what it might look like inour school.Our school is building a multi-tieredinstructional system for all studentsin reading and math. We aresupporting teachers to understandand utilize multi-tiered instructionalsystems.Our school has a multi-tieredinstructional system available to allstudents to provide increasing levelsof support and academicintervention for students who needit. Advanced tier interventions areavailable for all students, regardlessof eligibility of special education orother student support services.Our school has a multi-tieredinstructional system available to allstudents to provide increasing levelsof support and academicintervention for students who needit. Advanced tier interventions areavailable for all students, regardlessof eligibility of special education orother student support services.We have a core curricula for readingor math. We are unsure if our corecurricula are research-based.Advanced interventions for readingand math are only available tostudents based on eligibility forspecial education or other studentsupport services.Our school is investigating researchbased core curricula for reading andmath. We are supporting teachersto implement core curricula andCore curricula for reading and mathexploring ways to measure fidelity of exist and are research-based.implementation of the curricula.Procedures are in place to measurethe fidelity of implementation of theOur school is recruiting grade levelcurricula.and special educators to work as ateam to monitor students’ academic Grade level educators collaborateprogress.with special educators to monitorstudents’ academic progress.Our school is exploring variousresearch-based interventions forOur school has interventions forreading and math. We arereading and math that are matcheddeveloping clearly defined decisionby type and intensity to studentrules for accessing and exiting theneed. The interventionsinterventions. Procedures to are research-basedmonitor the fidelity of are delivered by skilled, trainedimplementation of the interventioninterventionistsare also being developed. have clearly defined decisionrules for access and exit have procedures to monitorfidelity of implementation andoverall effectiveness of theintervention.Core curricula for reading and mathexist and are research-based.Procedures are in place to measurethe fidelity of implementation of thecurricula.Grade level educators collaboratewith special educators to monitorstudents’ academic progress.Our school has interventions forreading and math that are matchedby type and intensity to studentneed. The interventions are research-based are delivered by skilled, trainedinterventionists have clearly defined decisionrules for access and exit have procedures to monitorfidelity of implementation andoverall effectiveness of theintervention.School Leadership Team reviewsMTSS for reading and math forcontinuous improvement.SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 201610
How do we know? Grade-level and instructional support team meeting minutes⁃ Do special educators regularly and formally meet with grade level educators to discuss progress of students at risk and plan tieredinterventions?Tier I reading and math curricula⁃ Does our school have research-based core Tier I curriculum for reading and math? And do we have fidelity measures available to ensure thatinstructions are delivered as intended?Universal screening and progress monitoring⁃ Do universal screenings to identify students at risk of academic failure occur at least 3 times a year, and are more frequent assessmentsavailable to monitor their progress on both reading and math?Tier II & III intervention guidelines, including instructional fidelity records and rules for student access to and exit from interventions⁃ Does our school have research-based Tier II and III interventions, and are those interventions delivered with fidelity as intended?⁃ Does our school have clear access and exit rules to identify when students need to participate in advanced tier interventions?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 201611
3.2 Our school personnel use multi-level instructional strategies for both reading and math to include all students withvarious needs in the general education curriculum activities.Inclusive Academic Instruction – Academic InstructionMain idea: Instructional practices and strategies designed to address the variety of informational access, processing, and communicationneeds of ALL students will allow teachers to include ALL students more effectively.0 Laying the Foundation1 Installing2 Implementing3 Sustaining School-wideImplementationOur school is exploring the components of UniversalDesign for Learning (UDL) differentiated instruction flexible groupingOur school is supporting teachers tounderstand and utilize the principlesof UDL, differentiated instruction,and flexible grouping to maximizestudent engagement andperformance.Our school’s instruction andcurriculum are based on theprinciples of UDL.Our school’s instruction andcurriculum are based on theprinciples of UDL.Our teachers know how to furtherdifferentiate instruction based ontheir students’ performance andinstructional needs.Our teachers know how to furtherdifferentiate instruction based ontheir students’ performance andinstructional needs.Our school consistently uses flexiblegrouping of students to maximizestudent engagement andparticipation in learning.Our school consistently uses flexiblegrouping of students to maximizestudent engagement andparticipation in learning.Our school expects and supportseducators to plan for the use of UDL,differentiated instruction, andflexible grouping.Our school expects and supportseducators to plan for the use of UDL,differentiated instruction, andflexible grouping.Our school has formal procedures inplace to monitor the use of UDLand/or differentiated instruction,such as walk-through observation,educator evaluation, and lesson planreviews.Our school has formal procedures inplace to monitor the use of UDLand/or differentiated instruction,such as walk-through observation,educator evaluation, and lesson planreviews.Educators in our school have variedlevels of knowledge and experiencewith the components of UDL,differentiated instruction, and/orflexible grouping.Our school is developing proceduresto use the principles of UDL,differentiated instruction, andflexible grouping to supportinstruction and curricula.Our school is investigating ways tomonitor the use and effectiveness ofUDL, differentiated instruction, andflexible grouping.The School Leadership Team reviewsuse of UDL, differentiatedinstruction, and flexible grouping forcontinuous improvement.How do we know? Review school expectations of multi-level instruction and UDL⁃ Does our school have clear expectations regarding UDL, differentiation, and flexible grouping, and provide sufficient resources and learningopportunities?Review sample lesson plans⁃ Does our school expect educators to include all components of UDL and differentiated instruction in the lesson plan?⁃ Does our school have a system to regularly and formally monitor all components for UDL and differentiated instructions?SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 201612
3.3 Our school identifies and prioritizes instructional interventions based on analysis of multiple sources of academic data.Inclusive Academic Instruction – Data-based Decision Making (Academic)Main idea: When teachers and school teams use data to make decisions about school practices, they are likely to design appropriateinstructional strategies, interventions and individualized academic supports.0 Laying the Foundation1 Installing2 Implementing3 Sustaining School-wideImplementationOur school is exploring universalscreening and progress monitoringtools for reading and math.Our school is investigating universalscreening tools for reading andmath. We are supporting teachersto understand and utilize universalscreening tools and data.Universal screenings are in place forboth reading and math andconducted three times a year.Universal screenings are in place forboth reading and math andconducted three times a year.Progress monitoring data aregathered to check our students’improvement.Progress monitoring data aregathered to check our students’improvement.Educators use student data to guidereading and math instruction. Dataare regularly and consistentlycollected and used to 1) identifystudents who need more or lessintensive supports, 2) provideappropriate interventions with themulti-level support system, and 3)check if interventions areimplemented as planned.Educators use student data to guidereading and math instruction. Dataare regularly and consistentlycollected and used to 1) identifystudents who need more or lessintensive supports, 2) provideappropriate interventions with themulti-level support system, and 3)check if interventions areimplemented as planned.Our school reviews academicoutcome data in such aggregateformats as classroom, grade level,and other student subgroups inorder to evaluate the effectivenessof instruction and interventions.Our school reviews academicoutcome data in such aggregateformats as classroom, grade level,and other student subgroups inorder to evaluate the effectivenessof instruction and interventions.Our school is exploring systems toorganize schoolwide and studentlevel data.Instructional decisions aredetermined primarily byadministrators and basedpredominantly on state assessmentdata or pre-planned curricula.Our school is investigating progressmonitoring tools for reading andmath. We are supporting teachersto understand and utilize progressmonitoring tools and data.Our school is preparing a datasystem to organize screening,progress monitoring, intervention,and other data. We are developinga system to use these data sourcesguide instructional decision making.Our school is recruiting teammembers to analyze data, createsummaries, and assist teachers inplanning interventions.A well-functioning data systeminforms our MTSS for reading andmath and the School LeadershipTeam reviews it for continuousimprovement.How do we know? Grade-level or instructional support team and School Leadership Team meeting minutes⁃ Does our school use all levels of outcome data (individual, classroom, grade level, student subgroups) to develop appropriate instruction?Inventory of tool(s) used to assess fidelity of implementation⁃ Does our school monitor the imp
SWIFT Fidelity Integrity Assessment [SWIFT-FIA] v.1.3 for SWIFT Partner Schools rev. January, 2016 1 Purpose of SWIFT-FIA SWIFT Fidelity Integrity Assessment (SWIFT-FIA) is a s
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