Standards for Judging High-Quality Progress Monitoring
Standards for Judging High-Quality Fidelity of Implementation
Directions: Read each of the standards, which have been identified as mechanisms for judging high-quality progress monitoring. The checklist is formatted so that you can indicate current and planned implementation.
- If the practice has been implemented, indicate that with a checkmark (.
- If the practice has been implemented, indicate effectiveness: 1 = high quality, 2 = needs refinement, 3 = needs substantial improvement
- If the practice is being developed, rank its priority: 1= highest priority through 3 = lowest priority.
| |In place |Effectiveness |Priority |
|Standard |( |(1/2/3) |(1/2/3) |
|Specific, qualified staff member(s) are designated to observe instructional methods. | | | |
|Staff members are trained in fidelity procedures or protocols. | | | |
|To document fidelity of instruction, a teacher who is using a newly learned instructional method is| | | |
|observed bi-weekly, monthly, or as needed. | | | |
|Classroom observation data are collected at least three times per year for all tiers to document | | | |
|instruction and the implementation of strategies addressed in professional development activities. | | | |
|Observers complete a written checklist comprising the specific critical features of the | | | |
|instructional methods to document degree of fidelity. | | | |
|Specific criteria (e.g., percentage of critical features observed) are used to judge methods as | | | |
|having or lacking fidelity. | | | |
|Feedback to instructional staff members includes one or more of the following: a scheduled | | | |
|conference, written information about areas of checklist needing improvement, video discussion of | | | |
|exemplary implementation with fidelity, and a plan for improvement. | | | |
Adapted from NRCLD
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