☐ Primary Sheet ☐ Reliability Sheet
Class-wide Function-related Intervention Teams (CW-FIT)
Procedural Fidelity Checklist
School: ____________________________ Teacher: ______________________________
Observer Name: _____________________ Observer 2/reliability: ____________________
Date: ______________________________ Time: _________________________________
Condition: ☐Control ☐Experimental
Observation Condition: ☐Baseline ☐Intervention ☐Training ☐Comparison ☐Reversal
Observation Type: ☐On-Task ☐MOOSES ☐General ☐Other
MOOSES File(s): _____________________________________________________________
Self-Managers: _______________________________________________________________
Help Card Use: _______________________________________________________________
1. Skills are prominently displayed on posters.
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Y N
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1 2 3
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2. Precorrects on skills at beginning of session.
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Y N
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1 2 3
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3. Corrections are instructive and refer to skills.
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Y N N/A
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1 2 3
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4. Team point chart displayed.
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Y N
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1 2 3
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5. Daily point goal posted.
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Y N
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1 2 3
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6. Self-management charts given to individuals.
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Y N N/A
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6a. Teacher prompts SM students to give points/HC students to use HC.
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Y N N/A
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1 2 3
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6b. SM students give themselves points/Students use HC.
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Y N N/A
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1 2 3
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6c. Teacher praises SM/HC students (at least 2 times).
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Y N N/A
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1 2 3
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6d. Teacher supports SM/HC (proximity, checks for accuracy).
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Y N N/A
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1 2 3
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7. Timer used & set at appropriate intervals.
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Y N
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1 2 3
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8. Points awarded to teams for use of skills.
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Y N
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1 2 3
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9. Points tallied for teams.
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Y N
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1 2 3
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10. Winners immediately rewarded.
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Y N
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11. Winners reward announced if delayed.
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Y N N/A
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1 2 3
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12. Frequent praise (points) given.
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Y N
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1 2 3
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13. Behavior-specific praise given.
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Y N
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1 2 3
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14. Praise (points) to reprimand ratio is approximately 4:1.
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Y N
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1 2 3
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Please subtract out any items marked N/A when computing your totals.
Total Fidelity Score_____ Total Quality Score_____
Total Score Possible_____ Total Score Possible_____
Total Score divided by Total Possible = % yes_____ Average_____
1 – Very Low = 40% of students or time
2 – Moderately low = 60% of students or time
3 – Average = 80% of students or time
4 – Moderately high = 90% of students or time
Classroom management – student behavior:
1.
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Level of compliance during academic instruction
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☐1
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☐2
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☐3
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☐4
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2.
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Students follow rules appropriate to setting
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☐1
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☐2
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☐3
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☐4
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3.
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Transitions are short with only minor disruptions
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☐0
(unable to code)
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☐1
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☐2
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☐3
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☐4
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4.
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Students are focused and on task
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☐1
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☐2
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☐3
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☐4
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5.
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Level of lesson structure
(organized clear directions, sufficient work to keep students busy)
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☐1
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☐2
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☐3
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☐4
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6.
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Teacher ignores minor inappropriate behaviors
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☐0
(unable to code)
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☐1
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☐2
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☐3
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☐4
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7.
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Frequent and specific praise given
(points count toward frequency)
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☐1
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☐2
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☐3
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☐4
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8.
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Praise (points) ratio to reprimands approximately 4:1
|
|
☐1
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☐2
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☐3
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☐4
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9.
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Three to five clearly and positively stated classroom expectations/rules are visibly posted
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☐1
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☐2
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☐3
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☐4
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10.
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System of rewards observed:
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☐Yes
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☐No
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Total Score _____
Total Score Possible _____
Total Score divided by Total Possible = % yes _____
Lessons/Precorrects
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Instructive Corrections
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Teams
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Goals/Points
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Rewards
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Praise
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Timer/Time Intervals
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Logistical Questions
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Transitions
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Lesson Structure
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General Behavior
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Self-Management
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Help Cards
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FBA
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OTHER
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Time Spent:
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Check any observed and approximate %
(Must total 100%)
☐Large Group* ___________%
☐Small Group* ___________%
☐Independent ___________%
☐1 on 1 ___________%
☐Transition ___________%
*Note: Large or Small Group must be led by teacher.
Check the primary lesson
☐ Reading ☐ Writing
☐ Math ☐ Science
☐ Other
CW-FIT Fidelity Definitions
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Skills are prominently displayed on posters.
3-5 POSITIVELY STATED rules or skills are posted and visible to students and each rule has 3-5 actionable/observable steps that students can reference when demonstrating that skill and/or follow the rule. Skills/rules address (1) How to Get the Teacher’s Attention, (2) Follow Directions the 1st Time, (3) Ignore Inappropriate Behavior, and other target skills. *Posted lists of character traits, expectations without steps to meet those rules, and posters with lists of more than 6 rules/expectations are allnon-examples.
-
Precorrects on skills at beginning of session.
Before instruction, the teacher briefly reminds students about the posted rules/skills (e.g., “Remember the way to get my attention is…” (Teacher reads the steps outlined on the poster).
-
Corrections are instructive and refer to skills
When correcting inappropriate behavior, the teacher refers to the posted appropriate skill that the student should have used (i.e., “Next time, please raise your hand to get my attention the right way”). Corrections teach students specific ways to improve.
-
Point chart displayed for appropriate behaviors
Points are used to reward appropriate student behavior. This definition excludes charts that track points for inappropriate behavior and excludes charts that remove points as a consequence for inappropriate behavior. In addition, the point chart is posted where the students can easily see it.
-
Daily point goal posted
The point goal should be announced and written on a chart that is visible to the students before instruction begins.
-
Self-management charts given to individuals
If target students have been chosen for self-management, the individual charts should be handed out before the instruction begins. In addition, the students should be reminded of their goal and the process for awarding points to themselves. Score other self-management charts, individual sticker charts on desktops, SR+ as a “yes”.
6a. Teachers should remind SM students to “check behavior & give themselves points for following the CW-FIT rules”/remind HC students to use their cards.
6b. SM students give themselves points/HC students use cards.
6c. Teacher praises SM/HC students.
6d. Teacher supports SM/HC students by visually observing them giving themselves points/using cards, spot checking for accuracy, and assisting if necessary.
-
Timer used & set at appropriate intervals
The teacher sets a timer when instruction begins and resets it each time it goes off. The appropriate time interval is determined by the percent of on-task behavior the class demonstrates (i.e. 1-3 min at first etc...).
-
Points awarded to teams for use of skills
Points should be given to teams who are exhibiting the appropriate skills at the exact moment the timer goes off. The teacher should quickly glance around the room to determine which teams are displaying the appropriate behavior. The teacher then marks a point for each team in which all team members were behaving appropriately. In addition, the teacher should specifically praise each team and explain to them why they earned a point at that interval (i.e. “Team one earns a point because they were doing a great job following directions!”). This specific praise should be done as often as possible, without significantly disrupting the lesson.
-
Points tallied for teams
At the end of the interval, the teacher will add up each team’s points. Each team’s final score is written in their box. Each team’s points total is then compared with the predetermined point goal to determine winners.
-
Winners immediately rewarded.
After adding up point totals and comparing the totals with the goal, the teacher should announce the teams who met their goal. The winning teams should receive their prize or activity right away, without delay.
*Note: If reward is delayed but students are given a tangible representation of their reward, such as ticket or a token, code this item “YES”.
-
Winners reward announced if delayed.
If the reward is something that will take place later in the day (e.g., extra recess, lunch with the teacher) then the reward for the winning teams should be announced.
-
Frequent praise (points) given.
Students should be praised frequently for exhibiting the skills/behaviors. It is not necessary that the teacher uses specific praise EVERY time she/he praises, just frequently. In addition, points awarded count toward the frequency of praise. If the points are specific (“team 1 gets a point because they were sitting in their seats”) then that counts towards the specificity criteria as well. This is measured with respect to the entire class, not just individual students.
-
Behavior-specific praise given.
When praise is given, the teacher should be genuine and explicitly say what the students were doing well. This can be done on an individual or group basis (e.g., “Sally, nice job raising your hand to get my attention!” or “Class, I am really proud of how you have been ignoring inappropriate behavior!”). If the points are specific (“team 1 gets a point because they were sitting in their seats”) then that counts towards the specificity criteria as well as the frequency. This is measured with respect to the entire class, not just individual students.
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Praise (points) to reprimand ratio is approx. 4:1.
The teacher’s overall student interactions within the session included approximately 4 positive interactions (praise, comments, physical rewards, and points awarded) to every 1 negative interaction reprimands, comments, or removal of rewards). This is measured with respect to the entire class, not just individual students.
Classroom Management –student behavior definitions
* Refer to percent scale on the fidelity checklist.
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Level of compliance during academic time.
Record the percentage of students that complied with teacher instructions throughout the session.
-
Students follow rules appropriate to settings.
Percentage of students that followed classroom rules as defined by class rules poster or school expectations. Also includes demonstrating appropriate behavior for particular activities (i.e., small group/pair-work vs. teacher leading large group activities).
-
Transitions are short with only minor disruptions.
Percentage of students that transitioned between activities, locations, subjects, or materials smoothly and without major disruptions.
-
Students are focused and on-task.
Percentage of students that remained focused on and engaged in the activity or lesson.
-
Level of lesson structure
Quality of lesson structure: organized clear directions, well organized lessons, smooth operation of lessons, clear schedule of activities, few disruptions, and sufficient work to keep students busy
1= Very low—much down time, lessons unclear, chaotic
2= Moderately low—multiple occasions of down time or poorly structured lessons and/or disruptions
3= Average—generally structured with some minor down time on 2+ occasions and/or occasional minor disruptions
4= Moderately high—well structured, few disruptions
-
Teacher ignores minor inappropriate behaviors.
Percentage of time that the teacher ignored minor inappropriate behavior. Minor inappropriate behavior is defined as behavior that is not harmful to the student or anyone else and is not extremely disruptive or disrespectful. Hitting, kicking, or cursing at the teacher would not be considered minor inappropriate behavior and probably should not be ignored.
-
Frequent & specific praise given.
Percentage of time that students are being praised for exhibiting good behavior. When praise is given, the teacher should explicitly say what the students were doing well. This can be done on an individual or group basis (i.e. “Sally, nice job raising your hand to get my attention!” or “Class, I am really proud of how you have been listening respectfully.”). In addition, points awarded count toward the frequency of praise. If the points are specific (“team 1 gets a point because they were sitting in their seats”) then that counts towards the specificity criteria. The teacher should give at least 3 specific verbal praises throughout the lesson and/or accompany points with specific verbal praise every 4th time the timer goes off.
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Praise to reprimand ratio approx 4:1.
Percentage of the teacher’s overall student interactions within the session included approximately 4 positive interactions (praise, positive comments, physical rewards, and points awarded) to every 1 negative interaction (reprimands, negative comments, removal of rewards). This is measured with respect to the entire class, not just individual students.
1= Very Low—More reprimands than praises.
2= Moderately Low—Equal number of reprimands and praises.
3= Average—Twice as many praises as reprimands
4= Moderately High—Four times (or more) as many praises as reprimands.
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Three to five clearly and positively stated classroom rules/expectations are visibly posted.
Each poster is accessible to students (i.e., written in clear language and has illustrations that all students can access). There are between three and five stated rules/expectations Each rule has 3-5 actionable/observable steps that students can reference when demonstrating that expectation/rule.
*Posted lists of character traits, expectations without steps to meet those rules, and posters with lists of more than 6 rules/expectations are all non-examples.
-
System of rewards observed.
At least once during the session, the teacher rewards some students with tickets, bracelets, points, tallies, etc… Color cards do not count unless they are moved to the positive side.