Hill Center Fidelity Observation Form

SCHOOL DISTRICT:
SCHOOL NAME:
TEACHER"S NAME (LAST):
TEACHER"S NAME (FIRST):
Is this the first school year that the teacher has implemented the instructional model?

Yes No
OBSERVER:
OBSERVER E-mail:
Has the observer established inter-rater reliability with someone trained in this program?

Yes No
DATE OF OBSERVATION: *

Month Day Year
Date Date Picker Icon
START TIME:
END TIME:
PROGRAM LEVEL:
LESSON Number:
NUMBER OF STUDENTS OBSERVED:
GRADE LEVEL(S) OF STUDENTS OBSERVED:
NUMBER OF LESSONS TAUGHT TO DATE THIS SCHOOL YEAR:
Read the following statements and use the rating scale below to best describe your observation of the IMPLEMENTATION of each instructional skill. The observation should last through the entire reading lesson. Space is provided at the end of this form for comments. SCALE Rating 0 = Skill not demonstrated Rating 1 = Improperly Implemented Rating 2 = Somewhat Properly Implemented Rating 3 = Appropriately Implemented Leave the rating BLANK if the skill was NOT APPLICABLE to the observation

	Rating
1. Students are prepared for instruction
2. Suitable questions are used. (level, type, structure)
3. Student responses are charted accurately.
4. Pace of instruction is effective.
5. Teacher makes eye contact with students.
6. Teacher corrects incorrect responses.
7. Drill question is practiced correctly and asked again.
8. Positive and constructive reinforcement is provided.
9. Drill was used for practice, not instruction.
10. Visual cues are provided when needed.
11. Additional time is allowed for students who process slowly.

PHONOLOGICAL AWARENESS

	Rating
12. Questions/activities are appropriate for the age and skill level of the students.
13. Manipulatives are used during instruction.
14. Teacher makes eye contact with the students.
15. Positive and constructive reinforcement is provided.
16. Pace of instruction is appropriate.

WORD ATTACK

	Rating
17. Suitable word lists are used.
18. Pattern, rule, and syllable type for each word list was introduced/reviewed.
19. Student responses are marked accurately.
20. Teacher listens to a student read 3-4 words before moving to the next student.
21. Students are engaged at all times. (decoding, marking syllables, practicing)
22. Pace of instruction is effective.
23. Positive and constructive reinforcement is provided.

FLUENCY/TIMED TESTS

	Rating
24. Timed tests are handled efficiently and systematically.
25. Results of the tests are charted accurately.
26. Timed test word lists are appropriate for each student.
27. Errors are corrected and correct responses are practiced.
28. Goals are established and monitored.
29. Positive and constructive reinforcement is provided.

FLUENCY/ORAL/SILENT READING

	Rating
30. Text choice and passage are suitable.
31. Equitable time is spent with each student (practicing, timing, reading).
32. Results of timed reading are charted accurately.
33. Errors are corrected and practiced.
34. Positive and constructive reinforcement is provided.

VOCABULARY

	Rating
35. Vocabulary words are reinforced through drill.
36. Vocabulary words are taught either explicitly and/or within the context of the reading text.
37. Tiered words are identified and addressed in instruction.
38. Positive and constructive reinforcement is provided.

COMPREHENSION

	Rating
39. Text choice is suitable.
40. Questions are offered in oral and/or written form.
41. Equitable time is spent with each student.
42. A variety of comprehension questions is asked (factual, inferential, opinion, sequential, summarization, main idea, student-generated questions, etc.).
43. Techniques are implemented to enhance comprehension: predictions, connections (to self, world, or text), visualization, thinks aloud, summarization, etc.
44. Teacher gave positive constructive reinforcement.

Please rate using the following scale: Not At All (0) Needs Improvement (1) Satisfactory (2) Outstanding (3)

	Rating
The time allocated for the lesson was sufficient.
The teacher covered an appropriate amount of material for the time allocated.
The delivery of the lesson was paced to students’ needs.