Even if we are successful in our implementation there must be a system in place to provide feedback. To develop the system we must first be clear about defining what the practices look like when they are being implemented well. This description can take the form of a rubric, checklist, or protocol, but it must clearly describe what the behavior looks like when it's being done well.
Once you've defined these indicators there needs to be a monitoring and reporting schedule that informs everyone in the system as to the progress being made. The collection and reporting of these data serves to provide a feedback loop to the staff on the overall implementation level of the strategies and is described by Reeves (2006) as an inquiry process that is the most critical component of district and school continuous improvement. The second component includes the development and implementation of student progress indicators that have been collaboratively developed and scored by the staff.
