Observing for, documenting, and improving implementation integrity are critical components of effective intervention services in schools. Without them, students may not receive effective intervention, and systems-level models of intervention service-delivery may never be properly evaluated or realize its potential. The purpose of this study was to develop and evaluate a comprehensive set of materials and procedures for observing interventionists' use of a structured reading program. We examined the following research questions: (a) do direct observations of an interventionist using the program correspond with his or her self-report of implementation integrity; (b) do direct observations of an interventionist correspond with permanent products that are generated from the intervention; and (c) did the observation and feedback procedures result in interventionists using the program more successfully? Primary findings showed that the observation and feedback procedures were effective in producing strong implementation integrity among the interventionists, self-report of implementation integrity was highly accurate, and permanent products (though used properly) do not seem to correspond well with overall measures of implementation integrity.