Abstract
Federal and State regulations regarding education for handicapped children require that teachers document plans and evaluate instructional programs on a regular basis. This study investigated the performance of teachers on their documentation of services provided their students. The study employed a multiple baseline across schools designed to assess a performance feedback intervention. Following the initiation of feedback, large increases over baseline were observed for teachers in both schools on two performance measures: Percentage of instructional programs (IPs) planned: and percentage of teachers recording evaluation information on IPs. Results of the study are discussed with respect to the usefulness of performance feedback ss a practical, cost-effective intervention procedure for supervisors and administrators in organizational settings.