As technology becomes a more central support for students with disabilities in inclusive schools, there is a need to understand fidelity of implementation of technology-delivered interventions. We propose a framework for conceptualizing fidelity of the Goal Setting Challenge App, a technology-delivered, intervention based on the Self-Determined Learning Model of Instruction. To develop the fidelity framework, we adopted elements of the standard setting process. Specifically, we created performance level descriptors that describe "good enough" fidelity for three fidelity dimensions: adherence, quality of delivery, and participant responsiveness. Using data from a pilot trial, we present information related to participant responsiveness. We discuss how this could direct future research to support effective adoption of technology-delivered interventions by teachers and schools to advance outcomes.