teacher/implementer how (e.g., task analysis) of the teacher/implementer how the behavior strategy intervention as it will be the behavior strategy selected will be implemented. selected will be implemented in the implemented in the Keeps the development of the classroom classroom plan visible to the team/teacher Provides enough by seating arrangement or Provides enough questioning so that the using technology so that questioning so that the teacher/implementer everyone can view the plan as teacher/implementer describes the sequence of it is being developed. describes the sequence of steps (e.g., task analysis) steps (e.g., task analysis) Evaluates the of the intervention as it of the intervention as it teacher’s/implementer’s will be implemented. will be implemented. comfort and competency at Keeps the development of various points during the Keeps the development of the plan visible to the development of the plan by the plan visible to the team/teacher by seating asking questions team/teacher by seating arrangement or using arrangement or using Summarizes the plan once technology so that technology so that developed, identifies the items everyone can view the everyone can view the that need to be completed in plan as it is being plan as it is being order to implement the plan, developed. developed. and assigns responsibilities in Evaluates the a way so that the teacher is not Evaluates the solely responsible for doing all teacher’s/implementer’s teacher’s/implementer’s comfort and competency of the activities comfort and competency at various points during at various points during Ends the meeting by the development of the the development of the scheduling a time to plan by asking questions plan by asking questions train/coach the Summarizes the plan once teacher/implementer in the Summarizes the plan once developed, identifies the behavior plan developed, identifies the items that need to be items that need to be completed in order to completed in order to implement the plan, and implement the plan, and assigns responsibilities in assigns responsibilities in a way so that the teacher a way so that the teacher is not solely responsible is not solely responsible
teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible for doing all of the activities Ends the meeting by scheduling a time to train/coach the teacher/implementer in the behavior plan teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible
g3-GE%20PTR%20Tools-apbs2018.docx