about steps/strategies in about steps/strategies in which performance was which performance was below the criterion. below the criterion. If performance met If performance met criteria, identified who criteria, identified who else needed to be trained else needed to be trained (including the student) (including the student) and made plans for how and made plans for how that training would occur that training would occur 4.3 Provided Successfully provides in-class Successfully provides the in-class Provides in-class support to Fails to use the behaviors to support to support to the support to the teacher/implementer the teacher/implementer that provide in-class support to the the teacher/implementer in that incorporates MOST (>50%) incorporates FEW (<50%) of teacher/implementer implementing the behavior of the following when appropriate: the following when intervention plan that includes A goal or criteria for initial appropriate: at least 80% of the following successful performance A goal or criteria for when appropriate: Feedback provides objective initial successful A goal or criteria for description of the performance initial successful teacher/implementer’s Feedback provides performance performance in relation to the objective description of Feedback provides criteria the teacher/implementer’s objective description of Feedback is provided in a performance in relation to the teacher/implementer’s timely manner following the criteria performance in relation to observed performance or Feedback is provided in a the criteria receiving self-assessments timely manner following Feedback is provided in a Feedback is provided observed performance or timely manner following positively and is treated as a receiving self-assessments observed performance or formative process focused on Feedback is provided receiving self-assessments improving performance or positively and is treated as Feedback is provided adjusting/modifying a formative process positively and is treated as interventions to match skillset focused on improving a formative process and acceptability of performance or focused on improving implementer while remaining adjusting/modifying performance or linked to functional behavior interventions to match adjusting/modifying assessment hypothesis. skillset and acceptability interventions to of implementer while skillset and acceptability remaining linked to of implementer while functional behavior remaining linked to assessment hypothesis.
about steps/strategies in which performance was below the criterion. If performance met criteria, identified who else needed to be trained (including the student) and made plans for how that training would occur about steps/strategies in which performance was below the criterion. If performance met criteria, identified who else needed to be trained (including the student) and made plans for how that training would occur 4.3 Provided support to the Successfully provides in-class support to the teacher/implementer in implementing the behavior intervention plan that includes at least 80% of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to skillset and acceptability of implementer while remaining linked to Successfully provides the in-class support to the teacher/implementer that incorporates MOST (>50%) of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Provides in-class support to the teacher/implementer that incorporates FEW (<50%) of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Fails to use the behaviors to provide in-class support to the teacher/implementer
C14_H3_Tier3FacilitatorICMapdraft100114fourlevel.docx