an Makes sure that the an introduction/explanation teacher/implementer has a introduction/explanation on the goals of coaching copy of the behavior on the goals of coaching and the methods of intervention plan and the and the methods of coaching coaching/training checklist. coaching Makes sure that the Uses effective instruction to Makes sure that the teacher/implementer has a train the teacher/implementer teacher/implementer has a copy of the behavior in the plan that includes: copy of the behavior intervention plan and the Having the teacher intervention plan and the coaching/training coaching/training explain, discuss, checklist. checklist. describe strategies Uses effective instruction Uses effective instruction Asking the teacher to train the to train the questions about the teacher/implementer in the teacher/implementer in the strategies that ensures plan that includes: plan that includes: understanding Having the teacher Having the teacher Conducting role plays explain, discuss, explain, discuss, that includes the describe strategies describe strategies facilitator modeling the Asking the teacher Asking the teacher steps of the plan and questions about the questions about the the teacher strategies that strategies that ensures ensures the steps of the plan. understanding understanding Provides feedback on Conducting role Conducting role teacher/implementer plays that includes performance that includes plays that includes the facilitator positive comments related to the facilitator modeling the steps successful performance and modeling the steps of the plan and the guided questions about of the plan and the teacher steps/strategies in which teacher performance was below the the steps of criterion. the steps of the plan. If performance met criteria, the plan. Provides feedback on identified who else needed to Provides feedback on teacher/implementer be trained (including the teacher/implementer performance that includes student) and made for how performance that includes positive comments related that training would occur positive comments related to successful performance to successful performance and guided questions and guided questions
an introduction/explanation on the goals of coaching and the methods of coaching Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions 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 for how that training would occur an introduction/explanation on the goals of coaching and the methods of coaching Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions
C14_H3_Tier3FacilitatorICMapdraft100114fourlevel.docx