plan as it is being way so that the teacher is not plan as it is being developed. solely responsible for doing all developed. Evaluates the of the activities Evaluates the teacher’s/implementer’s Ends the meeting by teacher’s/implementer’s comfort and competency scheduling a time to comfort and competency at various points during train/coach the at various points during the development of the teacher/implementer in the the development of the plan by asking questions behavior plan plan by asking questions Summarizes the plan once Summarizes the plan once developed, identifies the 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 for doing all of the for doing all of the activities activities Ends the meeting by Ends the meeting by scheduling a time to scheduling a time to train/coach the train/coach the teacher/implementer in the teacher/implementer in the behavior plan behavior plan 4.2 Successfully coaches/trains Successfully coaches/trains the Coaches/trains the Fails to coach/train the the teacher/implementer in the teacher/implementer in the teacher/implementer in the teacher/implementer to do the the behavior behavior intervention plan. behavior intervention plan. The behavior intervention plan. behavior intervention plan. intervention The coaching/training coaching/training includes MOST The coaching/training includes at least 80% of the (>50%) of the following: includes FEW (<50%) of the plan following: Develops a coaching/training following: Develops a checklist that includes the Develops a coaching/training primary adult behaviors that coaching/training checklist that includes the would be observed for each checklist that includes the primary adult behaviors strategy if implemented with primary adult behaviors that would be observed for 100% accuracy/quality/dosage that would be observed for each strategy if Provides the each strategy if implemented with 100% teacher/implementer with an implemented with 100% accuracy/quality/dosage introduction/explanation on the accuracy/quality/dosage Provides the goals of coaching and the Provides the teacher/implementer with methods of coaching teacher/implementer with
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 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 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 4.2 the behavior intervention plan Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes at least 80% of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes MOST (>50%) of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with an introduction/explanation on the goals of coaching and the methods of coaching Coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes FEW (<50%) of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with Fails to coach/train the teacher/implementer to do the behavior intervention plan.
C14_H3_Tier3FacilitatorICMapdraft100114fourlevel.docx