Procedure: Implement Intervention

Coaching Process > Implement Intervention

After the Check-Up meeting where you provided feedback, developed a menu of options, and chose interventions, the teacher will implement the plan that you jointly developed. It will be important to monitor how well the intervention is implemented.
To determine if an intervention works the way it is expected, the intervention must be implemented as intended. Sometimes, the best plans don’t work the way we thought. The teacher may have trouble implementing the intervention. If this occurs, you will want to problem solve with the teacher to overcome barriers to implementing or to revise the plan.
Your plan should include a specific timeline and methods for monitoring whether the intervention is implemented and to what degree of fidelity.

There are four elements to supporting effective implementation of an intervention:

1) Follow through with the plan developed during the Check-Up meeting. Complete the tasks you agreed to and encourage the teacher to complete tasks, as well.
2) Check in with the teacher during the first day or two of implementation to encourage the teacher and to assess whether the plan needs any adjustment.
3) Develop a plan for monitoring whether the intervention was implemented. If possible, visit the classroom so that you can observe the implementation of the intervention.
4) Meet with the teacher to problem solve as needed. If the teacher is struggling with the implementation of the strategies and interventions chosen, problem solve the barriers that are occurring.
How To

Monitoring Implementation

Develop a timeline and system for determining if the intervention is being implemented and how well it is being implemented. Usually, the first week of implementation is the most challenging and a good time to monitor and provide support to teachers. Monitoring can include having the teacher self-monitor and/or providing coach observations with performance feedback.

Teacher Self-Monitoring

One useful strategy for teachers to use as they implement an intervention is to self-monitor how well they are following the plan. The teacher can monitor if they are using a strategy as intended by using a list to check off whether important elements of an intervention were implemented. These important elements are listed for each strategy in the strategy overview.

The teacher can provide information on how well they felt they implemented the elements of the strategy each day. The teacher can also take notes on what they did well and areas of improvement.

Meet with the teacher after gathering a few days of self-monitoring data to determine whether they are effectively implementing the intervention. Problem solve as needed.

CP5 - DC Teacher Self-Monitoring Form
  • If the teacher is forgetting to use a certain element, come up with ideas for how to help them remember (e.g., place a sticky note reminding to use behavior-specific praise on the workbook they are using to teach).
  • If the teacher doesn’t feel confident in the skills, model the skill for them, or provide practice opportunities for them with you to help build these skills.

Observations & Feedback

Coach Observation and Performance Feedback

An additional strategy, one that research suggests may be the most impactful in helping support teacher change, is to provide them with performance feedback. Performance feedback involves observing their classroom during a time they are implementing the intervention. During the observation, you give attention to changes teachers intended to make (e.g., increasing their use of behavior-specific praise). Observing the important elements of the intervention and giving the teacher feedback on how well they implemented the elements will help them to adjust as needed.
CP5 - DC Coach Intervention Monitoring Form
Use the following Coach Intervention Monitoring Form to gather data on the important elements of the intervention.

Gathering Frequency Data

In addition, use the form on the front of the Double Check Classroom Assessment Rubric to count the frequency of praise, reprimands, opportunities to respond, student disruptions, and classwide student engagement. You gathered these data before and you can use these data again when giving performance feedback to the teacher. See Gathering Frequency Data to review how to collect these data.

Providing Performance Feedback

Following each time you observe in the classroom when monitoring the intervention, you can give the teacher feedback on how well implementation is going. Use the Performance Feedback Form to quickly summarize the data. You can hand this form to the teacher before you leave the observation or review it with them in a meeting. Use the information to problem solve and support the teacher in overcoming barriers to implementing or to help them learn new skills. It can be helpful to observe a few times and then meet with the teacher to brainstorm how to improve implementation.
CP5 - DC Performance Feedback Form
It is best not to overwhelm the teacher by giving them your frequency data and the intervention monitoring form, but instead to summarize it so they can quickly review what went well and what needs to be improved. The Performance Feedback Form provides a format for writing this up and sharing quickly.

Reflection & Tips:

CP5 - Implement Intervention - DC Reflection
Take a moment to reflect on your skills and comfort in monitoring intervention implementation.

References to Other Relevant Resources:

Reinke, W., Herman, K., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. New York, NY: Guilford Press.

Sprick, R., Knight, J., Reinke, W. M., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches. (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

CARES Overview

Greeting Students at the Door

Using Journals to Build Relationships

Identifying Reinforcers for the Classroom

Using Social and Emotional Coaching

Using Behavior-specific Praise

Using Active Supervision

Using Group Contingencies

Using Precorrection

Teaching Behavior Expectations

Providing Academic Feedback

Increasing Opportunities to Respond

Developing and Using Clear Academic Objectives

Posting and Using a Schedule

Coaching Process – Menu of Options

Coaching Process – Providing Feedback

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Positive Behavior Supports & Classroom Climate

Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

What is Positive Behavior Supports & Classroom Climate?

Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.

There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.

Why is it important?

In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.


Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture

What is CARES?

CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.

There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.

Why is it important?

Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

Double Check Classroom Check-Up Overview