Procedure: Menu of Options & Choose Intervention

Coaching Process > Menu of Options & Choose Intervention

After delivering feedback, the Check-Up meeting focuses on the menu of options you created during the feedback process. You will use this menu of options to choose what to work on with the teacher to guide the development of a plan to address goals directly related to the feedback.
Research shows that people are much more likely to follow through on a plan if they are given choices for what to do. The menu allows the teacher to choose what will work best for them. After making a decision, the meeting proceeds in a structured way to help the teacher develop a specific goal and plan of action to implement.
Structured planning and goal setting will help ensure the successful implementation of an intervention.

There are six elements of effective menu creation and planning:

1) Use the Check-Up Menu to identify area(s) of focus.
2) When identifying an area to improve, ensure it is based on the feedback.
3) Allow the teacher to choose an area of focus based on the feedback.
4) Offer advice only when invited or after you ask permission to give advice.
5) Once an area(s) of focus is selected, develop a specific plan to decide on strategies to implement to address the area(s) of focus in the classroom.
6) Discuss the importance and level of confidence the teacher feels about the plan.

How to Use the Check-Up Menu

After providing feedback, revisit the menu of options that was created and have the teacher select a few areas from the feedback form that need attention, and upon which they would like to focus (e.g., Positive to Negative Ratio). Go to the Check-Up Menu and click on the area to improve to see a menu of options for potential strategies that can be used in the classroom. The strategies listed are effective for improving the specific area in need of attention. Determine which strategies the teacher is interested in learning more about. Click on the strategies to review the overview and purpose of the strategy and to learn how to use the strategy.

Choosing an Intervention and Planning

CP4 - DC Goal Setting Plan
The Double Check Goal Setting Plan guides the process of developing goals and breaking down each goal into tasks that need to be completed to ensure the teacher can implement the chosen strategies in their classroom. Before focusing on the areas of improvement, begin by talking with the teacher about the things that are going well in their classroom and/or practice. Encourage the teacher to list two to three things that are going well. Refer back to the green areas of the feedback form if the teacher needs some prompting. The purpose of identifying areas of strength in the teacher’s practice/classroom is that it helps to build teacher self-efficacy and confidence as they address areas of concern.
Next, write down the areas upon which the teacher wants to focus on improving. These will just be the general areas of focus that will guide you to help the teacher in the next part of the process, which is where they will develop specific goals for improvement. Encourage teachers to choose at least one goal from the CARES domains and one goal from the Positive Behavior Supports & Classroom Climate section of the feedback. Next, choose the strategies the teacher will use in the classroom from the Check-Up Menu. Break down what tasks need to be completed to start implementing (e.g., read over the “How To” section of the strategy, and then organize materials needed to apply the strategy). From these tasks, determine how each task will get done, what resources are needed, and set a timeline for completion. Be sure to include what evidence will be needed to show that each of the goals chosen has been achieved.
Wrap up the meeting by asking the teacher the ruler questions. These questions will get the teacher to talk about why it is important for them to meet the goals of the plan and why they are confident they can meet the goals. Finally, end by discussing what could get in the way of meeting the goals and how this can be avoided. These discussions are intended to motivate the teacher toward successfully completing the plan, avoiding barriers, and using the strategies in their classroom.
Key Planning Skills
  • Be creative and flexible in thinking of possible problems and solutions.
  • Invite the teacher to contribute to ideas about the plan.
  • Offer advice only when invited or after asking permission.
  • Get the teacher to identify a specific, measurable, and realistic goal(s).
  • Anticipate barriers and what they could do to proactively avoid those.
  • Give authentic affirmations.
  • Use concise summary statements throughout the meeting.
  • Ask the ruler questions.

Reflection & Tips:

CP4 - Menu of Options Choose Intervention - DC Reflection
Take a moment to reflect on your skills and comfort in using the Check-Up Menu, helping the teacher select strategies based on the feedback, and developing a plan.

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