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address?",{"text":72,"@type":64},"It addresses tiered intervention contexts such as RtI, PBIS, and MTSS, and data-based decision making including DBI (data-based individualization).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585511,1792062560,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Jefferson Street NW  \nWashington, DC 20007-3835  \n[www.intensiveintervention.org](www.intensiveintervention.org)  \nThis document was produced under U.S. Department of Education, Office of Special Education Programs (OSEP) Grant No. HH326Q160001 . Celia Rosenquist is the OSEP project officer. The views expressed hereindo not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Marx, T. , Klein, E. , Colpo, A. , Walden-Doppke, M. , Reinhardt, E. , & Butler, C. (2020) . Coaching for ongoing professional learning within tiered support models. Washington, DC: National Center on Intensive Intervention, Office of Special Education Programs, U.S. Department of Education. This document is an adapted version of the original document developed for Rhode Island. You can view the Rhode Island version on the [NCII website at](NCII website at www.intensiveintervention.org)[ ](NCII website at www.intensiveintervention.org)[www.intensiveintervention.org](NCII website at www.intensiveintervention.org).  \nContents  \nPage  \nPurpose ........................................................................................................................................... 1  \nAudience ......................................................................................................................................... 1  \nStructure of This Document .......................................................................................................... 2  \nCoaching Within Tiered Support Models Overview ...................................................................... 3  \nCoaching and Implementation ...................................................................................................... 4  \nContextualizing Coaching Support at the Local Level ................................................................. 5  \nConsiderations for Providing Ongoing Coaching Support ........................................................... 6  \nCoaching Skills, Attributes, and System-Level Components for Tiered Supports Models ............................................................................................................................................ 8  \nMatrix of Coaching Support Models ........................................................................................... 10  \nCoaching Cycle Components and Functions for Educator-Level Coaching..............................15  \nCoaching Cycle Components and Functions for Systems-Level Coaching...............................19  \nCoaching Selection Criteria and Training ...................................................................................23  \nStep 1: Selection Criteria.........................................................................................................23  \nStep 2: Self-Assessment..........................................................................................................25  \nStep 3: Coach Training and Preparation ................................................................................25  \nEvaluating Coaches and Coaching Programs ............................................................................26  \nPurpose  \nThe purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention occurs. This document provides examples of coaching supports, models, and functions within the context of tiered i","cbCaigGxOhqV8BTz","https://ap.wps.com/l/cbCaigGxOhqV8BTz","pdf",937629,34,"English","# Purpose\n# Audience\n# Structure of This Document\n# Coaching Within Tiered Support Models Overview\n# Coaching and Implementation\n# Contextualizing Coaching Support at the Local Level\n# Considerations for Providing Ongoing Coaching Support\n# Coaching Skills, Attributes, and System-Level Components for Tiered Supports Models\n# Matrix of Coaching Support Models\n# Coaching Cycle Components and Functions for Educator-Level Coaching\n# Coaching Cycle Components and Functions for Systems-Level Coaching\n# Coaching Selection Criteria and Training\n## Step 1: Selection Criteria\n## Step 2: Self-Assessment\n## Step 3: Coach Training and Preparation\n# Evaluating Coaches and Coaching Programs","[{\"question\":\"What is the main purpose of the document?\",\"answer\":\"To provide content-specific examples of how to structure educator-level and systems-level coaching as a mechanism for ongoing professional learning that supports tiered intervention.\"},{\"question\":\"Who is the intended audience?\",\"answer\":\"State and local education agency leaders and professional learning providers seeking to deepen coaching knowledge and skills for tiered intervention, including MTSS and DBI.\"},{\"question\":\"Which tiered frameworks and decision-making approaches does the document address?\",\"answer\":\"It addresses tiered intervention contexts such as RtI, PBIS, and MTSS, and data-based decision making including DBI (data-based individualization).\"}]","Coaching for Ongoing Professional Learning Within Tiered Support Models - March 2020 | PDF",1792054916,86]