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This article adapts the Classroom Check-Up (CCU) coaching model for culturally responsive classroom management, examining dosage, fidelity, feasibility, and acceptability. Data from 146 coached teachers summarize coach activities, model fidelity, and coach- and teacher-rated acceptability. Findings show about 3 hours of active teacher participation, with modest time demands and positive feedback across four coaching domains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-and-treatment-of-children-vol-39-no-4-2016-implementation-and-acceptability-of-an-adapted-classroom-check-up-coaching-model/600687/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-and-treatment-of-children-vol-39-no-4-2016-implementation-and-acceptability-of-an-adapted-classroom-check-up-coaching-model/600687.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the adapted CCU coaching model aim to address?","Question",{"text":112,"@type":113},"It targets the use of culturally responsive classroom management strategies to help reduce disproportionate exclusionary discipline and related special education referral patterns for racial and ethnic minority students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the CCU coaching model evaluated in this study?",{"text":117,"@type":113},"The study examines coaching dosage, fidelity, feasibility, and acceptability, including how coaches spent time collecting classroom data and building relationships with schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key acceptability and feasibility findings for the adapted CCU?",{"text":121,"@type":113},"Teachers provided positive feedback across four domains of coaching, and the model required roughly 3 hours of active teacher participation, indicating feasible and acceptable implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600687,1792124158,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATION AND TREATMENT OF CHILDREN Vol. 39, No. 4, 2016  \nImplementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management  \nElise T. Pas  \nKristine E. Larson  \nJohns Hopkins University, Bloomberg School of Public Health  \nWendy M. Reinke  \nKeith C. Herman  \nUniversity of Missouri, College of Education  \nCatherine P. Bradshaw  \nUniversity of Virginia, Curry School of Education  \nAbstract  \nLiterature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is one way to support teachers’development of such culturally responsive classroom management strategies; however, there is limited research on the implementation and teacherperceived acceptability of coaching, both broadly and for this specific skillset. In this article, we focus on the adaptation of the Classroom Check-Up (CCU) coaching model for addressing culturally responsive classroom management strategies; we discuss issues related to the implementation dosage, fidelity, feasibility, and acceptability of the CCU model. Specifically, data from 146 coached teachers are included and summarize how coaches spent  \nAddress correspondence to: Elise Pas, Ph.D., Assistant Scientist, Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 415 N. Washington Street, Office 507, Baltimore, MD 21231. Email: epas@jhu.edu. We thank Michael Rosenberg, Katrina Debnam, Jessika Bottiani, Sandra Hardee, and Lana Bates for their assistance in developing the Double Check framework and their contributions to this project. Support for this project comes from the U.S. Department of Education, Institute of Education Sciences (R324A110107, R305A150221, R305A130701), and the Spencer Foundation.  \n468 PAS et al.  \ntheir time, the fidelity to the coaching model, and acceptability and feasibility of the CCU model. Findings indicated that the CCU required about 3 hours of active teacher participation. Coaches spent a substantial amount of time collecting data in the classroom as well as building relationships and trust within the schools to facilitate uptake. The results suggested that coaches implemented the model as intended and that the time required of teachers is relatively modest. Teachers provided positive feedback about four domains of the coaching, indicating the acceptability and feasibility of this adapted version of the CCU.  \nKeywords: coaching, adapted Classroom Check-Up, feasibility, disproportionality, special education referrals  \nFor decades, data  \nnumber of racial  \nhave indicated that there is a disproportionate and ethnic minority students who receive exclu-  \nsionary discipline actions such as office referrals and suspensions, as well as referrals to special education (Bradshaw, Mitchell, O’Brennan, & Leaf, 2010; Burke & Nishioka, 2014; KewalRamani, Gilbertson, Fox, & Provasnik, 2007; Krezmien, Leone, & Achilles, 2006; Losen & Gillespie, 2012; Skiba, Michael, Nardo, & Peterson, 2002; Waitoller, Artiles, & Cheney, 2010). Despite increased awareness of and attention to this concern, the field lacks empirically supported educational interventions and strategies that successfully reduce such inequities (Skiba et al., 2011). Emerging research suggests that culturally responsive classroom management strategies may help address such classroom concerns before they result in disproportionate referrals and suspensions; however, the extant literature lacks clarity on the professional development models that may promote use of these strategies. In this article, we summarize the findings from a study focused on the implementation of a classroom management coaching model called the Classroom Check-Up (see Reinke, 2006; Reinke, ","cbCaistAH56syyTS","https://ap.wps.com/l/cbCaistAH56syyTS","pdf",686310,25,"English","# Abstract\n## Disproportionality and Need for Teacher Support\n## Coaching to Promote Cultural Proficiency","[{\"question\":\"What problem does the adapted CCU coaching model aim to address?\",\"answer\":\"It targets the use of culturally responsive classroom management strategies to help reduce disproportionate exclusionary discipline and related special education referral patterns for racial and ethnic minority students.\"},{\"question\":\"How is the CCU coaching model evaluated in this study?\",\"answer\":\"The study examines coaching dosage, fidelity, feasibility, and acceptability, including how coaches spent time collecting classroom data and building relationships with schools.\"},{\"question\":\"What were the key acceptability and feasibility findings for the adapted CCU?\",\"answer\":\"Teachers provided positive feedback across four domains of coaching, and the model required roughly 3 hours of active teacher participation, indicating feasible and acceptable implementation.\"}]","EDUCATION AND TREATMENT OF CHILDREN - Vol. 39 - No. 4 - 2016 - Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model | PDF",1792091170,63]