Admin Home

Welcome to the Double Check Admin section. Here you will find the tools you can use to directly support teachers in your building to enhance their classroom climate and develop effective classroom management systems and practices. Additionally, you can review the resources to determine those that would be helpful to disseminate to individuals in the role of supporting teachers, such as instructional coaches, school psychologists, and other staff who can provide consultation with teachers.

Admin Home

Administrator Photo

Getting Started with Strategies

Admin - Coaching Process
If you are interested in learning about the classroom strategies available on this site, go to the Check-Up Menu, where you can select an area of focus (e.g., Authentic Relationships, Use of Praise) and see a menu of strategy options that align with that focus. Each strategy has tools and other resources to support teachers in implementing these strategies in their classrooms. You may also want to review the Coaching Process so that you know how a coach and teacher might work together to improve classroom climate and management.

Getting Started with Your Team

Admin - Getting Started with Your Team graphic
Begin by inviting team members through the My Team page. A dashboard will populate letting you know when a teacher receives feedback, sets a goal, and when they complete a planning form. It will help you know on which stage teachers and the coaches working with teachers are in the process.
Check-Up Menu
Coach Resources

Double Check Resources

The Double Check CCU provides tools for teachers to improve areas that need attention and to implement strategies suggested during the coaching process.

    CARES Overview

    Observation Practice 3

    CARES

    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.

    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.

    Miss Faber

    Mrs. James

    Defining and Teaching Classroom Rules

    Opening the Meeting

    Coaching – Interview Guide

    Card Sort Introduction

    Values Card Sort – Example

    Physical Classroom Structure

    Teaching Classroom Routines

    Using an Attention Signal

    Observation Practice 1

    Observation Practice 2

    Observation Practice 4

    Greeting Students at the Door

    Using Precorrection

    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

    Teaching Behavior Expectations

    Coaching Process – Introduction and Overview

    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

    Double Check Classroom Check-Up Overview