Effects of Multilevel Coaching on Teachers’ Implementation of Opportunities to Respond and Active Student Responding in a High School Setting

ABSTRACT: During high school, many adolescents experience various academic, behavioral, and social-emotional challenges, which may all contribute to student dropout rates. To address this growing concern, research suggests dropout prevention efforts should target alterable classroom-level variables such as student engagement. One of the most efficient and effective methods for improving student engagement is the implementation of evidence-based classroom management practices, such as increasing students’ opportunities to respond (OTR). Using a single-case, multiple baseline design across two teacher participants, we investigated the effects of multilevel professional development and coaching support provided by a school-based coach on two high school teachers’ implementation of OTR during teacher-directed instruction. Results showed teachers improved implementation fidelity but failed to achieve the required rates of OTR. Additionally, when teachers improved implementation fidelity, students also demonstrated increases in active student responding.