Coaching Toolkit for Child Welfare

Chapter 4: Capacity Building 71

measurable descriptions of behavior at those levels as was done for
the “expected level” point. Consider the following:

 Make sure that all levels have plausible outcomes.

 Try not to overlap each point or leave any gaps — you need to be
able to see clearly where on the scale progress will occur.

Think about what would be “less than expected” and “much less
than expected” and develop descriptions for each of those points.
“Much less than expected” does not indicate failure or complete lack
of progress, and in fact, should still indicate some progress toward
the goal. Consider possible barriers and strategize if appropriate.

Finalizing the GARS

To ensure the GARS are meaningful and appropriate, ask the
following questions:
 Has only one behavior or skill been included per scale?
 Have all possibilities been considered?
 Do any levels overlap?
 Are there any gaps between the levels?
 Have any abbreviations or special terms been used? (It is alright
to include a definition of terms or what you might mean by
something so everyone understands what is being measured.)
 Does the scale have measureable items?
 Is the middle measurement realistic for the learner to
accomplish?
 Does the lowest level still show improvement?