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Behavior Coaching:

Behavior Coaching:. Ups, Downs, Ins & Outs. Presented by Frances Dick & Deidre Kibbe Gonzales Middle School July 10, 2008 Sessions 2A & 2B. The Ins and Outs. Behavior Defined. “…to act, function, or react in a particular way in order to meet a need or want”

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Behavior Coaching:

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  1. Behavior Coaching: Ups, Downs, Ins & Outs Presented by Frances Dick & Deidre Kibbe Gonzales Middle School July 10, 2008 Sessions 2A & 2B

  2. The Ins and Outs

  3. Behavior Defined “…to act, function, or react in a particular way in order to meet a need or want” (Merriam-Webster)

  4. PBS Behavioral Systems % of students likely to exhibit dangerous/highly inappropriate behaviors (BIP, mentoring) % of students likely to exhibit interfering behaviors (behavior coaching, mentoring) % of students likely to exhibit inappropriate behaviors (infraction system)

  5. Infraction Analysis: Identifying Disproportionalities

  6. Infraction System • Used to track inappropriate behaviors in classrooms & hallways - Teacher assesses situation - Student is redirected - Infraction is issued • Also used to track appropriate behaviors & reward (Bulldog Bucks)

  7. Weekly Team Meetings Analyze infraction data collected: • Teacher • Time of Day • Student Race • Specific Students • Student Gender • # of Bulldog • Bucks Issued

  8. Results of Meetings • Cite possible causes or influences • of any disproportionalities • Identify ways to address • disproportionalities • Complete Team Questionnaires • for students identified

  9. Team Questionnaires: Functional Behavioral Assessments

  10. Determine Course of Action • Additional Classroom Interventions • Referral to SBLC • Mentoring • BIP • Behavior Coaching (BC)

  11. Behavior Coaching: When the Infraction System is Ineffective

  12. Key Concept: Relationships “Behavior support begins with the development of effective adult – student relationships.” (Chrone, Horner, Hawkins, 2004)

  13. Behavior Coaches • “Nonpartisan” Adult - P.E./Elective teachers (A.M.) - 8th grade teachers (P.M.) - Office staff - Custodial personnel

  14. Behavior Coaches (cont…) • Twice a day check-ins - During morning & afternoon announcements - After morning drop-off - Other arrangements made with team

  15. BC Contract • Team meets with student to determine: - target behaviors - replacement behaviors - selection of behavior coach(es)

  16. BC Contract(cont…) • Coach meets with student to: - review behavior goals - establish reward system - explain the Daily Progress Report (DPR)

  17. Daily Progress Report • BC Coordinator’s role: - receive the contract - create the DPR & monitoring form - set-up student’s folder - prepare folder each morning & file DPR each afternoon

  18. Daily Progress Report (cont…) • Team’s role: - encourage student - complete the DPR each day - communicate with behavior coach(es) - suggest modifications to the DPR if need arises

  19. Implementation • 3 week period - First 2 weeks: Team teachers score DPR - Third week: Student scores DPR (transition to self-management) - Student will not receive infractions during coaching

  20. Successful Completion • Student - completes BC reflection - receives certificate of achievement - returns to infraction system

  21. Unsuccessful Completion • Student returns to infraction system • BIP is created • Mentoring considered

  22. Coaching Mentoring Coaching vs. Mentoring - intense, specific - less intense, general - short-term - long-term - non-team member - team member - rewards - no rewards - twice a day check-in - once a day check-in

  23. The Ups and Downs

  24. Coaches • Forgetting to check-in with students • Not getting a substitute coach when absent • Not turning in DPR folders at the end of the day • Setting daily goals too high • Lack of communication with team and other coach

  25. Coaches • Recognize that they can make a difference • Take pride in their student’s progress • Bring a “you can do it” attitude to the students they teach

  26. Teachers • Not “buying-in” to rewarding expected behaviors • Using the DPR as a “weapon” • Inconsistencies among team members in completing the DPR

  27. Teachers • As indicated by faculty PBS surveys, nearly 100% of the teachers approve of PBS, including BC! • Recognize improved behaviors by writing Positive Behavior Referrals! • Distribute many Bulldog Bucks!

  28. Students • Requests to: - enter BC - re-enter BC - continue with the DPR - maintain contact with Coach

  29. BC Coordinator • Establish BC guidelines & revise as needed • Create BC forms & revised as needed

  30. Next Steps • Create PBS Manual, including all BC information • Determine data collection method for tracking student progress after coaching

  31. Contact Information Frances Dick - dickf@apsb.org SBLC Facilitator Gonzales Middle School 225-621-2512 Deidre Kibbe - kibbed@apsb.org Pupil Appraisal Liaison LeBlanc Special Services 225-621-2521 Ext. 259

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