Behavior Coaching: Ups, Downs, Ins & Outs Presented by Frances Dick & Deidre Kibbe Gonzales Middle School July 10, 2008 Sessions 2 A & 2 B
The Ins and Outs
Behavior Defined “…to act, function, or react in a particular way in order to meet a need or want” (Merriam-Webster)
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)
Infraction Analysis: Identifying Disproportionalities
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)
Weekly Team Meetings Analyze infraction data collected: § Teacher § Time of Day § Student Race § Specific Students § Student Gender § # of Bulldog Bucks Issued
Results of Meetings § Cite possible causes or influences of any disproportionalities § Identify ways to address disproportionalities § Complete Team Questionnaires for students identified
Team Questionnaires: Functional Behavioral Assessments
Determine Course of Action § Additional Classroom Interventions § Referral to SBLC § Mentoring § BIP § Behavior Coaching (BC)
Behavior Coaching: When the Infraction System is Ineffective
Key Concept: Relationships “Behavior support begins with the development of effective adult – student relationships. ” (Chrone, Horner, Hawkins, 2004)
Behavior Coaches § “Nonpartisan” Adult - P. E. /Elective teachers (A. M. ) - 8 th grade teachers (P. M. ) - Office staff - Custodial personnel
Behavior Coaches (cont…) § Twice a day check-ins - During morning & afternoon announcements - After morning drop-off - Other arrangements made with team
BC Contract § Team meets with student to determine: - target behaviors - replacement behaviors - selection of behavior coach(es)
BC Contract (cont…) § Coach meets with student to: - review behavior goals - establish reward system - explain the Daily Progress Report (DPR)
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
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
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
Successful Completion § Student - completes BC reflection - receives certificate of achievement - returns to infraction system
Unsuccessful Completion § Student returns to infraction system § BIP is created § Mentoring considered
Coaching vs. Mentoring § Coaching § Mentoring - intense, specific - less intense, general - short-term - long-term - non-team member - rewards - no rewards - twice a day check-in - once a day check-in
The Ups and Downs
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
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
Teachers § Not “buying-in” to rewarding expected behaviors § Using the DPR as a “weapon” § Inconsistencies among team members in completing the DPR
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!
Students § Requests to: - enter BC - re-enter BC - continue with the DPR - maintain contact with Coach
BC Coordinator § Establish BC guidelines & revise as needed § Create BC forms & revised as needed
Next Steps § Create PBS Manual, including all BC information § Determine data collection method for tracking student progress after coaching
Contact Information Frances Dick - dickf@apsb. org SBLC Facilitator Gonzales Middle School 225 -621 -2512 Deidre Kibbe - kibbed@apsb. org Pupil Appraisal Liaison Le. Blanc Special Services 225 -621 -2521 Ext. 259
Скачать презентацию Behavior Coaching Ups Downs Ins Outs Presented
60b564aac507811fef21966a3b991a4f.ppt