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” (Merriam-Webster)

PBS Behavioral Systems % of students likely to exhibit dangerous/highly inappropriate behaviors % of students likely to exhibit interfering behaviors % of students likely to exhibit inappropriate behaviors (BIP, mentoring) (behavior coaching, mentoring) (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  Student Race  Student Gender  Time of Day  Specific Students  # 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  Referral to SBLC  Mentoring  BIP  Behavior Coaching (BC)  Additional Classroom Interventions

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 - P.E./Elective teachers (A.M.) - 8 th grade teachers (P.M.)  “Nonpartisan” Adult - 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…)  C 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  BIP is created  Student returns to infraction system  Mentoring considered

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

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 - SBLC Facilitator Gonzales Middle School Deidre Kibbe - Pupil Appraisal Liaison LeBlanc Special Services Ext. 259