Coach/Coachee Planning Form and Checklist Facilitator/Coachee: Master Facilitator/Coach: Meeting date: Goal: (# of steps the coachee will do) Score: Total # of Yesses/Total # of = __% Yes/No’s Facilitator Activity Assignment Yes No N/A Notes Goal Setting/Daily Progress Monitoring (Step 1) Opened the meeting with a positive comment. Described purpose of meeting and expected outcomes by end of meeting. Confirmed that team included all relevant team members (at secondary, consider inclusion of the student) If additional team members were needed, developed an action plan for who will contact the person and by what date (action plan can be verbal) Obtained input from each team member on behaviors to be decreased. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary problem behavior(s) to be targeted Obtained input from team on behaviors to be increased that would replace the problem behavior(s) identified as targets. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary replacement behavior(s) to be targeted Guided the team to develop the Individualized Behavior Rating Scale Tool (IBRST) (see Guiding Questions for Developing the Behavior or an alternate daily progress Rating Scale) monitoring tool that specifically measures the behaviors to be targeted. Provided a practice opportunity for the teacher and any other staff member (if applicable) to use the IBRST or other progress monitoring tool. Established a start date for using the IBRST or other progress monitoring tool. Scheduled a day/time to observe the student..
Coach/Coachee Planning Form and Checklist Facilitator/Coachee: Master Facilitator/Coach: Meeting date: Goal: (# of steps the coachee will do) Score: Total # of Yesses/Total # of Yes/No’s = __% Facilitator Activity Assignment Yes No N/A Notes Goal Setting/Daily Progress Monitoring (Step 1) Opened the meeting with a positive comment. Described purpose of meeting and expected outcomes by end of meeting. Confirmed that team included all relevant team members (at secondary, consider inclusion of the student) If additional team members were needed, developed an action plan for who will contact the person and by what date (action plan can be verbal) Obtained input from each team member on behaviors to be decreased. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary problem behavior(s) to be targeted Obtained input from team on behaviors to be increased that would replace the problem behavior(s) identified as targets. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary replacement behavior(s) to be targeted Guided the team to develop the Individualized Behavior Rating Scale Tool (IBRST) (see Guiding Questions for Developing the Behavior Rating Scale) or an alternate daily progress monitoring tool that specifically measures the behaviors to be targeted. Provided a practice opportunity for the teacher and any other staff member (if applicable) to use the IBRST or other progress monitoring tool. Established a start date for using the IBRST or other progress monitoring tool. Scheduled a day/time to observe the student..
g3-GE%20PTR%20Tools-apbs2018.docx