Personal Behavior Journal

1. Setting Your SMART Goals

Use the templates below to record the two behavior goals you co-created with your coach. Make sure each goal is Specific, Measurable, Achievable, Relevant, and Time-Bound.

1. I will ____________________________________________ by ____________________.
   
   
   
   
   
   

2. I will ____________________________________________ by ____________________.
   
   
   
   
   
   
   
   
   ## 2. Daily Self-Monitoring Log

For each day, record which goal you focused on, which self-monitoring strategy you used, and any quick notes on how it went.

Date: __________________ Goal # (1 or 2): __

Strategy Used: _____________________________________________

Success? (Yes / No) ____

Notes:

(Copy this page for each school day.)


## 3. End-of-Day Reflection

At the end of each day, complete this reflection to track your confidence, successes, and challenges.

Date: __________________ Confidence Level (1–5): __

What went well today?

What challenges did I face?

What will I try differently tomorrow?








## 4. Coaching Check-In Notes

Use this section during your one-on-one sessions to capture feedback and plan next steps.

Date of Check-In: __________________

Coach Feedback:

My Questions/Concerns:

Next Steps/Goals:

Self-Monitor Checklist

1. Select Your Self-Monitoring Strategy

Read each strategy and circle the one(s) you want to use:

1. Tally Marks: Make a tally each time you perform your target behavior or stay on task.
   
   
   
   
   
   
2. Self-Rating Scale: At the end of class, rate yourself on a scale from 1 (never) to 5 (always) for your goal behavior.
   
   
   
   
   
   
3. Check-In Signal: Use a prearranged signal (e.g., thumb-up) with your teacher or peer when you notice yourself on/off task.
   
   
   
   
   
   
4. Timer/Alarm Reminders: Set a timer at regular intervals (e.g., every 10 minutes) to pause and self-check your behavior.
   
   
   
   
   
   
5. Peer Prompt: Partner with a classmate who reminds you to engage in the targeted behavior at agreed moments.
   
   
   
   
   
   

You may combine two strategies if you’d like.

2. Customize Your Checklist Entries

Use the table below to design your personalized tracking sheet. Fill in the steps you’ll take each time you self-monitor.

(Copy more rows as needed.)

3. Data-Collection Plan

Plan how and when you’ll collect and review your data. Fill in each prompt below.

How often will I record my data? (e.g., every class period, daily end-of-day)

Where will I record it? (e.g., journal page, digital form)

What reminders/prompts will help me remember? (e.g., phone alarm, sticky note)

When will my coach and I review this data?

Use this checklist daily and bring it to your next coaching session for discussion and feedback.

Coaching Conversation Script

Opening & Rapport Building (5 minutes)

Teacher: “Hi [Student Name], it’s great to see you today! How has your day been so far?”

(Allow time for response.)

Teacher: “Thanks for sharing. Today, we’re going to work together on something really important—setting up clear behavior goals and a plan to track your progress. Does that sound good?”

Teacher: “Here’s our agenda: first we’ll set two SMART goals, then we’ll pick self-monitoring strategies, plan how you’ll collect your data, and finish with a quick reflection. Everything we talk about stays between us. Ready to get started?”

Co-Create Behavior Goals (10 minutes)

Teacher: “Let’s look at the SMART goal criteria on the Goal-Setting Slides. Remember, SMART stands for Specific, Measurable, Achievable, Relevant, and Time-Bound. Do you have any questions about those terms?”

(Pause for questions.)

Teacher: “Great. Now, think of two behaviors you’d like to improve—maybe participating more in class or staying on task during independent work. What comes to mind?”

(Pause for student brainstorming.)

Teacher: “I heard you say you want to ‘ask more questions in math class.’ Let’s make that specific and measurable. How could we frame that so it’s clear when you’ve succeeded?”

(Follow-up if needed: “Would saying ‘ask at least two questions per week in math class’ work?”)

Teacher: “Perfect. That’s one SMART goal. Now, what’s a second behavior?”

(Pause as student suggests.)

Teacher: “Let’s use the template: ‘I will _________ by ________.’ Go ahead and fill in the blanks for both goals, and write them in your Personal Behavior Journal.”

(Allow time for writing.)

Teacher: “Now read them back to me. Do they meet each SMART criterion?”

(Clarify or adjust as needed.)

Identify Self-Monitoring Strategies (10 minutes)

Teacher: “Next, let’s pick how you’ll track your progress. Turn to your Self-Monitor Checklist. You can use tally marks, a rating scale, a check-in signal, or another method. Which one feels most comfortable?”

(Pause for choice.)

Teacher: “Why does that strategy work for you?”

(Follow-up if needed: “Can you give me an example of when you’d use it?”)

Teacher: “Let’s customize it. Describe step-by-step what you’ll do each time you check in. For example, ‘At the end of math class, I’ll make a tally mark next to Goal #1 in my journal.’ Write your steps in the checklist.”

(Allow time for student to write and practice one quick scenario.)

Teacher: “Excellent. You’re all set to monitor your goals.”

Establish Data-Collection Plan (8 minutes)

Teacher: “Now, we’ll plan when and where you’ll record your data. In your checklist under “Data-Collection Plan,” answer these: How often will you record your data? Where will you write it? What reminders will help you remember?”

(Guide the student through each prompt, offering suggestions like phone alarms or sticky notes.)

Teacher: “Finally, let’s decide when we’ll review your progress together. Would weekly check-ins work for you?”

(Pause and finalize schedule.)

Teacher: “Great—we’ll meet every [Day/Time] to look at your data and celebrate your wins.”

Reflection & Next Steps (7 minutes)

Teacher: “Let’s use the reflection prompts in your Personal Behavior Journal. On a scale of 1 to 5, how confident do you feel about achieving these goals?”

(Pause for response.)

Teacher: “What do you think might be challenging? How could we overcome that?”

(Follow-up: “Is there anything I can do to support you?”)

Teacher: “You’ve done fantastic work today. I’m really proud of how you’ve taken ownership of these goals. Let’s confirm our next meeting on [Date/Time]. Remember, each small step counts toward big progress!”

Teacher: “See you then—keep up the great effort!”