Four Core Functions of Coaching in PBIS Rob Horner org

Goals Core functions of Coaching Define four functions of coaching and how to administer Sustaining PBIS Variables affecting sustained implementation at school and district levels Using the Tiered Fidelity Inventory and RTI Self-assessments Using fidelity data to guide coaching Using SWIS data effectively Helping school teams engage in effective decision-making

Coaching versus Training Training is the development of new knowledge and /or skill Coaching is the support needed to use new knowledge and/or skills under typical conditions.

Coaching Functions Prompting Bring newly trained skills under stimulus control of natural stimuli Fluency Building Repeated opportunities to use new skills … preferably soon after training Performance Feedback Feedback on accuracy and shaping of trained skills Adaptation Modify trained skills to fit to local culture and context

Prompting Bring newly trained skills under stimulus control of natural stimuli. Prompting typically focuses on emphasizing “when” a new skill is used.

Fluency building Establishing efficient skill use. Perfect a skill with the speed and ease needed to make it functional

Performance Feedback Building skill accuracy and precision

Adaptation Defining how new skills can be used within the local cultural and context

Your example Define a skill trained in your district: How would you coach to achieve: Prompting to establish skill in the natural context Fluency building to get skill occurring with effectiveness Performance feedback to achieve precision in skill use Adaptation to ensure the skill is used in a manner that is culturally and contextually appropriate.