1. Coaching for Impact Susan Barrett sbarrett@midatlanticpbis.org
Director, Mid-Atlantic PBIS Network
Implementer Partner, Center on PBIS Sheppard Pratt Health System
Credit Michelle Duda, Rob Horner, Midwest PBIS

2. Coaching Cascade Building Capacity and Sustainability
Project Leadership Team
State Implementation Team
Regional Implementation Team
District Coordinators
Coaches
We will be working through exploration to build this system of support
Team Leaders
Problem-Solving Teams
School Staff, Families, Transportation, Communities

3. Competence and Impact
Coaching for Competence refers to an ongoing professional development process designed to…
Ensure Implementation and Fidelity
Acquire and improve the skills and abilities needed to implement an EBP with fidelity, another well-defined innovation as intended and hold fidelity to implementation processes
Generalize new and fragile skills to real world settings (e.g. move from successfully demonstrating skill in training to demonstrating skill in the real world).
Develop  Professional Judgment
Developing a conceptual understanding of the core elements of the EBP processes or the core elements of the practices associated with the innovation (focus on function of program features).

4. Organizing the Work at the Building Level Types of Coaching
Coaching for Individual Change:
focus on skill development, support and performance feedback (content specific: academic, behavior)
Coaching for Team/Group Change:
focus on collaboration and facilitation, group dynamics
Coaching for Systems Change:
focus on organizational change

5. Coaching Teams to Implement Tier 1 TFI: Professional Learning Roadmap
TFI Sub-Scale: Team
TFI 1.1
Team Composition
TFI 1.2
Team Operating Procedures
TFI Sub-Scale: Evaluation
TFI 1.12
Discipline Data
TFI 1.13
Data-based Decision Making
TFI 1.14
Fidelity Data
TFI 1.15
Annual Evaluation
TFI Sub-Scale: Implementation
TFI 1.3
Behavioral Expectations
TFI 1.4
Teaching Expectations
TFI 1.5
Problem Behavior Definitions
TFI 1.6
Discipline Policies
TFI 1.7
Professional Development
TFI 1.8
Classroom Procedures
TFI 1.9
Feedback and Acknowledgement
TFI 1.10
Faculty Involvement
TFI 1.11
Student/Family/Community Involvement

6. 8 Classroom Management Practices
PBIS NOT in place if it is not in the Classroom Coaching Classroom Teachers to Support Best Practice
8 Classroom Management Practices 1
Arrange orderly physical environment 2
Define, Teach, Acknowledge Rules and Expectations 3
Define, Teach Classroom Routines 4
Employ Active Supervision 5
Provide Specific Praise for Behavior 6
Continuum of Response Strategies for Inappropriate Behaviors 7
Class-Wide Group Contingency 8
Provide Multiple Opportunities to Respond

7. LEADERSHIP TEAM(S) Coaching for Systems Change Stakeholder Support
Funding
Policy & Systems Alignment
Workforce Capacity
LEADERSHIP TEAM(S)
Executive Functions
Implementation Functions
Training
Coaching
Evaluation & Performance Feedback
Behavioral Expertise
Local Implementation Demonstrations

8. Coaching: an activity that helps others achieve their goals
Content Expert
Mastering the “What”
and the “How”
Adjusting as needed
Evaluation
Clearly defined Goals
Monitor and Adjust
Check for Impact
“Process” Training
Application of knowledge in real life situations
Relationship
Support, Reinforce and Communicate
Enablement
Remove barriers
Foster pathways
Streamline and integrate

9. Developing a Community that supports a Coaching System
How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?
Building Capacity through Coaching Units: Admin, Team Leader, District Coach, other
Focus on skill development of individual educators
Organization Capacity-Learn and be adaptive
Focus on strong collaborative work cultures

10. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
60% % %
95% % %
Joyce & Showers, 2002

11. Coaching Defined “Goal is to give skills away”
Coaching is the active and iterative delivery of:
(a) prompts that increase successful behavior, and
(b) corrections that decrease unsuccessful behavior.
Coaching is done by someone with credibility and experience with the target skill(s)
Coaching is done on-site, in real time
Coaching is done after initial training
Coaching is done repeatedly (e.g. monthly)
Coaching intensity is adjusted to need

12. Outcomes of Coaching Fluency with trained skills
Adaptation of trained concepts/skills to local contexts and challenges
And new challenges that arise
Rapid redirection from miss-applications
Increased fidelity of overall implementation
Improved sustainability
Most often due to ability to increase coaching intensity at critical points in time.

15. Where do I fit in? PBIS Network District Based Coach
Do for
Do with
Cheer on
District Based Coach
Building Based Coach
Students & Families

16. Resources www.midwestpbis.org www.midatlanticpbis.org www.pbis.org
Tools
Practice Profiles
Implementation Snapshots
PBIS Blueprints (Implementation, PD, Evaluation)