1. Adapted from Brandi Simonsen, Kari Sassu,& George Sugai, 2008
Coaching: The Basics
Adapted from Brandi Simonsen, Kari Sassu,& George Sugai, 2008

2. Advance Organizer Overview of Coaching SWPBS (Chapter 1) Brief Break
Lecture
Activity
Brief Break
Basics of SWPBS for Coaches (Chapter 2)
Wrap-up

3. Objectives for Coaches
By the end of today’s meeting, you will be able to…
…Describe your role as a coach.
…Articulate the basic elements of SWPBS
…Identify resources for SWPBS
…Facilitate your team’s activities at the first SWPBS team training (next week).

4. Chapter 1
Overview of Coaching
in SWPBS

5. Rationale and Definition of Coaching6

6. The old models are not as effective.
Why Coaching?
The old models are not as effective.

7. Problem Statement 1
“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”-G. Sugai

8. Problem Statement 2
“training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)”
Fixen, Naoom, Blasé, Friedman, & Wallace, 2005 p. 39
( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)

9. Avoid “Train & Hope”! 1. React to Problem Behavior
2. Select and Add Practice
3. Hire Expert to Train Practice
4. Expect (Hope) for Implemen-tation
5. Wait for new problem 9

10. Important Functions of Coaches
Coaches provide team start-up support
Coaches facilitate team sustainability and accountability
Coaches provide technical assistance and problem solving
Coaches provide positive reinforcement to team members
Coaches deliver prompts (i.e., function as “positive nags”)
Coaches improve and increase public relations and communications
Coaches are linked to a support network across schools
Coaches are linked to leadership, trainers and teams
Coaches allow for local facilitation
As coaches build their own skills, they provide increased behavioral capacity

11. Who are Coaches?
Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts
Coaching is set of responsibilities, actions, & activities….not person

12. Roles of a Coach Coaching Roles Communicate Content Knowledge
Facilitate
Coaching Roles
Team meetings
Activities at training events
Implementation
Share advanced content with team
Share information at faculty meetings
Local PBS expert
Positive “nag”
Link to resources

13. A reminder you’ll see throughout to help us remember the role.
Coach

14. Guiding Principles for Coaching SWPBS8

15. Guiding Principles (“Requirements”)
School-level coaching:
Coaching capacity integrated into existing personnel
Supervisor approval given
District support and agreements are given
District/state coordination provided
Coaching linked with school team
Coaching training linked with team training
Coaches participate in team training
Coaches meet regularly for prompting, celebrating, problem solving, etc.
District-level coaching:
Coaches experienced with school team implementation
New teams added with increased fluency (at district level)

16. Implementation Guidelines for Coaching SWPBS9

17. Coaching
Self-Assessment 11

18. Activity: Coaching Self-Assessment
1 minute reports
from each team
(new spokesperson)
~ 15 minutes
1 Minute
PROMPT 
Attention
Please
Complete Coaching Self-Assessment (pp )
Develop an Action Plan to address areas for growth from your self assessment (p. 17)
Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)

19. Coaching Reports (+ or Δ)
1-2 Details to introduce yourself
1-2 Strengths
(with respect to coaching)
1-2 Concerns or challenges
Thumbs up for data-based statements!

20. Chapter 2
Basics of SWPBS
for Coaching

21. Rationale and Definition of SWPBS Basics for Coaches19

22. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

23. Supporting Social Competence &
Academic Achievement
4 PBS Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

24. Continuum of School-Wide Instructional & Positive Behavior Support
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~80% of Students

25. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

26. GENERAL IMPLEMENTATION PROCESS
Team
GENERAL IMPLEMENTATION PROCESS
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation

27. PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Skip this one for school team training….we use this for district and state leadership teams.
Training
Coaching
Evaluation
Local School Teams/Demonstrations

28. Biggest, durable effect
SWPBS
Practices
School-wide
Smallest #
Evidence-based
Biggest, durable effect
Classroom
Non-classroom
Family
Student

29. Behavioral Interventions and Practices in…
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.).
Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system.
The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

30. SWPBS
Practices
School-wide
Classroom
Non-classroom
Family
Student

31. Behavioral Interventions and Practices in…
Classroom Systems
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills.
If you were to visit these classrooms, you would see these practices on a daily basis.
The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

32. SWPBS
Practices
School-wide
Classroom
Non-classroom
Family
Student

33. Behavioral Interventions and Practices in…
Nonclassroom Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan,
Move,
Interact
Pre-corrections & reminders
Positive reinforcement

34. SWPBS
Practices
School-wide
Classroom
Non-classroom
Family
Student

35. Behavioral Interventions and Practices for…
Individual Students
Behavioral competence at school & district levels
Team- & data-based decision making
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations
Function-based behavior support planning
Comprehensive person-centered planning & wraparound processes
SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS.
To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills.
One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors.
An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

36. SWPBS
Practices
School-wide
Classroom
Non-classroom
Family
Student

37. Behavioral Interventions and Practices in…
Family Systems
Continuum of positive behavior support for all families
Frequent, regular, and positive contacts, communications, and acknowledgements
Formal and active participation and involvement as equal partners
Access to system of integrated school and community resources

38. Invest in systems to ensure sustained implementation with fidelity.
Coach
TAKE AWAY MESSAGE
Use data to (a) identify outcomes and (b) select evidence-based practices.
Invest in systems to ensure sustained implementation with fidelity.

39. Implementation Guidelines for Coaching SWPBS Basics22

40. Locating Resources for SWPBS Basics23

41. Recall two of the main functions:
Coach
Content
Communication
You now have an understanding of basic elements of SWPBS
Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team

42. How will you Fill Your Role…
…as you are increasing your fluency with the content, your team members will still view you as an “expert”
It would be wise to familiarize yourself with the resources available to you and your team
Coach

43. In addition to the resources in your notebook, remember www.pbis.org
Identify:
Where do you go to get an overview of all the steps involved in implementing SWPBS?
Which tools will help you establish your team and conduct efficient team meetings?
What tool would you use to survey your school staff?
Where do you go to find supporting evidence for implementing SWPBS?
In addition to the resources in your notebook, remember
Coach

44. Activity: Locating Resources
1 minute reports
from each team
(new spokesperson)
~ 15 minutes
1 Minute
PROMPT 
Attention
Please
Complete Locating Resources Activity (p. 23)
Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24)
Present 1-2 big ideas (1 min. reports)

47. Big Ideas You should now be able to… …Describe your role as a coach.
…Articulate the basic elements of SWPBS
…Identify resources for SWPBS
…Facilitate your team’s activities at the first SWPBS team training (next week).

48. Your Tatoos 4 PBS Elements School Systems SWPBS
PRACTICES
DATA
Supporting
Staff Behavior
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Decision
Making
Non-classroom
Setting Systems
Classroom
Individual Student
Systems
School-wide
SWPBS
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%

49. TAKE AWAY MESSAGE
You’re a coach!
Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).