1. Establishing an Effective Network of PB4L: School wide Coaches
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org

2. Build parallel systemic processes
Provide school/district teams with a process to address the presenting challenge (SWPBS)
Develop a parallel process for districts/regions to support school implementation and continue to expand with integrity (District /National Leadership Team)

4. District Initiative District Coordinator / Trainer PBS Coaches/
Trainers
School Teams 4

5. Most Training Guskey (1986, 2000)
Nearly every major work on the topic of staff development has emphasized the failings of these efforts.
Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6).
Considerations:
Change is a slow, difficult, gradual process;
Teachers need to receive regular feedback on student learning outcomes; and
Continued support and follow-up are necessary after initial training.

6. 34 “Train & Hope” WAIT for REACT to New Problem Behavior Expect, But
Select &
ADD
Practice
Hire EXPERT
to Train
WAIT for
New
Expect, But
HOPE for
Implementation

7. PD to Change Staff Behavior
Development
Change in
Teacher
Practice
Change in
Student
Outcomes
Change in
Teacher
Beliefs
Guskey, 1986

8. Blueprint Logic - Training
Assess and map training to school team “readiness”
Training targets focus on specific steps in building a continuum of behavioral supports
All training should be outcome based with measurable goals (along with tool to measure)
Trainers must master and demonstrate competency on essential features

9. Most Technical Assistance
Relies on expert model
Case by case
Contingent upon funding streams and/or student eligibility
Often poor fit within an instructional model

10. Rethinking Technical Assistance
Moving from a case by case expert model to building expertise in the school
Focus of all TA is on teaching the school team to solve problems or address challenges for themselves
Shift from providing answers to asking questions
Shift from developing plans to prompting plan development
Shift from being viewed as the expert to being viewed as a facilitator
Will not replace need for specialist, re-focus all to building capacity

11. Blueprint Logic – Technical Assistance
Key competencies and skill sets of TA providers provided
Basic logic of SW-PBS problem solving adhered to across all related activities (data-practices –systems)
Tools and measures to assist in process
School Team(s) are target of all TA

12. Building the Blue Print

13. Phases of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

16. Coaching within SWPBS Implementation
Defining the Role
Internal vs External
Selecting Coaches
Training and support for coaches
Assessing Impact

17. Coaching Defined 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

18. COACHING FUNCTIONS(enabling) Guidance for team startup
Technical assistance
Resource access
Problem solving
Data-based decision making
Positive reinforcement
Prompting & reminding
Communications network

19. 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.

20. Coaching Competencies
Who should be a coach
Coaching Competencies
Necessary
Preferred
Participate in team training
Able to attend team meetings at least monthly
Effective working with adults
Knowledgeable about school operating systems
Professional Commitment
Knowledge about SWPBS
Knowledge about behavior support practices (targeted, individual)
Skilled in collection and use of data for decision-making.

21. Coach Competencies

22. “Coaching Considerations”
PRACTICE IMPLEMENTATION FIDELITY
Formal to Informal
Specialized to General
Direct to Indirect
Frequent to Infrequent
Predictable to Unpredictable
Internal to External
Individual to Group

23. Trainers Train more than you think you need
Levels of skill development
Organized around Phases of Implementation
Team Member
Team Leader
Coach
Trainer
Coach Coordinator
Regional/State Coordinator

24. Illinois Network 2009

26. Tools To Assist Identify Progress Monitoring Tool Tier I Tier II/III
Team Implementation Checklist
Benchmarks of Quality
School-wide Evaluation Tool
School Assessment Survey
SWIS
Tier II/III
CICO Progress Monitoring Tool
Benchmark for Advance Tiers (BAT)

27. SW-PBS Lessons Learned
Invest in 1-3 yrs of on-going professional development
Provide annual boosters
Establish school & district/regional COACHING
Annual self-assessment of integrity & outcomes
Integrate initiatives with similar outcomes
Establish local content & implementation expertise

28. Establishing an Effective Network of PB4L: School wide Coaches
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org