1. PBIS Tier 1 Coaching Overview Monthly Coaching Meeting
This monthly meeting module is intended to provide an overview of Tier 1 PBIS Coaching. It is to serve as a starting point to assist DCs in gathering additional information regarding coaching supports, PD, training, mentoring, etc., needed by school-based PBIS teams
The ppt does NOT go into extensive detail about the 3 key elements within the coaching framework. Other modules are available that address these key areas in greater detail. (i.e., Module B - Facilitated Leadership & Effective Teaming; Modules G & H - Principles of Behavior for Tiers 1 -3 and Module I - Date-Driven Decision-Making).
The ‘RED’ font throughout the ppt indicates areas to be completed by the DC prior to the coaching meeting OR areas for whole group discussion. Be sure to review the entire ppt before the meeting to determine tentative timelines for each section or key areas to be addressed during the meting to ensure the most effective use of the time allocated.
DC Name
Contact Information and
Data Here

2. Agenda PBIS Coaching Supporting effective school-based PBIS coaching
Problem-Solving Facilitation
Facilitated Leadership and Support
MTSS Content Knowledge Dissemination
Supporting effective school-based PBIS coaching
Review the PBIS School-level Team Coaching Skills Survey
The agenda for this meeting includes a brief overview of PBIS coaching, which includes the 3 critical areas within the coaching framework (1. Problem-solving Facilitation, 2. Facilitated Leadership and Support, and 3. MTSS Content Knowledge Dissemination).
The second agenda item will be woven throughout the ppt so that DCs can gather information about the skill sets and needs of the district’s school-based PBIS coaches in each area as it is reviewed.
Finally – At the end of the meeting, the PBIS School-level Team Coaching Skills Survey will be reviewed.

3. What is PBIS Coaching? Purpose of Coaching What does it look like?
Set of activities that support & build the capacity of school-based leadership teams to implement a multi-tiered system of supports (MTSS), aligned with school improvement plans to enhance student outcomes.
What does it look like?
Purpose of Coaching
Teams have multiple skills across areas of expertise.
Teams engage in effective problem-solving & collaboration to enhance.
One person will probably not possess all the necessary skills
Every PBIS team member is a ‘coach’
Reduce/eliminate barriers to student success
Achieve desired goals at the student, classroom, school, and community levels
Build capacity across all stakeholders
Animation: Arrow is animated to emphasize item #4 – that EVERY PBIS team member is a ‘COACH” and ‘Purpose of Coaching (Blue column)
Within an MTSS framework, school-based coaching is defined as a set of activities that support and facilitate capacity-building within the school-based leadership team to integrate and align the school’s improvement plan and enhance student outcomes. This approach to coaching is somewhat different since people usually think of a ‘coach’ as an individual person, someone who supports and/or leads a ‘team’ toward achieving a goal. However, the ‘coaching’ that is required for effective systems change, and described in the educational and systems change research literature, defines coaching as a verb (vs. a noun). This denotes coaching as a set of activities which require multiple skill sets.
Rarely does one person within a school or district possess all the necessary skills to effectively engage in the coaching process. Within the PBIS coaching framework, DLTs and school-based PBIS teams should review all the skill sets needed to successfully implement PBIS within a multi-tiered support system in order to select the personnel who possess the required skills to engage in the coaching activities. This review and selection has a two-fold purpose, 1) it allows resources and skills to be allocated where needed, and 2) provides for the sharing of the coaching responsibilities across staff.
So, everyone on the PBIS team should think of themselves as a ‘coach’ for the purposes of implementing and supporting PBIS.

4. FLPBIS Coaching Framework
The essential skills necessary for effective PBIS coaching are layered across three skill sets as depicted in the FLPBIS Coaching Framework graphic. This presentation does not go into depth on each of these skills, so depending upon the results of the Coaching Survey and the responses obtained during today’s coaching meeting, DCs may want to schedule the Coaching 101 training, which provides a comprehensive training on each skill set, along with practice and implementation activities.
Briefly review the each ‘layer’ in the graphic stressing the following:
First is Problem-Solving Facilitation – This is the ‘foundation’ to all coaching activities and efforts.
Next, is Facilitated Leadership and Support. This layer includes interpersonal communication skills as outlined and professional learning opportunities to enhance skill development
The last/third layer is MTSS Content Knowledge Dissemination. This layer addresses the primary areas of expertise needed to support PBIS:MTSS

5. Coaching Similarities and Differences
Discussion and Review
In what way(s) is this coaching framework similar to how your school’s PBIS team currently functions?
In what way(s) is it different?
In which of the three domains of PBIS coaching do you feel most competent?
In which of the domains do you feel your team might need additional support?
What supports and/or professional learning opportunities would be beneficial for your team based on the coaching framework skill sets?
NOTE: Questions are animated and appear with mouse click
After briefly describing the FLPBIS coaching framework (previous slide), engage the coaches in a discussion about how the PBIS coaching framework is similar to what is currently taking place at the schools and this framework is different from how the team is currently engaging in Tier 1 PBIS implementation.
Stress that there are NO right or wrong answers, but that this is a starting point to build capacity for all PIBS team members. Be sure to record participant responses.
OPTION: Have the coaches write their responses on post-it notes to Qs 4 & 5 and collect those for further review and PD development.

6. Problem Solving Facilitation Foundation for Effective Coaching
Step 1: Problem ID
What is the problem?
Step 2: Problem Analysis
Why is it occurring?
Step 4: Evaluation
Are the strategies working?
The next slides provide an brief overview of the 4-step problem solving (PS) process, which is the FOUNDATION for effective coaching. The graphic might spark a few memories regarding the 4-step PS process, since it has been around for quite some time in various PBIS training materials.. 
Review the 4 steps and stress that each step is essential for effective P/S leading to increased positive student outcomes and graduation.
NOTE: The P/S process is reviewed in greater detail using school-level examples as a stand alone topic in monthly meeting module ‘Data-Driven Decision-Making’ located in the DC Corner.
Step 3: Intervention Design
What are we going to do about it?

7. Problem-Solving Process Guiding Questions
Step 1 ID
What school-wide problems are occurring?
Where and when are they occurring?
Who is involved? (Students and/or staff)
Step 2
Analysis
Why are the problems occurring?
What is the motivation/function of the behavior?
What is our hypothesis?
Step 3
Design
What instructional strategies will we implement?
Who will implement them?
When and where will the strategies be implemented?
Step 4
Evaluation
What data will be collected to monitor progress?
Who will collect it and how?
When will the data be reviewed?
This slide outlines the major guiding questions PBIS teams need to be asking during their monthly meetings as they review the data and develop action plan steps to support effective PBIS implementation and positive student outcomes.
Probe to determined: Are teams asking these question? Some of the them? All of them? What data are they reviewing?

8. Collaborative Problem Solving
Discussion and Review
Does your PBIS team use 4-step problem-solving during your monthly meetings?
If yes, how has the process been implemented to effectively address Tier 1 areas of concern?
What data are reviewed by your team to identify problem behavior? (Step 1)
What data are reviewed to monitor outcomes? (Step 4)
If your team is not using 4-step problem solving, what are the barriers to implementing the process?
What additional supports might your team need to engage in effective collaborative problem-solving?
NOTE: Questions are animated and appear with mouse click
After briefly reviewing the P/S process and the key guiding questions on the previous slide, use the questions provided above (select those relevant to your district’s/schools’ needs and/or include additional questions that are of interest to your district) to discuss what is currently happening at the school’s during their PBIS team meetings.
Again, stress there are NO right or wrong responses, but that these questions are simply a means to gather information to determine how the district might better support PBIS teams with coaching implementation
REMINDER: Qs 5 & 6 – Use post-it notes to allow for anonymity, if needed.

9. Facilitated Leadership and Support
Critical Leadership Activities
Establish and promote a clear vision for PBIS on campus.
Deliver a consistent PBIS message.
Create positive stakeholder relationships based on mutual respect and shared responsibility
Engage in expert problem solving.
Invest in professional learning.
This slide outlines the second ‘layer’ within the PBIS coaching framework, facilitated leadership and support. This level is ‘layered’ on the foundation of effective and efficient 4-step problem solving.
The graphic at the top is from the coaching graphic (slide 4) and outlines the 2 key areas within this layer. Below the graphic are the critical activities the PBIS team will be engaged in with all stakeholders using effective interpersonal communication skills. Review these activities with the coaches.

10. Leaders as Coaches as Leaders…
State
District
School
Student
DLT & PBIS DC Lead & Coach
Classroom
SBLT & PBIS Team
Lead & Coach
Teachers & Staff Lead & Coach
Each box before and after the arrows are animated and appears with a mouse click, as do the discussion questions.
The goal of this slide is to help coaches understand that effective leaders ARE effective coaches who lead and coach other leaders and coaches, who lead and coach others, etc.
As the DC, you are a leader and one of your primary tasks is to ‘coach’ external and school-based PBIS coaches, who in turn lead and coach school-based staff and teachers, who in turn lead and coach students, families and community members. Each person is key and every ‘level’ of coaching and leading is essential to support and build capacity at some other level.
Emphasize that leading and coaching are NOT one-directional, but reciprocal in nature. For example, school-based leaders should be tapping into the expertise of families and community members to contribute to and support the successful implementation of PBIS. In the same way, SBLTs should utilize their teachers & staff as resources for building capacity across all stakeholders.
Ask the participants if they see themselves as ‘leaders’, as well as coaches on their campus.
NOTE: The State supports are not specifically noted in this arrow. However, DCs may want to clarify how the FLPBIS Project is tasked by the FLDOE to provide leadership and coaching supports to DLTs & PBIS DC to continue the ‘leading and coaching’ process outside of the local school/district.
Discussion
How does your PBIS team’s coaching efforts fit within this graphic?
If not, what does your team do differently?
Students, Families, Community Members Lead & Coach

11. Effective Communication Collaborative Teaming
Interpersonal Communication
Effective Communication
Collaborative Teaming
Active listening
Questioning
Paraphrasing
Empathizing
Integrating
Summarizing
Working toward common goal
Clearly defined purpose
Consistent communication across all stakeholders
Established trust
Consensus
Animation: Collaborative Teaming box appears with a click.
Going back to the Facilitated Leadership & Support Overview (Slide 9), this slide provides additional information about the specific skill sets that are essential to be an effective leader and coach. Those skills sets are divided into 2 main categories: 1) Effective Communication and 2) Collaborative Teaming. BOTH are needed… NEITHER is effective alone.
Effective Communication: There must be someone or multiple team members/coaches who are skilled in active listening. Others must be able to ask open-ended questions to gather and clarify information to move discussion and problem-solving forward. There must someone on the team who is able to paraphrase, integrate, and summarize data, information, thoughts, ideas, etc. and use the information effectively to make decisions. Finally, the team must have members/coaches who able to empathize with others’ feelings and concerns so that everyone feels heard and acknowledged.
NOTE: The point is NOT that every PBIS team member be highly skilled in each of these areas, but that someone on the team possesses these skills and is able to apply them effectively
Collaborative Teaming: In addition, the team itself, must be able to work together effectively. This includes developing a common goal, establishing a clearly defined purpose for the team, establishing a process to ensure consistent communication across not only the team members, but across all stakeholders. The team must be able to establish a trusting relationship across all members and determine a means to gain consensus on problems/areas of concern, data to collect and review, instructional strategies to implement, and how best to monitor progress.
NOTE: All of these skills are covered in greater detail in the monthly meeting module ‘Facilitated Leadership and Effective Teaming’ in the monthly coaches meetings in the DC Corner.

12. Communication and Collaboration Effective Strategies
Ground Rules
Developed by team
Review each meeting
3-5 max
Positively stated
EXAMPLES
On time
Phones silent
Active participation
Roles & Responsibilities
Reviewed each meeting
May rotate among members
Consensus
Clarify ideas
Prioritize suggestions
Verbal agreement to support decision
Animation: Discussion question appears with click.
This slide provides some strategies that teams should employ to help establish effective communication and collaboration within their team.
Review the ‘big’ picture items (Ground Rules, Roles & Responsibilities, Consensus) that should be in place to ensure team meetings run effectively and efficiently. Discuss additional strategies teams may be implementing to enhance their meeting time.
Discussion
What other strategies does your team implement to enhance communication and collaboration?

13. Effective Teaming
Effective Monthly PBIS Meetings should have an agenda (prepared and sent out in advance) and include, at a minimum, the following activities
Here is an example agenda organized around the problem-solving process, which has already been discussed as being foundational to effective PBIS Tier 1 coaching.

14.
This is an example of a team meeting checklist. Note the link provided so coaches can download the document. This tool helps the team stay on track during the meeting, is easy to use, and supports the team ground rules and roles/responsibilities already discussed.

15. Coaching and Facilitated Leadership
Discussion and Review
How productive & efficient are your PBIS team meetings?
How did your team establish meeting grounds rules?
How were roles & responsibilities determined?
What communication and/or collaboration skills does your team possess to effectively & efficiently facilitate team meetings?
What additional supports might your team need to build capacity for effective leadership?
NOTE: Questions are animated and appear with mouse click
Use the questions provided above (select those relevant to your district’s/schools’ needs and/or include additional questions that are of interest to your district) to discuss what is currently happening at the school’s during their PBIS team meetings.
Again, stress there are NO right or wrong responses, but that these questions are simply a means to gather information to determine how the district might better support PBIS teams with coaching implementation
REMINDER: Q5 – Use post-it notes to allow for anonymity, if needed.
Group discussion questions provided to stimulate conversation around the topic of facilitated leadership. Use some/all of these questions or include ones that are pertinent to your district circumstances.
Q5– Use post-it notes to allow for anonymity, if needed.

16. The PBIS team understands, conveys, and supports…
Shared PBIS vision across all stakeholders
Implementation of the Tier 1 PBIS critical elements
Basic principles of behavior for problem solving and implementation of evidence-based instruction
Using data to make decisions and monitor progress
Implementation of PBIS with fidelity
The final ‘layer’ in the FLBPIS coaching framework is content knowledge dissemination and includes, but is not limited to, these key areas. The following slides will address each area in more detail.

17. School-Wide PBIS:MTSS
Critical Elements (BoQ)
Multi-tiered system
Date-driven problem-solving
Evidence-based instruction
Supports aligned with students’ needs
Resources allocated based on need
Teaming
Expectations & rules
Teaching
Reward/recognition system
Discipline process & procedures
Commitment and buy-in
Classroom systems
Implementation
Data analysis
Evaluation
This is just a brief review of PBIS with an MTSS framework and the 10 critical elements included on the BoQ, which are monitored to evaluate PBIS implementation fidelity.

18. Tier 1 Motivators and Functions of Behavior
Basic Principles
of Behavior
Tier 1 Motivators and Functions of Behavior
ABCs
Antecedents
Occur prior to behavior
Prevention
Behavior
Observable
Measurable
Consequences
Occurs after behavior
Maintains, increases, or decreases behavior
ATTENTION
(adult, peer)
TANGIBLE
(object, task, activity)
SENSORY STIMULATION
AVOID/
ESCAPE
GET/
OBTAIN
Animation: Descriptors under the ABCs appear with click.
This slide outlines the key elements within the basic principles of behavior (ABCs of behavior and behavior motivators/functions).
For more in-depth information and discussion on the principles of behavior, see monthly meeting modules G & H (Tier 1 Principles of Behavior & Tiers 2 & 3 Principles of Behavior). Modules G & H outline the principles of behavior using the 4-step problem-solving process with school-level examples. These modules are located in the DC Corner on the FLPBIS website.

19. Data-driven Decision-making
PBIS Implementation Data
Student Outcome Data
PBS Implementation Checklist (PIC I, PIC II)
Benchmarks of Quality (BoQ)
Tiered Fidelity Inventory (TFI) for Tiers 2 & 3
PBIS Walkthrough
Other?
Office referrals
Minor/classroom referrals
ISS & OSS
Detention
Time out of class
Attendance
Grades
Other?
In order to engage in data-driven decision-making, PBIS teams must collect, review and analyze Tier 1 SW data. This slides outlines various data sources PBIS teams should be reviewing during their monthly team meetings in order to effectively engage in the problem-solving process.
Step 1: Problem ID - requires teams to be looking at multiple data sources
Step 2: Problem Analysis – requires teams to analyze (drill down into) the data to determine why behaviors are occurring.
Step 3: Intervention Design – requires teams to develop instructional strategies and/or interventions based on the data collected and analyzed.
Step 4: Evaluation – requires teams to progress monitor the data and determine if the instructional strategies and/or interventions are working as intended.

20. MTSS Content Knowledge Dissemination
Discussion
Which SWPBIS critical elements have your team found to be the easiest to implement? Most difficult?
What aspects of the basic principles of behavior seem to be most difficult to address?
What Tier 1 data sources does your team use to monitor implementation? Student outcomes?
What evidence-based strategies does your team use to effectively implement Tier 1 PBIS?
What additional supports might your team need to build capacity to disseminate evidence-based content and knowledge?
NOTE: Questions are animated and appear with mouse click
Use the questions provided above (select those relevant to your district’s/schools’ needs and/or include additional questions that are of interest to your district) to discuss what is currently happening at the school’s during their PBIS team meetings with respect to MTSS content knowledge dissemination.
Again, stress there are NO right or wrong responses, but that these questions are simply a means to gather information to determine how the district might better support PBIS teams with coaching implementation
REMINDER: Q5 – Use post-it notes to allow for anonymity, if needed.

21. Now that the 3 skills sets within the PIBS coaching framework have been reviewed. It is time to discuss the “PBIS School-Level Team Coaching Skills Survey.”
Review the introduction/instructional information provided on the slide (or, have a hard copy of the survey, or click on the link on the website and project the survey on the screen for everyone to review together). The introduction outlines the purpose of the survey, which is to collect baseline and progress monitoring data about the team’s level of proficiency in each of the essential coaching skill sets, and to provide data for DCs to plan PD and coaching/mentoring opportunities to teams to enhance their coaching skills.
The survey consists of 33 items relevant to each area within the coaching framework that was reviewed in this ppt. Each PBIS school-based team needs to complete the survey. The survey is completed with input from the entire team in the same way the PIC and/or BoQ are completed with input from the entire team vs. being completed by just one team member.
REMEMBER: The expectation is NOT that every team member be highly proficient in each item (slide 21 – every team member is considered a coach). However, the purpose of the tool is to determine the proficiency level with respect to each essential skill set of the team, as a whole.
Determine when teams need to completed the survey and submit the results to the DC. (i.e., next monthly PBIS team meeting, by the end of the quarter, after the first of the year, etc.)

22. PBIS Coaching Skills Survey http://flpbs.fmhi.usf.edu/dc_corner.cfm
This is a screen shot of the results of the survey. The example shows a team’s score over 5 separate administrations. These results are displayed via 2 groups of bar graphs. The top graph shows the team’s composite results across multiple administrations. The bottom set of bar graphs breaks the team’s responses down into each of the critical skill sets essential for effective coaching across multiple administrations. The bottom set of graphs allows teams and/or DCs to drill down into the specific skill sets in order to customize PD opportunities to best meet the needs of the team.
Click on the link provided to review the survey together as a whole group.
Determine when teams need to complete the survey and how they will submit the results to the DC. (i.e., next monthly PBIS team meeting, by the end of the quarter, after the first of the year, etc.)
Address any questions from the participants about the survey, the timeline for completion, how the results will be used, etc.

23. Wrap-Up Discussion Questions? Closing thoughts? Topics to Explore?
Next Meeting? (Date, Time, Location)
‘Ticket-Out-the-Door’
Use this time to answer any final questions, explore other topics of interest to the coaches, review the next meeting data/time/location.
Animation: items appears with mouse ‘click’
The ‘Ticket-out-the-Door’ option is provided as a means of ensuring coaches participate in the coaching meeting. Prior to starting the meeting determine what you will require the coaches to submit at the close of the meeting to support that they have been attentive and actively participating.
For Example: Have coaches write down the most significant barrier they have encountered in implementing effective coaching to support PBIS implementation.
This will also provide DCs with potential professional learning topics and/or supports.

24. Contact Information and Resources
FLPBS MTSS Project
Phone: (813)
Fax: (813)
Facebook:
FLPBIS on Twitter:
OSEP TA Center on PBIS
Association on PBS