1. Maryland State Coaches’ Meeting AM Session
Participants will:
Share and review experiences with teams with classroom strategies to improve behaviors
Review Basic Behavior Principles
Participate in analysis of coaching issues

2. General Considerations
Who’s coaching?
Who’s being coached?
Who directly & indirectly benefits from coaching?
What is being coached?
Where does coaching occur?
How are coaches prepared?
Who coaches the coaches?
How is coaching provided?
How is coaching implementation fidelity evaluated?
How is coaching effectiveness evaluated?
Are practice implementation benefits meaningful?

3. Planning Questions
1. What elements, structures, activities, etc. define implementation approach of your organization?
2. What is purpose of coaching in implementation approach of your organization?
3. How are coaching functions or activities conducted within your implementation approach?
4. Who engages in above coaching functions within your implementation approach?
5. What are expected outcomes of effective coaching for your organization?
6. How does your organization evaluate implementation integrity of your coaching approach?
7. What resources are needed to implement sustainable & scalable coaching capacity?

4. Other implementation supports or drivers?
2. What is purpose of coaching in implementation approach of your organization?
Who is “coached?”
Why needed?
Other implementation supports or drivers?

5. Coaching or Facilitation
System capacity to organize personnel & resources to enhance…..
Implementation approach
Progress through implementation stages
Implementation fidelity
Student outcomes

6. Coaching
Set of responsibilities, actions, activities
…..not person
Bridge between training & implementation ……not administrative accountability
Positive & supportive resource & facilitation ….not nagging

7. 3. How are coaching functions or activities conducted within your implementation approach?
Internal v. external coaching
Classroom
Grade
School
District
Regional
State
Continuum of intensity based on responsiveness
Data-based, reporting, decision making, evaluation

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

9. 23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings 23
ALL
~80% of Students

10. 23 Continuum of Support for ALL Intensive Few Targeted Some Universal
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

11. Continuum of Support for ALL
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
Soc skills
NOTICE GREEN GOES IS FOR “ALL”
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

12. Continuum of Support for ALL
Universal
Targeted
Intensive
Anger man.
Prob Sol.
Ind. play
Adult rel.
Attend.
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Coop play
Peer interac
Label behavior…not people
Dec 7, 2007

13. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

14. 4. Who engages in above coaching functions within your implementation approach?
Content fluency
Experience w/ practice implementation
On going coaching opportunities
Established engagement skills

15. Continuum of Coaching Functions
* SchPsy * SW * SCoun * SpEd * Admin * BehSpc *
Anyone w/ opportunity to coach
State
District
School
Classroom
Student

16. 5. What are expected outcomes of effective coaching for your organization?
Implementation accuracy & fluency of evidence-based practice
Maximum student outcomes
Durable & generalizable implementation
Implementaiton-outcome accountability

17. “Easier to coach what you know & have experienced.”
Coaching linked to implementation team
Coaching training linked with team training
Coaches participate in team training
New teams added with increased coaching fluency
Coaching capacity integrated into existing personnel
Supervisor approved & endorsed
District agreements & support given
Coaches experienced with team implementation
District-wide coordination provided
Regularly meetings for prompting celebrating, problem solving etc.

18. 6. How does your organization evaluate implementation integrity of your coaching approach?
Specified outcomes
Formative self-assessments & checklists
Data-based supervision & integrated professional development
Reporting, monitoring, performance feedback

19. 7. What resources are needed to implement sustainable & scalable coaching capacity?
Professional development
Supervision & coordination
Time & scheduling
Performance monitoring & informative feedback