SCTG

Welcome to the Coaches Section of SERC’s PBIS website! The information here is intended for school and district based coaches who work with schools that are implementing PBIS. In your role as PBIS district or school-based coach, your team(s) will look to you as the local expert on PBIS. The message board is available to allow coaches of different skill levels and experience to post questions and share ideas for coaching Positive Behavioral Interventions and Supports teams. For downloadable coaching materials please visit the Resources page of the website.

What are the roles and purposes of school and district coaches?

A district PBIS coach is responsible for guiding the district leadership team in scaling up and sustaining PBIS throughout the district. With support from the central office, the district PBIS coach is responsible for evaluating fidelity of implementation, gathering analyzing and sharing data in the aggregate to monitor district goals with regard to PBIS, providing booster training and technical assistance within the district, and maintaining contact with state level coordinators. School-based coaches are responsible for facilitating building level implementation of SWPBIS. At this level, the focus is on delegating tasks, maintaining student and staff buy-in and sustaining fidelity of implementation. Both school-based and district level coaches are encouraged to take advantage of opportunities for professional development that will increase their fluency with PBIS content, team facilitation and behavioral theory.

Roles and Responsibilities of Coaches in Connecticut:

Leading Efficient Meetings

A district PBIS coach is responsible for guiding the district leadership team in scaling up and sustaining PBIS throughout the district. With support from the central office, the district PBIS coach is responsible for evaluating fidelity of implementation, gathering analyzing and sharing data in the aggregate to monitor district goals with regard to PBIS, providing booster training and technical assistance within the district, and maintaining contact with state level coordinators. School-based coaches are responsible for facilitating building level implementation of SWPBIS. At this level, the focus is on delegating tasks, maintaining student and staff buy-in and sustaining fidelity of implementation. Both school-based and district level coaches are encouraged to take advantage of opportunities for professional development that will increase their fluency with PBIS content, team facilitation and behavioral theory.

Building Fluency with PBIS Content

Set aside time to understand the four elements of PBIS implementation – outcomes, data, practices and systems. Guide the team through incorporating the elements into implementation decisions at each level. Remember that behavior only has two functions: get/obtain or escape avoid (PBIS, 2008). Use your behavioral knowledge or rely on the experts in your building or district to apply behavioral theory to your school-wide systems. Behaviors are reinforced when we give (time with an activity of choice) or take away (homework assignment) something as a consequence of that behavior and increase the likelihood that the behavior will reoccur. Source: Center on PBIS (2008) School-wide Positive Behavior Support: Workbook on Function-based Approach to Behavior Support. Center on PBIS, Oregon. p. 16.