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.
Download the Roles and Responsibilities of Coaches in Connecticut:
Leading Efficient Meetings:
Establish ground rules/expectations as a team and review them before each meeting. Perhaps your team will decide that all meetings should begin and end at the designated times, that participation will be expected and differentiated, and/or that topics outside the agenda will be documented and tabled for a later time.
Choose a facilitator, recorder and timekeeper for each meeting. Rotate these roles alphabetically, by order of birth month or some other neutral method. The facilitator helps the team stay close to the meeting agenda and reviews the meeting expectations. The recorder takes and disseminated meeting notes which should include an updated action plan that resulted from the meeting. The timekeeper tracks the minutes used per topic as well as the total time allotted for the meeting so that the team keeps the agenda moving or considers adjustments due to priorities and time constraints.
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.