Tier 1 Practices: Coaching
Tier 1 Practices: Coaching
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Coaching support is arguably the most impactful part of implementing core behavior strategies. You can accomplish more in 5 minutes of coaching than you could in hours of professional development training. Your "coachees" will connect the dots far more quickly when you're able to observe them and guide them through the application of core strategies. Our coaching resources are based on work by Florida PBIS, Center on PBIS, and Classroom Check-Up.
❇️ Coaching Form
❇️ Coaching Form
Page1: A rubric with rows for each of the six fundamental strategies.
Page 2: A supplemental tool for tallying accurate acknowledgement ratios.
Page 3: Guidance on pre-/post-conferencing, real-time feedback, and more.
PBIS Instructional Coaching FormCoaching Data Spreadsheet
Coaching Data Spreadsheet
Coaches maintain a copy with a tab for each of their coachees.
Within each tab, track data across coaching observations. The spreadsheet will calculate aggregate "scores" that you can graph to visualize progress.
PBIS Instructional Coaching Data (Template)Coaches Orientation
Coaches Orientation
This presentation is used to prepare new coaches who will be observing and providing feedback on core strategies.
This could include instructional coaches, peer coaches, administrators, student support specialists, etc.
PBIS Instructional Coaching TrainingStrategy Posters
Strategy Posters
There is a mini-poster for each of the fundamental strategies.
The front page of each poster is an eye-catching reminder about what each strategy looks and sounds like. Coachees are encouraged to hang up 1-2 posters as in-the-moment reminders.
PBIS Fundamental Strategies - Pack of Basic Handouts.pdfSources and Further Learning
Sources and Further Learning
Research on Behavior Strategy Coaching — General
Research on Behavior Strategy Coaching — General
Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2019). The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review. Behavioral Disorders, 45(3), 148–166. https://doi.org/10.1177/0198742919839221
Research on Behavior Strategy Coaching — Focused on Real-Tim/In-Vivo Feedback
Research on Behavior Strategy Coaching — Focused on Real-Tim/In-Vivo Feedback
These methodologies include "Bug-in-Ear" (BIE), gestures or signal cards, etc.
Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices. Topics in Early Childhood Special Education, 35(3), 144–156. https://doi.org/10.1177/0271121415594924
Horn, A. L., Layden, S. J., Roitsch, J., & Karadimou, O. (2020). Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology. Coaching: An International Journal of Theory, Research and Practice, 1–10s. https://doi.org/10.1080/17521882.2020.1784972
Sinclair, A. C., Gesel, S. A., LeJeune, L. M., & Lemons, C. J. (2019). A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice. The Journal of Special Education, 54(2), 90–100. https://doi.org/10.1177/0022466919878470
Suhrheinrich, J., & Chan, J. (2016). Exploring the Effect of Immediate Video Feedback on Coaching. Journal of Special Education Technology, 32(1), 47–53. https://doi.org/10.1177/0162643416681163
Research on the Classroom Check-Up Coaching Model
Research on the Classroom Check-Up Coaching Model
Classroom Check-Up is a PBIS-aligned model that influenced many aspects of our implementation of PBIS instructional coaching.
Kleinert, W. L., Silva, M. R., Codding, R. S., Feinberg, A. W., & Paula St. James. (2017). Enhancing Classroom Management Using the Classroom Check-up Consultation Model with In-Vivo Coaching and Goal Setting Components. 11(1), 5–19.
Pas, E. T., Larson, K. E., Reinke, W. M., Herman, K. C., & Bradshaw, C. P. (2016). Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management. Education and Treatment of Children, 39(4), 467–491. https://doi.org/10.1353/etc.2016.0021
Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-Up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. https://doi.org/10.1080/02796015.2008.12087879
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