WELCOME!�TIER 1LEADERSHIP & READINESS

Coaching and Leadership

About Me

Juan R. Lira

• Technical Assistance Coord.
• Principal
• Assistant Principal
• Classroom Teacher
• PBIS leader, implementor, and team member
• Taught in Cape Verde and in Mexico

PBIS

UPDATED 02/28/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

In 2014, the Midwest PBIS Network organized as a team of national experts to build upon the work of the former Illinois PBIS Network. The team provides local technical assistance resources, serves as a hub of the Center on PBIS for seven states, and supports federal research and grant projects including a Model Demonstration on integrating Mental Health through increasing family-school-community partnerships.  �

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

Who is in the Room

Introductions (Name, District/School, Role, etc...)

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Why are you here? (Context)

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Where are your goals? (What will be different?)

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What is next? (Professional Learning Roadmap)

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Agenda

Coaching and Leadership

MWPBIS

June 2026

Tier 1 Implementation

Materials for Leadership Day Today

• Training PPT
• Training Scope and Sequence (copy)�https://docs.google.com/spreadsheets/d/1OzHSrmHEhNuj-jQziLPaoHNnpN3k8lAuUXee84_oguw/copy �
• MTSS Action Planning Template, with Leadership Items added (copy)�https://docs.google.com/spreadsheets/d/1sARIgA-F0PYfw0pSw5zUFwPAqjD30viTPa3pOijz8v4/copy�
• Tier 1 Leadership Readiness Workbook (copy)�
• TFI v3.0 Fillable Action Form (copy)�https://drive.google.com/file/d/1y4heM2AdSNRZXeuzpaAwDKSUJsHkdNpc/copy

MWPBIS Shared Drive Location: https://drive.google.com/drive/folders/0B4vgYg8K9_ZnTEtQMmNpUW9tdVU?resourcekey=0-j9gcxa-B1Lxxl0F6nv3CCw

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District Shared Drive Location: �[Districts, link your local drive here]

Make one copy for each School, and save to your local folders:

Coaching and Leadership

Time for Action Planning

Capture your Action Items In the Tier 1 workbook… (Choose one option)

• In the workbook, add action items to the corresponding TFI item
• Use the action plan google sheet template
• Or use your current MTSS action plan process

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Be prepared to report out

Google Sheet MTSS Action Plan Template https://docs.google.com/spreadsheets/d/1sARIgA-F0PYfw0pSw5zUFwPAqjD30viTPa3pOijz8v4/copy

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Tier 1 Leadership Training Scope and Sequence - Draft July 2026

https://docs.google.com/spreadsheets/d/1OzHSrmHEhNuj-jQziLPaoHNnpN3k8lAuUXee84_oguw/edit?gid=0#gid=0

Today

Your Role at Team Training

Coaching and Leadership

Materials for Leadership Day Today

• Training PPT
• Training Scope and Sequence (copy)�https://docs.google.com/spreadsheets/d/1OzHSrmHEhNuj-jQziLPaoHNnpN3k8lAuUXee84_oguw/copy �
• MTSS Action Planning Template, with Leadership Items added (copy)�https://docs.google.com/spreadsheets/d/1sARIgA-F0PYfw0pSw5zUFwPAqjD30viTPa3pOijz8v4/copy�
• Tier 1 Leadership Readiness Workbook (copy)�
• TFI v3.0 Fillable Action Form (copy)�https://drive.google.com/file/d/1y4heM2AdSNRZXeuzpaAwDKSUJsHkdNpc/copy

MWPBIS Shared Drive Location: https://drive.google.com/drive/folders/0B4vgYg8K9_ZnTEtQMmNpUW9tdVU?resourcekey=0-j9gcxa-B1Lxxl0F6nv3CCw

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District Shared Drive Location: �[Districts, link your local drive here]

Make one copy for each School, and save to your local folders:

Coaching and Leadership

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

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GOALS & EXPECTATIONS

Purpose:

Prepare Building Leadership for their roles in facilitating PBIS

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Prepare for Team Training

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Rationale: 1) Establish Priority

MWPBIS

June 2026

Rationales

PBIS: Misconceptions of this Work

• Parties, assemblies and ice cream socials
• Rewarding youth (for doing things they should already know how to do)
• Enabling our youth
• People talking in really high voices �and “being positive” all the time
• Handing out tickets, which don’t work
• Preventing internalization of skills/values
• Childish
• Mascots on steroids
• It’s only for “naughty” kids

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What is Positive Behavioral Interventions & Supports (PBIS)?

Midwest PBIS Network 10/6/24

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

• Increase Effectiveness and Efficiency
• Supports Consistent Adult Behavior
• Data-driven decision making
• Process for Continuous Improvement
• Framework for Aligning Initiatives to MTSS Features

PBIS is an MTSS framework for organizing our school and integrating our initiatives, to achieve desired outcomes by understanding our data, implementing a continuum of practices, supporting staff through systems, and prioritizing equity.

1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as special education eligibility determination approach

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• Focus on teaming
• Scientifically based �interventions
• Instruction as prevention
• Tiered continuum of supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Emphasis on improving quality of implementation
• Embedded into school improvement plan

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• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on schoolwide teaming
• Described in IDEA as schoolwide prevention and individual intervention approach

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Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 8-22-19a Midwest PBIS Network

Common MTSS Features of RtI and PBIS

The Essential Elements of �Positive Behavioral Interventions and Supports (PBIS)

Equitable Systems Support culturally knowledgeable Staff Behavior

- Team-based leadership and coordination

- Professional development, coaching, and content expertise

Data Supports culturally valid Decision Making

- Evaluation of fidelity

- Progress monitoring

- Universal screening

Practices Support Student Behavior

- A three-tiered continuum of culturally relevant evidence-based interventions

Outcomes prioritize meaningful and culturally equitable social-emotional-behavioral & academic results

Midwest PBIS Network 10/18/21. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Coaching and Leadership

Three-tiered Continuum of Evidence-based Practices

Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

• Students
• Staff
• Families
• Community

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Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

Coaching and Leadership

Don’t label me… support me

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Chemistry

Geometry

Lang Arts.

PE

Orchestra

Attend.

Ask assist.

Activity: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like?

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Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Student Profile

------------------- Teacher Profile?

Coaching and Leadership

A Framework for Aligning Your Practices/Initiatives

Midwest PBIS Network 5-10-21a

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention Practices

Social Emotional Learning Instruction

Restorative Practices

Academic Skills

Wraparound

Social Emotional Behavioral (SEB) Groups

Check-in Check-out

Relationship Building

Second Step Skills

Trauma Informed

Community MH Partnerships

FBA/BIPs

Behavior Lesson Plans

Equity

Mental Wellness

Audit of Current Social Emotional Behavioral Supports

Rev 4.1.26 MWPBIS

CHAT:

What is an action step for you from this activity?

How should your teams progress monitor practices moving forward?

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

HOMEWORK 1.1-1.2 Activity 1:

Lets start by brainstorming what supports you already have in place for students

Your Turn!

�1^st Practice writing your definition of PBIS

�2^nd Share your definition with shoulder partner

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3^rd Reflect and discuss as a group

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A “Shift” in our Thinking

How will we

“Rethink” Discipline?

Tier 1 Team Workbook Overview - Activity 3

Coaching and Leadership

Traditional View of Discipline - Punishment

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

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In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

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Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

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According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

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Academic & Social Problems: �A Comparison of Approaches

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Let’s Connect�with group

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• Which statement/s gave you an aha moment?

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• How might you use this in your site?

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Overview: Virtual Tier I Team Training

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This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

We change STUDENT behavior by�changing ADULT behavior

Rethinking Discipline Behavior Change… �as an instructional process

PBIS

Consistency Matters

Overview: Virtual Tier I Team Training

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SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Tell us your WHY

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• Impact of Relationships
• Impact of Trauma
• Growth Mindset
• Approaching Behavior like Academics
• Treat students like adults want to be treated
• Punishment vs Teaching
• Impact of shaming and other Response Cost strategies (e.g. clip-charts, demerits, three-minors equals a major, etc.)
• Skill deficit/function vs defiance
• Restorative Practices
• All humans have performance deficits, and need tiered supports
• High expectations, High Patience
• Mental Health/Wellness is for ALL
• To achieve equitable inputs and outcomes
• Others?

How are you

“Rethinking” Discipline?

MWPBIS Rev 9/15/21a

Turn and share…

What is your WHY for pursuing an educational MTSS approach to Social-Emotional-Behavioral Needs?�

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Coaching and Leadership

PART 1 - �PLANNING FOR TIER 1 TEAM PURPOSE, MEMBERSHIP, AND ROLES

Coaching and Leadership

Rationale: 2) Structure Team-Based Leadership

MWPBIS

June 2026

Rationales

Engages with school, family, and community to implement the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

• Commitment to positive school climate
• SEB Curriculum development and alignment
• Professional Dev and Coaching
• Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 Systems

Tier 1

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

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Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

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Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 7/14/23 MWPBIS

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Student’s Individual Support Teams

Student’s Individual Support Teams

Student’s Individual Support Teams

Instruction of skills, norms, and routines that model the SEB Expectations

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

CICO

Modified CICO

SEB Skills Groups

Continuum of SEB Groups / Complex SEB Groups

Individualized SEB Intervention

FBA-BIP

Person Centered Planning

Grade/Department Representatives

Parent/Family Members

Administrator

Specialists

Community Members

Support Staff

Tier 1 TEAM COMPOSITION

Mental Health Providers, Businesses, Community Agencies

Office, Supervisory, Custodial, Bus, Security, etc.

Special Educator, Counselor, School Psychologist, Social Worker, etc.

System Coordinators

(e.g. Coaches)

Represented by non-staff members

Students

Team members include Tier 1 system coordinators (e.g., coaches), a school administrator, a representative group of educators (e.g., grade level or departmental representation, general and special education, certified and non- certified staff), students, family members who do not work for the school district, members from marginalized groups, relevant community partners (e.g., mental health providers),

Double-check! Does your membership also represent expertise in the following areas?

• applied behavior support • mental health and trauma • academic instruction • coaching • equity • physical health and wellness (e.g., nurse, health teacher) • data systems and information regarding system and student academic and SEB strengths and needs • operations of the school across grade levels and programs •

Engage Partners

Coaching and Leadership

School Team Development�(HS Subcommittees example)

TIER1�CORE TEAM

Aggregates and shares data with school, family, community, etc. regularly

Data

Communication

Acknowledgement

Teaching/Lesson Planning

Creates, distributes, and schedules behavioral lesson plans to staff and students

Facilitates communication between staff, students, parents, community members, district administration, board of education, etc. Informs stakeholders of important data, PBIS activities, celebrations, etc.

Creates and teaches use of high frequency, intermittent, and long term acknowledgments for students and staff

Coaching and Leadership

Coaching and Leadership

Step 1: Identify Current Initiatives

Step 2: Complete a Working Smarter document

Step 3: Based on your results, what Initiatives can you combine, eliminate, or align?

Workbook TFI 1.1/1.2 Activity 2 –

Aligning Teaming Structures (Work Smarter, Not Harder)

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PBIS – Tier 1 Team

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HOMEWORK

Workbook TFI 1.1/1.2 Activity 3 –

Effective Meetings: Team Composition

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Time for Action Planning

Capture your Action Items

Be prepared to report out

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PARTNER ENGAGEMENT

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Rationale: 3) Engage Partners

MWPBIS

June 2026

Rationales

Recommended Surveys

How You Monitor Fidelity?

How to you get input from Staff, Students, Family?

School Climate Survey

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TFI 1.14: Fidelity Data &

TFI 1.15: Annual Evaluation

PBIS

Why check Fidelity?

“The Surgical Safety Checklist has been shown to reduce complications and mortality by over 30 percent.”

Medical errors are the third leading cause of death in the United States…

Research on PBIS

Updated 10-30-23

When Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity

The PBIS framework is supported by research spanning decades (Center on PBIS, 2023)¹. Study after study confirms the positive impact on improving student and school outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2023)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

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Tiered Fidelity Inventory (TFI)

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Sample TFI Item Report

What do you see? How is this helpful?

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TFI Walk-through Tool

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Self Assessment Survey (SAS)

Annual assessment to identify staff perception of implementation status and improvement priority

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Staff completes SAS before training in late Spring

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Sample SAS Item Analysis Report

What do you see? How is this helpful?

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Sample SAS Sub-Scale Report

What do you see? How is this helpful?

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Using TFI and SAS Data together

https://www.pbis.org/resource/drilling-down-district-data-analyzing-reach-and-fidelity-of-pbis-implementation

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Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

PART 2 - �TEAM MEETING FOUNDATIONS AND AGENDA

Coaching and Leadership

Rationale: 2) Structure Team-Based Leadership

MWPBIS

June 2026

Rationales

TEAM MEETING FOUNDATIONS

Team Initiated Problem Solving (TIPS)

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Ever Been a Part of This Team?

Coaching and Leadership

Effective Team Meetings

• Honor working agreements
• Roles and responsibilities are:
• defined
• assigned
• backup personnel are in place
• Participants have authority to implement solutions
• Team members present and on time
• Agenda/Minutes are
• reviewed,
• visible during meeting (projector/computer),
• and distributed afterward

• Status of previous solutions is reviewed
• Data is available and reviewed
• Problems are defined with precision
• Solutions are documented, and include
• goal defined, including a student outcome measure
• action plan
• Fidelity measure for the solution
• Schedule to gather fidelity and outcome data

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Team-Initiated Problem-Solving (TIPS) Foundations

(Rob Horner, Steve Newton, & Anne Todd: University of Oregon; Bob Algozzine & Kate Algozzine: University of North Carolina at Charlotte)

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TIPS MEETING FIDELITY TOOL

Coaching and Leadership

90% = Fidelity

Download Tool Here: https://docs.google.com/document/d/1OnSX9Lxn_4CvLxJqmOy1z2U2KK5C1DEu/edit

Coaching and Leadership

Reflection

• What did you notice about your fidelity?

PBIS

Reflection

• What did you notice about your fidelity?�
• How would you rate these �(1 to 4 fingers scale)?
• Our team meets regularly…
• We have the necessary people there �regularly to make decisions…
• Everyone knows their role…
• Everyone knows their responsibilities…
• Everyone chips in for the work…
• Data drives our decisions
• We document our actions

PBIS

Define roles for effective meetings

Core roles

• Facilitator
• Minute taker
• Data analyst
• Active team member
• Administrator

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Backup for each role

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Can one person serve multiple roles?

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Are there other roles needed?

Typically NOT the administrator

TIPS II Training Manual (2013) www.uoecs.org

Which of these roles have you assigned?

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PBIS

PBIS

PBIS

Using “TIPS” Team Mtg Agenda Format �for data-based decision-making

https://docs.google.com/document/d/0B4vgYg8K9_ZnV2NDcUw1OHhLd0U/edit?usp=sharing&ouid=106783669838704842253&resourcekey=0-8EunOY39E64BUuhp8jxjpA&rtpof=true&sd=true

Would you know how to use this to organize your meetings?

Part 1

Part 2

PBIS

Let’s Connect

With your partner,

• Review the TIPS Roles and Responsibilities

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• How might roles and responsibilities support PBIS implementation in your building?

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Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

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Rationale: 4) Use Data for Decision-Making

MWPBIS

June 2026

Rationales

DATA BASED DECISION MAKING AT TIER 1

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Improving Decision Making

OLD Way

NEW Way

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Primary vs. Precision Statements

How do we go from here to here?

PBIS

Example Precision Statements

There are 25% more ODRs for aggression �at the rec center this month compared to this time last year. These are most likely to occur during first two hours after school, with a large number of students, and the aggression is related to getting access and time on the courts.

Who?

What?

When?

Where?

Why?

25% More ODRs for aggression

Rec Center

A large number of students

First two hours after school

Getting access to courts

PBIS

What are the data you are most likely to need to move from a �Primary to a Precise statement?

What problem behaviors are most common?

• ODR per Problem Behavior

Where are problem behaviors most likely?

• ODR per Location

When are problem behaviors most likely?

• ODR per time of day

Who is engaged in problem behavior?

• ODR per student

Why are problem behaviors sustaining?

• Custom reports and graphs

Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). �The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, �Educational and Community Supports. Unpublished training manual.

TIPS II Training Manual (2013) www.uoecs.org

Does your system collect all of these pieces?

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Before Meeting, Define Problem with Precision.

Define Problem

LTT: 4 SWIS & TIPS

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Before the Meeting, Write your Precision Problem Statement on your Agenda!

PBIS

Setting a Quantitative Goal

Set a Goal that is a reduction from current (baseline) status of precisely-defined problem

• Reduction in current monthly count (frequency) of problem behavior, or
• Reduction in current daily rate (count/number of school days) of problem behavior��(Rate is preferred option because number of school days per month varies)

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Setting a Goal of zero will likely be self-defeating; set a Goal that you believe is currently attainable

TIPS II Training Manual (2013) www.uoecs.org

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Timeline for Goal

Identify date by which you expect (hope) to achieve Goal (e.g., “By date of our April team meeting”)

Reviewing status of problem against timeline ensures team will make decision about possible need to…

• Improve implementation of current solution (more about this later)
• Modify solution in some way
• Change timeline for Goal
• Revise Goal itself
• Revise definition of the precisely-defined problem

TIPS II Training Manual (2013) www.uoecs.org

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Write your Goal/Timeline on your agenda!��

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How are we going to solve the problem?

Solve problems that have been defined with precision�

Use solution action elements to build solutions that are:

• Comprehensive (prevent, teach, reward,….)
• Effective (functional)
• Efficient (doable)
• A good fit (contextually appropriate)

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TIPS II Training Manual (2013) www.uoecs.org

Coaching and Leadership

How to Build a Solution Plan

Use solution elements to guide discussion

Brainstorm options for solution elements

Select a set of actions (one plan) that

• Require the least amount of effort that will produce desired changes
• Strengthen what you already do well
• Fit with the precision statement and priority
• Are efficient & feasible
• Are likely to have the desired impact

TIPS II Training Manual (2013) www.uoecs.org

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3. Write a Solution and Action Plan

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TIPS Meeting Minutes Form: Define Solutions

Define Soluions

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Implement Solution Plans with �High Fidelity�

Before determining if solutions had an impact on student behavior, ensure a high level of implementation fidelity

• How will we know solution was implemented with fidelity?
• Define what, how and when to gather implementation fidelity data
• Define when data will be reported
• Did we implement solution with fidelity?
• Use fidelity to determine the degree that solution actions were implemented as planned
• Use fidelity data to revise solution actions, as needed

TIPS II Training Manual (2013) www.uoecs.org

Coaching and Leadership

4. Write a Fidelity Measure for your Plan

How will you ensure the plan is being implemented as designed? Are you doing what you say you will do?

9^th grade teachers rate implementation fidelity on scale of 1-5 (low to high), on the fidelity check board, at the end of each month.

1x per week, Social worker will randomly select two students in each class and interview if they used Stop, Walk, Talk. Will track on phone using Google Survey

Team members will each take one passing period a day, and count the number of staff standing in doors to monitor hallways.

All staff surveyed at weekly staff meeting:

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Did you acknowledge 5 students, not in your home/classroom, daily?

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1 - No 2 - Somewhat 3 - Yes

Coaching and Leadership

TIPS Meeting Minutes Form: �Fidelity Plan and Outcome Data

Define Soluions

Coaching and Leadership

DONE!�At your next meeting: review fidelity and outcome data to see if you were successful.

Based on data, do you need to change the precision problem statement, goal, action plan, or fidelity measure?

Coaching and Leadership

At the future meeting, check back in on how the plan worked…��

Coaching and Leadership

TIPS Table Tents/Posters for your SVSS Meeting Room

Link to Download Printable Versions: https://drive.google.com/open?id=1XqVZLgeCS3gq8L8hhHXrEwOoaeWJrNKt

PBIS

Assess Team Meeting Effectiveness with the TIPS Core Problem-Solving Items: (items 10-18)

https://drive.google.com/open?id=1RtGMEvtGEYAAXLea8NrMsmdh5R0YxOw_

PBIS

Video Example of TIPS

This video provides an example of an PBIS team using the TIPS process to address student challenges:

https://www.youtube.com/watch?v=5CH5Ca5hDmc �

Discuss/Action Plan:

• What did I learn from the video?
• What components of the TIPS process do we need to incorporate into our meetings?
• How will I share the TIPS process and implement it in my school?
• Consider having teams watch together to see an example of TIPS Meeting Process in action…

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Coaching and Leadership

Let’s Connect

Discuss with your partner:

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How do you use precision problem statements currently within your school teams?

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What would you need to improve use of precision problem statements?

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

DATA FOR DECISION MAKING

Coaching and Leadership

What Data to Monitor?

Perception and Feedback

• Self Assessment Survey (SAS) – staff feedback on implementation
• School Climate Surveys -- staff, students, family perception on climate)

SEB Data – (up to date, easy to access by team)

• Office Discipline Referrals
• In-school and Out-of school suspensions/Expulsions
• Nurse/Counselor visits or time out of class
• Universal screening data

Academic Data

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Fidelity

• Tiered Fidelity Inventory(TFI)
• School and Classroom Walk-throughs
• TIPS Meeting Fidelity

Clinical/Special Education Data

• % Students referred for clinical/special education services
• % Students eligible for special education services

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Coaching and Leadership

Example of Discipline Referral Data: �Core SWIS Reports

Avg Referrals/Day/Month

Referrals by Prob Behavior

Referrals by Location

Referrals by Time

Referrals by Student

Referrals by Day of Week

Referrals by Grade

Coaching and Leadership

Additional SWIS Reports

Avg Referrals/Day/Month – Multi-Year

Referrals by Location – Multi-Year

Referrals by Prob Behavior – Multi-Year

Referrals by Staff: Confidential

Coaching and Leadership

Additional SWIS Reports (cont.)

Referrals by Ethnicity (three graphs)

By Students with IEPs

Triangle Data Report

Coaching and Leadership

Additional SWIS Reports (cont.)

Year-End Report

Referrals/100 Students/Year

% Total Referrals by Problem Behavior

IEP Summary

Annual Triangle Data Report

PBIS

Do your data collection tools have all the information to make data-informed decisions?

• Student’s Name
• Date
• Time of Incident
• Location of Incident
• Student’s Teacher
• Student’s Grade Level
• Referring Staff
• Others Involved

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• Problem Behavior
• Possible Motivation
• What was happening before the behavior (antecedent)?
• Possible consequences
• Administrative Decision
• Other Comments

Workbook: TFI 1.5, 1.6 Activity 7

PBIS

��What is your tool used for behavior documentation?��

• Do see perceive it as an intervention?
• Is it used to collect data?
• Is it fast (<60 seconds)?
• Are we consistent in using it

Sample

SAMPLE: https://www.pbisapps.org/resource/referral-form-examples-2

PBIS

��Staff Managed “minor” only form?��

Sample

SAMPLE: https://www.pbisapps.org/resource/referral-form-examples-2

PBIS

Reflect and Plan

Key Leader Questions:

• Which data points do you currently have systems for collecting?
• Are your data systems efficient?
• What are possible action steps to ensure your team will have access to data for decision making?

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Coaching and Leadership

Planning for Data and Data Systems

What data source informs the following?

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Academic Outcomes and Progress Monitoring

Externalizing Behavior

Internalizing Behavior

School Climate

Student Perception

Staff Perception

Family/Community Perception

Fidelity of PBIS

Fidelity of Individual Practices at all Tiers�

What action steps are needed?

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How/When do we share our analysis of this data with stakeholders?

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Is our Data System for each source effective and efficient?

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Are we collecting the right information? What, where, when, who, why�

Is data collection efficient?

• Less than 60 sec to fill out, less than 30 sec to enter�

Do we get data in the right format?

• Graphic format�

Do we get the data at the right time?

• Before and during meetings
• Data no more than 24 hours old�

Does our Data-Analyst prepare in advance, and bring a draft Precision Problem Statement to our team meetings? �

Are data used for decision-making by all?

• Data presented to all faculty at least monthly
• Data available for whole school, small group and individual student evaluation

Workbook: TFI 1.12. 1.13 Activities 1 & 2

PBIS

Time for Action Planning

Capture your Action Items

Be prepared to report out

PBIS

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Coaching and Leadership

Rationale: 5) Define Outcomes, Expectations, & Skills

MWPBIS

June 2026

Rationales

Consistency Matters

Virtual Tier 1 Training TFI 1.3 and 1.4

116

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Eating Contest Formal Dinner

Behavior is Contextual

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We behave differently in various settings

PBIS

Consistency with our language

Virtual Tier 1 Training TFI 1.3 and 1.4

118

PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

119

(Another Non-Example)

PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

120

PBIS

Redesign the Learning Environment

Virtual Tier 1 Training TFI 1.3 and 1.4

121

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

Virtual Tier 1 Training TFI 1.3 and 1.4

122

PBIS

Build Your 3-5 School-wide Expectations

• Think school vision statement
• Think School Improvement Plan
• Think data: what is showing up in your school?
• Think about what you already have in your school
• Get input from stakeholders
• What words describe the culture you want in your school?

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• Can you also come up with a name for your school-wide expectations?
• The Wilson Way
• Tiger ROAR
• SOAR Expectations
• Panther Pride
• Bradley B’s

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Virtual Tier 1 Training TFI 1.3 and 1.4

123

Workbook: TFI 1.3

Activity 1

PBIS

Midwest PBIS Network, 9/20/2022. Adapted from: Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

1. 3-5 School-wide Expectations

3. Rules/Norms/ Agreements/ Behavior Examples

2. Settings and Routines

4. Add Teacher role to Increase the conditions for learning

5. Build out Classroom Settings, Routines, and Agreements (see classroom matrix)

Develop Contextual Problem Behavior Definitions

Resource: https://www.pbisapps.org/resource/referral-category-definitions

“T-Chart” School Example

• Staff Managed Behavior (Minor)�
• Attendance/Tardy – Inform parents �on effect on academic performance
• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment
• Disrespect
• Disruption
• Defiance

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Office Managed Behavior (Major)�

• Attendance/Tardy
• Vandalism
• Substances
• Weapons
• Profanity directed at Adults
• Fighting
• Verbal/Physical intimidation
• Major stealing
• Cutting school
• Wanderers
• Gang Related Activity
• Chronic Dress Code Violation
• Harassment (including sexual)
• Disrespect
• Disruption
• Defiance

What about these examples?

PBIS

“T-Chart” School Example

What about these examples?

MWPBIS: Updated 4/24/26

Rev 1-17-24 PBIS Apps

Source: https://www.pbisapps.org/resource/referral-category-definitions

PBIS

Time for Action Planning

Capture your Action Items

Be prepared to report out

PBIS

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Coaching and Leadership

Rationale: 6) Implement Foundational Tier 1 Practices

MWPBIS

June 2026

Rationales

Planning for Teaching Expectations/Rules/Routines

TFI 1.4 Guiding Questions

• How will your school teach expectations? (Lesson plans that include examples, non-examples, and variety of teaching strategies)
• How will your team and faculty use “best practices” to teach social skills?
• Will you teach directly in settings? (i.e. bus expectations taught on bus)
• Will faculty and staff model appropriate behavior?
• How will you start to embed into subject area curriculum?
• How will lessons be taught throughout the school year?
• How will lessons be taught to new students and new faculty/staff?

Coaching and Leadership

Embed SEB Instruction into Daily Curriculum

Objective for the Academic Subject Matter Lesson

Objective for a paired Social/ Emotional/Behavioral skill (taken from the school’s teaching matrix)

Serves as a visual cue to remind Staff to prompt students and give specific praise.

MWPBIS

Updated 4-21-21

Rationales for acknowledgments

• It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.
• Create positive interactions, rapport, and relationships with students.
• Spending time on acknowledgements focus the attention on positive behaviors, and minimizes attention to negative behaviors.
• It increases instructional time, and minimizes time students are out of the classroom.
• Acknowledgment systems prompt adults to recognize expected behaviors

(Cameron, 2002; Cameron & Pierce, 1994, 2001;

Cameron, Banko, & Pierce, 2001)

Every time any adult interacts with any student, �it is an instructional moment.

Coaching and Leadership

“Why Should I acknowledge Students for �Something They Should Be Doing Anyway?”

How do rewards shape our behavior?

PBIS

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

PBIS

… Receive Frequent Feedback and Acknowledgement�(across ALL school settings)

(Scott, 2008)

Remember, a token/reinforcement practice is a system to remind adults to praise and have positive interactions with students, boosting relationships.

A 5:1 ratio also communicates an adult’s growth mindset toward students, and builds a growth mindset in the student too.

MWPBIS Rev 2-17-21

PBIS

How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

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Non-examples:

• “Brian is sitting in his seat.”
• Saying “good job” without connecting to school-rule.
• Giving ticket without saying anything
• Only giving a ticket for “above and beyond” behavior

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MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

Coaching and Leadership

Components of Community or School-Wide Acknowledgement �System for Students

Components

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• High frequency/Predictable �Delivered at a high rate for a short period
• Intermittent and/or Unexpected�Bring “surprise” attention to certain behaviors or at scheduled intervals

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• Short-term Celebrations
• E.g. Weekly or bi-weekly whole group or whole community rewards
• DJ Friday’s, Game choice, free time in class, Lunchroom Music, etc.

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• Mid-term Celebrations
• E.g. monthly activities
• Assemblies, yoga in the yard before school, fancy lunch day, field trips

Example of a Layered Plan

1. Individuals: Tiger tokens (prompt adults) to use behavior specific praise with students. (Approx 10 per day)

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• Classrooms: Collect tiger tokens. Every 25 earned = whole-group social reinforcer (approx. 1-2 per week)

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• Community or School: Tracks whole-class reinforcers, and every 15 = school-wide social reinforcer (approx. 1-2 per month)

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Gotchas, ticket lottery, special announcements, positive calls home, Hi Five button, skill-of-the-day, raffles, etc.

Coaching and Leadership

What is the Purpose of an Acknowledgement System?

• To Increase student and staff success with the 3-5 schoolwide expectations
• To shape behavior
• To demonstrate a growth Mindset (5:1 ratio, praise approximations)
• To give the most attention to the behaviors you want to see; minimize attention to incorrect behaviors
• To communicate to students:
• I see you
• I care about you
• Keep up the work
• Increase student and staff satisfaction
• Set the tone and the climate you want
• To give to the staff tools to accomplish all of the above
• To give to the staff tools to replace deficit thinking,
• To serve as the foundation for what all students get, and establish capacity to do more at Tier 2
• To use extrinsic feedback to shape challenging behaviors and reinforce new skills, over time leading to sustainability through intrinsic motivation

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PBIS

Frequently Asked Questions

Q: I currently have a classroom behavior management system (color cards, move your clothespin, stones in jar, numbers up, names on a wall, class dojo)… Can I still use this?

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Coaching and Leadership

Problem Behavior Definitions

Clear definitions for behaviors that interfere with academic and social success

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Clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

Coaching and Leadership

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 1-6-21a

Lets look at 1 strategy from the continuum: �Specific and Contingent Error Correction:

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

Where do you document the process and practices for how staff prevent and respond to problem behaviors?

Coaching and Leadership

ALSO CHECK FIDELITY OF SPECIFIC PRACTICES

Coaching and Leadership

Classroom Practices Observations

Coaching and Leadership

Let’s Connect�with group

• Process your understanding of these core features of Tier 1 Prevention
• What questions do you have about implementing these to fidelity in your setting?
• Are there items to add to your schools’ action plan?

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Coaching and Leadership

Rationale: 7) Align Classroom Practices

MWPBIS

June 2026

Rationales

YOUR Classroom Teaching Matrix

Revision 8.28.23

All classrooms are anchored to the SAME

School Wide expectations

INCORPORATE Trauma Informed Strategies

Midwest PBIS Network (2023). Tier 1 Team Training: TFI 1.3 PPT [PowerPoint slides]. Retrieved from http://www.midwestpbis.org/materials/tier-i-team-training

Visit our Classroom Practices Page, and see Practice #2 for PD module on creating Classroom Teaching Matrices: http://www.midwestpbis.org/materials/classroom-practices

Virtual Tier 1 Training TFI 1.3 and 1.4

152

PBIS

PBIS Leadership and Coaching Readiness Agenda

1 - Overview

2&3 – Teaming, Partner Engagement

4 – Using Data for Decision-Making

5 - Outcomes, Expectations, Skills

6 - Tier 1 PBIS Core Practices

7 - Classroom

8 - Professional Development and Coaching

Coaching and Leadership

Rationale: 8) Embed Professional Development and Coaching

MWPBIS

June 2026

Rationales

WHAT IS THE ROLE OF THE ADMINISTRATOR?�

Coaching and Leadership

The Role of the �Principal/Administrator is Crucial to PBIS

1. Maintain standards
2. Make public statements of support
3. Establish a representative team
4. Support team members
5. Guide rather than dictate
6. Take a leadership role in problem solving
7. Regularly attend & participate in team meetings (>90%)

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8. Provide recognition to team & faculty
9. Serve as a spokesperson to community
10. Monitor & provide feedback to all staff

Colvin, G. (2007). 7 Steps for developing a proactive schoolwide discipline plan, 17

Activity:

1. What other leadership functions are missing from this list?
2. How do you anticipate this list differing from the role of Building-based PBIS Coach?

Coaching and Leadership

What does Principal “support” look like?

 What does it mean to support?

1. Allocate Resources (teacher training and support, funding)
2. Highlight Priority to staff( time at staff meeting, presentations to family, community, board, website, back to school letter)
3. Evident in hiring practices

 Absence of Principal Support

• low conceptual understanding of PBIS across staff
• shortage of planning time
• difficulty balancing competing initiatives 
• greater dependence on TA

5 Factors that increase likelihood of principal support

1. Innovation must be perceived to solve the problem
2. Compatible with one's beliefs, values, prior experience and needs
3. Key opinion leaders must support the innovation
4. Initially implemented small scale before scaling up across grade levels
5. Outcomes of the innovation are visible

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McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (April 2016). In search of how principals change: Events that help and hinder administrator support for school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions v18n2, p100-10.

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Coaching and Leadership

WHAT IS THE ROLE OF THE COACH? ��WHY COACHING?

Coaching and Leadership

What is the definition of coaching?

What is your definition?

• a supporter
• a partner with the team and administration
• a resource for information
• a liaison between team and the district and trainers
• a facilitator for data-based decision making
• a facilitator with PBIS implementation and the cultural change in your school
• attentive to team action planning progress

Coaching and Leadership

INVEST IN COACHING!

Coaching and Leadership

Training Outcomes Related to Training Components

Joyce & Showers, 2002

Coaching and Leadership

• PBIS Coordinator;
• District-Based PBIS Coach

• Principal
• School-Based Tier 1 Team Coach

Review the sample job descriptions for YOUR role/function

Coaching and Leadership

Time for Action Planning

Capture your Action Items

Be prepared to report out

Coaching and Leadership

WRAP UP

Coaching and Leadership

Prioritize and Report Out

Drag your Action Items into Priority Order

What 2-3 are you prioritizing next?

Coaching and Leadership

Implementation and Sustainability is a �3-5 Year Process

Pump the breaks!

Coaching and Leadership

1. How has today reinforced or challenged your thinking?�2. What other questions do you have?

Reinforced or Challenged…

Questions I have…

Coaching and Leadership