Building Trainer Competency for Secondary/Tertiary Systems

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Building Trainer Competency for
Secondary/Tertiary Systems

• Don Kincaid, University of South Florida
• Kimberli Breen, Illinois PBIS Network

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Session Objectives

• This session will cover two state-wide models for
  training trainers and assisting others in
  becoming fluent TA providers.
• Florida
• Illinois

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BLUEPRINT FOR SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORTPROFESSIONAL DEVELOPMENT

• The Blueprint will be organized around four major
  foci
• Trainers
• Technical Assistance (coaching)
• Training Content and Delivery
• District/Region/State Implementation
  /Professional Development Planning
• Well also be discussing Evaluation

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Why is Training of Trainers Key?
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Challenges in TransformingTraining to Practice

• Training staff in content without district
  support/agreement to change related
  tools/practices/policy
• Ex. Training in FBA/BIP but district doesnt have
  a comprehensive FBA/BIP process that works
• Only having access to audience for 1, 2, 3
  sessions
• Ex. Local coop/agency thinks their staff only
  need to hear it once or twice and then they can
  train
• Training trainers who dont intend to
  implement/use the tools/materials themselves, but
  only to train others on them
• Ex. Training on the Competing Behavior Pathway
  when a person has never used the tool

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Past Practice

• Regional or state-level training
• Trainings titled as one-shot (ex. Day 1 Targeted,
  Day 2 Targeted)
• Primarily teachers/practitioners in attendance
• Great when principals came to training rarely
  had Director of SpEd, Asst. Sups., Coaches
  supervisors
• TA provided at building-level with only some
  district level TA
• Coaching recommended (not required)

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Current Strategies Illinois

• District support necessary to change practice
• Memorandum of Agreement
• District Leadership Team
• Coaching required allocated FTE, especially for
  Tier 2/3 support
• In-district training TA
• Audiences of ALL Principals, ALL SWs/Psychs,
  etc.
• TOTs for our Trainers District Coaches
  (in-training)
• Trainings Regional, semi-regional, in-district,
  go-to-mtgs.
• TA thru on-going go-to-mtgs., conference calls,
  network/coaches mtgs., scheduled in-district
  regional TA sessions

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Current Strategies Florida

• Tier 2
• Must have District Action Plan
• Schools must identify readiness for Tier 2
• Tier 1 fidelity, student outcomes, classroom
  implementation, etc.
• Used to do local or giant annual training - 1
  day, 1 strategy
• Training team would include subset of Tier 1 team
• ToTs with experienced District Coordinators
• Moved to a web-based training format

• Tier 3
• Must have a separate District Action Planning
  process for Tier 3
• Do not provide training initially
• Technical assistance provided to evaluate
• Process, Products, Practices, Outcomes, etc.
• Establish effective district system and process
  to support evidence-based practice prior to
  training.
• Training is not didactic in nature
• Content, practice, systems, collaboration,
  capacity to coach, etc.

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Florida Structure for Training

• Most Tier 2 training and TA provided via Adobe
  Connect
• Modules are self-contained and result in
  permanent product and action plan
• Individuals or teams can go through module
• Initial module is open to any team or member
• Based on scores PBS staff permission to move to
  next module

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Florida Curricula

• Are you ready for Tier 2?
• Assessment of current supports/decision points
• Providing Classroom Consultation now in Tier 1
• Identifying students who need Tier 2
• Progress monitoring
• Measuring the fidelity of implementation
• Making decisions and selecting interventions
• Introduction to BEP

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Illinois Structure for Training

• Training for schools
• Series of trainings that can be repeated (ex.
  S100)
• Standardized format so easier to teach all
  trainings once fluent with one
• Modeled for Coaches so they can train in future
• Training for district level personnel
• All SWs/Psychs in one district come together
• District Forums for District Leadership Teams
• Training designed for District Coaches
• Training Trainers and TA providers

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Structure for Coaching

• Internal to school (Internal Coaches)
• External Coaches provided by district (community
  agencies or Cooperatives)
• Requires allocated FTE
• Regional/state Trainers TA providers
• Transition from support to schools, to Internal
  Coaches, to External Coaches
• Alignment with blueprint/national center
• All of the above for coaching at
• Tier 1, 2 3

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Number of Illinois Districts Adopting PBIS and
Number of External Coachesas of June 30, 2009
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Developing Tier 3 Demo Districts Build Capacity

• FY05, only 28 of the data support for Tier 3
  was led by district staff
• FY09, 100 of the Tier 3 plans supported by the
  online Tier 3 data system was provided by
  district social workers and other district
  personnel.

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Tertiary Demos Sites Assume Responsibility for
Data
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Structure for Evaluation

• School outcome process data
• District outcome process data
• State/network outcome process data
• Process data must be emphasized illustrates if
  interventions are happening, effective etc.
• Emphasis on USE and Ownership (schools/districts
  must use their own data, collect it for internal
  evaluation, value it)

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Floridas Evaluation at Tiers 2 and 3

• Progress monitoring forms on website
• State-wide database that measures
• ODRs
• Minor incident reports
• Progress monitoring data (DPR, BRS)
• Screening/Nomination data
• Classroom Observation Form
• Data integrity
• Fidelity measures PIC, BOQ, BAT
• Academic data

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Florida Tier 3 Process

• Formation of a district leadership team
  responsible for coordinating Tier 3
• Evaluation conducted by FLPBS-RTIB of the
  districts current Tier 3 processes and products
• An interview process is conducted with the Tier 3
  leadership team to evaluate the districts
  current Tier 3 process
• The district agrees to submit five to ten
  recently completed FBA/BIPs to be assessed for
  technical adequacy
• Meeting with PBS-RtIB and the Tier 3 district
  leadership team to share results of process and
  product evaluation
• Facilitation of the development of a long-term
  action plan with goals and activities to address
  areas needing improvement.
• Regularly scheduled follow-up meetings to
  evaluate progress on action plan and determine
  next steps

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Florida Tier 3 Training

• Will utilize newly developed and approved
  district process and products
• May have some web and didactic training
• Will involve direct coaching of district
  personnel to implement process and use products
• Evaluation of knowledge, consultation skills,
  systems support, etc.
• Evaluation of staff competencies will parallel
  systems supports (student outcomes, fidelity of
  impementation, etc.)

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ContactsNational Website www.pbis.org

• Floridas Positive Behavior Support Project

• Illinois-PBIS Network

• Phone [phone]
• Fax [phone]
• Email flpbs_at_fmhi.usf.edu
• State Website http//flpbs.fmhi.usf.edu

• Phone [phone]
• Fax [phone]
• Email kim.breen_at_pbisillinois.com
• State Website
• www.PBISIllinois.org