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Building Trainer Competency for Secondary/Tertiary Systems

Building Trainer Competency for Secondary/Tertiary Systems. Don Kincaid, University of South Florida Kimberli Breen, Illinois PBIS Network. Session Objectives. This session will cover two state-wide models for training trainers and assisting others in becoming fluent TA providers . Florida

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Building Trainer Competency for Secondary/Tertiary Systems

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  1. Building Trainer Competency for Secondary/Tertiary Systems Don Kincaid, University of South Florida Kimberli Breen, Illinois PBIS Network

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

  3. 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 • We’ll also be discussing Evaluation

  4. Why is Training of Trainers Key?

  5. 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 doesn’t 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 don’t 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

  6. 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)

  7. 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

  8. 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. Current Strategies: Florida

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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.

  14. Tertiary Demos Sites Assume Responsibility for Data

  15. 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)

  16. Florida’s 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

  17. Florida Tier 3 Process • Formation of a district leadership team responsible for coordinating Tier 3 • Evaluation conducted by FLPBS-RTIB of the district’s current Tier 3 processes and products • An interview process is conducted with the Tier 3 leadership team to evaluate the district’s 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

  18. 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.)

  19. Contacts:National Website: www.pbis.org Florida’s Positive Behavior Support Project Illinois-PBIS Network Phone: (708) 482-4860 Fax: (708) 482-4875 Email: kim.breen@pbisillinois.com State Website: www.PBISIllinois.org • Phone: (813) 974-7684 • Fax: (813) 974-6115 • Email: flpbs@fmhi.usf.edu • State Website: http://flpbs.fmhi.usf.edu

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