1. Training and Coaching Capacity
Susan Barrett
Lucille Eber
May 28, 2015

2. Remember…. As grantees you implement based on your funded proposal.
As members of the PBIS TA-Center we offer guidance based on our experience from working with states, districts and schools implementing multi-tiered behavior support frameworks. We do NOT speak for Safe and Healthy Students or OSEP.
The information provided today designed to help you be successful – it is not mandatory.

3. Poll #1 What is your role/function: SEA LEA Administrator
District-based PBIS Coach
School-based Administrator
Evaluator
Other

4. Today: Training and Coaching Capacity
Assessing Current Status
Developing a Data Based Training Plan
Identifying Curriculum
Developing Ongoing Training Process
Selecting and Training Coaches
Professional Development Plan

5. BIG MESSAGE
Invest in Trainers and Coaches as you are setting up Team Training

6. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
Providing training is not enough to result in implementation. Their research indicate that most effective way to change adult behavior in schools needs coaching admin support and data feedback (not just training alone)
60% % %
95% % %
Joyce & Showers, 2002

7. Phases of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

8. What is the status of your implementation?
Training Content
To what extent have school teams been trained on core features?
Applying the features to the context
To what extent have the features been adapted to fit context/ culture (with the support of an experienced coach)?
To what extent are you implementing with fidelity?
What tool do you use to assess fidelity?
How do you organize professional development ?
Based on data? fidelity assessments?
Are schools grouped based on need ?
Does coaching support intensify based on need?
Are adequately supported by trainers?

9. Implementation Drivers

10. Starting Point: Multiple Uses of Data
Training and Coaching
Self Assessment
Resource Mapping
Self Assessment Survey
School Climate Survey
School Data Review
External Assessment (Fidelity)
School-wide Evaluation Tool
Benchmarks of Quality
Tiered Fidelity Inventory
Informs Leadership Team about Current Level of Performance- areas of strength and need
Sort schools based on need
Coach assignments- level of coaching intensity
Training Material anchored to fidelity tool
Benefits
Training Core Features
Consistency

11. Evaluation Plan What tool you are going to use to gather data?
Tiered Fidelity Inventory
Frequency of data collection
Progress monitor implementation
Analyzing the data
What are teams doing well?
What training and coaching needs to they have?
How do the scores help us identify training and coaching needs?
Anchoring questions to evaluation plan
Connect evaluation plan to PD

12. TFI Data Tier I: 2014
Analyzing groups of schools to determine training needs/pace and coaching support

13. Chat Room Prompt:
What data do you have already available to guide your implementation plan for ?
What data do you want to pursue in to inform your capacity building?

14. Training Plan COACH Training Materials Training Process
Modules are anchored to core features
Training Process
Readiness
Initial Training
Implementation
Ongoing Training
Data for Decision Making
-Continuous Monitoring of data to inform
Booster, Pace, need for increased/fade support
COACH
Coach is present throughout process
Materials have multiple examples and activities that teams do during training but can also take back and use with their staff- activities instrumental in shifting and influences necessary changes.
Readiness huge part of the training process. We can take adv of the event if folks have moved through a planning phase process

15. Training Materials Anchored to Inventory
Available from OSEP TA-Center
No Cost
Assessors Training PowerPoint
and
Assessors Training Video at
Training Materials Anchored to Inventory
Fluency with tool and aligning with curriculum-

16. TFI:1.1 Team Composition Subscale: Teams Feature Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
1.1 Team Composition: Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.
School organizational chart
Tier I team meeting minutes
0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise
1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%
2 = Tier I team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or above 80%
Example of first item on the Tiered Fidelity Inventory- each feature within the tool has a training presentation, examples to compare
Again features are chunked into modules- continuously going back to training curriculum when to ensure fidelity
Main Idea: Teams need people with multiple skills and perspectives to implement PBIS well.

17. Example of how we are organizing our curriculum-
Not in a binder- all made available electronically so teams can use materials in training to develop their products.
Team workbook guides teams through the process
By end of training, team have a personalized action plan

18. Example action planner that helps schools assess current status and build plan for improvement

19. Professional Development Event
Prepared Teams with Administrators, Data and Coach
Trainer facilitates action planning process
Content fluent
Application of content in context
Activity Based
Resource Mapping
Working Smarter
Re-thinking Discipline
Activities are conducted during training with team- team takes back to staff

20. Tier 2 curriculum follows same organization logic
Increase familiarity with tool- more accurately assess fidelity
Go back to modules and examples during the year- continuous improvement

21. Professional Development Across the Year
Delivered in a variety of ways
In person training
Video conferencing, webinars, phone conferences
Onsite and Distal Technical Assistance
Varied audiences
District leaders
Coaches
Building Teams

22. Targeted Professional Development
Additional training and skill building for buildings that exhibit a higher level of need
Intensive use of data and fidelity tools to identify, provide technical assistance, and support these buildings

23. Poll #2
Our professional development plan/events is based on an ongoing review of implementation data (both fidelity and outcome data)
Strongly agree
Somewhat agree
Somewhat disagree
Disagree

24. Coaching versus Training
Training is the presentation of material to develop new knowledge and /or skill
Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.

25. Basic MTSS Implementation Framework
Practices, data, systems
Policy, funding, leadership, priority, agreement
District Leadership Team
2 yr. action plan
Data plan
Leadership
Team meeting schedule
School Leadership Team
School-wide
Classroom Systems
Small group
Individual student
School Staff
Academic
Safe school
Social behavior skills
Mental Health
Student Benefit
Regional/State Leadership
Internal Coaching Support
An important feature of the implementation blueprint is “leadership team action planning” at the state, district/region, school, and classroom levels that delineates a direct pathway to student benefit (figure below). To increase implementation adherence and sustainability, coaching supports are embedded between and across the levels.
External Coaching Support
Team Support

26. Outcomes of Coaching Help teams with: Fluency with trained skills
Rapid redirection from mis-applications
Fidelity of overall implementation
Sustainability over time
Increase coaching intensity at critical points in time
“Do for” 1 time
“Do with”
Cheer on!
We start with outcomes…as a result of coaching…what should we expect to happen?

27. Coaching: an activity that helps others achieve their goals
Content Expert
Mastering the “What”
and the “How”
Adjusting as needed
Evaluation
Clearly defined Goals
Monitor and Adjust
Check for Impact
“Process” Training
Application of knowledge in real life situations
Relationship
Support, Reinforce and Communicate
So many aspects of the work
Enablement
Remove barriers
Foster pathways
Streamline and integrate

28. Organizing the Work: Types of Coaching
Coaching for Team/Group Change:
focus on collaboration and facilitation, group dynamics
Coaching for Individual Change:
focus on skill development, support and performance feedback (content specific: academic, behavior, social/emotional health, behavioral health, wellness)
Can we organize the tasks in this way?
Coaching for Systems Change:
focus on organizational change – removing barriers to implementation, aligning intiatives

29. Coaching Plan Coaching Training Support for Coaching
Tracking Behaviors of Coaches
Linking effort to Outcomes

30. Poll #3
Our District-based Coaches have ongoing contact with and feedback from an experienced Technical Assistance provider
Strongly agree
Somewhat agree
Somewhat disagree
Disagree

31. Professional development Plan

32. Building Training Capacity
Selection
Levels of skill development
Organized around Phases of Implementation
Team Member
Team Leader
Coach
Trainer
Coach Coordinator
Regional/State Coordinator
Technical assistance occurs across implementation cascade

33. A Working Example for Tier 2
A Tier 2 professional development plan for a district that has spent two years installing Tier 1 in 15 schools
A key feature of this sample plan:
Install the basic foundations of Tier 2 before selecting and training on additional interventions

34. Duration, Format, Audience
Readiness Phase
Readiness Phase –
Establishing the foundational infrastructure for a sustainable CR-PBIS system of supports.
Activities
Month/ Visit #
Duration, Format, Audience
A. District Readiness Support Webinar
Clarify expectations with DLT
Establish PD Plan/Timeline and Coaching Structure
Introduce Tiered Fidelity Inventory
Introduce Universal Screening process
May 2015
1 webinar
Participants: DLT, district and building coaches, building admin
B. District Readiness Support Webinar 2
Review fidelity/discipline data, evaluation & coaching plan
Decide on Universal Screening use and tool selection
C. District Readiness Support Webinar 3
Tiered Fidelity Inventory: Purpose, process, timeline
Participants: coaches, admin

35. Duration, Format, Audience
Readiness Phase
Activities
Month/ Visit #
Duration, Format, Audience
D. District and Coach Readiness Collaboration
Overview of Systems and Practices Key Features
Data for identifying/monitoring (Tools)
District action plan development
May 2015;
Visit 1
2 days on-site training
Participants: DLT, district and building coaches, building admin
E. School Team Readiness Training
Tools for identifying/monitoring
School action plan development
June 2015;
Visit 2
1 day on-site training per cohort
Participants: School-teams from each cohort, building coaches & admin, district coach
F. Team Initiated Problem Solving (TIPS) for team-based data informed decision-making
1 days on-site training per cohort
Participants: School-teams, building coaches & admin, coach
Phase I Summary
2 On-site visits
3 Webinars
8 Days On Site

36. Duration, Format, Audience
Installation Phase
Installation Phase –
Training and building capacity with the practices for a continuum of supports
Activities
Month/ Visit #
Duration, Format, Audience
A. Tier II foundational interventions for all schools
Check-in Check-out & Social skills groups
Data/tools for identifying &progress-monitoring:
June 2015;
Visit 3
1 day on-site training per cohort
Participants: school-teams, coaches & building admin, district coach
B. Additional Tier II interventions for Middle &High School
Academic Seminar
Data for identifying and progress-monitoring
June 2015; Webinar
1 webinar
Participants: school teams, building coach and admin, district coach
C. Modifying Tier II foundational interventions
Brief Function Based problem solving process
August 2015;
Visit 4 & 5
2 days on-site training per cohort
Participants: school-teams, building/district coach & admin
D. Action planning for Tier II implementation
Data for selection &integration of EBPs into CR-PBIS
Timeline for Implementation & Evaluation
Action planning finalized
Visit 6
1 days on-site training per cohort
Participants: school-teams, building coach & admin, district coach
Phase II Summary
4 On-site visits
1 Webinar
12 Days on site

37. Duration, Format, Audience
Implementation Phase
III. Implementation Phase – Supporting fidelity of implementation, and building capacity for sustainability
Activities
Month/ Visit #
Duration, Format, Audience
A. Follow up TA calls/webinars
CICO Social Skill Groups; Academic Seminar (MS and HS)
Function based problem solving (Brief FBA/BIP)
TIPs; Progress Monitoring Tools; Screening Data; TFI data
Monthly Calls
(Sept 2015 through June 2016)
30 webinars total:
Participants: school-teams, building coach & admin, district coach
B. DLT On-Site Meetings: Review status of district action planning
Review of behavioral outcomes and Intervention fidelity data
Facilitate District team based problem solving
Review status of resources aligned to implementation targets
Planning of additional supports for buildings with challenges
Oct, Dec, Feb, April, June;
Visits 7-11
5 half days/2.5 days total: half-day meeting per visit
Participants: DLT, building admin, and district coach
C. Coaches (Building and District) On-Site Meetings
Review school action plans; Coaching tips and strategies
Review of l outcome and fidelity data; Booster trainings
5 half days/2.5 days total on-site: half-day meeting per visit
Participants: coaches

38. Duration, Format, Audience
Implementation Phase
Activities
Month/ Visit #
Duration, Format, Audience
Booster Training for Buildings Needing Additional Support
Review of behavioral outcomes and Intervention fidelity data
Review and update action plan: prioritize activities
Oct, Dec, Feb, April, June;
Visits 7-11
10 days on-site: 2 days per visit
5 visits to targeted buildings
Participants: school teams, school admin, and district coach
E. District and Building Leadership TA Calls: district planning
Facilitate District team based problem solving.
Sept, Nov, Jan, Mar, May
1 webinar during each month
Participants: DLT, building admin, and district coaches
Maximizing Specialized Service Staff to Implement Tier II
roles and responsibilities to facilitate Tier II implementation
Oct, Feb;
Visits 7 and 9
2 day
Participants: district clinicians, DLT, coaches; school admin
Phase III Summary
5 On-site visits
35 Webinars
17 Days on site

39. Planning for Full Implementation Phase
IV. Planning for Full Implementation Phase – Planning for full implementation of CR-PBIS Tier II
Activities
Month/ Visit #
Duration, Format, Audience
A. Review of data to make decision about need for expanding the continuum by integrating Mental Health interventions
Selecting evidence-based practices: Consumer Guide for EBPs
Develop a plan to integrate MH interventions in continuum
Quick overview of each interventions
Target populations & Suggestions for implementation
Identify intervention(s) to get more information/pricing
Spring 2016; Visit 12
3 days on-site for selection and planning to invest in MH interventions;
Participants: DLT, district coach, school coaches, school admin
B. Technical assistance on selection of interventions
Introduce possible Mental Health interventions to the DLT, coaches in webinar 1.
Review and consider use of: Using Discipline Data within SWPBIS to Identify and Address Disproportionality: A Guide for School Teams (webinar 2)
Review strategies for supporting coaches beyond 2016 SY
Spring 2016
2 webinars
Phase IV Summary
1 On-site visits
2 Webinars
3 Days on site

40. PBIS: Integrated Multi-Tiered Framework for Educational Success
October 22-23, 2015
OSEP Technical Assistance Center on PBIS 2015 Leadership Forum
Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:   
PBIS Foundations
Classroom Applications
Tier 2 Systems & Practices
Tier 3 Systems & Practices
Aligning Systems
Juvenile Justice
Mental Health Integration
Equity
Applied Evaluation
Special Topics
PBIS: Integrated Multi-Tiered Framework for Educational Success
SAVE THE DATE!
Donald Stephens Convention Center - Rosemont, IL
Donald E. Stephens
Convention Center
Rosemont, Illinois
This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation.  
Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!
Visit the Upcoming Events page at for more information

41. Chat Room Prompt:
What suggestions/requests do you have for webinars for ?