Training and Coaching Capacity

Susan BarrettLucille Eber

May 28, 2015

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.

Poll #1

• What is your role/function:1. SEA2. LEA Administrator3. District-based PBIS Coach4. School-based Administrator5. Evaluator6. Other

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

BIG MESSAGEInvest in Trainers and Coaches as you are setting

up Team Training

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Phases of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

2 – 4 Years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

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?

Implementation Drivers

Starting Point: Multiple Uses of Data

DataSelf 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

Training and Coaching• 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

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?

TFI Data Tier I: 2014

DR GL M RB H0

10

20

30

40

50

60

70

80

90

100

Jan-14 May-14 Oct-14

Chat Room Prompt:

1. What data do you have already available to guide your implementation plan for 2015-16?

2. What data do you want to pursue in 2015-16 to inform your capacity building?

Training Plan

• Training Materials– 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

Available from OSEP TA-Center www.pbis.orgwww.pbisapps.org

No Cost

Assessors Training PowerPoint andAssessors Training Video at www.pbisapps.org

Training Materials Anchored to Inventory

TFI:1.1 Team Composition

Feature Data Sources

Scoring Criteria0 = Not implemented1 = Partially implemented2 = 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%

Main Idea: Teams need people with multiple skills and perspectives to

implement PBIS well.

Subscale: Teams

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

Professional DevelopmentAcross 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

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

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

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.

Internal Coaching Support

External Coaching Support

Basic MTSS Implementation Framework

Team Support

Regional/State Leadership

Outcomes of CoachingHelp 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

Coaching: an activity that helps others achieve their goals

“Process” TrainingApplication of knowledge in real life situations

EvaluationClearly defined GoalsMonitor and AdjustCheck for Impact

Content ExpertMastering the “What” and the “How”Adjusting as needed

RelationshipSupport, Reinforce and Communicate

EnablementRemove barriersFoster pathwaysStreamline and integrate

Organizing the Work: Types of Coaching

Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior, social/emotional health, behavioral health, wellness)

Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics

Coaching for Systems Change: focus on organizational change – removing barriers to implementation, aligning intiatives

Coaching Plan

• Coaching Training• Support for Coaching• Tracking Behaviors of Coaches• Linking effort to Outcomes

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

PROFESSIONAL DEVELOPMENT PLAN

Building Training Capacity

• Selection • Levels of skill development• Organized around Phases of Implementation– Team Member– Team Leader– Coach– Trainer– Coach Coordinator– Regional/State Coordinator

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

Readiness Phase

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

May 2015 1 webinar Participants: DLT, district and

building coaches, building admin

C. District Readiness Support Webinar 3 Tiered Fidelity Inventory: Purpose, process,

timeline

May 2015 1 webinar Participants: coaches, admin

I. Readiness Phase – Establishing the foundational infrastructure for a sustainable CR-PBIS system of supports.

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 Overview of Systems and Practices Key

Features 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

June 2015; Visit 2

1 days on-site training per cohort Participants: School-teams,

building coaches & admin, coach

Phase I Summary 2 On-site visits 3 Webinars8 Days On Site

Installation Phase

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 Data for identifying and progress-monitoring

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

August 2015; 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 Webinar12 Days on site

I. Installation Phase – Training and building capacity with the practices for a continuum of supports

Implementation Phase

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

Oct, Dec, Feb, April, June;Visits 7-11

5 half days/2.5 days total on-site: half-day meeting per visit

Participants: coaches

III. Implementation Phase – Supporting fidelity of implementation, and building capacity for sustainability

Implementation PhaseActivities Month/ Visit # Duration, Format, Audience

D. 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 Review of behavioral outcomes and

Intervention fidelity data Facilitate District team based problem solving.

Sept, Nov, Jan, Mar, May

1 webinar during each month Participants: DLT, building admin,

and district coaches

F. 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 Webinars17 Days on site

Planning for Full Implementation Phase

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 Participants: DLT, district coach,

school coaches, school admin

Phase IV Summary 1 On-site visits

2 Webinars3 Days on site

IV. Planning for Full Implementation Phase – Planning for full implementation of CR-PBIS Tier II

Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!

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.

PBIS: Integrated Multi-Tiered Framework

for Educational

SuccessVisit the Upcoming Events page at www.pbis.org for more

information

October 22-23, 2015S

AV

E T

HE D

ATE!

Don

ald

Ste

ph

en

s C

on

ven

tion

Cen

ter

-

Rosem

on

t, I

L

Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:

PBIS FoundationsClassroom Applications

Tier 2 Systems & Practices Tier 3 Systems & Practices

Aligning SystemsJuvenile Justice

Mental Health IntegrationEquity

Applied EvaluationSpecial Topics

OSEP Technical Assistance Center on PBIS 2015

Leadership Forum

Chat Room Prompt:

What suggestions/requests do you have for webinars for 2015-16?