Transcript Building Trainer Competencies within SWPBS
Rob Horner and Steve Goodman
Goals
Logic for investing in Trainer development For state leadership teams developing action plan For individuals identified as state trainers (or state trainer to be) Core Trainer Skills/ Competencies Sustaining Trainer Capacity Practical Example of how this is done in Michigan
Visibility Political Support Funding Policy Training
Leadership Team
Active Coordination Coaching Behavioral Expertise Local School and District Teams/Demonstrations Evaluation
Role and commitment of trainers
Collaboration with Leadership Team Provide overview presentations on SWPBS Help form clusters of 5+ teams (within district, region) for training Team with full representation Coach Local administrative support and funding Deliver training to coaches and teams Typically 4-6 days of on-site training (year 1); 2-4 days (year 2) Collaborate on evaluation Data collection, summary, use in decision-making Collaborate with national network
Trainer Skills/FTE
Knowledgeable about core content of SWPBS Active experience as coach or team member in a school that has implemented SWPBS to criterion Presentation skills Use of PowerPoint, Video, Evaluation Tools Use of assessment and evaluation data Social skills Time and ability to sustain implementation support (.10-.50 FTE) Train in pairs: Most Team/Coach training should be delivered by two Trainers.
Build/sustain relationships with coaches and teams.
Activity:
Rate your current skills/knowledge.
Select 2 top requirements worthy of focus.
Trainer Core Requirements Current Self-Assessment
Knowledge about SWPBS: Low High 1 2 3 4 5 Knowledge about behavioral and/or instructional theory Experience with SWPBS Team Imp: 1 2 3 4 5 1 2 3 4 5 Presentation Experience/Skill: 1 2 3 4 5 Use of Evaluation Data:
Self-Assessment Survey; ODR (SWIS) SET/ TIC / BoQC
Social Skills: 1 2 3 4 5 1 2 3 4 5 Time/Availability: 1 2 3 4 5
Four Broad Considerations for Trainers
Know who you should be training Know how to organize training material Know how to deliver instruction Know how to assess if you were effective.
Who should you be Training?
Organize to train 5-10 teams together All teams include administrator Teams should include an identified coach Clarify “internal” coach versus “external” coach Teams should have a representative who has heard overview of SW-PBS Teams should enter training with understanding of commitment Multiple Days of training over two years Expectation that team meets at least every 2 weeks 80% of faculty supporting effort
Organizing Training Material: Building your curriculum
Always start by first defining what you want people to know and do differently as a function of training Then, build a strategy for determining if you were successful. Outcome measure(s) Develop presentation content and activities: Initial presentation can be didactic All other presentations should deliver no more than 30 min before application event (activity) Increase rate of application events to build fluency.
Organizing Training Material: Building your curriculum
How to use the Training Materials Materials to pass out to participants Assessment tools PowerPoint slides Research References Focus on the Outcomes Review the “key ideas” Adapt the material to your personal experience
Training Content
Pre: Coaches Coaches role and content overview Day 1: Coach and Team Day 2: Coach and Team Day 3: Coach and Team Day 4: Coach and Team Additional Defining the main ideas of SW-PBS Establishing Commitment Implementation Process/ Action Planning Non-classroom Settings Using Data for Decision-Making Classroom; Bully Prevention within SWPBS; Targeted Interventions Individual student interventions Preparing for sustained implementation Team Reports/ Systems Change
SWPBIS Training Manuals
http://www.pbis.org
http://pbismanual.uoecs.org
http://www.cebr.org
(University of Oregon) (resources/ training materials) UConn http://www.cenmi.org/miblsi http:// pbisillinois.org
(Michigan) (Illinois) http://pbismaryland.org
http://flpbs.fmhi.usf.edu
(Maryland) (University of South Florida) http://pbismissouri.org
(University of Missouri) ---- California SWPBS Technical Assistance Center Dr. Barbara Kelley
Delivering training
Establish credibility and connection * Engage participants within first 10 min Define the main ideas Present (a) ideas, (b) logic, (c) supporting evidence, documentation, examples.
Tie session ideas to overall SW-PBS ideas Activities to establish outcome behaviors and build fluency Opportunities for elaboration, clarification and revision (questions, examples from teams) Tie content to published research
Assessing Effects of Training
Self-assessment Activities with permanent products Curriculum matrix Teaching plans Working Smarter matrix Self-Assessment Survey Team Checklist, Benchmark of Quality ODR data summaries Ability to respond to “what is SWPBS?”