Training and Coaching Capacity
Susan Barrett
Lucille 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.
2.
3.
4.
5.
6.
SEA
LEA Administrator
District-based PBIS Coach
School-based Administrator
Evaluator
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 MESSAGE
Invest in Trainers and Coaches as you are setting
up Team Training
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Phases of Implementation
Exploration
 Installation
 Initial Implementation
 Full Implementation
 Innovation
 Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
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
Funding
Visibility &
Dissemina on
Poli cal
Support
Policy &
Systems
Alignment
Personnel
Selec on
LEADERSHIP TEAM
Coordina on, Readiness, Priority
Professional
Development
Coaching &
Technical
Assistance
Evalua on &
Performance
Feedback
Local Implementa on Demonstra ons
Content
Exper se
Starting Point: Multiple Uses of Data
Data
Training and Coaching
Self Assessment
• Resource Mapping
• Self Assessment Survey
• School Climate Survey
• School Data Review
• Informs Leadership Team about
Current Level of Performanceareas of strength and need
• Sort schools based on need
• Coach assignments- level of
coaching intensity
External Assessment (Fidelity)
• School-wide Evaluation Tool
• Benchmarks of Quality
• Tiered Fidelity Inventory
• 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
Jan-14
May-14
Oct-14
100
90
80
70
60
50
40
30
20
10
0
DR
GL
M
RB
H
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
COACH
• Data for Decision Making
-Continuous Monitoring of data to inform
– Booster, Pace, need for increased/fade
support
Available from OSEP TACenter www.pbis.org
www.pbisapps.org
Training Materials Anchored to Inventory
No Cost
Assessors Training
PowerPoint
and
Assessors Training Video
at www.pbisapps.org
TFI:1.1 Team Composition
Feature
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.
Main Idea: Teams need people with
multiple skills and perspectives to
implement PBIS well.
Data Sources


Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
School
0 = Tier I team does not exist or
organizational chart
does not include coordinator,
Tier I team meeting
school administrator, or
minutes
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%
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 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
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.
Basic MTSS Implementation Framework
Regional/State
Leadership
• Practices, data, systems
• Policy, funding,
leadership, priority,
agreement
Internal Coaching Support
School
Leadership Team
• 2 yr. action plan
• Data plan
• Leadership
• Team meeting schedule
District
Leadership Team
External Coaching Support
• School-wide
• Classroom Systems
• Small group
• Individual student
Student Benefit
• Academic
• Safe school
• Social behavior skills
• Mental Health
School Staff
Team Support
Outcomes of Coaching
Help teams with:
• Fluency with trained skills
• Rapid redirection from misapplications
• Fidelity of overall
implementation
• Sustainability over time
– Increase coaching intensity at
critical points in time
Cheer on!
“Do with”
“Do for”
1 time
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
Enablement
Remove barriers
Foster pathways
Streamline and integrate
Relationship
Support,
Reinforce and
Communicate
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)
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
I.
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
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
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 teambased 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 Webinars
8 Days On Site
Installation Phase
I.
Installation Phase –
Training and building capacity with the practices for a continuum of supports
Activities
Month/
Visit #
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
B. Additional Tier II interventions for Middle &High School
 Academic Seminar
 Data for identifying and progress-monitoring
June 2015;
Webinar
C. Modifying Tier II foundational interventions
 Brief Function Based problem solving process
 Data for identifying and progress-monitoring
August
2015;
Visit 4 & 5
D. Action planning for Tier II implementation
 Data for selection &integration of EBPs into CR-PBIS
 Timeline for Implementation & Evaluation
 Action planning finalized
Phase II Summary
August
2015;
Visit 6
4 On-site
visits
Duration, Format, Audience
 1 day on-site training per cohort
 Participants: school-teams,
coaches & building admin,
district coach
 1 webinar
 Participants: school teams,
building coach and admin,
district coach
 2 days on-site training per
cohort
 Participants: school-teams,
building/district coach & admin
 1 days on-site training per
cohort
 Participants: school-teams,
building coach & admin, district
coach
1 Webinar
12 Days on site
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
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
Oct, Dec, Feb,
April, June;
Visits 7-11
 5 half days/2.5 days total: halfday meeting per visit
 Participants: DLT, building admin,
and district coach
Oct, Dec, Feb,
April, June;
Visits 7-11
 5 half days/2.5 days total on-site:
half-day meeting per visit
 Participants: coaches
 CICO Social Skill Groups; Academic Seminar (MS
and HS)
 Function based problem solving (Brief FBA/BIP)
 TIPs; Progress Monitoring Tools; Screening Data;
TFI data
 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
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
Implementation Phase
Activities
D.
Booster Training for Buildings Needing
Additional Support
•
Review of behavioral outcomes and
Intervention fidelity data
 Review and update action plan: prioritize
activities
E. District and Building Leadership TA Calls:
district planning
 Review of behavioral outcomes and
Intervention fidelity data
 Facilitate District team based problem solving.
F.
Maximizing Specialized Service Staff to
Implement Tier II
•
Month/ Visit #
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
Sept, Nov, Jan,
Mar, May


1 webinar during each month
Participants: DLT, building admin,
and district coaches
Oct, Feb;
Visits 7 and 9
 2 day
 Participants: district clinicians,
DLT, coaches; school admin
roles and responsibilities to facilitate Tier II
implementation
Phase III Summary
Duration, Format, Audience
5 On-site visits
35 Webinars
17 Days on site
Planning for Full
Implementation Phase
IV. Planning for Full Implementation Phase –
Planning for full implementation of CR-PBIS Tier II
Activities
A. Review of data to make decision about need for
expanding the continuum by integrating Mental Health
interventions







Spring
2016; Visit
12
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
B. Technical assistance on selection of interventions

Month/
Visit #
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
Phase IV Summary
Spring
2016
1 On-site
visits
Duration, Format, Audience


3 days on-site for selection and
planning to invest in MH
interventions;
Participants: DLT, district coach,
school coaches, school admin
 2 webinars
 Participants: DLT, district coach,
school coaches, school admin
2 Webinars
3 Days on site
SAVE THE DATE!
OSEP Technical Assistance Center
on PBIS 2015 Leadership Forum
PBIS: Integrated
Multi-Tiered
Framework for
Educational Success
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.
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
Featuring sessions specifically designed
for our Mental Health, Juvenile Justice,
and Family/Community Partners!
Visit the Upcoming Events page at www.pbis.org for more information
Donald Stephens Convention Center - Rosemont, IL
October 22-23, 2015
Chat Room Prompt:
What suggestions/requests do you have for
webinars for 2015-16?