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Building Trainer Competencies within SWPBS

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

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Building Trainer Competencies within SWPBS

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  1. Building Trainer Competencies within SWPBS Rob Horner and Steve Goodman

  2. 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

  3. Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School and District Teams/Demonstrations

  4. 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

  5. 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.

  6. Activity:Rate your current skills/knowledge. Select 2 top requirements worthy of focus.

  7. 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.

  8. 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

  9. 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.

  10. 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

  11. Training Content

  12. SWPBIS Training Manuals • http://www.pbis.org • http://pbismanual.uoecs.org (University of Oregon) • http://www.cebr.org (resources/ training materials) UConn • http://www.cenmi.org/miblsi (Michigan) • http:// pbisillinois.org (Illinois) • http://pbismaryland.org (Maryland) • http://flpbs.fmhi.usf.edu (University of South Florida) • http://pbismissouri.org (University of Missouri) • ----- • California SWPBS Technical Assistance Center Dr. Barbara Kelley

  13. 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

  14. 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?”

  15. Developing Trainers in Michigan: Linking Literacy and Behavior Support

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