Rob Horner and Steve Goodman. Goals Logic for investing in Trainer development For state leadership...
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Transcript of Rob Horner and Steve Goodman. Goals Logic for investing in Trainer development For state leadership...
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Building Trainer Competencies within SWPBS
Rob Horner and Steve Goodman
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GoalsLogic 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
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Leadership Team
Funding
Visibility PoliticalSupport
Training Coaching Evaluation
Active Coordination
Local School and District Teams/Demonstrations
Behavioral Expertise
Policy
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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
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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.
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Activity: Rate your current skills/knowledge.Select 2 top requirements worthy of focus.
Trainer Core Requirements Current Self-Assessment
Knowledge about SWPBS: Low High1 2 3 4 5
Knowledge about behavioral and/or instructional theory 1 2 3 4 5
Experience with SWPBS Team Imp: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 1 2 3 4 5
Social Skills:1 2 3 4 5
Time/Availability:1 2 3 4 5
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Four Broad Considerations for TrainersKnow who you should be training
Know how to organize training material
Know how to deliver instruction
Know how to assess if you were effective.
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Who should you be Training?Organize to train 5-10 teams togetherAll teams include administratorTeams 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
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Organizing Training Material: Building your curriculumAlways 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 didacticAll other presentations should deliver no
more than 30 min before application event (activity)
Increase rate of application events to build fluency.
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Organizing Training Material: Building your curriculum
How to use the Training MaterialsMaterials to pass out to participantsAssessment toolsPowerPoint slidesResearch References
Focus on the OutcomesReview the “key ideas”Adapt the material to your personal experience
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Training ContentPre: Coaches Coaches role and content overview
Day 1: Coach and Team
Defining the main ideas of SW-PBSEstablishing CommitmentImplementation Process/ Action Planning
Day 2: Coach and Team
Non-classroom SettingsUsing Data for Decision-Making
Day 3: Coach and Team
Classroom; Bully Prevention within SWPBS;Targeted Interventions
Day 4: Coach and TeamAdditional
Individual student interventionsPreparing for sustained implementationTeam Reports/ Systems Change
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SWPBIS Training Manualshttp://www.pbis.orghttp://pbismanual.uoecs.org (University of Oregon)http://www.cebr.org (resources/ training materials) UConnhttp://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
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Delivering trainingEstablish 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
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Assessing Effects of TrainingSelf-assessmentActivities with permanent products
Curriculum matrixTeaching plansWorking Smarter matrixSelf-Assessment SurveyTeam Checklist, Benchmark of QualityODR data summariesAbility to respond to “what is SWPBS?”
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Developing Trainers in Michigan: Linking Literacy and Behavior Support