Effective Trainer’s Training in Oregon: Building Fluency and Competence

1. Oregon PBS Trainer’s TrainingPresented by the NWPBIS Network

2. Purpose of Trainer’s Training • Build training capacity throughout the state • Develop training capacity within Regions (ESDs) and Districts to meet the training needs of implementing schools within that region/district

3. Purpose of Trainer’s Training • Strategically use state resources to build fluency and competence in state, regional and district trainers/ coaches that meets the needs of the majority of schools within their locale. • Utilize the trainer’s training to build training capacity related to the most essential training content areas required by schools with consideration for the varying needs of schools/ districts/ regions throughout Oregon to implement SWPBS • Utilize the time of the state coordinators and trainers during site visits & local resources (coaches/trainers) to maximize opportunities to build local capacity for training and coaching in identified trainers/coaches.

4. Avoid Train & Hope • Training capacity will only provide significant benefit toward implementation if it is part of a consistent district/regional commitment and vision lead by a leadership team that has provided the systemic supports, coaching and follow-up to support implementation in schools.

5. Characteristics of an Effective Trainer Individuals who move into the training role have the following characteristics: • Demonstrated fluency with key concepts/features, practices, and systems of SW-PBS • Participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer • Provided successful training workshops to adult learners • Experience with examples of implementation of SW-PBS practices and systems in multiple schools

6. Characteristics of Effective Training Pre Training Preparation • The right people are attending the training, with a clear knowledge of (1) the outcomes of the training & (2) the resources & commitments necessary to successfully implement training content

7. Characteristics of Effective Training During the Training • Clear tasks are defined for attendees to complete • Be careful of giving too much content or too many ideas/tasks to complete in one training • Have follow-up trainings & chunk content • Work time is built into training time to work on tasks • Intersperse training content with work time • Offer time for questions, clarification & dialogue • Entertainment is an important component of training, but not the only purpose -- remember the ultimate goal is the implementation of systems/practices that impact student achievement

8. Characteristics of Effective Training After the Training • There is a plan for follow-up • Training • Coaching support • Evaluation of implementation & outcomes

9. What we can Provide • Training Materials and a model of how to provide the training • Limited opportunities for follow-up support • Plan to work w/ model trainers • Contact local trainers for support • Plan/schedule with state trainers/coordinators • David McKay, Patty Parnell, Scott Ross

10. Session Format • Identify Pre-Training Needs • Communicate clearly purpose of training & who should attend • Communicate clearly commitments and resources necessary for attendees to benefit from training content • Maximize training by ensuring the capacity (FTE & resources) is available for schools to carry out the training content • Training Materials • Overview & how to access • Training Scheduling • Outline ideal & options

11. Format for Day • We wanted to have 2 trainers per session for multiple models of presenting the same or similar material across trainers • Model that personal flair & use of personal examples that is critical for effective trainers • 1 trainer will model how they provide training using training materials • as though you were a PBS team attending the training • 2nd trainer will contrast their style with the same or similar materials • Chunk out training material as they would when training teams • Interactive opportunity for participants to ask questions about training material, trainer style, etc. • Opportunity for participants to plan how they might tailor the training content to their own style

12. Session Format • Post-training needs • Plan for Coaching follow-up support • Plan for ongoing evaluation • Implementation fidelity • Outcome data • How will we know if the intervention is making a difference? • When and who will regularly review this data?

13. How/Why we Selected Today’s Training Content • Focus on training content with developed training materials for ease of use for trainers • We cannot build training content in areas where we don’t have established training models and materials • Needs across the state

14. Training Sessions • Full Day Session • SWPBS - Universal System – Celeste & Chris • Half Day Sessions • AM - Using Discipline Referral Data - Anne • AM - BullyProofing - Scott • PM - CICO/BEP – Michele & Sarah • PM - Active Supervision – Dave & Dale