1. Professional Development and Technical Assistance: The National Blueprint for Success Tim Lewis, Ph.D University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

2. Build parallel systemic processes 1.Provide school/district teams with a process to address the presenting challenge (SWPBS) 2.Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( District /State Leadership Team)

4. District Initiative District Coordinator / Trainer PBS Coaches/ Trainers School Teams

5. Most Training Guskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts. Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6). Considerations: – Change is a slow, difficult, gradual process; – Teachers need to receive regular feedback on student learning outcomes; and – Continued support and follow-up are necessary after initial training.

6. PD to Change Staff Behavior Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986

7. Blueprint Logic - Training Assess and map training to school team “readiness” Training targets focus on specific steps in building a continuum of behavioral supports All training should be outcome based with measurable goals (along with tool to measure) Trainers must master and demonstrate competency on essential features

8. Most Technical Assistance Relies on expert model Case by case Contingent upon funding streams and/or student eligibility Often poor fit within an instructional model

9. Rethinking Technical Assistance Moving from a case by case expert model to building expertise in the school Focus of all TA is on teaching the school team to solve problems or address challenges for themselves Shift from providing answers to asking questions Shift from developing plans to prompting plan development Shift from being viewed as the expert to being viewed as a facilitator Will not replace need for specialist, re-focus all to building capacity

10. Blueprint Logic – Technical Assistance Key competencies and skill sets of TA providers provided Basic logic of SW-PBS problem solving adhered to across all related activities (data- practices –systems) Tools and measures to assist in process School Team(s) are target of all TA

11. Derby Ridge Elementary Tier 2 Systems Classroom Teachers Grade Level Teams Tier Two Development Team CORE Team

14. Professional Development Blueprint Purpose: (a)Identify core components to allow development of local training adaptations, (b)Provide tools and measures to verify and evaluate content validity of training, (c)Provide tools and measures to guide assessment of implementation integrity, (d) Judge the preparedness of professional development providers, and (e)Guide development of comprehensive professional development plans at the district, region, and state level.

15. PD Blueprint Does … List and describe minimum core readiness, skill, and performance competencies for SWPBS trainers. List and describe minimum outcome competencies for SWPBS implementation by (a) school staff, (b) school leadership teams, and (c) coaching personnel. Provide self-assessment guides for monitoring training and coaching progress. Provide evaluation procedures for assessing training and coaching fidelity and integrity. Recommend schedules and sequence for training and coaching activities. Assume that trainers have implementation experience and fluency with SWPBS practices and systems. Focus on the school, district/region, and state as the context for sustained training implementation and support.

16. PD Blueprint Dosen’t Dictate specific training scripts or lesson plans. Require specific training examples. Provide an exhaustive list of training topics or delivery mechanisms. Align content with other behavior support, school climate or discipline, or social behavior curricula. Teach SWPBS content to trainers.

17. Building the Blue Print

18. Designing Systems Phases of Implementation Evaluation Cycle Training and Coaching Reports and Marketing Policy

19. Phases of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

22. Coaching within SWPBS Implementation Defining the Role Internal vs External Selecting Coaches Training and support for coaches Assessing Impact

23. Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time.

24. Who should be a coach Coaching Competencies NecessaryPreferred Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge about SWPBS Knowledge about behavior support practices (targeted, individual) Skilled in collection and use of data for decision-making.

25. Coach Competencies

26. Trainers Train more folks than you think you need Levels of skill development Organized around Phases of Implementation – Team Member – Team Leader – Coach – Trainer – Coach Coordinator – Regional/State Coordinator

27. Building Training Capacity Kincaid- Florida SkillScore ObtainedScore PossiblePercent Obtained I.Training Skills80 I.Content Area Skills: Knowledge 60 I.Content Area Skills: Ability to Train 60 Total Skill Score200 Directions:Rating 1= not at all confident 2= somewhat confident 3= neutral 4= confident 5= very confident Training Skills When conducting past trainings I feel confident that I:  Started the training with an appropriate introduction, agenda, and overview 1 2 3 4 5  Set up the room to be conducive to the type of training being conducted (i.e., teams, classroom style, individual) 1 2 3 4 5  Adjusted my training specifically for adult learning styles (i.e., …) 1 2 3 4 5  Used eye contact and appropriate body language 1 2 3 4 5

28. Illinois Network 2009