1. Oregon PBS Trainer’s Training Presented 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: a) Demonstrated fluency with key concepts/features, practices, and systems of SW-PBS b) Participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer c) Provided successful training workshops to adult learners d) 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 2 nd 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