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This training for Tier I Team trainers is designed to support participants through a training and coaching process of Tier I Team training. There will be readiness steps including a webinar and a full day prior to the Tier I Team training. There will also be follow-up webinars and co-training opportunities to insure fluency and fidelity.
Who Should Participate
Who Should Participate
District Coaches or Coordinators who have experience coaching Tier I Teams in PBIS implementation
Individual interested in become a trainer for PBIS Tier I Team training in their district or region who have experience with implementation, data collection and the problem solving process
Objectives
Objectives
Participation in Tier I Trainer of Trainers will support school/district based staff to be social-emotional leaders.
Participants will gain a deep understanding of PBIS, SEL, and TIPs and be able to support high-fidelity implementation of Tier I PBIS through training, professional development and ongoing support.
Participants will be trained to assist teams to use data to select evidence based practices and coach teams to support practices with school and/or district staff
The trainer of trainer’s model will support the school/district based staff through initial professional development and ongoing work in professional learning communities with other trainer of trainers to engage in problem solving, cycles of inquiry and knowledge development to support implementation at the school/district level.
Participants will reflect on and refine skills for training delivery
What is Included in the Model
What is Included in the Model
Participate in 1 readiness webinar
Participate in 3 days of Tier 1 Team training (during Summer Virtual Cohort Training)
Participate in follow-up TOT webinars for content fluency
Participate in ongoing Community of Practice webinars with fellow TOT participants
Participate in individualized planning webinar prior to co-training
Participate/co-train in one additional Institute Tier I team training (winter, or summer 2022)
Participate in webinars in spring 2022 for coaching and evaluation fluency
Assessment/evaluation of Training experience
Create a concrete action plan for training in district
Why Should We Participate
Why Should We Participate
While initial training helps support teams in understanding and/or improving their knowledge and capacity related to Tier I installation, teams that receive ongoing support increase the likelihood of high fidelity implementation. As schools encounter setbacks, have questions, need support, systems have been established to support the team in problem solving, capacity building and delivering on action planning while continuously measuring outcomes. Having a highly trained school or district coach can support ongoing improvement of team implementation.
We know the strong positive correlation between behavior problems and low academic achievement (Gest et. al., 2005; Landrum et al., 2003)
We know that behavior problems can cause disruption in academic engagement. As a result, students may display lower levels of academic achievement due to a lack of engagement compared to students in a highly engaged class showing fewer behavior difficulties (Caldwell, Darling,Payne, & Dowdy,1999).
We know that the PBIS framework is supported by research spanning decades (Center on PBIS, 2020). Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (Horner, Sugai, & Lewis, 2020) and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (Horner, Sugai, & Anderson, 2010)3 each lay out some of the research and provide additional resources to explore the topic further.
We know that ongoing job embedded professional development is necessary to provide educators with the skills, time and feedback necessary to implement new practices(Joyce and Showers, 2002; Darling-Hammond, 2012). Quality of teaching is the strongest school-based factor that can improve student learning and achievement (Hanushek, 2011; Nye, Konstantopoulos, and Hedges, 2004; Rivkin, Hanushek, and Kain, 2005). School Leadership is second only to teaching among school-based factors that have been shown to positively impact student achievement, and this factor is especially effective in traditionally underserved schools (Leithwood, Seashore Louis, Anderson, and Wahlstrom, 2004).
Agenda & Materials
Agenda & Materials
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