This document discusses models for training trainers and technical assistance providers in secondary/tertiary positive behavior support systems in Florida and Illinois. It describes how both states organize training around trainers, technical assistance, content delivery, and implementation planning. Training focuses on developing the skills of trainers through experiences and emphasizes coaching to support practice. Evaluation assesses fidelity of implementation and student outcomes at the school, district, and state levels.

1. Building Trainer Competency for
Secondary/Tertiary Systems
Don Kincaid, University of South Florida
Kimberli Breen, Illinois PBIS Network

2. Session Objectives
This session will cover two state-wide models
for training trainers and assisting others in
becoming fluent TA providers.
Florida
Illinois

3. BLUEPRINT FOR SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
PROFESSIONAL DEVELOPMENT
The Blueprint will be organized around four
major foci:
• Trainers
• Technical Assistance (“coaching”)
• Training Content and Delivery
• District/Region/State Implementation
/Professional Development Planning
• We’ll also be discussing Evaluation

4. Why is Training of Trainers Key?
Average Skill of Trainers,
Multiple Trainings within District
3.22
3.52
2.88
3.27
3.89
3.05
3.57
2.5
3
3.5
4
District 1 District 2 District 3
Inexperienced Trainer(s) Only
Experienced + Inexperienced Trainers
Experienced Trainer Only

5. Challenges in Transforming
Training to Practice
• Training staff in content without district support/agreement
to change related tools/practices/policy
– Ex. Training in FBA/BIP but district doesn’t have a
comprehensive FBA/BIP process that works
• Only having access to audience for 1, 2, 3 sessions
– Ex. Local coop/agency thinks their staff only need to ‘hear
it’ once or twice and then they can train
• Training trainers who don’t intend to implement/use the
tools/materials themselves, but only to train others on them
– Ex. Training on the Competing Behavior Pathway when a
person has never used the tool

6. Past Practice
• Regional or state-level training
– Trainings titled as one-shot (ex. Day 1 Targeted,
Day 2 Targeted)
• Primarily teachers/practitioners in attendance
• Great when principals came to training; rarely
had Director of SpEd, Asst. Sups., Coaches’
supervisors
• TA provided at building-level with only some
district level TA
• Coaching recommended (not required)

7. Current Strategies: Illinois
• District support necessary to change practice
• Memorandum of Agreement
• District Leadership Team
• Coaching required; allocated FTE, especially for Tier 2/3
support
• In-district training & TA
– Audiences of: ALL Principals, ALL SWs/Psychs, etc.
• TOTs for our Trainers & District Coaches (in-training)
• Trainings: Regional, semi-regional, in-district, go-to-mtgs.
• TA thru on-going: go-to-mtgs., conference calls,
network/coaches mtgs., scheduled in-district & regional TA
sessions

8. Current Strategies: Florida
Tier 2
• Must have District Action Plan
• Schools must identify “readiness”
for Tier 2
– Tier 1 fidelity, student outcomes,
classroom implementation, etc.
• Used to do local or giant annual
training - 1 day, 1 strategy
• Training team would include
subset of Tier 1 team
• ToTs with experienced District
Coordinators
• Moved to a web-based training
format
Tier 3
• Must have a separate District
Action Planning process for Tier 3
• Do not provide training initially
• Technical assistance provided to
evaluate:
– Process, Products, Practices,
Outcomes, etc.
• Establish effective district system
and process to support evidence-
based practice prior to training.
• Training is not didactic in nature
– Content, practice, systems,
collaboration, capacity to coach,
etc.

9. Florida: Structure for Training
• Most Tier 2 training and TA provided via
Adobe Connect
• Modules are self-contained and result in
permanent product and action plan
• Individuals or teams can go through module
• Initial module is open to any team or member
• Based on “scores” PBS staff permission to
move to next module

10. Florida Curricula
• Are you ready for Tier 2?
– Assessment of current supports/decision points
• Providing Classroom Consultation – now in Tier 1
• Identifying students who need Tier 2
• Progress monitoring
• Measuring the fidelity of implementation
• Making decisions and selecting interventions
• Introduction to BEP

11. Illinois: Structure for Training
• Training for schools
– Series of trainings that can be repeated (ex. S100)
– Standardized format so easier to teach all
trainings once fluent with one
– Modeled for Coaches so they can train in future
• Training for district level personnel
– All SWs/Psychs in one district come together
– District Forums for District Leadership Teams
• Training designed for District Coaches
• Training Trainers and TA providers

12. Structure for Coaching
• Internal to school (Internal Coaches)
• External Coaches provided by district
(community agencies or Cooperatives)
– Requires allocated FTE
• Regional/state Trainers & TA providers
– Transition from support: to schools, to Internal
Coaches, to External Coaches
• Alignment with blueprint/national center
All of the above for coaching at:
– Tier 1, 2 & 3

13. • FY05, only 28% of the data support
for Tier 3 was led by district staff
• FY09, 100% of the Tier 3 plans
supported by the online Tier 3 data
system was provided by district social
workers and other district personnel.
Developing Tier 3:
Demo Districts Build Capacity

14. Tertiary Demos Sites Assume
Responsibility for Data
13 12
2
3 10
21
61
116
2
4 5
8
10
0
25
50
75
100
125
FY05 (N=18) FY06 (N=26) FY07 (N=26) FY08 (N=69) FY09 (N=125)
#ofStudents
PBIS Network Staff School Personnel District Tertiary Coach

15. Structure for Evaluation
• School outcome & process data
• District outcome & process data
• State/network outcome & process data
• Process data must be emphasized; illustrates
if interventions are happening, effective etc.
• Emphasis on USE and Ownership
(schools/districts must use their own data,
collect it for internal evaluation, value it)

17. Florida’s Evaluation at Tiers 2 and 3
• Progress monitoring forms on website
• State-wide database that measures:
– ODRs
– Minor incident reports
– Progress monitoring data (DPR, BRS)
– Screening/Nomination data
– Classroom Observation Form
– Data integrity
– Fidelity measures – PIC, BOQ, BAT
– Academic data

18. Florida Tier 3 Process
• Formation of a district leadership team responsible for
coordinating Tier 3
• Evaluation conducted by FLPBS-RTIB of the district’s current
Tier 3 processes and products
– An interview process is conducted with the Tier 3 leadership team
to evaluate the district’s current Tier 3 process
– The district agrees to submit five to ten recently completed
FBA/BIPs to be assessed for technical adequacy
• Meeting with PBS-RtIB and the Tier 3 district leadership
team to share results of process and product evaluation
• Facilitation of the development of a long-term action plan
with goals and activities to address areas needing
improvement.
• Regularly scheduled follow-up meetings to evaluate
progress on action plan and determine next steps

19. Florida Tier 3 Training
• Will utilize newly developed and approved district
process and products
• May have some web and didactic training
• Will involve direct coaching of district personnel to
implement process and use products
– Evaluation of knowledge, consultation skills, systems
support, etc.
• Evaluation of staff competencies will parallel systems
supports (student outcomes, fidelity of
impementation, etc.)

20. Contacts:
National Website: www.pbis.org
Florida’s Positive Behavior
Support Project
• Phone: (813) 974-7684
• Fax: (813) 974-6115
• Email: flpbs@fmhi.usf.edu
• State Website:
http://flpbs.fmhi.usf.edu
Illinois-PBIS Network
• Phone: (708) 482-4860
• Fax: (708) 482-4875
• Email: kim.breen@pbisillinois.com
• State Website:
www.PBISIllinois.org