Tier 3 Elementary Secondary Behavior Supports Coaching Support
Tier 3 Elementary & Secondary Behavior Supports Coaching Support Session miblsi. org
The material for this training was based off the work of: • Missouri SW-PBS • National Center on PBIS (pbis. org) • Rob Horner • George Sugai • Steve Goodman 22
Purpose The purpose of this Coaching Support Session is to equip coaches with the knowledge, skills, and tools necessary to support Tier 3 Systems Teams in the successful implementation of Tier 3 systems and supports 33
Intended Outcomes During this session, Coaches will… • Define four functions of coaching • Apply coaching functions to strengthening implementation at Tier 1 and Tier 2 • Prepare to support completion of the Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory • Anticipate bridging current Tier 3 structures & practices with those presented during Tier 3 training • Understand how to supporting the intensifying of interventions 44
Today’s Agenda 1. 0 Overview of the Tier 3 Behavior Systems Content 2. 0 Supporting Tier 1 and Tier 2 3. 0 Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory 4. 0 Bridging Current Tier 3 Systems & Practices 5. 0 Intensifying Interventions 6. 0 Wrap Up & Next Steps 55
1. 0 Overview of the Tier 3 Behavior Systems Content 66
In this module, we will… • Begin to connect coaching roles and responsibilities to the content • Preview the Tier 3 Behavior Systems training content • Anticipate areas of the content that teams may require heavier coaching support 77
Coaches: Supporting Tier 3 1. What do I need to do to support this school with shoring up Tier 1 and Tier 2 while building Tier 3? 2. What do I need to do to support my team’s completion of the Tier 3 Scale of the SWPBIS: TFI? 3. What do I need to do to support my team with bridging current Tier 3 structures & practices with Tier 3 systems & practices discussed in content? 4. What do I need to do to support my team’s understanding of intensifying interventions? 88
Tier 3 Elementary & Secondary Behavior Systems Content Overview miblsi. org
Purpose of the Tier 3 Behavior Systems Training Equip the Tier 3 Behavior Systems Team to install, implement, and coordinate an efficient, effective, equitable, and sustainable Tier 3 system in order to improve outcomes for students needing intensive behavioral support 1010
What the Tier 3 Behavior Systems training is NOT… • Is not training in Functional Behavior Assessment (FBA) or developing Behavior Intervention Plans • Is not training in Tier 3 interventions 1111
Agenda for Tier 3 Behavior Systems 1. 0 Review of Tier 1 and Tier 2 Behavior Systems 2. 0 Intensifying Interventions 3. 0 What is Tier 3? 4. 0 Tier 3 (Tier 2/3) Team Structures 5. 0 Tier 3 Process: What Does This Look Like? 6. 0 Wrap-Up and Next Steps 1212
1. 0 Review of Tier 1 and Tier 2 Behavior Systems • Practice responding to questions about why we talk about installing systems at Tier 3, rather than just moving into interventions • Assess levels of implementation of Tier 1 (SWPBIS) and Tier 2 systems • Establish common understanding of beliefs, underlying assumptions, background knowledge, and vocabulary regarding behavior science 1313
Are You Doing What You Said You Would Do? Coming out of Tier 2 Systems your team was charged with developing a flowchart outlining your school’s supports for Tiers 1 & 2 1414
Fidelity Data • Collected using the SWPBIS Tiered Fidelity Inventory • Examine Scale Scores for Tiers I & II to answer the question “Are we doing what we said we were going to do? ” and determine your team’s next step(s) 1515
Activity • Use the Power. Point Template provided to create a Summary of Implementation Status (now) and Outcomes for Tier 1 and Tier 2 Behavioral Supports (in Module 2. 0) • Plan for when and how this information will be shared with: Faculty & Staff in your building • District Implementation Team • Parents/Families/Community • 1616
Underlying Assumptions Related to FBA “…before implementing function-based behavior support, it is important to appreciate three assumptions that serve as a foundation for FBA systems: 1. Human behavior is functional, 2. Human behavior is predictable, and 3. Human behavior is changeable. ” (Crone & Horner, 2003) 1717
2. 0 Intensifying Interventions • Describe the why, what, and how of intensifying interventions • Define the concepts of Enablers and Core Features to intensifying interventions • Practice applying the concepts of Enablers and Core Features to intensifying interventions 1818
More on Intensifying Interventions later today in our Coaching Support Session! 1919
3. 0 What is Tier 3? • Create a description of Tier 3 to share with staff and families • Assess your system’s readiness for Tier 3 by looking at student outcomes data • Address common misrules around Tier 3 and create a plan for addressing the contextual misrules in your school 2020
Activity • Individually read the document “Tier 3 Overview” and pull out one big idea from each paragraph • Work together as a team to create a description of Tier 3 on chart paper in 5 bullets or less • Put questions on the “Parking Lot” chart paper 2121
Activity Part 1 • Pull out your student enrollment number or look it up in MIDATA • Complete the Readiness Sentence Frame in your workbook 2222
Activity Part 2 • Take a look at your SWIS Triangle Data Report and your SW SRSS data from your MIDATA dashboard • Do you have too few or too many students needing Tier 3 support? • What will you do to strengthen other Tiers while you are building Tier 3? • Write down action steps on your Tier 3 Action Plan 2323
4. 0 Tier 3 Team Structures • Establish an understanding of the necessary features of effective and efficient Tier 3 Teams • Teach other the roles and responsibilities of the Tier 3 Systems Team • Teach other the roles and responsibilities of the Student Support Teams • Address current teaming practices around behavioral problem-solving and make a plan to strengthen those practices 2424
Student Support Team Tier 3 Systems Team Student Support Team 2525
Tier 3 Systems Team “If you don’t have a systems team that’s keeping track of the percentage of students receiving Tier 3 interventions, what happens is kids don’t get interventions” Neal Grimes Kankakee High School 2626
Student Support Teams • The student support team is the team that works directly with conducting the FBA and developing the BIP • Each team membership will shift and look different from student to student (i. e. teacher and family) • At least one member of the Tier 3 Systems Team participates as a member or each student support team 2727
5. 0 Tier 3 Process: What Does This Look Like? • Practice running through a Tier 2/3 Systems Team agenda • Review a typical sequence of Student Support Team meetings and tasks associated with each meeting • Begin to make installation decisions for the Tier 3 Systems Team and the Student Support Teams 2828
Sample Tier 2/3 Systems Team Agenda • • • Review Tier 2/Tier 3 Tracking Tool Status Update to Staff Development Review of Students for Tier 2 Interventions Review of Students for Tier 3 Interventions 2929
6. 0 Wrap Up and Next Steps We are planning to provide Focus Days around Functional Behavior Assessment and Behavior Intervention Planning next year! Stay Tuned! 3030
Assignment 1 Complete all 3 sections of the School-wide PBIS: TFI Tier 1: Universal PBIS • Tier 2: Targeted PBIS • Tier 3: Intensive PBIS • 3131
Activity for Coaches Based on this quick overview of the Tier 3 Behavior Systems content, what questions or “hot spots” do you anticipate your team having during the training? Jot them down and share out at your table We will come back to these throughout the day today 3232
2. 0 Supporting Tier 1 and Tier 2 3333
Coaching Question 1 What do I need to do to support this school with shoring up Tier 1 and Tier 2 while building Tier 3? 3434
In this module, we will… • Briefly review data from Tier 1 and Tier 2 Scales on the TFI • Summarize the four functions of effective coaching • Apply the four functions of coaching to supporting Tier 1 and Tier 2 • Quick check on Coaching Service Delivery Plans 3535
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Activity • Take a look at your items scores for Tier 1 item 1. 15 and Tier 2 item 2. 13 • If you have a score of 2, please share out what you and your team has done to meet this criterion • If you have a score of 0 or 1, after listening to what those scoring a 2 have done, generate a list of ideas for addressing this item 3838
Coaching Assignment • Please ensure that your team brings TFI data reports to the Tier 3 Behavior Systems training • Will need access to Total Score, Scale scores, Subscale scores, Items report • Print outs of reports are best to keep all team members engaged 3939
Best Practice: Four Functions of Effective Coaching • Prompting • Building Fluency • Performance Feedback • Adaptation 4040
Activity • • • Partner 1 read about the coaching functions of Prompting and Fluency Building Partner 2 read about the coaching functions of Performance Feedback and Adaptation When prompted, Partner 1 will provide a summary of the first two coaching functions After Partner 1 shares, Partner 2 will provide a summary of what was shared using the following sentence frame: “What I heard you say is …. ” Partner 2 will share their sections and Partner 1 will respond as described above 4141
What Coaching Function? The Tier 3 System Team had their first meeting during which they worked their way through completing the Tier 2/Tier 3 Tracking Tool and made a plan to share the data with the staff. The coach provided behaviorspecific praise at the synthesis of data and specific correction when the team became student-focused, rather than systems focused Performance Feedback Other Ideas? 4242
What Coaching Function? The coach emails the Tier 3 Systems Team facilitator to remind him about creating an agenda for the upcoming team meeting. She also calls the Tier 3 Systems Team data analyst to remind her to collect progress monitoring data from student behavior plans from each Student Support Team for the meeting Prompting Other Ideas? 4343
What Coaching Function? The Tier 3 Systems Team is unsure exactly how to form a Student Support Team around students that are identified for Tier 3 support given the school’s current Tier 3 practices Adaptation Ideas? 4444
What Coaching Function? Staff at your school are confused. Tier 3 Systems Team members have been providing inconsistent messages to staff about the role of the Systems Team, the Student Support Teams, and the purpose of Tier 3 itself Fluency Building Ideas? 4545
Activity • Locate the document “Coaching Functions Applied to Tier 1 and Tier 2” • Individually, take a few minutes to jot down things that you have done within the four functions of coaching at Tier 1 and Tier 2 that have gone well • When finished, get up and share with someone from another table and add ideas to each other’s lists 4646
Activity • Recall the Coaching Service Delivery Plan (CSDP) that you started during Data Review • Does any of the learning around the four functions of coaching prompt you to make any tweaks to your Coaching Service Delivery Plan? • If yes, take a few minutes to jot down your ideas • If no, take a few minutes to highlight where the four functions of coaching are showing up in your CSDP 4747
Coaching Question 1 What do I need to do to support this school with shoring up Tier 1 and Tier 2 while building Tier 3? 4848
3. 0 Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory 4949
Coaching Question 2 What do I need to do to support my team’s completion of the Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory? 5050
In this module, we will… • Create a response to “What is Tier 3? ” • Understand the distinction between the Tier 3 Systems Team and the Student Support Teams • Practice using the Support Plan Worksheet in Appendix C of the SWPBIS: TFI 5151
Activity Quick Write Jot down your own description of Tier 3 within 30 seconds 5252
Activity Part 1 • Individually read the document “Tier 3 Overview” and pull out one big idea from each paragraph • Work together with a partner to create a description of Tier 3 on chart paper in 5 bullets or less • Be ready to share out 5353
Normalizing the “Parking Lot” • During the team training, this activity will include a pre-correction that any questions that come up during the reading of the overview or the creation of the chart paper description of Tier 3 should be put on a “parking lot” chart paper • Please help your team be comfortable with putting questions in the parking lot • Many questions will be answered as the day goes on, but some will feel anxious about questions they have 5454
Activity Part 2 • As you read the overview and created the Tier 3 description on chart paper, what potential questions and ”hot spots” do you anticipate from your team? • What questions or “hot spots” did you jot down earlier that the overview addressed? • Keep your lists handy for later 5555
Student Support Team Tier 3 Systems Team Student Support Team 5656
Activity Part 1 • Count off by 2’s • 1’s: Gather together and review the 3 slides on the Tier 3 Systems Team • 2’s: Gather together and review the 4 slides on the Student Support Team • Partner up within your group and practice presenting the slides to each other 5757
Activity Part 2 • Go find a partner with the opposite number than you • Present your slides to each other • Find another opposite partner and present slides to each other • Return to your seat when you have finished 5858
Systems Team or Student Support Team? This team works directly with conducting the Functional Behavior Assessment and developing the Behavior Intervention Plan 5959
Systems Team or Student Support Team? This team keeps track of the percentage of students receiving Tier 3 interventions 6060
Systems Team or Student Support Team? This team uses decision rules and data to identify students who require Tier 3 supports 6161
Systems Team or Student Support Team? This team is uniquely constructed and exists to design, implement, monitor, and adapt the student-specific support plan 6262
Systems Team or Student Support Team? This team includes a Tier 3 systems coordinator and individuals who can provide applied behavioral expertise, administrative authority, knowledge of students, and knowledge about the operations of the school 6363
Tier 3 Scale of the SWPBIS: TFI • Includes 17 items at Tier 3 • Many items require the review of “three randomly selected Tier III student behavior support plans created in the last 12 months” • A TFI Tier III Support Plan Worksheet in included in Appendix C of the TFI to assist in the behavior plan reviews 6464
Activity • With a partner, read through the 17 items in the Tier 3 Scale of the TFI • Take note of those items that require the review of three random behavior intervention plans • Be ready to report out the item numbers 6565
Activity • Count off into 3 groups • Each group will review their 3 assigned items on Appendix C and do the following: Summarize the items • Identify potential points of confusion or issue • Generate questions that YOU have around any of your assigned items • • Be ready to report out 6666
Activity • Group 1: Items 3. 4, 3. 6, 3. 8 • Group 2: Items 3. 9, 3. 10, 3. 11 • Group 3: Items 3. 12, 3. 13, 3. 15 6767
Activity • With your small group, select 1 of the 3 behavior intervention plan samples located in your workbook • Practice using the Support Plan Worksheet in Appendix C with the two plans you selected • Be ready to report out your ratings and rationale 6868
Coaching Question 2 What do I need to do to support my team’s completion of the Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory? 6969
4. 0 Bridging Current Tier 3 Systems and Practices 7070
Coaching Question 3 What do I need to do to support my team with bridging current Tier 3 structures and practices with the Tier 3 structures and practices discussed in content? 7171
In this module, we will… • Understand the challenges related to making changes to current Tier 3 systems and practices • Informally assess current Tier 3 systems and practices along a continuum • Anticipate questions and concerns around Tier 3 systems, structures, and processes • Apply the coaching functions to move teams forward in the change 7272
Sample Tier 2/3 Systems Team Agenda • • • Review Tier 2/Tier 3 Tracking Tool Status Update to Staff Development Review of Students for Tier 2 Interventions Review of Students for Tier 3 Interventions 7373
Sample Tier 3 Process 7474
We have a binder system in place where teachers just sign up if they need to meet with “the team” to problem solve around a particular student. How does that fit in? 7575
Considerations A primary function of the Tier 3 Systems Team is to ensure that students have access to Tier 3 intensive intervention/supports. This will take care of those kids in the binder that rise to this level • Much of the time, the problem solving consists of gathering some good ideas to try, adding in some classroom level interventions, or some level of need for targeted support • Let’s return to our colored chart from Tier 2 content and take a look at where this level of problem solving might fit in to the system • 7676
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Analogy: The ER Evolution • For years, the only option for after hours medical care was the emergency room; however, minor, non -urgent medical needs clogged the ER and created long wait times • To fill the need, Urgent Care facilities began popping up, which provided after hours care for nonemergent medical needs and reduced wait time • Now, we see Physicians Assistants at CVC and Rite Aid to meet minor medical needs even more efficiently 7878
Addressing the Elephant • This may be the part of the Tier 3 Behavior Systems Team training that has the biggest push -back • Normalize the rumbling…change is hard! • Remind teams that they don’t have to go from A to Z overnight • As coaches, we can support teams by helping to identify the step-by-step process to move from current practices to gold standard practice 7979
Activity • Take a sticky note and write your name and the name of your school. If you coach more than 1 school, do this for each building • Place your sticky note(s) along the continuum at the spot that best represents the problem solving process at that school 8080
Scenario My team is currently doing a binder sign-up for teachers to have time with “the team” (group of itinerant staff) for problem solving around individual students…we call it the SST. We do have grade level teaming happening, but really just around reading 8181
• Given the continuum on the wall, where would you put this team? • What is a reasonable goal for this school’s Tier 3 system? • What coaching functions could we apply and how? 8282
Scenario Your school has active problem-solving occurring at the grade-level around behavior. The grade-level teams are doing a good job at looking at SWIS data, developing precise problem statements for their grade, and creating action plans. For individual students, they sign up for slots during the monthly “Problem Solving Day” with the staff from the ISD and the school counselor 8383
Activity • At your table, review the scenario on the previous slide • Discuss: Given the continuum on the wall, where would you put this school? • What is a reasonable goal for this school’s Tier 3 system? • What coaching functions could you apply and how? • 8484
Activity • With a partner, share your own school scenarios with each other • Discuss: Given the continuum on the wall, where did you put this school? • What is a reasonable goal for this school’s Tier 3 system? • What coaching functions could you apply and how? • 8585
Activity • Individually, write down potential areas of pushback or potential questions that you might anticipate from your team • With a partner, choose one potential push-back or question and craft a response • Find another partner from a different table and share your push-back/question and response and listen to theirs • Jot down good ideas or language that you’d like to steal! 8686
Question 3 What do I need to do to support my team with bridging current Tier 3 structures and practices with the Tier 3 structures and practices discussed in content? 8787
5. 0 Intensifying Interventions 8888
Question 4 What do I need to do to support my team’s understanding of intensifying interventions? 8989
In this module, we will… • Describe the why, what, and how of intensifying interventions • Define the concepts of Enablers and Core Features to intensifying interventions • Practice applying the concepts of Enablers and Core Features to intensifying interventions 9090
Role of the Coach with Intensifying Interventions • You are coaching the system, not practices, but you are an also an educator in the system • It is important to understand the concepts in this section so you can answer questions and help support your team explain these concepts to staff • You can serve as an “expert in residence” of sorts • This section will include many slides that are in content, but we will dig deeper with activities 9191
What comes to mind when you hear the phrase “Intensifying Interventions”? 9292
Non-Examples of Intensifying Interventions • Provide instruction in slower manner • Provide instruction louder • Provide instruction based on “learning styles” • Provide instruction in a specific classroom (e. g. special education classroom) • Just moving into Tier 3 or just for Tier 3 9393
Intensifying Instructional & Behavioral Supports WHY? • To improve our efficiency and effectiveness in producing successful outcomes for students • If we want to close the gap between expected standards and the student’s current level of performance, we need to intensify supports! • We should have a sense of urgency! 9494
Intensifying Instructional & Behavioral Supports WHAT? • Increasing intensity of supports means increasing the individualization around specific needs: • • • Precision in identifying the need Increased focus on addressing the identified need Increased instruction and engagement Increased opportunities for practice Increased frequency and immediacy of feedback 9595
Intensifying Instructional & Behavioral Supports HOW? • Shifting our thinking around two concepts 1. Enablers to intensifying instruction 2. Core Features to address when intensifying interventions 9696
Enablers • Google’s definition of enabler: “a person or thing that makes something possible” • Not sufficient on their own to improve student outcomes, but are the “conditions under which” we can intensify interventions • They set the stage for intensification to happen • Enablers that we will be talking about today: • Time • Grouping • Instructor/Interventionist 9797
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Activity • Review the “Allocated Time, ” “Grouping, ” and “Instructor” rows of the Intensifying Supports document • Talk with a partner: What do you note about the movement of increased intensity? • Do you agree or disagree that moving the dial on time, grouping, and instructor is sufficient to impact student outcomes? Why? • 1010 00
Enablers: Necessary, but not sufficient We can increase time spent on instruction, but if we don’t do something different with the increased time, more time will not be enough Examples: • Attending two Weight Watchers meeting per week instead of one • Grade retention 1010 11
Enablers: Necessary, but not sufficient We can put the student in smaller and smaller groups, but if we don’t do something different within the groups, it will not be enough Example: • Struggling to learn a dance sequence in class, so moved to group of 3 • Instructor did same thing as with whole class 1010 22
Enablers: Necessary, but not sufficient We can provide more skilled instructors or interventionists, but what they do during instruction is what makes the difference Example: • Needed tutoring in Organic Chemistry beyond the graduate assistant who was teaching course • Scheduled sessions with expert, but he was unable to define concepts or teach equations in a way that a lay-person could understand 1010 33
Las Vegas Investment Scheme • Our efforts in intensifying interventions has historically been a bit like a Las Vegas investment scheme • We put in a coin and expect a big pay-off • Examples: • Present student with a self-monitoring system (coin) – “Doesn’t work” • Gave student two opportunities to practice responding to arguments during basketball game at recess with a script rather than hitting (coin) – “Doesn’t work” 1010 44
Activity • Chat with a partner: • Are enablers necessary for intensifying interventions? Why or why not? • Are enablers sufficient for intensifying interventions? Why or why not? • What are three common enablers that we are talking about? 1010 55
Under these conditions… TIME GROUPING INSTRUCTOR If these are not sufficient to intensify interventions, then… WHAT DO WE NEED TO DO? ? 1010 66
Layer on “Core Features” • • Necessary to intensifying interventions Critical to improving outcomes Enhanced by enablers Core Features that we are talking about today: Precision • Engagement • Feedback • Practice • 1010 77
Under these conditions… Practice 1010 88 Feedback INSTRUCTOR GROUPING Engagement Precision TIME
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What Does This Look Like Applied Within All Tiers? Core Features 1. 2. 3. 4. Precision Engagement Practice Feedback Contexts 1. 2. 3. 4. Classroom--all students Classroom--a few students Classroom--one student Check-In, Check-Out intervention 5. Individual student plan 1111 00
Activity • Partner 1: Choose a Core Feature • Partner 2: Choose a Context • Together, create an example of how the core feature can be applied within that context to intensify intervention • Be ready to share out 1111 11
Activity • Divide into tables or groups of 2 or 3 • Trainer will announce a Core Feature and a Context • Work quickly to see which group can be the first to give a good example of a core feature applied to a context 1111 22
Activity • Count off by 2’s at your table • Do a 30 second quick write: 1’s: Define/Describe Enablers • 2’s: Define/Describe Core Features • • Take turns doing a Stand Deliver to read your description to your team 1111 33
So, how do Enablers and Core Features of intensifying interventions work together? 1111 44
Engagement Precision GROUPING INSTRUCTOR 1111 55 Feedback Practice TIME
Let’s Walk Through a Scenario • Second Step Curriculum was used in the classroom for all students • Some students required more support as they were not displaying the new skills, so they were put into a small group and provided additional time to be re-taught Second Step Curriculum by the school psychologist 1111 66
Activity • What enablers or core features are present in this example of intensifying interventions? • Is this plan sufficient to close the gap between expected standards and current level of performance? • Why or why not? 1111 77
Let’s continue… • Within the small group, the school psychologist identified the specific skills and features of the skills that the students were lacking and provided additional instruction to address the gap • Students had 20 -25 opportunities to practice the new skills within a group session • The psychologist provided immediate, explicit feedback on each practice of the skill and provided correction and modeling when needed 1111 88
Activity • What enablers or core features are present in this additional example of intensifying interventions? • Is this plan sufficient to close the gap between expected standards and current level of performance? • Why or why not? • What else might you add to this plan? 1111 99
Activity • Locate the document “Intensifying Interventions Coaching Scenarios” in your workbook • With a partner, choose a scenario and create a response • Be prepared to share out your response and rationale 1212 00
Coaching Question 4 What do I need to do to support my team’s understanding of intensifying interventions? 1212 11
6. 0 Wrap Up and Next Steps 1212 22
Activity • Review the list(s) of anticipated questions, push-back, “hot spots” that you identified for your team throughout the day today • Are there any left uncovered? • Share out with group 1212 33
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Reminder: Coaching Assignment • Please ensure that your team brings TFI data reports to the Tier 3 Behavior Systems training • Will need access to Total Score, Scale scores, Subscale scores, Items report • Print outs of reports are best to keep all team members engaged 1212 55
End of Day Evaluation 1212 66
2 -Part Evaluation • Retrospective Self Assessment • Feedback on the Session. . . both using the responders 1212 77
Rate your knowledge / skills / competence for the following items at the end of this training. 1212 88
Scale for the Retrospective Self Assessment Questions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 1212 99
Intended Outcomes During this session, Coaches will… • Define four functions of coaching • Apply coaching functions to strengthening implementation at Tier 1 and Tier 2 • Prepare to support completion of the Tier 3 Scale of the SWPBIS: Tiered Fidelity Inventory • Anticipate bridging current Tier 3 structures & practices with those presented during Tier 3 training • Understand how to supporting the intensifying of interventions 1313 00
1. I can define the four functions of coaching 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 1313 11
2. I can support my team with the completion of Tier 3 of the SWPBIS: TFI 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 1313 22
3. I am able to suggest ways to bridge current Tier 3 structures/practices in my school with those that will be presented in training 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 1313 33
4. I understand how to apply Enablers & Core Features to intensify interventions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 1313 44
Rate your knowledge / skills / competence for the following items at the start of this training. 1313 55
1. I can define the four functions of coaching 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers. 1313 66
2. I can support my team with the completion of Tier 3 of the SWPBIS: TFI 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers. 1313 77
3. I am able to suggest ways to bridge current Tier 3 structures/practices in my school with those that will be presented in training 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers. 1313 88
4. I understand how to apply Enablers & Core Features to intensify interventions 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers. 1313 99
Feedback on the Session 1414 00
1. Today’s learning was a valuable use of my time. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 11
2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in today’s session. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 22
3. The content included clearly defined outcomes for the day. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 33
4. The content and activities are well aligned with the goals and priorities of my District. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 44
5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 55
6. The pacing and amount of material presented were appropriate for the time allocated. 4: Just Right 2: Too much or too fast 1: Too little or too slow 1414 66
7. The materials for the day facilitated my learning. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 77
8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology). 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree 1414 88
Please also take a moment to provide written feedback. Forms are provided at the back of your workbook. • The most valuable part of this planning session was. . . • This planning session could be improved if. . . 1414 99
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