B(1) Training Accountability for the delivery and quality of training. Required elements: Identification of the lead person(s) accountable for training. Description of the role and responsibilities of the lead person(s) accountable for training. “The director of the Training Center, Nancy Love at the University of Pittsburgh, oversees all training activities. She devotes a substantial amount of time (.75 full-time equivalent) to the following tasks: (1) designing a training plan, (2) ensuring all trainers meet skill-level expectations, (3) planning and monitoring training events, and (4) assessing the efficacy of the trainers and the overall training plan. She meets with the training team once a month to discuss progress and problem-solve issues.” “The director of the Training Center oversees all training activities. She devotes a substantial amount of time to designing a training plan, ensuring all trainers meet skill-level expectations, planning and monitoring training events, and assessing the efficacy of the trainers and the overall training plan.” “In November 2013, the SPDG hired the lead person accountable for training. The director of the Training Center oversees all training activities.” “The project team plans to hire someone to oversee all training activities.”
B(2) Training Effective research-based adult learning strategies are used.,, Required elements: Identification of adult learning strategies used, including the source (e.g., citation). Description of how adult learning strategies were used. Description of how data are gathered to assess how well adult learning strategies were implemented. “The project team implemented training based on adult learning strategies described by Dunst & Trivette (2012).1 In our series of 10 trainings, we used effective learning strategies from each of the following categories: Introduction: Trainers facilitated a workshop for participants. Practicing: Participants applied the new skills through a role-play exercise. Evaluation: The trainer assessed participant strengths and weaknesses. Mastery: Participants completed a self-assessment form on skills attained. Once per quarter, the project team conducts participant performance reviews and facilitates a group reflection (a member of the research team takes notes and categorizes the data) to determine how well the strategies were implemented. 1Dunst, C.J., & Trivette, C.M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8, 143-148.” “The project team implemented training on adult learning strategies described by Dunst & Trivette (2012).1 In our series of 10 trainings, we used effective learning strategies from each of the following categories: Introduction, Practicing, Evaluation, and Mastery. Once per quarter, the project team conducts participant performance reviews and facilitates a group reflection to determine how well the strategies were implemented. 1Dunst, C.J., & Trivette, C.M. (2012). Moderators of the effectiveness of learning method practices. Journal of Social Sciences, 8, 143-148.” “The project team implemented training on four adult learning strategies described by Dunst & Trivette (2012).1 1Dunst, C.J., & Trivette, C.M. (2012). Moderators of the effectiveness of learning method practices. Journal of Social Sciences, 8, 143-148.” “The project team implemented training on adult learning strategies.”
B(3) Training Training is skill-based (e.g., participant behavior rehearsals to criterion with an expert observing).3,5 Required elements: Description of skills that participants were expected to acquire as a result of the training. Description of activities conducted to build skills. Description of how participants’ use of new skills was measured. “Participants were observed prior to the start of training and immediately following the training to assess their skills in the following areas: Ability to use progress monitoring measures correctly, Ability to analyze progress monitoring data to group students according to learning needs, Ability to identify needs and apply appropriate intervention strategies to meet student learning needs (i.e., fluency, comprehension, phonemic awareness), and Ability to adjust instruction over time in accordance with progress monitoring data to improve student learning outcomes. Participants also engaged in exercises to practice new skills learned. Follow-up observations were conducted three months after training ended to ensure participants continued applying new skills and knowledge over time to improve outcomes for students with disabilities.” “Participants were observed prior to the start of training and immediately following the training to assess their skills in the following areas: Ability to use progress monitoring measures correctly, Ability to analyze progress monitoring data to group students according to learning needs, Ability to identify needs and apply appropriate intervention strategies to meet student learning needs (i.e., fluency, comprehension, phonemic awareness), and Ability to adjust instruction over time in accordance with progress monitoring data to improve student learning outcomes.” “Participants were observed to assess their skills. Participants also engaged in role-playing exercises to practice new skills learned.” “Plans are in place assess participants’ skills by conducting observations.”
C(2) Coaching SPDG coaches use multiple sources of information in order to provide assistive feedback to those being coached and also provide appropriate instruction or modeling. Required elements: Should describe the coaching strategy used and the appropriateness for use with adults (i.e., evidence provided for coaching strategies).6 Describe how SPDG coaches monitored implementation progress. Describe how the data from the monitoring are used to provide feedback to implementers. “Coaches use behaviorally focused feedback, help practitioners to interpret and use this feedback, and make a strong link between performance improvement and desired outcomes (see London & Smither, 2002). Our coaches model the practices that the participants are expected to use during training sessions. During onsite visits, coaches discuss challenges the participant is facing in implementing the practices. PD participants are asked to evaluate implementation of the practices monthly. Coaches use the self-evaluation data and observations from onsite visits to evaluate implementation progress. Coaches prepare a consultation report after each onsite visit that provides feedback for participants. The consultation reports provide coaches with a record of implementation progress for each PD participant that facilitates appropriate instruction.” “Coaches utilize a fidelity checklist, email communications and a to provide appropriate instruction to PD participants. Coaches conduct monthly onsite visits to observe instructional practice. Coaches collect direct observational data during onsite visits and provide feedback after each visit. During the feedback sessions, coaches model instructional practices and provide instruction with a focus on transfer of skills. Coaches review past observational data before each visit to determine what instruction needs to be reinforced for each participant.” “Coaches conduct monthly onsite visits to observe instructional practice and assess implementation progress. PD participants receive a monthly email from their coach describing skills they should practice, based on the practices observed.” “Currently there is no standardized coaching strategy being implemented. See information provided in C(1).”
D(2) Performance Assessment Coherent data systems are used to make decisions at all education levels (SEA, regional, LEA, school). Required elements: Describe data systems that are in place for various education levels. Describe how alignment or coherence is achieved between various data systems or sources of data. Describe how multiple sources of information are used to guide improvement and demonstrate impact.10 “The SEA and regional SPDG teams, along with districts and schools chosen to participate in the SPDG program, have implementation teams composed of at least three people who meet on a regular basis (at least quarterly for state and regional teams and at least monthly for district and school teams). District-level data are entered in the District PBIS Data System and then imported into the Statewide PBIS Data System monthly. The data are accessible to key staff at all education levels and are discussed quarterly. The state-level team used the data to identify areas in which it could standardize implementation procedures across districts, and districts used the data to determine if student outcomes are improving. School and district teams also observe PBIS implementation and report progress to the SEA and regional teams. The SEA and regional teams provide a monthly report to the State Board.” “Districts in the overseeing implementation of PBIS in their schools have leadership teams composed of at least five people. District leadership teams visit schools monthly to observe PBIS implementation and complete the Implementation Inventory. They enter data in the District Implementation Data System and meet monthly to discuss results. They identify areas in which implementation teams may need support or assistance and discuss areas in which schools have made progress in implementation. Each school in the district designates one member of the implementation team to be responsible for entering data on outcomes for students in that school into the PBIS Implementation Data System on a quarterly basis. Each school has its own data reporting system.” “Districts in the state overseeing implementation of PBIS in their schools enter data in the District Implementation Data System. Each school in the district designates one member of the implementation team to be responsible for entering data on outcomes for students in that school into the PBIS Implementation Data System on a quarterly basis.” “Data are used for decision-making at all levels of implementation.”
D(3) Performance Assessment Implementation fidelity and student outcome data are shared regularly with stakeholders at multiple levels (SEA, regional, individual, community, other agencies).10 Required elements: Describe the feedback loop for each level of the system the SPDG works with. how these data are used for decisionmaking to ensure improvements are made in the targeted outcome areas. Describe how fidelity data inform modifications to implementation drivers (e.g., how can Selection, Training, and Coaching better support high fidelity).10 “Districts involved with the SPDG project collected implementation fidelity data the PBIS Implementation Checklist (IC), and schools collected student outcome data using the Behavior Rating Scale (BRS). A designated school representative sends a data file to the district each month. District representatives send outcome and implementation fidelity data to state representatives quarterly. State and district representatives met in January 2015 to discuss the data and identify schools with low scores on the IC and BRS. They determined that most schools would benefit from additional coaching. District representatives met with the schools targeted to develop an action plan for improving implementation fidelity and increasing coaching. Schools had 60 days to submit a report to state representatives describing action plan progress.” “Districts involved with the SPDG project collected implementation fidelity data using the PBIS Implementation Checklist (IC), and schools collected student outcome data using the Behavior Rating Scale (BRS). A designated school representative sends a data file to the district each month. District representatives send outcome and implementation fidelity data to state representatives quarterly. State and district representatives met in January 2015 to discuss the data and identify schools with low scores on the IC and BRS.” “Districts involved with the SPDG project collected implementation fidelity data. Key district representatives used the data to identify schools that would benefit from additional coaching.” “Districts involved with the SPDG project utilize implementation fidelity data for decision-making.”
E(1) Facilitative Administrative Support/ Systems Intervention Administrators are trained appropriately on the practices and have knowledge of how to support its implementation. Required elements: Role/job description of administrators relative to program implementation provided. Describe how the SPDG trains and supports administrators so that they may in turn support implementers. “A four-hour workshop was provided for principals of schools participating in the SPDG. Principals learned how to identify and address teachers’ (e.g., make adjustments to teacher schedules) and support teachers in making appropriate accommodations to meet student learning needs. Principals were also advised to ensure that team members have adequate planning time, and they were trained in how to recognize that a PD participant may need additional coaching. All principals attended the workshop, and they meet monthly with a member of the SPDG steering committee to discuss how the principals are supporting the implementers and receive ideas for strategies and support for their efforts. Recommendations for improvement are provided if necessary. Principals regularly review student outcome data and obtain feedback from teachers on implementation to assess progress toward improving student outcomes.” “Principals identify and address teachers’ needs (e.g., make adjustments to teacher schedules) and support teachers in making appropriate accommodations to meet student learning needs. Principals also ensure that team members have adequate planning time and made recommendations for additional coaching. All principals regularly review student outcome data to obtain feedback from teachers on implementation to assess progress toward improving student outcomes.” “Principals are encouraged to participate in training. The training provided to administrators outlines the processes for supporting effective implementation of SPDG-supported practices.” “LEA and school administrators are required to support implementation of SPDG-supported practices.”