Virginia Tiered Systems of Supports

Who, What, Why of Train-the-Trainer for MTSS

Exploration “Getting Ready”

Completion Date

Notes

1. Utilize your Train-the-Trainer Handbook to review the Who, What, and Why with your VTSS State Coaches and those directly supporting professional learning and coaching at the division.
2. After completing the questions, determine if there are any tasks or action items your division may need to address before providing a professional learning event. 

Before the Training Begins: Process and Procedures

Installation/Initial Implementation “Getting Ready” and “Getting Started”

Completion Date

Notes

1. Selection
2. Fostering Commitment and Awareness
3. Organizational Support
4. Protected Time
5. Recognization and Needs

Train-the-Trainer Training

Full Implementation “Getting Started”

Completion Date

Notes

1. Utilize the workbook to engage in specific training content. 
2. Observe content delivery with VTSS State Systems Coaches and VTSS  presenters.
3. During observation, highlight areas of growth and discussion that relate specifically to your context. 
4. Utilize a cascading model of support and meetings with your VTSS State Systems Coaches to develop a professional learning timeline that incorporates “I do, We do, You do.” This timeline will be unique to your division, implementation plan, and content knowledge. Your State Systems Coaches will support you in co-facilitation with the goal of division capacity to train all staff.

After the TtT Occurs 

Full Implementation “Getting Better” 

Completion Date

Notes

1. Assessing Participant Understanding: To gauge baseline and post-training knowledge.
2. Observing the LEA Presenter: To evaluate effectiveness and provide feedback.
3. Providing Follow-Up Support: To ensure ongoing development and address any concerns.
4. Gathering Feedback: To capture insights and identify areas for improvement.
5. Tracking Attendance: To monitor engagement and participation.

Fidelity-

Coaching-

Training-

Selection-

Trainer Selection: 

Content Knowledge: 

• Trainer(s) should have a foundational understanding of the MTSS framework and its core components.
• Trainer(s) should be familiar with evidence-based instructional strategies and how to engage adult learners in this content effectively.

People Skills: 

• Trainer(s) should possess strong communication skills, including the ability to present this content clearly and engagingly.
• Strong interpersonal and relationship-building skills are needed to foster trust, respect, and collaboration among participants. 
• Trainers should be able to create a safe, inclusive learning environment where all participants feel comfortable contributing.

Growth Mindset: 

• Trainer(s) should be open to feedback and able to model continuous improvement. They should view challenges as opportunities for growth for themselves and the participants.
• Trainers should exhibit flexibility and adaptability, adjusting their approach and delivery as necessary to meet the needs of participants and the learning environment.

Sustainability: 

• Trainer(s) should demonstrate a long-term commitment to the MTSS process, including ongoing professional development and self-reflection.
• Trainers should proactively offer follow-up support and strategies to help participants implement MTSS with fidelity beyond the training sessions.

Fostering Commitment and Awareness: 

Convene a Team: 

• To promote collaboration and shared understanding, ensure that a representative team of school staff (including teachers, leaders, and support staff as appropriate) attends the training session.
• Meet with the representative team to discuss the purpose and goals of the MTSS Overview session. This will help participants understand both the content and its underlying purpose. This will ensure everyone grasps the relevance and goals of the session and is prepared to engage meaningfully.

Materials: 

• Review the presentation slides and notes before attending.
• Ensure that all session materials (handouts, digital resources, videos, tools, etc.) are printed and/or electronically accessible for attendees. This includes checking that any online platforms or resources will be ready for participants during the session.

Coaching Supports: 

• Ensure that coaches can work alongside staff to provide real-time feedback and guidance. This helps ensure the MTSS framework is applied with fidelity and participants feel supported, leading to greater commitment to the process.
  

Organizational Support: 

Access to Materials: 

• Ensure that all training materials (handouts, presentation slides, digital resources, etc.) are created well in advance.
• Confirm that all materials are easily accessible to participants, either electronically (via email or shared drive) or in print (handouts, resource packets).
• Develop a distribution plan that ensures attendees receive materials beforehand, allowing them to review and come prepared for the session.

Training Space: 

• Confirm that the training space is booked and appropriate for the group size and training needs. Ensure the room is accessible to all participants, including those with mobility challenges.
• Confirm that the training room is equipped with the necessary technology (e.g., projector, screen, microphones, Wi-Fi) and has enough seating and materials for all participants.
• Confirm that any additional resources (flip charts, whiteboards, markers, etc.) are prepared and available in the room.

Invitations and Registration: 

• To ensure maximum attendance, send invitations well in advance to selected participants (trainers, school staff, leaders, etc.).
• Include all essential details in the invitation, such as the training date, location, time, and an overview of the agenda or learning objectives for the session.
• Provide an option for participants to specify their accessibility needs. 
•  Provide links to any pre-training materials or resources and request confirmation of attendance to ensure participants are prepared.
• Create a system to track participant RSVPs and confirm attendance. This can be done via a registration platform or a simple confirmation email.

Protected Time:

Time Allocation for Learning and Practice:

• Ensure that participants are allocated sufficient protected time during the training to engage in learning, practice, and progress monitoring. This time should be free from competing responsibilities or distractions.
• For teachers, confirm that substitute teachers are available so that they can attend the training without affecting their classroom duties.
• Ensure that prescheduled staff development days are in place or that dedicated time is set aside during the school schedule for the training.
• Plan for ongoing protected time after the training for participants to practice what they've learned, collaborate with peers, and monitor progress as part of the implementation process.
• Build in time for reflection and feedback sessions to reinforce learning and allow for any needed adjustments.

Recognition and Needs:

Recognize Participant Engagement:

• Offer recognition for participants who demonstrate high engagement, enthusiasm, or progress in applying what they learned. Examples include certificates, public acknowledgment at staff meetings, or posting accomplishments in newsletters or other internal communications.
• Celebrate success stories regularly, either through internal communications or special recognition events, to keep participants motivated and highlight the impact of their work. Be creative!

Provide Incentives:

• Offer professional development credits for completing follow-up activities or successfully implementing new classroom or workplace strategies. These incentives can help keep participants motivated and committed to applying what they’ve learned.

Scheduled Coaching Sessions:

• Establish a recurring schedule for one-on-one or small group sessions with division coaches. This could include weekly, bi-weekly, or monthly check-ins to provide consistent support and guidance.
• Set up dedicated “office hours” where coaches can meet with learners. This can be in-person, over the phone, or virtually, ensuring flexibility for participants with different schedules.

Follow-up Support:

• Implement a follow-up system where trainers check in with participants after the training to see their progress and offer additional support. This can include follow-up surveys, check-ins, or other forms of progress monitoring.

Add additional evidence-based training approaches here. 

This space is for relevant information regarding items checked above. 

Provide various interactive materials with hyperlinks for easy access (i.e., PowerPoints, workbooks, handouts, etc.). 

The training will provide a recommended timeframe, roll-out example, and when and how to monitor progress. The state coaches will support division alignment with other initiatives and the division’s strategic plan with the implementation plan for MTSS. 

Assessment of Participant Understanding:

Post-Training Evaluation: 

• Develop a survey or questionnaire to assess how well participants understood the content. Include objective questions (e.g., multiple-choice, true/false) and open-ended responses to gauge their understanding and ability to apply the material.
• Ask participants to identify specific areas where they feel they need more support or further clarification. 

Observing the LEA Presenter: 

Trainer Debrief Sessions: 

• After the session, meet with the trainers to discuss how the session went. This could be a group debrief or one-on-one, depending on the needs. Discuss what worked well and what challenges were faced, and use this feedback to refine future training sessions.

Review Trainer Effectiveness: 

• Look at how well the trainers managed the session, responded to participant questions, and facilitated engagement. This helps identify any gaps in trainer preparation, knowledge, skill, or delivery.

Reflection on Participant Needs: 

• Discuss the feedback collected from participants to understand any gaps in learning or content that need to be addressed in future sessions.

Providing Follow-Up Support:

Follow-Up and Coaching: 

• Schedule follow-up check-ins with participants to assess how they are applying the material. This could be one-on-one sessions or group discussions to provide ongoing guidance and personalized support.
• Establish a recurring schedule for one-on-one or small group sessions with division coaches. This could include weekly, bi-weekly, or monthly check-ins to provide consistent support and guidance.
• Set up dedicated “office hours” where coaches can meet with learners. This can be in-person, over the phone, or virtually, ensuring flexibility for participants with different schedules.

Follow-up Support:

• Implement a follow-up system where trainers check in with participants after the training to see their progress and offer additional support. This can include follow-up surveys, check-ins, or other forms of progress monitoring.

Access to Resources: 

• Ensure participants have ongoing access to training materials, additional resources, and support tools to continue their learning process.

Peer Learning and Collaboration: 

• Create opportunities for peer coaching, group work, or communities of practice to promote collaborative learning and reinforce the content learned during training.

Gathering Feedback: 

Feedback on Training Effectiveness: 

• Collect feedback on the content delivery and resources used in the training to understand what worked well and what can be improved in future sessions.
• Provide an opportunity for participants to offer ideas on how the training could be improved, which can inform updates to training methods or content.

• Encourage trainers to self-reflect on the session. Have them fill out a reflection form that asks about the session's strengths, areas for improvement, and anything they would do differently in future training.
• If other trainers or facilitators observed the session, gather feedback from them as well to get an external perspective on how the training went.

Guiding Future Improvements: 

• Use the feedback and assessment data to inform decisions about refining the training content and delivery. If certain topics were consistently challenging for participants, revisit them or elaborate on them in future sessions. If participants suggest changes to training methods, incorporate these suggestions to enhance engagement and effectiveness.
• Use insights from the evaluations to refine ongoing support for participants. This could include follow-up training sessions, additional resources, or more targeted coaching to address any gaps in learning.

Tracking Attendance

Post-Training Session Attendance:

• Track who attends any follow-up activities, such as additional coaching sessions, check-ins, or refresher courses, to ensure that participants are engaged in ongoing learning.
• If you create communities of practice post-training, track participant involvement. This can be done through participation logs or by observing active engagement in discussions or collaborative activities.