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- Webinar, I'm Amy Wheeler-Sutton

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from the Vermont PBIS state team,

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and here today with
Anne Dubie and Kym Asam,

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who is a Vermont PBIS coach
and also works for NFI.

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And Kym is gonna lead
our webinar this morning

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on universal screening.

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And we will put the link to
the materials in the chat box.

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There's quite a few materials to reference

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probably at a later date, and
I will turn it over to Kym.

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- Thanks, Amy.

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Good morning, everyone.

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I'm gonna share my screen,
and we'll get started

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as soon as I find my share
screen little button.

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- You're muted, Kym.

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- Wow, that's too bad

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'cause I was saying
really important things.

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Sorry.

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I was having a hard time getting my,

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get rid of that bar so
I could share my screen.

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So let me just try this again.

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My apologies. (voices
talking from background)

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This is not going well.

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Sorry, one more time.

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Here we go.

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Third time's the charm.

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- [Amy] There might be an
icon down at the bottom

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that allows you to share
in full screen too,

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like the one near the Zoom.

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Sorry, like zooming in button.

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- I don't know why that bar won't go away.

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- [Amy] And there should
be an option somewhere

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to like hide everything.

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- All right.

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Thanks for your patience.

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Right, so there you go, I'm Kym Asam.

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So really quickly as
Anne said, or Amy said,

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all your, the resources associated

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with our time together
today are in the chat box

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in the link,

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We're gonna ask that you stay
muted during the session,

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but please feel free to
unmute if you have a question

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or you can always type a
question into the chat box.

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We'll do our best to monitor the chat box.

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And as far as, you know, your video,

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hiding it or showing it,

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that's really up to
your own comfort level.

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Periodically we may all
come back to the room,

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and during that time,

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if you wanna turn on your video,

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it's always wonderful
to see everyone's faces.

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So today we're gonna
think about what's the,

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why do we wanna understand
and identify students

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who are at risk for social
emotional behavioral challenges.

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We're gonna take a look

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at some informal and
formal screening tools.

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You also have resources

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for accessing many different
resource screening tools

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and a lot of information about those.

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We're gonna talk about the
systems that would be optimal

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for implementation of universal screening.

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And then we're gonna
talk about what do you do

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with what you find?

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So how are you gonna match the results

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with proactive and preventative practices,

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and then quickly examine
the systems in place

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to collect and analyze
and act upon the data

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that you have and that you're gonna use.

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And just as a reminder, the
recovery plan that was developed

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and people are doing due
diligence in implementing

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also identified universal screener

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as a method to integrate
kids back into school

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and to help them with engagement

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and to better understand their needs

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as a result of the pandemic
and other issues, of course.

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So hopefully today we'll
give you some information

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that can help you

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if you're not already
using a universal screener,

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help you make some
decisions about next steps.

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So we're just gonna start with
how are you feeling today?

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So take a look at the
sheep on your screen there,

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and go ahead and type in the chat box,

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which sheep do you think best represents

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how you're doing right now?

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And if you wanna say why, you can say why,

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and I can tell you that I
wish I were sheep, little,

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that little lamb, number
nine, jumping for joy.

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But I think I'm more
like a seven right now,

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a little pensive.

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Doing a training I always
get a little nervous.

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So go ahead and type in the chat box,

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which sheep do you think
best represents you?

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Five for the weekend.

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Okay, great, Nicole.

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Three, number five, I love it.

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Number three, okay.

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One, I got a lot going on.

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Yep, eight, very busy.

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Four, maybe a little hectic.

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Great, okay.

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Number eight for Pam.

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Thanks, Pam.

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Three, just kind of a hot
mess, okay, Lisa, sorry.

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Laura Lee's a five,

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kind of tired Laura Lee
with your cold, huh?

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Okay.

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Thanks for indulging me.

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Sometimes I use a squirrel scale,

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but today I thought a sheep
scale for some reason,

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because of wool being warmer.

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All right.

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So as I said today,

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we're gonna be talking
about universal screeners.

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And one of the things I identify

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is internalizing and
externalizing behaviors,

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and what we know from
the research and the data

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is that approximately 12%
of all school age kids

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have some kind of internalizing issues.

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For example, being shy or withdrawn

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or acting out behaviors
such as aggression or both,

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both internalizing and
externalizing issues.

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And of those 12%,

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20% of those range from mild to severe.

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So this becomes a
concern for all educators

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because less than 1% of those kids

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that are identified as
having internalizing

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or externalizing or both challenges

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go on to receive special
education services.

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So a commitment to a tiered system

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becomes really, really important.

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Again, this becomes everybody's problem.

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It doesn't just get addressed

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by referring kids to other
supports and services.

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It gets addressed by implementing

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a multi-tiered system of support.

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And you think about it,

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what are our systems
doing to support practices

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across all tiers

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to support all students

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with internalizing or
externalizing behaviors?

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So we really wanna shift
to a systems perspective,

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not an individualized kid perspective,

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and universal screeners
can help us do that.

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So we also wanna make
sure that we're noting

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that we recognize that
there are ongoing challenges

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and concerns in the
Vermont school systems.

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We know that COVID data has shown that

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or actually exacerbated and highlighted

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that there's racial
disparities in Vermont,

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and teachers are struggling right now,

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as are administrators.

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Being in a public school
right now is hard,

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with all of the constant
pivoting to remote

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and closing down classrooms,

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and sometimes closing whole schools.

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So we wanna name that, and also name that

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that can activate some
of our implicit bias.

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So we really wanna be paying attention

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to what COVID has done to
us as a group of people

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and what we can learn from it as well.

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And also the recent stats,

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I'm sure that you've
all heard about the gaps

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that have been identified as
a result of having to pivot

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to remote learning and then again,

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pivoting back and forth between
remote and building-based

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has exacerbated these challenges as well.

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Some of the work that we're doing at,

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the best team right now is focusing on

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is increasing our efforts

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in equitable and inclusionary practices.

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So we've been doing some work
with various national leaders

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on equity and inclusion,

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including Ruth Payno-Simmons,

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Ruthie Payno-Simmons, excuse me.

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And she shared with us these
core constructs of equity

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that we're really trying
to implement and utilize

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in our work, in our trainings,
as well as our practices.

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And she talks about these
four core constructs.

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And by the way, MAP stands for

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Midwest and Plains
Equity Assistance Center.

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So, you know, just really briefly,

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when we're thinking about

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inclusionary and equitable practices,

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we wanna make sure that all students

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have entrance and involvement
with the full benefit

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of quality learning experiences,
that's really access,

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and that we're using the data

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to invite their voice into the room

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so that we truly have thorough

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and a representative representation,

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all kids' voices in the room,

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regardless of whether
they're (background noises)

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Thank you for muting.

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You know, whether they're
a student that's excelling

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in all areas or they're a
student that's really struggling.

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We wanna make sure that kids are empowered

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and that they're accessing their agency

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to really contribute in effectual ways.

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It doesn't become a
perfunctory activity checklist.

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We have a kid involved, so
that's all we need to do.

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We wanna really make sure that
their voice is in the room

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and that they are active members of teams

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and active members of evaluating data

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and active members of making decisions.

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And finally, it's not just
access that we want kids to have,

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but we wanna have really good outcomes.

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So we wanna identify the need for the data

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with kids' voice in the room,

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have efficacious
interventions that contribute

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to positive outcomes.

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And to summarize these core constructs,

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and I'm just gonna read this.

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"Educational equity exists

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"when educational policies,
practices, interactions,

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"and resources are
representative of, constructed by

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"and responsive to all people
so that each individual

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"has access to, meaningfully
participates in,

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"and has positive outcomes

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"from high quality learning experiences,

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"regardless of their
individual characteristics

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"and group memberships."

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So it means that every child receives

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whatever she, he, they need

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to develop to her his,
their full academic,

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social, excuse me, and
emotional potential,

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and to thrive in all of those arenas.

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So every child, every
day, really important.

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And when we talk about
universal screeners,

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it helps to promote and increase

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equitable and inclusionary practices.

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And of course we have
to show our triangle.

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So this is just another way of looking at

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how we provide access and equity to all.

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A multi-tiered system of support,

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that positive intervention
support framework

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is a consistent responses
for students and staff,

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which contributes to equity.

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We have the same language.

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We have the same practices,

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and it helps us to step
away from our assumptions

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and our biases, our implicit biases

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of how we might assign gender

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or we might assign cultural
behavior characteristics

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to kids, it's a clearly
articulated framework and a plan.

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So regardless of the intervention
on the student needs,

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we have a clearly articulated,

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consistent and predictable framework.

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And even if a student is
getting intensive supports,

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all students continue to have
access to universal support.

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So we never take that away.

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We never say this is
someone else's problem.

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We're also involved in making sure

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that students are successful.

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And we take a look at data, right?

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Data systems and practices.

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We take a look at data

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to demonstrate success and challenges.

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And we wanna look at the data

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through the lens of equity and inclusion.

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We wanna pay attention to
things like disproportionality.

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We wanna pay attention to
how are disaggregating data.

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And I'll spend a couple more minutes

262
00:11:55,890 --> 00:11:58,683
on some of those constructs in a moment.

263
00:12:00,110 --> 00:12:02,310
And then finally, we
really wanna be conscious

264
00:12:02,310 --> 00:12:04,550
of how are we talking about kids,

265
00:12:04,550 --> 00:12:06,470
avoiding reification, right?

266
00:12:06,470 --> 00:12:09,460
That we're not labeling the kids,

267
00:12:09,460 --> 00:12:11,420
but we're talking about their behavior.

268
00:12:11,420 --> 00:12:13,860
So we use a lot of shorthand sometimes.

269
00:12:13,860 --> 00:12:15,760
We say things like, oh, the targeted kids

270
00:12:15,760 --> 00:12:17,350
or the intensive kids.

271
00:12:17,350 --> 00:12:19,520
But I would argue that I
have yet to hear anyone

272
00:12:19,520 --> 00:12:21,898
describe a kid as a universal kid.

273
00:12:21,898 --> 00:12:25,630
So what we really wanna
think about is saying things

274
00:12:25,630 --> 00:12:27,920
like labeling the
behavior not the student,

275
00:12:27,920 --> 00:12:29,160
talking about this is a kid

276
00:12:29,160 --> 00:12:31,910
who is receiving targeted support,

277
00:12:31,910 --> 00:12:35,690
or this is a kid who's
receiving intensive supports.

278
00:12:35,690 --> 00:12:38,117
And we also, as I mentioned earlier,

279
00:12:38,117 --> 00:12:39,930
when we do universal screening,

280
00:12:39,930 --> 00:12:41,470
we're identifying kids

281
00:12:41,470 --> 00:12:44,640
who tend to be more internalizing
with their behaviors

282
00:12:44,640 --> 00:12:47,220
and/or more externalizing the behavior.

283
00:12:47,220 --> 00:12:48,600
So we wanna avoid language like,

284
00:12:48,600 --> 00:12:50,400
oh, that's the internalizer,

285
00:12:50,400 --> 00:12:52,160
or that's an externalizer, right?

286
00:12:52,160 --> 00:12:54,430
Because we lose the child to the label.

287
00:12:54,430 --> 00:12:55,840
We lose the whole child

288
00:12:55,840 --> 00:12:58,030
to either the label or the diagnosis.

289
00:12:58,030 --> 00:13:01,450
We wanna make sure that
we're keeping the whole child

290
00:13:01,450 --> 00:13:02,440
in the picture

291
00:13:02,440 --> 00:13:05,840
when we're thinking about
intervention strategies.

292
00:13:05,840 --> 00:13:07,030
So if you wouldn't mind

293
00:13:07,030 --> 00:13:10,100
just putting in the chat box quickly,

294
00:13:10,100 --> 00:13:13,290
what's some of the data that
you collect/use to assess

295
00:13:13,290 --> 00:13:15,540
the social, emotional behavioral
strengths and challenges

296
00:13:15,540 --> 00:13:16,810
at your school.

297
00:13:16,810 --> 00:13:20,520
And also how do you use that
data for decision-making?

298
00:13:20,520 --> 00:13:22,210
So again, what's some of the data

299
00:13:22,210 --> 00:13:24,060
that you're using and collecting,

300
00:13:24,060 --> 00:13:26,370
and how do you use that
data for decision making?

301
00:13:26,370 --> 00:13:28,490
I'm just gonna stop sharing for a moment,

302
00:13:28,490 --> 00:13:30,978
and we can look in the chat box

303
00:13:30,978 --> 00:13:32,910
to see what people are letting us know

304
00:13:32,910 --> 00:13:34,493
about their incredible work.

305
00:13:44,710 --> 00:13:46,007
So what data are you currently using,

306
00:13:46,007 --> 00:13:49,197
and how are you using
that for decision-making?

307
00:13:49,197 --> 00:13:51,390
And just go ahead and
type in the chat box,

308
00:13:51,390 --> 00:13:52,390
that would be great.

309
00:13:59,410 --> 00:14:02,600
Data observation forms,
CHICO, FBA nurse visits.

310
00:14:02,600 --> 00:14:03,997
Excellent.

311
00:14:03,997 --> 00:14:05,030
Thanks for using data observation forms.

312
00:14:05,030 --> 00:14:05,863
That's exciting.

313
00:14:05,863 --> 00:14:08,630
SWIS, used to provide support to students.

314
00:14:08,630 --> 00:14:09,463
Super, Kosha.

315
00:14:09,463 --> 00:14:10,296
Thank you.

316
00:14:11,440 --> 00:14:13,620
Collecting data to track
access to resources

317
00:14:13,620 --> 00:14:14,660
at the school building level

318
00:14:14,660 --> 00:14:16,160
are represented in a variety of ways

319
00:14:16,160 --> 00:14:19,210
to make decisions on how
we need to adjust support.

320
00:14:19,210 --> 00:14:20,440
Great.

321
00:14:20,440 --> 00:14:21,273
Thank you so much.

322
00:14:21,273 --> 00:14:22,106
Is that Michelle?

323
00:14:22,106 --> 00:14:23,970
Yeah, and Nicole, SWIS, Climate, CHICO.

324
00:14:23,970 --> 00:14:25,230
Right, thanks, Nicole.

325
00:14:25,230 --> 00:14:26,090
And hi, Nicole.

326
00:14:26,090 --> 00:14:27,003
Nice to see you.

327
00:14:27,920 --> 00:14:31,390
Martha talks about SWIFT, staff
observation, nurse visits,

328
00:14:31,390 --> 00:14:34,310
academics, debt, academic dats.

329
00:14:34,310 --> 00:14:35,750
I think you mean academic data.

330
00:14:35,750 --> 00:14:37,000
Great, thank you, Martha.

331
00:14:40,220 --> 00:14:42,670
Being new to the district,
Pam says, and the state,

332
00:14:42,670 --> 00:14:45,404
in the past, I have used Sociograms,

333
00:14:45,404 --> 00:14:47,052
student self-assessment,
FBAs, discipline referrals.

334
00:14:47,052 --> 00:14:49,853
Great, thanks, Pam,
and welcome to Vermont.

335
00:14:52,880 --> 00:14:53,730
Okay.

336
00:14:53,730 --> 00:14:55,630
And we're also tracking absenteeism.

337
00:14:55,630 --> 00:14:57,263
Yes, Kosha, really important.

338
00:14:58,225 --> 00:14:59,058
Thanks, that's such an important thing

339
00:14:59,058 --> 00:15:01,330
because if we're thinking
about academic data,

340
00:15:01,330 --> 00:15:03,990
behavioral data, if a kid is absent a lot,

341
00:15:03,990 --> 00:15:05,760
it's really hard to just put,

342
00:15:05,760 --> 00:15:07,350
well, they're not doing well academically.

343
00:15:07,350 --> 00:15:08,183
Well, why?

344
00:15:08,183 --> 00:15:11,610
Maybe because they're
experiencing extreme absenteeism.

345
00:15:11,610 --> 00:15:14,113
So that's a data point we
wanna pay attention to.

346
00:15:15,120 --> 00:15:16,383
Super, okay.

347
00:15:21,090 --> 00:15:22,890
So talked a little bit

348
00:15:22,890 --> 00:15:25,150
about some of the informal
screening data sources

349
00:15:25,150 --> 00:15:26,420
that you're already using.

350
00:15:26,420 --> 00:15:29,180
So here's a non-exhaustive list

351
00:15:29,180 --> 00:15:32,690
of some informal
school-based screening data.

352
00:15:32,690 --> 00:15:34,317
And I love this quote,

353
00:15:34,317 --> 00:15:37,530
"Without data, you're just
another person with an opinion."

354
00:15:37,530 --> 00:15:40,340
So we really try to talk
about moving from what we call

355
00:15:40,340 --> 00:15:42,550
hunch points to data points.

356
00:15:42,550 --> 00:15:45,570
You may have a suspicion or
a concern about a student,

357
00:15:45,570 --> 00:15:47,460
and you can pay attention to that concern,

358
00:15:47,460 --> 00:15:51,310
but use data to then inform
and develop a hypothesis

359
00:15:51,310 --> 00:15:53,970
about what next steps
you might wanna take.

360
00:15:53,970 --> 00:15:57,750
And sometimes we can feel a
little confounded by data.

361
00:15:57,750 --> 00:15:59,140
How do we get it?

362
00:15:59,140 --> 00:16:01,120
What are we looking for?

363
00:16:01,120 --> 00:16:02,870
But again, these are examples of data

364
00:16:02,870 --> 00:16:06,420
that should be readily
available and easily accessible

365
00:16:06,420 --> 00:16:07,740
to all of you.

366
00:16:07,740 --> 00:16:10,040
And another way of just
organizing that data

367
00:16:10,040 --> 00:16:11,410
is by tiers, right?

368
00:16:11,410 --> 00:16:12,740
So at the universal level,

369
00:16:12,740 --> 00:16:16,570
we can look at these various data sources.

370
00:16:16,570 --> 00:16:18,210
Targeted, we can look at SWIS,

371
00:16:18,210 --> 00:16:20,740
the Tiered Fidelity Inventory, et cetera.

372
00:16:20,740 --> 00:16:22,130
And the more data you have,

373
00:16:22,130 --> 00:16:23,930
the more questions you will ask,

374
00:16:23,930 --> 00:16:27,430
and a better rounded and
comprehensive picture you'll have

375
00:16:27,430 --> 00:16:31,570
about a student or a trend
of behaviors in your school.

376
00:16:31,570 --> 00:16:33,890
And I mentioned earlier
about disproportionality

377
00:16:33,890 --> 00:16:37,000
and disaggregation, so very important too

378
00:16:37,000 --> 00:16:38,380
when you're thinking about your data

379
00:16:38,380 --> 00:16:40,420
to consider disaggregating the data,

380
00:16:40,420 --> 00:16:42,840
to be sure it's representative
of the student body.

381
00:16:42,840 --> 00:16:46,650
So for example, let's say
you have 47% of your students

382
00:16:46,650 --> 00:16:48,610
identify as male,

383
00:16:48,610 --> 00:16:51,910
41% is female, and 2% are non-binary.

384
00:16:51,910 --> 00:16:55,405
And when you look at your data,
if you see that, you know,

385
00:16:55,405 --> 00:17:00,405
47% of your population
is identifying as male,

386
00:17:01,007 --> 00:17:04,110
but 80% of your kids

387
00:17:04,110 --> 00:17:06,670
getting targeted interventions are male,

388
00:17:06,670 --> 00:17:08,687
you wanna disaggregate that.

389
00:17:08,687 --> 00:17:09,520
You wanna think about the why of that.

390
00:17:09,520 --> 00:17:12,410
What's going on in our
universal interventions

391
00:17:12,410 --> 00:17:15,140
that's causing more of our
male students to struggle

392
00:17:15,140 --> 00:17:18,770
than our female students
or our non-binary students.

393
00:17:18,770 --> 00:17:22,610
And other examples of data
that we wanna consider

394
00:17:22,610 --> 00:17:24,510
to paint a really big picture

395
00:17:24,510 --> 00:17:26,090
is data outside of your school.

396
00:17:26,090 --> 00:17:29,625
So community data like mental
health, substance abuse,

397
00:17:29,625 --> 00:17:34,170
food pantry visits, poverty
rate, socioeconomic status,

398
00:17:34,170 --> 00:17:37,910
drug addiction rates,
crisis services, ER visits,

399
00:17:37,910 --> 00:17:38,810
et cetera.

400
00:17:38,810 --> 00:17:40,970
So it's just another way again

401
00:17:40,970 --> 00:17:44,640
to categorize it across
tiers, but just to emphasize

402
00:17:44,640 --> 00:17:48,440
the more information you have
about your school community,

403
00:17:48,440 --> 00:17:51,160
your school groups, and
your individual students,

404
00:17:51,160 --> 00:17:52,800
the more informed you'll be

405
00:17:52,800 --> 00:17:56,440
to make a really evidence-based decision,

406
00:17:56,440 --> 00:17:59,723
data-informed decision about
intervention strategies.

407
00:18:04,220 --> 00:18:05,744
Excuse me.

408
00:18:05,744 --> 00:18:07,430
So screening data helps us
ask the right questions,

409
00:18:07,430 --> 00:18:08,990
but it doesn't provide answers.

410
00:18:08,990 --> 00:18:12,370
So we think about database decision

411
00:18:12,370 --> 00:18:13,640
across multiple levels.

412
00:18:13,640 --> 00:18:15,940
Excuse me, I'm just gonna
take a sip of water.

413
00:18:18,280 --> 00:18:19,250
So at the macro level,

414
00:18:19,250 --> 00:18:21,220
we're thinking about the whole school,

415
00:18:21,220 --> 00:18:22,940
or maybe the whole SU.

416
00:18:22,940 --> 00:18:24,840
At the mezzo level, we
might be thinking about

417
00:18:24,840 --> 00:18:28,230
certain classrooms or
certain groups of students.

418
00:18:28,230 --> 00:18:29,180
And at the micro level,

419
00:18:29,180 --> 00:18:32,880
we're thinking about
individual student's concerns.

420
00:18:32,880 --> 00:18:35,160
And when you think about data

421
00:18:35,160 --> 00:18:36,970
and asking the right questions,

422
00:18:36,970 --> 00:18:38,640
you really wanna start with an outcome.

423
00:18:38,640 --> 00:18:41,200
What are you hoping to achieve?

424
00:18:41,200 --> 00:18:44,810
You wanna create a statement
with a goal summary,

425
00:18:44,810 --> 00:18:47,470
gather data, implement interventions,

426
00:18:47,470 --> 00:18:48,930
and then revisit the data.

427
00:18:48,930 --> 00:18:50,010
How are we doing?

428
00:18:50,010 --> 00:18:51,780
Are we meeting the needs?

429
00:18:51,780 --> 00:18:53,905
Are the needs decreasing?

430
00:18:53,905 --> 00:18:57,240
Are we implementing our
intervention strategies

431
00:18:57,240 --> 00:18:58,223
with fidelity?

432
00:19:00,800 --> 00:19:04,150
So what is
social/emotional/behavioral screening?

433
00:19:04,150 --> 00:19:07,860
When we think about
social/emotional/behavioral screening,

434
00:19:07,860 --> 00:19:10,293
it differs somewhat
from other assessments,

435
00:19:11,620 --> 00:19:13,620
assessments of like attitudes and feelings

436
00:19:13,620 --> 00:19:15,900
such as school climate surveys,

437
00:19:15,900 --> 00:19:18,350
in that the
social/emotional/behavioral screening

438
00:19:19,243 --> 00:19:20,460
focuses on an individual student's level

439
00:19:20,460 --> 00:19:22,330
of social/emotional/behavioral health.

440
00:19:22,330 --> 00:19:24,620
So we'll talk a little bit later

441
00:19:24,620 --> 00:19:26,500
about how every kid should
have this screening done.

442
00:19:26,500 --> 00:19:27,660
That's an issue of equity,

443
00:19:27,660 --> 00:19:31,380
and it gives you a full picture
of how your school is doing.

444
00:19:31,380 --> 00:19:33,580
School climate surveys
typically yield data

445
00:19:33,580 --> 00:19:36,600
that is aggregated across groups

446
00:19:36,600 --> 00:19:38,400
to indicate a given school safety

447
00:19:38,400 --> 00:19:40,840
and social/emotional/behavioral health

448
00:19:40,840 --> 00:19:43,166
as perceived by a lot of different people,

449
00:19:43,166 --> 00:19:44,740
a lot of different
stakeholders like families,

450
00:19:44,740 --> 00:19:49,185
like faculty and staff,
the students as well.

451
00:19:49,185 --> 00:19:51,900
And it's important information for sure

452
00:19:51,900 --> 00:19:55,080
to get your finger on the
pulse of the overall health

453
00:19:55,080 --> 00:19:56,227
of your school.

454
00:19:56,227 --> 00:19:59,810
And it can also help you
discover some of the strengths

455
00:19:59,810 --> 00:20:01,290
of your school, right?

456
00:20:01,290 --> 00:20:03,290
What are the things that are going well?

457
00:20:04,250 --> 00:20:06,250
So we really wanna be
thinking about screening

458
00:20:06,250 --> 00:20:09,380
as a way to detect early signs of risk

459
00:20:09,380 --> 00:20:14,040
and also a mechanism for
identifying intervention strategies

460
00:20:14,040 --> 00:20:15,740
that can help students

461
00:20:15,740 --> 00:20:17,870
and making sure that we're identifying

462
00:20:17,870 --> 00:20:22,151
evidence-based intervention
strategies such as PBIS.

463
00:20:22,151 --> 00:20:25,580
And we have two methods
of screeners and surveys.

464
00:20:25,580 --> 00:20:29,220
So informal screeners are just
ways to check in every day

465
00:20:29,220 --> 00:20:30,053
with kids.

466
00:20:30,053 --> 00:20:31,410
They can provide valuable data

467
00:20:31,410 --> 00:20:32,980
for getting important feedback,

468
00:20:32,980 --> 00:20:36,690
as well as assessing
connections and engagement

469
00:20:36,690 --> 00:20:38,320
that students have with their school

470
00:20:38,320 --> 00:20:40,890
or some of the adults in their school.

471
00:20:40,890 --> 00:20:44,380
It also, as I said earlier,
increases staff's opportunity

472
00:20:44,380 --> 00:20:46,920
and ability to move from a hunch point,

473
00:20:46,920 --> 00:20:50,110
like I think, I guess, I
wonder to a data point.

474
00:20:50,110 --> 00:20:52,530
Here's my concern, and
here's the data I have

475
00:20:52,530 --> 00:20:54,640
to demonstrate that concern.

476
00:20:54,640 --> 00:20:55,473
And then we know

477
00:20:55,473 --> 00:20:58,670
with formal social/emotional/behavior
learning screeners,

478
00:20:58,670 --> 00:21:02,360
that it's well-established as a valid

479
00:21:02,360 --> 00:21:05,370
and a reliable method
for determining students

480
00:21:05,370 --> 00:21:07,730
with elevated levels of risk.

481
00:21:07,730 --> 00:21:11,070
And we also just wanna
name in this webinar today

482
00:21:11,070 --> 00:21:15,770
that we recognize that because
of the unrelenting stress

483
00:21:15,770 --> 00:21:16,890
that COVID has caused,

484
00:21:16,890 --> 00:21:20,120
even though many of us are
all building-based again

485
00:21:20,120 --> 00:21:22,450
and pivoting back and forth
between building-based

486
00:21:22,450 --> 00:21:26,100
and virtual based, that
the rates and norm data

487
00:21:26,100 --> 00:21:28,580
may be skewed, and we do
have our national partners

488
00:21:28,580 --> 00:21:31,652
working really hard and making
sure that our screening tools

489
00:21:31,652 --> 00:21:34,300
are normed to these type of conditions.

490
00:21:34,300 --> 00:21:37,300
So if you're doing a
comparison of years before

491
00:21:37,300 --> 00:21:39,580
and years now, you wanna
take into consideration

492
00:21:39,580 --> 00:21:41,990
the additional stressors that families

493
00:21:41,990 --> 00:21:44,310
and staff and students
are under right now.

494
00:21:44,310 --> 00:21:47,780
And use that as a method also

495
00:21:47,780 --> 00:21:49,693
to assess what you're discovering.

496
00:21:51,050 --> 00:21:54,070
So spend a little time
on informal screeners,

497
00:21:54,070 --> 00:21:57,430
kind of the why and the
what of informal screeners.

498
00:21:57,430 --> 00:21:59,860
We know that in order
for kids to feel safe,

499
00:21:59,860 --> 00:22:01,760
we need to feel safe, right,

500
00:22:01,760 --> 00:22:04,531
for them to be able to
access their learning.

501
00:22:04,531 --> 00:22:07,100
So by identifying kids who have needs,

502
00:22:07,100 --> 00:22:08,740
by checking in every single day,

503
00:22:08,740 --> 00:22:11,900
getting our finger on the
pulse of how kids are doing,

504
00:22:11,900 --> 00:22:13,760
we're doing this informal screening

505
00:22:13,760 --> 00:22:17,595
and hopefully developing
an environment of safety

506
00:22:17,595 --> 00:22:21,400
so they can really actively
engage in their life learning.

507
00:22:21,400 --> 00:22:23,520
We wanna have them involved.

508
00:22:23,520 --> 00:22:26,010
When I talked about
those equity constructs,

509
00:22:26,010 --> 00:22:28,050
that we wanna make sure
that they feel empowered,

510
00:22:28,050 --> 00:22:30,160
that they're activating their agency,

511
00:22:30,160 --> 00:22:34,040
that they have ownership in
being able to describe to you

512
00:22:34,040 --> 00:22:36,508
in some fashion, whether
confidential or not,

513
00:22:36,508 --> 00:22:39,948
how they're doing on a day to day basis.

514
00:22:39,948 --> 00:22:43,860
We wanna also be aware of the kids

515
00:22:43,860 --> 00:22:47,290
that have experienced extensive
loss as a result of COVID.

516
00:22:47,290 --> 00:22:50,100
Maybe it's their
caregivers have lost jobs,

517
00:22:50,100 --> 00:22:53,096
or they've had more food
insecurity or housing insecurity,

518
00:22:53,096 --> 00:22:58,080
those that have a history
of trauma or chronic stress

519
00:22:58,080 --> 00:23:01,420
or other preexisting
mental health conditions.

520
00:23:01,420 --> 00:23:04,900
So being, again by
checking in daily with kids

521
00:23:04,900 --> 00:23:09,600
with an informal screener
process, we're checking,

522
00:23:09,600 --> 00:23:10,540
saying checking in again,

523
00:23:10,540 --> 00:23:12,520
we're putting a finger again, on the pulse

524
00:23:12,520 --> 00:23:14,930
of being able to first normalize

525
00:23:14,930 --> 00:23:17,850
kids being able to describe
to us how they're doing,

526
00:23:17,850 --> 00:23:20,592
but also making sure that we
understand how they're doing.

527
00:23:20,592 --> 00:23:23,171
And then thinking about
the most efficient way

528
00:23:23,171 --> 00:23:27,000
to use the amazing staff that you have

529
00:23:27,000 --> 00:23:29,560
that are charged with supporting
the mental health needs

530
00:23:29,560 --> 00:23:34,140
of kids in your school, such
as your school psychologist,

531
00:23:34,140 --> 00:23:35,270
your school counselors,

532
00:23:35,270 --> 00:23:38,460
or maybe you have contracted services

533
00:23:38,460 --> 00:23:40,070
from your designated agency,

534
00:23:40,070 --> 00:23:42,100
they're providing supports and services,

535
00:23:42,100 --> 00:23:46,320
and really emphasizing at
what level are those folks

536
00:23:46,320 --> 00:23:47,610
working with kids.

537
00:23:47,610 --> 00:23:52,610
And I'm hoping that we're
really encouraging people

538
00:23:53,220 --> 00:23:56,560
to do more pushing in the classrooms,

539
00:23:56,560 --> 00:23:59,940
to be able to observe
kids who are struggling

540
00:23:59,940 --> 00:24:02,290
in the context where the stress occurs

541
00:24:03,690 --> 00:24:07,440
and pushing in to do
informal screening processes

542
00:24:07,440 --> 00:24:09,928
versus pulling kids out of the classroom

543
00:24:09,928 --> 00:24:12,730
and taking them away from their community.

544
00:24:12,730 --> 00:24:14,450
And out of the context of the stress.

545
00:24:14,450 --> 00:24:16,190
It doesn't mean that you never take a kid

546
00:24:16,190 --> 00:24:18,560
out of the classroom to
provide support to them,

547
00:24:18,560 --> 00:24:22,310
but using that expertise that
you have to do observation

548
00:24:22,310 --> 00:24:26,290
and to notice and to name and
to then maybe make suggestions

549
00:24:26,290 --> 00:24:29,160
about some classroom
strategies that might be used

550
00:24:29,160 --> 00:24:31,430
to support kids that are struggling.

551
00:24:31,430 --> 00:24:34,380
So what are some methods
of informal screening?

552
00:24:34,380 --> 00:24:36,150
I think this is just a really good slide

553
00:24:36,150 --> 00:24:37,860
of how we can demystify it.

554
00:24:37,860 --> 00:24:38,810
They're very simple.

555
00:24:38,810 --> 00:24:40,040
We can do surveys.

556
00:24:40,040 --> 00:24:42,950
So there's something called
Closegap that you can use.

557
00:24:42,950 --> 00:24:46,790
And there's a list of
screeners that's in the tools

558
00:24:46,790 --> 00:24:49,870
that you can look at as well.

559
00:24:49,870 --> 00:24:51,967
And the title of the document is called

560
00:24:51,967 --> 00:24:54,817
"Social Emotional Behavioral
Surveys and Screeners."

561
00:24:54,817 --> 00:24:56,449
So you can use surveys.

562
00:24:56,449 --> 00:25:01,449
I know that in, I think
it was greater Rutland,

563
00:25:01,680 --> 00:25:05,047
one of their BCBAs created a fairly simple

564
00:25:05,047 --> 00:25:08,810
three question survey to
ask about how kids are doing

565
00:25:08,810 --> 00:25:09,730
in the morning.

566
00:25:09,730 --> 00:25:11,170
It can be on the side of their desk.

567
00:25:11,170 --> 00:25:13,580
It can be electronic if you want.

568
00:25:13,580 --> 00:25:16,690
You can do restorative circles
or you can do, you know,

569
00:25:16,690 --> 00:25:20,053
just morning meeting circles
or use the advisories,

570
00:25:21,060 --> 00:25:22,810
making phone calls to families.

571
00:25:22,810 --> 00:25:24,470
I think a lot about families now

572
00:25:24,470 --> 00:25:27,460
who have their kids home for 10 days

573
00:25:27,460 --> 00:25:29,350
because they've been in close contact,

574
00:25:29,350 --> 00:25:31,730
and then the kids go back
and how stressful that is

575
00:25:31,730 --> 00:25:34,530
to have that sort of uncertainty
and unpredictability.

576
00:25:34,530 --> 00:25:37,090
We can use a lot of the virtual platforms

577
00:25:37,090 --> 00:25:39,181
that we've all become so fluent in

578
00:25:39,181 --> 00:25:43,500
to get our finger on the pulse
of how families are doing

579
00:25:43,500 --> 00:25:47,000
and how kids are doing, and
we can use our existing data.

580
00:25:47,000 --> 00:25:50,490
So it's really demystifying.

581
00:25:50,490 --> 00:25:53,450
We have all of these informal
screeners in place already,

582
00:25:53,450 --> 00:25:57,000
and we can just take advantage
of the knowledge that we have

583
00:25:57,000 --> 00:25:59,500
to understand better
how our kids are doing.

584
00:25:59,500 --> 00:26:01,630
And I'll talk a little bit
more about existing data

585
00:26:01,630 --> 00:26:04,943
over the next couple of
slides for informal screening.

586
00:26:07,370 --> 00:26:10,793
So here's an example of
screening using existing data.

587
00:26:11,720 --> 00:26:14,160
So in this particular example,

588
00:26:14,160 --> 00:26:17,243
the school is looking at how
they're doing academically,

589
00:26:18,630 --> 00:26:21,660
their GPA and their, if
they're failing any courses,

590
00:26:21,660 --> 00:26:24,180
what's their level of absenteeism.

591
00:26:24,180 --> 00:26:26,090
And they're looking at
the concerning behaviors,

592
00:26:26,090 --> 00:26:28,330
and the concerning
behaviors are identified

593
00:26:28,330 --> 00:26:31,460
or defined by the
school-wide expectations.

594
00:26:31,460 --> 00:26:34,760
So when we look at this
chart of informal screening,

595
00:26:34,760 --> 00:26:36,650
we might say, oh my gosh,

596
00:26:36,650 --> 00:26:39,080
I have some significant
concerns about Jacob

597
00:26:39,080 --> 00:26:41,900
because his grade point
average is pretty low,

598
00:26:41,900 --> 00:26:45,630
and he's clearly had support
around concerning behaviors,

599
00:26:45,630 --> 00:26:48,160
12 times in this particular time period.

600
00:26:48,160 --> 00:26:50,040
He's also been absent 11 days,

601
00:26:50,040 --> 00:26:53,730
so accessing education must
be really challenging for him

602
00:26:53,730 --> 00:26:56,010
if he's missing that many days at school.

603
00:26:56,010 --> 00:26:58,020
So I'm gonna get more curious about Jacob

604
00:26:58,020 --> 00:27:00,230
and look at some other data as well.

605
00:27:00,230 --> 00:27:02,400
I'm also really curious about Mary.

606
00:27:02,400 --> 00:27:06,710
So Mary is doing excellently,
excellent academically,

607
00:27:06,710 --> 00:27:08,940
and she's not been absent at all,

608
00:27:08,940 --> 00:27:10,530
and she doesn't have any
concerning behaviors.

609
00:27:10,530 --> 00:27:14,840
So I'm really curious about how
Mary is being so successful.

610
00:27:14,840 --> 00:27:16,870
And I'm also really curious about Jacob

611
00:27:16,870 --> 00:27:19,340
and why he's having so many struggles.

612
00:27:19,340 --> 00:27:21,630
And so I'm gonna make a hypothesis,

613
00:27:21,630 --> 00:27:23,530
and I'm gonna dive deeper into the data

614
00:27:23,530 --> 00:27:25,580
and use a multidisciplinary team

615
00:27:25,580 --> 00:27:28,730
to help me discover more about Jacob

616
00:27:28,730 --> 00:27:31,053
and provide more supports for him.

617
00:27:32,130 --> 00:27:34,560
You can also use, for those
of you who identified SWIS

618
00:27:34,560 --> 00:27:37,760
in the chat box earlier, your SWIS data

619
00:27:37,760 --> 00:27:40,020
to be an informal screener.

620
00:27:40,020 --> 00:27:42,330
So we know from the research

621
00:27:42,330 --> 00:27:44,910
that when kids hit that threshold

622
00:27:44,910 --> 00:27:48,470
of about two to five behavior
observation data forms,

623
00:27:48,470 --> 00:27:50,540
or what we used to call observation,

624
00:27:50,540 --> 00:27:52,900
ODRs, office discipline referrals,

625
00:27:52,900 --> 00:27:55,560
when they're engaging in behaviors
that require more support

626
00:27:55,560 --> 00:27:57,610
than just classroom-based intervention.

627
00:27:57,610 --> 00:27:59,410
So maybe they have to go to the office

628
00:27:59,410 --> 00:28:01,770
or they're going to a planning room,

629
00:28:01,770 --> 00:28:04,217
or they're going to another
adult to get support.

630
00:28:04,217 --> 00:28:05,700
And that's a good indicator

631
00:28:05,700 --> 00:28:07,040
that we should be looking at

632
00:28:07,040 --> 00:28:09,830
potential targeted interventions for them.

633
00:28:09,830 --> 00:28:11,700
And you can see the kids that are having,

634
00:28:11,700 --> 00:28:16,300
have more than five concerning behaviors

635
00:28:16,300 --> 00:28:17,780
that require additional supports

636
00:28:17,780 --> 00:28:19,630
other than a classroom intervention,

637
00:28:19,630 --> 00:28:20,483
we might be thinking about,

638
00:28:20,483 --> 00:28:24,539
do we need to look at perhaps
intensive supports for them?

639
00:28:24,539 --> 00:28:27,630
So your student information
system, whatever you're using,

640
00:28:27,630 --> 00:28:30,640
whether it's SWIS or maybe
you're using PowerSchool,

641
00:28:30,640 --> 00:28:32,320
and this is another great source

642
00:28:32,320 --> 00:28:34,653
of an informal screening tool.

643
00:28:35,869 --> 00:28:38,720
So you wanna be again,
looking at the behaviors

644
00:28:38,720 --> 00:28:41,680
and then hopefully looking at
the function of the behavior,

645
00:28:41,680 --> 00:28:43,800
and then look at all the
data that we discussed

646
00:28:43,800 --> 00:28:46,070
in the earlier slides to see if we can get

647
00:28:46,070 --> 00:28:49,230
a more comprehensive picture
about how kids are going,

648
00:28:49,230 --> 00:28:50,343
how kids are doing.

649
00:28:51,510 --> 00:28:53,660
And then here's some survey resources.

650
00:28:53,660 --> 00:28:56,350
I mentioned Closegap,
it's a wellness check.

651
00:28:56,350 --> 00:28:57,990
It's really easy to use.

652
00:28:57,990 --> 00:29:01,550
It's an electronic version,
so kids go online to fill it.

653
00:29:01,550 --> 00:29:06,303
So it can, you can have anonymity with it.

654
00:29:07,250 --> 00:29:09,420
I don't know how many people are familiar

655
00:29:09,420 --> 00:29:10,840
with some of Harvard's work

656
00:29:10,840 --> 00:29:12,303
about making caring common.

657
00:29:14,080 --> 00:29:17,231
They use relationship mapping as a tool,

658
00:29:17,231 --> 00:29:18,305
which is really important,

659
00:29:18,305 --> 00:29:19,631
particularly when we talk about

660
00:29:19,631 --> 00:29:21,850
using a formal universal screener.

661
00:29:21,850 --> 00:29:24,330
You can do check-in, check-out surveys,

662
00:29:24,330 --> 00:29:26,530
satisfaction surveys.

663
00:29:26,530 --> 00:29:28,990
WestEd has a lot of
learning from home surveys.

664
00:29:28,990 --> 00:29:30,840
And even though we're
all building-based again,

665
00:29:30,840 --> 00:29:33,300
as I said, we're pivoting back and forth.

666
00:29:33,300 --> 00:29:36,500
And then Panorama has a huge array of

667
00:29:36,500 --> 00:29:39,860
question bank of surveys
for students, educators,

668
00:29:39,860 --> 00:29:40,980
and for families.

669
00:29:40,980 --> 00:29:42,930
And like I said, the
document that I referenced

670
00:29:42,930 --> 00:29:46,490
that's in the resources,
in the link in the chat box

671
00:29:46,490 --> 00:29:50,723
has lots of different
resources that you can access.

672
00:29:51,980 --> 00:29:53,810
So we talked about a
lot of different data.

673
00:29:53,810 --> 00:29:55,660
I'm just really curious.

674
00:29:55,660 --> 00:29:58,360
Is there other data sources that I missed

675
00:29:58,360 --> 00:30:02,150
that your team might be looking
at to determine supports

676
00:30:02,150 --> 00:30:02,983
that are needed?

677
00:30:02,983 --> 00:30:05,500
And I'll stop sharing and
see if anything pops up

678
00:30:05,500 --> 00:30:07,120
in the chat about that.

679
00:30:07,120 --> 00:30:08,440
So did we miss anything?

680
00:30:08,440 --> 00:30:12,900
Do people have some data
sources that are creative

681
00:30:12,900 --> 00:30:15,803
and innovative that I'd
love to add to this webinar.

682
00:30:20,749 --> 00:30:22,149
I'll just give you a moment.

683
00:30:36,530 --> 00:30:40,890
Great, the VYP Survey.

684
00:30:40,890 --> 00:30:43,690
Kosha, you're gonna have
to help me, Vermont?

685
00:30:43,690 --> 00:30:44,650
Would you mind unmuting?

686
00:30:44,650 --> 00:30:46,893
I'm sorry, VYP, Vermont youth?

687
00:30:49,784 --> 00:30:51,710
- [Kosha] Yeah, it's the
Vermont Youth Project.

688
00:30:51,710 --> 00:30:53,230
- Project, thank you so much.

689
00:30:53,230 --> 00:30:56,630
- [Kosha] Yeah, which collects
data on substance abuse

690
00:30:56,630 --> 00:31:00,770
and relationships with
parents and things like that.

691
00:31:00,770 --> 00:31:03,810
- Super, that's a great,
a great data source.

692
00:31:03,810 --> 00:31:06,686
Thank you, and then Ashley talks about,

693
00:31:06,686 --> 00:31:07,620
how they're about to launch Closegap

694
00:31:07,620 --> 00:31:08,610
with your middle school.

695
00:31:08,610 --> 00:31:09,840
That's great, Ashley.

696
00:31:09,840 --> 00:31:12,229
Yeah, that's really helpful data.

697
00:31:12,229 --> 00:31:13,610
I was thinking about

698
00:31:13,610 --> 00:31:15,560
the Vermont Youth
Behavior Risk Survey too.

699
00:31:15,560 --> 00:31:16,740
I know that's every two years,

700
00:31:16,740 --> 00:31:19,390
but that could be data that
you could access as well.

701
00:31:20,430 --> 00:31:22,163
Okay, well, thanks everyone.

702
00:31:23,170 --> 00:31:24,719
All right.

703
00:31:24,719 --> 00:31:29,277
So, come back to the share button.

704
00:31:33,260 --> 00:31:36,833
So how do we formulate an
accurate measure of risk?

705
00:31:37,920 --> 00:31:41,770
With the number of behaviors
that can occur in a classroom

706
00:31:41,770 --> 00:31:45,890
on a daily basis at any particular
moment in the classroom,

707
00:31:45,890 --> 00:31:47,814
sometimes it's difficult to formulate

708
00:31:47,814 --> 00:31:51,260
an accurate measure of the
real challenges and needs

709
00:31:51,260 --> 00:31:55,670
if we relies solely on
anecdotal, gut reactions,

710
00:31:55,670 --> 00:31:57,770
observations, et cetera.

711
00:31:57,770 --> 00:32:01,300
It's also sometimes challenging
to figure out where to start

712
00:32:01,300 --> 00:32:02,950
when there can be so many variations

713
00:32:02,950 --> 00:32:04,610
in the type of behaviors,

714
00:32:04,610 --> 00:32:07,150
and back to the issue of equity,

715
00:32:07,150 --> 00:32:10,831
when we're just using
sort of this observation

716
00:32:10,831 --> 00:32:14,691
sort of hunch point,
anecdotal gut reactions,

717
00:32:14,691 --> 00:32:19,120
we have to be cognizant of
our implicit biases, right?

718
00:32:19,120 --> 00:32:24,053
So they may be activated
and that might influence

719
00:32:24,960 --> 00:32:26,560
some of the interventions we use

720
00:32:26,560 --> 00:32:29,990
that could contribute to
more disproportionality

721
00:32:29,990 --> 00:32:33,850
in how we're treating
certain groups of students,

722
00:32:33,850 --> 00:32:37,770
kids of color, kids that
are a certain gender,

723
00:32:37,770 --> 00:32:40,730
kids that are non-binary,
things like that.

724
00:32:40,730 --> 00:32:44,580
So we wanna be thoughtful
about recognizing

725
00:32:44,580 --> 00:32:45,690
that there are challenges,

726
00:32:45,690 --> 00:32:48,667
and there are a lot of challenges
in this cartoon, for sure,

727
00:32:48,667 --> 00:32:53,667
but using data to really
have an accurate measure

728
00:32:54,210 --> 00:32:57,850
of the risks that might be
existing in our classrooms.

729
00:32:57,850 --> 00:33:01,110
So why do we wanna use a
formal universal screener

730
00:33:01,110 --> 00:33:02,850
or screening?

731
00:33:02,850 --> 00:33:05,450
Well, we know that it's
a validated instrument

732
00:33:05,450 --> 00:33:09,565
that focuses on the social,
emotional and behavioral risks

733
00:33:09,565 --> 00:33:11,590
and strengths.

734
00:33:11,590 --> 00:33:13,890
It's a reliable method
of determining students

735
00:33:13,890 --> 00:33:15,640
with elevated risk.

736
00:33:15,640 --> 00:33:18,690
So it's a valid, these are
validated instruments, right?

737
00:33:18,690 --> 00:33:21,060
They have reliability measures as well,

738
00:33:21,060 --> 00:33:23,900
and we're already doing
a multitude of screenings

739
00:33:23,900 --> 00:33:24,780
in schools, right?

740
00:33:24,780 --> 00:33:26,240
So we do academic screening.

741
00:33:26,240 --> 00:33:27,500
We do hearing screening,

742
00:33:27,500 --> 00:33:29,990
I assume, vision
screening is getting done.

743
00:33:29,990 --> 00:33:32,610
So we're trying to get
a comprehensive picture

744
00:33:32,610 --> 00:33:35,080
of how each of our students
are doing in our schools.

745
00:33:35,080 --> 00:33:38,290
This is just another
resource and another tool.

746
00:33:38,290 --> 00:33:41,080
And it helps us to be objective.

747
00:33:41,080 --> 00:33:42,330
And as I said many times,

748
00:33:42,330 --> 00:33:46,830
it helps to, it helps us to
step away from our implicit bias

749
00:33:46,830 --> 00:33:48,760
in order to achieve equity.

750
00:33:48,760 --> 00:33:52,480
And I am very cognizant
that there are families

751
00:33:52,480 --> 00:33:55,300
that have concern

752
00:33:55,300 --> 00:33:58,629
about social, emotional,
behavior screening.

753
00:33:58,629 --> 00:34:00,510
And I just really encourage folks

754
00:34:00,510 --> 00:34:01,500
that are on this call today,

755
00:34:01,500 --> 00:34:03,480
just think about ways to normalize it.

756
00:34:03,480 --> 00:34:04,960
And I'm going to introduce a resource

757
00:34:04,960 --> 00:34:08,030
that has lots of really great information

758
00:34:08,030 --> 00:34:11,930
and ideas and strategies to use
to get consent from families

759
00:34:11,930 --> 00:34:13,910
and to help to, again, normalize

760
00:34:13,910 --> 00:34:17,010
that this is just another
way for us to understand

761
00:34:17,010 --> 00:34:18,630
how your child is doing,

762
00:34:18,630 --> 00:34:19,870
the same way we want to understand

763
00:34:19,870 --> 00:34:21,600
how they're doing academically.

764
00:34:21,600 --> 00:34:24,590
The same way we wanna
understand how they're doing,

765
00:34:24,590 --> 00:34:26,000
what they're hearing, et cetera.

766
00:34:26,000 --> 00:34:28,460
It paints a whole picture.

767
00:34:28,460 --> 00:34:31,010
And we also, the reason we
wanna use a universal screener

768
00:34:31,010 --> 00:34:34,340
is that we wanna be able
to match interventions

769
00:34:34,340 --> 00:34:35,950
to what's going on with the student.

770
00:34:35,950 --> 00:34:38,870
We just, again, we don't wanna just guess,

771
00:34:38,870 --> 00:34:41,310
so a simplistic example would be

772
00:34:41,310 --> 00:34:44,720
that we might support a shy,
somewhat withdrawn student

773
00:34:44,720 --> 00:34:47,840
with a standard check-in
check-out intervention, right?

774
00:34:47,840 --> 00:34:50,500
So we're gonna use the data
of a universal screener

775
00:34:50,500 --> 00:34:51,990
to identify that this is a kid

776
00:34:51,990 --> 00:34:55,090
who tends to have internalizing behaviors.

777
00:34:55,090 --> 00:34:57,810
Then we're gonna look at a
repertoire of interventions

778
00:34:57,810 --> 00:34:59,490
or evidence-based interventions

779
00:34:59,490 --> 00:35:02,170
and match that intervention to the need.

780
00:35:02,170 --> 00:35:03,790
So if you're going to screen,

781
00:35:03,790 --> 00:35:05,310
you need to be ready to intervene.

782
00:35:05,310 --> 00:35:08,150
And we'll talk a little
bit more about that.

783
00:35:08,150 --> 00:35:09,950
The other thing that's
really important to name,

784
00:35:09,950 --> 00:35:11,707
and I'm sure so many of
you already know this,

785
00:35:11,707 --> 00:35:13,630
but kids who have internalizing behaviors

786
00:35:13,630 --> 00:35:16,020
are not gonna be as visible to us

787
00:35:16,020 --> 00:35:18,950
as kids that have
externalizing behaviors, right?

788
00:35:18,950 --> 00:35:22,350
And so a universal screener
can sometimes uncover

789
00:35:22,350 --> 00:35:25,330
and detect kids that
maybe seem a little quiet,

790
00:35:25,330 --> 00:35:26,950
but they seem like they're doing okay,

791
00:35:26,950 --> 00:35:28,530
but really underneath they're struggling

792
00:35:28,530 --> 00:35:31,400
with significant anxiety or worry.

793
00:35:31,400 --> 00:35:35,120
We wanna be able to help them with that.

794
00:35:35,120 --> 00:35:38,130
We also know that the
earlier we intervene,

795
00:35:38,130 --> 00:35:40,130
the more likely we're able to mitigate

796
00:35:40,130 --> 00:35:41,680
some of these potential challenges

797
00:35:41,680 --> 00:35:45,540
when we don't intervene
because of not being able

798
00:35:45,540 --> 00:35:46,660
to identify risks.

799
00:35:46,660 --> 00:35:50,410
So we know that all of these
things can happen to kids

800
00:35:50,410 --> 00:35:52,700
if we don't get in there
early and help them.

801
00:35:52,700 --> 00:35:57,147
And also some recent stats from 2020,

802
00:35:57,147 --> 00:36:00,053
and there as recent of
stats that I could find

803
00:36:00,053 --> 00:36:01,950
is that the emergency department
visits have increased.

804
00:36:01,950 --> 00:36:04,880
And I know that's been on
the news here in Vermont too,

805
00:36:04,880 --> 00:36:08,970
and increased by 24% for
five to 11 year olds,

806
00:36:08,970 --> 00:36:13,790
and 31% for 12 to 17 year olds,

807
00:36:13,790 --> 00:36:18,790
and parents are reporting that their child

808
00:36:19,090 --> 00:36:22,530
has experienced declines in
their mental health in 2020,

809
00:36:22,530 --> 00:36:26,330
25% of families reported declines.

810
00:36:26,330 --> 00:36:29,180
And there's a lot of kids,

811
00:36:29,180 --> 00:36:32,350
there's a really interesting
article on loneliness and worry

812
00:36:32,350 --> 00:36:34,160
which I didn't put in the resources.

813
00:36:34,160 --> 00:36:35,370
And I regret doing that now,

814
00:36:35,370 --> 00:36:40,210
but just talking about how kids
reported losing more sleep,

815
00:36:40,210 --> 00:36:44,030
feeling really lonely, feeling unhappy,

816
00:36:44,030 --> 00:36:47,720
feeling depressed, loss of
confidence in themselves.

817
00:36:47,720 --> 00:36:49,340
And we're also missing a lot of kids.

818
00:36:49,340 --> 00:36:50,717
We're not getting data on a lot of kids

819
00:36:50,717 --> 00:36:53,710
who are just kind of dropping
out and stepping away.

820
00:36:53,710 --> 00:36:54,940
So what do we know?

821
00:36:54,940 --> 00:36:57,340
We know that academic successes are linked

822
00:36:57,340 --> 00:36:59,540
with social and behavioral skills.

823
00:36:59,540 --> 00:37:01,270
So again, using a universal screener

824
00:37:01,270 --> 00:37:04,010
to identify where kids are struggling

825
00:37:04,010 --> 00:37:09,010
and provide interventions and
resources to fill those gaps.

826
00:37:09,210 --> 00:37:11,710
Again, early intervention is critical

827
00:37:11,710 --> 00:37:15,390
to mitigating some of these
challenges that might occur

828
00:37:15,390 --> 00:37:18,320
as a result of unrecognized, undiagnosed

829
00:37:18,320 --> 00:37:21,970
and untreated social, emotional,
behavioral challenges,

830
00:37:21,970 --> 00:37:24,520
and preventive supports reduce the need

831
00:37:24,520 --> 00:37:26,860
for more intensive supports later.

832
00:37:26,860 --> 00:37:29,280
So again, the earlier we intervene,

833
00:37:29,280 --> 00:37:31,360
the less likely that
we're gonna have more kids

834
00:37:31,360 --> 00:37:34,590
receiving intensive behavior support plans

835
00:37:34,590 --> 00:37:36,403
and other types of supports.

836
00:37:38,160 --> 00:37:41,170
So let's hear from you now,

837
00:37:41,170 --> 00:37:44,930
are you using currently a
universal screener in your school

838
00:37:44,930 --> 00:37:46,280
or your SU or your district?

839
00:37:46,280 --> 00:37:47,810
And if so, what are you using?

840
00:37:47,810 --> 00:37:50,795
If you don't mind putting
that in the chat box,

841
00:37:50,795 --> 00:37:51,733
I'd really appreciate it.

842
00:38:07,864 --> 00:38:10,830
Let's see, Greg is not
using universal screener

843
00:38:10,830 --> 00:38:12,291
at this point.

844
00:38:12,291 --> 00:38:13,124
Thanks, Greg.

845
00:38:14,790 --> 00:38:15,653
Anybody else?

846
00:38:35,249 --> 00:38:38,500
Okay, and Pam, it's not at
the SU level that I'm aware.

847
00:38:38,500 --> 00:38:40,828
Individual schools may
have something informal

848
00:38:40,828 --> 00:38:41,832
that they're using.

849
00:38:41,832 --> 00:38:42,970
Great, informal screeners
are really important.

850
00:38:42,970 --> 00:38:43,933
Martha talks about,

851
00:38:44,932 --> 00:38:46,730
we're investigating different
screeners right now.

852
00:38:46,730 --> 00:38:48,380
Super, and I'm gonna share a resource

853
00:38:48,380 --> 00:38:49,213
in a little bit, Martha,

854
00:38:49,213 --> 00:38:51,040
that I think will be really helpful.

855
00:38:51,040 --> 00:38:53,386
Going to be using a few
from PBIS and the Closegap.

856
00:38:53,386 --> 00:38:55,863
Great, those are great.

857
00:38:56,822 --> 00:38:57,655
Kosha's looking into them.

858
00:38:57,655 --> 00:38:59,003
Super, great.

859
00:39:00,210 --> 00:39:01,043
Thank you.

860
00:39:05,953 --> 00:39:09,500
All right, so let's just talk a little bit

861
00:39:09,500 --> 00:39:11,500
about some of the logistics of screening.

862
00:39:11,500 --> 00:39:13,363
So when do we screen?

863
00:39:15,220 --> 00:39:17,320
We wanna make sure that
we really know the kids

864
00:39:17,320 --> 00:39:19,970
before we screen, so one of the concerns

865
00:39:19,970 --> 00:39:21,410
about the recovery plan,

866
00:39:21,410 --> 00:39:23,700
about recommending a universal screener

867
00:39:23,700 --> 00:39:26,370
is that initially there was
a lot of activity around

868
00:39:26,370 --> 00:39:29,080
we need to roll that out
right when school starts.

869
00:39:29,080 --> 00:39:31,660
And what we know from the research is that

870
00:39:31,660 --> 00:39:33,200
you need to get to know your kids first.

871
00:39:33,200 --> 00:39:36,740
So the research and the science suggests

872
00:39:36,740 --> 00:39:38,470
that you wait at least six to eight weeks

873
00:39:38,470 --> 00:39:40,840
before you do your first screening

874
00:39:40,840 --> 00:39:43,910
with all of the kids, and the way it works

875
00:39:43,910 --> 00:39:45,330
is that teachers or others

876
00:39:45,330 --> 00:39:47,660
complete a standardized questionnaire

877
00:39:47,660 --> 00:39:51,630
based on the universal
screener that you choose,

878
00:39:51,630 --> 00:39:54,590
or a clinical assessment
tool on every student.

879
00:39:54,590 --> 00:39:56,610
So again, this is an issue of equity.

880
00:39:56,610 --> 00:39:57,900
At no point do we want people saying,

881
00:39:57,900 --> 00:39:59,710
well, we're not really worried about Anne.

882
00:39:59,710 --> 00:40:01,020
Anne seems to be doing fine,

883
00:40:01,020 --> 00:40:03,410
so we're not gonna do a
universal screener for Anne

884
00:40:03,410 --> 00:40:06,130
'cause she's at her camp,
and she's happy there, right?

885
00:40:06,130 --> 00:40:08,530
So every single student,
we're gonna do a screening on

886
00:40:08,530 --> 00:40:10,880
to make sure we're not missing anything.

887
00:40:10,880 --> 00:40:13,212
And we wanna determine
if they're experiencing

888
00:40:13,212 --> 00:40:16,903
or at risk for some social,
emotional behavioral challenge.

889
00:40:17,900 --> 00:40:20,750
There is a, as I mentioned
earlier, the Harvard website

890
00:40:20,750 --> 00:40:22,420
has something called relationship mapping,

891
00:40:22,420 --> 00:40:23,780
which is a great way to help you

892
00:40:23,780 --> 00:40:25,760
to get to know your student even better.

893
00:40:25,760 --> 00:40:28,490
So it really makes sure that every student

894
00:40:28,490 --> 00:40:32,010
has at least one adult with
whom they're connected.

895
00:40:32,010 --> 00:40:34,413
So get to know them really well.

896
00:40:34,413 --> 00:40:39,413
And just again, thinking about
how are you moving away from

897
00:40:39,990 --> 00:40:40,840
implicit bias?

898
00:40:40,840 --> 00:40:45,220
Universal screeners can achieve that.

899
00:40:45,220 --> 00:40:47,050
And we know that if
screening's done too early

900
00:40:47,050 --> 00:40:49,110
as one of the bullets says,

901
00:40:49,110 --> 00:40:52,000
the results will largely be invalid.

902
00:40:52,000 --> 00:40:54,180
And the treatment
directions will be unclear

903
00:40:54,180 --> 00:40:57,850
or incorrectly focused,
and time will be wasted.

904
00:40:57,850 --> 00:40:59,140
And I can tell you,

905
00:40:59,140 --> 00:41:01,655
all the work that I've done
over the years with schools,

906
00:41:01,655 --> 00:41:03,880
people are so frustrated

907
00:41:03,880 --> 00:41:06,060
when they feel like they've
done some sort of survey

908
00:41:06,060 --> 00:41:07,170
or some sort of assessment,

909
00:41:07,170 --> 00:41:10,330
and then they never hear about
it, or it wasn't successful.

910
00:41:10,330 --> 00:41:11,840
It feels like a total waste of time

911
00:41:11,840 --> 00:41:12,673
and frustrating because

912
00:41:12,673 --> 00:41:14,680
they were hoping to get some answers.

913
00:41:14,680 --> 00:41:15,910
The worst thing that can happen

914
00:41:15,910 --> 00:41:19,830
is some students may be
harmed by not getting anything

915
00:41:19,830 --> 00:41:22,530
or getting the wrong therapeutic services.

916
00:41:22,530 --> 00:41:25,743
Cause we've done the
universal screener too soon.

917
00:41:26,960 --> 00:41:28,870
The other thing I mentioned earlier,

918
00:41:28,870 --> 00:41:32,140
if you've been doing
universal screening for years,

919
00:41:32,140 --> 00:41:35,760
you consider the as an unnormed event

920
00:41:37,870 --> 00:41:39,280
that's occurring right now

921
00:41:39,280 --> 00:41:41,780
to which screeners
haven't been validated to.

922
00:41:41,780 --> 00:41:43,570
And there's a national group of people,

923
00:41:43,570 --> 00:41:45,500
including Kathleen Lane right now

924
00:41:46,910 --> 00:41:48,120
that's working on ensuring
screeners are normed

925
00:41:48,120 --> 00:41:49,290
to the pandemic

926
00:41:49,290 --> 00:41:53,487
and also making sure they're
normed to race and ethnicity.

927
00:41:54,410 --> 00:41:57,400
So making sure that our validity measures

928
00:41:57,400 --> 00:41:59,960
are working towards those as well.

929
00:41:59,960 --> 00:42:04,210
And so there's a document
in your handouts,

930
00:42:04,210 --> 00:42:07,147
it's called "Systemic Screening
for Behavior Considerations

931
00:42:07,147 --> 00:42:11,560
"and Commitment to Continued Inquiry."

932
00:42:11,560 --> 00:42:13,694
And it's a really interesting,
it's a two-page document,

933
00:42:13,694 --> 00:42:16,190
but it does talk about
the national efforts

934
00:42:16,190 --> 00:42:18,020
to make sure that our
screening tools, again,

935
00:42:18,020 --> 00:42:20,150
are normed to not only the pandemic,

936
00:42:20,150 --> 00:42:22,680
but all of the concerns and issues

937
00:42:22,680 --> 00:42:24,740
around equity and inclusion

938
00:42:24,740 --> 00:42:29,740
that we have not been as fluent in

939
00:42:29,760 --> 00:42:32,770
or as attentive to as we could be.

940
00:42:32,770 --> 00:42:34,360
So that's the when to screen.

941
00:42:34,360 --> 00:42:36,694
And we talked about this already.

942
00:42:36,694 --> 00:42:38,450
So student, screening can
help us really figure out

943
00:42:38,450 --> 00:42:41,830
kids that are struggling
with externalizing behavior

944
00:42:41,830 --> 00:42:44,113
or internalizing behavior or both.

945
00:42:44,978 --> 00:42:49,620
And when we think about
behavior observation data forms,

946
00:42:49,620 --> 00:42:52,010
when we're writing information

947
00:42:52,010 --> 00:42:53,520
about a student who's struggling

948
00:42:53,520 --> 00:42:56,150
and whose behavior
cannot solely be managed

949
00:42:56,150 --> 00:42:57,500
in the classroom,

950
00:42:57,500 --> 00:43:00,140
that gives us a description
of behavior incidents

951
00:43:00,140 --> 00:43:01,180
that occurred,

952
00:43:01,180 --> 00:43:03,900
but it doesn't necessarily
assess the motivating factors

953
00:43:03,900 --> 00:43:05,390
behind the behavior.

954
00:43:05,390 --> 00:43:09,300
And again, oftentimes
misses kids that are,

955
00:43:09,300 --> 00:43:12,580
have a tendency to be more struggling,

956
00:43:12,580 --> 00:43:14,883
struggling more with
internalizing behaviors.

957
00:43:16,810 --> 00:43:19,270
And the way that a multi-stage

958
00:43:19,270 --> 00:43:22,130
or multi-gate approach to
screening works is, as I said,

959
00:43:22,130 --> 00:43:23,380
everyone gets screened.

960
00:43:23,380 --> 00:43:28,380
Everyone, all of your students
get a universal screening.

961
00:43:28,910 --> 00:43:32,530
And then you take a look
at the data from that.

962
00:43:32,530 --> 00:43:34,660
If you notice that a student is elevated,

963
00:43:34,660 --> 00:43:36,720
you might do a second level of screening.

964
00:43:36,720 --> 00:43:37,960
So if we think about,

965
00:43:37,960 --> 00:43:42,500
there's one screening tool
called Systematic, excuse me,

966
00:43:42,500 --> 00:43:45,860
Screening for Behavior
Disorders, the SSBD.

967
00:43:45,860 --> 00:43:49,500
So they use something called
a combined frequency index

968
00:43:49,500 --> 00:43:51,830
and a critical behavior index.

969
00:43:51,830 --> 00:43:55,040
That's a second level of
screening at stage two.

970
00:43:55,040 --> 00:43:58,090
When you do that, if it's
not elevated, you're done.

971
00:43:58,090 --> 00:44:00,750
But if there continues to be elevation

972
00:44:00,750 --> 00:44:04,150
based on that student that
you've done a second level of,

973
00:44:04,150 --> 00:44:06,230
or the stage two of screening,

974
00:44:06,230 --> 00:44:08,420
then you wanna look at that data,

975
00:44:08,420 --> 00:44:10,240
and if it continues to be elevated,

976
00:44:10,240 --> 00:44:13,120
then you're going to get a
request for assistance, right?

977
00:44:13,120 --> 00:44:15,160
You're gonna look into
intervention strategies.

978
00:44:15,160 --> 00:44:18,110
Again, pull together a
multidisciplinary team

979
00:44:18,110 --> 00:44:20,624
to evaluate the data
and start thinking about

980
00:44:20,624 --> 00:44:24,030
what kind of resources do
you have in your school

981
00:44:24,030 --> 00:44:26,570
and how are you going to match
an intervention or modality

982
00:44:26,570 --> 00:44:28,920
to the need that's been identified.

983
00:44:28,920 --> 00:44:32,130
This is a little bit analogous
to hearing screenings, right?

984
00:44:32,130 --> 00:44:33,820
So everyone gets a hearing screening.

985
00:44:33,820 --> 00:44:36,760
If nothing, screening's fine, you're fine.

986
00:44:36,760 --> 00:44:38,420
You go on your business.

987
00:44:38,420 --> 00:44:39,830
If there's some elevation,

988
00:44:39,830 --> 00:44:42,320
you're gonna do a second
level of screening.

989
00:44:42,320 --> 00:44:44,690
If not elevated at the
second level of screening,

990
00:44:44,690 --> 00:44:46,120
you're gonna stop the screening.

991
00:44:46,120 --> 00:44:47,850
If it continues to be elevated,

992
00:44:47,850 --> 00:44:50,410
then you might do a
referral to an audiologist

993
00:44:50,410 --> 00:44:51,560
or something like that.

994
00:44:53,940 --> 00:44:56,982
So what are we gonna do
with the data information?

995
00:44:56,982 --> 00:45:00,500
So similar to data from
academic screening tools,

996
00:45:00,500 --> 00:45:03,290
data from universal
behavior screening tools

997
00:45:03,290 --> 00:45:06,319
can be used in tiered
system support to one,

998
00:45:06,319 --> 00:45:11,319
detect students for whom
tier one intervention efforts

999
00:45:11,730 --> 00:45:14,280
are not necessarily
successful or they're being,

1000
00:45:14,280 --> 00:45:15,890
they're insufficient.

1001
00:45:15,890 --> 00:45:20,710
It can inform teacher delivered
low intensity supports

1002
00:45:20,710 --> 00:45:23,830
and connect students with
evidence-based practices,

1003
00:45:23,830 --> 00:45:28,091
tier two, or tier three
practices and programs.

1004
00:45:28,091 --> 00:45:33,050
So some, you know, low level
teacher delivered changes

1005
00:45:33,050 --> 00:45:35,520
that might be made that
are more at the universal

1006
00:45:35,520 --> 00:45:37,410
that can help with some
of these challenges

1007
00:45:37,410 --> 00:45:39,830
that might be discovered
through universal screenings

1008
00:45:39,830 --> 00:45:42,630
are increasing opportunities to respond,

1009
00:45:42,630 --> 00:45:45,380
doing some antecedent based
intervention strategies

1010
00:45:45,380 --> 00:45:48,100
in the classroom,
prompting, pre-correcting,

1011
00:45:48,100 --> 00:45:49,083
things like that.

1012
00:45:51,270 --> 00:45:55,590
This is a screenshot from a school

1013
00:45:55,590 --> 00:45:57,760
that took a look at the elementary level,

1014
00:45:57,760 --> 00:46:00,090
multiple data sources

1015
00:46:00,090 --> 00:46:03,990
in order to create a
comprehensive picture of students

1016
00:46:03,990 --> 00:46:07,548
for whom they had concern
after the universal screening.

1017
00:46:07,548 --> 00:46:09,930
So screening data is really important

1018
00:46:09,930 --> 00:46:11,600
for supporting teachers as well.

1019
00:46:11,600 --> 00:46:14,194
One of the slides I did a while ago

1020
00:46:14,194 --> 00:46:17,910
talked about how kids need to
feel safe to access academics.

1021
00:46:17,910 --> 00:46:20,840
And so do teachers, so do all
of you on the call, right?

1022
00:46:20,840 --> 00:46:23,530
So universal screening
can help support that

1023
00:46:23,530 --> 00:46:25,600
by really feeling
confident in your knowledge

1024
00:46:25,600 --> 00:46:27,350
about how students are doing

1025
00:46:27,350 --> 00:46:29,493
across multiple domains of data.

1026
00:46:30,880 --> 00:46:33,680
So if more than 20% of kids in a class

1027
00:46:33,680 --> 00:46:35,934
are found to have scores
on an elevated level

1028
00:46:35,934 --> 00:46:40,050
and are found need more
than just tier one efforts,

1029
00:46:40,050 --> 00:46:41,810
this could be a signal

1030
00:46:41,810 --> 00:46:44,090
that a teacher might
need additional support

1031
00:46:44,090 --> 00:46:45,400
in their classroom, right?

1032
00:46:45,400 --> 00:46:47,530
So it's not targeting
or blaming the teacher,

1033
00:46:47,530 --> 00:46:50,010
it's just saying, hmm,
based on what we're seeing,

1034
00:46:50,010 --> 00:46:52,210
I wonder if we boosted this particular

1035
00:46:52,210 --> 00:46:54,750
in classroom intervention strategy,

1036
00:46:54,750 --> 00:46:57,300
or if we had more observation
of your classroom,

1037
00:46:57,300 --> 00:46:59,830
or if we had a self-assessment
tool that you might use

1038
00:46:59,830 --> 00:47:03,280
to evaluate your own classroom
management practices,

1039
00:47:03,280 --> 00:47:06,860
that might be helpful
in being more proactive?

1040
00:47:06,860 --> 00:47:08,439
So we can increase engagement

1041
00:47:08,439 --> 00:47:12,100
and decrease the concerning
and challenging behaviors.

1042
00:47:12,100 --> 00:47:13,300
And again, if you look at this,

1043
00:47:13,300 --> 00:47:15,870
they're getting the AIMSweb reading, math,

1044
00:47:15,870 --> 00:47:19,600
they're taking a look, they use
the SRSS, that the behavior,

1045
00:47:19,600 --> 00:47:23,260
and then they're also categorizing kids

1046
00:47:23,260 --> 00:47:25,670
who are struggling with
internalizing behaviors,

1047
00:47:25,670 --> 00:47:29,587
kids who have gotten support
out of the classroom.

1048
00:47:29,587 --> 00:47:33,130
They use the language ODR
there, or the abbreviation ODR.

1049
00:47:33,130 --> 00:47:35,650
They're also looking, as Kosha mentioned,

1050
00:47:35,650 --> 00:47:37,100
the absenteeism levels.

1051
00:47:37,100 --> 00:47:39,760
So if a kid is missing a lot of academics,

1052
00:47:39,760 --> 00:47:41,690
it's gonna have, or a lot of school,

1053
00:47:41,690 --> 00:47:43,780
that's certainly likely
gonna have an influence

1054
00:47:43,780 --> 00:47:46,410
on how they're doing socially,
emotionally, behaviorally

1055
00:47:46,410 --> 00:47:47,243
as well.

1056
00:47:48,330 --> 00:47:50,150
And this is a Dothon Brook example.

1057
00:47:50,150 --> 00:47:53,680
So they took a look at
their screening data.

1058
00:47:53,680 --> 00:47:54,960
And they put it in a pie chart.

1059
00:47:54,960 --> 00:47:59,040
They also had a really
great Excel spreadsheet

1060
00:47:59,040 --> 00:48:01,410
that broke down by grade level,

1061
00:48:01,410 --> 00:48:03,510
kindergarten, first grade,
second grade, et cetera,

1062
00:48:03,510 --> 00:48:05,720
how many kids had internalizing behaviors?

1063
00:48:05,720 --> 00:48:07,200
How many kids had externalized

1064
00:48:07,200 --> 00:48:09,910
or elevated externalizing behaviors?

1065
00:48:09,910 --> 00:48:11,740
How many kids had both?

1066
00:48:11,740 --> 00:48:14,840
And then they put this in
this really lovely pie chart.

1067
00:48:14,840 --> 00:48:17,350
And they designed
interventions accordingly.

1068
00:48:17,350 --> 00:48:19,720
So it gave them a full,
comprehensive picture.

1069
00:48:19,720 --> 00:48:21,530
It also gave them a picture of how well

1070
00:48:21,530 --> 00:48:23,260
a lot of students were doing.

1071
00:48:23,260 --> 00:48:26,270
So it's not just about, oh,
we've got a lot of problems.

1072
00:48:26,270 --> 00:48:28,970
We're gonna have to do all
these different things.

1073
00:48:28,970 --> 00:48:31,330
It's also about, oh my
gosh, there's a lot of kids

1074
00:48:31,330 --> 00:48:32,870
who are doing really well.

1075
00:48:32,870 --> 00:48:35,590
What can we learn from their successes

1076
00:48:35,590 --> 00:48:38,394
also in order to inform,

1077
00:48:38,394 --> 00:48:41,550
increasing our universal strategies?

1078
00:48:41,550 --> 00:48:43,760
Or particular classrooms

1079
00:48:43,760 --> 00:48:45,260
that might be doing better than others,

1080
00:48:45,260 --> 00:48:46,670
what's going on in that classroom

1081
00:48:46,670 --> 00:48:49,503
that's helping that teacher be successful?

1082
00:48:50,360 --> 00:48:53,090
And you also, based on the screening data,

1083
00:48:53,090 --> 00:48:56,417
we wanna be able to connect interventions

1084
00:48:58,510 --> 00:48:59,490
to what we discover.

1085
00:48:59,490 --> 00:49:02,880
So this is a non-exhaustive
list of some intervention tools

1086
00:49:02,880 --> 00:49:04,910
that could be used.

1087
00:49:04,910 --> 00:49:06,610
And I'll say it again,
if you're gonna screen,

1088
00:49:06,610 --> 00:49:08,050
you wanna be ready to intervene.

1089
00:49:08,050 --> 00:49:09,320
So you wanna make sure

1090
00:49:09,320 --> 00:49:12,350
that you have mobilized your resources,

1091
00:49:12,350 --> 00:49:15,140
that you've done an
inventory of your resources,

1092
00:49:15,140 --> 00:49:17,090
an inventory of your interventions,

1093
00:49:17,090 --> 00:49:19,310
an inventory of your modalities,

1094
00:49:19,310 --> 00:49:23,740
and it's not having a huge,
huge list of interventions

1095
00:49:23,740 --> 00:49:27,540
as much as it's having
an intervention inventory

1096
00:49:27,540 --> 00:49:29,300
that you think is gonna match the needs

1097
00:49:29,300 --> 00:49:32,690
that you already know exist
and what you might discover

1098
00:49:32,690 --> 00:49:35,480
because it's a problem
if you discover a need

1099
00:49:35,480 --> 00:49:37,480
and you don't have
something to meet that need.

1100
00:49:37,480 --> 00:49:39,770
So you wanna really
mobilize your resources,

1101
00:49:39,770 --> 00:49:41,990
particularly those that have expertise

1102
00:49:41,990 --> 00:49:43,780
in the social, emotional, behavioral realm

1103
00:49:43,780 --> 00:49:45,410
to say, hey, we discovered something.

1104
00:49:45,410 --> 00:49:47,550
We don't have a resource,
and immediately find out

1105
00:49:47,550 --> 00:49:51,566
what that resource is and get it in place.

1106
00:49:51,566 --> 00:49:53,180
You also wanna make sure

1107
00:49:53,180 --> 00:49:55,430
that whatever resources you decide to use,

1108
00:49:55,430 --> 00:49:58,460
whatever intervention
strategies you decide to use,

1109
00:49:58,460 --> 00:50:01,087
that the people that are
using them have fluency.

1110
00:50:01,087 --> 00:50:04,370
So it's similar to when you
decide on are you gonna,

1111
00:50:04,370 --> 00:50:07,400
if you decide on and use
a universal screener,

1112
00:50:07,400 --> 00:50:08,430
you're gonna wanna make sure

1113
00:50:08,430 --> 00:50:11,615
that everyone understands how it's used

1114
00:50:11,615 --> 00:50:14,770
and what the results are gonna yield

1115
00:50:14,770 --> 00:50:16,958
and what you're gonna
do with those results.

1116
00:50:16,958 --> 00:50:20,040
When you choose any of
these, like Second Step

1117
00:50:20,040 --> 00:50:22,340
or check in/check out or Coping Cat,

1118
00:50:22,340 --> 00:50:24,530
you wanna make sure that
those people that are using it

1119
00:50:24,530 --> 00:50:28,450
have fluency and have
the methods to ensure

1120
00:50:28,450 --> 00:50:30,500
that it's being implemented with fidelity

1121
00:50:30,500 --> 00:50:32,620
and that you're taking
a look at the outcome.

1122
00:50:32,620 --> 00:50:34,840
So what are the outcome measures?

1123
00:50:34,840 --> 00:50:38,873
There's a couple of tools in the link,

1124
00:50:40,150 --> 00:50:43,850
one called "Systematic Screening Tools"

1125
00:50:43,850 --> 00:50:46,650
that outlines multiple
different screening tools

1126
00:50:46,650 --> 00:50:47,483
that you can use,

1127
00:50:47,483 --> 00:50:49,750
formalized universal screening tools.

1128
00:50:49,750 --> 00:50:52,710
There's also an Inventory
of Targeted Supports Table

1129
00:50:52,710 --> 00:50:57,710
in there that talks about
the function of the behavior,

1130
00:50:58,368 --> 00:51:01,940
the referral criteria
for the targeted support

1131
00:51:01,940 --> 00:51:05,590
that you identify, how are
you gonna monitor the progress

1132
00:51:05,590 --> 00:51:07,670
of how a student is doing?

1133
00:51:07,670 --> 00:51:09,830
What's the fading criteria?

1134
00:51:09,830 --> 00:51:11,380
What's the exit criteria?

1135
00:51:11,380 --> 00:51:13,340
And what are some
possibilities for fading?

1136
00:51:13,340 --> 00:51:15,070
So that's another tool you can use

1137
00:51:15,070 --> 00:51:19,330
just to make sure that you
have your inventory organized,

1138
00:51:19,330 --> 00:51:21,460
and also think about having a place

1139
00:51:21,460 --> 00:51:24,670
where everyone can access
all of those resources,

1140
00:51:24,670 --> 00:51:27,023
like a Google doc or something like that.

1141
00:51:28,900 --> 00:51:31,690
This resource I highly encourage you,

1142
00:51:31,690 --> 00:51:33,590
if you're considering a universal screener

1143
00:51:33,590 --> 00:51:35,743
for your SU or your school to go to,

1144
00:51:35,743 --> 00:51:40,743
this resource has multiple,
multiple protocols

1145
00:51:41,030 --> 00:51:42,600
that you can access,

1146
00:51:42,600 --> 00:51:44,480
how much time it takes to administer,

1147
00:51:44,480 --> 00:51:47,580
what's the cost, what are
the validity measures?

1148
00:51:47,580 --> 00:51:49,280
There's lots of short videos

1149
00:51:49,280 --> 00:51:52,822
that describe each of the
protocols that are there.

1150
00:51:52,822 --> 00:51:55,050
So I highly encourage you to go

1151
00:51:55,050 --> 00:51:57,210
into the Comprehensive
Integrated Three-tiered Model

1152
00:51:57,210 --> 00:52:02,210
of Prevention Website or
ci3t.org and check it out.

1153
00:52:02,799 --> 00:52:05,223
It's highly, highly informative.

1154
00:52:06,660 --> 00:52:08,110
We also wanna be thinking about

1155
00:52:08,110 --> 00:52:09,690
our systems considerations.

1156
00:52:09,690 --> 00:52:13,330
So if you're thinking about
doing a universal screener,

1157
00:52:13,330 --> 00:52:15,500
again, in your school or SU,

1158
00:52:15,500 --> 00:52:18,400
here are some considerations
you wanna go through.

1159
00:52:18,400 --> 00:52:20,190
And also in the link,

1160
00:52:20,190 --> 00:52:21,547
there's a document called

1161
00:52:21,547 --> 00:52:23,765
"Social Emotional Behavioral Screening

1162
00:52:23,765 --> 00:52:24,598
"Systems Considerations."

1163
00:52:24,598 --> 00:52:27,610
It's a checklist to help you
kind of organize the steps

1164
00:52:27,610 --> 00:52:29,080
that you might wanna take

1165
00:52:29,080 --> 00:52:33,610
before you roll out a universal screener.

1166
00:52:33,610 --> 00:52:36,030
And you can see that there's
multiple steps to this.

1167
00:52:36,030 --> 00:52:37,840
You wanna make sure that
you have a team in place,

1168
00:52:37,840 --> 00:52:39,961
that you have the resources,

1169
00:52:39,961 --> 00:52:42,750
which includes the funding
that you need for the screener.

1170
00:52:42,750 --> 00:52:45,160
You wanna make sure that your tier-one,

1171
00:52:45,160 --> 00:52:47,573
your interventions are
being done with fidelity.

1172
00:52:48,710 --> 00:52:50,830
You wanna have a process in place.

1173
00:52:50,830 --> 00:52:53,440
One document that or resource
I'm going to introduce

1174
00:52:53,440 --> 00:52:55,420
in just a moment will
help you take a look at

1175
00:52:55,420 --> 00:52:57,960
some of the ethical, legal
policies and procedures

1176
00:52:57,960 --> 00:52:59,550
that are really important.

1177
00:52:59,550 --> 00:53:03,320
Parent consent, parent
opt out, things like that.

1178
00:53:03,320 --> 00:53:05,850
Make sure you have a team
that's ready to act on the data.

1179
00:53:05,850 --> 00:53:07,430
Again, if you're going to scream,

1180
00:53:07,430 --> 00:53:08,980
screen not scream,

1181
00:53:08,980 --> 00:53:10,668
you need to be ready to intervene.

1182
00:53:10,668 --> 00:53:13,660
Think about how you're gonna roll that out

1183
00:53:13,660 --> 00:53:15,620
and be committed to continued inquiry.

1184
00:53:15,620 --> 00:53:20,049
So be curious about what
you find and what you learn

1185
00:53:20,049 --> 00:53:24,030
and be committed to
not only being curious,

1186
00:53:24,030 --> 00:53:25,560
but being willing to make changes

1187
00:53:25,560 --> 00:53:27,823
based on the discoveries that you make.

1188
00:53:31,720 --> 00:53:33,310
So we did that, sorry.

1189
00:53:33,310 --> 00:53:35,870
And so this is the resource
that I just referenced.

1190
00:53:35,870 --> 00:53:38,940
This resource, you can click on the link.

1191
00:53:38,940 --> 00:53:42,320
It's also in the link with the docs

1192
00:53:42,320 --> 00:53:43,847
that Anne put in the chat box.

1193
00:53:43,847 --> 00:53:47,740
It describes universal
screening very comprehensively.

1194
00:53:47,740 --> 00:53:50,680
It talks about procedural considerations,

1195
00:53:50,680 --> 00:53:52,270
how to select a screener

1196
00:53:52,270 --> 00:53:56,100
based on your school demographics.

1197
00:53:56,100 --> 00:53:58,370
So we wanna think about cultural context

1198
00:53:58,370 --> 00:54:00,450
when you're determining a screener,

1199
00:54:00,450 --> 00:54:04,713
and it also talks about ethical
and legal considerations.

1200
00:54:06,120 --> 00:54:07,930
So what's next?

1201
00:54:07,930 --> 00:54:09,220
I would think about reviewing

1202
00:54:09,220 --> 00:54:12,560
the Screening Assessments
Considerations Assessment,

1203
00:54:12,560 --> 00:54:16,040
determine where your school
or SU is in this process,

1204
00:54:16,040 --> 00:54:19,143
and review and select some tools.

1205
00:54:19,143 --> 00:54:23,270
I wanna point out that on
our Vermont PBIS website,

1206
00:54:23,270 --> 00:54:25,460
you will find some more resources

1207
00:54:25,460 --> 00:54:27,540
about social, emotional,
behavioral screening,

1208
00:54:27,540 --> 00:54:30,010
lots of information there,

1209
00:54:30,010 --> 00:54:32,490
and some other resources that we used

1210
00:54:32,490 --> 00:54:36,700
to put together this
presentation are listed on this.

1211
00:54:36,700 --> 00:54:41,200
So certainly Casel, Ci3T as I said,

1212
00:54:41,200 --> 00:54:44,150
the Center on PBIS, Positive
Behavior Intervention Support,

1213
00:54:44,150 --> 00:54:46,163
Panorama, as I mentioned,

1214
00:54:46,163 --> 00:54:47,620
is one of the informal screener tools.

1215
00:54:47,620 --> 00:54:50,780
So I am gonna stop
sharing and stop talking

1216
00:54:50,780 --> 00:54:53,360
and open it up for questions.

1217
00:54:53,360 --> 00:54:56,210
Thanks, Anne, for putting the
materials back in the chat.

1218
00:54:57,570 --> 00:54:58,660
We've got four minutes left,

1219
00:54:58,660 --> 00:55:00,510
so if there's any burning questions

1220
00:55:00,510 --> 00:55:03,800
or ideas that people wanna share,

1221
00:55:03,800 --> 00:55:05,580
please feel free to unmute and share

1222
00:55:05,580 --> 00:55:06,700
or put it in the chat box.

1223
00:55:06,700 --> 00:55:09,020
If you wanna put on your video right now,

1224
00:55:09,020 --> 00:55:12,510
as we maximize our last few minutes,

1225
00:55:12,510 --> 00:55:14,700
or if you're like, I'm
done, I'm ready to go.

1226
00:55:14,700 --> 00:55:16,873
Feel free to hop off this webinar.

1227
00:55:27,580 --> 00:55:28,413
You're welcome, Greg.

1228
00:55:28,413 --> 00:55:30,760
Thank you for your attention.

1229
00:55:30,760 --> 00:55:32,820
Thank you, Michelle.

1230
00:55:32,820 --> 00:55:33,823
Thanks, Pam.

1231
00:55:34,680 --> 00:55:35,680
People are hopping off.

1232
00:55:35,680 --> 00:55:37,930
Thanks, Kosha, Ashley, thanks.

1233
00:55:37,930 --> 00:55:39,340
Let's hope we can connect, Ashley.

1234
00:55:39,340 --> 00:55:41,440
I know we've been emailing back and forth.

1235
00:55:45,380 --> 00:55:46,313
Hi, Martha.

1236
00:55:47,279 --> 00:55:48,112
- Hi, I have a question,

1237
00:55:48,112 --> 00:55:49,210
can I just ask the question?

1238
00:55:49,210 --> 00:55:51,050
- Yes, please do.

1239
00:55:51,050 --> 00:55:53,530
- So we, like I said,

1240
00:55:53,530 --> 00:55:56,490
we're looking at different
universal screeners right now,

1241
00:55:56,490 --> 00:55:58,823
but there's a bit of anxiety about,

1242
00:56:00,950 --> 00:56:02,730
which I think is actually good,

1243
00:56:02,730 --> 00:56:05,300
about, you know, then
what do we do, you know,

1244
00:56:05,300 --> 00:56:07,300
if we decide to implement something,

1245
00:56:07,300 --> 00:56:08,290
what are we gonna do?

1246
00:56:08,290 --> 00:56:09,620
Do we have the resources

1247
00:56:09,620 --> 00:56:13,290
to make sure that we're
actually meeting the needs of,

1248
00:56:13,290 --> 00:56:15,930
you know, meeting whatever the needs are

1249
00:56:15,930 --> 00:56:18,139
that we discover from this.

1250
00:56:18,139 --> 00:56:22,340
And so I think that we're
trying to find that balance

1251
00:56:22,340 --> 00:56:26,190
between, you know, doing something

1252
00:56:26,190 --> 00:56:29,030
versus feeling overwhelmed
right now as a system.

1253
00:56:29,030 --> 00:56:30,160
And so.

1254
00:56:30,160 --> 00:56:34,180
- Yeah, yeah, well, Martha,
first of all, yeah, I hear that.

1255
00:56:34,180 --> 00:56:36,410
I think that's a common
concern that you're describing

1256
00:56:36,410 --> 00:56:38,330
is that you wanna do something,

1257
00:56:38,330 --> 00:56:40,240
and as I said in one
of the sides, you know,

1258
00:56:40,240 --> 00:56:41,930
the worry that maybe
you discover something

1259
00:56:41,930 --> 00:56:43,550
for which you don't have a resource,

1260
00:56:43,550 --> 00:56:46,210
and that can be concerning.

1261
00:56:46,210 --> 00:56:50,260
So, you know, do you have an EST team

1262
00:56:50,260 --> 00:56:51,990
or a team right now that's dedicated

1263
00:56:51,990 --> 00:56:52,823
to kind of looking at

1264
00:56:52,823 --> 00:56:57,403
the social, emotional and
academic data for your kids?

1265
00:56:59,120 --> 00:56:59,953
Sorta?

1266
00:56:59,953 --> 00:57:01,660
- I would say in pockets

1267
00:57:03,360 --> 00:57:05,340
that we're trying to bring
all of that together,

1268
00:57:05,340 --> 00:57:08,340
but it's a big system, lots of silos

1269
00:57:08,340 --> 00:57:13,060
and very new to, new to people.

1270
00:57:13,060 --> 00:57:16,940
- Sure, so I might start, and Amy,

1271
00:57:16,940 --> 00:57:19,160
Amy Wheeler-Sutton's on the
call, and she's brilliant.

1272
00:57:19,160 --> 00:57:20,810
So she might have some ideas too,

1273
00:57:21,647 --> 00:57:23,766
but I might start with trying to organize

1274
00:57:23,766 --> 00:57:27,240
those various pockets and
get an inventory going.

1275
00:57:27,240 --> 00:57:29,280
So what do you currently have in place?

1276
00:57:29,280 --> 00:57:30,760
Do you have Second Step?

1277
00:57:30,760 --> 00:57:33,506
Are you using PBIS with fidelity?

1278
00:57:33,506 --> 00:57:38,060
Are you using other
social/emotional/behavior curriculums?

1279
00:57:38,060 --> 00:57:41,440
How are you managing your academic data,

1280
00:57:41,440 --> 00:57:44,300
other screening data that you're using?

1281
00:57:44,300 --> 00:57:46,033
And start to organize that.

1282
00:57:47,290 --> 00:57:50,250
What are your targeted
supports that you're using?

1283
00:57:50,250 --> 00:57:52,220
What are your intensive
supports you're using?

1284
00:57:52,220 --> 00:57:55,230
And then pull together a team

1285
00:57:56,650 --> 00:57:59,450
or pull together some of the
people that are in pockets

1286
00:57:59,450 --> 00:58:00,283
as another team,

1287
00:58:00,283 --> 00:58:01,890
I don't wanna add more to people's plate,

1288
00:58:01,890 --> 00:58:04,730
and take a look at that and assess,

1289
00:58:04,730 --> 00:58:07,840
does this seem like we're
meeting a lot of the needs

1290
00:58:07,840 --> 00:58:10,920
that we're seeing currently
in our school, right?

1291
00:58:10,920 --> 00:58:13,950
So are we seeing a lot of aggression?

1292
00:58:13,950 --> 00:58:15,820
Are we seeing a lot of anxiety?

1293
00:58:15,820 --> 00:58:20,150
Are we seeing kids who are
demonstrating suicidal ideation?

1294
00:58:20,150 --> 00:58:22,520
And when you look at your
inventory of supports,

1295
00:58:22,520 --> 00:58:24,620
do you think that they're
gonna address those needs?

1296
00:58:24,620 --> 00:58:28,740
And if not, then start to
explore what other resources

1297
00:58:28,740 --> 00:58:30,477
might be out there.

1298
00:58:30,477 --> 00:58:33,493
Oh, there's a resource I'm
just blanking on its name.

1299
00:58:35,110 --> 00:58:35,970
Shoot.

1300
00:58:35,970 --> 00:58:39,167
Sorry, it's a resource that, let's see.

1301
00:58:39,167 --> 00:58:40,790
Actually, I might have it in my notes.

1302
00:58:40,790 --> 00:58:41,770
Bear with me just.