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This session as well,

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so folks who are unable to attend,

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and if you have colleagues,

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you can always go to our
website and view the recording.

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So I am Cassandra Townshend.

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I am one of the co-directors

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of the BEST PBIS project at
the University of Vermont.

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And I'm here with my other
co-director, Amy Wheeler-Sutton,

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and our fabulous Anne Dubie,

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who is the glue that holds
this project together,

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so we're fortunate to have her,

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and she'll be monitoring the chat.

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And she will also put in
the materials for today

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in the chat, which are
found on our website,

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and so you'll have that link.

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We have a lot of materials for today.

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So hopefully you're in the right spot

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and you're excited to talk about data,

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because we are data
junkies over here at UVM

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and we're hoping that several
of you are also data junkies.

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And if not, you're gonna
learn to love the data

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'cause our job this morning

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is to talk a little bit
about the annual assessments,

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the Tiered Fidelity Inventory,
the Self-Assessment Survey,

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and we wanna highlight

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the School Climate Survey
as well for all of you.

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So just a couple of logistics.

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You will be muted during this session,

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and if you need any help
or have any questions,

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feel free to type into the chat box.

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All right, so our learning
objectives for this morning

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is we wanna just set the context
of where we currently are.

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We wanna talk a little bit
about establishing action plans,

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outcomes for action planning.

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We're really gonna
spend a lot of the time,

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for those of you who are new

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or those of you who are
veterans and have been involved

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in PBIS implementation for a long time,

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this is always a great
refresher for everyone.

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And I do know we've had a lot
of turnover in our schools,

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and so hopefully we've got
some new people on the line,

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so our real goal is to
help you all understand

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how to access the TFI and
the Self-Assessment Survey.

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We wanna also explore
the School Climate Survey

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and then really round out
this webinar this morning

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with putting it all together

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and walking away with
some concrete action steps

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for all of you.

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So before we begin, we're
really wanting to remind folks

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that we cannot talk
about PBIS implementation

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or fidelity of implementation of PBIS

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without honoring and acknowledging

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the reason why PBIS is so successful.

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It's because we have this
overlapping system of support.

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We've got our systems that are in place,

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we use our data,

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which we'll spend a lot of
time today talking about,

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that really inform our systems,

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how well our systems are doing,

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and then we also have our practices.

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So we're using our data to inform

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what evidence-based practices
we need to implement

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within the context of our school

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or supervisory union or school district.

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And so we're keeping that
in mind as we do this.

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So today we're gonna talk about the data

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'cause it's essential
for making team decisions

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so that we can have positive outcomes

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for all of our students.

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All right, so just to set a
little bit about the context,

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so what we're gonna do is,

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and for those of you
who are newer to this,

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so it's an expectation
that Vermont PBIS schools

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complete the Tiered Fidelity Inventory,

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and they can select to complete
the Self-Assessment Survey

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or the School Climate Survey.

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And this is the time of
year when it happens.

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This happens between January and March.

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And so we at the state

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have opened up all of your school windows

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for the TFI and the SAS.

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If you'd like to try this
School Climate Survey,

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and Amy will be talking a
little bit about that later,

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that's something you would
just email Anne Dubie

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and let her know.

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The reason why we wanna
do these assessments,

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it's really important because
it allows us to determine

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what evidence-based practices,

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what things we really need to work on.

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One of the things that we've learned

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from the pandemic and in
recent years is, you know,

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the significant need around
mental health support as well.

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And so really our schools

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that are implementing PBIS with fidelity,

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there's a lot of evidence,

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and these fidelity
measures help with that,

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that schools are able to better integrate

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mental health supports

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and additional resources
into their schools,

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and so that's why these
resources are so critical

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and these assessments are so critical

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to help us determine how
we can really support

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not only our staff, but
our student wellbeing

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and our family and community's
mental health and wellbeing.

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And as we know,

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the pandemic has had a big
impact on our lives, right?

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We do know that.

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And so the traditional
data that we typically use

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for making decisions may not be enough.

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And so we need to dive into
a little bit about, you know,

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how are we doing systems-wide,

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you know, how are our
teaming structures happening?

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Those types of things.

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Attendance data we rely heavily on,

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but during the pandemic
that was variable, right?

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So it's really important for
us to think about not only,

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you know, previous data,

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but really expanding the
data that we look at.

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And then finally, you
know, it's really important

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to think about school
climate data as a whole.

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Because we've gone
through such an experience

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and many of us are continuing

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to go through an experience
post-pandemic, you know,

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how are we really attending
to everyone in our school,

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our students, our
families, our caregivers?

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How are they feeling connected and engaged

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in our learning environments

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despite all the things
that have have happened?

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And so these tools really help you

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as a school or supervisor
union use the data,

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paint a picture of how things
need to be changed or tweaked

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for the better of all, betterment of all.

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So big ideas around data.

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Hopefully, I think many of us know this,

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so this is a little bit of a refresher,

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but all data should serve a purpose.

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We wanna use the data, we don't
wanna just collect the data

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and never look at it, right?

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We wanna make sure we're
actually utilizing the data.

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In order to make good decisions
around the data we have,

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we really wanna make sure
we're implementing the data,

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we're collecting the data
with fidelity, right?

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So that's where these fidelity measures

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really come into play.

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It's really important for us to have that.

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We also wanna be prompt when
looking at the data, again.

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Sometimes we collect data

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and then we sort of put it
in a cabinet and we say,

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"Okay, wait, didn't we do that assessment

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a couple of months ago?"

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We really wanna be prompt
when looking at the data

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so that we can act upon it,

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especially when we're talking
about individual students.

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As you all know, we need
to not only make decisions

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based on one data point,

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we need to look at multiple data sources

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to really confirm our thinking

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and what we're seeing anecdotally.

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And really data is not punitive.

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We wanna look at that,

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sort of shift our mindset around that.

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It's not necessarily using it to punish,

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it's an opportunity to
collect patterns of behavior,

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patterns of staff thoughts,
how are people doing,

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to really support our school
and our staff and our students.

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So in order to start that process,

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we really need to think
about what are our outcomes?

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So we need to think not
only just collect the data,

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but how will you know if PBIS is working

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if you are not sure where
it should be taking you?

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So data informs that direction as well.

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So if you're having
difficulty with students

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who are feeling disengaged in academics

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or disengaged in their friendships, right?

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So that's something.

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If your data suggests, that
that's gonna be an outcome

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that you may wanna start with

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to support and overcome sort
of whatever you're seeing

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that you wanna support
or make a change, right?

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So we wanna start with the outcomes,

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and the outcomes really should be,

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they're unique for every school.

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They fit within your context.

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They're locally determined.

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They should be, as we know with academics,

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as well as social, emotional,
and behavioral data,

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they should be observable and measurable.

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We often want them to be
in goal statements, right?

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So many of you may have
heard of SMART goals.

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I imagine many of you have
done that, have heard of that.

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But there's this new thing

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that we would encourage you to consider

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is using SMARTIE goals.

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And so this is really looking at

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whether or not your goals are specific,

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are they measurable, attainable,
relevant, time-bound?

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And the SMARTIE part, the I-E, is fabulous

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because are they inclusive
and are your goals equitable?

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Again, equity is at the
heart of all that we do,

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and so we wanna make sure
we're attending to those two.

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So I would encourage all of you to think,

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if you have your SMART goals,

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maybe add that I and E

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and start having conversations around that

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so that we can really
focus on our commitment

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to racial equity and inclusion

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with these tangible action steps.

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So here are some sample
outcomes really quickly.

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These may be similar to some outcomes

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that you have in your school,

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and we're gonna have you
give us some information

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about that in a second.

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But here are just some quick outcomes.

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I'm not gonna go through all of them,

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but let's say your data shows

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you have a lot of bullying-like behavior.

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You may wanna reduce that.

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That could be a sample outcome.

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If you need to,

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if your academic scores plummeted

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during the past couple of years
in a certain content area,

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that may be a sample
outcome for you as well.

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So there's lots of examples.

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I imagine many of you
are using some of these

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or have some of these as
your outcomes as well.

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And again, you can have your outcomes,

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but you really want to
make them measurable,

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and so this is just an example
of some outcome statements.

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So you've got your big outcome,

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but then how do you know

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how much do you wanna reduce something?

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So for an example,

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given school-wide implementation
of PBIS with fidelity,

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we will decrease the number

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of student suspensions
and expulsions by 10%

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by the end of the school year.

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So 10% for your school compared
to your neighbor's school

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may be very different, right,

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based on the population
or the data that you have,

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so you really wanna then
take sort of those outcomes

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and make them into statements

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so that you're really
able to measure them,

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which is something we do
often, obviously, in education.

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And there's so many types of data.

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This data, this list, is not
extensive or is not exclusive.

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There are so many data
to consider out there

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when you're looking at
how to make your outcomes,

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how to make your outcome statements.

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And so we've got data that's aligned

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with sort of universal data, right?

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We've got SWIS, we've got
attendance, we've got grades.

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And then we can get in,

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for those of you who are at targeted

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or intensive level of PBIS
or even thinking about that,

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there's lots of other data
sources out there too.

256
00:11:50,220 --> 00:11:52,650
There's Check-in, Check-out SWIS.

257
00:11:52,650 --> 00:11:55,560
Many of of you are
familiar with EST, right?

258
00:11:55,560 --> 00:11:58,140
So again, how are those plans impacting?

259
00:11:58,140 --> 00:11:59,940
And then we also have data

260
00:11:59,940 --> 00:12:03,990
that would help us determine
individual student progress,

261
00:12:03,990 --> 00:12:06,780
and so how are we utilizing that data

262
00:12:06,780 --> 00:12:10,090
in coordination with all
of our data out there

263
00:12:11,250 --> 00:12:12,483
to make decisions?

264
00:12:13,710 --> 00:12:17,370
So I would love for all
of you to take a minute

265
00:12:17,370 --> 00:12:20,580
and answer these
questions in the chat box.

266
00:12:20,580 --> 00:12:22,650
Based on the data you currently have,

267
00:12:22,650 --> 00:12:24,390
what outcomes are you hoping to achieve

268
00:12:24,390 --> 00:12:26,913
with your PBIS implementation this year?

269
00:12:27,780 --> 00:12:30,198
Always challenged by choice as well.

270
00:12:30,198 --> 00:12:33,510
And then do you have an action plan

271
00:12:33,510 --> 00:12:37,140
with steps to achieve this outcome?

272
00:12:37,140 --> 00:12:41,050
So go ahead and take a moment
and type into the chat box

273
00:12:43,860 --> 00:12:47,373
and let us know, do you
have an outcome right now?

274
00:12:49,260 --> 00:12:52,530
Is it anecdotal, is it based on data,

275
00:12:52,530 --> 00:12:54,030
you're looking to gather more data?

276
00:12:54,030 --> 00:12:56,790
What outcomes are you
hoping to achieve this year?

277
00:12:56,790 --> 00:12:59,133
Go ahead and type in the chat box.

278
00:13:00,540 --> 00:13:01,373
And whether or not

279
00:13:01,373 --> 00:13:04,260
you have an action plan
with steps already,

280
00:13:04,260 --> 00:13:05,673
let your colleagues know.

281
00:13:11,940 --> 00:13:13,950
Awesome, thanks Brian.

282
00:13:13,950 --> 00:13:16,983
So concerning behaviors, absolutely.

283
00:13:18,960 --> 00:13:19,890
Yep.

284
00:13:19,890 --> 00:13:21,570
And what concerning behaviors, right?

285
00:13:21,570 --> 00:13:24,750
Really get down to that
nitty gritty level.

286
00:13:24,750 --> 00:13:26,730
Increased student engagement, yes.

287
00:13:26,730 --> 00:13:29,370
Continuous improvement, awesome.

288
00:13:29,370 --> 00:13:33,390
Time out of class,
absolutely, Matthew and Renee,

289
00:13:33,390 --> 00:13:34,790
thank you for sharing those.

290
00:13:36,090 --> 00:13:40,140
Concerning fidelity of systems,
yes, that's a huge concern.

291
00:13:40,140 --> 00:13:41,940
That's why you're here,
which is why we're excited

292
00:13:41,940 --> 00:13:44,250
to have all of you on
the line with us today.

293
00:13:44,250 --> 00:13:47,160
Fidelity of many things
during the past year

294
00:13:47,160 --> 00:13:49,230
have gone up and down, right?

295
00:13:49,230 --> 00:13:51,060
And so it's like how do we reset?

296
00:13:51,060 --> 00:13:54,120
How do we get ourselves back on track?

297
00:13:54,120 --> 00:13:55,950
Engagement, absolutely.

298
00:13:55,950 --> 00:13:59,820
Fidelity, Lee, thank you so much.

299
00:13:59,820 --> 00:14:02,790
Implementation fidelity, Evan, absolutely.

300
00:14:02,790 --> 00:14:07,443
So again, many of you
are looking at sort of,

301
00:14:08,280 --> 00:14:09,900
you know, fidelity measures.

302
00:14:09,900 --> 00:14:12,240
How are we implementing
things with fidelity?

303
00:14:12,240 --> 00:14:15,300
And then positive outcomes for students.

304
00:14:15,300 --> 00:14:17,880
That's great, Jonathan,
thanks for sharing that.

305
00:14:17,880 --> 00:14:20,370
Equitable outcomes in
discipline, absolutely.

306
00:14:20,370 --> 00:14:24,600
How are we responding equitably,
right, for all students?

307
00:14:24,600 --> 00:14:26,220
That's huge right now,

308
00:14:26,220 --> 00:14:28,233
so thank you so much for sharing that.

309
00:14:30,540 --> 00:14:33,002
Finally, before we get into,

310
00:14:33,002 --> 00:14:35,670
I've got a few more
things I wanna go through

311
00:14:35,670 --> 00:14:36,780
and then we're gonna dive into

312
00:14:36,780 --> 00:14:39,360
the Tiered Fidelity Inventory.

313
00:14:39,360 --> 00:14:41,190
So just a friendly reminder

314
00:14:41,190 --> 00:14:44,910
that data really does help
us ask the right questions.

315
00:14:44,910 --> 00:14:49,910
We're not gonna make major
decisions based on data per se.

316
00:14:50,100 --> 00:14:53,910
We need to look the data
to really tell the story,

317
00:14:53,910 --> 00:14:57,487
and then we need to look
together as a team to say,

318
00:14:57,487 --> 00:15:00,720
"Okay, well, how are we
going to solve this problem?"

319
00:15:00,720 --> 00:15:03,930
And that's the real
great thing about data.

320
00:15:03,930 --> 00:15:06,600
It gives us some information,

321
00:15:06,600 --> 00:15:08,790
we triangulate the data often,

322
00:15:08,790 --> 00:15:11,490
and then we come up with a plan to,

323
00:15:11,490 --> 00:15:12,750
how are we gonna address it

324
00:15:12,750 --> 00:15:15,600
within the cultural context of our school?

325
00:15:15,600 --> 00:15:18,210
Because addressing it
is gonna look different

326
00:15:18,210 --> 00:15:22,170
in every single one of your
schools, I would imagine.

327
00:15:22,170 --> 00:15:24,063
So that's important.

328
00:15:25,110 --> 00:15:29,460
I just have one more poll
too that I think, Amy,

329
00:15:29,460 --> 00:15:31,590
if you don't mind launching this poll,

330
00:15:31,590 --> 00:15:34,080
but I wanna figure out from all of you,

331
00:15:34,080 --> 00:15:37,701
to what extent are you knowledgeable
about the TFI, the SAS,

332
00:15:37,701 --> 00:15:40,800
and the School Climate Surveys?

333
00:15:40,800 --> 00:15:43,233
So stay tuned, we're
gonna launch that poll.

334
00:15:44,460 --> 00:15:45,870
It's launched.

335
00:15:45,870 --> 00:15:47,670
I think you probably
can't see it, Cassandra.

336
00:15:47,670 --> 00:15:48,780
-I can't see it, yeah.
-So I'll tell you

337
00:15:48,780 --> 00:15:50,490
what the results are.

338
00:15:50,490 --> 00:15:52,950
Tell me the results.

339
00:15:52,950 --> 00:15:55,203
Hopefully you all see the poll.

340
00:15:56,670 --> 00:16:01,670
You've got 70% participation so far, 80%.

341
00:16:03,810 --> 00:16:05,343
Thank you all so much.

342
00:16:06,390 --> 00:16:09,150
And it's looking like most people

343
00:16:09,150 --> 00:16:12,240
are somewhat familiar with the TFI,

344
00:16:12,240 --> 00:16:14,853
about 21% not at all familiar.

345
00:16:15,900 --> 00:16:20,280
For the SAS, it's about
53% are somewhat familiar,

346
00:16:20,280 --> 00:16:22,920
32% not familiar at all.

347
00:16:22,920 --> 00:16:25,180
And School Climate Survey more

348
00:16:26,040 --> 00:16:28,050
in the not at all familiar than the other,

349
00:16:28,050 --> 00:16:33,050
so 42% not familiar at all
and 47% somewhat familiar.

350
00:16:33,840 --> 00:16:35,640
So you guys are in the right place.

351
00:16:35,640 --> 00:16:38,670
Yes, you all are in
absolutely the right place.

352
00:16:38,670 --> 00:16:41,222
Thank you so much. That's great.

353
00:16:41,222 --> 00:16:44,422
So if you're looking
for resources quickly,

354
00:16:44,422 --> 00:16:48,933
just wanted to put this
before Amy jumps into the TFI.

355
00:16:49,950 --> 00:16:50,970
This is our website,

356
00:16:50,970 --> 00:16:52,440
so if you go to Evaluation,

357
00:16:52,440 --> 00:16:54,210
if you hover over the word Evaluation,

358
00:16:54,210 --> 00:16:56,820
you'll see this drop down list.

359
00:16:56,820 --> 00:17:00,750
And so this is where you'll
find all the specific resources

360
00:17:00,750 --> 00:17:02,580
on our Tiered Fidelity Inventory,

361
00:17:02,580 --> 00:17:05,700
the Self-Assessment Survey,
and our School Climate Surveys

362
00:17:05,700 --> 00:17:07,590
that we'll be addressing today.

363
00:17:07,590 --> 00:17:09,840
So thank you so much.

364
00:17:09,840 --> 00:17:12,993
All right, so let's dive into the TFI.

365
00:17:15,630 --> 00:17:16,463
Alrighty.

366
00:17:18,150 --> 00:17:22,337
And I think I can switch
and share if you want.

367
00:17:22,337 --> 00:17:24,870
I've got it up to the right slide.

368
00:17:24,870 --> 00:17:25,710
Oh, sure. Perfect.

369
00:17:25,710 --> 00:17:27,420
So I'll stop sharing.

370
00:17:27,420 --> 00:17:28,440
Yeah.

371
00:17:28,440 --> 00:17:30,990
Great. Thanks, Amy.

372
00:17:30,990 --> 00:17:31,823
Okay.

373
00:17:36,360 --> 00:17:38,560
All right, does that
look okay for you guys?

374
00:17:39,750 --> 00:17:40,890
After it loads.

375
00:17:40,890 --> 00:17:42,630
Okay. (laughs)

376
00:17:42,630 --> 00:17:44,530
I'm still saying loading, there we go.

377
00:17:45,588 --> 00:17:47,400
[Cassandra] There we go, all set.

378
00:17:47,400 --> 00:17:51,150
So in the past few years,
obviously since the pandemic,

379
00:17:51,150 --> 00:17:54,810
our completion rates of
all of these assessments,

380
00:17:54,810 --> 00:17:59,810
including the TFI, have declined
a bit to no one's surprise.

381
00:18:00,330 --> 00:18:02,370
And so we're hoping this webinar

382
00:18:02,370 --> 00:18:06,750
will kind of reignite your excitement

383
00:18:06,750 --> 00:18:10,008
around these assessments
and how they can be used

384
00:18:10,008 --> 00:18:13,440
to help you get to where
you're trying to go.

385
00:18:13,440 --> 00:18:16,948
So not only to help you develop
those outcome statements,

386
00:18:16,948 --> 00:18:19,620
but to help you develop some action steps

387
00:18:19,620 --> 00:18:21,600
and to narrow in on, you know,

388
00:18:21,600 --> 00:18:24,360
not everything is a disaster
right now for your school,

389
00:18:24,360 --> 00:18:25,908
even if it might feel like that.

390
00:18:25,908 --> 00:18:27,960
What are the really key areas

391
00:18:27,960 --> 00:18:30,813
to spend your time and energy improving?

392
00:18:31,950 --> 00:18:34,650
So for those of you who are less familiar,

393
00:18:34,650 --> 00:18:38,550
the TFI is a really efficient tool

394
00:18:38,550 --> 00:18:41,700
that was developed somewhat recently

395
00:18:41,700 --> 00:18:45,190
to help you assess at all
three tiers of implementation

396
00:18:46,110 --> 00:18:48,420
and to look at a few different areas.

397
00:18:48,420 --> 00:18:50,640
So at tier one, you're looking at teams,

398
00:18:50,640 --> 00:18:52,950
implementation, and evaluation.

399
00:18:52,950 --> 00:18:54,180
And at tiers two and three,

400
00:18:54,180 --> 00:18:57,960
there's a few other kind
of groups of questions

401
00:18:57,960 --> 00:18:59,700
that you'll look at as well.

402
00:18:59,700 --> 00:19:01,380
And as Cassandra mentioned,

403
00:19:01,380 --> 00:19:04,530
it's an expectation that
all Vermont PBIS schools

404
00:19:04,530 --> 00:19:07,410
complete this assessment
at least once a year.

405
00:19:07,410 --> 00:19:09,060
Some schools do complete it twice,

406
00:19:09,060 --> 00:19:10,961
once in the fall and once in the spring,

407
00:19:10,961 --> 00:19:13,290
but we're really looking
for you to complete it

408
00:19:13,290 --> 00:19:16,320
during this window of January to March.

409
00:19:16,320 --> 00:19:20,550
And it takes about 30
minutes for each tier

410
00:19:20,550 --> 00:19:21,660
the first time around.

411
00:19:21,660 --> 00:19:24,147
Once your team gets more
comfortable and familiar with it,

412
00:19:24,147 --> 00:19:27,330
you can kind of go through
a little bit more quickly.

413
00:19:27,330 --> 00:19:31,800
Ideally this would be completed
with a coach if you have one

414
00:19:31,800 --> 00:19:36,150
or an SUSD PBIS coordinator.

415
00:19:36,150 --> 00:19:39,210
That's not always realistic,
which we understand,

416
00:19:39,210 --> 00:19:40,800
but it does help to give

417
00:19:40,800 --> 00:19:45,030
a little bit more of a
objective look at the questions

418
00:19:45,030 --> 00:19:46,807
and allows someone to say like,

419
00:19:46,807 --> 00:19:48,810
"Oh, you know, like, I've noticed

420
00:19:48,810 --> 00:19:49,920
when I've walked through the school

421
00:19:49,920 --> 00:19:52,740
that I'm seeing X, Y, or Z,"

422
00:19:52,740 --> 00:19:55,533
or help clarifying what
some of the questions mean.

423
00:19:56,460 --> 00:19:58,260
So that's something to consider.

424
00:19:58,260 --> 00:20:00,270
And your technical assistance provider

425
00:20:00,270 --> 00:20:01,590
who's assigned to your school,

426
00:20:01,590 --> 00:20:03,990
which you can also find on our website,

427
00:20:03,990 --> 00:20:06,990
can help either with the TFI

428
00:20:06,990 --> 00:20:08,790
or help you find a coach

429
00:20:08,790 --> 00:20:10,833
or someone to assist with that process.

430
00:20:12,392 --> 00:20:14,470
So it can be used for a variety of

431
00:20:16,650 --> 00:20:18,780
reasons and ways,

432
00:20:18,780 --> 00:20:21,444
so it can be used as a
formative assessment.

433
00:20:21,444 --> 00:20:24,840
So before you're implementing,

434
00:20:24,840 --> 00:20:28,470
you can use it as kind of a
baseline, see where you're at,

435
00:20:28,470 --> 00:20:31,249
use it to progress monitor
as you're making changes

436
00:20:31,249 --> 00:20:35,640
and improving implementation as you go,

437
00:20:35,640 --> 00:20:37,500
again, as an annual self-assessment,

438
00:20:37,500 --> 00:20:40,290
which is really where we're talking about.

439
00:20:40,290 --> 00:20:44,070
And in the past it was used
to determine recognition,

440
00:20:44,070 --> 00:20:47,580
so schools that were implementing
with fidelity at tier one,

441
00:20:47,580 --> 00:20:49,580
which is considered 70%

442
00:20:49,580 --> 00:20:52,680
is kind of the cut score for that,

443
00:20:52,680 --> 00:20:55,620
were eligible to nominate themselves

444
00:20:55,620 --> 00:20:58,620
for exemplar implementation of PBIS.

445
00:20:58,620 --> 00:20:59,453
Since COVID,

446
00:20:59,453 --> 00:21:02,670
we haven't used that same
acknowledgement system.

447
00:21:02,670 --> 00:21:05,370
We'll have to decide what
we're gonna do this year,

448
00:21:05,370 --> 00:21:06,517
as every year we're like,

449
00:21:06,517 --> 00:21:09,000
"Oh, things will be back
to normal this year,"

450
00:21:09,000 --> 00:21:10,980
and then they're not.

451
00:21:10,980 --> 00:21:13,170
So we're still in the process of deciding

452
00:21:13,170 --> 00:21:16,290
whether an actual score will be used,

453
00:21:16,290 --> 00:21:19,260
but we do use completion of the TFI

454
00:21:19,260 --> 00:21:21,660
and either the SAS or
School Climate Survey

455
00:21:21,660 --> 00:21:24,303
to recognize schools
for PBIS implementation.

456
00:21:26,880 --> 00:21:28,560
So like I said,

457
00:21:28,560 --> 00:21:32,310
teaming is one of the areas
in tier one that is assessed,

458
00:21:32,310 --> 00:21:34,350
and the big ideas behind that,

459
00:21:34,350 --> 00:21:37,170
those questions are really that teams need

460
00:21:37,170 --> 00:21:40,410
diverse representation and perspectives

461
00:21:40,410 --> 00:21:43,170
in order to do PBIS well.

462
00:21:43,170 --> 00:21:44,670
We don't just want, you know,

463
00:21:44,670 --> 00:21:46,590
those kind of strongest, loudest voices

464
00:21:46,590 --> 00:21:48,540
to be represented on the team,

465
00:21:48,540 --> 00:21:51,150
or just teachers or just administrators.

466
00:21:51,150 --> 00:21:53,190
We really want a representative group.

467
00:21:53,190 --> 00:21:58,050
And that teams should have,
you know, consistent meetings,

468
00:21:58,050 --> 00:22:00,930
action plans, roles,
norms, things like that

469
00:22:00,930 --> 00:22:02,613
in order to function effectively.

470
00:22:04,980 --> 00:22:06,660
And then implementation,

471
00:22:06,660 --> 00:22:09,570
it breaks it down into those
kind of core components

472
00:22:09,570 --> 00:22:11,070
of tier one PBIS.

473
00:22:11,070 --> 00:22:14,790
So you're assessing yourself
on all of those components

474
00:22:14,790 --> 00:22:16,200
and examining, you know,

475
00:22:16,200 --> 00:22:19,863
what areas you could
target for improvement.

476
00:22:20,700 --> 00:22:23,080
And one of the ways that you

477
00:22:24,210 --> 00:22:28,050
can get to that answer for yourselves

478
00:22:28,050 --> 00:22:30,660
is to do a TFI walkthrough.

479
00:22:30,660 --> 00:22:32,910
So for those of you who
have been hanging out

480
00:22:32,910 --> 00:22:34,950
in the PBIS world for a while,

481
00:22:34,950 --> 00:22:36,900
we used to do something called the SET,

482
00:22:37,740 --> 00:22:39,510
and this is similar to the SET,

483
00:22:39,510 --> 00:22:41,340
it's kind of like a mini SET.

484
00:22:41,340 --> 00:22:45,420
Again, this is ideally completed
by someone who is external

485
00:22:45,420 --> 00:22:48,660
because both staff and student answers

486
00:22:48,660 --> 00:22:50,070
tend to be a little bit different,

487
00:22:50,070 --> 00:22:53,313
whether it's a person who
works in the building or not,

488
00:22:54,930 --> 00:22:57,240
and it's a really quick interview process

489
00:22:57,240 --> 00:22:59,460
where you're talking
with staff and students

490
00:22:59,460 --> 00:23:03,183
about the expectations, about
teaching the expectations,

491
00:23:04,170 --> 00:23:06,240
and about your acknowledgement system.

492
00:23:06,240 --> 00:23:08,250
And this really helps
to inform the answers

493
00:23:08,250 --> 00:23:09,990
to two questions on the TFI.

494
00:23:09,990 --> 00:23:12,487
So instead of just the team assuming,

495
00:23:12,487 --> 00:23:15,390
"Oh yeah, all of our students
know our expectations,"

496
00:23:15,390 --> 00:23:16,380
or, "All of our teachers

497
00:23:16,380 --> 00:23:19,020
are teaching the expectations explicitly,"

498
00:23:19,020 --> 00:23:20,340
this allows you to have some data

499
00:23:20,340 --> 00:23:22,293
to kind of back up those answers.

500
00:23:24,600 --> 00:23:28,410
And then the last section of
questions on the tier one TFI

501
00:23:28,410 --> 00:23:30,106
are around evaluation.

502
00:23:30,106 --> 00:23:33,030
Are you using a data system

503
00:23:33,030 --> 00:23:36,450
that allows you to get
efficient, effective data

504
00:23:36,450 --> 00:23:38,580
to the right people at the right time?

505
00:23:38,580 --> 00:23:40,680
Are you measuring fidelity?

506
00:23:40,680 --> 00:23:43,293
And are you reporting those results out?

507
00:23:44,430 --> 00:23:47,190
And who are those kind
of key stakeholders?

508
00:23:47,190 --> 00:23:49,530
Is everyone who needs information

509
00:23:49,530 --> 00:23:53,373
getting that information
and data that your team has?

510
00:23:54,870 --> 00:23:57,330
So this is an online assessment.

511
00:23:57,330 --> 00:24:01,230
So like Cassandra mentioned,
all of your schools,

512
00:24:01,230 --> 00:24:04,350
if you are a currently
implementing PBIS school,

513
00:24:04,350 --> 00:24:07,598
the window has been open
for you to complete the TFI.

514
00:24:07,598 --> 00:24:11,970
On our website where
Cassandra was pointing it out,

515
00:24:11,970 --> 00:24:13,140
it gives you the directions

516
00:24:13,140 --> 00:24:17,100
for how to get to the
actual assessment online,

517
00:24:17,100 --> 00:24:18,870
and you can always email Anne Dubie

518
00:24:18,870 --> 00:24:21,520
and she can point you in
the right direction as well.

519
00:24:23,010 --> 00:24:26,670
Yes, and Jonathan, the
Google Slides version

520
00:24:26,670 --> 00:24:28,500
is on the website,

521
00:24:28,500 --> 00:24:31,680
but if you need a PDF, we
could work on that too.

522
00:24:31,680 --> 00:24:33,450
And I think you might have
joined a little bit late,

523
00:24:33,450 --> 00:24:36,903
so we'll put the link to the
materials in the chat again.

524
00:24:38,940 --> 00:24:43,940
So if you need help accessing
your PBIS assessments account,

525
00:24:44,430 --> 00:24:46,710
which is where this is found,

526
00:24:46,710 --> 00:24:49,680
you can email Anne Dubie and
she'll make sure, you know,

527
00:24:49,680 --> 00:24:51,360
if you're a new coordinator or something,

528
00:24:51,360 --> 00:24:53,310
you may not have access yet,

529
00:24:53,310 --> 00:24:55,593
so we have to add you on the backend.

530
00:24:57,750 --> 00:25:02,040
So after your team completes the TFI,

531
00:25:02,040 --> 00:25:05,250
and we expect that if
you have been trained

532
00:25:05,250 --> 00:25:07,620
at the targeted or intensive levels

533
00:25:07,620 --> 00:25:09,840
that you are completing tier one

534
00:25:09,840 --> 00:25:12,540
and then also whichever
levels you've been trained at.

535
00:25:12,540 --> 00:25:14,190
So if you've been trained at intensive,

536
00:25:14,190 --> 00:25:15,600
we're expecting you're completing

537
00:25:15,600 --> 00:25:17,553
all three tiers of the TFI.

538
00:25:18,875 --> 00:25:21,540
After your teams have completed it,

539
00:25:21,540 --> 00:25:25,560
you will be able to see all
of your results in graph form.

540
00:25:25,560 --> 00:25:29,160
So the first one that shows
up is your total score report,

541
00:25:29,160 --> 00:25:30,540
and it's a good reminder

542
00:25:30,540 --> 00:25:33,480
that that is actually all
three tiers averaged together.

543
00:25:33,480 --> 00:25:36,090
So if you only completed tier one,

544
00:25:36,090 --> 00:25:38,040
that average is gonna look really low

545
00:25:38,040 --> 00:25:41,700
because it's putting in zeros
for tier two and tier three,

546
00:25:41,700 --> 00:25:43,470
so you don't need to
pay too much attention

547
00:25:43,470 --> 00:25:45,093
to that total score report.

548
00:25:46,050 --> 00:25:48,870
I'll show you what the
scale report looks like.

549
00:25:48,870 --> 00:25:51,630
So this is tier one, tier two, tier three

550
00:25:51,630 --> 00:25:53,553
over the course of two years.

551
00:25:55,230 --> 00:25:58,080
And some prompting questions

552
00:25:58,080 --> 00:25:59,730
you might ask yourself as a team

553
00:25:59,730 --> 00:26:02,250
as you're looking at your
results are, you know,

554
00:26:02,250 --> 00:26:03,180
what do we notice?

555
00:26:03,180 --> 00:26:04,110
What do we wonder?

556
00:26:04,110 --> 00:26:06,180
What might we prioritize?

557
00:26:06,180 --> 00:26:07,680
So for this one, you know,

558
00:26:07,680 --> 00:26:09,930
you might notice that
tier one implementation

559
00:26:09,930 --> 00:26:13,140
actually decreased from 2019 to 2020.

560
00:26:13,140 --> 00:26:14,670
And I think a lot of us,

561
00:26:14,670 --> 00:26:16,863
that probably happened in that time span.

562
00:26:17,970 --> 00:26:19,860
So what might we prioritize

563
00:26:19,860 --> 00:26:21,843
as a result of looking at this graph?

564
00:26:22,830 --> 00:26:24,630
We also have some things to celebrate.

565
00:26:24,630 --> 00:26:26,130
So despite it being a pandemic,

566
00:26:26,130 --> 00:26:28,800
our tier two supports actually improved

567
00:26:28,800 --> 00:26:31,380
and our tier three
supports mostly maintained.

568
00:26:31,380 --> 00:26:32,700
So that's, you know,

569
00:26:32,700 --> 00:26:35,673
we also wanna look for areas to celebrate.

570
00:26:37,380 --> 00:26:38,520
And then same thing,

571
00:26:38,520 --> 00:26:41,550
breaking it down even further
into that subscale report.

572
00:26:41,550 --> 00:26:44,250
So you can see that teams,
implementation, and evaluation

573
00:26:44,250 --> 00:26:46,350
for tier one and tier two,

574
00:26:46,350 --> 00:26:49,230
and then for tier three
we also add a category

575
00:26:49,230 --> 00:26:52,140
around resources and support plan.

576
00:26:52,140 --> 00:26:55,680
So those questions are
grouped into those areas.

577
00:26:55,680 --> 00:26:56,513
So again, it allows you

578
00:26:56,513 --> 00:26:58,500
to kind of drill down a little further

579
00:26:58,500 --> 00:27:01,110
and see some areas for improvement,

580
00:27:01,110 --> 00:27:05,250
and then even further in the items report.

581
00:27:05,250 --> 00:27:08,880
So this allows you to really pinpoint

582
00:27:08,880 --> 00:27:13,083
what items of the TFI you might
prioritize for improvement.

583
00:27:16,440 --> 00:27:18,990
So this was new last year.

584
00:27:18,990 --> 00:27:20,610
Before you start the assessment,

585
00:27:20,610 --> 00:27:24,000
it's gonna ask you which
tiers you are assessing.

586
00:27:24,000 --> 00:27:26,490
So sometimes you might only have

587
00:27:26,490 --> 00:27:28,380
your tier one team together,

588
00:27:28,380 --> 00:27:30,540
you're only gonna assess
tier one that day,

589
00:27:30,540 --> 00:27:34,230
then maybe a week from now
your tier two team is meeting,

590
00:27:34,230 --> 00:27:36,720
they're only gonna assess tier two,

591
00:27:36,720 --> 00:27:39,870
so that allows you to only
get the questions you need

592
00:27:39,870 --> 00:27:41,460
because now it does not allow you

593
00:27:41,460 --> 00:27:43,525
to leave any response blank.

594
00:27:43,525 --> 00:27:45,180
So in the past,

595
00:27:45,180 --> 00:27:47,760
you might have just left tier
two and tier three blank.

596
00:27:47,760 --> 00:27:49,057
Now you're just selecting,

597
00:27:49,057 --> 00:27:50,820
"Okay, we're only completing tier one,

598
00:27:50,820 --> 00:27:51,990
we don't have to get the questions

599
00:27:51,990 --> 00:27:54,000
for tier two and tier three."

600
00:27:54,000 --> 00:27:56,490
And then it used to ask
some questions at the end

601
00:27:56,490 --> 00:27:59,730
that schools found
difficult and frustrating,

602
00:27:59,730 --> 00:28:00,690
and those have been removed

603
00:28:00,690 --> 00:28:02,753
so you don't have to
worry about that anymore.

604
00:28:04,740 --> 00:28:08,760
And then the real goal
coming out of the TFI

605
00:28:08,760 --> 00:28:11,340
is to create a strong action plan.

606
00:28:11,340 --> 00:28:15,243
And so this is one action
planning template that you can use

607
00:28:15,243 --> 00:28:18,900
that allows you to transcribe
your scores in here

608
00:28:18,900 --> 00:28:20,310
and then choose, you know,

609
00:28:20,310 --> 00:28:23,550
a few items for action planning around.

610
00:28:23,550 --> 00:28:26,943
So what actions are you
gonna take, by who, by when?

611
00:28:30,750 --> 00:28:33,630
Something fairly new that
has come out is called

612
00:28:33,630 --> 00:28:37,500
the Integrated Tiered Fidelity
Inventory Companion Guide,

613
00:28:37,500 --> 00:28:41,490
and this allows you to really look deeper

614
00:28:41,490 --> 00:28:42,744
at different items.

615
00:28:42,744 --> 00:28:45,660
So for instance, there are considerations

616
00:28:45,660 --> 00:28:49,530
around cultural responsiveness,
mental health integration,

617
00:28:49,530 --> 00:28:50,624
and this is really to be used

618
00:28:50,624 --> 00:28:53,640
during that action planning process.

619
00:28:53,640 --> 00:28:57,030
So once you develop
those kind of key areas

620
00:28:57,030 --> 00:28:59,670
that you want to target for improvement,

621
00:28:59,670 --> 00:29:01,830
then pulling up this companion guide

622
00:29:01,830 --> 00:29:05,010
and looking at what are
those kind of elaborations

623
00:29:05,010 --> 00:29:07,770
or considerations related to that item,

624
00:29:07,770 --> 00:29:11,280
that might help you go even
deeper with your implementation.

625
00:29:11,280 --> 00:29:14,100
So for instance, you know,
in the teaming section,

626
00:29:14,100 --> 00:29:18,060
it may have some more
suggestions for roles of people

627
00:29:18,060 --> 00:29:19,770
that you would wanna include on your team

628
00:29:19,770 --> 00:29:22,773
if you were really gonna
meet fidelity on that item.

629
00:29:23,850 --> 00:29:25,900
So this is linked on the website as well.

630
00:29:27,540 --> 00:29:30,180
And then I'm gonna turn
it over to Cassandra

631
00:29:30,180 --> 00:29:32,730
to talk about the Self-Assessment Survey.

632
00:29:32,730 --> 00:29:33,563
Thanks, Amy.

633
00:29:33,563 --> 00:29:34,980
Do you wanna drive for me?

634
00:29:34,980 --> 00:29:36,840
-Yeah.
-Is that okay for now?

635
00:29:36,840 --> 00:29:39,600
All right, awesome. Go team. (laughs)

636
00:29:39,600 --> 00:29:41,820
So the next one we wanna
talk about, as Amy said,

637
00:29:41,820 --> 00:29:43,830
is the Self-Assessment Survey.

638
00:29:43,830 --> 00:29:47,850
So this is a survey that
I would highly recommend,

639
00:29:47,850 --> 00:29:49,980
having been a PBIS coordinator in a school

640
00:29:49,980 --> 00:29:51,840
and a district myself.

641
00:29:51,840 --> 00:29:54,270
It's a really efficient and effective way

642
00:29:54,270 --> 00:29:59,270
to gather staff perceptions
on your PBIS practices.

643
00:29:59,490 --> 00:30:01,023
Not only the perceptions,

644
00:30:01,023 --> 00:30:05,910
but also like their priority
for change and design.

645
00:30:05,910 --> 00:30:09,600
It's a survey format,
it's on PBIS assessments,

646
00:30:09,600 --> 00:30:11,880
it's completed by all staff.

647
00:30:11,880 --> 00:30:15,540
And again, as with our TFI,

648
00:30:15,540 --> 00:30:19,020
the window is open now
from January to March

649
00:30:19,020 --> 00:30:21,780
for you to do this with your staff.

650
00:30:21,780 --> 00:30:22,653
Next, Amy.

651
00:30:24,270 --> 00:30:27,930
And so as I mentioned, the
two main questions are,

652
00:30:27,930 --> 00:30:31,830
your staff will have an
opportunity to answer, really,

653
00:30:31,830 --> 00:30:34,080
what systems are in place now

654
00:30:34,080 --> 00:30:37,713
and what systems are in
most need of improvement?

655
00:30:38,580 --> 00:30:39,810
Next.

656
00:30:39,810 --> 00:30:41,700
And so what you're gonna do is,

657
00:30:41,700 --> 00:30:46,560
for those of you who are not
familiar with PBIS assessments,

658
00:30:46,560 --> 00:30:49,740
this sort of shows you a little dashboard,

659
00:30:49,740 --> 00:30:51,810
a little snapshot of what you would see

660
00:30:51,810 --> 00:30:55,680
to access this Self-Assessment Survey.

661
00:30:55,680 --> 00:30:58,110
And if you have any
questions about your access

662
00:30:58,110 --> 00:30:58,950
and how to do this,

663
00:30:58,950 --> 00:31:01,383
please let Anne Dubie know, or one of us.

664
00:31:01,383 --> 00:31:03,540
We'd be happy to walk you through that.

665
00:31:03,540 --> 00:31:05,760
But essentially what you
do is the window is open,

666
00:31:05,760 --> 00:31:06,630
as we've mentioned.

667
00:31:06,630 --> 00:31:09,450
You're gonna click on
Self-Assessment Survey.

668
00:31:09,450 --> 00:31:11,940
You're gonna then, it's
a nice little link,

669
00:31:11,940 --> 00:31:15,900
so basically you click on
the link for the survey,

670
00:31:15,900 --> 00:31:20,900
you put it into an email that
you've crafted for your staff,

671
00:31:20,910 --> 00:31:23,850
and then you distribute that survey.

672
00:31:23,850 --> 00:31:25,560
Now, there's a couple of different ways

673
00:31:25,560 --> 00:31:27,750
that I would recommend doing this,

674
00:31:27,750 --> 00:31:31,710
is scheduling a time
perhaps at a staff meeting

675
00:31:31,710 --> 00:31:33,787
where you give your staff, you say,

676
00:31:33,787 --> 00:31:37,170
"Everybody come to the staff
meeting, bring a device.

677
00:31:37,170 --> 00:31:39,990
You've got about 10 to 15
minutes, maybe 20 minutes,

678
00:31:39,990 --> 00:31:41,640
to take this survey."

679
00:31:41,640 --> 00:31:44,550
That way you're getting the highest chance

680
00:31:44,550 --> 00:31:47,580
of getting more staff
to complete the survey,

681
00:31:47,580 --> 00:31:50,100
because what we know is we wanna make sure

682
00:31:50,100 --> 00:31:51,570
that we're not making decisions

683
00:31:51,570 --> 00:31:54,570
based on fewer staff
members' perceptions, right?

684
00:31:54,570 --> 00:31:57,150
We wanna make sure if we
have 70 staff members,

685
00:31:57,150 --> 00:32:01,050
let's try to get close to 70
staff to complete this survey

686
00:32:01,050 --> 00:32:03,540
so we're making really informed decisions

687
00:32:03,540 --> 00:32:05,340
as a leadership team.

688
00:32:05,340 --> 00:32:06,723
Next slide, Amy.

689
00:32:07,920 --> 00:32:11,040
And so just so you see,
this is what it looks like.

690
00:32:11,040 --> 00:32:12,570
There's lots of different graphs,

691
00:32:12,570 --> 00:32:14,340
so this is just a snapshot.

692
00:32:14,340 --> 00:32:16,350
But as you see in the first one,

693
00:32:16,350 --> 00:32:18,960
this is looking at school-wide systems.

694
00:32:18,960 --> 00:32:22,530
And so you'll get this graph showing

695
00:32:22,530 --> 00:32:25,710
this is across two different
time points in the year,

696
00:32:25,710 --> 00:32:27,120
so one was a spring assessment,

697
00:32:27,120 --> 00:32:29,583
one was done in the fall
of the same school year,

698
00:32:30,990 --> 00:32:31,823
and what you're seeing

699
00:32:31,823 --> 00:32:34,410
is sort of what percentage of your staff

700
00:32:34,410 --> 00:32:37,320
feel or believe that certain features

701
00:32:37,320 --> 00:32:40,830
are in place around
school-wide implementation,

702
00:32:40,830 --> 00:32:43,600
what features around
school-wide implementation

703
00:32:44,460 --> 00:32:45,750
are partially in place,

704
00:32:45,750 --> 00:32:48,540
and your perceptions around
whether or not your staff

705
00:32:48,540 --> 00:32:51,690
think or feel that there
are no systems in place.

706
00:32:51,690 --> 00:32:52,710
So as you can imagine,

707
00:32:52,710 --> 00:32:55,320
when you dive into this
a little bit further,

708
00:32:55,320 --> 00:32:59,340
you can really get a sense of
what is your staff thinking

709
00:32:59,340 --> 00:33:02,010
around your PBIS implementation

710
00:33:02,010 --> 00:33:05,100
around the school-wide systems piece.

711
00:33:05,100 --> 00:33:09,270
The blue graph, as you see,
is also their perceptions

712
00:33:09,270 --> 00:33:13,770
around whether or not
systems is a priority, right?

713
00:33:13,770 --> 00:33:16,170
So again, you can compare and contrast

714
00:33:16,170 --> 00:33:17,520
what's currently in place.

715
00:33:17,520 --> 00:33:20,047
If something's often in place
and your staff are saying,

716
00:33:20,047 --> 00:33:21,990
"This is totally in place,"

717
00:33:21,990 --> 00:33:26,100
then often what you'll see is
it's a lower priority perhaps.

718
00:33:26,100 --> 00:33:29,730
However, you may see that it's in place,

719
00:33:29,730 --> 00:33:31,470
but your staff believes

720
00:33:31,470 --> 00:33:33,900
it's a very high priority to maintain.

721
00:33:33,900 --> 00:33:37,770
And so again, you wanna look
at this to really decide

722
00:33:37,770 --> 00:33:40,950
where you're moving in
terms of your action plan.

723
00:33:40,950 --> 00:33:44,790
Now, the next slide you'll
see this is the subscale.

724
00:33:44,790 --> 00:33:47,880
So all of the questions in
the Self-Assessment Survey

725
00:33:47,880 --> 00:33:52,050
are sort of broken down into
these different categories.

726
00:33:52,050 --> 00:33:55,560
So expectations defined,
expectations taught,

727
00:33:55,560 --> 00:33:58,170
talks a little bit about
your reward system,

728
00:33:58,170 --> 00:34:00,150
and so you get a really nice sense

729
00:34:00,150 --> 00:34:05,150
of what specific features
of PBIS implementation

730
00:34:05,460 --> 00:34:09,881
your staff feel are in place
and what their priority is.

731
00:34:09,881 --> 00:34:12,680
And so for an example, you can see,

732
00:34:12,680 --> 00:34:16,740
yeah, that's great actually,
Amy, next slide's fine.

733
00:34:16,740 --> 00:34:17,573
Yeah, next slide.

734
00:34:17,573 --> 00:34:18,720
So just for an example,

735
00:34:18,720 --> 00:34:22,380
you can see that
specifically breaking it down

736
00:34:22,380 --> 00:34:24,780
by those questions so you can see,

737
00:34:24,780 --> 00:34:26,910
so the first question
for the school-wide one

738
00:34:26,910 --> 00:34:29,130
is a small number of positively

739
00:34:29,130 --> 00:34:31,260
and clearly stated student expectations

740
00:34:31,260 --> 00:34:33,030
or rules are defined, right?

741
00:34:33,030 --> 00:34:35,520
73% of your staff say they're in place.

742
00:34:35,520 --> 00:34:37,950
12% said they're not in place, right?

743
00:34:37,950 --> 00:34:40,080
So that's how you can really break it down

744
00:34:40,080 --> 00:34:42,420
with comparing and contrasting

745
00:34:42,420 --> 00:34:44,760
sort of what they feel
is currently in place

746
00:34:44,760 --> 00:34:47,670
and then whether or not they
believe it's a high priority.

747
00:34:47,670 --> 00:34:49,620
One thing to note here I mentioned earlier

748
00:34:49,620 --> 00:34:52,920
is the number of staff responses.

749
00:34:52,920 --> 00:34:55,230
Using the items report,

750
00:34:55,230 --> 00:34:58,800
you can see how many staff
have responded to your survey.

751
00:34:58,800 --> 00:35:00,780
So if you're noticing during this time

752
00:35:00,780 --> 00:35:04,300
that not many staff have
responded to this survey,

753
00:35:04,300 --> 00:35:07,380
we've seen schools do incentives,

754
00:35:07,380 --> 00:35:11,460
check your name off,
you'll be in the office,

755
00:35:11,460 --> 00:35:12,300
you know, a list of staff,

756
00:35:12,300 --> 00:35:13,979
check your name off if
you've completed it,

757
00:35:13,979 --> 00:35:16,590
your name will be entered into a drawing.

758
00:35:16,590 --> 00:35:18,450
So think about creative ways

759
00:35:18,450 --> 00:35:22,290
to have your staff complete
the Self-Assessment Survey.

760
00:35:22,290 --> 00:35:25,950
And while I'm saying
that, if you have ideas,

761
00:35:25,950 --> 00:35:27,570
please type them into the chat

762
00:35:27,570 --> 00:35:29,550
to share with your colleagues
who are on the line.

763
00:35:29,550 --> 00:35:30,780
How do you get your staff

764
00:35:30,780 --> 00:35:33,480
to complete this important assessment?

765
00:35:33,480 --> 00:35:34,623
All right, next.

766
00:35:36,210 --> 00:35:38,040
And there's also a tool

767
00:35:38,040 --> 00:35:39,930
that goes along with the self-assessment,

768
00:35:39,930 --> 00:35:42,510
and I've linked it into this slide,

769
00:35:42,510 --> 00:35:46,230
but essentially it allows
you to analyze your data

770
00:35:46,230 --> 00:35:49,530
into various priority areas.

771
00:35:49,530 --> 00:35:51,570
I'm not gonna go into too
much detail around that,

772
00:35:51,570 --> 00:35:52,710
but definitely check that out.

773
00:35:52,710 --> 00:35:53,940
If you're looking for a tool

774
00:35:53,940 --> 00:35:57,030
that will allow you to look
at your results of your SAS

775
00:35:57,030 --> 00:36:02,030
to then further determine
some action statements,

776
00:36:02,220 --> 00:36:04,110
that's a great resource.

777
00:36:04,110 --> 00:36:05,640
And then finally-

778
00:36:05,640 --> 00:36:08,010
Oh sorry, just one other thing.

779
00:36:08,010 --> 00:36:11,430
The SAS, in order to see your results,

780
00:36:11,430 --> 00:36:13,683
the survey window has to be closed.

781
00:36:14,880 --> 00:36:18,600
So once you get to a point
where you feel like, you know,

782
00:36:18,600 --> 00:36:21,390
most of your staff have
had a chance to complete it

783
00:36:21,390 --> 00:36:24,300
and you'd like to close it to
be able to see your results,

784
00:36:24,300 --> 00:36:26,520
it'll close automatically on March 31st.

785
00:36:26,520 --> 00:36:29,220
But if you need your results before that,

786
00:36:29,220 --> 00:36:31,560
you can email Anne and she
can close the window for you

787
00:36:31,560 --> 00:36:33,930
so you can get to the reports.

788
00:36:33,930 --> 00:36:35,130
Awesome, thanks Amy.

789
00:36:35,130 --> 00:36:37,080
That's a great reminder.

790
00:36:37,080 --> 00:36:39,318
And so I just wanna
show you really quickly

791
00:36:39,318 --> 00:36:41,130
what this looks like,

792
00:36:41,130 --> 00:36:44,730
so what that actual analysis
form would look like,

793
00:36:44,730 --> 00:36:46,320
so just to give you a sense

794
00:36:46,320 --> 00:36:50,310
of how you can tally sort of
what features are in place

795
00:36:50,310 --> 00:36:51,783
and then staff priority.

796
00:36:52,860 --> 00:36:54,240
All right, next one.

797
00:36:54,240 --> 00:36:56,610
And then why do schools like the SAS?

798
00:36:56,610 --> 00:36:59,220
So it's really important, as we know.

799
00:36:59,220 --> 00:37:02,250
It honors input of all staff.

800
00:37:02,250 --> 00:37:04,140
Perceptions are important, right?

801
00:37:04,140 --> 00:37:06,870
That's why we talk a lot
about school climate data.

802
00:37:06,870 --> 00:37:09,990
How are our staff
perceiving what we're doing?

803
00:37:09,990 --> 00:37:12,900
Obviously the data is
used for action planning.

804
00:37:12,900 --> 00:37:16,170
And then I would say
that the biggest thing

805
00:37:16,170 --> 00:37:17,397
and the biggest bang for your buck

806
00:37:17,397 --> 00:37:20,850
from doing this type of assessment,

807
00:37:20,850 --> 00:37:23,557
from my own experience but
also being part of this team

808
00:37:23,557 --> 00:37:26,370
and being with many schools,

809
00:37:26,370 --> 00:37:28,110
is that it really contributes

810
00:37:28,110 --> 00:37:32,880
to sort of this collective
ownership of PBIS implementation.

811
00:37:32,880 --> 00:37:35,610
PBIS implementation does not work

812
00:37:35,610 --> 00:37:39,330
unless we have collective
ownership as a staff,

813
00:37:39,330 --> 00:37:44,330
and so we really want people
to voice their perceptions

814
00:37:44,910 --> 00:37:46,770
and how things are going,

815
00:37:46,770 --> 00:37:49,560
and so we've also moved a little bit away

816
00:37:49,560 --> 00:37:52,200
from the word buy-in, if you may notice.

817
00:37:52,200 --> 00:37:54,300
We often used to talk a
little bit about buy-in,

818
00:37:54,300 --> 00:37:57,120
but buy-in's often, we read
an article about buy-in,

819
00:37:57,120 --> 00:37:58,740
it's kind of a transactional.

820
00:37:58,740 --> 00:38:01,140
It sounds like something's
being done to you.

821
00:38:01,140 --> 00:38:03,780
And so as a state team
we've done some reflection

822
00:38:03,780 --> 00:38:07,440
and we're really focusing
on reframing buy-in

823
00:38:07,440 --> 00:38:09,978
as sort of this collective ownership.

824
00:38:09,978 --> 00:38:11,700
So if you're thinking about

825
00:38:11,700 --> 00:38:14,070
wanting to tweak your language too,

826
00:38:14,070 --> 00:38:18,337
we'd be happy to share that
article with you as well.

827
00:38:18,337 --> 00:38:21,030
So I'm gonna turn it over to Amy,

828
00:38:21,030 --> 00:38:23,550
who is gonna talk a little
bit about other ways

829
00:38:23,550 --> 00:38:26,490
to get not only staff perceptions,

830
00:38:26,490 --> 00:38:29,103
but also student, family, and caregivers.

831
00:38:30,150 --> 00:38:31,950
And I'll just pause for a second

832
00:38:31,950 --> 00:38:34,260
'cause we're doing pretty good on time.

833
00:38:34,260 --> 00:38:37,680
Do people have any questions
about the TFI or SAS

834
00:38:37,680 --> 00:38:39,993
before we get into the
School Climate Survey?

835
00:38:54,180 --> 00:38:56,070
[Participant] Hi, I'm
on the site right now,

836
00:38:56,070 --> 00:38:59,220
just trying to see how
folks would access it,

837
00:38:59,220 --> 00:39:01,110
and I'm having a hard
time finding the spot

838
00:39:01,110 --> 00:39:04,893
where people would go
to actually do the SAS.

839
00:39:05,940 --> 00:39:07,803
So the staff,

840
00:39:08,730 --> 00:39:13,730
if you have access to
PBIS assessment as a user

841
00:39:13,740 --> 00:39:15,570
kind of on the backend,

842
00:39:15,570 --> 00:39:17,460
you're gonna be able to find a link

843
00:39:17,460 --> 00:39:19,950
that then you send out
to staff in an email.

844
00:39:19,950 --> 00:39:22,860
So the staff don't
actually have to navigate

845
00:39:22,860 --> 00:39:25,890
to the website at all
and find where they go.

846
00:39:25,890 --> 00:39:29,640
You just send them a link
that's specific to your school,

847
00:39:29,640 --> 00:39:30,600
they click the link,

848
00:39:30,600 --> 00:39:34,800
and it brings them directly
to just your school's survey.

849
00:39:34,800 --> 00:39:36,870
So we can help you make sure

850
00:39:36,870 --> 00:39:38,400
that you have access on the backend

851
00:39:38,400 --> 00:39:40,410
to find where that link is.

852
00:39:40,410 --> 00:39:42,060
[Participant] Okay, thank you.

853
00:39:42,060 --> 00:39:46,350
But that's not the same for the TFI.

854
00:39:46,350 --> 00:39:49,830
Like that, you have to be on
the site to complete, correct?

855
00:39:49,830 --> 00:39:53,520
Yeah, so the TFI is just
for the leadership team,

856
00:39:53,520 --> 00:39:55,530
so someone who's on the leadership team

857
00:39:55,530 --> 00:39:57,960
needs access to PBIS assessment,

858
00:39:57,960 --> 00:40:02,138
and then you complete it directly
on the PBIS app's website.

859
00:40:02,138 --> 00:40:03,060
Yes, got it, thank you.

860
00:40:03,060 --> 00:40:04,113
Yep, yeah.

861
00:40:06,210 --> 00:40:07,617
Any other questions?

862
00:40:10,836 --> 00:40:12,960
[Brian] I do have a question.

863
00:40:12,960 --> 00:40:13,793
[Amy] Yeah.

864
00:40:13,793 --> 00:40:17,670
[Brian] So I'm just a little confused

865
00:40:17,670 --> 00:40:20,223
about who exactly completes the TFI.

866
00:40:21,840 --> 00:40:24,150
You know, I think our guidance
counselor did it last year.

867
00:40:24,150 --> 00:40:25,260
I'm a new principal.

868
00:40:25,260 --> 00:40:28,770
The guidance counselor kind of
did it on his own last year.

869
00:40:28,770 --> 00:40:30,630
So should I do it with my BEST team

870
00:40:30,630 --> 00:40:32,370
or the PBIS leadership team?

871
00:40:32,370 --> 00:40:35,907
Should I do it the principal
and the PBIS coach?

872
00:40:37,047 --> 00:40:40,230
Who should be at the table
when completing the TFI?

873
00:40:40,230 --> 00:40:41,493
Yeah, good question.

874
00:40:42,390 --> 00:40:46,200
So in an ideal world, it
would be whichever team,

875
00:40:46,200 --> 00:40:47,610
whichever tier you're completing.

876
00:40:47,610 --> 00:40:51,600
So if you're completing the tier one TFI,

877
00:40:51,600 --> 00:40:55,090
that would be your tier one
or your universal PBIS team

878
00:40:56,070 --> 00:40:59,463
and your coach completing that together.

879
00:41:00,721 --> 00:41:03,540
We know that it sometimes happens

880
00:41:03,540 --> 00:41:08,540
that one person completes it,
but that's not really ideal.

881
00:41:08,790 --> 00:41:11,460
The goal is for it to be, you know,

882
00:41:11,460 --> 00:41:13,950
to have that representative
group that you have

883
00:41:13,950 --> 00:41:15,660
as your universal team

884
00:41:15,660 --> 00:41:18,960
be able to weigh in on the
different areas together.

885
00:41:18,960 --> 00:41:22,410
And it's a zero, one, or two scale.

886
00:41:22,410 --> 00:41:24,960
So some schools, if you have a large team,

887
00:41:24,960 --> 00:41:26,305
which I don't think you do,

888
00:41:26,305 --> 00:41:29,100
but for some schools
that have a large team,

889
00:41:29,100 --> 00:41:32,430
they might actually have
people complete it on paper,

890
00:41:32,430 --> 00:41:34,233
so there's PDF version of it,

891
00:41:35,130 --> 00:41:36,540
complete it on paper first

892
00:41:36,540 --> 00:41:38,310
to the best of their own knowledge,

893
00:41:38,310 --> 00:41:40,140
giving zero, ones, or twos.

894
00:41:40,140 --> 00:41:42,270
And then when they come
together as a team,

895
00:41:42,270 --> 00:41:45,869
people kind of hold up their
score and come to consensus.

896
00:41:45,869 --> 00:41:49,860
So if lots of people have a
zero, it's probably a zero.

897
00:41:49,860 --> 00:41:52,020
Lots of people have a two, probably a two.

898
00:41:52,020 --> 00:41:54,930
And if there's variability

899
00:41:54,930 --> 00:41:57,063
within the numbers people are holding up,

900
00:41:58,080 --> 00:42:00,150
talking about that and
coming to consensus,

901
00:42:00,150 --> 00:42:01,560
you know, is it really a zero

902
00:42:01,560 --> 00:42:04,170
because it's not happening school-wide?

903
00:42:04,170 --> 00:42:08,010
Is it more like a one because
it's, you know, variable?

904
00:42:08,010 --> 00:42:09,993
So coming to consensus as a team.

905
00:42:11,827 --> 00:42:13,950
-Thank you.
-And the SAS

906
00:42:13,950 --> 00:42:15,870
can be any type of staff,

907
00:42:15,870 --> 00:42:17,760
so you should be sending it to, you know,

908
00:42:17,760 --> 00:42:19,920
the people who work in your cafeteria,

909
00:42:19,920 --> 00:42:22,050
you can send it to substitute teachers

910
00:42:22,050 --> 00:42:25,906
if they're able to get any
compensation for completing it.

911
00:42:25,906 --> 00:42:30,586
Recess people, you know, the
broadest variety of roles

912
00:42:30,586 --> 00:42:33,780
that you can get to complete it is ideal.

913
00:42:33,780 --> 00:42:36,150
And taking with a grain of salt

914
00:42:36,150 --> 00:42:38,760
that some of those roles
might be less familiar

915
00:42:38,760 --> 00:42:39,593
with certain things.

916
00:42:39,593 --> 00:42:40,920
So there's a question around,

917
00:42:40,920 --> 00:42:45,150
you know, like district support of PBIS.

918
00:42:45,150 --> 00:42:46,200
Depending on their role,

919
00:42:46,200 --> 00:42:48,660
they may have less knowledge about that.

920
00:42:48,660 --> 00:42:50,610
Or, you know, budgetary things.

921
00:42:50,610 --> 00:42:52,980
So when you get to
those answers as a team,

922
00:42:52,980 --> 00:42:55,747
you can kind of say, you know,

923
00:42:55,747 --> 00:42:57,210
"This is really in place,

924
00:42:57,210 --> 00:43:00,270
but it's clear that people
have no clue it is in place,

925
00:43:00,270 --> 00:43:02,700
so what can we do around educating people

926
00:43:02,700 --> 00:43:04,380
about the areas they're
less familiar with,

927
00:43:04,380 --> 00:43:06,730
if it makes sense for
their role to know that?"

928
00:43:08,850 --> 00:43:12,090
So feel free to keep typing
questions into the chat box.

929
00:43:12,090 --> 00:43:14,550
I'm gonna move on to the
School Climate Survey.

930
00:43:14,550 --> 00:43:16,500
And we're also happy to stay on after

931
00:43:16,500 --> 00:43:18,180
if you have any questions

932
00:43:18,180 --> 00:43:20,343
that are more specific to your schools.

933
00:43:21,690 --> 00:43:24,930
So the School Climate Survey
came out a few years ago,

934
00:43:24,930 --> 00:43:27,723
and just got revised in February of 2022.

935
00:43:28,710 --> 00:43:31,230
It is free, which is great.

936
00:43:31,230 --> 00:43:34,950
And we don't open this
one automatically for you

937
00:43:34,950 --> 00:43:38,460
because there are so many
different versions of it

938
00:43:38,460 --> 00:43:41,280
and people request different windows.

939
00:43:41,280 --> 00:43:43,140
So you might want it to only be open

940
00:43:43,140 --> 00:43:44,640
for two weeks or something.

941
00:43:44,640 --> 00:43:47,160
So we open this on an individual basis

942
00:43:47,160 --> 00:43:49,590
and you just email Anne to let her know

943
00:43:49,590 --> 00:43:53,013
which of the surveys you want
open and for what timeframe.

944
00:43:54,750 --> 00:43:56,310
So there's four different surveys

945
00:43:56,310 --> 00:43:59,100
within the School Climate Survey suite.

946
00:43:59,100 --> 00:44:01,680
The first one is students
grades three through five.

947
00:44:01,680 --> 00:44:04,320
Then there's one for
students six through 12,

948
00:44:04,320 --> 00:44:07,773
one for staff, and one for
family members or caregivers.

949
00:44:09,060 --> 00:44:11,250
We also have a Google version

950
00:44:11,250 --> 00:44:13,470
of one that's for younger students.

951
00:44:13,470 --> 00:44:16,170
So if you have K-2 students

952
00:44:16,170 --> 00:44:19,350
that you would want to complete
the School Climate Survey,

953
00:44:19,350 --> 00:44:23,610
Monkton School actually adapted the survey

954
00:44:23,610 --> 00:44:25,470
to be like a thumbs up,

955
00:44:25,470 --> 00:44:29,430
thumb sideways, thumbs down responses

956
00:44:29,430 --> 00:44:32,580
so that K-2 students could complete it.

957
00:44:32,580 --> 00:44:35,730
So if you're interested
in that K-2 version,

958
00:44:35,730 --> 00:44:39,570
if you email me, I'll make a
copy of the Google form for you

959
00:44:39,570 --> 00:44:40,920
with your school name,

960
00:44:40,920 --> 00:44:43,080
and you could send out
that link to the teachers

961
00:44:43,080 --> 00:44:47,130
who could help their
students at K-2 complete it.

962
00:44:47,130 --> 00:44:48,990
But just like for the
Self-Assessment Survey,

963
00:44:48,990 --> 00:44:52,270
you get a link from
PBIS assessment website

964
00:44:53,190 --> 00:44:56,613
that you can send out to
students, staff, or families.

965
00:44:57,690 --> 00:45:00,030
If for some reason you
wanted to do paper versions,

966
00:45:00,030 --> 00:45:02,040
you can do that.

967
00:45:02,040 --> 00:45:04,560
It would just require either someone,

968
00:45:04,560 --> 00:45:06,810
you know, analyzing the paper versions

969
00:45:06,810 --> 00:45:11,810
or transcribing those paper
versions into responses online.

970
00:45:12,132 --> 00:45:15,540
But, you know, if you had family members

971
00:45:15,540 --> 00:45:18,360
that you knew were not
gonna be able to complete it

972
00:45:18,360 --> 00:45:22,170
on a device or, you know, online,

973
00:45:22,170 --> 00:45:24,963
then you could send a
paper version of it too.

974
00:45:26,550 --> 00:45:28,380
And as you can see, you know,

975
00:45:28,380 --> 00:45:31,050
the staff and family member surveys

976
00:45:31,050 --> 00:45:34,680
have more questions
than the student family,

977
00:45:34,680 --> 00:45:38,043
or sorry, than the student
questions, student surveys.

978
00:45:39,600 --> 00:45:42,270
So again, these surveys
are pretty efficient,

979
00:45:42,270 --> 00:45:44,430
easy to access with that link,

980
00:45:44,430 --> 00:45:48,120
allow for a variety of
perspectives to weigh in.

981
00:45:48,120 --> 00:45:50,730
And something that's really key

982
00:45:50,730 --> 00:45:54,450
is that you're able to compare
across demographic groups.

983
00:45:54,450 --> 00:45:56,350
So I'll show you what that looks like.

984
00:45:58,500 --> 00:46:03,190
This manual that is
that PDF also gives you

985
00:46:04,380 --> 00:46:07,710
examples of what it could look
like to send home a letter

986
00:46:07,710 --> 00:46:09,480
allowing parents to be notified

987
00:46:09,480 --> 00:46:10,470
that the School Climate Survey

988
00:46:10,470 --> 00:46:12,330
is happening for their students,

989
00:46:12,330 --> 00:46:15,483
allow an opt-out procedure
if you wanted to do that,

990
00:46:16,650 --> 00:46:20,880
and helps walk you through
that action planning process

991
00:46:20,880 --> 00:46:24,450
and how you review your results.

992
00:46:24,450 --> 00:46:27,423
So there's lots of great
resources within that PDF for you.

993
00:46:28,950 --> 00:46:32,460
So this is just an example
of the elementary version.

994
00:46:32,460 --> 00:46:35,010
It asks a few demographic questions,

995
00:46:35,010 --> 00:46:37,267
and they're always allowed to check off

996
00:46:37,267 --> 00:46:39,660
"I prefer not to answer."

997
00:46:39,660 --> 00:46:42,960
For elementary students,
they may need some guidance

998
00:46:42,960 --> 00:46:44,460
around how to answer these questions,

999
00:46:44,460 --> 00:46:46,800
so as a teacher, you know,

1000
00:46:46,800 --> 00:46:48,870
you could put up the slide

1001
00:46:48,870 --> 00:46:51,420
and walk students through
what each of these mean

1002
00:46:51,420 --> 00:46:53,493
and help them understand the questions.

1003
00:46:55,350 --> 00:46:57,240
And it does ask them what
grade level they're in,

1004
00:46:57,240 --> 00:46:58,890
so when you get to the results

1005
00:46:58,890 --> 00:47:01,533
you can break down the
results by grade level.

1006
00:47:02,760 --> 00:47:04,320
And then these are the questions.

1007
00:47:04,320 --> 00:47:07,530
So there's only 11 questions
on the elementary version.

1008
00:47:07,530 --> 00:47:10,680
They are not specific to PBIS,

1009
00:47:10,680 --> 00:47:12,630
so we have some schools

1010
00:47:12,630 --> 00:47:14,700
that complete the School Climate Survey

1011
00:47:14,700 --> 00:47:16,860
that are not PBIS schools.

1012
00:47:16,860 --> 00:47:19,659
They're pretty broad
school climate questions

1013
00:47:19,659 --> 00:47:22,659
that you'll see on lots of
different School Climate Surveys.

1014
00:47:24,270 --> 00:47:27,810
And like I said, these reports
you're able to break down

1015
00:47:27,810 --> 00:47:28,958
in a variety of ways,

1016
00:47:28,958 --> 00:47:33,750
similar to how you can break
down the TFI and SAS results,

1017
00:47:33,750 --> 00:47:36,180
but even kind of deeper information

1018
00:47:36,180 --> 00:47:38,280
in the School Climate Survey.

1019
00:47:38,280 --> 00:47:40,180
So I'll show you what that looks like.

1020
00:47:41,790 --> 00:47:45,060
And this just kind of shows
the different sub-skills

1021
00:47:45,060 --> 00:47:49,050
that the questions are grouped into

1022
00:47:49,050 --> 00:47:50,727
for the different groups,

1023
00:47:50,727 --> 00:47:53,613
the school staff and the families.

1024
00:47:55,530 --> 00:47:58,140
So again, the first graph that you'll get

1025
00:47:58,140 --> 00:48:00,210
is that total score.

1026
00:48:00,210 --> 00:48:03,870
So for this one only 12 students,

1027
00:48:03,870 --> 00:48:06,240
this is like, you know, pretend data,

1028
00:48:06,240 --> 00:48:09,090
only 12 students completed the survey,

1029
00:48:09,090 --> 00:48:11,970
but it shows you, you know,
what their average was,

1030
00:48:11,970 --> 00:48:14,370
which was 2.79 out of 4.

1031
00:48:14,370 --> 00:48:17,013
So the highest response is 4.

1032
00:48:19,050 --> 00:48:21,420
Then you can see it by question,

1033
00:48:21,420 --> 00:48:24,720
and so you can see, for instance,

1034
00:48:24,720 --> 00:48:26,365
question one, I like school,

1035
00:48:26,365 --> 00:48:30,273
is one of the lowest rated
questions on average.

1036
00:48:31,350 --> 00:48:32,910
And question nine,

1037
00:48:32,910 --> 00:48:35,190
there's an adult in my
school who can help me,

1038
00:48:35,190 --> 00:48:37,410
so this is a really
quick look at, you know,

1039
00:48:37,410 --> 00:48:40,620
where some strengths and challenges are.

1040
00:48:40,620 --> 00:48:43,980
I will say that first
question, I like school,

1041
00:48:43,980 --> 00:48:46,350
is the lowest rated question

1042
00:48:46,350 --> 00:48:50,190
on all of our elementary
and middle school surveys

1043
00:48:50,190 --> 00:48:52,290
that we were able to analyze
for the past two years,

1044
00:48:52,290 --> 00:48:56,563
which is kind of disappointing. (laughs)

1045
00:48:57,720 --> 00:49:00,960
And then you also can
see it by demographic

1046
00:49:00,960 --> 00:49:02,520
by each question.

1047
00:49:02,520 --> 00:49:05,160
So for instance, if you went on this one

1048
00:49:05,160 --> 00:49:08,670
and you're seeing question
one, I like school, is low,

1049
00:49:08,670 --> 00:49:11,310
you might go to this report and look at,

1050
00:49:11,310 --> 00:49:14,077
is that the case for all of our students?

1051
00:49:14,077 --> 00:49:16,260
Or are there certain student groups

1052
00:49:16,260 --> 00:49:18,000
that rate that question even lower,

1053
00:49:18,000 --> 00:49:20,010
some that rate it higher?

1054
00:49:20,010 --> 00:49:21,960
So for instance here,

1055
00:49:21,960 --> 00:49:25,440
some of their students
chose not to respond

1056
00:49:25,440 --> 00:49:27,720
about their race or ethnicity,

1057
00:49:27,720 --> 00:49:31,920
and so, you know, 15
students said no response.

1058
00:49:31,920 --> 00:49:35,250
Those students actually
rated that question higher

1059
00:49:35,250 --> 00:49:36,930
and their Black or
African American students

1060
00:49:36,930 --> 00:49:38,880
rated that question higher.

1061
00:49:38,880 --> 00:49:41,190
If you look at the male/female breakdown,

1062
00:49:41,190 --> 00:49:43,470
female students rated it higher

1063
00:49:43,470 --> 00:49:46,860
and those who checked off other for gender

1064
00:49:46,860 --> 00:49:48,870
actually rated it significantly lower.

1065
00:49:48,870 --> 00:49:50,730
That was only six students,

1066
00:49:50,730 --> 00:49:52,230
but that's still something to look at

1067
00:49:52,230 --> 00:49:56,652
considering how low
that question was ranked

1068
00:49:56,652 --> 00:50:00,210
for students who chose
other as their gender.

1069
00:50:00,210 --> 00:50:02,820
And then you can see down below
it starts getting into grade

1070
00:50:02,820 --> 00:50:04,650
and different demographics.

1071
00:50:04,650 --> 00:50:06,390
So this is just a screen grab

1072
00:50:06,390 --> 00:50:09,360
of some of the questions and demographics,

1073
00:50:09,360 --> 00:50:12,543
but you'll get the full
report for all the questions.

1074
00:50:14,520 --> 00:50:16,320
So again, like our other assessments,

1075
00:50:16,320 --> 00:50:18,000
we really wanna make sure to spend time

1076
00:50:18,000 --> 00:50:20,850
celebrating the ones that are going well,

1077
00:50:20,850 --> 00:50:21,780
and in this case,

1078
00:50:21,780 --> 00:50:25,530
those would be ones that were
ranked a three or a four,

1079
00:50:25,530 --> 00:50:28,890
sharing those results back with that group

1080
00:50:28,890 --> 00:50:30,270
and with other relevant groups.

1081
00:50:30,270 --> 00:50:34,230
So, you know, just because
the students took the survey,

1082
00:50:34,230 --> 00:50:36,210
we wanna share the data
back with the students,

1083
00:50:36,210 --> 00:50:39,993
but we also wanna share it
with staff and family members.

1084
00:50:40,860 --> 00:50:43,200
It might be less appropriate
to share, for instance,

1085
00:50:43,200 --> 00:50:45,600
the staff results with family members,

1086
00:50:45,600 --> 00:50:47,010
so you wanna think about

1087
00:50:47,010 --> 00:50:49,293
which groups need which information.

1088
00:50:50,610 --> 00:50:53,763
And then looking at which item
scored lower than a three,

1089
00:50:54,990 --> 00:50:58,050
and which of those might
be your highest area

1090
00:50:58,050 --> 00:51:00,720
for priority for improvement.

1091
00:51:00,720 --> 00:51:02,940
Again, looking at that item spreadsheet

1092
00:51:02,940 --> 00:51:04,590
to look for more information.

1093
00:51:04,590 --> 00:51:06,210
So is it really all of our students

1094
00:51:06,210 --> 00:51:07,950
who ranked that item low,

1095
00:51:07,950 --> 00:51:09,780
or is it a certain subgroup

1096
00:51:09,780 --> 00:51:12,420
that we really need to
focus some attention on?

1097
00:51:12,420 --> 00:51:15,690
And then developing a
really clear action plan

1098
00:51:15,690 --> 00:51:18,510
with actual steps and assignments

1099
00:51:18,510 --> 00:51:20,670
for who's gonna do it and by when

1100
00:51:20,670 --> 00:51:22,080
so that you can really walk away

1101
00:51:22,080 --> 00:51:26,823
with a plan for implementation
and sharing that action plan.

1102
00:51:28,474 --> 00:51:30,390
So some of you might be familiar

1103
00:51:30,390 --> 00:51:33,060
with the TIPS meeting process

1104
00:51:33,060 --> 00:51:36,180
and TIPS meeting problem solving process,

1105
00:51:36,180 --> 00:51:37,410
so that's one option

1106
00:51:37,410 --> 00:51:40,590
for how you might kind
of synthesize this data

1107
00:51:40,590 --> 00:51:43,110
and get to that precise problem statement.

1108
00:51:43,110 --> 00:51:45,393
So what are we talking about?

1109
00:51:45,393 --> 00:51:46,890
When is it happening?

1110
00:51:46,890 --> 00:51:51,890
Where, by who, why, how, how often,

1111
00:51:52,170 --> 00:51:55,110
and what are our solutions gonna be?

1112
00:51:55,110 --> 00:51:56,793
Who's gonna do it and by when?

1113
00:51:56,793 --> 00:51:59,040
What's our goal here?

1114
00:51:59,040 --> 00:52:03,933
So that TIPS meeting form is
linked on this slide as well.

1115
00:52:06,750 --> 00:52:08,700
So I'm going, or am I?

1116
00:52:08,700 --> 00:52:11,670
Can't remember, Cassandra,
am I turning it back to you?

1117
00:52:11,670 --> 00:52:13,090
I think you're on, sister.

1118
00:52:13,090 --> 00:52:14,537
Okay, I'm still going.

1119
00:52:14,537 --> 00:52:17,490
(Cassandra and Amy laughing)

1120
00:52:17,490 --> 00:52:19,080
So like we said,

1121
00:52:19,080 --> 00:52:22,540
we wanna leave you with a
few action steps for yourself

1122
00:52:23,520 --> 00:52:27,090
and to be thinking about, once
you have all of this data,

1123
00:52:27,090 --> 00:52:29,670
and some schools actually
choose to complete

1124
00:52:29,670 --> 00:52:32,550
the SAS and the School Climate
Survey 'cause as you saw,

1125
00:52:32,550 --> 00:52:35,073
it really gives you different information.

1126
00:52:36,000 --> 00:52:39,840
Some might choose to do the SAS for staff

1127
00:52:39,840 --> 00:52:41,310
and then the School Climate Survey

1128
00:52:41,310 --> 00:52:42,810
for families and students.

1129
00:52:42,810 --> 00:52:43,710
Or you might choose

1130
00:52:43,710 --> 00:52:45,840
to do the School Climate
Survey for all groups,

1131
00:52:45,840 --> 00:52:46,920
but then you don't have

1132
00:52:46,920 --> 00:52:49,830
that kind of specific
to PBIS implementation

1133
00:52:49,830 --> 00:52:50,793
from your staff.

1134
00:52:51,660 --> 00:52:54,150
So, you know, you kind of
need to look at them all

1135
00:52:54,150 --> 00:52:55,800
and decide what's gonna be realistic

1136
00:52:55,800 --> 00:52:59,790
for your staff this year
without overwhelming.

1137
00:52:59,790 --> 00:53:01,050
There's also an opportunity,

1138
00:53:01,050 --> 00:53:02,550
if you really felt like

1139
00:53:02,550 --> 00:53:04,050
we're gonna do the School Climate Survey

1140
00:53:04,050 --> 00:53:07,560
for all three groups
in February, let's say,

1141
00:53:07,560 --> 00:53:08,520
and we're gonna wait

1142
00:53:08,520 --> 00:53:10,890
and we wanna do the SAS for staff in May,

1143
00:53:10,890 --> 00:53:12,660
that's an option too.

1144
00:53:12,660 --> 00:53:15,210
You would just need to
let Anne know your plan

1145
00:53:15,210 --> 00:53:16,950
so that she can make sure
your windows are open

1146
00:53:16,950 --> 00:53:18,000
when they need to be.

1147
00:53:19,860 --> 00:53:21,810
So again, you wanna be thinking about

1148
00:53:21,810 --> 00:53:23,400
what are your key subgroups?

1149
00:53:23,400 --> 00:53:25,890
Are you really concerned
about how, you know,

1150
00:53:25,890 --> 00:53:28,170
your sixth graders are experiencing school

1151
00:53:28,170 --> 00:53:29,790
compared to your eighth graders

1152
00:53:29,790 --> 00:53:33,063
or your students of color
compared to your white students?

1153
00:53:33,990 --> 00:53:37,440
What themes or problems are
you really concerned about?

1154
00:53:37,440 --> 00:53:38,700
What are you predicting

1155
00:53:38,700 --> 00:53:42,330
based on that kind of gut
knowledge about your school,

1156
00:53:42,330 --> 00:53:44,070
that anecdotal information?

1157
00:53:44,070 --> 00:53:47,460
And then kind of checking
that against the data.

1158
00:53:47,460 --> 00:53:50,040
And then looking at those patterns

1159
00:53:50,040 --> 00:53:52,503
between groups, within
groups, across time.

1160
00:53:54,210 --> 00:53:58,560
And ideally you've got some
dedicated time to do this,

1161
00:53:58,560 --> 00:54:02,730
because as you can see
this is a lot of data,

1162
00:54:02,730 --> 00:54:04,800
and you may have someone on your team

1163
00:54:04,800 --> 00:54:06,480
who's really data savvy

1164
00:54:06,480 --> 00:54:08,010
and is able to take some time

1165
00:54:08,010 --> 00:54:09,810
to really look at all of this together

1166
00:54:09,810 --> 00:54:13,020
and come to your team
with some observations,

1167
00:54:13,020 --> 00:54:14,029
some questions,

1168
00:54:14,029 --> 00:54:17,310
or you might be doing
this as a team altogether

1169
00:54:17,310 --> 00:54:19,750
depending on the capacity
of who's on your team

1170
00:54:19,750 --> 00:54:21,513
to do it in advance.

1171
00:54:23,490 --> 00:54:26,850
And the benefit of having all
these different data points

1172
00:54:26,850 --> 00:54:29,580
is how can we look at them together

1173
00:54:29,580 --> 00:54:30,990
and inform each other?

1174
00:54:30,990 --> 00:54:32,640
So for instance,

1175
00:54:32,640 --> 00:54:34,260
if out-of-school suspensions

1176
00:54:34,260 --> 00:54:37,560
have increased for our ELL students

1177
00:54:37,560 --> 00:54:39,240
and our ELL students are reporting

1178
00:54:39,240 --> 00:54:42,870
the lowest perceptions of
adult and peer relations,

1179
00:54:42,870 --> 00:54:44,729
those two have something
to do with each other.

1180
00:54:44,729 --> 00:54:47,040
What are we gonna do about that

1181
00:54:47,040 --> 00:54:49,770
so that we are not
inadvertently contributing

1182
00:54:49,770 --> 00:54:53,970
to that sense of poor adult
and peer relationships

1183
00:54:53,970 --> 00:54:57,030
among our ELL population?

1184
00:54:57,030 --> 00:54:58,500
Because those out-of-school suspensions

1185
00:54:58,500 --> 00:55:01,773
are likely damaging those relationships.

1186
00:55:03,120 --> 00:55:04,380
And then again,

1187
00:55:04,380 --> 00:55:07,503
creating a really data-informed
action plan for your school.

1188
00:55:08,790 --> 00:55:11,880
A key piece that we often
miss is that dissemination,

1189
00:55:11,880 --> 00:55:14,280
so how are we gonna tell our story

1190
00:55:14,280 --> 00:55:17,460
about our social,
emotional, and behavioral

1191
00:55:17,460 --> 00:55:21,543
needs and strengths of our
students and staff and families?

1192
00:55:22,380 --> 00:55:24,120
How can we tell that story?

1193
00:55:24,120 --> 00:55:26,550
Who do we need to tell that story to?

1194
00:55:26,550 --> 00:55:27,383
And how can we tell it

1195
00:55:27,383 --> 00:55:30,510
in a really concise and compelling way

1196
00:55:30,510 --> 00:55:33,363
so that we have the
attention of our audience?

1197
00:55:34,530 --> 00:55:37,980
So sometimes schools have
created an infographic.

1198
00:55:37,980 --> 00:55:41,610
We have an example staff
presentation linked here

1199
00:55:41,610 --> 00:55:43,650
and in the materials that you could use

1200
00:55:43,650 --> 00:55:46,080
to present this data back to staff.

1201
00:55:46,080 --> 00:55:49,140
And really keeping it simple and succinct

1202
00:55:49,140 --> 00:55:50,470
and really giving people

1203
00:55:51,450 --> 00:55:52,920
exactly the information they need

1204
00:55:52,920 --> 00:55:54,210
at the time that they need it.

1205
00:55:54,210 --> 00:55:58,080
So being, you know,
conscious of where staff are

1206
00:55:58,080 --> 00:56:00,960
and their ability to take in information,

1207
00:56:00,960 --> 00:56:03,573
and really focusing in on the key areas.

1208
00:56:05,760 --> 00:56:07,975
So some next steps that you might consider

1209
00:56:07,975 --> 00:56:10,050
for yourself and your team

1210
00:56:10,050 --> 00:56:13,410
is really thinking about when
are you gonna plan to complete

1211
00:56:13,410 --> 00:56:16,440
the Tiered Fidelity Inventory as a team?

1212
00:56:16,440 --> 00:56:19,770
Is it possible to have a
coach complete it with you

1213
00:56:19,770 --> 00:56:21,810
or your technical assistance provider

1214
00:56:21,810 --> 00:56:25,143
or your SUSD PBIS coordinator?

1215
00:56:26,250 --> 00:56:27,630
And then making that decision

1216
00:56:27,630 --> 00:56:31,354
about is your staff
gonna complete the SAS?

1217
00:56:31,354 --> 00:56:33,780
Are you gonna have staff,
students, or families

1218
00:56:33,780 --> 00:56:36,360
complete the School Climate Survey?

1219
00:56:36,360 --> 00:56:38,310
For the SAS, like Cassandra mentioned,

1220
00:56:38,310 --> 00:56:40,500
really scheduling a time for staff

1221
00:56:40,500 --> 00:56:43,380
to be able to complete it is key.

1222
00:56:43,380 --> 00:56:46,980
And same for if staff were
doing the School Climate Survey,

1223
00:56:46,980 --> 00:56:49,383
not asking them to do
it on their own time.

1224
00:56:50,280 --> 00:56:51,570
And again, if you have ideas

1225
00:56:51,570 --> 00:56:55,920
for how to get staff to
complete the assessments,

1226
00:56:55,920 --> 00:56:58,410
feel free to type them into the chat box.

1227
00:56:58,410 --> 00:57:01,170
And again, giving that data
back to staff at the end

1228
00:57:01,170 --> 00:57:03,570
is a huge component to that.

1229
00:57:03,570 --> 00:57:05,910
If you ask them to do these surveys

1230
00:57:05,910 --> 00:57:07,920
and then you never report the results back

1231
00:57:07,920 --> 00:57:10,320
and what you're gonna do
as a result of their input,

1232
00:57:10,320 --> 00:57:12,000
they're much less likely
to wanna complete it

1233
00:57:12,000 --> 00:57:13,293
the next time you ask.

1234
00:57:15,510 --> 00:57:17,310
And then again emailing Anne

1235
00:57:17,310 --> 00:57:18,946
about the School Climate Survey,

1236
00:57:18,946 --> 00:57:21,063
who you'd like it open for and when.

1237
00:57:23,370 --> 00:57:28,370
So we have, let's see, one
minute for some questions,

1238
00:57:29,580 --> 00:57:31,980
but again, we're happy
to stay on and answer

1239
00:57:31,980 --> 00:57:34,500
any questions that you have.

1240
00:57:34,500 --> 00:57:36,450
And thank you so much for being here.

1241
00:57:36,450 --> 00:57:40,500
We're hoping you'll be able to prioritize

1242
00:57:40,500 --> 00:57:42,543
these assessments this year.

1243
00:57:45,960 --> 00:57:48,030
And feel free to unmute
if you have a question

1244
00:57:48,030 --> 00:57:50,523
now that we're done presenting.

1245
00:57:55,980 --> 00:58:00,923
And if not, Anne will email you a survey

1246
00:58:02,340 --> 00:58:05,220
that includes a link to a
certificate of attendance.

1247
00:58:05,220 --> 00:58:06,960
There's gonna be a little bit of a delay

1248
00:58:06,960 --> 00:58:08,910
due to a tech issue on our side,

1249
00:58:08,910 --> 00:58:10,980
but we will make sure
we get you that survey

1250
00:58:10,980 --> 00:58:12,730
and that certificate of attendance.

1251
00:58:14,490 --> 00:58:16,680
It's a tech issue that's
completely out of our control,

1252
00:58:16,680 --> 00:58:20,233
in case you were wondering. (laughs)