This session as well,
so folks who are unable to attend,
and if you have colleagues,
you can always go to our website and view the recording.
So I am Cassandra Townshend.
I am one of the co-directors
of the BEST PBIS project at the University of Vermont.
And I'm here with my other co-director, Amy Wheeler-Sutton,
and our fabulous Anne Dubie,
who is the glue that holds this project together,
so we're fortunate to have her,
and she'll be monitoring the chat.
And she will also put in the materials for today
in the chat, which are found on our website,
and so you'll have that link.
We have a lot of materials for today.
So hopefully you're in the right spot
and you're excited to talk about data,
because we are data junkies over here at UVM
and we're hoping that several of you are also data junkies.
And if not, you're gonna learn to love the data
'cause our job this morning
is to talk a little bit about the annual assessments,
the Tiered Fidelity Inventory, the Self-Assessment Survey,
and we wanna highlight
the School Climate Survey as well for all of you.
So just a couple of logistics.
You will be muted during this session,
and if you need any help or have any questions,
feel free to type into the chat box.
All right, so our learning objectives for this morning
is we wanna just set the context of where we currently are.
We wanna talk a little bit about establishing action plans,
outcomes for action planning.
We're really gonna spend a lot of the time,
for those of you who are new
or those of you who are veterans and have been involved
in PBIS implementation for a long time,
this is always a great refresher for everyone.
And I do know we've had a lot of turnover in our schools,
and so hopefully we've got some new people on the line,
so our real goal is to help you all understand
how to access the TFI and the Self-Assessment Survey.
We wanna also explore the School Climate Survey
and then really round out this webinar this morning
with putting it all together
and walking away with some concrete action steps
for all of you.
So before we begin, we're really wanting to remind folks
that we cannot talk about PBIS implementation
or fidelity of implementation of PBIS
without honoring and acknowledging
the reason why PBIS is so successful.
It's because we have this overlapping system of support.
We've got our systems that are in place,
we use our data,
which we'll spend a lot of time today talking about,
that really inform our systems,
how well our systems are doing,
and then we also have our practices.
So we're using our data to inform
what evidence-based practices we need to implement
within the context of our school
or supervisory union or school district.
And so we're keeping that in mind as we do this.
So today we're gonna talk about the data
'cause it's essential for making team decisions
so that we can have positive outcomes
for all of our students.
All right, so just to set a little bit about the context,
so what we're gonna do is,
and for those of you who are newer to this,
so it's an expectation that Vermont PBIS schools
complete the Tiered Fidelity Inventory,
and they can select to complete the Self-Assessment Survey
or the School Climate Survey.
And this is the time of year when it happens.
This happens between January and March.
And so we at the state
have opened up all of your school windows
for the TFI and the SAS.
If you'd like to try this School Climate Survey,
and Amy will be talking a little bit about that later,
that's something you would just email Anne Dubie
and let her know.
The reason why we wanna do these assessments,
it's really important because it allows us to determine
what evidence-based practices,
what things we really need to work on.
One of the things that we've learned
from the pandemic and in recent years is, you know,
the significant need around mental health support as well.
And so really our schools
that are implementing PBIS with fidelity,
there's a lot of evidence,
and these fidelity measures help with that,
that schools are able to better integrate
mental health supports
and additional resources into their schools,
and so that's why these resources are so critical
and these assessments are so critical
to help us determine how we can really support
not only our staff, but our student wellbeing
and our family and community's mental health and wellbeing.
And as we know,
the pandemic has had a big impact on our lives, right?
We do know that.
And so the traditional data that we typically use
for making decisions may not be enough.
And so we need to dive into a little bit about, you know,
how are we doing systems-wide,
you know, how are our teaming structures happening?
Those types of things.
Attendance data we rely heavily on,
but during the pandemic that was variable, right?
So it's really important for us to think about not only,
you know, previous data,
but really expanding the data that we look at.
And then finally, you know, it's really important
to think about school climate data as a whole.
Because we've gone through such an experience
and many of us are continuing
to go through an experience post-pandemic, you know,
how are we really attending to everyone in our school,
our students, our families, our caregivers?
How are they feeling connected and engaged
in our learning environments
despite all the things that have have happened?
And so these tools really help you
as a school or supervisor union use the data,
paint a picture of how things need to be changed or tweaked
for the better of all, betterment of all.
So big ideas around data.
Hopefully, I think many of us know this,
so this is a little bit of a refresher,
but all data should serve a purpose.
We wanna use the data, we don't wanna just collect the data
and never look at it, right?
We wanna make sure we're actually utilizing the data.
In order to make good decisions around the data we have,
we really wanna make sure we're implementing the data,
we're collecting the data with fidelity, right?
So that's where these fidelity measures
really come into play.
It's really important for us to have that.
We also wanna be prompt when looking at the data, again.
Sometimes we collect data
and then we sort of put it in a cabinet and we say,
"Okay, wait, didn't we do that assessment
a couple of months ago?"
We really wanna be prompt when looking at the data
so that we can act upon it,
especially when we're talking about individual students.
As you all know, we need to not only make decisions
based on one data point,
we need to look at multiple data sources
to really confirm our thinking
and what we're seeing anecdotally.
And really data is not punitive.
We wanna look at that,
sort of shift our mindset around that.
It's not necessarily using it to punish,
it's an opportunity to collect patterns of behavior,
patterns of staff thoughts, how are people doing,
to really support our school and our staff and our students.
So in order to start that process,
we really need to think about what are our outcomes?
So we need to think not only just collect the data,
but how will you know if PBIS is working
if you are not sure where it should be taking you?
So data informs that direction as well.
So if you're having difficulty with students
who are feeling disengaged in academics
or disengaged in their friendships, right?
So that's something.
If your data suggests, that that's gonna be an outcome
that you may wanna start with
to support and overcome sort of whatever you're seeing
that you wanna support or make a change, right?
So we wanna start with the outcomes,
and the outcomes really should be,
they're unique for every school.
They fit within your context.
They're locally determined.
They should be, as we know with academics,
as well as social, emotional, and behavioral data,
they should be observable and measurable.
We often want them to be in goal statements, right?
So many of you may have heard of SMART goals.
I imagine many of you have done that, have heard of that.
But there's this new thing
that we would encourage you to consider
is using SMARTIE goals.
And so this is really looking at
whether or not your goals are specific,
are they measurable, attainable, relevant, time-bound?
And the SMARTIE part, the I-E, is fabulous
because are they inclusive and are your goals equitable?
Again, equity is at the heart of all that we do,
and so we wanna make sure we're attending to those two.
So I would encourage all of you to think,
if you have your SMART goals,
maybe add that I and E
and start having conversations around that
so that we can really focus on our commitment
to racial equity and inclusion
with these tangible action steps.
So here are some sample outcomes really quickly.
These may be similar to some outcomes
that you have in your school,
and we're gonna have you give us some information
about that in a second.
But here are just some quick outcomes.
I'm not gonna go through all of them,
but let's say your data shows
you have a lot of bullying-like behavior.
You may wanna reduce that.
That could be a sample outcome.
If you need to,
if your academic scores plummeted
during the past couple of years in a certain content area,
that may be a sample outcome for you as well.
So there's lots of examples.
I imagine many of you are using some of these
or have some of these as your outcomes as well.
And again, you can have your outcomes,
but you really want to make them measurable,
and so this is just an example of some outcome statements.
So you've got your big outcome,
but then how do you know
how much do you wanna reduce something?
So for an example,
given school-wide implementation of PBIS with fidelity,
we will decrease the number
of student suspensions and expulsions by 10%
by the end of the school year.
So 10% for your school compared to your neighbor's school
may be very different, right,
based on the population or the data that you have,
so you really wanna then take sort of those outcomes
and make them into statements
so that you're really able to measure them,
which is something we do often, obviously, in education.
And there's so many types of data.
This data, this list, is not extensive or is not exclusive.
There are so many data to consider out there
when you're looking at how to make your outcomes,
how to make your outcome statements.
And so we've got data that's aligned
with sort of universal data, right?
We've got SWIS, we've got attendance, we've got grades.
And then we can get in,
for those of you who are at targeted
or intensive level of PBIS or even thinking about that,
there's lots of other data sources out there too.
There's Check-in, Check-out SWIS.
Many of of you are familiar with EST, right?
So again, how are those plans impacting?
And then we also have data
that would help us determine individual student progress,
and so how are we utilizing that data
in coordination with all of our data out there
to make decisions?
So I would love for all of you to take a minute
and answer these questions in the chat box.
Based on the data you currently have,
what outcomes are you hoping to achieve
with your PBIS implementation this year?
Always challenged by choice as well.
And then do you have an action plan
with steps to achieve this outcome?
So go ahead and take a moment and type into the chat box
and let us know, do you have an outcome right now?
Is it anecdotal, is it based on data,
you're looking to gather more data?
What outcomes are you hoping to achieve this year?
Go ahead and type in the chat box.
And whether or not
you have an action plan with steps already,
let your colleagues know.
Awesome, thanks Brian.
So concerning behaviors, absolutely.
Yep.
And what concerning behaviors, right?
Really get down to that nitty gritty level.
Increased student engagement, yes.
Continuous improvement, awesome.
Time out of class, absolutely, Matthew and Renee,
thank you for sharing those.
Concerning fidelity of systems, yes, that's a huge concern.
That's why you're here, which is why we're excited
to have all of you on the line with us today.
Fidelity of many things during the past year
have gone up and down, right?
And so it's like how do we reset?
How do we get ourselves back on track?
Engagement, absolutely.
Fidelity, Lee, thank you so much.
Implementation fidelity, Evan, absolutely.
So again, many of you are looking at sort of,
you know, fidelity measures.
How are we implementing things with fidelity?
And then positive outcomes for students.
That's great, Jonathan, thanks for sharing that.
Equitable outcomes in discipline, absolutely.
How are we responding equitably, right, for all students?
That's huge right now,
so thank you so much for sharing that.
Finally, before we get into,
I've got a few more things I wanna go through
and then we're gonna dive into
the Tiered Fidelity Inventory.
So just a friendly reminder
that data really does help us ask the right questions.
We're not gonna make major decisions based on data per se.
We need to look the data to really tell the story,
and then we need to look together as a team to say,
"Okay, well, how are we going to solve this problem?"
And that's the real great thing about data.
It gives us some information,
we triangulate the data often,
and then we come up with a plan to,
how are we gonna address it
within the cultural context of our school?
Because addressing it is gonna look different
in every single one of your schools, I would imagine.
So that's important.
I just have one more poll too that I think, Amy,
if you don't mind launching this poll,
but I wanna figure out from all of you,
to what extent are you knowledgeable about the TFI, the SAS,
and the School Climate Surveys?
So stay tuned, we're gonna launch that poll.
It's launched.
I think you probably can't see it, Cassandra.
-I can't see it, yeah. -So I'll tell you
what the results are.
Tell me the results.
Hopefully you all see the poll.
You've got 70% participation so far, 80%.
Thank you all so much.
And it's looking like most people
are somewhat familiar with the TFI,
about 21% not at all familiar.
For the SAS, it's about 53% are somewhat familiar,
32% not familiar at all.
And School Climate Survey more
in the not at all familiar than the other,
so 42% not familiar at all and 47% somewhat familiar.
So you guys are in the right place.
Yes, you all are in absolutely the right place.
Thank you so much. That's great.
So if you're looking for resources quickly,
just wanted to put this before Amy jumps into the TFI.
This is our website,
so if you go to Evaluation,
if you hover over the word Evaluation,
you'll see this drop down list.
And so this is where you'll find all the specific resources
on our Tiered Fidelity Inventory,
the Self-Assessment Survey, and our School Climate Surveys
that we'll be addressing today.
So thank you so much.
All right, so let's dive into the TFI.
Alrighty.
And I think I can switch and share if you want.
I've got it up to the right slide.
Oh, sure. Perfect.
So I'll stop sharing.
Yeah.
Great. Thanks, Amy.
Okay.
All right, does that look okay for you guys?
After it loads.
Okay. (laughs)
I'm still saying loading, there we go.
[Cassandra] There we go, all set.
So in the past few years, obviously since the pandemic,
our completion rates of all of these assessments,
including the TFI, have declined a bit to no one's surprise.
And so we're hoping this webinar
will kind of reignite your excitement
around these assessments and how they can be used
to help you get to where you're trying to go.
So not only to help you develop those outcome statements,
but to help you develop some action steps
and to narrow in on, you know,
not everything is a disaster right now for your school,
even if it might feel like that.
What are the really key areas
to spend your time and energy improving?
So for those of you who are less familiar,
the TFI is a really efficient tool
that was developed somewhat recently
to help you assess at all three tiers of implementation
and to look at a few different areas.
So at tier one, you're looking at teams,
implementation, and evaluation.
And at tiers two and three,
there's a few other kind of groups of questions
that you'll look at as well.
And as Cassandra mentioned,
it's an expectation that all Vermont PBIS schools
complete this assessment at least once a year.
Some schools do complete it twice,
once in the fall and once in the spring,
but we're really looking for you to complete it
during this window of January to March.
And it takes about 30 minutes for each tier
the first time around.
Once your team gets more comfortable and familiar with it,
you can kind of go through a little bit more quickly.
Ideally this would be completed with a coach if you have one
or an SUSD PBIS coordinator.
That's not always realistic, which we understand,
but it does help to give
a little bit more of a objective look at the questions
and allows someone to say like,
"Oh, you know, like, I've noticed
when I've walked through the school
that I'm seeing X, Y, or Z,"
or help clarifying what some of the questions mean.
So that's something to consider.
And your technical assistance provider
who's assigned to your school,
which you can also find on our website,
can help either with the TFI
or help you find a coach
or someone to assist with that process.
So it can be used for a variety of
reasons and ways,
so it can be used as a formative assessment.
So before you're implementing,
you can use it as kind of a baseline, see where you're at,
use it to progress monitor as you're making changes
and improving implementation as you go,
again, as an annual self-assessment,
which is really where we're talking about.
And in the past it was used to determine recognition,
so schools that were implementing with fidelity at tier one,
which is considered 70%
is kind of the cut score for that,
were eligible to nominate themselves
for exemplar implementation of PBIS.
Since COVID,
we haven't used that same acknowledgement system.
We'll have to decide what we're gonna do this year,
as every year we're like,
"Oh, things will be back to normal this year,"
and then they're not.
So we're still in the process of deciding
whether an actual score will be used,
but we do use completion of the TFI
and either the SAS or School Climate Survey
to recognize schools for PBIS implementation.
So like I said,
teaming is one of the areas in tier one that is assessed,
and the big ideas behind that,
those questions are really that teams need
diverse representation and perspectives
in order to do PBIS well.
We don't just want, you know,
those kind of strongest, loudest voices
to be represented on the team,
or just teachers or just administrators.
We really want a representative group.
And that teams should have, you know, consistent meetings,
action plans, roles, norms, things like that
in order to function effectively.
And then implementation,
it breaks it down into those kind of core components
of tier one PBIS.
So you're assessing yourself on all of those components
and examining, you know,
what areas you could target for improvement.
And one of the ways that you
can get to that answer for yourselves
is to do a TFI walkthrough.
So for those of you who have been hanging out
in the PBIS world for a while,
we used to do something called the SET,
and this is similar to the SET,
it's kind of like a mini SET.
Again, this is ideally completed by someone who is external
because both staff and student answers
tend to be a little bit different,
whether it's a person who works in the building or not,
and it's a really quick interview process
where you're talking with staff and students
about the expectations, about teaching the expectations,
and about your acknowledgement system.
And this really helps to inform the answers
to two questions on the TFI.
So instead of just the team assuming,
"Oh yeah, all of our students know our expectations,"
or, "All of our teachers
are teaching the expectations explicitly,"
this allows you to have some data
to kind of back up those answers.
And then the last section of questions on the tier one TFI
are around evaluation.
Are you using a data system
that allows you to get efficient, effective data
to the right people at the right time?
Are you measuring fidelity?
And are you reporting those results out?
And who are those kind of key stakeholders?
Is everyone who needs information
getting that information and data that your team has?
So this is an online assessment.
So like Cassandra mentioned, all of your schools,
if you are a currently implementing PBIS school,
the window has been open for you to complete the TFI.
On our website where Cassandra was pointing it out,
it gives you the directions
for how to get to the actual assessment online,
and you can always email Anne Dubie
and she can point you in the right direction as well.
Yes, and Jonathan, the Google Slides version
is on the website,
but if you need a PDF, we could work on that too.
And I think you might have joined a little bit late,
so we'll put the link to the materials in the chat again.
So if you need help accessing your PBIS assessments account,
which is where this is found,
you can email Anne Dubie and she'll make sure, you know,
if you're a new coordinator or something,
you may not have access yet,
so we have to add you on the backend.
So after your team completes the TFI,
and we expect that if you have been trained
at the targeted or intensive levels
that you are completing tier one
and then also whichever levels you've been trained at.
So if you've been trained at intensive,
we're expecting you're completing
all three tiers of the TFI.
After your teams have completed it,
you will be able to see all of your results in graph form.
So the first one that shows up is your total score report,
and it's a good reminder
that that is actually all three tiers averaged together.
So if you only completed tier one,
that average is gonna look really low
because it's putting in zeros for tier two and tier three,
so you don't need to pay too much attention
to that total score report.
I'll show you what the scale report looks like.
So this is tier one, tier two, tier three
over the course of two years.
And some prompting questions
you might ask yourself as a team
as you're looking at your results are, you know,
what do we notice?
What do we wonder?
What might we prioritize?
So for this one, you know,
you might notice that tier one implementation
actually decreased from 2019 to 2020.
And I think a lot of us,
that probably happened in that time span.
So what might we prioritize
as a result of looking at this graph?
We also have some things to celebrate.
So despite it being a pandemic,
our tier two supports actually improved
and our tier three supports mostly maintained.
So that's, you know,
we also wanna look for areas to celebrate.
And then same thing,
breaking it down even further into that subscale report.
So you can see that teams, implementation, and evaluation
for tier one and tier two,
and then for tier three we also add a category
around resources and support plan.
So those questions are grouped into those areas.
So again, it allows you
to kind of drill down a little further
and see some areas for improvement,
and then even further in the items report.
So this allows you to really pinpoint
what items of the TFI you might prioritize for improvement.
So this was new last year.
Before you start the assessment,
it's gonna ask you which tiers you are assessing.
So sometimes you might only have
your tier one team together,
you're only gonna assess tier one that day,
then maybe a week from now your tier two team is meeting,
they're only gonna assess tier two,
so that allows you to only get the questions you need
because now it does not allow you
to leave any response blank.
So in the past,
you might have just left tier two and tier three blank.
Now you're just selecting,
"Okay, we're only completing tier one,
we don't have to get the questions
for tier two and tier three."
And then it used to ask some questions at the end
that schools found difficult and frustrating,
and those have been removed
so you don't have to worry about that anymore.
And then the real goal coming out of the TFI
is to create a strong action plan.
And so this is one action planning template that you can use
that allows you to transcribe your scores in here
and then choose, you know,
a few items for action planning around.
So what actions are you gonna take, by who, by when?
Something fairly new that has come out is called
the Integrated Tiered Fidelity Inventory Companion Guide,
and this allows you to really look deeper
at different items.
So for instance, there are considerations
around cultural responsiveness, mental health integration,
and this is really to be used
during that action planning process.
So once you develop those kind of key areas
that you want to target for improvement,
then pulling up this companion guide
and looking at what are those kind of elaborations
or considerations related to that item,
that might help you go even deeper with your implementation.
So for instance, you know, in the teaming section,
it may have some more suggestions for roles of people
that you would wanna include on your team
if you were really gonna meet fidelity on that item.
So this is linked on the website as well.
And then I'm gonna turn it over to Cassandra
to talk about the Self-Assessment Survey.
Thanks, Amy.
Do you wanna drive for me?
-Yeah. -Is that okay for now?
All right, awesome. Go team. (laughs)
So the next one we wanna talk about, as Amy said,
is the Self-Assessment Survey.
So this is a survey that I would highly recommend,
having been a PBIS coordinator in a school
and a district myself.
It's a really efficient and effective way
to gather staff perceptions on your PBIS practices.
Not only the perceptions,
but also like their priority for change and design.
It's a survey format, it's on PBIS assessments,
it's completed by all staff.
And again, as with our TFI,
the window is open now from January to March
for you to do this with your staff.
Next, Amy.
And so as I mentioned, the two main questions are,
your staff will have an opportunity to answer, really,
what systems are in place now
and what systems are in most need of improvement?
Next.
And so what you're gonna do is,
for those of you who are not familiar with PBIS assessments,
this sort of shows you a little dashboard,
a little snapshot of what you would see
to access this Self-Assessment Survey.
And if you have any questions about your access
and how to do this,
please let Anne Dubie know, or one of us.
We'd be happy to walk you through that.
But essentially what you do is the window is open,
as we've mentioned.
You're gonna click on Self-Assessment Survey.
You're gonna then, it's a nice little link,
so basically you click on the link for the survey,
you put it into an email that you've crafted for your staff,
and then you distribute that survey.
Now, there's a couple of different ways
that I would recommend doing this,
is scheduling a time perhaps at a staff meeting
where you give your staff, you say,
"Everybody come to the staff meeting, bring a device.
You've got about 10 to 15 minutes, maybe 20 minutes,
to take this survey."
That way you're getting the highest chance
of getting more staff to complete the survey,
because what we know is we wanna make sure
that we're not making decisions
based on fewer staff members' perceptions, right?
We wanna make sure if we have 70 staff members,
let's try to get close to 70 staff to complete this survey
so we're making really informed decisions
as a leadership team.
Next slide, Amy.
And so just so you see, this is what it looks like.
There's lots of different graphs,
so this is just a snapshot.
But as you see in the first one,
this is looking at school-wide systems.
And so you'll get this graph showing
this is across two different time points in the year,
so one was a spring assessment,
one was done in the fall of the same school year,
and what you're seeing
is sort of what percentage of your staff
feel or believe that certain features
are in place around school-wide implementation,
what features around school-wide implementation
are partially in place,
and your perceptions around whether or not your staff
think or feel that there are no systems in place.
So as you can imagine,
when you dive into this a little bit further,
you can really get a sense of what is your staff thinking
around your PBIS implementation
around the school-wide systems piece.
The blue graph, as you see, is also their perceptions
around whether or not systems is a priority, right?
So again, you can compare and contrast
what's currently in place.
If something's often in place and your staff are saying,
"This is totally in place,"
then often what you'll see is it's a lower priority perhaps.
However, you may see that it's in place,
but your staff believes
it's a very high priority to maintain.
And so again, you wanna look at this to really decide
where you're moving in terms of your action plan.
Now, the next slide you'll see this is the subscale.
So all of the questions in the Self-Assessment Survey
are sort of broken down into these different categories.
So expectations defined, expectations taught,
talks a little bit about your reward system,
and so you get a really nice sense
of what specific features of PBIS implementation
your staff feel are in place and what their priority is.
And so for an example, you can see,
yeah, that's great actually, Amy, next slide's fine.
Yeah, next slide.
So just for an example,
you can see that specifically breaking it down
by those questions so you can see,
so the first question for the school-wide one
is a small number of positively
and clearly stated student expectations
or rules are defined, right?
73% of your staff say they're in place.
12% said they're not in place, right?
So that's how you can really break it down
with comparing and contrasting
sort of what they feel is currently in place
and then whether or not they believe it's a high priority.
One thing to note here I mentioned earlier
is the number of staff responses.
Using the items report,
you can see how many staff have responded to your survey.
So if you're noticing during this time
that not many staff have responded to this survey,
we've seen schools do incentives,
check your name off, you'll be in the office,
you know, a list of staff,
check your name off if you've completed it,
your name will be entered into a drawing.
So think about creative ways
to have your staff complete the Self-Assessment Survey.
And while I'm saying that, if you have ideas,
please type them into the chat
to share with your colleagues who are on the line.
How do you get your staff
to complete this important assessment?
All right, next.
And there's also a tool
that goes along with the self-assessment,
and I've linked it into this slide,
but essentially it allows you to analyze your data
into various priority areas.
I'm not gonna go into too much detail around that,
but definitely check that out.
If you're looking for a tool
that will allow you to look at your results of your SAS
to then further determine some action statements,
that's a great resource.
And then finally-
Oh sorry, just one other thing.
The SAS, in order to see your results,
the survey window has to be closed.
So once you get to a point where you feel like, you know,
most of your staff have had a chance to complete it
and you'd like to close it to be able to see your results,
it'll close automatically on March 31st.
But if you need your results before that,
you can email Anne and she can close the window for you
so you can get to the reports.
Awesome, thanks Amy.
That's a great reminder.
And so I just wanna show you really quickly
what this looks like,
so what that actual analysis form would look like,
so just to give you a sense
of how you can tally sort of what features are in place
and then staff priority.
All right, next one.
And then why do schools like the SAS?
So it's really important, as we know.
It honors input of all staff.
Perceptions are important, right?
That's why we talk a lot about school climate data.
How are our staff perceiving what we're doing?
Obviously the data is used for action planning.
And then I would say that the biggest thing
and the biggest bang for your buck
from doing this type of assessment,
from my own experience but also being part of this team
and being with many schools,
is that it really contributes
to sort of this collective ownership of PBIS implementation.
PBIS implementation does not work
unless we have collective ownership as a staff,
and so we really want people to voice their perceptions
and how things are going,
and so we've also moved a little bit away
from the word buy-in, if you may notice.
We often used to talk a little bit about buy-in,
but buy-in's often, we read an article about buy-in,
it's kind of a transactional.
It sounds like something's being done to you.
And so as a state team we've done some reflection
and we're really focusing on reframing buy-in
as sort of this collective ownership.
So if you're thinking about
wanting to tweak your language too,
we'd be happy to share that article with you as well.
So I'm gonna turn it over to Amy,
who is gonna talk a little bit about other ways
to get not only staff perceptions,
but also student, family, and caregivers.
And I'll just pause for a second
'cause we're doing pretty good on time.
Do people have any questions about the TFI or SAS
before we get into the School Climate Survey?
[Participant] Hi, I'm on the site right now,
just trying to see how folks would access it,
and I'm having a hard time finding the spot
where people would go to actually do the SAS.
So the staff,
if you have access to PBIS assessment as a user
kind of on the backend,
you're gonna be able to find a link
that then you send out to staff in an email.
So the staff don't actually have to navigate
to the website at all and find where they go.
You just send them a link that's specific to your school,
they click the link,
and it brings them directly to just your school's survey.
So we can help you make sure
that you have access on the backend
to find where that link is.
[Participant] Okay, thank you.
But that's not the same for the TFI.
Like that, you have to be on the site to complete, correct?
Yeah, so the TFI is just for the leadership team,
so someone who's on the leadership team
needs access to PBIS assessment,
and then you complete it directly on the PBIS app's website.
Yes, got it, thank you.
Yep, yeah.
Any other questions?
[Brian] I do have a question.
[Amy] Yeah.
[Brian] So I'm just a little confused
about who exactly completes the TFI.
You know, I think our guidance counselor did it last year.
I'm a new principal.
The guidance counselor kind of did it on his own last year.
So should I do it with my BEST team
or the PBIS leadership team?
Should I do it the principal and the PBIS coach?
Who should be at the table when completing the TFI?
Yeah, good question.
So in an ideal world, it would be whichever team,
whichever tier you're completing.
So if you're completing the tier one TFI,
that would be your tier one or your universal PBIS team
and your coach completing that together.
We know that it sometimes happens
that one person completes it, but that's not really ideal.
The goal is for it to be, you know,
to have that representative group that you have
as your universal team
be able to weigh in on the different areas together.
And it's a zero, one, or two scale.
So some schools, if you have a large team,
which I don't think you do,
but for some schools that have a large team,
they might actually have people complete it on paper,
so there's PDF version of it,
complete it on paper first
to the best of their own knowledge,
giving zero, ones, or twos.
And then when they come together as a team,
people kind of hold up their score and come to consensus.
So if lots of people have a zero, it's probably a zero.
Lots of people have a two, probably a two.
And if there's variability
within the numbers people are holding up,
talking about that and coming to consensus,
you know, is it really a zero
because it's not happening school-wide?
Is it more like a one because it's, you know, variable?
So coming to consensus as a team.
-Thank you. -And the SAS
can be any type of staff,
so you should be sending it to, you know,
the people who work in your cafeteria,
you can send it to substitute teachers
if they're able to get any compensation for completing it.
Recess people, you know, the broadest variety of roles
that you can get to complete it is ideal.
And taking with a grain of salt
that some of those roles might be less familiar
with certain things.
So there's a question around,
you know, like district support of PBIS.
Depending on their role,
they may have less knowledge about that.
Or, you know, budgetary things.
So when you get to those answers as a team,
you can kind of say, you know,
"This is really in place,
but it's clear that people have no clue it is in place,
so what can we do around educating people
about the areas they're less familiar with,
if it makes sense for their role to know that?"
So feel free to keep typing questions into the chat box.
I'm gonna move on to the School Climate Survey.
And we're also happy to stay on after
if you have any questions
that are more specific to your schools.
So the School Climate Survey came out a few years ago,
and just got revised in February of 2022.
It is free, which is great.
And we don't open this one automatically for you
because there are so many different versions of it
and people request different windows.
So you might want it to only be open
for two weeks or something.
So we open this on an individual basis
and you just email Anne to let her know
which of the surveys you want open and for what timeframe.
So there's four different surveys
within the School Climate Survey suite.
The first one is students grades three through five.
Then there's one for students six through 12,
one for staff, and one for family members or caregivers.
We also have a Google version
of one that's for younger students.
So if you have K-2 students
that you would want to complete the School Climate Survey,
Monkton School actually adapted the survey
to be like a thumbs up,
thumb sideways, thumbs down responses
so that K-2 students could complete it.
So if you're interested in that K-2 version,
if you email me, I'll make a copy of the Google form for you
with your school name,
and you could send out that link to the teachers
who could help their students at K-2 complete it.
But just like for the Self-Assessment Survey,
you get a link from PBIS assessment website
that you can send out to students, staff, or families.
If for some reason you wanted to do paper versions,
you can do that.
It would just require either someone,
you know, analyzing the paper versions
or transcribing those paper versions into responses online.
But, you know, if you had family members
that you knew were not gonna be able to complete it
on a device or, you know, online,
then you could send a paper version of it too.
And as you can see, you know,
the staff and family member surveys
have more questions than the student family,
or sorry, than the student questions, student surveys.
So again, these surveys are pretty efficient,
easy to access with that link,
allow for a variety of perspectives to weigh in.
And something that's really key
is that you're able to compare across demographic groups.
So I'll show you what that looks like.
This manual that is that PDF also gives you
examples of what it could look like to send home a letter
allowing parents to be notified
that the School Climate Survey
is happening for their students,
allow an opt-out procedure if you wanted to do that,
and helps walk you through that action planning process
and how you review your results.
So there's lots of great resources within that PDF for you.
So this is just an example of the elementary version.
It asks a few demographic questions,
and they're always allowed to check off
"I prefer not to answer."
For elementary students, they may need some guidance
around how to answer these questions,
so as a teacher, you know,
you could put up the slide
and walk students through what each of these mean
and help them understand the questions.
And it does ask them what grade level they're in,
so when you get to the results
you can break down the results by grade level.
And then these are the questions.
So there's only 11 questions on the elementary version.
They are not specific to PBIS,
so we have some schools
that complete the School Climate Survey
that are not PBIS schools.
They're pretty broad school climate questions
that you'll see on lots of different School Climate Surveys.
And like I said, these reports you're able to break down
in a variety of ways,
similar to how you can break down the TFI and SAS results,
but even kind of deeper information
in the School Climate Survey.
So I'll show you what that looks like.
And this just kind of shows the different sub-skills
that the questions are grouped into
for the different groups,
the school staff and the families.
So again, the first graph that you'll get
is that total score.
So for this one only 12 students,
this is like, you know, pretend data,
only 12 students completed the survey,
but it shows you, you know, what their average was,
which was 2.79 out of 4.
So the highest response is 4.
Then you can see it by question,
and so you can see, for instance,
question one, I like school,
is one of the lowest rated questions on average.
And question nine,
there's an adult in my school who can help me,
so this is a really quick look at, you know,
where some strengths and challenges are.
I will say that first question, I like school,
is the lowest rated question
on all of our elementary and middle school surveys
that we were able to analyze for the past two years,
which is kind of disappointing. (laughs)
And then you also can see it by demographic
by each question.
So for instance, if you went on this one
and you're seeing question one, I like school, is low,
you might go to this report and look at,
is that the case for all of our students?
Or are there certain student groups
that rate that question even lower,
some that rate it higher?
So for instance here,
some of their students chose not to respond
about their race or ethnicity,
and so, you know, 15 students said no response.
Those students actually rated that question higher
and their Black or African American students
rated that question higher.
If you look at the male/female breakdown,
female students rated it higher
and those who checked off other for gender
actually rated it significantly lower.
That was only six students,
but that's still something to look at
considering how low that question was ranked
for students who chose other as their gender.
And then you can see down below it starts getting into grade
and different demographics.
So this is just a screen grab
of some of the questions and demographics,
but you'll get the full report for all the questions.
So again, like our other assessments,
we really wanna make sure to spend time
celebrating the ones that are going well,
and in this case,
those would be ones that were ranked a three or a four,
sharing those results back with that group
and with other relevant groups.
So, you know, just because the students took the survey,
we wanna share the data back with the students,
but we also wanna share it with staff and family members.
It might be less appropriate to share, for instance,
the staff results with family members,
so you wanna think about
which groups need which information.
And then looking at which item scored lower than a three,
and which of those might be your highest area
for priority for improvement.
Again, looking at that item spreadsheet
to look for more information.
So is it really all of our students
who ranked that item low,
or is it a certain subgroup
that we really need to focus some attention on?
And then developing a really clear action plan
with actual steps and assignments
for who's gonna do it and by when
so that you can really walk away
with a plan for implementation and sharing that action plan.
So some of you might be familiar
with the TIPS meeting process
and TIPS meeting problem solving process,
so that's one option
for how you might kind of synthesize this data
and get to that precise problem statement.
So what are we talking about?
When is it happening?
Where, by who, why, how, how often,
and what are our solutions gonna be?
Who's gonna do it and by when?
What's our goal here?
So that TIPS meeting form is linked on this slide as well.
So I'm going, or am I?
Can't remember, Cassandra, am I turning it back to you?
I think you're on, sister.
Okay, I'm still going.
(Cassandra and Amy laughing)
So like we said,
we wanna leave you with a few action steps for yourself
and to be thinking about, once you have all of this data,
and some schools actually choose to complete
the SAS and the School Climate Survey 'cause as you saw,
it really gives you different information.
Some might choose to do the SAS for staff
and then the School Climate Survey
for families and students.
Or you might choose
to do the School Climate Survey for all groups,
but then you don't have
that kind of specific to PBIS implementation
from your staff.
So, you know, you kind of need to look at them all
and decide what's gonna be realistic
for your staff this year without overwhelming.
There's also an opportunity,
if you really felt like
we're gonna do the School Climate Survey
for all three groups in February, let's say,
and we're gonna wait
and we wanna do the SAS for staff in May,
that's an option too.
You would just need to let Anne know your plan
so that she can make sure your windows are open
when they need to be.
So again, you wanna be thinking about
what are your key subgroups?
Are you really concerned about how, you know,
your sixth graders are experiencing school
compared to your eighth graders
or your students of color compared to your white students?
What themes or problems are you really concerned about?
What are you predicting
based on that kind of gut knowledge about your school,
that anecdotal information?
And then kind of checking that against the data.
And then looking at those patterns
between groups, within groups, across time.
And ideally you've got some dedicated time to do this,
because as you can see this is a lot of data,
and you may have someone on your team
who's really data savvy
and is able to take some time
to really look at all of this together
and come to your team with some observations,
some questions,
or you might be doing this as a team altogether
depending on the capacity of who's on your team
to do it in advance.
And the benefit of having all these different data points
is how can we look at them together
and inform each other?
So for instance,
if out-of-school suspensions
have increased for our ELL students
and our ELL students are reporting
the lowest perceptions of adult and peer relations,
those two have something to do with each other.
What are we gonna do about that
so that we are not inadvertently contributing
to that sense of poor adult and peer relationships
among our ELL population?
Because those out-of-school suspensions
are likely damaging those relationships.
And then again,
creating a really data-informed action plan for your school.
A key piece that we often miss is that dissemination,
so how are we gonna tell our story
about our social, emotional, and behavioral
needs and strengths of our students and staff and families?
How can we tell that story?
Who do we need to tell that story to?
And how can we tell it
in a really concise and compelling way
so that we have the attention of our audience?
So sometimes schools have created an infographic.
We have an example staff presentation linked here
and in the materials that you could use
to present this data back to staff.
And really keeping it simple and succinct
and really giving people
exactly the information they need
at the time that they need it.
So being, you know, conscious of where staff are
and their ability to take in information,
and really focusing in on the key areas.
So some next steps that you might consider
for yourself and your team
is really thinking about when are you gonna plan to complete
the Tiered Fidelity Inventory as a team?
Is it possible to have a coach complete it with you
or your technical assistance provider
or your SUSD PBIS coordinator?
And then making that decision
about is your staff gonna complete the SAS?
Are you gonna have staff, students, or families
complete the School Climate Survey?
For the SAS, like Cassandra mentioned,
really scheduling a time for staff
to be able to complete it is key.
And same for if staff were doing the School Climate Survey,
not asking them to do it on their own time.
And again, if you have ideas
for how to get staff to complete the assessments,
feel free to type them into the chat box.
And again, giving that data back to staff at the end
is a huge component to that.
If you ask them to do these surveys
and then you never report the results back
and what you're gonna do as a result of their input,
they're much less likely to wanna complete it
the next time you ask.
And then again emailing Anne
about the School Climate Survey,
who you'd like it open for and when.
So we have, let's see, one minute for some questions,
but again, we're happy to stay on and answer
any questions that you have.
And thank you so much for being here.
We're hoping you'll be able to prioritize
these assessments this year.
And feel free to unmute if you have a question
now that we're done presenting.
And if not, Anne will email you a survey
that includes a link to a certificate of attendance.
There's gonna be a little bit of a delay
due to a tech issue on our side,
but we will make sure we get you that survey
and that certificate of attendance.
It's a tech issue that's completely out of our control,
in case you were wondering. (laughs)