1 00:00:00,310 --> 00:00:01,323 - So, 2 00:00:03,150 --> 00:00:04,810 all of you are now, 3 00:00:04,810 --> 00:00:07,227 I saw someone post last night, like, 4 00:00:07,227 --> 00:00:09,627 "Wow, it's been a really long school year," 5 00:00:09,627 --> 00:00:12,093 and it's been three weeks or two weeks. 6 00:00:12,979 --> 00:00:16,483 So, we're trying to recognize where you are and, 7 00:00:17,400 --> 00:00:20,340 keep this as informative, 8 00:00:20,340 --> 00:00:23,460 but manageable as possible for you this week, 9 00:00:23,460 --> 00:00:26,363 because there's a lot of uncertainty going on. 10 00:00:28,380 --> 00:00:31,790 So, to start out on a light note at least, 11 00:00:31,790 --> 00:00:34,670 if you can type into the chat box, 12 00:00:34,670 --> 00:00:38,220 what school you are here from today or what district, 13 00:00:38,220 --> 00:00:40,430 and then what was your favorite moment 14 00:00:40,430 --> 00:00:42,143 of the school year so far? 15 00:00:54,040 --> 00:00:56,490 - There were so many, it's hard to think of them. 16 00:00:57,520 --> 00:01:00,163 Hugging students, wonderful Amanda. 17 00:01:02,370 --> 00:01:03,633 Welcome Ryan. 18 00:01:05,950 --> 00:01:07,593 One-on-one, nice. 19 00:01:08,622 --> 00:01:10,872 (laughing) 20 00:01:16,900 --> 00:01:19,610 - My daughter started preschool on Tuesday 21 00:01:19,610 --> 00:01:23,660 and, I asked her on the drive home if she listened 22 00:01:23,660 --> 00:01:26,640 to her teacher that day. 23 00:01:26,640 --> 00:01:28,945 And she said, "No, why?" 24 00:01:28,945 --> 00:01:31,330 (laughing) 25 00:01:31,330 --> 00:01:33,576 I hope she just misunderstood the question. 26 00:01:33,576 --> 00:01:35,826 (laughing) 27 00:01:40,580 --> 00:01:42,785 - So a lot of hugging going on. 28 00:01:42,785 --> 00:01:45,035 (laughing) 29 00:01:48,890 --> 00:01:51,290 - All right, well, feel free to keep typing 30 00:01:51,290 --> 00:01:54,800 these bright spots into the chat box 31 00:01:54,800 --> 00:01:56,720 for those of us that are not in schools anymore, 32 00:01:56,720 --> 00:02:00,423 it's nice to get a glimpse into what it's looking like. 33 00:02:02,217 --> 00:02:06,770 And just kind of recognizing where we are, 34 00:02:06,770 --> 00:02:11,770 and recognizing that, this has been an extended period 35 00:02:12,220 --> 00:02:14,410 of high stress and uncertainty, 36 00:02:14,410 --> 00:02:17,220 and where that has left teachers. 37 00:02:17,220 --> 00:02:20,310 And we keep consistently being surprised 38 00:02:20,310 --> 00:02:23,927 when we talk to school people and they're kind of like, 39 00:02:23,927 --> 00:02:27,460 "Yeah, everything's great, we're just happy to see the kids, 40 00:02:27,460 --> 00:02:29,160 we're just happy to be in person." 41 00:02:30,200 --> 00:02:32,560 And so it just always reminds us of the resilience 42 00:02:32,560 --> 00:02:35,390 of teachers and, you know, 43 00:02:35,390 --> 00:02:37,430 recognizing that it hasn't been easy, 44 00:02:37,430 --> 00:02:40,080 and that you don't have to be positive all the time, 45 00:02:40,080 --> 00:02:45,080 but, that education is still a really uplifting place to be. 46 00:02:47,720 --> 00:02:51,380 But, we do realize that this pandemic is hitting 47 00:02:51,380 --> 00:02:53,100 different groups of people differently. 48 00:02:53,100 --> 00:02:58,100 And, with the racial disparities in the actual virus data 49 00:02:58,590 --> 00:03:01,050 in Vermont, and then thinking about 50 00:03:01,050 --> 00:03:04,193 how students education has been impacted, 51 00:03:05,850 --> 00:03:08,410 differently across different groups, 52 00:03:08,410 --> 00:03:13,410 is a tall order to kind of help reduce that gap. 53 00:03:15,750 --> 00:03:18,800 But like what you guys just pointed out, 54 00:03:18,800 --> 00:03:20,820 there have been some really positive moments 55 00:03:20,820 --> 00:03:22,900 and some kind of silver linings, 56 00:03:22,900 --> 00:03:26,710 and so this is a quote from a student at Main Street Middle 57 00:03:26,710 --> 00:03:28,880 who felt very supported this year. 58 00:03:28,880 --> 00:03:30,330 She felt like she was able to get, 59 00:03:30,330 --> 00:03:32,750 and this is talking about last year, 60 00:03:32,750 --> 00:03:35,020 was able to get more help from her teachers, 61 00:03:35,020 --> 00:03:38,443 felt she was listened to because of the smaller class sizes. 62 00:03:39,866 --> 00:03:42,113 And then Kate from Morris Town Elementary, 63 00:03:43,120 --> 00:03:45,860 just really thinking of creative ways 64 00:03:45,860 --> 00:03:50,590 to continue their PBIS work and how that really helped them 65 00:03:50,590 --> 00:03:53,923 build resilience and celebrate with one another and bond. 66 00:03:54,790 --> 00:03:56,360 So it's always kind of that balance 67 00:03:56,360 --> 00:03:59,410 of, looking at some of the positives 68 00:03:59,410 --> 00:04:00,430 that are coming out of this, 69 00:04:00,430 --> 00:04:02,540 and also recognizing that it's been really, 70 00:04:02,540 --> 00:04:04,490 really challenging for a lot of people. 71 00:04:06,970 --> 00:04:07,803 Oh, oops. 72 00:04:08,970 --> 00:04:12,680 So some of you might know Jeff from People's Academy, 73 00:04:12,680 --> 00:04:14,570 and he also was feeling like last year 74 00:04:14,570 --> 00:04:17,460 they were really able to meet students' needs, 75 00:04:17,460 --> 00:04:19,040 with the smaller class sizes. 76 00:04:19,040 --> 00:04:21,910 Remote learning was helpful for some students, 77 00:04:21,910 --> 00:04:24,963 who were experiencing behavior issues before. 78 00:04:26,780 --> 00:04:28,410 And then from Blue Mountain School, 79 00:04:28,410 --> 00:04:30,290 they really felt like they came together 80 00:04:30,290 --> 00:04:31,870 as a school community, 81 00:04:31,870 --> 00:04:34,140 and were kind of pushed to the limits, 82 00:04:34,140 --> 00:04:37,800 but they really felt like they were able to show 83 00:04:37,800 --> 00:04:40,290 what a strong team they were despite 84 00:04:40,290 --> 00:04:43,350 the high levels of stress and anxiety. 85 00:04:43,350 --> 00:04:45,560 And these were just some quotes that we pulled 86 00:04:45,560 --> 00:04:49,560 from the acknowledgements applications, 87 00:04:49,560 --> 00:04:54,560 so if your school completed either the TFI, SAS 88 00:04:54,810 --> 00:04:56,210 or School Climate Survey, 89 00:04:56,210 --> 00:04:58,950 you were invited to apply for acknowledgement 90 00:04:58,950 --> 00:05:02,090 for continuing your PBIS work last year, 91 00:05:02,090 --> 00:05:04,413 so that was some of the quotes from there. 92 00:05:06,560 --> 00:05:09,710 So today we're hoping to talk a little bit about, 93 00:05:09,710 --> 00:05:12,300 some takeaways from last year from our team, 94 00:05:12,300 --> 00:05:16,020 and how you might apply those to your work. 95 00:05:16,020 --> 00:05:19,270 Some new strategies that have been developed, 96 00:05:19,270 --> 00:05:22,430 what our action plan looks like for the next year, 97 00:05:22,430 --> 00:05:24,270 some resources that have been developed 98 00:05:24,270 --> 00:05:26,690 either by us or the National TA Center 99 00:05:26,690 --> 00:05:29,353 or other organizations that we'd like to share with you, 100 00:05:29,353 --> 00:05:31,143 for you to use in your work. 101 00:05:32,320 --> 00:05:35,730 A brief review of the role of the coordinator, 102 00:05:35,730 --> 00:05:38,920 and some considerations for this year in particular, 103 00:05:38,920 --> 00:05:41,110 and then just lots more resources, 104 00:05:41,110 --> 00:05:44,250 activities to support you and how we'll stay connected 105 00:05:44,250 --> 00:05:45,293 throughout the year. 106 00:05:46,130 --> 00:05:48,220 And if there's anything that you felt 107 00:05:48,220 --> 00:05:51,200 like you were hoping to take away from today, 108 00:05:51,200 --> 00:05:53,290 that's not listed here or that you, 109 00:05:53,290 --> 00:05:55,750 we start getting to the end and you have something 110 00:05:55,750 --> 00:05:57,860 that you'd really like to talk about, 111 00:05:57,860 --> 00:05:59,393 we should have time for that. 112 00:06:00,520 --> 00:06:02,440 And feel free to type that into the chat box 113 00:06:02,440 --> 00:06:04,800 now if you know what you're thinking of, 114 00:06:04,800 --> 00:06:06,420 that you really wanna cover today, 115 00:06:06,420 --> 00:06:09,053 or, as we go along is fine too. 116 00:06:11,830 --> 00:06:14,670 So just take one minute to type into the chat box, 117 00:06:14,670 --> 00:06:18,960 what is the, one of the key things that you, 118 00:06:18,960 --> 00:06:23,540 your school or you as yourself took away from last year, 119 00:06:23,540 --> 00:06:27,323 that has helped ease the transition into this school year? 120 00:06:32,925 --> 00:06:37,240 And it could be PBIS related or it could be whole school, 121 00:06:37,240 --> 00:06:40,590 separate from PBIS related, or it could be a personal thing. 122 00:06:40,590 --> 00:06:43,830 Like, "I learned this about myself, 123 00:06:43,830 --> 00:06:48,737 that makes me more ready to be at school." 124 00:06:50,620 --> 00:06:52,533 One day at a time, yeah. 125 00:06:53,472 --> 00:06:56,073 Resiliency of children, for sure. 126 00:07:05,640 --> 00:07:06,503 Awesome. 127 00:07:08,720 --> 00:07:10,940 Carmen's team met with more students and families 128 00:07:10,940 --> 00:07:12,763 prior to the start of school. 129 00:07:14,290 --> 00:07:15,693 Looking for the positive. 130 00:07:17,000 --> 00:07:19,920 - There has really been a theme that we've noticed, 131 00:07:19,920 --> 00:07:23,400 which is the more intentional connections with families, 132 00:07:23,400 --> 00:07:24,620 than ever before. 133 00:07:24,620 --> 00:07:25,730 And, you know, we always say 134 00:07:25,730 --> 00:07:27,300 we have to have family engagement 135 00:07:27,300 --> 00:07:29,850 to really help kids succeed in school, 136 00:07:29,850 --> 00:07:32,190 and this past year and a half has shown us 137 00:07:32,190 --> 00:07:34,940 how critical that is, and how it's become 138 00:07:34,940 --> 00:07:37,010 sort of part of the fabric of what a lot of schools 139 00:07:37,010 --> 00:07:39,003 are doing right now, it's really great. 140 00:07:39,920 --> 00:07:43,253 Adaptability of staff, changing circumstances. 141 00:07:46,460 --> 00:07:47,300 - Awesome Martha, 142 00:07:47,300 --> 00:07:51,163 I'm happy to see your team's looking at PBIS in a new way. 143 00:07:55,600 --> 00:07:57,543 Awesome, training new staff. 144 00:07:59,790 --> 00:08:00,623 Yeah. 145 00:08:02,360 --> 00:08:03,400 Awesome. 146 00:08:03,400 --> 00:08:07,420 Yeah, I think, you know, the importance of relationships, 147 00:08:07,420 --> 00:08:09,043 we always were stressing, 148 00:08:10,140 --> 00:08:13,470 but I think teachers had more flexibility in time 149 00:08:13,470 --> 00:08:16,180 to be able to develop those relationships 150 00:08:16,180 --> 00:08:17,570 at the beginning of last school year, 151 00:08:17,570 --> 00:08:20,073 which, hopefully they brought into this year too. 152 00:08:22,400 --> 00:08:25,140 So for us some of our key takeaways 153 00:08:25,140 --> 00:08:27,750 and the work we really focused on, 154 00:08:27,750 --> 00:08:30,803 were how to center equity in our work. 155 00:08:31,830 --> 00:08:34,990 So we'll talk a little bit about our commitment to equity 156 00:08:34,990 --> 00:08:36,880 and our action plan. 157 00:08:36,880 --> 00:08:39,410 And then really thinking about how we can use 158 00:08:39,410 --> 00:08:43,400 the PBIS framework to meet folks where they are. 159 00:08:43,400 --> 00:08:45,670 So recognizing that this is, you know, 160 00:08:45,670 --> 00:08:48,693 an adaptable framework that should help schools, 161 00:08:49,690 --> 00:08:51,640 in their everyday life at school, 162 00:08:51,640 --> 00:08:54,023 rather than feeling like something separate. 163 00:08:55,360 --> 00:08:58,230 Really thinking about what systems need to be in place 164 00:08:58,230 --> 00:09:01,520 that are most essential for this work to continue. 165 00:09:01,520 --> 00:09:05,000 What data are we looking at to know if students and families 166 00:09:05,000 --> 00:09:08,543 are successful, and who might need more support? 167 00:09:09,620 --> 00:09:12,860 What is the small number of practices we can put into place 168 00:09:12,860 --> 00:09:14,950 to really have the biggest impact? 169 00:09:14,950 --> 00:09:19,403 And then how are all of those impacting our outcomes? 170 00:09:21,360 --> 00:09:25,070 Really focusing on how to improve wellness 171 00:09:25,070 --> 00:09:28,140 and give opportunities for reflection. 172 00:09:28,140 --> 00:09:30,700 So often during a school year, things are very, 173 00:09:30,700 --> 00:09:32,140 go, go, go, go, go, 174 00:09:32,140 --> 00:09:34,950 we don't have time to sit and reflect about 175 00:09:34,950 --> 00:09:38,090 what has been successful and what needs to change, 176 00:09:38,090 --> 00:09:40,920 but, realizing the importance for that 177 00:09:40,920 --> 00:09:44,520 and how to build it in as a process within your school. 178 00:09:44,520 --> 00:09:47,620 And then we've really focused on getting resources 179 00:09:47,620 --> 00:09:50,363 out to coordinators mostly. 180 00:09:52,380 --> 00:09:55,410 So if you wanna take a minute to just read, 181 00:09:55,410 --> 00:09:59,360 we have come together as a state team this summer 182 00:09:59,360 --> 00:10:02,260 to adapt our commitment to equity. 183 00:10:02,260 --> 00:10:05,550 Last August, we developed our original version 184 00:10:05,550 --> 00:10:06,870 of this commitment to equity 185 00:10:06,870 --> 00:10:09,180 and have made some shifts and changes, 186 00:10:09,180 --> 00:10:13,050 so I'll be quiet for a minute and give you a chance to read 187 00:10:13,050 --> 00:10:14,850 this commitment to equity, 188 00:10:14,850 --> 00:10:18,490 and if you have any questions or comments 189 00:10:18,490 --> 00:10:22,430 or even suggestions for something that might not be clear, 190 00:10:22,430 --> 00:10:25,020 or that needs to be stressed more, 191 00:10:25,020 --> 00:10:27,137 feel free to type those into the chat box. 192 00:11:31,660 --> 00:11:34,133 So for us, this work has really been, 193 00:11:36,260 --> 00:11:40,850 kind of recognizing where PBIS sits within 194 00:11:40,850 --> 00:11:45,850 the educational landscape of education itself, being, 195 00:11:50,522 --> 00:11:54,640 rooted in some systems of unintended oppression, 196 00:11:54,640 --> 00:11:59,640 and thinking about how we can work to make PBIS 197 00:11:59,650 --> 00:12:01,790 a more equitable framework. 198 00:12:01,790 --> 00:12:04,720 And for us, that really has been focused 199 00:12:04,720 --> 00:12:08,750 around, how can we bring in students and families 200 00:12:08,750 --> 00:12:11,860 and a representative group of staff 201 00:12:11,860 --> 00:12:15,360 in right from the beginning of PBIS for our new schools 202 00:12:15,360 --> 00:12:16,510 that are being trained, 203 00:12:17,798 --> 00:12:21,300 and, rather than, you know, 204 00:12:21,300 --> 00:12:23,440 kind of this team from above coming up 205 00:12:23,440 --> 00:12:26,840 with what are our expectations for our community gonna be, 206 00:12:26,840 --> 00:12:30,560 developing those expectations as a whole school community, 207 00:12:30,560 --> 00:12:32,870 and for schools that are already implementing, 208 00:12:32,870 --> 00:12:35,180 had been implementing for a while, 209 00:12:35,180 --> 00:12:37,940 how can you bring in those student and family voices, 210 00:12:37,940 --> 00:12:41,840 and, use some resources that have come out 211 00:12:41,840 --> 00:12:43,140 from the National TA Center, 212 00:12:43,140 --> 00:12:45,850 like the cultural responsiveness field guide, 213 00:12:45,850 --> 00:12:47,970 to really think about each element 214 00:12:47,970 --> 00:12:49,560 of your PBIS implementation 215 00:12:49,560 --> 00:12:52,210 and how it can be more culturally responsive 216 00:12:52,210 --> 00:12:53,930 to the students and families 217 00:12:53,930 --> 00:12:55,893 that are part of your community. 218 00:12:57,380 --> 00:13:00,440 So out of this commitment to equity, 219 00:13:00,440 --> 00:13:03,450 we developed a action plan that will help us 220 00:13:03,450 --> 00:13:07,293 get to meeting that commitment. 221 00:13:08,560 --> 00:13:12,130 So, last year, some things that we worked on, 222 00:13:12,130 --> 00:13:16,710 were creating and then updating that commitment to equity, 223 00:13:16,710 --> 00:13:19,410 developing this action plan to begin with. 224 00:13:19,410 --> 00:13:22,060 And we really started with some professional development 225 00:13:22,060 --> 00:13:23,850 for our own state team. 226 00:13:23,850 --> 00:13:25,380 And for those of you who don't know, 227 00:13:25,380 --> 00:13:28,950 the state team is made up of our coaches, 228 00:13:28,950 --> 00:13:33,950 so we have about 12 coaches, and also some people 229 00:13:34,930 --> 00:13:37,100 from the agency of education, 230 00:13:37,100 --> 00:13:39,710 and the department of mental health. 231 00:13:39,710 --> 00:13:43,880 So our state team I believe is now about 20 people 232 00:13:43,880 --> 00:13:47,333 who are really thinking about PBIS on a statewide level. 233 00:13:48,280 --> 00:13:50,570 So we engaged with some professional development 234 00:13:50,570 --> 00:13:54,300 with Ruthie Payno-Simmons, and also on our own, 235 00:13:54,300 --> 00:13:59,300 to really be more, aware of the issues within education, 236 00:13:59,940 --> 00:14:02,670 and within PBIS specifically, 237 00:14:02,670 --> 00:14:05,810 and also to do some self identity work. 238 00:14:07,750 --> 00:14:09,480 Rebecca Lallier who's one of our coaches 239 00:14:09,480 --> 00:14:13,223 developed a really strong resources page on our website. 240 00:14:14,587 --> 00:14:19,587 And, maybe if you can put the link to the webinar's 241 00:14:20,040 --> 00:14:22,130 page of our website, 242 00:14:22,130 --> 00:14:25,500 this PowerPoint is listed there at the top, 243 00:14:25,500 --> 00:14:27,780 and all of, everywhere where you see 244 00:14:27,780 --> 00:14:30,860 where it looks like a link is linked in here. 245 00:14:30,860 --> 00:14:33,740 So this PowerPoint will be a great one to come back to, 246 00:14:33,740 --> 00:14:35,730 to then click on the links and be able 247 00:14:35,730 --> 00:14:37,673 to get to these different locations. 248 00:14:39,550 --> 00:14:42,973 Or you can kind of play around on our website as well. 249 00:14:44,500 --> 00:14:46,650 But that equity resources page 250 00:14:46,650 --> 00:14:48,960 is really a good grounding place, 251 00:14:48,960 --> 00:14:53,960 and it's specifically related to PBIS equity resources, 252 00:14:54,030 --> 00:14:57,060 not kind of, you know broader equity resources, 253 00:14:57,060 --> 00:14:59,110 so it can really help you narrow down 254 00:14:59,110 --> 00:15:02,433 your focus within your PBIS work around equity. 255 00:15:03,730 --> 00:15:06,850 We also did some research into indigenous people history 256 00:15:06,850 --> 00:15:10,520 and teachings in order to develop our land acknowledgement 257 00:15:10,520 --> 00:15:12,290 for the Summer Institute. 258 00:15:12,290 --> 00:15:15,710 And alongside just doing the land acknowledgement, 259 00:15:15,710 --> 00:15:18,220 we provided a resource page for people 260 00:15:18,220 --> 00:15:22,770 to be able to learn more themselves about indigenous people 261 00:15:22,770 --> 00:15:27,770 and, how they might support and recognize 262 00:15:28,000 --> 00:15:31,720 the strengths that our indigenous population 263 00:15:31,720 --> 00:15:33,623 Vermont bring to our state. 264 00:15:35,440 --> 00:15:38,230 We did work to embed equity learning 265 00:15:38,230 --> 00:15:40,730 into all of our core Vermont PBIS trainings, 266 00:15:40,730 --> 00:15:44,880 so that's Universal targeted, intensive and refresher, 267 00:15:44,880 --> 00:15:46,770 so if you came to the Summer Institute, 268 00:15:46,770 --> 00:15:48,670 you probably noticed that theme 269 00:15:48,670 --> 00:15:50,363 throughout those core trainings. 270 00:15:51,660 --> 00:15:54,170 We did some work around family and student voice 271 00:15:54,170 --> 00:15:57,830 using surveys and interviews and focus groups 272 00:15:57,830 --> 00:16:00,570 of families and students, 273 00:16:00,570 --> 00:16:03,910 which was really illuminating to hear what they took away 274 00:16:03,910 --> 00:16:06,730 from last year, and what was helpful 275 00:16:06,730 --> 00:16:08,580 and challenging for them. 276 00:16:08,580 --> 00:16:12,570 And then we also thanks to Amanda, 277 00:16:12,570 --> 00:16:15,910 provided some training in how to analyze student race 278 00:16:15,910 --> 00:16:19,310 and ethnicity behavior data, through Swiss, 279 00:16:19,310 --> 00:16:22,140 to assess disproportionality. 280 00:16:22,140 --> 00:16:24,790 So, and there's also gonna be a session on that 281 00:16:24,790 --> 00:16:29,150 at the October forum on October 7th, 282 00:16:29,150 --> 00:16:30,960 which is now gonna be virtual. 283 00:16:30,960 --> 00:16:32,020 We'll talk more about later, 284 00:16:32,020 --> 00:16:34,500 but, Amanda and her team at JFK 285 00:16:34,500 --> 00:16:37,280 are gonna do that workshop again, 286 00:16:37,280 --> 00:16:39,630 which was really great at the Summer Institute. 287 00:16:43,160 --> 00:16:46,940 So, that was kind of what we accomplished last year 288 00:16:46,940 --> 00:16:49,120 around equity. 289 00:16:49,120 --> 00:16:51,100 This year, we'll be continuing our state team 290 00:16:51,100 --> 00:16:52,920 professional development, 291 00:16:52,920 --> 00:16:55,560 creating a communication and dissemination plan 292 00:16:55,560 --> 00:16:57,900 that you as coordinators can use, 293 00:16:57,900 --> 00:17:02,820 that we will use, to kind of help support 294 00:17:02,820 --> 00:17:07,350 the messaging that PBIS can be an equitable framework 295 00:17:07,350 --> 00:17:10,990 and the progress and growth that has happened, 296 00:17:10,990 --> 00:17:12,363 as a result of our work. 297 00:17:14,140 --> 00:17:18,930 We also are going to use equity constructs, 298 00:17:18,930 --> 00:17:21,503 so we'll show an image of this later on today, 299 00:17:22,720 --> 00:17:25,560 to help guide our training TA and coaching, 300 00:17:25,560 --> 00:17:29,420 so we've developed some kind of prompts for coaches 301 00:17:29,420 --> 00:17:30,590 and trainers to use, 302 00:17:30,590 --> 00:17:34,530 to think about whether those constructs are really alive 303 00:17:34,530 --> 00:17:35,463 in the training. 304 00:17:37,270 --> 00:17:40,740 We are going to help show schools 305 00:17:40,740 --> 00:17:44,950 how they can use student and family voice 306 00:17:44,950 --> 00:17:48,790 in their PBIS work so that all stakeholders 307 00:17:48,790 --> 00:17:51,423 really feel like they have ownership over PBIS. 308 00:17:52,668 --> 00:17:56,810 Again, we will be analyzing statewide data, 309 00:17:56,810 --> 00:18:00,040 both fidelity data and student outcome data, 310 00:18:00,040 --> 00:18:03,410 based on race and ethnicity to help see 311 00:18:03,410 --> 00:18:07,250 where there might be some gaps and disproportionality, 312 00:18:07,250 --> 00:18:10,820 and then really work to listen and learn 313 00:18:10,820 --> 00:18:15,820 about the educational experiences of students of color 314 00:18:16,160 --> 00:18:17,113 in our state. 315 00:18:20,630 --> 00:18:23,053 Whoops, oh, 316 00:18:24,790 --> 00:18:26,963 it's taking me to the link. 317 00:18:26,963 --> 00:18:28,500 I guess I'll just show you this, 318 00:18:28,500 --> 00:18:30,900 'cause apparently my computer wants to show you. 319 00:18:31,890 --> 00:18:36,270 On this page of resources, for you to use in your work. 320 00:18:36,270 --> 00:18:39,130 One of them is this stakeholder survey 321 00:18:39,130 --> 00:18:42,120 that we have been using before schools 322 00:18:42,120 --> 00:18:44,230 come to Universal now. 323 00:18:44,230 --> 00:18:46,040 So this is a template version, 324 00:18:46,040 --> 00:18:49,010 so, please don't send out this link to people, 325 00:18:49,010 --> 00:18:51,930 because then you won't be able to see their responses, 326 00:18:51,930 --> 00:18:55,170 but this just gives you an idea of the types of questions 327 00:18:55,170 --> 00:18:56,490 you could ask. 328 00:18:56,490 --> 00:18:58,730 And obviously this was intended for schools 329 00:18:58,730 --> 00:19:00,970 that were not yet implementing PBIS 330 00:19:00,970 --> 00:19:03,210 to get input before they start, 331 00:19:03,210 --> 00:19:07,300 but you could adapt these to fit your needs 332 00:19:07,300 --> 00:19:09,620 since you're already implementing. 333 00:19:09,620 --> 00:19:11,730 But basically what is the stakeholder group 334 00:19:11,730 --> 00:19:15,250 who is filling this out, and then thinking through 335 00:19:15,250 --> 00:19:18,773 what student behaviors and what teacher behaviors, 336 00:19:19,620 --> 00:19:20,730 satisfy these things. 337 00:19:20,730 --> 00:19:22,780 So what makes it easier for everyone to learn? 338 00:19:22,780 --> 00:19:24,740 What makes that harder to learn? 339 00:19:24,740 --> 00:19:28,110 How do we make sure that people feel like they belong? 340 00:19:28,110 --> 00:19:30,713 So really, some ways to get some input, 341 00:19:32,250 --> 00:19:36,420 to be able to either form or change your school-wide 342 00:19:36,420 --> 00:19:40,530 expectations and your behavior systems. 343 00:19:40,530 --> 00:19:42,420 So that is one of the resources 344 00:19:42,420 --> 00:19:44,733 that's linked on this page for you. 345 00:19:47,560 --> 00:19:48,780 I think I have to click somewhere 346 00:19:48,780 --> 00:19:49,970 where the resources aren't, 347 00:19:49,970 --> 00:19:52,870 so they don't just keep opening up, but okay, there we go. 348 00:19:54,010 --> 00:19:58,870 So this is just a screenshot from that our equity webpage 349 00:19:58,870 --> 00:20:00,610 that I mentioned. 350 00:20:00,610 --> 00:20:03,790 So you'll see lots of great resources there. 351 00:20:03,790 --> 00:20:06,210 This is the cultural responsiveness field guide 352 00:20:06,210 --> 00:20:10,120 that came out from the National TA center. 353 00:20:10,120 --> 00:20:11,783 And what you'll find is, 354 00:20:14,530 --> 00:20:17,330 Tiered Fidelity Inventory companion guide, 355 00:20:17,330 --> 00:20:20,280 that helps you go through each item of the TFI 356 00:20:20,280 --> 00:20:22,503 and really reflect on whether, 357 00:20:24,119 --> 00:20:27,423 you are meeting the cultural responsiveness, 358 00:20:29,030 --> 00:20:32,077 recommendations for the different elements of the TFI. 359 00:20:34,450 --> 00:20:38,710 Yeah, Sherry, maybe you can, 360 00:20:38,710 --> 00:20:40,880 oh, I bet I can just click on it. 361 00:20:40,880 --> 00:20:42,190 Again, once we get to that one 362 00:20:42,190 --> 00:20:43,913 and I'll share the link to it. 363 00:20:46,030 --> 00:20:47,848 And then the cultural responsiveness field guide 364 00:20:47,848 --> 00:20:51,700 also brings you through five core features 365 00:20:51,700 --> 00:20:53,410 of equity within PBIS, 366 00:20:53,410 --> 00:20:57,220 and how your school might develop those out as well. 367 00:20:57,220 --> 00:20:59,380 So that is a super helpful guide 368 00:20:59,380 --> 00:21:01,290 if you're looking to begin this work. 369 00:21:01,290 --> 00:21:04,010 Oh, yeah, it really wants to show me, 370 00:21:04,010 --> 00:21:05,440 but that's what I wanted to happen anyway, 371 00:21:05,440 --> 00:21:06,273 so I'll put the link-- 372 00:21:06,273 --> 00:21:08,540 - I'm just gonna throw in some things 373 00:21:08,540 --> 00:21:09,794 while you're getting to where you need to be. 374 00:21:09,794 --> 00:21:10,670 - Yeah. 375 00:21:10,670 --> 00:21:13,740 - It's like, I'm moving actually the next few months 376 00:21:13,740 --> 00:21:16,910 into my retirement, so I'm doing all this reflection 377 00:21:16,910 --> 00:21:19,740 of like the years of PBIS. 378 00:21:19,740 --> 00:21:23,180 And when we started PBIS we as schools to come to training 379 00:21:23,180 --> 00:21:25,860 prepared to develop their expectations, 380 00:21:25,860 --> 00:21:27,850 which is one of the biggest parts, 381 00:21:27,850 --> 00:21:31,990 core parts of the practices of PBIS, 382 00:21:31,990 --> 00:21:36,990 and, what we never intentionally did, we implied, 383 00:21:37,640 --> 00:21:39,127 but what we never internally did was say, 384 00:21:39,127 --> 00:21:41,180 "Well, like what does everybody else think? 385 00:21:41,180 --> 00:21:42,980 And how does it fit within their culture? 386 00:21:42,980 --> 00:21:45,360 How do different people look at respect?" 387 00:21:45,360 --> 00:21:47,610 And so there, you know, just, 388 00:21:47,610 --> 00:21:52,603 this has been like a stunning rebirth or awareness 389 00:21:53,480 --> 00:21:57,130 and sensitivity to equity that has just emerged 390 00:21:57,130 --> 00:21:58,680 in the last couple years, 391 00:21:58,680 --> 00:22:00,580 tremendous resources from 392 00:22:01,440 --> 00:22:03,150 the National Technical Assistance Center, 393 00:22:03,150 --> 00:22:05,060 if you go to pbis.org, 394 00:22:05,060 --> 00:22:07,670 Amy's sharing with you a lot of these. 395 00:22:07,670 --> 00:22:10,140 And we're just, we're really like rushing, 396 00:22:10,140 --> 00:22:12,530 but we know this work takes a while 397 00:22:12,530 --> 00:22:15,750 to really embed it and not make equity an add-on, 398 00:22:15,750 --> 00:22:17,840 but make equity part of our thinking, 399 00:22:17,840 --> 00:22:19,840 just our core thinking all the time. 400 00:22:19,840 --> 00:22:22,410 So our action plan and everything we're sharing with you 401 00:22:22,410 --> 00:22:24,330 are resources you could use as well, 402 00:22:24,330 --> 00:22:27,460 specific to PBIS, because we know that you all are doing 403 00:22:27,460 --> 00:22:31,360 so much work on equity within your supervisory unions 404 00:22:31,360 --> 00:22:33,160 and districts and schools, 405 00:22:33,160 --> 00:22:35,980 this is PBIS specific that Amy is sharing with you, 406 00:22:35,980 --> 00:22:38,660 we hope you'll look at some of these resources, 407 00:22:38,660 --> 00:22:42,810 and know that we are really doing our own exploration 408 00:22:42,810 --> 00:22:45,230 as a team, as well. 409 00:22:45,230 --> 00:22:48,040 So we're all learning and moving together 410 00:22:48,040 --> 00:22:50,680 with urgency and patience at the same time. 411 00:22:50,680 --> 00:22:51,940 And I'll stop for a second 412 00:22:51,940 --> 00:22:54,040 'cause I know there's a lot more to share. 413 00:22:55,590 --> 00:22:56,423 - Thank you. 414 00:22:58,920 --> 00:23:00,800 This one, which you can't read, 415 00:23:00,800 --> 00:23:04,780 but, is the link to this one is actually just a link 416 00:23:04,780 --> 00:23:08,103 to email Ann, because this is called the, 417 00:23:09,060 --> 00:23:10,910 oh, I'm gonna mess up the acronym now, 418 00:23:10,910 --> 00:23:14,793 stakeholder input and satisfaction survey. 419 00:23:15,850 --> 00:23:18,390 And this is another great way to get information 420 00:23:18,390 --> 00:23:19,900 from your families. 421 00:23:19,900 --> 00:23:21,687 So it begins by asking them, 422 00:23:21,687 --> 00:23:24,090 "How do you want to communicate with us? 423 00:23:24,090 --> 00:23:27,230 What's most effective for you in terms of communication?" 424 00:23:27,230 --> 00:23:30,360 And then goes through some of the core features of PBIS, 425 00:23:30,360 --> 00:23:34,170 and asks how their family relates to them. 426 00:23:34,170 --> 00:23:36,530 So these are our expectations at school. 427 00:23:36,530 --> 00:23:39,140 How did those resonate for you at home? 428 00:23:39,140 --> 00:23:40,513 If not, why not? 429 00:23:41,400 --> 00:23:43,600 Those kinds of questions. 430 00:23:43,600 --> 00:23:47,200 So if you're interested in using, or looking at that, 431 00:23:47,200 --> 00:23:48,520 if you email Ann, 432 00:23:48,520 --> 00:23:51,780 we will get you connected to the site that it's housed on, 433 00:23:51,780 --> 00:23:55,310 so you actually can send it out, just like you did, 434 00:23:55,310 --> 00:23:58,560 the self assessment survey or the School Climate Survey, 435 00:23:58,560 --> 00:24:01,550 you can send it out electronically to families, 436 00:24:01,550 --> 00:24:04,700 but it's not live on your side of the site. 437 00:24:04,700 --> 00:24:06,950 So we just kind of have to activate it in the background 438 00:24:06,950 --> 00:24:10,353 for you to be able to see it, on PBIS assessment. 439 00:24:11,340 --> 00:24:13,180 - So they'll come out with nifty reports, 440 00:24:13,180 --> 00:24:15,330 kind of similar to the TFI and stuff. 441 00:24:15,330 --> 00:24:19,490 And it's also for students and educators. 442 00:24:19,490 --> 00:24:24,490 Also, there's a lot of questions on it that are terrific. 443 00:24:24,790 --> 00:24:26,720 So if you're looking for survey questions 444 00:24:26,720 --> 00:24:29,950 about communication, about what adults think about, 445 00:24:29,950 --> 00:24:31,970 what parents, family members think about, 446 00:24:31,970 --> 00:24:32,840 what's going on in school, 447 00:24:32,840 --> 00:24:34,180 take a look at some of the questions 448 00:24:34,180 --> 00:24:36,710 and you can also create your own surveys from that. 449 00:24:36,710 --> 00:24:39,220 We really like this particular tool 450 00:24:39,220 --> 00:24:42,173 and see, it's got a lot of questions have great potential. 451 00:24:43,080 --> 00:24:43,913 - Yeah. 452 00:24:43,913 --> 00:24:47,970 And, south Burlington actually worked to take that 453 00:24:47,970 --> 00:24:49,810 and the School Climate Survey, 454 00:24:49,810 --> 00:24:54,120 and kind of meld them together into one survey of their own, 455 00:24:54,120 --> 00:24:57,080 and, simplify the language 456 00:24:57,080 --> 00:25:02,080 so that it was easily translatable into different languages. 457 00:25:02,880 --> 00:25:05,720 So if you're interested in learning more about that, 458 00:25:05,720 --> 00:25:08,600 you can contact us and we'll put you in contact 459 00:25:08,600 --> 00:25:11,453 with the people at South Burlington that worked on that. 460 00:25:13,070 --> 00:25:15,490 This is just that one I already brought up, 461 00:25:15,490 --> 00:25:18,440 that I put the link to in the chat box. 462 00:25:18,440 --> 00:25:20,610 And then these are the core constructs 463 00:25:20,610 --> 00:25:23,040 that I referenced before. 464 00:25:23,040 --> 00:25:27,210 So thinking in everything we do about access representation, 465 00:25:27,210 --> 00:25:30,210 meaningful participation and high outcomes. 466 00:25:30,210 --> 00:25:33,700 And we're working right now on developing a document 467 00:25:33,700 --> 00:25:37,080 that kind of outlines some examples and non-examples 468 00:25:37,080 --> 00:25:42,043 of what those core constructs look like, within PBIS work. 469 00:25:42,043 --> 00:25:44,500 And we're not quite ready to send that out yet, 470 00:25:44,500 --> 00:25:48,963 but we will when it's in a final-ish version. 471 00:25:52,120 --> 00:25:52,953 Okay. 472 00:25:52,953 --> 00:25:55,530 And then the last resource we shared, 473 00:25:55,530 --> 00:25:57,770 I believe at the May coordinators meeting. 474 00:25:57,770 --> 00:26:02,080 And I think Jane is still on the phone or not the phone, 475 00:26:02,080 --> 00:26:04,460 but it's still on our webinar today. 476 00:26:04,460 --> 00:26:06,660 And I believe it was Rutland Intermediate School 477 00:26:06,660 --> 00:26:09,540 that actually took this resource. 478 00:26:09,540 --> 00:26:13,040 So 10 questions for ensuring equity and school discipline. 479 00:26:13,040 --> 00:26:15,840 And I believe that they actually changed 480 00:26:15,840 --> 00:26:18,680 one of their school-wide expectations, 481 00:26:18,680 --> 00:26:21,140 as a result of the work that they did around us. 482 00:26:21,140 --> 00:26:24,140 So Jane, if you wanna share what that process was like 483 00:26:24,986 --> 00:26:28,030 in the chat box, feel free, or if you wanna unmute. 484 00:26:28,030 --> 00:26:30,790 But really guides your team through this process, 485 00:26:30,790 --> 00:26:33,780 of slowing down and really looking at 486 00:26:33,780 --> 00:26:36,000 both your school-wide expectations, 487 00:26:36,000 --> 00:26:38,020 and some of the smaller expectations 488 00:26:38,020 --> 00:26:40,220 that might exist within your matrix, 489 00:26:40,220 --> 00:26:43,120 and really thinking about what do we exactly mean 490 00:26:43,120 --> 00:26:44,990 by this expectation? 491 00:26:44,990 --> 00:26:47,573 Why is it the expectation to begin with? 492 00:26:49,060 --> 00:26:50,830 Is it to promote safety? 493 00:26:50,830 --> 00:26:52,490 Is it to promote learning? 494 00:26:52,490 --> 00:26:54,550 Is it really just for compliance, 495 00:26:54,550 --> 00:26:57,190 or because someone thinks that that's 496 00:26:57,190 --> 00:26:59,040 what the respectful behavior is, 497 00:26:59,040 --> 00:27:01,453 but it's not kind of a Universal thing. 498 00:27:02,670 --> 00:27:05,210 Who decided that this expectation's necessary? 499 00:27:05,210 --> 00:27:08,390 What are the beliefs behind it, the values? 500 00:27:08,390 --> 00:27:11,190 So there are more questions that it guides you through, 501 00:27:11,190 --> 00:27:14,963 but, really helpful process to stop and reflect. 502 00:27:16,225 --> 00:27:20,310 Are any of our expectations marginalizing 503 00:27:20,310 --> 00:27:22,723 some of our community? 504 00:27:24,760 --> 00:27:28,660 And I believe the article that goes along 505 00:27:28,660 --> 00:27:31,680 with those questions is linked 506 00:27:31,680 --> 00:27:34,163 in the PowerPoint as well. 507 00:27:36,690 --> 00:27:41,690 So take just a minute, and we've done some of this work 508 00:27:42,360 --> 00:27:44,160 at the May coordinators meeting as-- 509 00:27:47,450 --> 00:27:50,230 What are some equity outcomes that you are hoping 510 00:27:50,230 --> 00:27:51,063 to achieve? 511 00:27:51,063 --> 00:27:55,780 And this would be specifically for your PBIS work, 512 00:27:55,780 --> 00:27:58,700 if you've kind of gotten to that stage 513 00:27:58,700 --> 00:28:02,040 of looking at PBIS. 514 00:28:02,040 --> 00:28:05,140 Or if not, what are some broader equity outcomes 515 00:28:05,140 --> 00:28:07,370 that your school is looking at, 516 00:28:07,370 --> 00:28:09,130 that your school is hoping to achieve. 517 00:28:09,130 --> 00:28:11,830 And just type those into the chat box. 518 00:28:11,830 --> 00:28:15,130 And just some examples you might be thinking about. 519 00:28:15,130 --> 00:28:17,780 Many of the districts have recently their last year, 520 00:28:17,780 --> 00:28:21,440 this year hired someone to be in some kind of role 521 00:28:21,440 --> 00:28:23,700 that's, it might not be this exact title, 522 00:28:23,700 --> 00:28:27,250 but a diversity equity and inclusion coordinator. 523 00:28:27,250 --> 00:28:29,890 So thinking about connecting with that person, 524 00:28:29,890 --> 00:28:32,943 collaborating with them to help you improve your PBIS, 525 00:28:33,960 --> 00:28:35,610 related equity work, 526 00:28:35,610 --> 00:28:37,360 maybe recruiting students and families 527 00:28:37,360 --> 00:28:39,253 to be on your PBIS team. 528 00:28:40,350 --> 00:28:42,840 Finally, taking the time to look through some of these tools 529 00:28:42,840 --> 00:28:44,783 and resources that we provided. 530 00:28:46,030 --> 00:28:49,640 So take a minute to type into the chat box. 531 00:28:49,640 --> 00:28:52,630 So Greg, they have already integrated 532 00:28:52,630 --> 00:28:54,730 their diversity coordinator into their team, 533 00:28:54,730 --> 00:28:58,323 I'm not sure what CNA means, but, that's awesome. 534 00:28:59,230 --> 00:29:04,030 And then Jane is sharing about the 10 questions process, 535 00:29:04,030 --> 00:29:05,250 changed their mindset, 536 00:29:05,250 --> 00:29:07,840 help them develop new expectations that were relevant 537 00:29:07,840 --> 00:29:09,850 to the entire population, 538 00:29:09,850 --> 00:29:13,360 and kind of revived those expectations from years ago. 539 00:29:13,360 --> 00:29:15,383 Awesome, thanks for sharing that Jane. 540 00:29:18,540 --> 00:29:21,663 Jen's district is doing an equity audits. 541 00:29:24,200 --> 00:29:25,033 Awesome. 542 00:29:25,033 --> 00:29:26,890 Community members and students on their district 543 00:29:26,890 --> 00:29:27,893 by committee. 544 00:29:30,200 --> 00:29:32,460 Carmen's getting more student and family voice 545 00:29:32,460 --> 00:29:34,220 on their Universal team. 546 00:29:34,220 --> 00:29:36,780 Looking at their school-wide expectations. 547 00:29:36,780 --> 00:29:39,113 Looking at what's expected of staff, yeah. 548 00:29:42,800 --> 00:29:45,053 I see wide improvements and equity work. 549 00:29:47,030 --> 00:29:50,970 Yeah, and I think, you know, the message we wanna get across 550 00:29:50,970 --> 00:29:53,400 is, in situations like that, 551 00:29:53,400 --> 00:29:56,270 where it's someone who's coming into the district 552 00:29:56,270 --> 00:29:59,280 who might not be familiar with your PBIS work, 553 00:29:59,280 --> 00:30:01,613 how can you connect with that person, 554 00:30:02,790 --> 00:30:06,770 to, have them also provide some consultation for you 555 00:30:06,770 --> 00:30:09,530 around how your PBIS work can be more equitable, right? 556 00:30:09,530 --> 00:30:14,530 Like, they might be looking at more academic data 557 00:30:14,700 --> 00:30:16,550 or things like that, 558 00:30:16,550 --> 00:30:21,550 but how can you really make PBIS part of that work as well? 559 00:30:23,460 --> 00:30:25,840 Nicole, they're working on family and student voice 560 00:30:25,840 --> 00:30:27,493 in the Universal team. 561 00:30:28,580 --> 00:30:29,540 Awesome. 562 00:30:29,540 --> 00:30:31,030 Yeah, so some, right? 563 00:30:31,030 --> 00:30:33,230 Some classroom and school-wide celebrations 564 00:30:33,230 --> 00:30:37,750 may not be super culturally responsive. 565 00:30:37,750 --> 00:30:41,880 So Lisa Finlayson at South Burlington, 566 00:30:41,880 --> 00:30:44,580 they included students on their team this year. 567 00:30:44,580 --> 00:30:47,220 And one of the suggestions for a school-wide celebration 568 00:30:47,220 --> 00:30:50,863 was, something like, you know, crazy hat day or something. 569 00:30:52,313 --> 00:30:53,557 And one of the students brought up, 570 00:30:53,557 --> 00:30:57,520 "Well, what about my friends who wears a hijab? 571 00:30:57,520 --> 00:31:00,690 What would she do for that day?" 572 00:31:00,690 --> 00:31:04,170 So, not only did that come from a student, which is great, 573 00:31:04,170 --> 00:31:05,680 but the student was highlighting 574 00:31:05,680 --> 00:31:08,720 how that was not culturally responsive 575 00:31:08,720 --> 00:31:11,733 school-wide celebration for that community. 576 00:31:14,440 --> 00:31:15,570 Winooski's done a lot of work 577 00:31:15,570 --> 00:31:17,980 around understanding equity, restorative justice, 578 00:31:17,980 --> 00:31:19,810 and Amanda would like their team 579 00:31:19,810 --> 00:31:23,480 to start looking at their expectations through equity ones. 580 00:31:23,480 --> 00:31:24,400 Awesome. 581 00:31:24,400 --> 00:31:26,630 - I just wanna give another shout out to Amanda 582 00:31:26,630 --> 00:31:28,130 and the team at Winooski, 583 00:31:28,130 --> 00:31:31,037 because, as Amy said that they did a session 584 00:31:31,037 --> 00:31:32,520 and they're gonna do another session 585 00:31:32,520 --> 00:31:37,073 on using the equity, the ethnicity, 586 00:31:40,240 --> 00:31:41,830 measures in Swiss. 587 00:31:41,830 --> 00:31:43,780 And we have her recording, 588 00:31:43,780 --> 00:31:47,310 we have a recording of the team, 589 00:31:47,310 --> 00:31:48,900 going through that process. 590 00:31:48,900 --> 00:31:52,620 So if your team's trying to work out their process 591 00:31:52,620 --> 00:31:57,180 for looking at their race and ethnicity data, 592 00:31:57,180 --> 00:31:59,700 we have a video to share with you, 593 00:31:59,700 --> 00:32:03,733 and Amanda's a star of it too, so that'd be really cool. 594 00:32:10,200 --> 00:32:11,033 - Okay. 595 00:32:11,033 --> 00:32:15,268 So for us, when, kind of how we'll know that 596 00:32:15,268 --> 00:32:17,223 we've met our goals. 597 00:32:18,230 --> 00:32:22,100 We ask at the end of every evaluation survey now, 598 00:32:22,100 --> 00:32:26,060 was diversity, equity and inclusion topics included? 599 00:32:26,060 --> 00:32:28,710 Do you feel like you gained knowledge in that area? 600 00:32:28,710 --> 00:32:31,530 So we're hoping to see growth in those areas 601 00:32:31,530 --> 00:32:32,673 as we continue. 602 00:32:33,670 --> 00:32:36,360 We hope to continue developing some new materials 603 00:32:36,360 --> 00:32:41,290 and resources about student stakeholder voice. 604 00:32:41,290 --> 00:32:45,100 We're hoping that up to 10 Vermont PBIS schools 605 00:32:45,100 --> 00:32:48,250 will use the cultural responsiveness companion 606 00:32:48,250 --> 00:32:52,780 to the TFI, and report back to us about that process. 607 00:32:52,780 --> 00:32:57,470 It's not necessarily about your score changing or not, 608 00:32:57,470 --> 00:33:01,620 but more about the process of using that companion 609 00:33:01,620 --> 00:33:03,023 to then action plan. 610 00:33:04,700 --> 00:33:06,480 We hope to increase the number of schools 611 00:33:06,480 --> 00:33:09,830 that are using the Swiss ethnicity reports, 612 00:33:09,830 --> 00:33:11,173 Swiss ethnicity reports, 613 00:33:12,228 --> 00:33:15,110 and hope to really bring in more diverse voices 614 00:33:15,110 --> 00:33:17,923 to our state PBIS leadership team. 615 00:33:19,750 --> 00:33:23,060 So I'm gonna turn it over to Sherry now, 616 00:33:23,060 --> 00:33:25,610 to talk about the second section 617 00:33:25,610 --> 00:33:28,070 of our kind of takeaways from last year 618 00:33:28,070 --> 00:33:30,833 and action planning for this year. 619 00:33:32,060 --> 00:33:35,820 - So, our second goal of our-- 620 00:33:35,820 --> 00:33:37,770 - Oh Sherry, do you know your camera's off? 621 00:33:37,770 --> 00:33:39,947 - Oh, well, I had something going on, 622 00:33:39,947 --> 00:33:42,970 and I think it's okay to share. 623 00:33:42,970 --> 00:33:44,810 You don't wanna see some things that might be happening 624 00:33:44,810 --> 00:33:46,327 in my house right now. 625 00:33:46,327 --> 00:33:47,980 (laughing) 626 00:33:47,980 --> 00:33:51,380 Anyway, the second goal of our action plan last year 627 00:33:51,380 --> 00:33:55,050 was to really focus on the PBIS framework 628 00:33:55,050 --> 00:33:56,650 to meet you where you're at. 629 00:33:56,650 --> 00:34:00,100 And our hope was to just share stuff with you, 630 00:34:00,100 --> 00:34:04,900 that you could use so that you're meeting your adults 631 00:34:04,900 --> 00:34:07,760 and your students and your family members where they're at. 632 00:34:07,760 --> 00:34:09,730 And so, this is probably, 633 00:34:09,730 --> 00:34:11,795 since a lot of you are veterans here, 634 00:34:11,795 --> 00:34:16,270 a very familiar visual to you, 635 00:34:16,270 --> 00:34:18,943 of course, several of us have this as our tattoo, 636 00:34:19,860 --> 00:34:24,450 but what, it really is the guiding core elements 637 00:34:24,450 --> 00:34:29,450 of how we operate PBIS or an MTSS framework, really. 638 00:34:30,673 --> 00:34:34,996 So, we're kinda hurrying up to go slower, 639 00:34:34,996 --> 00:34:38,000 and, what's new and different and exciting 640 00:34:38,000 --> 00:34:39,880 is that we have equity in the center. 641 00:34:39,880 --> 00:34:42,890 And really we're just being so much more intentional 642 00:34:42,890 --> 00:34:47,390 to see PBIS or MTSS as a multi-tiered framework 643 00:34:47,390 --> 00:34:50,440 so every student has access to high quality education. 644 00:34:50,440 --> 00:34:53,840 And so we've gotta be making all our decisions 645 00:34:53,840 --> 00:34:56,560 to ensure that students, all students have access. 646 00:34:56,560 --> 00:34:58,030 And if students need more, 647 00:34:58,030 --> 00:34:59,850 we have the capacity to provide more, 648 00:34:59,850 --> 00:35:02,910 so that they have the access to quality education. 649 00:35:02,910 --> 00:35:04,210 So if you look at this visual, 650 00:35:04,210 --> 00:35:06,010 what you wanna do in the beginning of the year, 651 00:35:06,010 --> 00:35:09,020 is think about what are the social, emotional, behavioral, 652 00:35:09,020 --> 00:35:11,930 and wellness outcomes you're hoping to achieve 653 00:35:11,930 --> 00:35:13,110 by the end of the year? 654 00:35:13,110 --> 00:35:16,530 And perhaps spend some time on your team, 655 00:35:16,530 --> 00:35:18,080 creating some smart goals, 656 00:35:18,080 --> 00:35:21,330 some statements about what outcomes you wanna achieve, 657 00:35:21,330 --> 00:35:23,920 and ensuring equity is at the center of that. 658 00:35:23,920 --> 00:35:27,240 And then with that, you have the practices, 659 00:35:27,240 --> 00:35:29,790 and the recommendation we got some great guidance 660 00:35:29,790 --> 00:35:32,300 from the National Technical Assistance Center last year, 661 00:35:32,300 --> 00:35:35,680 and we're following it, and we found it to be true, 662 00:35:35,680 --> 00:35:38,120 especially with these applications that we got 663 00:35:38,120 --> 00:35:41,400 for the acknowledgements for last year, 664 00:35:41,400 --> 00:35:43,640 of what schools did to use the framework 665 00:35:43,640 --> 00:35:46,310 to really maximize social emotional, 666 00:35:46,310 --> 00:35:47,570 behavior, learning wellness. 667 00:35:47,570 --> 00:35:50,630 So you wanna be thinking about practices, 668 00:35:50,630 --> 00:35:53,740 practices that have evidence behind them, 669 00:35:53,740 --> 00:35:57,270 that, are the smallest things that you can do 670 00:35:57,270 --> 00:35:59,210 to make the greatest change, 671 00:35:59,210 --> 00:36:01,700 that fit within your cultural context, 672 00:36:01,700 --> 00:36:03,310 and that are easy to implement. 673 00:36:03,310 --> 00:36:04,630 And the guidance that we got, 674 00:36:04,630 --> 00:36:06,320 which I really think holds true is, 675 00:36:06,320 --> 00:36:10,010 to find sort of the few practices, 676 00:36:10,010 --> 00:36:13,400 and not add a whole bunch of interventions and practices, 677 00:36:13,400 --> 00:36:17,130 but a few that you can do really, really well with fidelity. 678 00:36:17,130 --> 00:36:18,890 So, we thinking about what practices 679 00:36:18,890 --> 00:36:20,170 are most effective for you? 680 00:36:20,170 --> 00:36:22,140 And I'll talk about a practice in a minute, 681 00:36:22,140 --> 00:36:26,130 that is really like, just so elegantly simple. 682 00:36:26,130 --> 00:36:28,330 And then you need your system to be able to support 683 00:36:28,330 --> 00:36:30,950 all the adults in the building to implement the practices. 684 00:36:30,950 --> 00:36:33,990 And the system is your strong teaming infrastructure. 685 00:36:33,990 --> 00:36:36,100 And it was really great to see that Greg said 686 00:36:36,100 --> 00:36:38,220 that they're already connected with their diversity 687 00:36:38,220 --> 00:36:39,860 equity inclusion coordinator. 688 00:36:39,860 --> 00:36:41,930 We've been talking with some PBIS folks 689 00:36:41,930 --> 00:36:44,270 who didn't know even who that person was, 690 00:36:44,270 --> 00:36:46,780 or knew that there was this other team that existed. 691 00:36:46,780 --> 00:36:49,350 This year, especially because you're gonna have 692 00:36:49,350 --> 00:36:50,690 a lot of disruptive, 693 00:36:50,690 --> 00:36:53,660 potentially disruptive learning situations, 694 00:36:53,660 --> 00:36:56,650 you wanna have your teaming infrastructures aligned 695 00:36:56,650 --> 00:37:00,420 as well as possible so that work can support 696 00:37:00,420 --> 00:37:03,190 all the adults in the building to implement the practices. 697 00:37:03,190 --> 00:37:05,850 And then of course you have the data, 698 00:37:05,850 --> 00:37:09,360 data to both monitor how the students are doing, 699 00:37:09,360 --> 00:37:11,540 and also how are the adults doing 700 00:37:11,540 --> 00:37:13,160 to implement these interventions? 701 00:37:13,160 --> 00:37:15,310 What's the fidelity of those interventions? 702 00:37:15,310 --> 00:37:17,580 What students might need something more 703 00:37:17,580 --> 00:37:22,480 so that they have equity access to the education? 704 00:37:22,480 --> 00:37:25,210 So this is our guiding work, 705 00:37:25,210 --> 00:37:27,800 and we really wanna keep it as simple as that, 706 00:37:27,800 --> 00:37:31,400 and, you know, just, we use this framework a lot 707 00:37:31,400 --> 00:37:33,760 when we plan much of what we do. 708 00:37:33,760 --> 00:37:35,600 So if you could go to the next slide, 709 00:37:35,600 --> 00:37:39,060 it breaks down practices a little bit more. 710 00:37:39,060 --> 00:37:41,930 And this comes from a guidance document 711 00:37:41,930 --> 00:37:44,930 from the National Technical Assistance Center 712 00:37:44,930 --> 00:37:47,740 that will flash on the screen in a moment. 713 00:37:47,740 --> 00:37:50,090 But it's really breaking down the practices 714 00:37:50,090 --> 00:37:53,970 into some key things, to focus on social, emotional, 715 00:37:53,970 --> 00:37:56,580 behavioral, and academic growth. 716 00:37:56,580 --> 00:37:59,670 And the first key essential thing is connecting, 717 00:37:59,670 --> 00:38:02,500 connecting with adults, with students and with families. 718 00:38:02,500 --> 00:38:04,070 And in those connections, 719 00:38:04,070 --> 00:38:07,050 you really wanna establish positive relationships. 720 00:38:07,050 --> 00:38:09,110 There are so many good strategies, 721 00:38:09,110 --> 00:38:13,150 simple strategies to use to help you connect with students. 722 00:38:13,150 --> 00:38:17,520 And one is actually, got some research behind it, 723 00:38:17,520 --> 00:38:19,550 is positive greetings at the door. 724 00:38:19,550 --> 00:38:22,660 Connecting with the students every day in a positive way 725 00:38:22,660 --> 00:38:25,480 and saying their name, and having a little ritual 726 00:38:25,480 --> 00:38:28,870 that you do, connecting, making eye contact 727 00:38:28,870 --> 00:38:31,950 is really shown to increase on test behavior, 728 00:38:31,950 --> 00:38:34,860 reduce disruptions, and create positive relationships. 729 00:38:34,860 --> 00:38:37,880 So, just those positive greetings at the door 730 00:38:37,880 --> 00:38:39,810 are a simple, elegant practice 731 00:38:39,810 --> 00:38:42,110 that you could use to connect with students. 732 00:38:42,110 --> 00:38:43,480 Definitely essential this year, 733 00:38:43,480 --> 00:38:46,130 'cause we don't know what's going on at home 734 00:38:46,130 --> 00:38:46,963 or somewhere else, 735 00:38:46,963 --> 00:38:49,290 but you're making a positive connection with them. 736 00:38:49,290 --> 00:38:51,700 If we go a little further we, hello. 737 00:38:51,700 --> 00:38:53,000 - Oh I was just gonna say, 738 00:38:53,910 --> 00:38:55,690 some of the families that we talked about, 739 00:38:55,690 --> 00:38:58,050 talk to in the focus groups process, 740 00:38:58,050 --> 00:38:59,860 that was the thing that they remembered 741 00:38:59,860 --> 00:39:03,070 from this past school yeah, was how much nicer it was 742 00:39:03,070 --> 00:39:05,170 to be able to hand their student off to, 743 00:39:05,170 --> 00:39:09,170 or their child off to a particular adult in the building, 744 00:39:09,170 --> 00:39:12,870 at morning drop-off rather than just sending them off. 745 00:39:12,870 --> 00:39:15,700 So that was even helpful for the families 746 00:39:15,700 --> 00:39:20,660 to have that initial greeting at the outside door. 747 00:39:20,660 --> 00:39:23,240 - Yeah, those positive greetings. 748 00:39:23,240 --> 00:39:26,020 So, and then we wanna really find out, 749 00:39:26,020 --> 00:39:28,210 are there concerns that we might not be aware of? 750 00:39:28,210 --> 00:39:31,080 And so, there's informal or formal screenings 751 00:39:31,080 --> 00:39:33,160 that you can do, and so many of you have shared 752 00:39:33,160 --> 00:39:34,160 what you've been doing, 753 00:39:34,160 --> 00:39:36,620 both on the systematic screening level, 754 00:39:36,620 --> 00:39:38,720 as well as the informal screening level. 755 00:39:38,720 --> 00:39:40,070 But it's really getting a sense, 756 00:39:40,070 --> 00:39:42,960 a little bit more deeply of how students are doing, 757 00:39:42,960 --> 00:39:45,260 so you can intervene early, 758 00:39:45,260 --> 00:39:47,470 and that's the idea is to intervene early, 759 00:39:47,470 --> 00:39:50,190 catch things before they get to a place 760 00:39:50,190 --> 00:39:51,910 where it gets pretty complex. 761 00:39:51,910 --> 00:39:55,380 So, connect, screen, and then there's support and teach. 762 00:39:55,380 --> 00:39:58,760 And those are those really good core PBIS practices. 763 00:39:58,760 --> 00:40:01,240 It's really talking about the environment 764 00:40:01,240 --> 00:40:04,140 and setting up your physical environment 765 00:40:04,140 --> 00:40:07,760 so that it creates a space that enables students 766 00:40:07,760 --> 00:40:09,030 to develop routines. 767 00:40:09,030 --> 00:40:12,120 And when they develop routines, they're habits that form. 768 00:40:12,120 --> 00:40:14,290 And so you don't have to remind them all the time, 769 00:40:14,290 --> 00:40:17,030 because you've set up this space and this prompting 770 00:40:17,030 --> 00:40:20,240 in this teaching, to really create 771 00:40:20,240 --> 00:40:23,010 these really positive habits. 772 00:40:23,010 --> 00:40:26,970 And then teaching prompting, teaching lessons, 773 00:40:26,970 --> 00:40:29,620 providing really positive feedback, 774 00:40:29,620 --> 00:40:31,890 and ensuring that the feedback system 775 00:40:31,890 --> 00:40:34,700 that you have designed, is something that 776 00:40:34,700 --> 00:40:37,080 students consider as a positive thing, 777 00:40:37,080 --> 00:40:38,720 and they're excited about that. 778 00:40:38,720 --> 00:40:41,450 So maybe checking in again with students 779 00:40:41,450 --> 00:40:44,700 about what are the things that you're really excited about, 780 00:40:44,700 --> 00:40:48,980 as a way to celebrate how we're doing in school. 781 00:40:48,980 --> 00:40:50,660 So, the support and teach, 782 00:40:50,660 --> 00:40:52,940 and then of course the monitoring piece. 783 00:40:52,940 --> 00:40:55,310 And really having the opportunity for your team 784 00:40:55,310 --> 00:40:57,260 to develop a decision making process 785 00:40:57,260 --> 00:40:59,020 and data that you're gonna look at 786 00:40:59,020 --> 00:41:01,800 to see how students are doing. 787 00:41:01,800 --> 00:41:06,250 So those were sort of the guiding circle 788 00:41:06,250 --> 00:41:10,850 of ways to think about approaching this school year. 789 00:41:10,850 --> 00:41:14,170 And that document that Amy flashed up can be found, 790 00:41:14,170 --> 00:41:16,620 it can be linked from this PowerPoint. 791 00:41:16,620 --> 00:41:18,127 So you can take a look deeper at it, 792 00:41:18,127 --> 00:41:20,563 has a lot of strategies in it. 793 00:41:22,060 --> 00:41:24,610 Okay, and this I'm not gonna read this, 794 00:41:24,610 --> 00:41:26,890 but this is a great example again, 795 00:41:26,890 --> 00:41:30,090 from the recognition applications, 796 00:41:30,090 --> 00:41:33,810 about how Mary Dolan at Killington Elementary School 797 00:41:33,810 --> 00:41:35,880 and her team used the framework 798 00:41:35,880 --> 00:41:40,620 and that greeting of families and students before school, 799 00:41:40,620 --> 00:41:42,427 before class and during transitions, 800 00:41:42,427 --> 00:41:45,150 and the robust recognition system that they had. 801 00:41:45,150 --> 00:41:46,763 So that's pretty cool. 802 00:41:47,720 --> 00:41:50,050 And we set some goals last year. 803 00:41:50,050 --> 00:41:53,570 We held professional development, it was all virtual, 804 00:41:53,570 --> 00:41:58,360 we had 30 events, we are making sure, 805 00:41:58,360 --> 00:42:00,370 and we made sure, and we're gonna continue this 806 00:42:00,370 --> 00:42:03,920 going forward, that all of the professional learning 807 00:42:03,920 --> 00:42:07,040 that we put out this year really supports 808 00:42:07,040 --> 00:42:11,230 some strategies either by learning in person or virtually, 809 00:42:11,230 --> 00:42:16,230 or hybrid, and so people seem to be pretty satisfied 810 00:42:17,340 --> 00:42:19,040 with the work so we're gonna continue it. 811 00:42:19,040 --> 00:42:21,090 We added a lot of resources to our website 812 00:42:21,090 --> 00:42:22,330 for you to find on your own, 813 00:42:22,330 --> 00:42:24,960 and I'll highlight some on the next slide. 814 00:42:24,960 --> 00:42:27,830 And our training and coaching around systems, data 815 00:42:27,830 --> 00:42:32,750 and practices continues to be work that we support 816 00:42:32,750 --> 00:42:36,640 to happen for schools and supervisory unions and districts. 817 00:42:36,640 --> 00:42:40,450 So, some of the resources, as I said, 818 00:42:40,450 --> 00:42:43,910 technical assistance and coaching. 819 00:42:43,910 --> 00:42:46,920 Every PBIS schools, supervisory union 820 00:42:46,920 --> 00:42:49,620 has access to a technical assistance provider. 821 00:42:49,620 --> 00:42:51,970 We went from three to five. 822 00:42:51,970 --> 00:42:54,930 If you ever have a question about PBIS, 823 00:42:54,930 --> 00:42:56,690 and you could either email Ann Dobie 824 00:42:56,690 --> 00:42:58,350 because she knows everything, 825 00:42:58,350 --> 00:43:00,610 or you can email your technical assistance person, 826 00:43:00,610 --> 00:43:03,810 and we will work to get you an answer information 827 00:43:03,810 --> 00:43:05,530 or help you find the answer. 828 00:43:05,530 --> 00:43:09,250 So technical assistance person is really useful to you, 829 00:43:09,250 --> 00:43:10,880 any way, any question. 830 00:43:10,880 --> 00:43:12,880 There is no such thing as a stupid question, 831 00:43:12,880 --> 00:43:14,800 and then if you wanna go deeper with your team, 832 00:43:14,800 --> 00:43:17,830 we have 12 coaches available to you. 833 00:43:17,830 --> 00:43:22,220 And then we've updated some resources on our website, 834 00:43:22,220 --> 00:43:25,060 if you do have a chance, take a look, you know, 835 00:43:25,060 --> 00:43:27,500 just click a bunch of things, but there's new, 836 00:43:27,500 --> 00:43:30,540 really good page on family engagement resources, 837 00:43:30,540 --> 00:43:33,740 mental health, and PBIS specific resources. 838 00:43:33,740 --> 00:43:35,780 And I don't think we mentioned this earlier on, 839 00:43:35,780 --> 00:43:38,810 but there's now a webpage recently developed webpage 840 00:43:38,810 --> 00:43:40,270 on screening. 841 00:43:40,270 --> 00:43:42,540 Formal and informal screening, 842 00:43:42,540 --> 00:43:45,310 as well as the process your team could go through 843 00:43:45,310 --> 00:43:49,123 to establish the procedures and processes, 844 00:43:50,490 --> 00:43:52,580 that you need to really install screening 845 00:43:52,580 --> 00:43:54,550 so that it's most useful to you. 846 00:43:54,550 --> 00:43:55,700 It's got a lot of links, 847 00:43:55,700 --> 00:43:59,440 it's got a lot of links to different systematic screenings, 848 00:43:59,440 --> 00:44:01,230 as well as some of the informal ones. 849 00:44:01,230 --> 00:44:03,030 So if you're working on screening, 850 00:44:03,030 --> 00:44:05,370 which is part of the recovery planning process, 851 00:44:05,370 --> 00:44:07,203 this is a really good place to go. 852 00:44:08,290 --> 00:44:12,160 And then very excited to share with you our new PBIS 853 00:44:12,160 --> 00:44:17,130 micro learning it's called now, in the UVM world. 854 00:44:17,130 --> 00:44:21,670 It's an intro to PBIS, could take up to 30 minutes, 855 00:44:21,670 --> 00:44:23,100 closer to 20 minutes. 856 00:44:23,100 --> 00:44:26,540 This is a great video learning module, 857 00:44:26,540 --> 00:44:29,020 for new staff who are new to PBIS. 858 00:44:29,020 --> 00:44:31,120 And so they're getting support from your team, 859 00:44:31,120 --> 00:44:35,220 but this will give them sort of some of that understanding 860 00:44:35,220 --> 00:44:37,840 of the framework, and how it looks at tier one 861 00:44:37,840 --> 00:44:39,120 with equity at the center. 862 00:44:39,120 --> 00:44:43,260 So, it's really good if you're not busy Friday night, 863 00:44:43,260 --> 00:44:47,310 definitely something to consider, It won't take very long, 864 00:44:47,310 --> 00:44:49,563 but anyway, you can share it with your staff. 865 00:44:51,270 --> 00:44:52,163 Okay? 866 00:44:53,550 --> 00:44:58,550 And we wanna circle back to how this year is also a year 867 00:44:59,540 --> 00:45:02,550 to really be so much more intentional 868 00:45:02,550 --> 00:45:05,780 on taking care of ourselves and each other, and the adult, 869 00:45:05,780 --> 00:45:07,780 all the adults that you're working with. 870 00:45:09,110 --> 00:45:12,570 We can only help strengthen learning 871 00:45:12,570 --> 00:45:16,300 if we are strengthening ourselves. 872 00:45:16,300 --> 00:45:21,300 And so, this is a list of some really terrific resources, 873 00:45:22,770 --> 00:45:24,730 that you can look at. 874 00:45:24,730 --> 00:45:28,180 So many things on this list are ideas that came from you, 875 00:45:28,180 --> 00:45:30,620 that you shared with us, that were now coordinating 876 00:45:30,620 --> 00:45:32,460 and we're sharing it back with you, 877 00:45:32,460 --> 00:45:36,570 of things that you can do to really strengthen yourselves 878 00:45:36,570 --> 00:45:38,120 and each other. 879 00:45:38,120 --> 00:45:42,150 So you can persevere through this really confusing year 880 00:45:42,150 --> 00:45:43,393 that we've begun. 881 00:45:44,680 --> 00:45:49,440 And, also there's a link at the bottom to the best webinar 882 00:45:49,440 --> 00:45:51,980 I've ever seen on social, emotional learning, wellness, 883 00:45:51,980 --> 00:45:55,200 and mental health that Amy did last month, 884 00:45:55,200 --> 00:45:58,120 and if there are a million links to social, 885 00:45:58,120 --> 00:46:00,860 emotional learning and wellness things for adults 886 00:46:00,860 --> 00:46:01,910 and for students. 887 00:46:01,910 --> 00:46:05,230 So if you ha, if you didn't attend that, 888 00:46:05,230 --> 00:46:08,040 you might wanna check that out again for resources. 889 00:46:08,040 --> 00:46:09,670 We're just sharing resources with you 890 00:46:09,670 --> 00:46:12,683 so in your own time, you can find them. 891 00:46:13,900 --> 00:46:14,743 Okay. 892 00:46:15,780 --> 00:46:18,500 So, for this next year, we're staying the course. 893 00:46:18,500 --> 00:46:20,450 And, we'd love to hear from you, 894 00:46:20,450 --> 00:46:21,830 as Amy said at the beginning, 895 00:46:21,830 --> 00:46:26,033 about what you think might be most helpful to you. 896 00:46:27,070 --> 00:46:31,330 We have a pretty robust professional development calendar 897 00:46:31,330 --> 00:46:33,640 that you've probably seen already, 898 00:46:33,640 --> 00:46:36,410 and we still have some things that are scheduled 899 00:46:36,410 --> 00:46:38,430 to take place in person. 900 00:46:38,430 --> 00:46:41,050 Our goal is to make sure that any kind of training 901 00:46:41,050 --> 00:46:44,190 that we provide is safe and accessible to everyone. 902 00:46:44,190 --> 00:46:48,780 So, until we can figure out safety in person, 903 00:46:48,780 --> 00:46:53,660 or how to really do a hybrid kind of training, 904 00:46:53,660 --> 00:46:55,770 that's equitable to everybody, 905 00:46:55,770 --> 00:46:59,540 we will continue in this virtual mode for a little while, 906 00:46:59,540 --> 00:47:02,830 and we're gonna continue to build our training 907 00:47:02,830 --> 00:47:05,140 and technical assistance on social, emotional learning, 908 00:47:05,140 --> 00:47:08,573 and wellness and how it fits within the PBIS framework. 909 00:47:09,600 --> 00:47:13,170 We're excited that this next year we're gonna develop 910 00:47:13,170 --> 00:47:18,040 some new web pages on student voice, 911 00:47:18,040 --> 00:47:19,780 and social emotional learning, 912 00:47:19,780 --> 00:47:20,840 I don't know if you've all heard 913 00:47:20,840 --> 00:47:24,410 that the agency of education is also developing 914 00:47:24,410 --> 00:47:26,913 a whole website on, 915 00:47:26,913 --> 00:47:28,990 I was contracted to develop a whole website 916 00:47:28,990 --> 00:47:31,780 on social, emotional learning, so we'll connect with that. 917 00:47:31,780 --> 00:47:34,650 You're gonna be so full of resources, 918 00:47:34,650 --> 00:47:35,920 you're not gonna know what to do. 919 00:47:35,920 --> 00:47:37,970 But we're gonna make it a little bit easier for you. 920 00:47:37,970 --> 00:47:40,340 We hope by creating some materials 921 00:47:40,340 --> 00:47:43,230 that you can share with stakeholders about PBIS 922 00:47:43,230 --> 00:47:45,360 and about equity and PBIS. 923 00:47:45,360 --> 00:47:48,830 And of course you will hear from us July through March, 924 00:47:48,830 --> 00:47:51,000 and possibly extended to April, 925 00:47:51,000 --> 00:47:56,000 encouraging you to use the PBIS Fidelity measures, 926 00:47:57,110 --> 00:48:00,470 the Tiered Fidelity Inventory. 927 00:48:00,470 --> 00:48:04,350 There were 72% of schools completed it this year, 928 00:48:04,350 --> 00:48:08,680 prior to COVID, it was somewhere around 90%, 929 00:48:08,680 --> 00:48:10,630 so, that's excellent 930 00:48:10,630 --> 00:48:14,710 and we feel like you have decided, your teams have decided 931 00:48:14,710 --> 00:48:16,910 that this is a good process to go through, 932 00:48:16,910 --> 00:48:20,460 and it helps you prioritize what you might want to 933 00:48:20,460 --> 00:48:25,460 be focusing on your energies on for priorities coming up. 934 00:48:25,730 --> 00:48:30,730 And then, also we introduced the PBIS School Climate Survey 935 00:48:31,160 --> 00:48:34,160 last year and encouraged schools to consider them, 936 00:48:34,160 --> 00:48:37,240 and we know of, and we know there's a lot more, 937 00:48:37,240 --> 00:48:39,680 but we know of 30 PBIS schools, 938 00:48:39,680 --> 00:48:42,720 that use some form of the School Climate Survey, 939 00:48:42,720 --> 00:48:46,370 either for students, staff, families, or all three. 940 00:48:46,370 --> 00:48:49,560 So that exists, that's available to you at PBIS apps, 941 00:48:49,560 --> 00:48:52,400 you can just ask us to set that up for you. 942 00:48:52,400 --> 00:48:54,210 And that data is really useful, 943 00:48:54,210 --> 00:48:58,410 that's getting the feedback on how you can work together 944 00:48:58,410 --> 00:49:02,620 with your stakeholders to create a better school climate. 945 00:49:02,620 --> 00:49:04,960 And we're gonna continue to promote the use 946 00:49:04,960 --> 00:49:07,390 of technical assistance and coaching. 947 00:49:07,390 --> 00:49:10,360 We share our plan with you so that you know 948 00:49:10,360 --> 00:49:13,560 what we're up to, but also as a model 949 00:49:13,560 --> 00:49:16,160 for you to be thinking about your plan 950 00:49:16,160 --> 00:49:18,780 and what you wanna accomplish by the end of the year. 951 00:49:18,780 --> 00:49:20,910 So we're hoping that we accomplish these things, 952 00:49:20,910 --> 00:49:24,150 and we hope we can help you accomplish your things as well, 953 00:49:24,150 --> 00:49:26,140 and actually, it's 9:54 954 00:49:26,140 --> 00:49:27,840 so we can't do a breakout group, 955 00:49:27,840 --> 00:49:30,560 but, if you wanna put in the chat box, 956 00:49:30,560 --> 00:49:32,980 sort of some outcomes that you're hoping to achieve 957 00:49:32,980 --> 00:49:35,930 this year by using the framework, 958 00:49:35,930 --> 00:49:37,730 we'd love to hear from you. 959 00:49:37,730 --> 00:49:42,720 And I'll continue on while you're typing into the chat box, 960 00:49:42,720 --> 00:49:44,400 'cause many of you are veterans 961 00:49:44,400 --> 00:49:47,030 and so you've seen some of this before. 962 00:49:47,030 --> 00:49:50,070 So it could be just a reminder or for so many new folks 963 00:49:50,070 --> 00:49:52,262 to see that the way we've set it up 964 00:49:52,262 --> 00:49:54,850 is that there's a cascade of support. 965 00:49:54,850 --> 00:49:57,610 So this is our system's infrastructure. 966 00:49:57,610 --> 00:50:00,120 And so you have technical assistance providers 967 00:50:00,120 --> 00:50:02,170 that are available to you any time, 968 00:50:02,170 --> 00:50:04,600 coaches, if you wanna do the deeper work. 969 00:50:04,600 --> 00:50:06,260 At the supervisory union level, 970 00:50:06,260 --> 00:50:09,230 there's supervisory union coordinators from the district, 971 00:50:09,230 --> 00:50:11,610 supporting all the schools in their district 972 00:50:11,610 --> 00:50:14,080 or supervisory union that have PBIS, 973 00:50:14,080 --> 00:50:16,040 and then the school coordinators 974 00:50:16,040 --> 00:50:19,890 that are really those positive nags, and really are the glue 975 00:50:19,890 --> 00:50:21,990 that holds so much of the work together. 976 00:50:21,990 --> 00:50:23,140 And that's why we always encourage 977 00:50:23,140 --> 00:50:24,470 that the school coordinator, 978 00:50:24,470 --> 00:50:26,440 not necessarily be the principal, 979 00:50:26,440 --> 00:50:28,800 because there's a lot of things on a principal's plate, 980 00:50:28,800 --> 00:50:32,570 and so the principal supports that school coordinator 981 00:50:32,570 --> 00:50:33,403 to do the work. 982 00:50:33,403 --> 00:50:36,103 And if you could just roll next. 983 00:50:37,730 --> 00:50:38,930 And at the district level, 984 00:50:38,930 --> 00:50:41,930 there's actually been some research done that says 985 00:50:41,930 --> 00:50:45,433 that PBIS sustains after three years with, 986 00:50:46,600 --> 00:50:48,940 if there is strength at the district level 987 00:50:48,940 --> 00:50:53,770 to prioritize PBIS as a top priority, 988 00:50:53,770 --> 00:50:57,560 and gives the time and space and puts it into policy, 989 00:50:57,560 --> 00:50:59,390 that action plans will be created 990 00:50:59,390 --> 00:51:01,800 and become part of the school improvement plan. 991 00:51:01,800 --> 00:51:06,570 So, that district SU coordinator is really critical, 992 00:51:06,570 --> 00:51:11,570 to the sustainability of PBIS over years of time. 993 00:51:13,040 --> 00:51:14,680 And then the school coordinators I said, 994 00:51:14,680 --> 00:51:16,320 is that advocate and cheerleader, 995 00:51:16,320 --> 00:51:21,010 and we wanna work with you to build your capacity, 996 00:51:21,010 --> 00:51:22,960 to support your teams in any way. 997 00:51:22,960 --> 00:51:25,440 So we have sort of more frequent contact with you 998 00:51:25,440 --> 00:51:26,343 in particular. 999 00:51:28,470 --> 00:51:31,200 And there is a handbook that talks about 1000 00:51:31,200 --> 00:51:33,040 what your roles are as coordinators, 1001 00:51:33,040 --> 00:51:35,320 and that is on our website. 1002 00:51:35,320 --> 00:51:37,697 It, lists the function, so if you're wondering, 1003 00:51:37,697 --> 00:51:39,470 "What is my role, and what am I supposed to do?" 1004 00:51:39,470 --> 00:51:41,260 There is a list of functions, 1005 00:51:41,260 --> 00:51:42,790 we're updating that handbook right now, 1006 00:51:42,790 --> 00:51:44,250 so we're not highlighting it too much, 1007 00:51:44,250 --> 00:51:47,430 but, we hope that you'll take a look at that 1008 00:51:47,430 --> 00:51:49,573 if you're wondering about your roles. 1009 00:51:51,130 --> 00:51:56,090 And, this is a good time to remember in your role, 1010 00:51:56,090 --> 00:51:58,240 that supporting your administrator 1011 00:51:58,240 --> 00:52:01,430 to support the work of PBIS is really critical. 1012 00:52:01,430 --> 00:52:04,510 And you see Chris Dodge here when he was at Fletcher 1013 00:52:04,510 --> 00:52:06,350 as the principal of Fletcher, 1014 00:52:06,350 --> 00:52:11,310 definitely supporting PBIS in the most unusual way. 1015 00:52:11,310 --> 00:52:13,830 And then this coordinator supporting the team 1016 00:52:13,830 --> 00:52:15,980 and looking at data on the right-hand side. 1017 00:52:17,300 --> 00:52:19,660 And Ryan saying, "Our biggest goal and challenge 1018 00:52:19,660 --> 00:52:23,050 may be to bring consistency to our K-12 school," 1019 00:52:23,050 --> 00:52:24,560 absolutely. 1020 00:52:24,560 --> 00:52:27,630 Yeah, K-12 school in three different buildings, right? 1021 00:52:27,630 --> 00:52:31,380 So, definitely it's great 1022 00:52:31,380 --> 00:52:34,170 you have some great people around you to provide support, 1023 00:52:34,170 --> 00:52:37,343 and I'm excited to hear how that goes. 1024 00:52:39,720 --> 00:52:40,910 Okay, bye Jane, thanks. 1025 00:52:40,910 --> 00:52:43,290 So here's some upcoming dates, 1026 00:52:43,290 --> 00:52:46,900 we're holding our forum virtually on October 7th, 1027 00:52:46,900 --> 00:52:51,600 so, really great sessions, keynote by Kent Macintosh 1028 00:52:51,600 --> 00:52:54,490 ignite sessions, celebrations. 1029 00:52:54,490 --> 00:52:58,370 We hope you'll join us for the day, lots of breaks, 1030 00:52:58,370 --> 00:53:01,740 but we're hoping that you'll find something on the agenda 1031 00:53:01,740 --> 00:53:03,120 of interest to you. 1032 00:53:03,120 --> 00:53:06,470 A day-to-day webinar on October 20th, good time in October, 1033 00:53:06,470 --> 00:53:08,020 middle of right there in the middle of October, 1034 00:53:08,020 --> 00:53:09,680 to be looking at the data 1035 00:53:09,680 --> 00:53:12,850 that you've got so far this year and, you know, 1036 00:53:12,850 --> 00:53:16,210 working on your processes for decision-making and analyzing, 1037 00:53:16,210 --> 00:53:18,170 and then the coordinators in particular 1038 00:53:18,170 --> 00:53:22,040 are invited to participate in a session in January, 1039 00:53:22,040 --> 00:53:24,030 and a session in May. 1040 00:53:24,030 --> 00:53:27,070 We have one scheduled for in-person 1041 00:53:27,070 --> 00:53:30,360 on the 18th of January or a webinar the next day. 1042 00:53:30,360 --> 00:53:34,640 So you can choose one or the other in January and or May. 1043 00:53:34,640 --> 00:53:36,770 And you can see then on our professional development 1044 00:53:36,770 --> 00:53:38,810 calendar, which is linked here. 1045 00:53:38,810 --> 00:53:41,220 And I think at 9:59... 1046 00:53:44,820 --> 00:53:47,090 Oh yes, contexts, contexts. 1047 00:53:47,090 --> 00:53:50,050 So, if you're new and you haven't updated your context, 1048 00:53:50,050 --> 00:53:53,670 please help us by going to this directory 1049 00:53:53,670 --> 00:53:57,000 and putting in your new information, 1050 00:53:57,000 --> 00:53:59,600 or anybody else you know in your school, 1051 00:53:59,600 --> 00:54:03,020 that we can share our information with on a regular basis, 1052 00:54:03,020 --> 00:54:08,020 and, also stay connected with Facebook, Twitter, and email. 1053 00:54:08,310 --> 00:54:10,640 Email, the old snail mail, or give us a call, 1054 00:54:10,640 --> 00:54:12,700 we're really excited for this school year 1055 00:54:12,700 --> 00:54:16,290 and we hope that, you've gotten some things 1056 00:54:16,290 --> 00:54:18,493 that might help you move forward, thank you. 1057 00:54:19,520 --> 00:54:22,430 Oh, and you'll get a feedback survey from us 1058 00:54:22,430 --> 00:54:25,083 shortly after, asking you how this went. 1059 00:54:35,960 --> 00:54:39,683 And there they go, the black boxes disappear.