- So,
all of you are now,
I saw someone post last night, like,
"Wow, it's been a really long school year,"
and it's been three weeks or two weeks.
So, we're trying to recognize where you are and,
keep this as informative,
but manageable as possible for you this week,
because there's a lot of uncertainty going on.
So, to start out on a light note at least,
if you can type into the chat box,
what school you are here from today or what district,
and then what was your favorite moment
of the school year so far?
- There were so many, it's hard to think of them.
Hugging students, wonderful Amanda.
Welcome Ryan.
One-on-one, nice.
(laughing)
- My daughter started preschool on Tuesday
and, I asked her on the drive home if she listened
to her teacher that day.
And she said, "No, why?"
(laughing)
I hope she just misunderstood the question.
(laughing)
- So a lot of hugging going on.
(laughing)
- All right, well, feel free to keep typing
these bright spots into the chat box
for those of us that are not in schools anymore,
it's nice to get a glimpse into what it's looking like.
And just kind of recognizing where we are,
and recognizing that, this has been an extended period
of high stress and uncertainty,
and where that has left teachers.
And we keep consistently being surprised
when we talk to school people and they're kind of like,
"Yeah, everything's great, we're just happy to see the kids,
we're just happy to be in person."
And so it just always reminds us of the resilience
of teachers and, you know,
recognizing that it hasn't been easy,
and that you don't have to be positive all the time,
but, that education is still a really uplifting place to be.
But, we do realize that this pandemic is hitting
different groups of people differently.
And, with the racial disparities in the actual virus data
in Vermont, and then thinking about
how students education has been impacted,
differently across different groups,
is a tall order to kind of help reduce that gap.
But like what you guys just pointed out,
there have been some really positive moments
and some kind of silver linings,
and so this is a quote from a student at Main Street Middle
who felt very supported this year.
She felt like she was able to get,
and this is talking about last year,
was able to get more help from her teachers,
felt she was listened to because of the smaller class sizes.
And then Kate from Morris Town Elementary,
just really thinking of creative ways
to continue their PBIS work and how that really helped them
build resilience and celebrate with one another and bond.
So it's always kind of that balance
of, looking at some of the positives
that are coming out of this,
and also recognizing that it's been really,
really challenging for a lot of people.
Oh, oops.
So some of you might know Jeff from People's Academy,
and he also was feeling like last year
they were really able to meet students' needs,
with the smaller class sizes.
Remote learning was helpful for some students,
who were experiencing behavior issues before.
And then from Blue Mountain School,
they really felt like they came together
as a school community,
and were kind of pushed to the limits,
but they really felt like they were able to show
what a strong team they were despite
the high levels of stress and anxiety.
And these were just some quotes that we pulled
from the acknowledgements applications,
so if your school completed either the TFI, SAS
or School Climate Survey,
you were invited to apply for acknowledgement
for continuing your PBIS work last year,
so that was some of the quotes from there.
So today we're hoping to talk a little bit about,
some takeaways from last year from our team,
and how you might apply those to your work.
Some new strategies that have been developed,
what our action plan looks like for the next year,
some resources that have been developed
either by us or the National TA Center
or other organizations that we'd like to share with you,
for you to use in your work.
A brief review of the role of the coordinator,
and some considerations for this year in particular,
and then just lots more resources,
activities to support you and how we'll stay connected
throughout the year.
And if there's anything that you felt
like you were hoping to take away from today,
that's not listed here or that you,
we start getting to the end and you have something
that you'd really like to talk about,
we should have time for that.
And feel free to type that into the chat box
now if you know what you're thinking of,
that you really wanna cover today,
or, as we go along is fine too.
So just take one minute to type into the chat box,
what is the, one of the key things that you,
your school or you as yourself took away from last year,
that has helped ease the transition into this school year?
And it could be PBIS related or it could be whole school,
separate from PBIS related, or it could be a personal thing.
Like, "I learned this about myself,
that makes me more ready to be at school."
One day at a time, yeah.
Resiliency of children, for sure.
Awesome.
Carmen's team met with more students and families
prior to the start of school.
Looking for the positive.
- There has really been a theme that we've noticed,
which is the more intentional connections with families,
than ever before.
And, you know, we always say
we have to have family engagement
to really help kids succeed in school,
and this past year and a half has shown us
how critical that is, and how it's become
sort of part of the fabric of what a lot of schools
are doing right now, it's really great.
Adaptability of staff, changing circumstances.
- Awesome Martha,
I'm happy to see your team's looking at PBIS in a new way.
Awesome, training new staff.
Yeah.
Awesome.
Yeah, I think, you know, the importance of relationships,
we always were stressing,
but I think teachers had more flexibility in time
to be able to develop those relationships
at the beginning of last school year,
which, hopefully they brought into this year too.
So for us some of our key takeaways
and the work we really focused on,
were how to center equity in our work.
So we'll talk a little bit about our commitment to equity
and our action plan.
And then really thinking about how we can use
the PBIS framework to meet folks where they are.
So recognizing that this is, you know,
an adaptable framework that should help schools,
in their everyday life at school,
rather than feeling like something separate.
Really thinking about what systems need to be in place
that are most essential for this work to continue.
What data are we looking at to know if students and families
are successful, and who might need more support?
What is the small number of practices we can put into place
to really have the biggest impact?
And then how are all of those impacting our outcomes?
Really focusing on how to improve wellness
and give opportunities for reflection.
So often during a school year, things are very,
go, go, go, go, go,
we don't have time to sit and reflect about
what has been successful and what needs to change,
but, realizing the importance for that
and how to build it in as a process within your school.
And then we've really focused on getting resources
out to coordinators mostly.
So if you wanna take a minute to just read,
we have come together as a state team this summer
to adapt our commitment to equity.
Last August, we developed our original version
of this commitment to equity
and have made some shifts and changes,
so I'll be quiet for a minute and give you a chance to read
this commitment to equity,
and if you have any questions or comments
or even suggestions for something that might not be clear,
or that needs to be stressed more,
feel free to type those into the chat box.
So for us, this work has really been,
kind of recognizing where PBIS sits within
the educational landscape of education itself, being,
rooted in some systems of unintended oppression,
and thinking about how we can work to make PBIS
a more equitable framework.
And for us, that really has been focused
around, how can we bring in students and families
and a representative group of staff
in right from the beginning of PBIS for our new schools
that are being trained,
and, rather than, you know,
kind of this team from above coming up
with what are our expectations for our community gonna be,
developing those expectations as a whole school community,
and for schools that are already implementing,
had been implementing for a while,
how can you bring in those student and family voices,
and, use some resources that have come out
from the National TA Center,
like the cultural responsiveness field guide,
to really think about each element
of your PBIS implementation
and how it can be more culturally responsive
to the students and families
that are part of your community.
So out of this commitment to equity,
we developed a action plan that will help us
get to meeting that commitment.
So, last year, some things that we worked on,
were creating and then updating that commitment to equity,
developing this action plan to begin with.
And we really started with some professional development
for our own state team.
And for those of you who don't know,
the state team is made up of our coaches,
so we have about 12 coaches, and also some people
from the agency of education,
and the department of mental health.
So our state team I believe is now about 20 people
who are really thinking about PBIS on a statewide level.
So we engaged with some professional development
with Ruthie Payno-Simmons, and also on our own,
to really be more, aware of the issues within education,
and within PBIS specifically,
and also to do some self identity work.
Rebecca Lallier who's one of our coaches
developed a really strong resources page on our website.
And, maybe if you can put the link to the webinar's
page of our website,
this PowerPoint is listed there at the top,
and all of, everywhere where you see
where it looks like a link is linked in here.
So this PowerPoint will be a great one to come back to,
to then click on the links and be able
to get to these different locations.
Or you can kind of play around on our website as well.
But that equity resources page
is really a good grounding place,
and it's specifically related to PBIS equity resources,
not kind of, you know broader equity resources,
so it can really help you narrow down
your focus within your PBIS work around equity.
We also did some research into indigenous people history
and teachings in order to develop our land acknowledgement
for the Summer Institute.
And alongside just doing the land acknowledgement,
we provided a resource page for people
to be able to learn more themselves about indigenous people
and, how they might support and recognize
the strengths that our indigenous population
Vermont bring to our state.
We did work to embed equity learning
into all of our core Vermont PBIS trainings,
so that's Universal targeted, intensive and refresher,
so if you came to the Summer Institute,
you probably noticed that theme
throughout those core trainings.
We did some work around family and student voice
using surveys and interviews and focus groups
of families and students,
which was really illuminating to hear what they took away
from last year, and what was helpful
and challenging for them.
And then we also thanks to Amanda,
provided some training in how to analyze student race
and ethnicity behavior data, through Swiss,
to assess disproportionality.
So, and there's also gonna be a session on that
at the October forum on October 7th,
which is now gonna be virtual.
We'll talk more about later,
but, Amanda and her team at JFK
are gonna do that workshop again,
which was really great at the Summer Institute.
So, that was kind of what we accomplished last year
around equity.
This year, we'll be continuing our state team
professional development,
creating a communication and dissemination plan
that you as coordinators can use,
that we will use, to kind of help support
the messaging that PBIS can be an equitable framework
and the progress and growth that has happened,
as a result of our work.
We also are going to use equity constructs,
so we'll show an image of this later on today,
to help guide our training TA and coaching,
so we've developed some kind of prompts for coaches
and trainers to use,
to think about whether those constructs are really alive
in the training.
We are going to help show schools
how they can use student and family voice
in their PBIS work so that all stakeholders
really feel like they have ownership over PBIS.
Again, we will be analyzing statewide data,
both fidelity data and student outcome data,
based on race and ethnicity to help see
where there might be some gaps and disproportionality,
and then really work to listen and learn
about the educational experiences of students of color
in our state.
Whoops, oh,
it's taking me to the link.
I guess I'll just show you this,
'cause apparently my computer wants to show you.
On this page of resources, for you to use in your work.
One of them is this stakeholder survey
that we have been using before schools
come to Universal now.
So this is a template version,
so, please don't send out this link to people,
because then you won't be able to see their responses,
but this just gives you an idea of the types of questions
you could ask.
And obviously this was intended for schools
that were not yet implementing PBIS
to get input before they start,
but you could adapt these to fit your needs
since you're already implementing.
But basically what is the stakeholder group
who is filling this out, and then thinking through
what student behaviors and what teacher behaviors,
satisfy these things.
So what makes it easier for everyone to learn?
What makes that harder to learn?
How do we make sure that people feel like they belong?
So really, some ways to get some input,
to be able to either form or change your school-wide
expectations and your behavior systems.
So that is one of the resources
that's linked on this page for you.
I think I have to click somewhere
where the resources aren't,
so they don't just keep opening up, but okay, there we go.
So this is just a screenshot from that our equity webpage
that I mentioned.
So you'll see lots of great resources there.
This is the cultural responsiveness field guide
that came out from the National TA center.
And what you'll find is,
Tiered Fidelity Inventory companion guide,
that helps you go through each item of the TFI
and really reflect on whether,
you are meeting the cultural responsiveness,
recommendations for the different elements of the TFI.
Yeah, Sherry, maybe you can,
oh, I bet I can just click on it.
Again, once we get to that one
and I'll share the link to it.
And then the cultural responsiveness field guide
also brings you through five core features
of equity within PBIS,
and how your school might develop those out as well.
So that is a super helpful guide
if you're looking to begin this work.
Oh, yeah, it really wants to show me,
but that's what I wanted to happen anyway,
so I'll put the link--
- I'm just gonna throw in some things
while you're getting to where you need to be.
- Yeah.
- It's like, I'm moving actually the next few months
into my retirement, so I'm doing all this reflection
of like the years of PBIS.
And when we started PBIS we as schools to come to training
prepared to develop their expectations,
which is one of the biggest parts,
core parts of the practices of PBIS,
and, what we never intentionally did, we implied,
but what we never internally did was say,
"Well, like what does everybody else think?
And how does it fit within their culture?
How do different people look at respect?"
And so there, you know, just,
this has been like a stunning rebirth or awareness
and sensitivity to equity that has just emerged
in the last couple years,
tremendous resources from
the National Technical Assistance Center,
if you go to pbis.org,
Amy's sharing with you a lot of these.
And we're just, we're really like rushing,
but we know this work takes a while
to really embed it and not make equity an add-on,
but make equity part of our thinking,
just our core thinking all the time.
So our action plan and everything we're sharing with you
are resources you could use as well,
specific to PBIS, because we know that you all are doing
so much work on equity within your supervisory unions
and districts and schools,
this is PBIS specific that Amy is sharing with you,
we hope you'll look at some of these resources,
and know that we are really doing our own exploration
as a team, as well.
So we're all learning and moving together
with urgency and patience at the same time.
And I'll stop for a second
'cause I know there's a lot more to share.
- Thank you.
This one, which you can't read,
but, is the link to this one is actually just a link
to email Ann, because this is called the,
oh, I'm gonna mess up the acronym now,
stakeholder input and satisfaction survey.
And this is another great way to get information
from your families.
So it begins by asking them,
"How do you want to communicate with us?
What's most effective for you in terms of communication?"
And then goes through some of the core features of PBIS,
and asks how their family relates to them.
So these are our expectations at school.
How did those resonate for you at home?
If not, why not?
Those kinds of questions.
So if you're interested in using, or looking at that,
if you email Ann,
we will get you connected to the site that it's housed on,
so you actually can send it out, just like you did,
the self assessment survey or the School Climate Survey,
you can send it out electronically to families,
but it's not live on your side of the site.
So we just kind of have to activate it in the background
for you to be able to see it, on PBIS assessment.
- So they'll come out with nifty reports,
kind of similar to the TFI and stuff.
And it's also for students and educators.
Also, there's a lot of questions on it that are terrific.
So if you're looking for survey questions
about communication, about what adults think about,
what parents, family members think about,
what's going on in school,
take a look at some of the questions
and you can also create your own surveys from that.
We really like this particular tool
and see, it's got a lot of questions have great potential.
- Yeah.
And, south Burlington actually worked to take that
and the School Climate Survey,
and kind of meld them together into one survey of their own,
and, simplify the language
so that it was easily translatable into different languages.
So if you're interested in learning more about that,
you can contact us and we'll put you in contact
with the people at South Burlington that worked on that.
This is just that one I already brought up,
that I put the link to in the chat box.
And then these are the core constructs
that I referenced before.
So thinking in everything we do about access representation,
meaningful participation and high outcomes.
And we're working right now on developing a document
that kind of outlines some examples and non-examples
of what those core constructs look like, within PBIS work.
And we're not quite ready to send that out yet,
but we will when it's in a final-ish version.
Okay.
And then the last resource we shared,
I believe at the May coordinators meeting.
And I think Jane is still on the phone or not the phone,
but it's still on our webinar today.
And I believe it was Rutland Intermediate School
that actually took this resource.
So 10 questions for ensuring equity and school discipline.
And I believe that they actually changed
one of their school-wide expectations,
as a result of the work that they did around us.
So Jane, if you wanna share what that process was like
in the chat box, feel free, or if you wanna unmute.
But really guides your team through this process,
of slowing down and really looking at
both your school-wide expectations,
and some of the smaller expectations
that might exist within your matrix,
and really thinking about what do we exactly mean
by this expectation?
Why is it the expectation to begin with?
Is it to promote safety?
Is it to promote learning?
Is it really just for compliance,
or because someone thinks that that's
what the respectful behavior is,
but it's not kind of a Universal thing.
Who decided that this expectation's necessary?
What are the beliefs behind it, the values?
So there are more questions that it guides you through,
but, really helpful process to stop and reflect.
Are any of our expectations marginalizing
some of our community?
And I believe the article that goes along
with those questions is linked
in the PowerPoint as well.
So take just a minute, and we've done some of this work
at the May coordinators meeting as--
What are some equity outcomes that you are hoping
to achieve?
And this would be specifically for your PBIS work,
if you've kind of gotten to that stage
of looking at PBIS.
Or if not, what are some broader equity outcomes
that your school is looking at,
that your school is hoping to achieve.
And just type those into the chat box.
And just some examples you might be thinking about.
Many of the districts have recently their last year,
this year hired someone to be in some kind of role
that's, it might not be this exact title,
but a diversity equity and inclusion coordinator.
So thinking about connecting with that person,
collaborating with them to help you improve your PBIS,
related equity work,
maybe recruiting students and families
to be on your PBIS team.
Finally, taking the time to look through some of these tools
and resources that we provided.
So take a minute to type into the chat box.
So Greg, they have already integrated
their diversity coordinator into their team,
I'm not sure what CNA means, but, that's awesome.
And then Jane is sharing about the 10 questions process,
changed their mindset,
help them develop new expectations that were relevant
to the entire population,
and kind of revived those expectations from years ago.
Awesome, thanks for sharing that Jane.
Jen's district is doing an equity audits.
Awesome.
Community members and students on their district
by committee.
Carmen's getting more student and family voice
on their Universal team.
Looking at their school-wide expectations.
Looking at what's expected of staff, yeah.
I see wide improvements and equity work.
Yeah, and I think, you know, the message we wanna get across
is, in situations like that,
where it's someone who's coming into the district
who might not be familiar with your PBIS work,
how can you connect with that person,
to, have them also provide some consultation for you
around how your PBIS work can be more equitable, right?
Like, they might be looking at more academic data
or things like that,
but how can you really make PBIS part of that work as well?
Nicole, they're working on family and student voice
in the Universal team.
Awesome.
Yeah, so some, right?
Some classroom and school-wide celebrations
may not be super culturally responsive.
So Lisa Finlayson at South Burlington,
they included students on their team this year.
And one of the suggestions for a school-wide celebration
was, something like, you know, crazy hat day or something.
And one of the students brought up,
"Well, what about my friends who wears a hijab?
What would she do for that day?"
So, not only did that come from a student, which is great,
but the student was highlighting
how that was not culturally responsive
school-wide celebration for that community.
Winooski's done a lot of work
around understanding equity, restorative justice,
and Amanda would like their team
to start looking at their expectations through equity ones.
Awesome.
- I just wanna give another shout out to Amanda
and the team at Winooski,
because, as Amy said that they did a session
and they're gonna do another session
on using the equity, the ethnicity,
measures in Swiss.
And we have her recording,
we have a recording of the team,
going through that process.
So if your team's trying to work out their process
for looking at their race and ethnicity data,
we have a video to share with you,
and Amanda's a star of it too, so that'd be really cool.
- Okay.
So for us, when, kind of how we'll know that
we've met our goals.
We ask at the end of every evaluation survey now,
was diversity, equity and inclusion topics included?
Do you feel like you gained knowledge in that area?
So we're hoping to see growth in those areas
as we continue.
We hope to continue developing some new materials
and resources about student stakeholder voice.
We're hoping that up to 10 Vermont PBIS schools
will use the cultural responsiveness companion
to the TFI, and report back to us about that process.
It's not necessarily about your score changing or not,
but more about the process of using that companion
to then action plan.
We hope to increase the number of schools
that are using the Swiss ethnicity reports,
and hope to really bring in more diverse voices
to our state PBIS leadership team.
So I'm gonna turn it over to Sherry now,
to talk about the second section
of our kind of takeaways from last year
and action planning for this year.
- So, our second goal of our--
- Oh Sherry, do you know your camera's off?
- Oh, well, I had something going on,
and I think it's okay to share.
You don't wanna see some things that might be happening
in my house right now.
(laughing)
Anyway, the second goal of our action plan last year
was to really focus on the PBIS framework
to meet you where you're at.
And our hope was to just share stuff with you,
that you could use so that you're meeting your adults
and your students and your family members where they're at.
And so, this is probably,
since a lot of you are veterans here,
a very familiar visual to you,
of course, several of us have this as our tattoo,
but what, it really is the guiding core elements
of how we operate PBIS or an MTSS framework, really.
So, we're kinda hurrying up to go slower,
and, what's new and different and exciting
is that we have equity in the center.
And really we're just being so much more intentional
to see PBIS or MTSS as a multi-tiered framework
so every student has access to high quality education.
And so we've gotta be making all our decisions
to ensure that students, all students have access.
And if students need more,
we have the capacity to provide more,
so that they have the access to quality education.
So if you look at this visual,
what you wanna do in the beginning of the year,
is think about what are the social, emotional, behavioral,
and wellness outcomes you're hoping to achieve
by the end of the year?
And perhaps spend some time on your team,
creating some smart goals,
some statements about what outcomes you wanna achieve,
and ensuring equity is at the center of that.
And then with that, you have the practices,
and the recommendation we got some great guidance
from the National Technical Assistance Center last year,
and we're following it, and we found it to be true,
especially with these applications that we got
for the acknowledgements for last year,
of what schools did to use the framework
to really maximize social emotional,
behavior, learning wellness.
So you wanna be thinking about practices,
practices that have evidence behind them,
that, are the smallest things that you can do
to make the greatest change,
that fit within your cultural context,
and that are easy to implement.
And the guidance that we got,
which I really think holds true is,
to find sort of the few practices,
and not add a whole bunch of interventions and practices,
but a few that you can do really, really well with fidelity.
So, we thinking about what practices
are most effective for you?
And I'll talk about a practice in a minute,
that is really like, just so elegantly simple.
And then you need your system to be able to support
all the adults in the building to implement the practices.
And the system is your strong teaming infrastructure.
And it was really great to see that Greg said
that they're already connected with their diversity
equity inclusion coordinator.
We've been talking with some PBIS folks
who didn't know even who that person was,
or knew that there was this other team that existed.
This year, especially because you're gonna have
a lot of disruptive,
potentially disruptive learning situations,
you wanna have your teaming infrastructures aligned
as well as possible so that work can support
all the adults in the building to implement the practices.
And then of course you have the data,
data to both monitor how the students are doing,
and also how are the adults doing
to implement these interventions?
What's the fidelity of those interventions?
What students might need something more
so that they have equity access to the education?
So this is our guiding work,
and we really wanna keep it as simple as that,
and, you know, just, we use this framework a lot
when we plan much of what we do.
So if you could go to the next slide,
it breaks down practices a little bit more.
And this comes from a guidance document
from the National Technical Assistance Center
that will flash on the screen in a moment.
But it's really breaking down the practices
into some key things, to focus on social, emotional,
behavioral, and academic growth.
And the first key essential thing is connecting,
connecting with adults, with students and with families.
And in those connections,
you really wanna establish positive relationships.
There are so many good strategies,
simple strategies to use to help you connect with students.
And one is actually, got some research behind it,
is positive greetings at the door.
Connecting with the students every day in a positive way
and saying their name, and having a little ritual
that you do, connecting, making eye contact
is really shown to increase on test behavior,
reduce disruptions, and create positive relationships.
So, just those positive greetings at the door
are a simple, elegant practice
that you could use to connect with students.
Definitely essential this year,
'cause we don't know what's going on at home
or somewhere else,
but you're making a positive connection with them.
If we go a little further we, hello.
- Oh I was just gonna say,
some of the families that we talked about,
talk to in the focus groups process,
that was the thing that they remembered
from this past school yeah, was how much nicer it was
to be able to hand their student off to,
or their child off to a particular adult in the building,
at morning drop-off rather than just sending them off.
So that was even helpful for the families
to have that initial greeting at the outside door.
- Yeah, those positive greetings.
So, and then we wanna really find out,
are there concerns that we might not be aware of?
And so, there's informal or formal screenings
that you can do, and so many of you have shared
what you've been doing,
both on the systematic screening level,
as well as the informal screening level.
But it's really getting a sense,
a little bit more deeply of how students are doing,
so you can intervene early,
and that's the idea is to intervene early,
catch things before they get to a place
where it gets pretty complex.
So, connect, screen, and then there's support and teach.
And those are those really good core PBIS practices.
It's really talking about the environment
and setting up your physical environment
so that it creates a space that enables students
to develop routines.
And when they develop routines, they're habits that form.
And so you don't have to remind them all the time,
because you've set up this space and this prompting
in this teaching, to really create
these really positive habits.
And then teaching prompting, teaching lessons,
providing really positive feedback,
and ensuring that the feedback system
that you have designed, is something that
students consider as a positive thing,
and they're excited about that.
So maybe checking in again with students
about what are the things that you're really excited about,
as a way to celebrate how we're doing in school.
So, the support and teach,
and then of course the monitoring piece.
And really having the opportunity for your team
to develop a decision making process
and data that you're gonna look at
to see how students are doing.
So those were sort of the guiding circle
of ways to think about approaching this school year.
And that document that Amy flashed up can be found,
it can be linked from this PowerPoint.
So you can take a look deeper at it,
has a lot of strategies in it.
Okay, and this I'm not gonna read this,
but this is a great example again,
from the recognition applications,
about how Mary Dolan at Killington Elementary School
and her team used the framework
and that greeting of families and students before school,
before class and during transitions,
and the robust recognition system that they had.
So that's pretty cool.
And we set some goals last year.
We held professional development, it was all virtual,
we had 30 events, we are making sure,
and we made sure, and we're gonna continue this
going forward, that all of the professional learning
that we put out this year really supports
some strategies either by learning in person or virtually,
or hybrid, and so people seem to be pretty satisfied
with the work so we're gonna continue it.
We added a lot of resources to our website
for you to find on your own,
and I'll highlight some on the next slide.
And our training and coaching around systems, data
and practices continues to be work that we support
to happen for schools and supervisory unions and districts.
So, some of the resources, as I said,
technical assistance and coaching.
Every PBIS schools, supervisory union
has access to a technical assistance provider.
We went from three to five.
If you ever have a question about PBIS,
and you could either email Ann Dobie
because she knows everything,
or you can email your technical assistance person,
and we will work to get you an answer information
or help you find the answer.
So technical assistance person is really useful to you,
any way, any question.
There is no such thing as a stupid question,
and then if you wanna go deeper with your team,
we have 12 coaches available to you.
And then we've updated some resources on our website,
if you do have a chance, take a look, you know,
just click a bunch of things, but there's new,
really good page on family engagement resources,
mental health, and PBIS specific resources.
And I don't think we mentioned this earlier on,
but there's now a webpage recently developed webpage
on screening.
Formal and informal screening,
as well as the process your team could go through
to establish the procedures and processes,
that you need to really install screening
so that it's most useful to you.
It's got a lot of links,
it's got a lot of links to different systematic screenings,
as well as some of the informal ones.
So if you're working on screening,
which is part of the recovery planning process,
this is a really good place to go.
And then very excited to share with you our new PBIS
micro learning it's called now, in the UVM world.
It's an intro to PBIS, could take up to 30 minutes,
closer to 20 minutes.
This is a great video learning module,
for new staff who are new to PBIS.
And so they're getting support from your team,
but this will give them sort of some of that understanding
of the framework, and how it looks at tier one
with equity at the center.
So, it's really good if you're not busy Friday night,
definitely something to consider, It won't take very long,
but anyway, you can share it with your staff.
Okay?
And we wanna circle back to how this year is also a year
to really be so much more intentional
on taking care of ourselves and each other, and the adult,
all the adults that you're working with.
We can only help strengthen learning
if we are strengthening ourselves.
And so, this is a list of some really terrific resources,
that you can look at.
So many things on this list are ideas that came from you,
that you shared with us, that were now coordinating
and we're sharing it back with you,
of things that you can do to really strengthen yourselves
and each other.
So you can persevere through this really confusing year
that we've begun.
And, also there's a link at the bottom to the best webinar
I've ever seen on social, emotional learning, wellness,
and mental health that Amy did last month,
and if there are a million links to social,
emotional learning and wellness things for adults
and for students.
So if you ha, if you didn't attend that,
you might wanna check that out again for resources.
We're just sharing resources with you
so in your own time, you can find them.
Okay.
So, for this next year, we're staying the course.
And, we'd love to hear from you,
as Amy said at the beginning,
about what you think might be most helpful to you.
We have a pretty robust professional development calendar
that you've probably seen already,
and we still have some things that are scheduled
to take place in person.
Our goal is to make sure that any kind of training
that we provide is safe and accessible to everyone.
So, until we can figure out safety in person,
or how to really do a hybrid kind of training,
that's equitable to everybody,
we will continue in this virtual mode for a little while,
and we're gonna continue to build our training
and technical assistance on social, emotional learning,
and wellness and how it fits within the PBIS framework.
We're excited that this next year we're gonna develop
some new web pages on student voice,
and social emotional learning,
I don't know if you've all heard
that the agency of education is also developing
a whole website on,
I was contracted to develop a whole website
on social, emotional learning, so we'll connect with that.
You're gonna be so full of resources,
you're not gonna know what to do.
But we're gonna make it a little bit easier for you.
We hope by creating some materials
that you can share with stakeholders about PBIS
and about equity and PBIS.
And of course you will hear from us July through March,
and possibly extended to April,
encouraging you to use the PBIS Fidelity measures,
the Tiered Fidelity Inventory.
There were 72% of schools completed it this year,
prior to COVID, it was somewhere around 90%,
so, that's excellent
and we feel like you have decided, your teams have decided
that this is a good process to go through,
and it helps you prioritize what you might want to
be focusing on your energies on for priorities coming up.
And then, also we introduced the PBIS School Climate Survey
last year and encouraged schools to consider them,
and we know of, and we know there's a lot more,
but we know of 30 PBIS schools,
that use some form of the School Climate Survey,
either for students, staff, families, or all three.
So that exists, that's available to you at PBIS apps,
you can just ask us to set that up for you.
And that data is really useful,
that's getting the feedback on how you can work together
with your stakeholders to create a better school climate.
And we're gonna continue to promote the use
of technical assistance and coaching.
We share our plan with you so that you know
what we're up to, but also as a model
for you to be thinking about your plan
and what you wanna accomplish by the end of the year.
So we're hoping that we accomplish these things,
and we hope we can help you accomplish your things as well,
and actually, it's 9:54
so we can't do a breakout group,
but, if you wanna put in the chat box,
sort of some outcomes that you're hoping to achieve
this year by using the framework,
we'd love to hear from you.
And I'll continue on while you're typing into the chat box,
'cause many of you are veterans
and so you've seen some of this before.
So it could be just a reminder or for so many new folks
to see that the way we've set it up
is that there's a cascade of support.
So this is our system's infrastructure.
And so you have technical assistance providers
that are available to you any time,
coaches, if you wanna do the deeper work.
At the supervisory union level,
there's supervisory union coordinators from the district,
supporting all the schools in their district
or supervisory union that have PBIS,
and then the school coordinators
that are really those positive nags, and really are the glue
that holds so much of the work together.
And that's why we always encourage
that the school coordinator,
not necessarily be the principal,
because there's a lot of things on a principal's plate,
and so the principal supports that school coordinator
to do the work.
And if you could just roll next.
And at the district level,
there's actually been some research done that says
that PBIS sustains after three years with,
if there is strength at the district level
to prioritize PBIS as a top priority,
and gives the time and space and puts it into policy,
that action plans will be created
and become part of the school improvement plan.
So, that district SU coordinator is really critical,
to the sustainability of PBIS over years of time.
And then the school coordinators I said,
is that advocate and cheerleader,
and we wanna work with you to build your capacity,
to support your teams in any way.
So we have sort of more frequent contact with you
in particular.
And there is a handbook that talks about
what your roles are as coordinators,
and that is on our website.
It, lists the function, so if you're wondering,
"What is my role, and what am I supposed to do?"
There is a list of functions,
we're updating that handbook right now,
so we're not highlighting it too much,
but, we hope that you'll take a look at that
if you're wondering about your roles.
And, this is a good time to remember in your role,
that supporting your administrator
to support the work of PBIS is really critical.
And you see Chris Dodge here when he was at Fletcher
as the principal of Fletcher,
definitely supporting PBIS in the most unusual way.
And then this coordinator supporting the team
and looking at data on the right-hand side.
And Ryan saying, "Our biggest goal and challenge
may be to bring consistency to our K-12 school,"
absolutely.
Yeah, K-12 school in three different buildings, right?
So, definitely it's great
you have some great people around you to provide support,
and I'm excited to hear how that goes.
Okay, bye Jane, thanks.
So here's some upcoming dates,
we're holding our forum virtually on October 7th,
so, really great sessions, keynote by Kent Macintosh
ignite sessions, celebrations.
We hope you'll join us for the day, lots of breaks,
but we're hoping that you'll find something on the agenda
of interest to you.
A day-to-day webinar on October 20th, good time in October,
middle of right there in the middle of October,
to be looking at the data
that you've got so far this year and, you know,
working on your processes for decision-making and analyzing,
and then the coordinators in particular
are invited to participate in a session in January,
and a session in May.
We have one scheduled for in-person
on the 18th of January or a webinar the next day.
So you can choose one or the other in January and or May.
And you can see then on our professional development
calendar, which is linked here.
And I think at 9:59...
Oh yes, contexts, contexts.
So, if you're new and you haven't updated your context,
please help us by going to this directory
and putting in your new information,
or anybody else you know in your school,
that we can share our information with on a regular basis,
and, also stay connected with Facebook, Twitter, and email.
Email, the old snail mail, or give us a call,
we're really excited for this school year
and we hope that, you've gotten some things
that might help you move forward, thank you.
Oh, and you'll get a feedback survey from us
shortly after, asking you how this went.
And there they go, the black boxes disappear.