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- To the January

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PBIS Coordinators Learning
and Networking Meeting.

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This is one of three meetings that we have

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throughout the year to
bring people together

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to share and learn new ideas and to

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just really, in many ways,
especially right now,

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appreciate that we are all part of

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this PBIS family in Vermont.

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And we've been on a bit
of a journey together.

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We know some of us,

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some of each other and I'm just
really glad that you're able

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to join us.

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I'm Sherry Schoenberg.

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I'm here with Amy
Wheeler-Sutton and Ann Dubie.

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And many, many members
of our state PBIS team

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are coaches and trainers who
will be facilitating some

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of the breakout sessions today.

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And I wanna thank you
for coming. Next slide.

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So if you haven't been on Zoom already,

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which I would think there
are very few that have not,

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just wanna direct you to
just a couple of things.

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If you are

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not muted, please mute yourself,

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because that's the way we're
gonna need to operate today.

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And the best way to communicate
is through the chat box

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and Ann Dubie will be
monitoring the chat box.

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So if you have questions, comments

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or things you wanna say,

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please post in the chat box

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and we'll try to acknowledge that.

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There, we were anticipating,
we had 70 participants today

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or 70, between 70 and
80 participants today.

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So the best way to
communicate really is to chat.

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You'll have a chance
to talk with each other

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in the breakout rooms
that will be happening

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in a little while.

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And either show or hide your video,

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whatever you're most comfortable with.

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We like in the beginning or at the end

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to show your video, but
that's totally up to you.

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Whatever makes you feel comfortable.

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And also this feature, I
don't know if you use it

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at the bottom, in your bar, in your doc,

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that has all the features
for video, et cetera,

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there's a Reactions icon.

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And so you can play with that

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if you like something somebody's saying.

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Or if I ask a question,

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because I think we might be just asking

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what you think about something

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and may not be able to see you.

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So if you can put your reaction

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to something we're asking about,

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that would be really helpful.

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And if you haven't already,

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it might be a good idea
to open up this webpage,

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because it has a link
to many, many materials

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that we will be referring to today, okay.

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(mouse clicks)

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We always start our
PBIS meetings with data.

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Goes back. It's one of
our key features of PBIS.

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And 76 of you registered to attend today.

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And in some ways I'm a
bit overcome by the number

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of people that have,

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have taken time to be part of this.

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And that really is meaningful.

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It means that we really
do wanna be connected

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around this work, so thank you so much

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for taking this time.

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You're here from 40 schools

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in 29 different supervisory unions

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and districts, next slide.

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And here's our agenda.

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Oh, I have to point out
the nice little photo

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of one of our previous learning
and networking meetings.

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While we'll be smiling and
talking with each other

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about important content,
it's a little bit different

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and I'm echoing.

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At least I was able to
bring my dog with me today.

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But anyway, we're hoping that
at one of our next meetings,

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we'll be able to be in a room together

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and feel pretty goo about
standing close to each other

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and seeing each other's faces.

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That would be awesome.

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So we're gonna do a little
connection activity.

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As we always do, we really
wanna let you know what's new

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and a status report that the
state team has been working on

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around its action plan.

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And then our very brief topic today

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is about making small changes
for the biggest impact.

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We are so overwhelmed.
There's so much going on.

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It's really different.

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Our anxiety is definitely
at a highest level than,

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who would've ever thought that

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when we scheduled this meeting on January,

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for January 14th, that
the state of the world

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and the state of our country

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and our schools would be what it is now?

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So we really wanna focus
on the very few things

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that we can do that
have the biggest impact,

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because we've got a lot goin' on.

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And then we will spend about a half hour

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in small group sessions.

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And these will be the ones
for you to choose from.

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We have one on equity led by Rebecca.

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I'll be talking about
screening, informal screeners.

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And I'll talk a little bit about

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the formal psychometric screeners.

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Relationship building
is Amy and Jon Kidde.

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And Kym and Melissa will be
talking about TFI and the SAS.

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And this would be for people
who have not conducted

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the Tiered Fidelity Inventory

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or self-assessment survey before.

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Bonnie and Chantelle will
be showing you new resources

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on family engagement.

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And Cassandra and Lauralee will

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be talking about SU/SD capacity.

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A very big, big critical component

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of implementation in terms
of the cascade of supports.

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And Ken and Kristin will be facilitating

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a session on targeted interventions.

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And we'll describe the sessions
in a little bit more detail

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right before we go into the breakouts,

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so you can decide which
session you wanna go into.

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Okay, we must acknowledge
all the wonderful resources

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out there that contribute
to what we talk about.

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And it's really, really been impressive:

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the wealth of new information
that's come to us.

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And I just wanna say briefly

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the School Leadership for
Social Justice organization

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is relatively new to us.

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And definitely something
to keep your eye on.

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And it's got some great
articles on equity and PBIS.

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School Mental Health Collaborative

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is another great link and a website.

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And for today's session,
we'll be talking about

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the resiliency education
program materials that

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is a new targeted intervention.

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Many of you are familiar with PBISApps

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and the PBIS national websites.

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Lot of, lot of new resources

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and practice briefs that are
like one to two pages long.

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So definitely, you need a really good idea

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in a short period of time.

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And you know that it's credible

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and it's got evidence behind it.

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So if you haven't been to
PBIS.org lately, go there.

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And we'll be sharing
some of the resources,

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Ci3T, a great site for screening.

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Our schools have contributed
all kinds of ideas

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to today's session.

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If you have not been to
Making Caring Common website

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out of Harvard,

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another really good link for
resources around relationships

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and social connections.

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And obviously our own state
organization Vermont PBIS.

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So we have a lot of support
for the work that we do

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and we've called through and
hopefully have picked out

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some things that might
be useful to you, okay.

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So, Amy, this would be you.

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- I'm so rusty on Zoom. It's been a while.

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I'm like, where, how do I unmute? (laughs)

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(Sherry chuckles)

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Okay, so for our anchoring
connecting activity this morning,

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I'm gonna bring up the whiteboard in Zoom.

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So when it's open in your toolbar,

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you'll see something
that says View Options

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and then Annotate.

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And when we get there,

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we're hoping that you might type in

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what emotion you're
feeling the most right now,

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what your current mood is,

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just to kind of get a
sense of where the group

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is at right now.

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So I am gonna bring up the whiteboard

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and there will be drawing options,

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stamping, you could type words,

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whichever you choose to
express how you're feeling.

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- And if for some reason you don't see

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the whiteboard when it comes up,

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you can certainly put
your mood in the chat box

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or an emoji if that works better for you.

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- Mm, oops.

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(chuckles) Hold on one second.

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Let me bring out a different screen.

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Good for you for figuring out how

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to do it though, (chuckles) okay.

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Okay, so now can you
guys see a whiteboard?

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Okay, and then if you go to
View Options and Annotate,

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you should see some options
to draw or stamp or type.

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Nasa's is feeling happy. (chuckles)

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All good, Annie says
she's feeling grounded

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and finally has her feet under her.

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(woman chuckling)

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- Laura Brighton she's feeling good.

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(Amy chuckles)

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- Looks like somebody
maybe needs a haircut.

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I'm not sure with that. (laughing)

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I need a haircut.

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Last doc.

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- [Sherry] Coffee.
Someone needs more coffee.

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(Amy chuckles)

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- Yeah, other than our sleepy people,

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looks like people are feeling pretty,

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pretty positive and good.

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I'll give you one more minute.

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Okay. I'll save our image just for fun.

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Okay, I'm gonna stop
sharing the whiteboard

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and head back to our PowerPoint.

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- That was fun.

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- That was fun. Thanks for sharing.

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We didn't really know where
educators were gonna be

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on this morning.

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So feeling hopeful alongside you.

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(notification dings)

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And we just wanted to share some

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ideas that schools shared with us about

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in the depths of December winter

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where people might've been feeling

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a little stretched thin and overwhelmed.

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Some schools took some
efforts to make sure that

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they were still spreading joy.

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So Rick Marcotte had a morning cart

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with snacks, tea, lotions.

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And Union Memorial had a coffee cart.

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And you can see a kid delivering
to Chris the principal,

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which is awesome.

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And then at Guilford they
had a gratitude parade,

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which sounds really lovely

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of staff standing in the parking lot

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and students driving
around with their families

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holding signs of gratitude.

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And I actually, I think I
saw some from JFK as well.

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It seems like the community
is really stepping up

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and helping the schools
provide things like this.

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So I think JFK had like

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a bunch of soap donated that
they were able to bring around

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to staff in a nice packaged way.

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So just some kind of tokens of gratitude

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and things to kind of brighten the mood.

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So if you have other ideas
that your school has done

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to kind of in this vain,

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brighten things up,

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feel free to type those into the chat box.

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Okay, so as you're typing,
I'll just keep going.

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But we would love to
hear any joyful ideas.

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We're gonna just give a brief update

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on our action plan for the year

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and the trainings that we've done so far.

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Show you a few updates on our website

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and give a reminder about the assessments

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and just remind you of any TA changes.

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And I'll just pause,

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'cause some people have started
typing into the chat box.

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So Silas said they wrote
holiday cards to the seniors.

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A group that is really alone right now,

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which is great to be thinking of them.

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And February break sending thank-you cards

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to first responders, that's awesome.

260
00:14:09,770 --> 00:14:12,390
Molly, we walked into the new year.

261
00:14:12,390 --> 00:14:14,470
Each class added miles to and we took

262
00:14:14,470 --> 00:14:15,600
a trip around the country.

263
00:14:15,600 --> 00:14:17,000
Oh, that's awesome.

264
00:14:17,000 --> 00:14:21,110
Spirit Week, ice cream sundaes, hot coco.

265
00:14:21,110 --> 00:14:22,110
That's really great.

266
00:14:24,481 --> 00:14:27,840
(chuckles) Sarah, a masked singer.

267
00:14:27,840 --> 00:14:29,210
I think that's based on a TV show.

268
00:14:29,210 --> 00:14:32,100
I'm like so out of pop
culture. I don't even know.

269
00:14:32,100 --> 00:14:34,440
But a masked singer in the building

270
00:14:34,440 --> 00:14:36,320
to guess which teacher is singing to them.

271
00:14:36,320 --> 00:14:38,510
That sounds kinda hysterical.

272
00:14:38,510 --> 00:14:41,733
And John's put in a link for
some staff wellness activities.

273
00:14:43,040 --> 00:14:44,820
Ann, maybe you can grab that link

274
00:14:44,820 --> 00:14:49,820
and we can add it to the website, awesome.

275
00:14:49,820 --> 00:14:52,153
Feel free to keep typing in.

276
00:14:54,820 --> 00:14:57,493
Oh, awesome, seven days
of gratitude challenge.

277
00:14:58,490 --> 00:15:01,490
Blowup costumes, although
I did hear on the news

278
00:15:01,490 --> 00:15:03,790
that blowup costumes
contributed to the spread

279
00:15:03,790 --> 00:15:05,483
of the virus somewhere, so.

280
00:15:07,770 --> 00:15:08,670
Snacks and treats.

281
00:15:11,730 --> 00:15:13,570
Really nice, Beth's saying similar,

282
00:15:13,570 --> 00:15:16,220
the kindness cards and notes
to families and seniors.

283
00:15:18,890 --> 00:15:22,290
Yeah, it does, of course
one of the silver linings

284
00:15:22,290 --> 00:15:25,040
in disasters like this is kind of

285
00:15:25,040 --> 00:15:27,120
the community pulling
together and thinking

286
00:15:27,120 --> 00:15:29,243
of one another again.

287
00:15:32,300 --> 00:15:34,810
Oh, awesome, Amy you'll
have to type more about that

288
00:15:34,810 --> 00:15:36,690
in the chat box.

289
00:15:36,690 --> 00:15:38,433
Road to Acceptance Olympics.

290
00:15:42,340 --> 00:15:46,080
Okay, so one of our goals for this year,

291
00:15:46,080 --> 00:15:50,460
like Sherry mentioned, is to
build that SU/SD capacity.

292
00:15:50,460 --> 00:15:53,630
So thinking about whether there
are leaders at the SU level

293
00:15:53,630 --> 00:15:56,557
that can own this PBIS

294
00:15:57,794 --> 00:15:59,540
and social-emotional learning work

295
00:15:59,540 --> 00:16:02,090
and bring it down to the schools.

296
00:16:02,090 --> 00:16:03,270
So some things that we've done

297
00:16:03,270 --> 00:16:07,470
to start working on that goal are to focus

298
00:16:07,470 --> 00:16:11,280
more of our TA at the SU/SD level

299
00:16:11,280 --> 00:16:13,430
to increase our TA capacity.

300
00:16:13,430 --> 00:16:16,623
So you'll see we've
added two TAs this year.

301
00:16:17,730 --> 00:16:20,180
And we are kinda throwing around the idea

302
00:16:20,180 --> 00:16:23,260
of doing a Vermont PBIS academy

303
00:16:23,260 --> 00:16:26,770
for those SU/SD leaders who are interested

304
00:16:26,770 --> 00:16:30,510
in kind of expanding and
deepening their knowledge

305
00:16:30,510 --> 00:16:33,200
of PBIS to be able to become those

306
00:16:33,200 --> 00:16:37,563
SU/SD level leaders
within their districts.

307
00:16:40,270 --> 00:16:42,380
We're also thinking about
how we can strengthen

308
00:16:42,380 --> 00:16:44,460
the connection between student outcomes

309
00:16:44,460 --> 00:16:46,260
and implementation fidelity.

310
00:16:46,260 --> 00:16:48,550
So you've probably heard
us say in the past that

311
00:16:48,550 --> 00:16:51,600
in Vermont, our implementation
fidelity levels,

312
00:16:51,600 --> 00:16:54,920
according to the TFI are rather high,

313
00:16:54,920 --> 00:16:58,090
but we're not seeing the same
growth in student outcomes.

314
00:16:58,090 --> 00:17:01,360
And so thinking about that
and examining it closer

315
00:17:01,360 --> 00:17:03,200
to see what we can do

316
00:17:03,200 --> 00:17:05,320
to bring the student outcomes along

317
00:17:05,320 --> 00:17:07,953
with our fidelity of implementation.

318
00:17:09,820 --> 00:17:13,450
So the TAs just conducted a data review

319
00:17:13,450 --> 00:17:16,640
and sent to each school coordinator

320
00:17:16,640 --> 00:17:19,683
and SU coordinator and
school administrator.

321
00:17:20,770 --> 00:17:24,053
Just a snapshot of some of
your PBIS data altogether.

322
00:17:25,240 --> 00:17:26,830
So thinking about things

323
00:17:26,830 --> 00:17:29,680
like student outcomes alongside fidelity.

324
00:17:29,680 --> 00:17:31,490
And we'll also be talking today about

325
00:17:31,490 --> 00:17:34,410
the school climate survey
which is another way to

326
00:17:35,520 --> 00:17:38,100
see how your PBIS work is impacting

327
00:17:38,100 --> 00:17:39,403
the larger school climate.

328
00:17:42,250 --> 00:17:44,907
One of our other goals
was to strengthen student

329
00:17:44,907 --> 00:17:46,370
and family voice.

330
00:17:46,370 --> 00:17:49,760
And so that's a goal at the state level,

331
00:17:49,760 --> 00:17:52,760
but also for schools,

332
00:17:52,760 --> 00:17:55,060
that area of the TFI

333
00:17:55,060 --> 00:17:58,820
and the SAS is often
one of the lower scores.

334
00:17:58,820 --> 00:18:03,040
So stakeholder engagement is a really,

335
00:18:03,040 --> 00:18:04,380
can be really challenging.

336
00:18:04,380 --> 00:18:06,730
But this year during the pandemic,

337
00:18:06,730 --> 00:18:09,320
I think schools realized more than ever

338
00:18:09,320 --> 00:18:12,780
how critical that family engagement is.

339
00:18:12,780 --> 00:18:16,340
So one thing that we're working on

340
00:18:16,340 --> 00:18:19,810
is hosting some focus groups
at the Summer Institute.

341
00:18:19,810 --> 00:18:22,600
One with students and one with families

342
00:18:22,600 --> 00:18:25,500
for them to be able to give feedback

343
00:18:25,500 --> 00:18:27,850
about what works and what doesn't work

344
00:18:27,850 --> 00:18:32,640
in terms of engagement
and kind of anything

345
00:18:32,640 --> 00:18:37,376
within the social-emotional-behavioral
realm in schools.

346
00:18:37,376 --> 00:18:39,400
So that will be really exciting.

347
00:18:39,400 --> 00:18:43,440
And we also, Bonnie, one of our coaches,

348
00:18:43,440 --> 00:18:47,470
spent a lot of time updating
our family engagement webpage.

349
00:18:47,470 --> 00:18:51,510
So if you choose that
group in a little bit,

350
00:18:51,510 --> 00:18:53,440
you'll be able to see
what that looks like now

351
00:18:53,440 --> 00:18:56,863
and the resources that are
there for family engagement.

352
00:18:59,290 --> 00:19:02,890
We've also had to obviously
shift like many of you have

353
00:19:02,890 --> 00:19:05,270
to providing our PD in
different learning environments.

354
00:19:05,270 --> 00:19:07,010
So you'll see our report on what trainings

355
00:19:07,010 --> 00:19:08,223
we've offered this year.

356
00:19:09,456 --> 00:19:11,340
And then we've also brought a focus

357
00:19:11,340 --> 00:19:13,533
to equity and anti-bias work.

358
00:19:14,550 --> 00:19:19,550
So right now we are partnering
with Ruthie Payno Simmons

359
00:19:19,950 --> 00:19:21,710
who some of you saw speak

360
00:19:21,710 --> 00:19:23,990
at the October Leadership Forum.

361
00:19:23,990 --> 00:19:26,460
She's actually gonna provide
some professional development

362
00:19:26,460 --> 00:19:28,350
for our state team.

363
00:19:28,350 --> 00:19:31,780
So the PBIS state leaders to be able

364
00:19:31,780 --> 00:19:36,030
to be more well versed in
equity and anti-biased work.

365
00:19:36,030 --> 00:19:37,970
So that then we can bring it down

366
00:19:37,970 --> 00:19:42,390
to our Vermont PBIS
professional development

367
00:19:42,390 --> 00:19:44,600
so that then you are
able to bring that work

368
00:19:44,600 --> 00:19:48,360
into your PBIS work at
your schools and districts.

369
00:19:48,360 --> 00:19:52,090
And then we also are gonna
be adding some questions

370
00:19:52,090 --> 00:19:55,970
to our training evaluation to
make sure that our trainings

371
00:19:55,970 --> 00:19:59,440
are meeting the needs of
all of our stakeholders

372
00:19:59,440 --> 00:20:03,203
regardless of their (audio
distorts) demographics.

373
00:20:06,290 --> 00:20:08,970
So this year so far we have had,

374
00:20:08,970 --> 00:20:11,470
oh, we forgot to put how
many trainings we've had.

375
00:20:12,310 --> 00:20:14,326
Maybe 12. I don't know.

376
00:20:14,326 --> 00:20:15,470
(Amy chuckling)

377
00:20:15,470 --> 00:20:19,430
Whoops, that have

378
00:20:19,430 --> 00:20:22,653
been attended by 591 participants.

379
00:20:23,500 --> 00:20:26,610
And we've been lucky to kinda maintain

380
00:20:26,610 --> 00:20:29,130
this high satisfaction rate,

381
00:20:29,130 --> 00:20:31,270
even though we've been virtual

382
00:20:31,270 --> 00:20:33,500
and people are sick of
being behind screens.

383
00:20:33,500 --> 00:20:36,650
So we're grateful for you
for being understanding

384
00:20:36,650 --> 00:20:40,813
and kind of suffering
through this format with us

385
00:20:40,813 --> 00:20:43,220
and still getting the content knowledge

386
00:20:43,220 --> 00:20:44,420
that you're looking for.

387
00:20:46,230 --> 00:20:49,320
So you might have last year visited

388
00:20:49,320 --> 00:20:52,960
our Social/Emotional/Behavioral
Resources During COVID page.

389
00:20:52,960 --> 00:20:55,500
This page has had a few
different names over the course

390
00:20:55,500 --> 00:20:57,480
of the pandemic.

391
00:20:57,480 --> 00:21:01,570
But you can find it on our
website under Training Resources

392
00:21:01,570 --> 00:21:04,173
and then Social/Emotional/Behavioral
Resources.

393
00:21:05,640 --> 00:21:08,240
And we've kinda broken it
down into a few sections

394
00:21:08,240 --> 00:21:09,890
and then created pages for each

395
00:21:09,890 --> 00:21:11,840
of those sections.

396
00:21:11,840 --> 00:21:16,600
So this is a good place to
go if you are looking for

397
00:21:16,600 --> 00:21:21,030
a variety of resources
for this specific time.

398
00:21:21,030 --> 00:21:24,640
So we've tried to make
this page really focused

399
00:21:24,640 --> 00:21:26,143
on the current context.

400
00:21:28,410 --> 00:21:31,420
And then you've probably
been getting emails from us.

401
00:21:31,420 --> 00:21:32,900
We haven't totally inundated you

402
00:21:32,900 --> 00:21:34,700
with emails hopefully so far,

403
00:21:34,700 --> 00:21:37,090
but the self-assessment survey

404
00:21:37,090 --> 00:21:40,790
and the Tiered Fidelity
Inventory windows are open

405
00:21:40,790 --> 00:21:43,860
from now until March 31st.

406
00:21:43,860 --> 00:21:48,590
For the SAS, we expect
all Vermont PBIS schools

407
00:21:48,590 --> 00:21:52,540
to have their staff complete the SAS.

408
00:21:52,540 --> 00:21:55,420
Unless this year you decided to take

409
00:21:55,420 --> 00:21:58,247
the school climate survey instead.

410
00:21:58,247 --> 00:22:00,680
So Sherry's gonna introduce
the school climate survey

411
00:22:00,680 --> 00:22:03,390
and you can bring that back
to your leadership team

412
00:22:03,390 --> 00:22:06,860
to decide which assessment seems right

413
00:22:06,860 --> 00:22:08,160
for your school this year.

414
00:22:09,340 --> 00:22:11,800
The Tiered Fidelity Inventory, again,

415
00:22:11,800 --> 00:22:14,880
we expect all of our schools
to complete it once a year.

416
00:22:14,880 --> 00:22:18,470
And at the tiers that
you've been implementing.

417
00:22:18,470 --> 00:22:20,590
So if you've only been
trained at universal,

418
00:22:20,590 --> 00:22:22,420
you'll complete tier one.

419
00:22:22,420 --> 00:22:24,110
If you've been trained at targeted,

420
00:22:24,110 --> 00:22:27,040
you would complete tier
one and tier two of the TFI

421
00:22:27,040 --> 00:22:28,123
and so on.

422
00:22:29,160 --> 00:22:31,630
If you want to complete a
tier that you haven't yet

423
00:22:31,630 --> 00:22:33,400
been trained at, that's totally fine.

424
00:22:33,400 --> 00:22:35,743
It can serve as a benchmark for you or,

425
00:22:37,200 --> 00:22:39,103
a benchmark, is that the right word?

426
00:22:40,400 --> 00:22:43,080
For you in the future
to see where you were

427
00:22:43,080 --> 00:22:46,143
and then where might you be
after some additional training.

428
00:22:48,380 --> 00:22:49,520
- Baseline.

429
00:22:49,520 --> 00:22:52,863
- Baseline. Thank you. (chuckles)

430
00:22:54,130 --> 00:22:57,050
And then prior to the pandemic,

431
00:22:57,050 --> 00:23:00,250
we were going to be
rolling out this concept

432
00:23:00,250 --> 00:23:02,080
of a TFI learning walk.

433
00:23:02,080 --> 00:23:04,630
And I think two of our schools have had

434
00:23:04,630 --> 00:23:06,790
the opportunity to experience it.

435
00:23:06,790 --> 00:23:09,680
And then the pandemic
hit and we were unable

436
00:23:09,680 --> 00:23:11,310
to be in schools.

437
00:23:11,310 --> 00:23:13,190
But we are interested in doing

438
00:23:13,190 --> 00:23:15,220
some virtual TFI learning walk.

439
00:23:15,220 --> 00:23:19,980
So it basically is a more in depth way

440
00:23:19,980 --> 00:23:24,980
to look at the TFI and for an
external person like your TA

441
00:23:26,260 --> 00:23:30,833
or one of our coaches to
be able to provide some,

442
00:23:31,700 --> 00:23:35,610
an external eye on your
PBIS implementation

443
00:23:35,610 --> 00:23:37,983
to give you some steps for improvement.

444
00:23:39,752 --> 00:23:42,470
And just support where you might need it.

445
00:23:42,470 --> 00:23:44,410
So if you're interested
in that opportunity,

446
00:23:44,410 --> 00:23:46,350
you can contact Sherry.

447
00:23:46,350 --> 00:23:49,160
And for information about all of these,

448
00:23:49,160 --> 00:23:51,740
there are resources that
Ann has been posting

449
00:23:51,740 --> 00:23:53,073
in the chat box,

450
00:23:53,920 --> 00:23:55,770
in the TFI and SAS part,

451
00:23:55,770 --> 00:23:56,970
you'll see the direct links

452
00:23:56,970 --> 00:23:59,970
to where you get more information
about those assessments.

453
00:23:59,970 --> 00:24:02,670
And if you're a new
coordinator and have no idea

454
00:24:02,670 --> 00:24:05,890
what I'm talking about,
you can contact your TA

455
00:24:05,890 --> 00:24:08,680
and they'll walk you
through how to access those

456
00:24:08,680 --> 00:24:10,610
and why you would wanna use them and,

457
00:24:10,610 --> 00:24:12,770
or you could choose to
attend that small group

458
00:24:12,770 --> 00:24:15,976
in the af, (chuckles)
it's not in the afternoon.

459
00:24:15,976 --> 00:24:17,891
(chuckles) It's in like 10 minutes.

460
00:24:17,891 --> 00:24:19,930
(Amy chuckles)

461
00:24:19,930 --> 00:24:22,200
Okay, so I'm gonna turn it over to Sherry

462
00:24:22,200 --> 00:24:24,150
to introduce the school climate survey.

463
00:24:25,760 --> 00:24:28,110
- Okay, and I even
remembered to go off mute.

464
00:24:28,110 --> 00:24:29,846
Ha-ha. That's wonderful.

465
00:24:29,846 --> 00:24:30,679
(Amy chuckles)

466
00:24:30,679 --> 00:24:34,493
So as Amy said, this year,

467
00:24:35,483 --> 00:24:37,220
well, every year, we ask,

468
00:24:37,220 --> 00:24:41,510
we expect that Vermont
PBIS schools will complete

469
00:24:41,510 --> 00:24:44,430
either TFI, I mean, the TFI

470
00:24:44,430 --> 00:24:46,990
and the self-assessment survey.

471
00:24:46,990 --> 00:24:49,410
And it's really, when
we get into our topic

472
00:24:49,410 --> 00:24:50,560
in a few minutes which

473
00:24:50,560 --> 00:24:54,400
is "Making the Smallest Changes
for the Biggest Impact,"

474
00:24:54,400 --> 00:24:56,450
these two assessments are great ways

475
00:24:56,450 --> 00:24:59,180
to very quickly get some information

476
00:24:59,180 --> 00:25:03,590
from these validated
instruments to help you focus on

477
00:25:03,590 --> 00:25:05,800
what's going really well
and what you might need

478
00:25:05,800 --> 00:25:06,960
to work on.

479
00:25:06,960 --> 00:25:10,970
And I think what was not
included in the other slide,

480
00:25:10,970 --> 00:25:15,400
but that is in your list of your resources

481
00:25:15,400 --> 00:25:17,130
is how to consider doing

482
00:25:17,130 --> 00:25:20,150
the Tiered Fidelity Inventory remotely.

483
00:25:20,150 --> 00:25:22,890
So if you're not meeting
in the same building,

484
00:25:22,890 --> 00:25:26,590
there are lots of different
ways you can do the TFI

485
00:25:26,590 --> 00:25:31,110
and that's another practice
brief from the national PBIS.

486
00:25:31,110 --> 00:25:33,760
I just wanted to highlight that.

487
00:25:33,760 --> 00:25:37,480
Last year we had a really
good showing of schools

488
00:25:37,480 --> 00:25:39,820
that completed the
Tiered Fidelity Inventory

489
00:25:39,820 --> 00:25:42,890
which was right during
when things got shut down.

490
00:25:42,890 --> 00:25:45,300
And we think this year we could even get

491
00:25:46,420 --> 00:25:48,600
that data from you

492
00:25:48,600 --> 00:25:52,400
and for you more.

493
00:25:52,400 --> 00:25:54,570
So we're excited about that.

494
00:25:54,570 --> 00:25:57,640
But we're hoping that you will
consider whether you wanna

495
00:25:57,640 --> 00:26:00,300
do the self-assessment survey

496
00:26:00,300 --> 00:26:01,880
or the school climate survey.

497
00:26:01,880 --> 00:26:04,770
self-assessment survey looks at all

498
00:26:04,770 --> 00:26:07,920
of your staff perceptions on
what they think is in place

499
00:26:07,920 --> 00:26:11,920
and what priorities
might need to be changed.

500
00:26:11,920 --> 00:26:16,070
And the school climate
survey lets you know,

501
00:26:16,070 --> 00:26:18,450
gives you a sense of
how people are feeling

502
00:26:18,450 --> 00:26:20,060
about things going on in the school.

503
00:26:20,060 --> 00:26:22,980
So this has been around
for a few years now

504
00:26:22,980 --> 00:26:26,390
at PBISApps and we're
really encouraging you,

505
00:26:26,390 --> 00:26:28,020
encouraging you to look at it.

506
00:26:28,020 --> 00:26:30,000
So I'm gonna tell you
a little bit about it

507
00:26:30,000 --> 00:26:32,790
and also let you know that
there is a modified version

508
00:26:32,790 --> 00:26:34,820
that just came out at the end of December

509
00:26:34,820 --> 00:26:36,700
and they're just adding
the new surveys now,

510
00:26:36,700 --> 00:26:39,400
but for a COVID environment,

511
00:26:39,400 --> 00:26:41,970
because a lot of the questions
in the school climate survey

512
00:26:41,970 --> 00:26:44,810
ask about sorta the school environment.

513
00:26:44,810 --> 00:26:46,840
And that might be very
different this year.

514
00:26:46,840 --> 00:26:49,930
So they've modified it to,

515
00:26:49,930 --> 00:26:53,213
to focus on that difference.

516
00:26:54,310 --> 00:26:57,800
Okay, so the surveys exist for

517
00:26:57,800 --> 00:26:59,650
four different groups.

518
00:26:59,650 --> 00:27:02,700
There's an elementary survey
for grades three through five.

519
00:27:02,700 --> 00:27:04,680
There's a middle-high school survey:

520
00:27:04,680 --> 00:27:06,530
grades 6 through 12.

521
00:27:06,530 --> 00:27:09,270
There's only 11 questions
in the first and 9 questions

522
00:27:09,270 --> 00:27:11,450
on the other and they measure

523
00:27:12,660 --> 00:27:15,760
perceptions of school
safety and orderliness

524
00:27:15,760 --> 00:27:19,000
and relationships and
whether they feel connected.

525
00:27:19,000 --> 00:27:22,770
So they're really just
very simple questions

526
00:27:22,770 --> 00:27:25,860
that take about 10 to
15 minutes to complete.

527
00:27:25,860 --> 00:27:27,870
Staff survey's a little bit longer

528
00:27:27,870 --> 00:27:31,840
and that goes a little bit
deeper on adult relationship

529
00:27:31,840 --> 00:27:35,450
and the structure of
learning and the support

530
00:27:35,450 --> 00:27:39,900
that staff feel that they're
getting around instruction.

531
00:27:39,900 --> 00:27:42,050
So that's 29 questions.

532
00:27:42,050 --> 00:27:45,620
But again, the guidance
says that it takes up

533
00:27:45,620 --> 00:27:47,850
to 15 minutes to complete.

534
00:27:47,850 --> 00:27:52,420
And these are all links that
you would get opened for you,

535
00:27:52,420 --> 00:27:54,370
like you do with the
self-assessment survey.

536
00:27:54,370 --> 00:27:56,880
And then there's the
family members survey.

537
00:27:56,880 --> 00:28:00,470
So that is sort of a
great way to get a sense

538
00:28:00,470 --> 00:28:05,090
from your families on how
they feel their students are

539
00:28:07,950 --> 00:28:10,980
seeing their relationships in schools,

540
00:28:10,980 --> 00:28:13,140
how their relationships
with the school are,

541
00:28:13,140 --> 00:28:15,247
how involved they are with the school.

542
00:28:15,247 --> 00:28:18,470
And so you have four
different groups that you can

543
00:28:18,470 --> 00:28:21,798
do the survey with and they're
really simple questions,

544
00:28:21,798 --> 00:28:24,430
so pretty easy to understand.

545
00:28:24,430 --> 00:28:28,763
And I'll get into this just a
little bit further. Go ahead.

546
00:28:29,660 --> 00:28:31,960
The modified version, as I said,

547
00:28:31,960 --> 00:28:34,530
just modifies for different environments.

548
00:28:34,530 --> 00:28:36,270
And it's several more questions.

549
00:28:36,270 --> 00:28:38,960
So it might take a few
minutes longer for students.

550
00:28:38,960 --> 00:28:40,940
And they just added the middle school

551
00:28:40,940 --> 00:28:42,430
and staff and they're getting ready

552
00:28:42,430 --> 00:28:44,260
to add the family surveys.

553
00:28:44,260 --> 00:28:46,730
And it asks more questions about what type

554
00:28:46,730 --> 00:28:49,270
of learning you have and how
connected you are with others

555
00:28:49,270 --> 00:28:51,080
and how you do connect with others.

556
00:28:51,080 --> 00:28:52,846
So it's got this logic about

557
00:28:52,846 --> 00:28:53,679
(notification rings)

558
00:28:53,679 --> 00:28:56,090
based on the environment that you're in.

559
00:28:56,090 --> 00:28:58,020
I hope you guys didn't hear
that thing that just happened

560
00:28:58,020 --> 00:28:58,853
on my computer.

561
00:28:59,800 --> 00:29:03,090
And there's a link for
that on your resources.

562
00:29:03,090 --> 00:29:04,423
Okay. Next slide, please.

563
00:29:07,100 --> 00:29:09,410
So the surveys are really quick.

564
00:29:09,410 --> 00:29:13,810
If you want your school
students to do the survey

565
00:29:13,810 --> 00:29:15,850
or your staff or whoever,

566
00:29:15,850 --> 00:29:19,240
what you do need to do
though is email Ann Dubie,

567
00:29:19,240 --> 00:29:22,170
because she'll open the windows for you.

568
00:29:22,170 --> 00:29:25,300
Because she can't just
open them automatically,

569
00:29:25,300 --> 00:29:27,980
because again it's a time sensitive thing

570
00:29:27,980 --> 00:29:30,040
and you may wanna do just staff,

571
00:29:30,040 --> 00:29:33,770
just families, just
students, or a combination.

572
00:29:33,770 --> 00:29:37,030
So if you would like to do this,

573
00:29:37,030 --> 00:29:38,330
the school climate survey

574
00:29:38,330 --> 00:29:41,310
instead of the self-assessment survey,

575
00:29:41,310 --> 00:29:44,270
just email Ann Dubie and
she'll communicate with you

576
00:29:44,270 --> 00:29:46,090
to make sure the right links get opened

577
00:29:46,090 --> 00:29:47,483
at the right times for you.

578
00:29:48,475 --> 00:29:51,240
So, (coughs) excuse me, it's also great,

579
00:29:51,240 --> 00:29:53,940
because you get to see
multiple perspectives.

580
00:29:53,940 --> 00:29:58,100
So for now you can look
at similar questions

581
00:29:58,100 --> 00:30:00,860
and how different groups
within your school feel

582
00:30:00,860 --> 00:30:04,540
about how school is for them
and how they feel about school.

583
00:30:04,540 --> 00:30:07,770
And you can compare across gender, grade,

584
00:30:07,770 --> 00:30:10,380
race, ethnicity and time.

585
00:30:10,380 --> 00:30:15,380
And so because the questions
are generic enough,

586
00:30:15,530 --> 00:30:19,353
it applies really well
to all environments.

587
00:30:20,550 --> 00:30:23,393
And then if we go to the next slide.

588
00:30:25,170 --> 00:30:28,350
- I just wanted to clarify that if

589
00:30:28,350 --> 00:30:32,210
they end up doing the modified
school climate survey,

590
00:30:32,210 --> 00:30:35,180
that's a different process for opening it.

591
00:30:35,180 --> 00:30:37,630
So that link is on the materials as well.

592
00:30:37,630 --> 00:30:39,030
And you can contact Ann.

593
00:30:39,030 --> 00:30:40,740
She can kinda help you
through that process,

594
00:30:40,740 --> 00:30:43,140
but it's different organization that

595
00:30:43,140 --> 00:30:45,230
is opening those windows for you.

596
00:30:45,230 --> 00:30:48,440
So it takes like, I think
takes like two to three days

597
00:30:48,440 --> 00:30:51,587
for them to get back
to you with your links.

598
00:30:51,587 --> 00:30:53,360
And I think at the end,

599
00:30:53,360 --> 00:30:55,640
I think it takes a week
to get your reports

600
00:30:56,750 --> 00:30:59,303
if you're doing the one
that's modified for COVID.

601
00:31:00,670 --> 00:31:01,503
- Thank you.

602
00:31:03,460 --> 00:31:05,950
And I don't know if
you've been to the guide

603
00:31:05,950 --> 00:31:07,680
that's one PBISApps.

604
00:31:07,680 --> 00:31:09,620
So you can go to the guide on PBISApps

605
00:31:09,620 --> 00:31:12,170
or get it through our page
that's linked for today.

606
00:31:13,080 --> 00:31:17,100
But they have great sample
like parent permission,

607
00:31:17,100 --> 00:31:20,260
opt out forms and letters
that introduce the survey

608
00:31:20,260 --> 00:31:23,660
to the staff, to the students, to families

609
00:31:23,660 --> 00:31:26,990
and also a process for action planning.

610
00:31:26,990 --> 00:31:29,550
So it's really simple
and it's really nice and

611
00:31:30,750 --> 00:31:32,700
we hope that you'll consider doing that.

612
00:31:32,700 --> 00:31:35,130
There's a question from Abby.

613
00:31:35,130 --> 00:31:37,990
Is there a way to see a
difference in questions

614
00:31:37,990 --> 00:31:40,270
on the modified survey
so we can decide which

615
00:31:40,270 --> 00:31:42,540
is most appropriate before we sign up?

616
00:31:42,540 --> 00:31:45,823
Absolutely, and Ann rocks.

617
00:31:45,823 --> 00:31:48,920
So, yes, the links, Abby,

618
00:31:48,920 --> 00:31:52,800
that are on the webpage for today

619
00:31:52,800 --> 00:31:54,958
take you to

620
00:31:54,958 --> 00:31:58,600
the one that's one PBISApps
and the recently modified one.

621
00:31:58,600 --> 00:32:00,770
So you can see the survey questions

622
00:32:01,610 --> 00:32:03,260
by looking at the sample surveys.

623
00:32:03,260 --> 00:32:05,090
And if you have any
trouble finding anything,

624
00:32:05,090 --> 00:32:07,293
let us know, because you can get them.

625
00:32:08,560 --> 00:32:10,930
And I'll just show you
some of the reports.

626
00:32:10,930 --> 00:32:12,310
I think that's next.

627
00:32:12,310 --> 00:32:14,550
Oh, well, here's the
sample elementary survey.

628
00:32:14,550 --> 00:32:17,443
This is the PBISApps version,

629
00:32:19,080 --> 00:32:22,830
non-modified, so as you can see,

630
00:32:22,830 --> 00:32:24,410
these are simple questions.

631
00:32:24,410 --> 00:32:25,970
And we don't get too deep.

632
00:32:25,970 --> 00:32:29,890
Recently there was a school
that developed a survey

633
00:32:29,890 --> 00:32:33,220
that had like, I don't know,

634
00:32:33,220 --> 00:32:35,523
70 or 80 questions on it.

635
00:32:36,520 --> 00:32:40,000
And I think that's really
great to wanna know

636
00:32:40,000 --> 00:32:41,990
a lot of detail and

637
00:32:43,162 --> 00:32:46,800
I am also concerned
about having so much data

638
00:32:46,800 --> 00:32:48,460
and not knowing what to do with it.

639
00:32:48,460 --> 00:32:49,550
So what I like about this

640
00:32:49,550 --> 00:32:52,510
is that these are very general questions

641
00:32:52,510 --> 00:32:55,470
and perhaps will allow
you to ask more questions

642
00:32:55,470 --> 00:32:57,240
or look at other data

643
00:32:57,240 --> 00:33:00,760
to get a full picture of
what people are feeling

644
00:33:00,760 --> 00:33:04,903
about the school rather than
start with something so big.

645
00:33:06,310 --> 00:33:11,310
Okay, and this is a sample
of a report that you'll get.

646
00:33:11,450 --> 00:33:14,080
If you're looking at the report online,

647
00:33:14,080 --> 00:33:17,980
you'll see that the bars on the
bottom are question numbers.

648
00:33:17,980 --> 00:33:20,860
And if you hover your cursor
over the question number,

649
00:33:20,860 --> 00:33:23,470
it will remind you what that question was.

650
00:33:23,470 --> 00:33:26,400
But right now you would need
to refer back to the questions

651
00:33:26,400 --> 00:33:29,182
to be able to see that.

652
00:33:29,182 --> 00:33:32,430
So when your team is
looking at these responses,

653
00:33:32,430 --> 00:33:35,150
this is a sample from middle/high school,

654
00:33:35,150 --> 00:33:38,080
you wanna celebrate anything
that's over a three.

655
00:33:38,080 --> 00:33:40,730
So the scale is one to four,

656
00:33:40,730 --> 00:33:42,560
so anything that's over a three,

657
00:33:42,560 --> 00:33:45,570
you wanna be pretty excited
about and celebrate.

658
00:33:45,570 --> 00:33:48,770
So in this case, teachers
treat me with respect

659
00:33:48,770 --> 00:33:51,010
and I know an adult I
can talk with at school

660
00:33:51,010 --> 00:33:52,110
if I need help.

661
00:33:52,110 --> 00:33:53,313
That's pretty high.

662
00:33:54,510 --> 00:33:58,740
However, maybe that
second, that question nine

663
00:33:59,880 --> 00:34:02,020
might need a little bit

664
00:34:04,700 --> 00:34:07,560
more attention because
that is so critical to us.

665
00:34:07,560 --> 00:34:09,230
But anyway, you do
wanna celebrate anything

666
00:34:09,230 --> 00:34:10,600
that's three or above.

667
00:34:10,600 --> 00:34:14,710
And the question seven, students
are frequently recognized

668
00:34:14,710 --> 00:34:16,050
for good behavior,

669
00:34:16,050 --> 00:34:18,890
is a little bit lower than three.

670
00:34:18,890 --> 00:34:21,960
So we might wanna hone in on that one

671
00:34:21,960 --> 00:34:26,420
and see if we can understand that better

672
00:34:26,420 --> 00:34:29,860
and perhaps come up with
a plan to make a change,

673
00:34:29,860 --> 00:34:32,420
so students are feeling better about that.

674
00:34:32,420 --> 00:34:34,760
And you can't really see this very well,

675
00:34:34,760 --> 00:34:39,760
but you can look at all the
answers to the questions

676
00:34:40,230 --> 00:34:44,770
by race, ethnicity, gender,
sexual orientation and grade

677
00:34:44,770 --> 00:34:49,350
to see if there's any
differences in perceptions

678
00:34:49,350 --> 00:34:51,430
based on those categories.

679
00:34:51,430 --> 00:34:54,750
So that's a really great feature.

680
00:34:54,750 --> 00:34:58,050
And in this example, students
are frequently recognized

681
00:34:58,050 --> 00:35:02,780
for good behavior, there
was not necessarily

682
00:35:02,780 --> 00:35:06,720
a difference in answers between
the different subgroups.

683
00:35:06,720 --> 00:35:07,760
But if there are,

684
00:35:07,760 --> 00:35:10,880
it may make you also
want to explore further.

685
00:35:10,880 --> 00:35:14,400
So there's so much you can
get from this simple way

686
00:35:14,400 --> 00:35:15,823
of collecting information.

687
00:35:18,360 --> 00:35:22,550
And of course we have our
state TAs that are available

688
00:35:22,550 --> 00:35:24,980
to help you with us.

689
00:35:24,980 --> 00:35:25,813
And as Amy said,

690
00:35:25,813 --> 00:35:28,950
we have technical assistance
providers right now.

691
00:35:28,950 --> 00:35:32,010
We can help around systems,
data and practices.

692
00:35:32,010 --> 00:35:35,470
And we're happy to direct you

693
00:35:35,470 --> 00:35:38,330
to information you may need and want.

694
00:35:38,330 --> 00:35:42,750
There's 13 folks on our
team that are also coaches

695
00:35:42,750 --> 00:35:46,650
that can work a little
bit more deeply with you.

696
00:35:46,650 --> 00:35:48,360
You'd have to pay for the coaching time,

697
00:35:48,360 --> 00:35:52,130
but you can contact your TA
at anytime with any question,

698
00:35:52,130 --> 00:35:54,470
'cause every question is a good question

699
00:35:54,470 --> 00:35:56,600
and just wanna remind you of that.

700
00:35:56,600 --> 00:35:58,630
And if you don't know
who your state TA is,

701
00:35:58,630 --> 00:36:01,460
Ann Dubie does and she
responds so quickly.

702
00:36:01,460 --> 00:36:02,293
So it's great.

703
00:36:04,080 --> 00:36:05,650
- And Kristin just had a question about

704
00:36:05,650 --> 00:36:09,770
if they are K-8 with the
results beyond separate graphs

705
00:36:09,770 --> 00:36:10,840
or does that-

706
00:36:10,840 --> 00:36:11,673
- Yeah.
- Grades.

707
00:36:11,673 --> 00:36:14,580
- Yeah, the guidances that you do,

708
00:36:14,580 --> 00:36:16,970
you administer the three through five,

709
00:36:16,970 --> 00:36:19,560
grades three through five
to three through five

710
00:36:19,560 --> 00:36:22,180
and then the older version
to the older students

711
00:36:22,180 --> 00:36:25,440
and then you can download
an Excel and manipulate

712
00:36:25,440 --> 00:36:27,640
the data so that you can
look at it as a whole school.

713
00:36:27,640 --> 00:36:29,970
So there's a few more steps involved,

714
00:36:29,970 --> 00:36:30,950
but that's the advice.

715
00:36:30,950 --> 00:36:34,110
And the same thing,
lower than grade three,

716
00:36:34,110 --> 00:36:36,210
I think before the session today,

717
00:36:36,210 --> 00:36:37,960
we were having a conversation about

718
00:36:38,950 --> 00:36:43,330
it's different to ask questions
to the younger students,

719
00:36:43,330 --> 00:36:45,470
but we do have a modified version thanks

720
00:36:45,470 --> 00:36:48,140
to Monkton Elementary School,

721
00:36:48,140 --> 00:36:51,370
they developed a really nice

722
00:36:52,920 --> 00:36:55,280
school climate survey with
the same kinds of questions

723
00:36:55,280 --> 00:36:58,470
and pictures and more simplicity
to it so that you can get

724
00:36:58,470 --> 00:37:00,850
that data as well and we
can share that with you.

725
00:37:00,850 --> 00:37:01,903
Thanks to Monkton.

726
00:37:03,480 --> 00:37:05,706
Did I answer that question? Okay, I did.

727
00:37:05,706 --> 00:37:06,620
- [Amy] Yes.

728
00:37:06,620 --> 00:37:09,510
- All right, the topic for today,

729
00:37:09,510 --> 00:37:11,960
which is very brief and
really it's kind of a theme

730
00:37:11,960 --> 00:37:14,310
throughout all of today is

731
00:37:14,310 --> 00:37:17,140
trying to make the smallest
changes for the biggest impact,

732
00:37:17,140 --> 00:37:21,160
because we really, our
bandwidth is really stretched.

733
00:37:21,160 --> 00:37:24,313
Well, actually literally and figuratively.

734
00:37:25,330 --> 00:37:27,510
We, our bandwidth is definitely stretched.

735
00:37:27,510 --> 00:37:30,620
So we really wanna focus on those things.

736
00:37:30,620 --> 00:37:34,050
And I was afraid I was
gonna say making the small,

737
00:37:34,050 --> 00:37:36,830
the biggest changes for
the smallest impact.

738
00:37:36,830 --> 00:37:38,900
Sometimes I mess up my sentences,

739
00:37:38,900 --> 00:37:41,450
but I said it right, so
that's a really good thing.

740
00:37:42,579 --> 00:37:47,150
So I'm curious how many
of you have seen this

741
00:37:47,150 --> 00:37:51,803
or something like this diagram before.

742
00:37:53,710 --> 00:37:56,193
I don't know. Nods.

743
00:37:57,940 --> 00:37:59,870
Okay.
(mouse clicks)

744
00:37:59,870 --> 00:38:03,060
All right, well, this our favorite.

745
00:38:03,060 --> 00:38:05,130
And so we show it all the time.

746
00:38:05,130 --> 00:38:08,340
And each time it gets
a little deeper for us.

747
00:38:08,340 --> 00:38:10,920
But this is really the
guidance that we wanna follow.

748
00:38:10,920 --> 00:38:15,407
We need to be thinking really
efficiently about our MTSS

749
00:38:16,650 --> 00:38:20,960
and how we can organize
so that we are focusing

750
00:38:20,960 --> 00:38:23,800
on intended outcomes for this year.

751
00:38:23,800 --> 00:38:25,960
And this year is different
from other years,

752
00:38:25,960 --> 00:38:29,270
so does your team have these outcomes,

753
00:38:29,270 --> 00:38:33,530
smart goals around
social-emotional-behavioral learning

754
00:38:33,530 --> 00:38:35,920
that you're really trying to achieve.

755
00:38:35,920 --> 00:38:39,060
That's the outside of the circle.

756
00:38:39,060 --> 00:38:42,913
And then we need to have the
efficient systems in place

757
00:38:42,913 --> 00:38:46,720
that will help our staff in
implementing the practices

758
00:38:46,720 --> 00:38:48,640
and then the data to review them.

759
00:38:48,640 --> 00:38:51,720
And we have equity in the center.

760
00:38:51,720 --> 00:38:54,580
There were these horrible
murders last year,

761
00:38:54,580 --> 00:38:57,650
the Black Lives Matter
movement has really,

762
00:38:57,650 --> 00:39:02,100
so forced us to examine
our biases in education

763
00:39:02,100 --> 00:39:04,790
that are long, that are long entrenched

764
00:39:04,790 --> 00:39:06,630
in our education practices.

765
00:39:06,630 --> 00:39:08,160
So when we're talking

766
00:39:08,160 --> 00:39:11,500
about social-emotional-behavioral
learning for students,

767
00:39:11,500 --> 00:39:14,730
we gotta be thinking about are we,

768
00:39:14,730 --> 00:39:16,610
everything that we're doing,

769
00:39:16,610 --> 00:39:20,100
is it accessible to students
and is it equitable?

770
00:39:20,100 --> 00:39:22,990
So we're looking at our
systems data practices

771
00:39:22,990 --> 00:39:24,990
with equity in the middle of the sphere.

772
00:39:24,990 --> 00:39:29,990
And to be thinking in our context,

773
00:39:30,450 --> 00:39:31,890
we can't go too deep,

774
00:39:31,890 --> 00:39:34,220
because as I said, we
don't have the bandwidth.

775
00:39:34,220 --> 00:39:36,990
So we wanna really think
about what are the things

776
00:39:36,990 --> 00:39:40,350
that work really well
that we've been doing

777
00:39:40,350 --> 00:39:43,800
or that we could do that
might make a big difference

778
00:39:43,800 --> 00:39:45,790
and that we have the capacity to do.

779
00:39:45,790 --> 00:39:47,633
And I'll talk about some examples.

780
00:39:49,160 --> 00:39:51,550
So it's really going back to basics.

781
00:39:51,550 --> 00:39:54,930
We're looking at just these five areas.

782
00:39:54,930 --> 00:39:57,280
We wanna make sure we
have a way to connect

783
00:39:57,280 --> 00:40:01,380
and develop relationships with
students, staff and families.

784
00:40:01,380 --> 00:40:03,850
What are you doing to make connections,

785
00:40:03,850 --> 00:40:07,250
social connections and have some strength

786
00:40:07,250 --> 00:40:09,230
through those relationships?

787
00:40:09,230 --> 00:40:11,620
How are we screening to
find out how kids are doing?

788
00:40:11,620 --> 00:40:14,270
How are we screening to
find out how our staff

789
00:40:14,270 --> 00:40:15,790
and our families are doing?

790
00:40:15,790 --> 00:40:18,120
What do we have in place to help us see

791
00:40:18,120 --> 00:40:20,480
so that we can provide support and teach?

792
00:40:20,480 --> 00:40:23,710
And our support-and-teach
part of this little diagram

793
00:40:23,710 --> 00:40:26,010
is really going back to
what we've been doing

794
00:40:26,010 --> 00:40:27,770
for PBIS for a while,

795
00:40:27,770 --> 00:40:32,180
is having, developing some
really predictable routines.

796
00:40:32,180 --> 00:40:33,990
Make sure you have the matrix

797
00:40:33,990 --> 00:40:35,650
and you're teaching the matrix

798
00:40:35,650 --> 00:40:38,310
in the different
environments that you have.

799
00:40:38,310 --> 00:40:40,500
You're hybrid, you have
some students online,

800
00:40:40,500 --> 00:40:42,350
you have some students in the class.

801
00:40:42,350 --> 00:40:45,840
Making sure that matrix
matches that and then following

802
00:40:45,840 --> 00:40:49,690
the really good practices
around PBIS to really help

803
00:40:49,690 --> 00:40:52,330
kids feel supported, because
they know what's expected

804
00:40:52,330 --> 00:40:55,500
and then of course to monitor
how all that is doing.

805
00:40:55,500 --> 00:40:56,723
Next slide, please.

806
00:40:58,220 --> 00:41:01,830
So some sample practices
around connection.

807
00:41:01,830 --> 00:41:03,730
Positive greetings at the door.

808
00:41:03,730 --> 00:41:05,640
You'll see a link for a practice brief

809
00:41:05,640 --> 00:41:08,020
on positive greetings at the door.

810
00:41:08,020 --> 00:41:11,550
That just setting up,
and there's some examples

811
00:41:11,550 --> 00:41:14,230
of how you might greet
students at the door,

812
00:41:14,230 --> 00:41:16,500
at the beginning of a class
and at the end of a class

813
00:41:16,500 --> 00:41:19,210
or beginning of the day
and at the end of the day.

814
00:41:19,210 --> 00:41:23,270
There's research that says that it,

815
00:41:23,270 --> 00:41:25,670
having these practices in place

816
00:41:25,670 --> 00:41:28,870
really supports relationship development,

817
00:41:28,870 --> 00:41:32,220
minimizes disruption and
helps with task completion.

818
00:41:32,220 --> 00:41:34,730
So that kind of simple practices,

819
00:41:34,730 --> 00:41:38,360
that's one of those things about
making the smallest changes

820
00:41:38,360 --> 00:41:39,970
for the biggest impact.

821
00:41:39,970 --> 00:41:41,900
There's also another link on the website

822
00:41:41,900 --> 00:41:43,800
about safe distancing.

823
00:41:43,800 --> 00:41:46,950
How do you do that when you're
not in a physical classroom?

824
00:41:46,950 --> 00:41:49,210
So there's some good tips about that.

825
00:41:49,210 --> 00:41:50,660
Screening, how are you feeling?

826
00:41:50,660 --> 00:41:53,500
How can I help? Those are
the two key questions.

827
00:41:53,500 --> 00:41:55,960
We really gotta continue to
check in with our students

828
00:41:55,960 --> 00:41:58,870
to make sure we're not missing some really

829
00:41:58,870 --> 00:42:02,300
concerning situations
and thanks to Cassandra,

830
00:42:02,300 --> 00:42:05,430
she's introduced us to Closegap which

831
00:42:05,430 --> 00:42:07,230
if you go to, which session?

832
00:42:07,230 --> 00:42:09,340
I think I'll be talking
about it in screening.

833
00:42:09,340 --> 00:42:11,010
It's a great application

834
00:42:12,582 --> 00:42:15,270
for finding out how kids are
doing, how kids are feeling

835
00:42:15,270 --> 00:42:18,160
and giving them some suggested
things that they can do

836
00:42:18,160 --> 00:42:20,630
and also letting you
know that maybe they need

837
00:42:20,630 --> 00:42:21,950
to talk to somebody.

838
00:42:21,950 --> 00:42:24,210
Relationship mapping and climate surveys

839
00:42:24,210 --> 00:42:26,430
are also great screening methods.

840
00:42:26,430 --> 00:42:28,840
Teaching and support, I'm not
gonna spend any time on it,

841
00:42:28,840 --> 00:42:32,170
because this is stuff that
we do in PBIS all the time

842
00:42:32,170 --> 00:42:34,710
and it's really solid
and we need to keep that

843
00:42:35,810 --> 00:42:37,490
really active in our practice,

844
00:42:37,490 --> 00:42:41,000
modeling and prompting
the expected behavior,

845
00:42:41,000 --> 00:42:44,280
providing that positive
feedback at a very high ratio.

846
00:42:44,280 --> 00:42:48,130
Pre-teach and reteach
and intensify support.

847
00:42:48,130 --> 00:42:49,560
So, I mean, we really wanna keep

848
00:42:49,560 --> 00:42:52,120
that solid foundation in place.

849
00:42:52,120 --> 00:42:54,040
And then I put this in practices,

850
00:42:54,040 --> 00:42:57,990
because we also wanna practice
monitoring our own practices.

851
00:42:57,990 --> 00:42:59,620
And I think I've mentioned this before,

852
00:42:59,620 --> 00:43:03,960
but I just wanna put it in
another plug for the Be+ App.

853
00:43:03,960 --> 00:43:05,920
So we all have our phones,

854
00:43:05,920 --> 00:43:09,040
and it's a app that reminds you to,

855
00:43:09,040 --> 00:43:10,760
whatever it is you said it to do.

856
00:43:10,760 --> 00:43:14,730
So it could be remind you to reinforce

857
00:43:14,730 --> 00:43:18,320
Ann for all the prompt feedback
that she gives to others

858
00:43:18,320 --> 00:43:19,870
on a very regular basis.

859
00:43:19,870 --> 00:43:21,750
So it's like a timer and it's just a,

860
00:43:21,750 --> 00:43:23,570
it's a great app.

861
00:43:23,570 --> 00:43:26,700
And so it's now available in iPhone,

862
00:43:26,700 --> 00:43:29,330
so I encourage you to consider it.

863
00:43:29,330 --> 00:43:31,240
So those are just some
examples of small things

864
00:43:31,240 --> 00:43:33,310
you can do, big changes.

865
00:43:33,310 --> 00:43:35,430
- It also has like a counting feature,

866
00:43:35,430 --> 00:43:37,450
so if you're trying to
keep data on your self

867
00:43:37,450 --> 00:43:40,860
or how often you're giving
positive specific feedback

868
00:43:40,860 --> 00:43:42,760
or opportunities to respond,

869
00:43:42,760 --> 00:43:44,683
you can track your data.

870
00:43:45,860 --> 00:43:48,690
- Yeah, we're gonna try it
in one of our upcoming staff,

871
00:43:48,690 --> 00:43:50,320
daily staff meetings.

872
00:43:50,320 --> 00:43:55,320
Systems considerations, so
our experience is anecdotally

873
00:43:55,490 --> 00:43:58,350
that the schools that had
really strong leadership,

874
00:43:58,350 --> 00:44:02,650
team infrastructures, have
really been able to accommodate

875
00:44:02,650 --> 00:44:05,420
a lot of these big changes
in school this year.

876
00:44:05,420 --> 00:44:08,100
And so we wanna continue
to make sure that we have

877
00:44:08,100 --> 00:44:11,300
a leadership that meets regularly

878
00:44:11,300 --> 00:44:13,060
that's has someone on the team

879
00:44:13,060 --> 00:44:16,060
with social-emotional-behavioral
learning kinds of expertise

880
00:44:16,060 --> 00:44:19,040
and that we're really making
sure as a team we're focusing

881
00:44:19,040 --> 00:44:22,140
on social-emotional learning as a goal.

882
00:44:22,140 --> 00:44:26,120
I've mentioned previously
that we really have to be,

883
00:44:26,120 --> 00:44:27,910
have some sort of action plan.

884
00:44:27,910 --> 00:44:31,270
What is it we're trying to
get to by the end of the year?

885
00:44:31,270 --> 00:44:33,060
And it could be engagement.

886
00:44:33,060 --> 00:44:35,470
So our goals are a little
bit different this year.

887
00:44:35,470 --> 00:44:38,030
We want to make sure 90% of our students

888
00:44:38,030 --> 00:44:43,030
are fully engaged in
their educational program

889
00:44:43,260 --> 00:44:44,921
by the end of the year.

890
00:44:44,921 --> 00:44:49,830
And so you need some sort
of way to promote that

891
00:44:49,830 --> 00:44:54,550
and monitor that and
nurture that to happen.

892
00:44:54,550 --> 00:44:56,410
So an action plan's really important.

893
00:44:56,410 --> 00:45:01,370
One social-emotional-behavior
action plan goal.

894
00:45:01,370 --> 00:45:05,000
And then because you don't
wanna meet on Zoom all the time,

895
00:45:05,000 --> 00:45:08,880
those effective team
strategies are really critical

896
00:45:08,880 --> 00:45:12,470
in communication and I
think we've seen a lot,

897
00:45:12,470 --> 00:45:15,520
'cause we troll your websites at schools

898
00:45:15,520 --> 00:45:17,250
and we've seen a lot of great newsletters

899
00:45:17,250 --> 00:45:21,360
with a lot of information
come out, Facebook posts,

900
00:45:21,360 --> 00:45:24,150
great ways to communicate with others.

901
00:45:24,150 --> 00:45:27,020
And in doing so, think about the successes

902
00:45:27,020 --> 00:45:28,480
that you wanna share.

903
00:45:28,480 --> 00:45:32,173
When we were talking about
joy earlier, it was a big,

904
00:45:34,260 --> 00:45:36,020
it filled me up emotionally.

905
00:45:36,020 --> 00:45:37,930
And I think that we
wanna think about how we

906
00:45:37,930 --> 00:45:40,080
can communicate successes to others.

907
00:45:40,080 --> 00:45:42,330
And then professional
development for staff.

908
00:45:42,330 --> 00:45:43,980
There's a lot of professional development

909
00:45:43,980 --> 00:45:44,813
being offered this year,

910
00:45:44,813 --> 00:45:46,800
a lot of free professional development.

911
00:45:46,800 --> 00:45:49,230
And just my suggestion here

912
00:45:49,230 --> 00:45:51,480
or the guidance that we have to suggest

913
00:45:51,480 --> 00:45:53,380
is to be more intentional about it:

914
00:45:53,380 --> 00:45:58,140
who needs what and how
do we make sure that

915
00:45:58,140 --> 00:46:00,260
we're getting what everyone needs and that

916
00:46:00,260 --> 00:46:03,070
a few people get a little
bit something more special

917
00:46:03,070 --> 00:46:05,230
that meets their specific needs.

918
00:46:05,230 --> 00:46:07,600
So those are systems considerations.

919
00:46:07,600 --> 00:46:11,500
Not big changes, but
things to really focus on.

920
00:46:11,500 --> 00:46:12,730
And then we get to data.

921
00:46:12,730 --> 00:46:14,690
And just with data, you're looking

922
00:46:14,690 --> 00:46:16,110
at different data this year.

923
00:46:16,110 --> 00:46:19,070
Office discipline referrals
might be different for you,

924
00:46:19,070 --> 00:46:22,690
but I've been going on SWIS and
a lot of people are entering

925
00:46:22,690 --> 00:46:26,630
what we're calling, excuse
me, observation data

926
00:46:26,630 --> 00:46:27,860
about problem behaviors.

927
00:46:27,860 --> 00:46:28,963
So it's observation.

928
00:46:31,350 --> 00:46:34,381
- So smooth, Sherry. So smooth. (chuckles)

929
00:46:34,381 --> 00:46:35,550
(Sherry chuckles)

930
00:46:35,550 --> 00:46:39,823
Behavior observation and data-
- Data forms, that's right.

931
00:46:40,780 --> 00:46:42,420
- Don't worry. We had
lots of fun. (chuckles)

932
00:46:42,420 --> 00:46:44,270
- If it's not about a referral,

933
00:46:44,270 --> 00:46:46,960
it's about writing down
the problem behavior.

934
00:46:46,960 --> 00:46:50,180
So we're trying to change
that national conversation.

935
00:46:50,180 --> 00:46:52,490
It's not about referring someone,

936
00:46:52,490 --> 00:46:54,700
it's about noting that
this behavior occurred

937
00:46:54,700 --> 00:46:58,373
and keeping track in case we
really need to something big.

938
00:46:59,310 --> 00:47:02,250
And so that might not be
what you're lookin' at.

939
00:47:02,250 --> 00:47:04,080
You might be looking
at student engagement,

940
00:47:04,080 --> 00:47:05,710
attendance, nurses visits.

941
00:47:05,710 --> 00:47:07,670
And when we talk about
screening in my session,

942
00:47:07,670 --> 00:47:09,420
we'll talk about that a little bit.

943
00:47:10,420 --> 00:47:13,483
Okay, I'm done with my spiel.

944
00:47:14,440 --> 00:47:18,810
- Okay, any questions about that topic

945
00:47:18,810 --> 00:47:22,560
of kinda keeping things simple,
going back to the basics

946
00:47:22,560 --> 00:47:25,840
or any of those practices
Sherry mentioned,

947
00:47:25,840 --> 00:47:30,223
like the Closegap or Be+
App or anything like that?

948
00:47:31,330 --> 00:47:35,400
Many of those practices
will be highlighted

949
00:47:35,400 --> 00:47:38,580
in some of these small-group conversations

950
00:47:38,580 --> 00:47:40,243
that we're about to head into.

951
00:47:41,350 --> 00:47:44,670
So if you're interested in
learning more about one of them,

952
00:47:44,670 --> 00:47:46,783
you can join that group.

953
00:47:47,720 --> 00:47:50,020
So in this next section,

954
00:47:50,020 --> 00:47:53,650
we're gonna spend about 30
minutes in our small groups.

955
00:47:53,650 --> 00:47:55,840
So you'll have a chance to select

956
00:47:55,840 --> 00:47:58,170
which breakout room you wanna go into

957
00:47:58,170 --> 00:48:01,460
and we're gonna be attempting
to use the new feature in Zoom

958
00:48:01,460 --> 00:48:04,980
where you self-select into the
group that you wanna go to.

959
00:48:04,980 --> 00:48:07,600
So at the end of me telling
you what's gonna happen

960
00:48:07,600 --> 00:48:10,960
in each group, I will
show you where to select

961
00:48:10,960 --> 00:48:11,860
the group you wanna go in.

962
00:48:11,860 --> 00:48:13,110
So as I'm going over them,

963
00:48:13,110 --> 00:48:16,720
just kinda think about which
topic is most compelling

964
00:48:16,720 --> 00:48:17,593
to you today.

965
00:48:20,499 --> 00:48:23,287
Okay, so the first option is equity.

966
00:48:24,200 --> 00:48:26,830
So Rebecca and Amanda are
gonna be talking about

967
00:48:26,830 --> 00:48:29,190
the Tiered Fidelity Inventory

968
00:48:29,190 --> 00:48:32,073
Cultural Responsiveness Companion guide.

969
00:48:33,627 --> 00:48:38,627
And considering some questions
your team might ask itself

970
00:48:39,880 --> 00:48:41,650
in order to ensure equity

971
00:48:41,650 --> 00:48:45,590
within your school-wide
expectations and your matrix.

972
00:48:45,590 --> 00:48:47,850
So if that topic is interesting to you,

973
00:48:47,850 --> 00:48:49,550
you would choose the equity group.

974
00:48:50,930 --> 00:48:53,770
Sherry's gonna be talking
about the purpose of screening,

975
00:48:53,770 --> 00:48:55,950
different types of screeners,

976
00:48:55,950 --> 00:48:58,040
giving some examples and having a chance

977
00:48:58,040 --> 00:49:00,083
for discussion and suggestions.

978
00:49:01,610 --> 00:49:04,020
Jon and I are gonna be talking
about positive greetings

979
00:49:04,020 --> 00:49:06,410
at the door or at login,

980
00:49:06,410 --> 00:49:09,150
relationship mapping and share,

981
00:49:09,150 --> 00:49:11,370
we'll be sharing some Vermont examples

982
00:49:11,370 --> 00:49:14,743
and have a chance for questions
and discussion as well.

983
00:49:16,500 --> 00:49:19,030
Melissa and Kym are going to be talking

984
00:49:19,030 --> 00:49:22,630
about Tiered Fidelity
Inventory and the SAS.

985
00:49:22,630 --> 00:49:25,570
So they will be discussing the,

986
00:49:25,570 --> 00:49:30,050
how you would do the TFI
walkthrough portion remotely

987
00:49:30,050 --> 00:49:33,740
and going over that PBIS Center
brief that Sherry mentioned.

988
00:49:33,740 --> 00:49:36,360
And then helping you learn

989
00:49:36,360 --> 00:49:39,860
how you would analyze your
results from the TFI and SAS,

990
00:49:39,860 --> 00:49:42,173
an action plan and share your results out.

991
00:49:44,420 --> 00:49:45,610
In family engagement,

992
00:49:45,610 --> 00:49:49,300
they're gonna review the
new resources on the website

993
00:49:49,300 --> 00:49:50,750
and walk you through that.

994
00:49:50,750 --> 00:49:54,010
And then share some great
ideas for family engagement

995
00:49:54,010 --> 00:49:56,100
that we've seen from Vermont schools

996
00:49:56,100 --> 00:49:58,483
and have a chance for
questions and discussion.

997
00:49:59,510 --> 00:50:04,080
The Building SU/SD capacity
group will be talking about

998
00:50:04,080 --> 00:50:05,460
the benefits and challenges

999
00:50:05,460 --> 00:50:08,850
of SU/SD coordination in Vermont,

1000
00:50:08,850 --> 00:50:10,940
giving some examples of how it might work

1001
00:50:10,940 --> 00:50:15,803
and what SU/SD PBIS
leadership team might do.

1002
00:50:16,840 --> 00:50:17,940
And introducing you to

1003
00:50:17,940 --> 00:50:20,160
the District Systems Fidelity Inventory

1004
00:50:20,160 --> 00:50:22,740
which is kind of a
Tiered Fidelity Inventory

1005
00:50:22,740 --> 00:50:24,993
for the district rather
than for the school.

1006
00:50:26,250 --> 00:50:29,343
And then the last group
is targeted interventions.

1007
00:50:30,181 --> 00:50:32,110
And so they're gonna share a new program

1008
00:50:32,110 --> 00:50:33,290
that we've learned about called

1009
00:50:33,290 --> 00:50:35,423
the Resiliency Education Project.

1010
00:50:37,310 --> 00:50:38,460
They're gonna be talking about

1011
00:50:38,460 --> 00:50:42,100
how you can adapt Check-In
Check-Out for distance learning,

1012
00:50:42,100 --> 00:50:44,960
showing a sample of tier II inventory.

1013
00:50:44,960 --> 00:50:48,310
And then really having a
chance for schools to share

1014
00:50:48,310 --> 00:50:50,960
what you're doing, how
you're targeted interventions

1015
00:50:50,960 --> 00:50:53,960
have changed and adapted during this time

1016
00:50:53,960 --> 00:50:55,373
and what's working for you.

1017
00:50:57,990 --> 00:51:01,690
So we're gonna cross
our fingers (chuckles)

1018
00:51:01,690 --> 00:51:05,450
and hope that down in your toolbar,

1019
00:51:05,450 --> 00:51:08,790
you see something that
says Breakout Rooms.

1020
00:51:08,790 --> 00:51:12,080
And before we do this, I'm
just quickly gonna make Ann

1021
00:51:12,080 --> 00:51:15,893
the host in case that matters.

1022
00:51:20,772 --> 00:51:25,772
Okay, but now, Ann, if you can
make me a co-host. (chuckles)

1023
00:51:25,920 --> 00:51:28,210
So down at the bottom, do you see,

1024
00:51:28,210 --> 00:51:29,850
or maybe your toolbar's at the top,

1025
00:51:29,850 --> 00:51:31,580
but I think it's at the bottom.

1026
00:51:31,580 --> 00:51:35,490
Do you see something
that says Breakout Rooms?

1027
00:51:35,490 --> 00:51:37,350
It might be under More.

1028
00:51:37,350 --> 00:51:40,393
So if you have a More and then three dots,

1029
00:51:41,300 --> 00:51:42,573
it might be there.

1030
00:51:46,870 --> 00:51:48,380
No. No, no, no.

1031
00:51:48,380 --> 00:51:50,670
No, no, no, hmm.

1032
00:51:50,670 --> 00:51:51,503
- Uh-oh.

1033
00:51:57,520 --> 00:51:58,353
Uh-oh.

1034
00:51:59,827 --> 00:52:01,253
- Right. I can see it.

1035
00:52:03,910 --> 00:52:06,750
- Hmm. I can see it as well.

1036
00:52:06,750 --> 00:52:08,340
- Amy, can you share your screen

1037
00:52:08,340 --> 00:52:10,751
and show folks what it might look like?

1038
00:52:10,751 --> 00:52:12,650
(notification rings)

1039
00:52:12,650 --> 00:52:15,410
- Zoom doesn't allow you
to do that. (chuckles)

1040
00:52:15,410 --> 00:52:17,623
It doesn't allow you to share to Zoom.

1041
00:52:23,774 --> 00:52:24,607
Okay.

1042
00:52:24,607 --> 00:52:27,163
- So I can take an
image of it if you want.

1043
00:52:28,810 --> 00:52:30,143
- Amy, I can see it.

1044
00:52:31,872 --> 00:52:33,390
- It's 'cause you guys are co-hosts.

1045
00:52:33,390 --> 00:52:35,843
That's why you can see it, but.

1046
00:52:36,810 --> 00:52:39,600
- [Jon] I have a strange
thing going in that

1047
00:52:39,600 --> 00:52:42,970
as a co-host, I can actually assign people

1048
00:52:42,970 --> 00:52:46,180
to the groups which I have
never seen that happen

1049
00:52:46,180 --> 00:52:47,013
as a co-host.

1050
00:52:47,013 --> 00:52:49,627
I don't know if (audio
distorts) be able to do that.

1051
00:52:49,627 --> 00:52:51,830
- But, Jon, if you
scroll down all the way,

1052
00:52:51,830 --> 00:52:54,250
then you just pick the breakout group

1053
00:52:54,250 --> 00:52:55,680
that you want to be in.

1054
00:52:55,680 --> 00:52:57,070
Did you see that?

1055
00:52:57,070 --> 00:52:58,740
- [Jon] I see those.

1056
00:52:58,740 --> 00:53:00,010
I can't pick those.

1057
00:53:00,010 --> 00:53:04,130
I can like, Kym, I can put
you in any of those groups.

1058
00:53:04,130 --> 00:53:09,130
I have the Assign To and then
the groups are there for me.

1059
00:53:09,320 --> 00:53:10,310
That's what I see.

1060
00:53:10,310 --> 00:53:13,160
- All right.
- It's the same on my end too.

1061
00:53:13,160 --> 00:53:17,510
But I think that's because we're,

1062
00:53:17,510 --> 00:53:19,450
we're hosting the breakout room.

1063
00:53:19,450 --> 00:53:20,920
- Right.
- Right.

1064
00:53:20,920 --> 00:53:23,750
- Jon, you can't see that you can join

1065
00:53:23,750 --> 00:53:26,203
at the very bottom of
the list of participants?

1066
00:53:28,690 --> 00:53:31,320
- For us, it says broadcast message to all

1067
00:53:31,320 --> 00:53:32,470
or close all rooms.

1068
00:53:32,470 --> 00:53:35,090
But again, I think that's
because we're a co-host.

1069
00:53:35,090 --> 00:53:37,770
- Right, it seems like we-

1070
00:53:37,770 --> 00:53:39,823
- They all have zeros in them right now.

1071
00:53:39,823 --> 00:53:42,720
- But, Chantelle, when you
scroll down all the way,

1072
00:53:42,720 --> 00:53:44,640
then there's the
different breakout groups:

1073
00:53:44,640 --> 00:53:46,250
equity, informal screeners, et cetera.

1074
00:53:46,250 --> 00:53:48,180
And to the right, it says join.

1075
00:53:48,180 --> 00:53:50,145
So like Amanda has-

1076
00:53:50,145 --> 00:53:50,978
- Oh, I see, yep. Yep.

1077
00:53:50,978 --> 00:53:53,100
- [Man] Yeah, to the right, you can join.

1078
00:53:53,100 --> 00:53:57,060
- So if you press on the
blue zero, it will say,

1079
00:53:57,060 --> 00:53:58,833
Join will pop up, yes.

1080
00:54:00,200 --> 00:54:05,200
- Okay, so I'm gonna
assign all of the coaches

1081
00:54:05,340 --> 00:54:09,293
to their correct rooms in
case you can't find that.

1082
00:54:11,040 --> 00:54:13,800
And if you're a participant and can type

1083
00:54:13,800 --> 00:54:17,523
into the chat box which
group you want to go into,

1084
00:54:18,620 --> 00:54:23,620
I will bring them back up, oh, let's see.

1085
00:54:25,430 --> 00:54:26,760
I actually can't bring them back up,

1086
00:54:26,760 --> 00:54:29,310
but it seems like people
know where they wanna go.

1087
00:54:29,310 --> 00:54:30,425
- Wow.

1088
00:54:30,425 --> 00:54:33,010
- So if you're a co-host and
you know how to assign people

1089
00:54:33,010 --> 00:54:35,000
to a group, (chuckles)

1090
00:54:35,000 --> 00:54:37,110
- Yeah, I'll pick 'em out.
(speakers drown one another)

1091
00:54:37,110 --> 00:54:37,943
Sure.

1092
00:54:40,130 --> 00:54:42,130
- Hopefully we can do it pretty quickly.

1093
00:54:47,580 --> 00:54:48,413
Oh, boy.

1094
00:54:49,688 --> 00:54:52,521
(Sherry chuckles)

1095
00:54:53,890 --> 00:54:55,233
They're going real fast.

1096
00:54:56,610 --> 00:54:57,930
- What's seven?

1097
00:54:57,930 --> 00:55:00,600
Oh that's targeted interventions.

1098
00:55:00,600 --> 00:55:05,480
Jen, Mary's going to
targeted interventions.

1099
00:55:05,480 --> 00:55:09,730
Lisa Finland's is gonna go to equity.

1100
00:55:09,730 --> 00:55:12,273
Sorry about this. We were so excited.

1101
00:55:14,372 --> 00:55:15,372
Oh, Karen, ta-da-da.

1102
00:55:20,709 --> 00:55:23,876
(mumbles) Goes to.

1103
00:55:27,390 --> 00:55:29,973
(mouse clicks)

1104
00:55:31,550 --> 00:55:33,050
I got Ashley Grow

1105
00:55:35,140 --> 00:55:36,493
is going to.

1106
00:55:37,780 --> 00:55:42,780
(indistinct)
(Sherry mumbling)

1107
00:55:49,451 --> 00:55:50,284
Mm-hmm.

1108
00:55:51,767 --> 00:55:52,610
- And for some people,

1109
00:55:52,610 --> 00:55:54,920
some reason people are
not in alphabetical order,

1110
00:55:54,920 --> 00:55:56,750
so that makes it difficult.

1111
00:55:56,750 --> 00:55:58,820
- Did you already send Tina Carr?

1112
00:55:58,820 --> 00:55:59,653
- [Amy] No.

1113
00:56:06,110 --> 00:56:07,060
- Oh. There she is.

1114
00:56:10,020 --> 00:56:12,603
(mouse clicks)

1115
00:56:14,086 --> 00:56:16,503
(indistinct)

1116
00:56:18,619 --> 00:56:20,010
You might wanna say the names,

1117
00:56:20,010 --> 00:56:23,083
well, it won't matter,
because they'll disappear.

1118
00:56:29,946 --> 00:56:32,696
(mouse clicking)

1119
00:56:43,868 --> 00:56:46,701
(Sherry mumbling)

1120
00:57:03,180 --> 00:57:04,257
H. Pelly.

1121
00:57:09,951 --> 00:57:10,784
Lance.

1122
00:57:17,530 --> 00:57:19,280
- Thanks so much for being patient.

1123
00:57:23,270 --> 00:57:25,400
- I didn't say I was patient.

1124
00:57:25,400 --> 00:57:27,983
(Amy giggling)

1125
00:57:35,190 --> 00:57:38,010
I just can't believe
they're not alphabetical.

1126
00:57:38,010 --> 00:57:38,843
- I know.

1127
00:57:41,622 --> 00:57:44,372
(mouse clicking)

1128
00:57:58,601 --> 00:58:01,518
(Sherry chuckling)

1129
00:58:05,463 --> 00:58:07,880
(audio distorts)

1130
00:58:16,502 --> 00:58:19,252
(mouse clicking)

1131
00:58:21,540 --> 00:58:23,313
Did somebody find Tina Carr?

1132
00:58:26,390 --> 00:58:29,400
Oh, there she is. I got it.

1133
00:58:29,400 --> 00:58:30,873
- Okay, she's going to seven.

1134
00:58:33,570 --> 00:58:36,380
- Tina Carr said she was going targeted.

1135
00:58:36,380 --> 00:58:37,580
- That's seven, I think.

1136
00:58:38,610 --> 00:58:39,443
- Oh, sorry.

1137
00:58:40,880 --> 00:58:44,963
Screening, Lynn. I'll meet you in there.

1138
00:58:44,963 --> 00:58:46,542
- I got Lynn.

1139
00:58:46,542 --> 00:58:49,423
- Okay. Laura Brighton?

1140
00:58:51,720 --> 00:58:53,653
- She's Equity.
- Yeah.

1141
00:58:57,820 --> 00:59:00,930
- She's gone already.
- Okay. Careen.

1142
00:59:06,497 --> 00:59:08,057
(mouse clicking)

1143
00:59:08,057 --> 00:59:11,140
(notification rings)

1144
00:59:24,802 --> 00:59:27,885
(notification rings)

1145
00:59:36,610 --> 00:59:39,690
- And so if you are like me,

1146
00:59:39,690 --> 00:59:42,350
and you saw some good ideas fly by earlier

1147
00:59:42,350 --> 00:59:43,913
and wanna save the chat,

1148
00:59:44,860 --> 00:59:47,170
you can do that down at
the bottom of the chat box.

1149
00:59:47,170 --> 00:59:48,473
There's three dots.

1150
00:59:50,160 --> 00:59:51,800
And then you can click Save Chat

1151
00:59:51,800 --> 00:59:55,310
and it'll show you how to
do that on your desktop.

1152
00:59:55,310 --> 00:59:57,190
We'll also save it and try to remember

1153
00:59:57,190 --> 00:59:58,833
to upload it to the website.

1154
01:00:00,286 --> 01:00:02,913
So I wanna have those
ideas captured from before.

1155
01:00:04,656 --> 01:00:05,870
As we're coming back in,

1156
01:00:05,870 --> 01:00:09,080
if you'd like to type into the chat box,

1157
01:00:09,080 --> 01:00:12,063
just one takeaway you have
from your small group.

1158
01:00:13,400 --> 01:00:16,470
Either something one of
the facilitators mentioned,

1159
01:00:16,470 --> 01:00:19,910
something one of your
group members mentioned

1160
01:00:19,910 --> 01:00:22,080
that you want to take back in some way

1161
01:00:22,080 --> 01:00:24,973
to your team or your
school or your students.

1162
01:00:31,603 --> 01:00:32,436
Closegap.

1163
01:00:40,611 --> 01:00:42,730
- Oh, right.
- The education program.

1164
01:00:42,730 --> 01:00:44,410
Awesome. Resources.

1165
01:00:52,040 --> 01:00:54,450
Yeah, Ashley, it's okay to take time

1166
01:00:54,450 --> 01:00:55,923
to build a solid system.

1167
01:00:58,140 --> 01:01:00,290
Ooh, go, guardian. We
don't know what that is.

1168
01:01:00,290 --> 01:01:01,925
We'll have to look into it.

1169
01:01:01,925 --> 01:01:02,758
- Yeah.

1170
01:01:05,900 --> 01:01:08,783
- High school resource, awesome.

1171
01:01:10,790 --> 01:01:12,365
- 100 plus page. (indistinct)

1172
01:01:12,365 --> 01:01:13,720
(Amy chuckles)

1173
01:01:13,720 --> 01:01:17,433
- School@expectations
looking for culture equity.

1174
01:01:19,090 --> 01:01:21,943
Incorporating PBIS into
your school newsletter.

1175
01:01:26,020 --> 01:01:29,860
Awe, Lisa. You're speaking
our language. (chuckles)

1176
01:01:29,860 --> 01:01:32,100
She's gonna narrow it
down so she's gonna make

1177
01:01:32,100 --> 01:01:37,093
the biggest impact with the
least amount of work, awesome.

1178
01:01:38,510 --> 01:01:40,980
- Working smart, not harder. Right, Amy?

1179
01:01:40,980 --> 01:01:41,813
- Yep.

1180
01:01:43,760 --> 01:01:48,320
Right, and sorry for the tech snafu.

1181
01:01:48,320 --> 01:01:50,990
Hopefully (chuckles)
you got into your group

1182
01:01:50,990 --> 01:01:54,940
with enough time to learn
and talk with one another

1183
01:01:54,940 --> 01:01:56,563
without too much disruption.

1184
01:01:57,830 --> 01:02:01,980
I'm gonna bring the PowerPoint back up

1185
01:02:01,980 --> 01:02:03,813
as people are still typing.

1186
01:02:05,710 --> 01:02:07,480
And we have plenty of time,

1187
01:02:07,480 --> 01:02:09,650
so feel free to take your time typing

1188
01:02:09,650 --> 01:02:11,640
in the chat box what
you're gonna take back.

1189
01:02:11,640 --> 01:02:12,910
And it's also, I think,

1190
01:02:12,910 --> 01:02:15,600
always helpful for me to
type it into the chat box,

1191
01:02:15,600 --> 01:02:17,700
'cause then I might also write it down

1192
01:02:17,700 --> 01:02:19,533
if I haven't for myself.

1193
01:02:34,790 --> 01:02:36,470
Panorama, yes.

1194
01:02:38,470 --> 01:02:42,043
School climate survey. Awesome.

1195
01:02:46,480 --> 01:02:49,580
Yes, so Abby's asking
if all of the resources

1196
01:02:49,580 --> 01:02:51,160
are linked on the website from each

1197
01:02:51,160 --> 01:02:52,570
of the breakout rooms.

1198
01:02:52,570 --> 01:02:56,180
They are, in our breakout room,

1199
01:02:56,180 --> 01:02:59,700
Jon's shared some extra
resources that were not yet

1200
01:02:59,700 --> 01:03:02,450
on the website, so I snagged those

1201
01:03:02,450 --> 01:03:03,480
and I'll get them on the website

1202
01:03:03,480 --> 01:03:04,313
as soon as I can.

1203
01:03:04,313 --> 01:03:07,790
But if the coaches, if that
happened in your group,

1204
01:03:07,790 --> 01:03:10,100
that some additional resources
ended up being shared

1205
01:03:10,100 --> 01:03:11,320
based on the conversation,

1206
01:03:11,320 --> 01:03:14,300
if you can just send
those resources to Ann,

1207
01:03:14,300 --> 01:03:17,153
we'll get them posted under those topics.

1208
01:03:19,870 --> 01:03:22,893
Any lingering questions
from your breakout rooms?

1209
01:03:24,688 --> 01:03:27,588
You can type those into the
chat box too as we're talking.

1210
01:03:29,990 --> 01:03:31,480
So we just wanted to remind you

1211
01:03:31,480 --> 01:03:33,480
of some important upcoming events.

1212
01:03:33,480 --> 01:03:36,340
Our PD calender has many, many more events

1213
01:03:36,340 --> 01:03:37,910
than this listed on it,

1214
01:03:37,910 --> 01:03:39,673
but these are kind of the key ones.

1215
01:03:41,552 --> 01:03:45,160
Our next meeting of this
kind will be on May 6th

1216
01:03:45,160 --> 01:03:47,180
from 09:00 to 11:00.

1217
01:03:47,180 --> 01:03:49,800
So similar format.

1218
01:03:49,800 --> 01:03:51,243
Just our May meeting.

1219
01:03:52,490 --> 01:03:56,570
And this upcoming week January 19-21-21,

1220
01:03:56,570 --> 01:03:59,240
are our orientation webinars.

1221
01:03:59,240 --> 01:04:01,460
So most of you are from PBIS schools

1222
01:04:01,460 --> 01:04:03,370
that are already implementing universal,

1223
01:04:03,370 --> 01:04:07,580
but if you wanted a
refresher, you could come.

1224
01:04:07,580 --> 01:04:10,630
It's more so for schools that
are exploring implementation.

1225
01:04:10,630 --> 01:04:13,220
So it kind of walks
them through the basics

1226
01:04:13,220 --> 01:04:16,340
of PBIS but then also
the process of becoming

1227
01:04:16,340 --> 01:04:18,283
a universal school.

1228
01:04:19,630 --> 01:04:23,280
And then January 20th's theme
for targeted and intensive.

1229
01:04:23,280 --> 01:04:25,860
So if your school is
considering being trained

1230
01:04:25,860 --> 01:04:28,370
at the targeted or intensive level,

1231
01:04:28,370 --> 01:04:30,810
those orientation webinars are great,

1232
01:04:30,810 --> 01:04:33,693
great especially for
coordinators or administrators.

1233
01:04:35,520 --> 01:04:38,180
In January, oh, it is January. (chuckles)

1234
01:04:38,180 --> 01:04:41,110
at the end of January
will be our next FBA,

1235
01:04:41,110 --> 01:04:43,470
so a Functional Behavioral Assessment

1236
01:04:43,470 --> 01:04:46,930
and Behavior Support Planning workshop

1237
01:04:46,930 --> 01:04:49,413
with Jeremy and Lauralee.

1238
01:04:50,260 --> 01:04:53,310
The third date we inadvertently scheduled

1239
01:04:53,310 --> 01:04:55,353
during February vacation.

1240
01:04:56,263 --> 01:04:58,840
So that third date
needs to be rescheduled.

1241
01:04:58,840 --> 01:05:01,170
So if you register for that,

1242
01:05:01,170 --> 01:05:02,720
we'll send you the updated date

1243
01:05:03,802 --> 01:05:05,210
and we'll update that date on the website

1244
01:05:05,210 --> 01:05:06,660
as soon as we have it.

1245
01:05:06,660 --> 01:05:09,290
- It looks like it's
going to be March 10th.

1246
01:05:09,290 --> 01:05:10,123
- March 10th?

1247
01:05:10,123 --> 01:05:11,780
Okay.
- Yep.

1248
01:05:11,780 --> 01:05:15,250
- And that is nice because
it walks you through

1249
01:05:15,250 --> 01:05:19,360
the process using an actual
student that your team

1250
01:05:19,360 --> 01:05:24,360
is working to support and
so you'll have time go back

1251
01:05:24,610 --> 01:05:26,680
and do some work with your team

1252
01:05:26,680 --> 01:05:28,380
and the come back to the training.

1253
01:05:29,960 --> 01:05:32,540
And then the Summer
Institute is January 21st

1254
01:05:32,540 --> 01:05:34,480
to the 24th this year.

1255
01:05:34,480 --> 01:05:36,500
All of these events are gonna be virtual,

1256
01:05:36,500 --> 01:05:38,113
including the Summer Institute.

1257
01:05:38,970 --> 01:05:41,970
But last year we had
a really great turnout

1258
01:05:41,970 --> 01:05:45,750
for the Summer Institute
and it was still mostly fun,

1259
01:05:45,750 --> 01:05:48,050
even though we all started
behind our screens.

1260
01:05:49,379 --> 01:05:51,540
And this year it might be more likely

1261
01:05:51,540 --> 01:05:53,730
that you can actually be
together with your team

1262
01:05:53,730 --> 01:05:58,713
at least in person if not the rest of us.

1263
01:06:00,020 --> 01:06:02,410
Our theme, oh, boy, Sherry, you know it

1264
01:06:02,410 --> 01:06:04,280
off the top of your head.

1265
01:06:04,280 --> 01:06:07,937
- Here comes the sun, do-do-do-do.

1266
01:06:07,937 --> 01:06:09,270
(Sherry chuckles)
(Amy chuckles)

1267
01:06:09,270 --> 01:06:11,350
It's about resilience.

1268
01:06:11,350 --> 01:06:14,313
Strengthening and enhancing resilience.

1269
01:06:15,890 --> 01:06:17,590
- And Jen is asking,

1270
01:06:17,590 --> 01:06:19,600
there will be a spring
option for training.

1271
01:06:19,600 --> 01:06:21,970
We didn't actually put that on here,

1272
01:06:21,970 --> 01:06:25,840
but April 1st and 2nd will
be the core trainings:

1273
01:06:25,840 --> 01:06:28,643
universal, targeted,
intensive and refresher.

1274
01:06:29,810 --> 01:06:32,173
And those will also be virtual obviously.

1275
01:06:33,310 --> 01:06:35,223
It's a Thursday and Friday.

1276
01:06:36,360 --> 01:06:39,180
And plenty of breaks will be incorporated

1277
01:06:39,180 --> 01:06:42,693
because it's gonna be virtual, but, yeah.

1278
01:06:43,570 --> 01:06:46,120
- If you're planning on attending the,

1279
01:06:46,120 --> 01:06:48,240
one of those core trainings

1280
01:06:48,240 --> 01:06:51,290
for targeted, intensive or refresher,

1281
01:06:51,290 --> 01:06:53,620
for targeted and intensive,

1282
01:06:53,620 --> 01:06:57,150
the webinar, the orientation
webinar is a prerequisite.

1283
01:06:57,150 --> 01:06:59,010
So we know schedules are tough

1284
01:06:59,010 --> 01:07:02,230
and we have some
recordings of that webinar,

1285
01:07:02,230 --> 01:07:05,200
but if you're able to
go and spend an hour,

1286
01:07:05,200 --> 01:07:07,070
the targeted and intensive
are an hour long,

1287
01:07:07,070 --> 01:07:08,893
the universal is two hours.

1288
01:07:09,730 --> 01:07:14,580
It's a great way to get
started on your exploration,

1289
01:07:14,580 --> 01:07:15,980
exploration of those levels.

1290
01:07:18,490 --> 01:07:21,633
- Any other questions
about upcoming events?

1291
01:07:24,350 --> 01:07:27,140
I don't think the PD
calender is linked within

1292
01:07:27,140 --> 01:07:28,600
this page of resources,

1293
01:07:28,600 --> 01:07:31,063
but it is on our home page.

1294
01:07:34,978 --> 01:07:37,350
- Can I say one thing?
- Yeah.

1295
01:07:37,350 --> 01:07:39,653
- Amy, I think, didn't we
link it in the last email

1296
01:07:39,653 --> 01:07:41,260
that TAs sent out?

1297
01:07:41,260 --> 01:07:43,048
Wasn't the PD calender linked in there?

1298
01:07:43,048 --> 01:07:44,131
- [Amy] Yeah.

1299
01:07:45,420 --> 01:07:50,040
- Just that if you all have an intr,

1300
01:07:50,040 --> 01:07:52,180
anything you would like us to offer

1301
01:07:52,180 --> 01:07:56,960
around social-emotional-behavioral
learning, let us know,

1302
01:07:56,960 --> 01:07:59,380
because we really wanna
meet you where you're at.

1303
01:07:59,380 --> 01:08:02,950
And we're doing, some of
these traditional things

1304
01:08:02,950 --> 01:08:04,720
and we're adapting for COVID

1305
01:08:04,720 --> 01:08:07,190
and we're building equity and we are

1306
01:08:08,300 --> 01:08:10,930
really focusing on voice.

1307
01:08:10,930 --> 01:08:15,930
So I, if there's anything
else you want, let us know.

1308
01:08:16,420 --> 01:08:17,640
We'll try to make that happen.

1309
01:08:17,640 --> 01:08:21,110
In fact we were exploring
the idea of doing some

1310
01:08:21,110 --> 01:08:24,510
really sort of smallest
changes for the biggest impact

1311
01:08:24,510 --> 01:08:26,480
around classroom teacher,

1312
01:08:26,480 --> 01:08:27,930
around problem behaviors

1313
01:08:27,930 --> 01:08:30,313
for classroom teachers experiencing.

1314
01:08:31,270 --> 01:08:33,290
So that might be coming up pretty soon.

1315
01:08:33,290 --> 01:08:36,130
Keep focused on it and
see if there's anything

1316
01:08:36,130 --> 01:08:37,430
that meets your needs too.

1317
01:08:38,590 --> 01:08:40,600
- Yep, and Heather's just asking

1318
01:08:40,600 --> 01:08:43,533
who might register for
different trainings.

1319
01:08:44,798 --> 01:08:47,300
And if you go on our
website on the PD calender,

1320
01:08:47,300 --> 01:08:50,540
there's on each of them
is a section that says

1321
01:08:50,540 --> 01:08:52,930
who should attend and so you'll be able

1322
01:08:52,930 --> 01:08:55,470
to see whether it's kind of anyone

1323
01:08:55,470 --> 01:09:00,370
in a school this is relevant
for or this is a team training

1324
01:09:00,370 --> 01:09:04,083
or who the intended audience
is for each of these.

1325
01:09:05,780 --> 01:09:07,570
And the Summer Institute is a team

1326
01:09:07,570 --> 01:09:09,603
of at least two from your school.

1327
01:09:12,720 --> 01:09:16,447
Okay, so we have a

1328
01:09:18,170 --> 01:09:21,850
minimally active recently
Facebook group. (chuckles)

1329
01:09:21,850 --> 01:09:26,850
It's fallen off my table,
plate, I guess, a little bit.

1330
01:09:28,470 --> 01:09:30,330
But we do have a Facebook group

1331
01:09:30,330 --> 01:09:32,540
where people are sharing
ideas of what's working

1332
01:09:32,540 --> 01:09:35,503
in their schools and we
share upcoming events there.

1333
01:09:36,620 --> 01:09:39,930
Sometimes PBISApps will post an article

1334
01:09:39,930 --> 01:09:41,610
and we'll share it there.

1335
01:09:41,610 --> 01:09:44,053
So if you're not already
part of Facebook group,

1336
01:09:44,910 --> 01:09:48,910
you can search for PBIS
Vermont and find it.

1337
01:09:48,910 --> 01:09:51,340
And we also have a Twitter account.

1338
01:09:51,340 --> 01:09:53,740
And mostly on Twitter I'm
just retweeting other things

1339
01:09:53,740 --> 01:09:57,050
that schools are doing that are exciting.

1340
01:09:57,050 --> 01:09:59,620
So if you are, if your
school is on Twitter,

1341
01:09:59,620 --> 01:10:01,870
if you tag #VermontPBIS

1342
01:10:02,972 --> 01:10:05,610
or tag us in it @VermontPBIS,

1343
01:10:05,610 --> 01:10:09,010
I will, oh, wow Lynn
Wrap reports following us

1344
01:10:09,010 --> 01:10:10,556
right now on Twitter.

1345
01:10:10,556 --> 01:10:11,860
(Sherry chuckles)

1346
01:10:11,860 --> 01:10:12,923
So exciting.

1347
01:10:15,030 --> 01:10:16,900
And then on our website,

1348
01:10:16,900 --> 01:10:20,180
we actually have a map of
where all the PBIS schools

1349
01:10:20,180 --> 01:10:21,430
in Vermont are located.

1350
01:10:21,430 --> 01:10:24,710
So I think we're up to 160 schools now.

1351
01:10:24,710 --> 01:10:28,910
And the colors indicate what
level they've been trained at.

1352
01:10:28,910 --> 01:10:30,500
So the green are schools

1353
01:10:30,500 --> 01:10:32,150
that have been trained at universal,

1354
01:10:32,150 --> 01:10:35,230
yellow is a targeted, and
red they've been trained

1355
01:10:35,230 --> 01:10:36,930
up to the intensive level.

1356
01:10:36,930 --> 01:10:39,473
So if you're looking to connect with

1357
01:10:39,473 --> 01:10:41,180
a school that's nearby to you

1358
01:10:41,180 --> 01:10:44,210
or has similar demographics as you,

1359
01:10:44,210 --> 01:10:45,830
or you're just curious what schools

1360
01:10:45,830 --> 01:10:47,430
are considered PBIS schools,

1361
01:10:47,430 --> 01:10:49,960
you can check out that map on our website.

1362
01:10:49,960 --> 01:10:52,350
And then we also have it listed,

1363
01:10:52,350 --> 01:10:56,023
like you can see on the
right by SU and by School.

1364
01:10:57,390 --> 01:10:58,720
And as a coordinator,

1365
01:10:58,720 --> 01:11:00,900
your contact information should be there,

1366
01:11:00,900 --> 01:11:03,410
so that when we're
contacting coordinators,

1367
01:11:03,410 --> 01:11:06,490
we know the most up to
date information for you.

1368
01:11:06,490 --> 01:11:09,850
So if you check out that
school directory on our website

1369
01:11:09,850 --> 01:11:11,140
and if something is missing,

1370
01:11:11,140 --> 01:11:13,000
maybe your administrator has changed

1371
01:11:13,000 --> 01:11:15,920
or someone has joined
you as a co-coordinator,

1372
01:11:15,920 --> 01:11:18,380
you can click Update my
contacts and it will give you

1373
01:11:18,380 --> 01:11:20,550
a chance to just update who we should have

1374
01:11:20,550 --> 01:11:21,643
on our directory.

1375
01:11:25,196 --> 01:11:26,070
And that is it.

1376
01:11:26,070 --> 01:11:29,890
I see some people are
sharing some good ideas

1377
01:11:29,890 --> 01:11:30,730
in the chat box.

1378
01:11:30,730 --> 01:11:33,560
So Jess is mentioning
that National PBIS Forum

1379
01:11:33,560 --> 01:11:36,550
was virtual this year
and all of the recordings

1380
01:11:36,550 --> 01:11:40,170
of all of the presentations
are there for free,

1381
01:11:40,170 --> 01:11:43,270
which is amazing and overwhelming.

1382
01:11:43,270 --> 01:11:46,310
So you wanna kinda go in and pick a few,

1383
01:11:46,310 --> 01:11:47,860
'cause you could spend all day.

1384
01:11:49,250 --> 01:11:51,210
And Kym is mentioning that there

1385
01:11:51,210 --> 01:11:53,840
is a webinar on trauma coming up in March.

1386
01:11:53,840 --> 01:11:57,713
So, Karen, that might be
something to check out.

1387
01:11:59,980 --> 01:12:02,253
Let's see. Did I miss anything else?

1388
01:12:04,290 --> 01:12:07,270
Okay, so in the last 10 minutes,

1389
01:12:07,270 --> 01:12:10,250
if people have questions
that you're looking

1390
01:12:10,250 --> 01:12:11,423
to have answered,

1391
01:12:12,560 --> 01:12:15,310
you're welcome to unmute and ask them

1392
01:12:15,310 --> 01:12:17,790
or type into the chat box.

1393
01:12:17,790 --> 01:12:20,140
If you came thinking about a resource

1394
01:12:20,140 --> 01:12:22,280
that you wanted to share
with other coordinators

1395
01:12:22,280 --> 01:12:24,570
that you didn't get a chance to yet

1396
01:12:24,570 --> 01:12:26,720
either in your small
group or in this group,

1397
01:12:26,720 --> 01:12:28,903
feel free to add them in the chat box.

1398
01:12:30,330 --> 01:12:32,253
And, Sherry?

1399
01:12:33,200 --> 01:12:34,650
- Just as people are leaving,

1400
01:12:34,650 --> 01:12:35,530
I just wanna let you know that you'll get

1401
01:12:35,530 --> 01:12:39,250
an email from Ann shortly asking
you how this went for you.

1402
01:12:39,250 --> 01:12:41,770
So if you could throw out
a little feedback form

1403
01:12:41,770 --> 01:12:46,630
and then you press Submit
when you're in that link

1404
01:12:46,630 --> 01:12:49,493
and you'll get your
certificate of attendance.

1405
01:12:51,150 --> 01:12:52,900
- And I'm gonna take a picture of it just

1406
01:12:52,900 --> 01:12:54,400
for posterity sakes,

1407
01:12:54,400 --> 01:12:57,490
with all of you with
your masks on. (chuckles)

1408
01:12:57,490 --> 01:12:59,970
This coordinators meeting
was very different.

1409
01:12:59,970 --> 01:13:02,510
All right. Everybody ready to smile?

1410
01:13:02,510 --> 01:13:04,120
Oh, Ann says hold on.

1411
01:13:04,120 --> 01:13:05,860
Are you waving for the picture?

1412
01:13:05,860 --> 01:13:07,910
- No. (chuckles)
(Amy chuckles)

1413
01:13:07,910 --> 01:13:09,530
Actually to get their certificate,

1414
01:13:09,530 --> 01:13:12,163
it's the last question
before they hit Submit.

1415
01:13:13,470 --> 01:13:14,803
- Okay.
- Thank you.

1416
01:13:15,811 --> 01:13:16,644
(Amy giggles)

1417
01:13:16,644 --> 01:13:17,763
- All right. Smile.

1418
01:13:19,002 --> 01:13:20,170
(mouse clicks)

1419
01:13:20,170 --> 01:13:22,370
That was not the right
button. Keep smiling.

1420
01:13:24,440 --> 01:13:26,553
Okay. Got it.

1421
01:13:28,070 --> 01:13:31,150
Okay, so feel free to sign off

1422
01:13:31,150 --> 01:13:32,740
if all your needs have been met.

1423
01:13:32,740 --> 01:13:34,020
If you have more questions,

1424
01:13:34,020 --> 01:13:36,970
feel free to unmute or
type them into the chat box

1425
01:13:36,970 --> 01:13:39,640
and it was really nice to see everybody.

1426
01:13:39,640 --> 01:13:41,420
- Yeah. It was great.

1427
01:13:41,420 --> 01:13:42,403
Take good care.

1428
01:13:44,010 --> 01:13:46,824
Let's make it through the
20th and we'll be good.

1429
01:13:46,824 --> 01:13:48,853
(chuckles) Maybe.

1430
01:13:50,820 --> 01:13:54,270
- So, Kristin, if you go to our website

1431
01:13:54,270 --> 01:13:57,690
and then Schools, there's a directly link.

1432
01:13:57,690 --> 01:14:01,930
And then if you click Update
my contacts on the left,

1433
01:14:01,930 --> 01:14:05,340
it'll say do you wanna add, change, delete

1434
01:14:05,340 --> 01:14:06,960
administrator, school coordinator,

1435
01:14:06,960 --> 01:14:08,373
SU coordinator, whoever.

1436
01:14:11,560 --> 01:14:13,010
- Or you can be annoying like me

1437
01:14:13,010 --> 01:14:14,790
and I just send the changes to Ann

1438
01:14:14,790 --> 01:14:16,780
and she does them for me. (laughs)

1439
01:14:16,780 --> 01:14:19,400
- That also works. (chuckles)

1440
01:14:19,400 --> 01:14:20,750
- Bye, Cassandra.

1441
01:14:20,750 --> 01:14:21,600
By the way, Amy-

1442
01:14:21,600 --> 01:14:23,890
- So good to see you. Thank you.

1443
01:14:23,890 --> 01:14:24,980
- When I was doing the-

1444
01:14:24,980 --> 01:14:26,550
- Yeah. Bye.

1445
01:14:26,550 --> 01:14:29,950
- Mails as a TA, 95%
of the names I started

1446
01:14:29,950 --> 01:14:32,030
to type in did come up.

1447
01:14:32,030 --> 01:14:33,836
So it wasn't like I was typing-

1448
01:14:33,836 --> 01:14:35,060
- Oh, good.

1449
01:14:35,060 --> 01:14:36,810
- It was just a few that weren't in my,

1450
01:14:36,810 --> 01:14:38,960
at my contacts for some reason.

1451
01:14:38,960 --> 01:14:43,460
So I've lost sleep over
not sharing that with you.

1452
01:14:43,460 --> 01:14:45,010
(Kym chuckles)
(Ann chuckles)

1453
01:14:45,010 --> 01:14:46,950
- [Amy] I feel relieved.

1454
01:14:46,950 --> 01:14:49,890
- Kym, Coventry Village
School has a new principal,

1455
01:14:49,890 --> 01:14:51,490
so the emails that you're sending out,

1456
01:14:51,490 --> 01:14:53,290
I think they're going to la-la land.

1457
01:14:54,144 --> 01:14:55,210
- Who's the principal?

1458
01:14:55,210 --> 01:14:58,150
- It is Todd Rohlen.

1459
01:14:58,150 --> 01:14:59,510
- [Amy] Oh, we should have him.

1460
01:14:59,510 --> 01:15:00,630
- I think-

1461
01:15:00,630 --> 01:15:04,230
- It went to Matthew Baughman
who was the older principal.

1462
01:15:04,230 --> 01:15:07,385
- Oh, okay. Were you able to
forward that, Kristin, or?

1463
01:15:07,385 --> 01:15:08,220
- I did. Yeah.

1464
01:15:08,220 --> 01:15:09,410
I just wanted to make sure you knew,

1465
01:15:09,410 --> 01:15:10,900
but I wanted to make sure that I went in

1466
01:15:10,900 --> 01:15:12,110
and updated it.

1467
01:15:12,110 --> 01:15:13,540
- Thank you.
- Yeah.

1468
01:15:13,540 --> 01:15:14,373
- Okay.

1469
01:15:15,730 --> 01:15:18,407
A lot of emails went to la-la land.

1470
01:15:18,407 --> 01:15:19,760
(Kristin chuckles)
(Kym chuckles)

1471
01:15:19,760 --> 01:15:23,772
- No, some just went to a
different school. (laughs)

1472
01:15:23,772 --> 01:15:25,342
- All right, I sent that. (chuckles)

1473
01:15:25,342 --> 01:15:28,429
- We do have a lot of
Christophers in our SU. (giggles)

1474
01:15:28,429 --> 01:15:29,770
- Well, 'cause I had
done some work with Chris

1475
01:15:29,770 --> 01:15:32,620
the year before on trauma inform stuff

1476
01:15:32,620 --> 01:15:36,490
and staff development and I think,

1477
01:15:36,490 --> 01:15:38,630
you know how you start
typing a name and you,

1478
01:15:38,630 --> 01:15:40,970
and it comes up, you're like, oh.