- To the January
PBIS Coordinators Learning and Networking Meeting.
This is one of three meetings that we have
throughout the year to bring people together
to share and learn new ideas and to
just really, in many ways, especially right now,
appreciate that we are all part of
this PBIS family in Vermont.
And we've been on a bit of a journey together.
We know some of us,
some of each other and I'm just really glad that you're able
to join us.
I'm Sherry Schoenberg.
I'm here with Amy Wheeler-Sutton and Ann Dubie.
And many, many members of our state PBIS team
are coaches and trainers who will be facilitating some
of the breakout sessions today.
And I wanna thank you for coming. Next slide.
So if you haven't been on Zoom already,
which I would think there are very few that have not,
just wanna direct you to just a couple of things.
If you are
not muted, please mute yourself,
because that's the way we're gonna need to operate today.
And the best way to communicate is through the chat box
and Ann Dubie will be monitoring the chat box.
So if you have questions, comments
or things you wanna say,
please post in the chat box
and we'll try to acknowledge that.
There, we were anticipating, we had 70 participants today
or 70, between 70 and 80 participants today.
So the best way to communicate really is to chat.
You'll have a chance to talk with each other
in the breakout rooms that will be happening
in a little while.
And either show or hide your video,
whatever you're most comfortable with.
We like in the beginning or at the end
to show your video, but that's totally up to you.
Whatever makes you feel comfortable.
And also this feature, I don't know if you use it
at the bottom, in your bar, in your doc,
that has all the features for video, et cetera,
there's a Reactions icon.
And so you can play with that
if you like something somebody's saying.
Or if I ask a question,
because I think we might be just asking
what you think about something
and may not be able to see you.
So if you can put your reaction
to something we're asking about,
that would be really helpful.
And if you haven't already,
it might be a good idea to open up this webpage,
because it has a link to many, many materials
that we will be referring to today, okay.
(mouse clicks)
We always start our PBIS meetings with data.
Goes back. It's one of our key features of PBIS.
And 76 of you registered to attend today.
And in some ways I'm a bit overcome by the number
of people that have,
have taken time to be part of this.
And that really is meaningful.
It means that we really do wanna be connected
around this work, so thank you so much
for taking this time.
You're here from 40 schools
in 29 different supervisory unions
and districts, next slide.
And here's our agenda.
Oh, I have to point out the nice little photo
of one of our previous learning and networking meetings.
While we'll be smiling and talking with each other
about important content, it's a little bit different
and I'm echoing.
At least I was able to bring my dog with me today.
But anyway, we're hoping that at one of our next meetings,
we'll be able to be in a room together
and feel pretty goo about standing close to each other
and seeing each other's faces.
That would be awesome.
So we're gonna do a little connection activity.
As we always do, we really wanna let you know what's new
and a status report that the state team has been working on
around its action plan.
And then our very brief topic today
is about making small changes for the biggest impact.
We are so overwhelmed. There's so much going on.
It's really different.
Our anxiety is definitely at a highest level than,
who would've ever thought that
when we scheduled this meeting on January,
for January 14th, that the state of the world
and the state of our country
and our schools would be what it is now?
So we really wanna focus on the very few things
that we can do that have the biggest impact,
because we've got a lot goin' on.
And then we will spend about a half hour
in small group sessions.
And these will be the ones for you to choose from.
We have one on equity led by Rebecca.
I'll be talking about screening, informal screeners.
And I'll talk a little bit about
the formal psychometric screeners.
Relationship building is Amy and Jon Kidde.
And Kym and Melissa will be talking about TFI and the SAS.
And this would be for people who have not conducted
the Tiered Fidelity Inventory
or self-assessment survey before.
Bonnie and Chantelle will be showing you new resources
on family engagement.
And Cassandra and Lauralee will
be talking about SU/SD capacity.
A very big, big critical component
of implementation in terms of the cascade of supports.
And Ken and Kristin will be facilitating
a session on targeted interventions.
And we'll describe the sessions in a little bit more detail
right before we go into the breakouts,
so you can decide which session you wanna go into.
Okay, we must acknowledge all the wonderful resources
out there that contribute to what we talk about.
And it's really, really been impressive:
the wealth of new information that's come to us.
And I just wanna say briefly
the School Leadership for Social Justice organization
is relatively new to us.
And definitely something to keep your eye on.
And it's got some great articles on equity and PBIS.
School Mental Health Collaborative
is another great link and a website.
And for today's session, we'll be talking about
the resiliency education program materials that
is a new targeted intervention.
Many of you are familiar with PBISApps
and the PBIS national websites.
Lot of, lot of new resources
and practice briefs that are like one to two pages long.
So definitely, you need a really good idea
in a short period of time.
And you know that it's credible
and it's got evidence behind it.
So if you haven't been to PBIS.org lately, go there.
And we'll be sharing some of the resources,
Ci3T, a great site for screening.
Our schools have contributed all kinds of ideas
to today's session.
If you have not been to Making Caring Common website
out of Harvard,
another really good link for resources around relationships
and social connections.
And obviously our own state organization Vermont PBIS.
So we have a lot of support for the work that we do
and we've called through and hopefully have picked out
some things that might be useful to you, okay.
So, Amy, this would be you.
- I'm so rusty on Zoom. It's been a while.
I'm like, where, how do I unmute? (laughs)
(Sherry chuckles)
Okay, so for our anchoring connecting activity this morning,
I'm gonna bring up the whiteboard in Zoom.
So when it's open in your toolbar,
you'll see something that says View Options
and then Annotate.
And when we get there,
we're hoping that you might type in
what emotion you're feeling the most right now,
what your current mood is,
just to kind of get a sense of where the group
is at right now.
So I am gonna bring up the whiteboard
and there will be drawing options,
stamping, you could type words,
whichever you choose to express how you're feeling.
- And if for some reason you don't see
the whiteboard when it comes up,
you can certainly put your mood in the chat box
or an emoji if that works better for you.
- Mm, oops.
(chuckles) Hold on one second.
Let me bring out a different screen.
Good for you for figuring out how
to do it though, (chuckles) okay.
Okay, so now can you guys see a whiteboard?
Okay, and then if you go to View Options and Annotate,
you should see some options to draw or stamp or type.
Nasa's is feeling happy. (chuckles)
All good, Annie says she's feeling grounded
and finally has her feet under her.
(woman chuckling)
- Laura Brighton she's feeling good.
(Amy chuckles)
- Looks like somebody maybe needs a haircut.
I'm not sure with that. (laughing)
I need a haircut.
Last doc.
- [Sherry] Coffee. Someone needs more coffee.
(Amy chuckles)
- Yeah, other than our sleepy people,
looks like people are feeling pretty,
pretty positive and good.
I'll give you one more minute.
Okay. I'll save our image just for fun.
Okay, I'm gonna stop sharing the whiteboard
and head back to our PowerPoint.
- That was fun.
- That was fun. Thanks for sharing.
We didn't really know where educators were gonna be
on this morning.
So feeling hopeful alongside you.
(notification dings)
And we just wanted to share some
ideas that schools shared with us about
in the depths of December winter
where people might've been feeling
a little stretched thin and overwhelmed.
Some schools took some efforts to make sure that
they were still spreading joy.
So Rick Marcotte had a morning cart
with snacks, tea, lotions.
And Union Memorial had a coffee cart.
And you can see a kid delivering to Chris the principal,
which is awesome.
And then at Guilford they had a gratitude parade,
which sounds really lovely
of staff standing in the parking lot
and students driving around with their families
holding signs of gratitude.
And I actually, I think I saw some from JFK as well.
It seems like the community is really stepping up
and helping the schools provide things like this.
So I think JFK had like
a bunch of soap donated that they were able to bring around
to staff in a nice packaged way.
So just some kind of tokens of gratitude
and things to kind of brighten the mood.
So if you have other ideas that your school has done
to kind of in this vain,
brighten things up,
feel free to type those into the chat box.
Okay, so as you're typing, I'll just keep going.
But we would love to hear any joyful ideas.
We're gonna just give a brief update
on our action plan for the year
and the trainings that we've done so far.
Show you a few updates on our website
and give a reminder about the assessments
and just remind you of any TA changes.
And I'll just pause,
'cause some people have started typing into the chat box.
So Silas said they wrote holiday cards to the seniors.
A group that is really alone right now,
which is great to be thinking of them.
And February break sending thank-you cards
to first responders, that's awesome.
Molly, we walked into the new year.
Each class added miles to and we took
a trip around the country.
Oh, that's awesome.
Spirit Week, ice cream sundaes, hot coco.
That's really great.
(chuckles) Sarah, a masked singer.
I think that's based on a TV show.
I'm like so out of pop culture. I don't even know.
But a masked singer in the building
to guess which teacher is singing to them.
That sounds kinda hysterical.
And John's put in a link for some staff wellness activities.
Ann, maybe you can grab that link
and we can add it to the website, awesome.
Feel free to keep typing in.
Oh, awesome, seven days of gratitude challenge.
Blowup costumes, although I did hear on the news
that blowup costumes contributed to the spread
of the virus somewhere, so.
Snacks and treats.
Really nice, Beth's saying similar,
the kindness cards and notes to families and seniors.
Yeah, it does, of course one of the silver linings
in disasters like this is kind of
the community pulling together and thinking
of one another again.
Oh, awesome, Amy you'll have to type more about that
in the chat box.
Road to Acceptance Olympics.
Okay, so one of our goals for this year,
like Sherry mentioned, is to build that SU/SD capacity.
So thinking about whether there are leaders at the SU level
that can own this PBIS
and social-emotional learning work
and bring it down to the schools.
So some things that we've done
to start working on that goal are to focus
more of our TA at the SU/SD level
to increase our TA capacity.
So you'll see we've added two TAs this year.
And we are kinda throwing around the idea
of doing a Vermont PBIS academy
for those SU/SD leaders who are interested
in kind of expanding and deepening their knowledge
of PBIS to be able to become those
SU/SD level leaders within their districts.
We're also thinking about how we can strengthen
the connection between student outcomes
and implementation fidelity.
So you've probably heard us say in the past that
in Vermont, our implementation fidelity levels,
according to the TFI are rather high,
but we're not seeing the same growth in student outcomes.
And so thinking about that and examining it closer
to see what we can do
to bring the student outcomes along
with our fidelity of implementation.
So the TAs just conducted a data review
and sent to each school coordinator
and SU coordinator and school administrator.
Just a snapshot of some of your PBIS data altogether.
So thinking about things
like student outcomes alongside fidelity.
And we'll also be talking today about
the school climate survey which is another way to
see how your PBIS work is impacting
the larger school climate.
One of our other goals was to strengthen student
and family voice.
And so that's a goal at the state level,
but also for schools,
that area of the TFI
and the SAS is often one of the lower scores.
So stakeholder engagement is a really,
can be really challenging.
But this year during the pandemic,
I think schools realized more than ever
how critical that family engagement is.
So one thing that we're working on
is hosting some focus groups at the Summer Institute.
One with students and one with families
for them to be able to give feedback
about what works and what doesn't work
in terms of engagement and kind of anything
within the social-emotional-behavioral realm in schools.
So that will be really exciting.
And we also, Bonnie, one of our coaches,
spent a lot of time updating our family engagement webpage.
So if you choose that group in a little bit,
you'll be able to see what that looks like now
and the resources that are there for family engagement.
We've also had to obviously shift like many of you have
to providing our PD in different learning environments.
So you'll see our report on what trainings
we've offered this year.
And then we've also brought a focus
to equity and anti-bias work.
So right now we are partnering with Ruthie Payno Simmons
who some of you saw speak
at the October Leadership Forum.
She's actually gonna provide some professional development
for our state team.
So the PBIS state leaders to be able
to be more well versed in equity and anti-biased work.
So that then we can bring it down
to our Vermont PBIS professional development
so that then you are able to bring that work
into your PBIS work at your schools and districts.
And then we also are gonna be adding some questions
to our training evaluation to make sure that our trainings
are meeting the needs of all of our stakeholders
regardless of their (audio distorts) demographics.
So this year so far we have had,
oh, we forgot to put how many trainings we've had.
Maybe 12. I don't know.
(Amy chuckling)
Whoops, that have
been attended by 591 participants.
And we've been lucky to kinda maintain
this high satisfaction rate,
even though we've been virtual
and people are sick of being behind screens.
So we're grateful for you for being understanding
and kind of suffering through this format with us
and still getting the content knowledge
that you're looking for.
So you might have last year visited
our Social/Emotional/Behavioral Resources During COVID page.
This page has had a few different names over the course
of the pandemic.
But you can find it on our website under Training Resources
and then Social/Emotional/Behavioral Resources.
And we've kinda broken it down into a few sections
and then created pages for each
of those sections.
So this is a good place to go if you are looking for
a variety of resources for this specific time.
So we've tried to make this page really focused
on the current context.
And then you've probably been getting emails from us.
We haven't totally inundated you
with emails hopefully so far,
but the self-assessment survey
and the Tiered Fidelity Inventory windows are open
from now until March 31st.
For the SAS, we expect all Vermont PBIS schools
to have their staff complete the SAS.
Unless this year you decided to take
the school climate survey instead.
So Sherry's gonna introduce the school climate survey
and you can bring that back to your leadership team
to decide which assessment seems right
for your school this year.
The Tiered Fidelity Inventory, again,
we expect all of our schools to complete it once a year.
And at the tiers that you've been implementing.
So if you've only been trained at universal,
you'll complete tier one.
If you've been trained at targeted,
you would complete tier one and tier two of the TFI
and so on.
If you want to complete a tier that you haven't yet
been trained at, that's totally fine.
It can serve as a benchmark for you or,
a benchmark, is that the right word?
For you in the future to see where you were
and then where might you be after some additional training.
- Baseline.
- Baseline. Thank you. (chuckles)
And then prior to the pandemic,
we were going to be rolling out this concept
of a TFI learning walk.
And I think two of our schools have had
the opportunity to experience it.
And then the pandemic hit and we were unable
to be in schools.
But we are interested in doing
some virtual TFI learning walk.
So it basically is a more in depth way
to look at the TFI and for an external person like your TA
or one of our coaches to be able to provide some,
an external eye on your PBIS implementation
to give you some steps for improvement.
And just support where you might need it.
So if you're interested in that opportunity,
you can contact Sherry.
And for information about all of these,
there are resources that Ann has been posting
in the chat box,
in the TFI and SAS part,
you'll see the direct links
to where you get more information about those assessments.
And if you're a new coordinator and have no idea
what I'm talking about, you can contact your TA
and they'll walk you through how to access those
and why you would wanna use them and,
or you could choose to attend that small group
in the af, (chuckles) it's not in the afternoon.
(chuckles) It's in like 10 minutes.
(Amy chuckles)
Okay, so I'm gonna turn it over to Sherry
to introduce the school climate survey.
- Okay, and I even remembered to go off mute.
Ha-ha. That's wonderful.
(Amy chuckles)
So as Amy said, this year,
well, every year, we ask,
we expect that Vermont PBIS schools will complete
either TFI, I mean, the TFI
and the self-assessment survey.
And it's really, when we get into our topic
in a few minutes which
is "Making the Smallest Changes for the Biggest Impact,"
these two assessments are great ways
to very quickly get some information
from these validated instruments to help you focus on
what's going really well and what you might need
to work on.
And I think what was not included in the other slide,
but that is in your list of your resources
is how to consider doing
the Tiered Fidelity Inventory remotely.
So if you're not meeting in the same building,
there are lots of different ways you can do the TFI
and that's another practice brief from the national PBIS.
I just wanted to highlight that.
Last year we had a really good showing of schools
that completed the Tiered Fidelity Inventory
which was right during when things got shut down.
And we think this year we could even get
that data from you
and for you more.
So we're excited about that.
But we're hoping that you will consider whether you wanna
do the self-assessment survey
or the school climate survey.
self-assessment survey looks at all
of your staff perceptions on what they think is in place
and what priorities might need to be changed.
And the school climate survey lets you know,
gives you a sense of how people are feeling
about things going on in the school.
So this has been around for a few years now
at PBISApps and we're really encouraging you,
encouraging you to look at it.
So I'm gonna tell you a little bit about it
and also let you know that there is a modified version
that just came out at the end of December
and they're just adding the new surveys now,
but for a COVID environment,
because a lot of the questions in the school climate survey
ask about sorta the school environment.
And that might be very different this year.
So they've modified it to,
to focus on that difference.
Okay, so the surveys exist for
four different groups.
There's an elementary survey for grades three through five.
There's a middle-high school survey:
grades 6 through 12.
There's only 11 questions in the first and 9 questions
on the other and they measure
perceptions of school safety and orderliness
and relationships and whether they feel connected.
So they're really just very simple questions
that take about 10 to 15 minutes to complete.
Staff survey's a little bit longer
and that goes a little bit deeper on adult relationship
and the structure of learning and the support
that staff feel that they're getting around instruction.
So that's 29 questions.
But again, the guidance says that it takes up
to 15 minutes to complete.
And these are all links that you would get opened for you,
like you do with the self-assessment survey.
And then there's the family members survey.
So that is sort of a great way to get a sense
from your families on how they feel their students are
seeing their relationships in schools,
how their relationships with the school are,
how involved they are with the school.
And so you have four different groups that you can
do the survey with and they're really simple questions,
so pretty easy to understand.
And I'll get into this just a little bit further. Go ahead.
The modified version, as I said,
just modifies for different environments.
And it's several more questions.
So it might take a few minutes longer for students.
And they just added the middle school
and staff and they're getting ready
to add the family surveys.
And it asks more questions about what type
of learning you have and how connected you are with others
and how you do connect with others.
So it's got this logic about
(notification rings)
based on the environment that you're in.
I hope you guys didn't hear that thing that just happened
on my computer.
And there's a link for that on your resources.
Okay. Next slide, please.
So the surveys are really quick.
If you want your school students to do the survey
or your staff or whoever,
what you do need to do though is email Ann Dubie,
because she'll open the windows for you.
Because she can't just open them automatically,
because again it's a time sensitive thing
and you may wanna do just staff,
just families, just students, or a combination.
So if you would like to do this,
the school climate survey
instead of the self-assessment survey,
just email Ann Dubie and she'll communicate with you
to make sure the right links get opened
at the right times for you.
So, (coughs) excuse me, it's also great,
because you get to see multiple perspectives.
So for now you can look at similar questions
and how different groups within your school feel
about how school is for them and how they feel about school.
And you can compare across gender, grade,
race, ethnicity and time.
And so because the questions are generic enough,
it applies really well to all environments.
And then if we go to the next slide.
- I just wanted to clarify that if
they end up doing the modified school climate survey,
that's a different process for opening it.
So that link is on the materials as well.
And you can contact Ann.
She can kinda help you through that process,
but it's different organization that
is opening those windows for you.
So it takes like, I think takes like two to three days
for them to get back to you with your links.
And I think at the end,
I think it takes a week to get your reports
if you're doing the one that's modified for COVID.
- Thank you.
And I don't know if you've been to the guide
that's one PBISApps.
So you can go to the guide on PBISApps
or get it through our page that's linked for today.
But they have great sample like parent permission,
opt out forms and letters that introduce the survey
to the staff, to the students, to families
and also a process for action planning.
So it's really simple and it's really nice and
we hope that you'll consider doing that.
There's a question from Abby.
Is there a way to see a difference in questions
on the modified survey so we can decide which
is most appropriate before we sign up?
Absolutely, and Ann rocks.
So, yes, the links, Abby,
that are on the webpage for today
take you to
the one that's one PBISApps and the recently modified one.
So you can see the survey questions
by looking at the sample surveys.
And if you have any trouble finding anything,
let us know, because you can get them.
And I'll just show you some of the reports.
I think that's next.
Oh, well, here's the sample elementary survey.
This is the PBISApps version,
non-modified, so as you can see,
these are simple questions.
And we don't get too deep.
Recently there was a school that developed a survey
that had like, I don't know,
70 or 80 questions on it.
And I think that's really great to wanna know
a lot of detail and
I am also concerned about having so much data
and not knowing what to do with it.
So what I like about this
is that these are very general questions
and perhaps will allow you to ask more questions
or look at other data
to get a full picture of what people are feeling
about the school rather than start with something so big.
Okay, and this is a sample of a report that you'll get.
If you're looking at the report online,
you'll see that the bars on the bottom are question numbers.
And if you hover your cursor over the question number,
it will remind you what that question was.
But right now you would need to refer back to the questions
to be able to see that.
So when your team is looking at these responses,
this is a sample from middle/high school,
you wanna celebrate anything that's over a three.
So the scale is one to four,
so anything that's over a three,
you wanna be pretty excited about and celebrate.
So in this case, teachers treat me with respect
and I know an adult I can talk with at school
if I need help.
That's pretty high.
However, maybe that second, that question nine
might need a little bit
more attention because that is so critical to us.
But anyway, you do wanna celebrate anything
that's three or above.
And the question seven, students are frequently recognized
for good behavior,
is a little bit lower than three.
So we might wanna hone in on that one
and see if we can understand that better
and perhaps come up with a plan to make a change,
so students are feeling better about that.
And you can't really see this very well,
but you can look at all the answers to the questions
by race, ethnicity, gender, sexual orientation and grade
to see if there's any differences in perceptions
based on those categories.
So that's a really great feature.
And in this example, students are frequently recognized
for good behavior, there was not necessarily
a difference in answers between the different subgroups.
But if there are,
it may make you also want to explore further.
So there's so much you can get from this simple way
of collecting information.
And of course we have our state TAs that are available
to help you with us.
And as Amy said,
we have technical assistance providers right now.
We can help around systems, data and practices.
And we're happy to direct you
to information you may need and want.
There's 13 folks on our team that are also coaches
that can work a little bit more deeply with you.
You'd have to pay for the coaching time,
but you can contact your TA at anytime with any question,
'cause every question is a good question
and just wanna remind you of that.
And if you don't know who your state TA is,
Ann Dubie does and she responds so quickly.
So it's great.
- And Kristin just had a question about
if they are K-8 with the results beyond separate graphs
or does that-
- Yeah. - Grades.
- Yeah, the guidances that you do,
you administer the three through five,
grades three through five to three through five
and then the older version to the older students
and then you can download an Excel and manipulate
the data so that you can look at it as a whole school.
So there's a few more steps involved,
but that's the advice.
And the same thing, lower than grade three,
I think before the session today,
we were having a conversation about
it's different to ask questions to the younger students,
but we do have a modified version thanks
to Monkton Elementary School,
they developed a really nice
school climate survey with the same kinds of questions
and pictures and more simplicity to it so that you can get
that data as well and we can share that with you.
Thanks to Monkton.
Did I answer that question? Okay, I did.
- [Amy] Yes.
- All right, the topic for today,
which is very brief and really it's kind of a theme
throughout all of today is
trying to make the smallest changes for the biggest impact,
because we really, our bandwidth is really stretched.
Well, actually literally and figuratively.
We, our bandwidth is definitely stretched.
So we really wanna focus on those things.
And I was afraid I was gonna say making the small,
the biggest changes for the smallest impact.
Sometimes I mess up my sentences,
but I said it right, so that's a really good thing.
So I'm curious how many of you have seen this
or something like this diagram before.
I don't know. Nods.
Okay. (mouse clicks)
All right, well, this our favorite.
And so we show it all the time.
And each time it gets a little deeper for us.
But this is really the guidance that we wanna follow.
We need to be thinking really efficiently about our MTSS
and how we can organize so that we are focusing
on intended outcomes for this year.
And this year is different from other years,
so does your team have these outcomes,
smart goals around social-emotional-behavioral learning
that you're really trying to achieve.
That's the outside of the circle.
And then we need to have the efficient systems in place
that will help our staff in implementing the practices
and then the data to review them.
And we have equity in the center.
There were these horrible murders last year,
the Black Lives Matter movement has really,
so forced us to examine our biases in education
that are long, that are long entrenched
in our education practices.
So when we're talking
about social-emotional-behavioral learning for students,
we gotta be thinking about are we,
everything that we're doing,
is it accessible to students and is it equitable?
So we're looking at our systems data practices
with equity in the middle of the sphere.
And to be thinking in our context,
we can't go too deep,
because as I said, we don't have the bandwidth.
So we wanna really think about what are the things
that work really well that we've been doing
or that we could do that might make a big difference
and that we have the capacity to do.
And I'll talk about some examples.
So it's really going back to basics.
We're looking at just these five areas.
We wanna make sure we have a way to connect
and develop relationships with students, staff and families.
What are you doing to make connections,
social connections and have some strength
through those relationships?
How are we screening to find out how kids are doing?
How are we screening to find out how our staff
and our families are doing?
What do we have in place to help us see
so that we can provide support and teach?
And our support-and-teach part of this little diagram
is really going back to what we've been doing
for PBIS for a while,
is having, developing some really predictable routines.
Make sure you have the matrix
and you're teaching the matrix
in the different environments that you have.
You're hybrid, you have some students online,
you have some students in the class.
Making sure that matrix matches that and then following
the really good practices around PBIS to really help
kids feel supported, because they know what's expected
and then of course to monitor how all that is doing.
Next slide, please.
So some sample practices around connection.
Positive greetings at the door.
You'll see a link for a practice brief
on positive greetings at the door.
That just setting up, and there's some examples
of how you might greet students at the door,
at the beginning of a class and at the end of a class
or beginning of the day and at the end of the day.
There's research that says that it,
having these practices in place
really supports relationship development,
minimizes disruption and helps with task completion.
So that kind of simple practices,
that's one of those things about making the smallest changes
for the biggest impact.
There's also another link on the website
about safe distancing.
How do you do that when you're not in a physical classroom?
So there's some good tips about that.
Screening, how are you feeling?
How can I help? Those are the two key questions.
We really gotta continue to check in with our students
to make sure we're not missing some really
concerning situations and thanks to Cassandra,
she's introduced us to Closegap which
if you go to, which session?
I think I'll be talking about it in screening.
It's a great application
for finding out how kids are doing, how kids are feeling
and giving them some suggested things that they can do
and also letting you know that maybe they need
to talk to somebody.
Relationship mapping and climate surveys
are also great screening methods.
Teaching and support, I'm not gonna spend any time on it,
because this is stuff that we do in PBIS all the time
and it's really solid and we need to keep that
really active in our practice,
modeling and prompting the expected behavior,
providing that positive feedback at a very high ratio.
Pre-teach and reteach and intensify support.
So, I mean, we really wanna keep
that solid foundation in place.
And then I put this in practices,
because we also wanna practice monitoring our own practices.
And I think I've mentioned this before,
but I just wanna put it in another plug for the Be+ App.
So we all have our phones,
and it's a app that reminds you to,
whatever it is you said it to do.
So it could be remind you to reinforce
Ann for all the prompt feedback that she gives to others
on a very regular basis.
So it's like a timer and it's just a,
it's a great app.
And so it's now available in iPhone,
so I encourage you to consider it.
So those are just some examples of small things
you can do, big changes.
- It also has like a counting feature,
so if you're trying to keep data on your self
or how often you're giving positive specific feedback
or opportunities to respond,
you can track your data.
- Yeah, we're gonna try it in one of our upcoming staff,
daily staff meetings.
Systems considerations, so our experience is anecdotally
that the schools that had really strong leadership,
team infrastructures, have really been able to accommodate
a lot of these big changes in school this year.
And so we wanna continue to make sure that we have
a leadership that meets regularly
that's has someone on the team
with social-emotional-behavioral learning kinds of expertise
and that we're really making sure as a team we're focusing
on social-emotional learning as a goal.
I've mentioned previously that we really have to be,
have some sort of action plan.
What is it we're trying to get to by the end of the year?
And it could be engagement.
So our goals are a little bit different this year.
We want to make sure 90% of our students
are fully engaged in their educational program
by the end of the year.
And so you need some sort of way to promote that
and monitor that and nurture that to happen.
So an action plan's really important.
One social-emotional-behavior action plan goal.
And then because you don't wanna meet on Zoom all the time,
those effective team strategies are really critical
in communication and I think we've seen a lot,
'cause we troll your websites at schools
and we've seen a lot of great newsletters
with a lot of information come out, Facebook posts,
great ways to communicate with others.
And in doing so, think about the successes
that you wanna share.
When we were talking about joy earlier, it was a big,
it filled me up emotionally.
And I think that we wanna think about how we
can communicate successes to others.
And then professional development for staff.
There's a lot of professional development
being offered this year,
a lot of free professional development.
And just my suggestion here
or the guidance that we have to suggest
is to be more intentional about it:
who needs what and how do we make sure that
we're getting what everyone needs and that
a few people get a little bit something more special
that meets their specific needs.
So those are systems considerations.
Not big changes, but things to really focus on.
And then we get to data.
And just with data, you're looking
at different data this year.
Office discipline referrals might be different for you,
but I've been going on SWIS and a lot of people are entering
what we're calling, excuse me, observation data
about problem behaviors.
So it's observation.
- So smooth, Sherry. So smooth. (chuckles)
(Sherry chuckles)
Behavior observation and data- - Data forms, that's right.
- Don't worry. We had lots of fun. (chuckles)
- If it's not about a referral,
it's about writing down the problem behavior.
So we're trying to change that national conversation.
It's not about referring someone,
it's about noting that this behavior occurred
and keeping track in case we really need to something big.
And so that might not be what you're lookin' at.
You might be looking at student engagement,
attendance, nurses visits.
And when we talk about screening in my session,
we'll talk about that a little bit.
Okay, I'm done with my spiel.
- Okay, any questions about that topic
of kinda keeping things simple, going back to the basics
or any of those practices Sherry mentioned,
like the Closegap or Be+ App or anything like that?
Many of those practices will be highlighted
in some of these small-group conversations
that we're about to head into.
So if you're interested in learning more about one of them,
you can join that group.
So in this next section,
we're gonna spend about 30 minutes in our small groups.
So you'll have a chance to select
which breakout room you wanna go into
and we're gonna be attempting to use the new feature in Zoom
where you self-select into the group that you wanna go to.
So at the end of me telling you what's gonna happen
in each group, I will show you where to select
the group you wanna go in.
So as I'm going over them,
just kinda think about which topic is most compelling
to you today.
Okay, so the first option is equity.
So Rebecca and Amanda are gonna be talking about
the Tiered Fidelity Inventory
Cultural Responsiveness Companion guide.
And considering some questions your team might ask itself
in order to ensure equity
within your school-wide expectations and your matrix.
So if that topic is interesting to you,
you would choose the equity group.
Sherry's gonna be talking about the purpose of screening,
different types of screeners,
giving some examples and having a chance
for discussion and suggestions.
Jon and I are gonna be talking about positive greetings
at the door or at login,
relationship mapping and share,
we'll be sharing some Vermont examples
and have a chance for questions and discussion as well.
Melissa and Kym are going to be talking
about Tiered Fidelity Inventory and the SAS.
So they will be discussing the,
how you would do the TFI walkthrough portion remotely
and going over that PBIS Center brief that Sherry mentioned.
And then helping you learn
how you would analyze your results from the TFI and SAS,
an action plan and share your results out.
In family engagement,
they're gonna review the new resources on the website
and walk you through that.
And then share some great ideas for family engagement
that we've seen from Vermont schools
and have a chance for questions and discussion.
The Building SU/SD capacity group will be talking about
the benefits and challenges
of SU/SD coordination in Vermont,
giving some examples of how it might work
and what SU/SD PBIS leadership team might do.
And introducing you to
the District Systems Fidelity Inventory
which is kind of a Tiered Fidelity Inventory
for the district rather than for the school.
And then the last group is targeted interventions.
And so they're gonna share a new program
that we've learned about called
the Resiliency Education Project.
They're gonna be talking about
how you can adapt Check-In Check-Out for distance learning,
showing a sample of tier II inventory.
And then really having a chance for schools to share
what you're doing, how you're targeted interventions
have changed and adapted during this time
and what's working for you.
So we're gonna cross our fingers (chuckles)
and hope that down in your toolbar,
you see something that says Breakout Rooms.
And before we do this, I'm just quickly gonna make Ann
the host in case that matters.
Okay, but now, Ann, if you can make me a co-host. (chuckles)
So down at the bottom, do you see,
or maybe your toolbar's at the top,
but I think it's at the bottom.
Do you see something that says Breakout Rooms?
It might be under More.
So if you have a More and then three dots,
it might be there.
No. No, no, no.
No, no, no, hmm.
- Uh-oh.
Uh-oh.
- Right. I can see it.
- Hmm. I can see it as well.
- Amy, can you share your screen
and show folks what it might look like?
(notification rings)
- Zoom doesn't allow you to do that. (chuckles)
It doesn't allow you to share to Zoom.
Okay.
- So I can take an image of it if you want.
- Amy, I can see it.
- It's 'cause you guys are co-hosts.
That's why you can see it, but.
- [Jon] I have a strange thing going in that
as a co-host, I can actually assign people
to the groups which I have never seen that happen
as a co-host.
I don't know if (audio distorts) be able to do that.
- But, Jon, if you scroll down all the way,
then you just pick the breakout group
that you want to be in.
Did you see that?
- [Jon] I see those.
I can't pick those.
I can like, Kym, I can put you in any of those groups.
I have the Assign To and then the groups are there for me.
That's what I see.
- All right. - It's the same on my end too.
But I think that's because we're,
we're hosting the breakout room.
- Right. - Right.
- Jon, you can't see that you can join
at the very bottom of the list of participants?
- For us, it says broadcast message to all
or close all rooms.
But again, I think that's because we're a co-host.
- Right, it seems like we-
- They all have zeros in them right now.
- But, Chantelle, when you scroll down all the way,
then there's the different breakout groups:
equity, informal screeners, et cetera.
And to the right, it says join.
So like Amanda has-
- Oh, I see, yep. Yep.
- [Man] Yeah, to the right, you can join.
- So if you press on the blue zero, it will say,
Join will pop up, yes.
- Okay, so I'm gonna assign all of the coaches
to their correct rooms in case you can't find that.
And if you're a participant and can type
into the chat box which group you want to go into,
I will bring them back up, oh, let's see.
I actually can't bring them back up,
but it seems like people know where they wanna go.
- Wow.
- So if you're a co-host and you know how to assign people
to a group, (chuckles)
- Yeah, I'll pick 'em out. (speakers drown one another)
Sure.
- Hopefully we can do it pretty quickly.
Oh, boy.
(Sherry chuckles)
They're going real fast.
- What's seven?
Oh that's targeted interventions.
Jen, Mary's going to targeted interventions.
Lisa Finland's is gonna go to equity.
Sorry about this. We were so excited.
Oh, Karen, ta-da-da.
(mumbles) Goes to.
(mouse clicks)
I got Ashley Grow
is going to.
(indistinct) (Sherry mumbling)
Mm-hmm.
- And for some people,
some reason people are not in alphabetical order,
so that makes it difficult.
- Did you already send Tina Carr?
- [Amy] No.
- Oh. There she is.
(mouse clicks)
(indistinct)
You might wanna say the names,
well, it won't matter, because they'll disappear.
(mouse clicking)
(Sherry mumbling)
H. Pelly.
Lance.
- Thanks so much for being patient.
- I didn't say I was patient.
(Amy giggling)
I just can't believe they're not alphabetical.
- I know.
(mouse clicking)
(Sherry chuckling)
(audio distorts)
(mouse clicking)
Did somebody find Tina Carr?
Oh, there she is. I got it.
- Okay, she's going to seven.
- Tina Carr said she was going targeted.
- That's seven, I think.
- Oh, sorry.
Screening, Lynn. I'll meet you in there.
- I got Lynn.
- Okay. Laura Brighton?
- She's Equity. - Yeah.
- She's gone already. - Okay. Careen.
(mouse clicking)
(notification rings)
- And so if you are like me,
and you saw some good ideas fly by earlier
and wanna save the chat,
you can do that down at the bottom of the chat box.
There's three dots.
And then you can click Save Chat
and it'll show you how to do that on your desktop.
We'll also save it and try to remember
to upload it to the website.
So I wanna have those ideas captured from before.
As we're coming back in,
if you'd like to type into the chat box,
just one takeaway you have from your small group.
Either something one of the facilitators mentioned,
something one of your group members mentioned
that you want to take back in some way
to your team or your school or your students.
Closegap.
- Oh, right. - The education program.
Awesome. Resources.
Yeah, Ashley, it's okay to take time
to build a solid system.
Ooh, go, guardian. We don't know what that is.
We'll have to look into it.
- Yeah.
- High school resource, awesome.
- 100 plus page. (indistinct)
(Amy chuckles)
- School@expectations looking for culture equity.
Incorporating PBIS into your school newsletter.
Awe, Lisa. You're speaking our language. (chuckles)
She's gonna narrow it down so she's gonna make
the biggest impact with the least amount of work, awesome.
- Working smart, not harder. Right, Amy?
- Yep.
Right, and sorry for the tech snafu.
Hopefully (chuckles) you got into your group
with enough time to learn and talk with one another
without too much disruption.
I'm gonna bring the PowerPoint back up
as people are still typing.
And we have plenty of time,
so feel free to take your time typing
in the chat box what you're gonna take back.
And it's also, I think,
always helpful for me to type it into the chat box,
'cause then I might also write it down
if I haven't for myself.
Panorama, yes.
School climate survey. Awesome.
Yes, so Abby's asking if all of the resources
are linked on the website from each
of the breakout rooms.
They are, in our breakout room,
Jon's shared some extra resources that were not yet
on the website, so I snagged those
and I'll get them on the website
as soon as I can.
But if the coaches, if that happened in your group,
that some additional resources ended up being shared
based on the conversation,
if you can just send those resources to Ann,
we'll get them posted under those topics.
Any lingering questions from your breakout rooms?
You can type those into the chat box too as we're talking.
So we just wanted to remind you
of some important upcoming events.
Our PD calender has many, many more events
than this listed on it,
but these are kind of the key ones.
Our next meeting of this kind will be on May 6th
from 09:00 to 11:00.
So similar format.
Just our May meeting.
And this upcoming week January 19-21-21,
are our orientation webinars.
So most of you are from PBIS schools
that are already implementing universal,
but if you wanted a refresher, you could come.
It's more so for schools that are exploring implementation.
So it kind of walks them through the basics
of PBIS but then also the process of becoming
a universal school.
And then January 20th's theme for targeted and intensive.
So if your school is considering being trained
at the targeted or intensive level,
those orientation webinars are great,
great especially for coordinators or administrators.
In January, oh, it is January. (chuckles)
at the end of January will be our next FBA,
so a Functional Behavioral Assessment
and Behavior Support Planning workshop
with Jeremy and Lauralee.
The third date we inadvertently scheduled
during February vacation.
So that third date needs to be rescheduled.
So if you register for that,
we'll send you the updated date
and we'll update that date on the website
as soon as we have it.
- It looks like it's going to be March 10th.
- March 10th?
Okay. - Yep.
- And that is nice because it walks you through
the process using an actual student that your team
is working to support and so you'll have time go back
and do some work with your team
and the come back to the training.
And then the Summer Institute is January 21st
to the 24th this year.
All of these events are gonna be virtual,
including the Summer Institute.
But last year we had a really great turnout
for the Summer Institute and it was still mostly fun,
even though we all started behind our screens.
And this year it might be more likely
that you can actually be together with your team
at least in person if not the rest of us.
Our theme, oh, boy, Sherry, you know it
off the top of your head.
- Here comes the sun, do-do-do-do.
(Sherry chuckles) (Amy chuckles)
It's about resilience.
Strengthening and enhancing resilience.
- And Jen is asking,
there will be a spring option for training.
We didn't actually put that on here,
but April 1st and 2nd will be the core trainings:
universal, targeted, intensive and refresher.
And those will also be virtual obviously.
It's a Thursday and Friday.
And plenty of breaks will be incorporated
because it's gonna be virtual, but, yeah.
- If you're planning on attending the,
one of those core trainings
for targeted, intensive or refresher,
for targeted and intensive,
the webinar, the orientation webinar is a prerequisite.
So we know schedules are tough
and we have some recordings of that webinar,
but if you're able to go and spend an hour,
the targeted and intensive are an hour long,
the universal is two hours.
It's a great way to get started on your exploration,
exploration of those levels.
- Any other questions about upcoming events?
I don't think the PD calender is linked within
this page of resources,
but it is on our home page.
- Can I say one thing? - Yeah.
- Amy, I think, didn't we link it in the last email
that TAs sent out?
Wasn't the PD calender linked in there?
- [Amy] Yeah.
- Just that if you all have an intr,
anything you would like us to offer
around social-emotional-behavioral learning, let us know,
because we really wanna meet you where you're at.
And we're doing, some of these traditional things
and we're adapting for COVID
and we're building equity and we are
really focusing on voice.
So I, if there's anything else you want, let us know.
We'll try to make that happen.
In fact we were exploring the idea of doing some
really sort of smallest changes for the biggest impact
around classroom teacher,
around problem behaviors
for classroom teachers experiencing.
So that might be coming up pretty soon.
Keep focused on it and see if there's anything
that meets your needs too.
- Yep, and Heather's just asking
who might register for different trainings.
And if you go on our website on the PD calender,
there's on each of them is a section that says
who should attend and so you'll be able
to see whether it's kind of anyone
in a school this is relevant for or this is a team training
or who the intended audience is for each of these.
And the Summer Institute is a team
of at least two from your school.
Okay, so we have a
minimally active recently Facebook group. (chuckles)
It's fallen off my table, plate, I guess, a little bit.
But we do have a Facebook group
where people are sharing ideas of what's working
in their schools and we share upcoming events there.
Sometimes PBISApps will post an article
and we'll share it there.
So if you're not already part of Facebook group,
you can search for PBIS Vermont and find it.
And we also have a Twitter account.
And mostly on Twitter I'm just retweeting other things
that schools are doing that are exciting.
So if you are, if your school is on Twitter,
if you tag #VermontPBIS
or tag us in it @VermontPBIS,
I will, oh, wow Lynn Wrap reports following us
right now on Twitter.
(Sherry chuckles)
So exciting.
And then on our website,
we actually have a map of where all the PBIS schools
in Vermont are located.
So I think we're up to 160 schools now.
And the colors indicate what level they've been trained at.
So the green are schools
that have been trained at universal,
yellow is a targeted, and red they've been trained
up to the intensive level.
So if you're looking to connect with
a school that's nearby to you
or has similar demographics as you,
or you're just curious what schools
are considered PBIS schools,
you can check out that map on our website.
And then we also have it listed,
like you can see on the right by SU and by School.
And as a coordinator,
your contact information should be there,
so that when we're contacting coordinators,
we know the most up to date information for you.
So if you check out that school directory on our website
and if something is missing,
maybe your administrator has changed
or someone has joined you as a co-coordinator,
you can click Update my contacts and it will give you
a chance to just update who we should have
on our directory.
And that is it.
I see some people are sharing some good ideas
in the chat box.
So Jess is mentioning that National PBIS Forum
was virtual this year and all of the recordings
of all of the presentations are there for free,
which is amazing and overwhelming.
So you wanna kinda go in and pick a few,
'cause you could spend all day.
And Kym is mentioning that there
is a webinar on trauma coming up in March.
So, Karen, that might be something to check out.
Let's see. Did I miss anything else?
Okay, so in the last 10 minutes,
if people have questions that you're looking
to have answered,
you're welcome to unmute and ask them
or type into the chat box.
If you came thinking about a resource
that you wanted to share with other coordinators
that you didn't get a chance to yet
either in your small group or in this group,
feel free to add them in the chat box.
And, Sherry?
- Just as people are leaving,
I just wanna let you know that you'll get
an email from Ann shortly asking you how this went for you.
So if you could throw out a little feedback form
and then you press Submit when you're in that link
and you'll get your certificate of attendance.
- And I'm gonna take a picture of it just
for posterity sakes,
with all of you with your masks on. (chuckles)
This coordinators meeting was very different.
All right. Everybody ready to smile?
Oh, Ann says hold on.
Are you waving for the picture?
- No. (chuckles) (Amy chuckles)
Actually to get their certificate,
it's the last question before they hit Submit.
- Okay. - Thank you.
(Amy giggles)
- All right. Smile.
(mouse clicks)
That was not the right button. Keep smiling.
Okay. Got it.
Okay, so feel free to sign off
if all your needs have been met.
If you have more questions,
feel free to unmute or type them into the chat box
and it was really nice to see everybody.
- Yeah. It was great.
Take good care.
Let's make it through the 20th and we'll be good.
(chuckles) Maybe.
- So, Kristin, if you go to our website
and then Schools, there's a directly link.
And then if you click Update my contacts on the left,
it'll say do you wanna add, change, delete
administrator, school coordinator,
SU coordinator, whoever.
- Or you can be annoying like me
and I just send the changes to Ann
and she does them for me. (laughs)
- That also works. (chuckles)
- Bye, Cassandra.
By the way, Amy-
- So good to see you. Thank you.
- When I was doing the-
- Yeah. Bye.
- Mails as a TA, 95% of the names I started
to type in did come up.
So it wasn't like I was typing-
- Oh, good.
- It was just a few that weren't in my,
at my contacts for some reason.
So I've lost sleep over not sharing that with you.
(Kym chuckles) (Ann chuckles)
- [Amy] I feel relieved.
- Kym, Coventry Village School has a new principal,
so the emails that you're sending out,
I think they're going to la-la land.
- Who's the principal?
- It is Todd Rohlen.
- [Amy] Oh, we should have him.
- I think-
- It went to Matthew Baughman who was the older principal.
- Oh, okay. Were you able to forward that, Kristin, or?
- I did. Yeah.
I just wanted to make sure you knew,
but I wanted to make sure that I went in
and updated it.
- Thank you. - Yeah.
- Okay.
A lot of emails went to la-la land.
(Kristin chuckles) (Kym chuckles)
- No, some just went to a different school. (laughs)
- All right, I sent that. (chuckles)
- We do have a lot of Christophers in our SU. (giggles)
- Well, 'cause I had done some work with Chris
the year before on trauma inform stuff
and staff development and I think,
you know how you start typing a name and you,
and it comes up, you're like, oh.