- And we are gonna record this morning.
And some of you had selected on the registration
that you didn't want your picture or video shown or shared,
so if that is you, feel free to hide your video.
And I will make this larger.
Okay.
So I mentioned before a few of you got on that
typically the reason we run this webinar at this time
of year is for schools who are getting ready to be
trained at the universal level in April or in June.
However, everybody that's registered for this webinar
is in a school that's already implementing.
Some of you might be in schools that have had a little
bit of an implementation dip,
perhaps pre-COVID or during COVID, and are now hoping
to revitalize a little bit.
And depending on kind of how far or how much work
you have to do,
it might make sense for your school to come back
through universal training, or it might make more sense
to come to a refresher training,
where you already have a team in place,
you've already got some components in place,
but you just need to kind of rejuvenate and get
back on track.
So I'll talk a little bit later
about our support structure at the State
and who you might get in contact with to figure
out where your school is and where you might access
some supports and trainings.
So we will have you stay muted during the session,
but we're such a small group that if you wanna unmute
and say something, please feel free.
And if you need any help or have any questions
as we go along,
please feel free to type into the chat box and I'll try
to keep an eye over there.
And Anne will put a link in the chat box
to where you can find all of the materials
for this webinar, but it's on our PBISvermont.org
website, which also has a wealth of other resources
for you to check out.
Okay.
So today we, and based on what you guys have said,
it looks like we do have some new coordinators,
so we will do a review of,
overview of PBIS at the universal level,
go over what the responsibilities and roles
and competencies of different team members are,
including the school coordinator,
help you learn about some coaching supports
that are available and other supports,
including professional development
and technical assistance and then leave lots of time
for any questions that you might have.
So you gave a little bit of this information
in your introductions or in the chat box,
but if you just type into the chat box
what your current level of familiarity with PBIS is,
would you rate yourself as knowing a lot,
a little bit or just learning?
Great.
Oops, sorry.
So if you've come to any of our trainings,
you're probably familiar with the image on the right
hand side of the screen.
This is really our overarching structure behind
PBIS and what really makes PBIS sustainable
within a school.
So you probably have seen a lot of initiatives
or practices come and go throughout the years in education,
but our hope is that when we build strong systems,
we are really able to help our PBIS work be sustainable.
So the systems we will talk about this morning,
for the most part,
and they really are there to support the staff
behavior and the staff change and mindset change.
The practices are there to support the students.
And we'll talk a little bit about how other programs
and initiatives and practices fit
within the PBIS framework,
and the data is there to help guide our decisions.
So how do we know what's working?
Where can we provide some additional supports?
And how can we progress monitor?
And we really wanna be thinking about what are
the outcomes that we are looking at for our school,
for all of our students and keeping that in mind,
both when we begin our PBIS work and ongoing.
So there might be weekly,
monthly outcomes that we're looking at and then annually,
what are we hoping to achieve and what are
we monitoring progress on?
And we really wanna be keeping equity at the center
of everything that we're doing and we'll talk
about that this morning about what that means
within the PBIS framework,
but really the foundational fundamental purpose
of PBIS is to make our schools more effective
and equitable learning environments for all of our students.
So for those of you who are brand brand new
to PBIS, it stands for positive behavioral
interventions and supports, and you've probably heard
me already say a few times this morning, framework.
And that really is because it is giving you the frame
to build to your social, emotional, and behavioral supports
for students, but it is very flexible
to be adapted to be relevant to your cultural context.
And so that could mean that it's gonna look very
different in an elementary school versus a high school,
urban school versus rural school, size of the school.
So I was just at Woodbury the other day,
which has 40 students,
PBIS looks very different there than a larger school.
So the idea is for you to have the kind of foundation
and frame to be able to add the relevant practices onto,
and be able to look at data that's relevant
for your school community.
And it's really taking that preventative approach.
So changing the mindset from just intervening
when we see challenging behaviors occurring
to getting ahead of those behaviors, shifting adult mindset,
to be thinking about how we can teach rather than punish,
and really be taking a restorative approach in our schools.
And you're gonna see,
there's a continuum of supports that are
available within PBIS.
And depending on how kind of deep your school has
gotten into training and coaching,
you will see either that continuum really built
out and robust, or maybe still needing to be developed.
And it, like I said,
is a framework for us to embed those evidence
based practices that we know are gonna have
the best results for students into your PBIS framework.
And what I really noticed is that when schools have
a strong PBIS framework, those other practices,
such as restorative practices and SEL curriculum,
responsive classroom, those actually are enhanced
when their PBIS framework is strong
because they understand that the systems and the data
need to be in place and not just the practices.
So they're looking at fidelity measures
for restorative practices, just like they do
for PBIS, or they're making sure
that the professional development for staff
to really understand and be able to implement
responsive classroom is strong.
So what we usually see is schools that are able
to implement PBIS with fidelity are able to bring
in some of these other programs or practices
or initiatives and sustain those as well.
It is based on the principles
of ABA, which is applied behavioral analysis,
which is really thinking about how we can alter
the environment to provide the best chance for success
for our students.
So rather than trying to change the students
in our building one by one by one,
rather than trying to change individual student behavior,
we're really taking a systems approach
and a preventative approach to teaching
and acknowledging when students are meeting
the expectations that we're looking for.
And when schools are able to implement with fidelity,
they are seeing improved academic and behavior outcomes.
So you'll see in a little bit some research behind that.
There are many misconceptions about PBIS out there.
One of them is that you can kind of come
to a PBIS training,
get handed a binder or a Google Drive folder and walk
away and be able to implement,
but it's not something that is a package curriculum,
it really takes work from your leadership team to be
able to take your learning and apply it back
to your school and have it be relevant
for your cultural context.
So not anything like a scripted intervention,
manualized strategy, and really importantly,
it is not just a reward system.
So one of the challenges is the way the training
is structured, we have leadership teams come
to training either in April for two days
or in June for four days, and then go back,
do some work with our team to be ready to roll
out to staff at the August inservice.
And sometimes they're given an hour or two hours
to distill down this two or four day training
for their staff.
And what it ends up being is really
just the what and the how of PBIS rather
than the why behind PBIS, and really getting
at that mindset shift.
So there are probably some people in your building
that believe that PBIS is just the acknowledgements
system or the reward system,
and we really wanna work to be able to broaden
their understanding of all that is encompassed
within the six components of PBIS.
So this is just kind of a little elevator speech
that you could use and adapt if you were asked,
what is PBIS or what isn't PBIS.
So kind of taking what I've told you so far
and compacting it into a little 30 second blurb,
evidence based framework, able to be tailored
to our school community,
giving that continuum of supports for students,
and when implemented with fidelity is leading
to positive and equitable outcomes for students,
and that's academic and social, emotional, and behavioral.
So I mentioned I was
gonna talk a little bit about how the other
initiatives and programs that we are working
on within Vermont schools can fit
within the PBIS framework.
So the way we see it is that MTSS is kind
of the overarching framework.
And then within that sits the PBIS framework,
which is really focused on
social, emotional, and behavioral.
So we see academic gains from implementing
PBIS, but the focus of our PBIS work is really
on the social, emotional, and behavioral side of schools,
which sometimes is forgotten within MTSS.
So you might have a really robust EST system
that's identifying students early who need
academic support, but sometimes
the social, emotional, and behavioral side
falls a little short.
So when implementing PBIS and kind of elevating
that level of importance
about the social, emotional, and behavioral side of things,
we see PBIS as the overarching framework to then
embed things like social, emotional learning,
trauma informed practices, restorative practices,
responsive classroom, developmental designs,
practices like that.
And the great thing about it is that all
of these really have the same end goals in mind.
So they're looking for us to build safe, respectful,
or
productive learning environments, build a really
positive school climate, both for the staff
and the students, emphasizing positive relationships
and helping students really understand what is expected
of them as learners.
So we know that it's a trauma informed practice
for students to be able to walk in and know that no
matter where they go in the building,
adults are gonna react to them in the same way,
they're gonna understand what the expectations are
and it's not gonna feel like scary to walk
into music class because they don't know
what to expect there or from that teacher,
or even going as far as knowing that the substitutes
know what the culture and expectations of the building
are to be able to have that sense of consistency
for especially students who've experienced trauma,
but really for all students.
All of these, when implemented well,
are whole school approaches.
so you might be in a building where a few teachers
are implementing restorative practices,
but think about how powerful that could be
if it was shifted to be a whole school approach,
where your staff meetings had restorative circles
built in, you were really attending to relationships
in all parts of the building and taking
a whole school approach.
They all are founded in really thinking
about the strengths of a student and building upon
those strengths, thinking about prevention,
rather just reactionary responses.
And they all, when done well,
can really contribute to an equitable learning environment.
However, they also depend
on an equitable learning environment.
So if you are in a place where the culture
and the morale is really struggling right now,
any of these can cause harm as well.
And so you really wanna be careful
about how you're implementing and the basis
that your school is coming from in order to not do
harm with these practices.
So, for instance, if your school is feeling like,
kind of in a crisis mode right now,
and staff are not feeling equipped to handle
student behavior, it very quickly can turn to be punitive
and compliance driven, and really not
what we're looking for when we're implementing
PBIS or restorative practices.
And so we wanna be really careful when we are
implementing to make sure that we are not doing harm
in any way.
So I already went over this, so I'm gonna skip it,
but just the last thing I wanna mention
about this is that you'll see in the practices bubble,
I already mentioned, we're really looking
for evidence based practices or promising practices.
And the reason for that is,
we don't have time to do stuff that might not work.
So in schools you're super busy, you're super overwhelmed,
pre-pandemic, let alone now,
so we really want to pick the fewest number of really
good evidence based practices that we can implement,
that are simple to implement,
that are going to give us the biggest effect
for our students.
So rather than trying to grab lots
of different initiatives and grab that new shiny object,
we really wanna narrow in and make sure that staff
have the best evidence based practices to implement
so that they're not overwhelmed and that
we're not adding one more thing to their plate.
So again, if you've come to any of our trainings,
you're probably familiar with this graphic as well.
And the key idea here is that our universal systems
and practices that we're putting in place are
there for all students.
So even if a student is eventually gonna need
some additional levels of support,
they still should be participating in and accessing
our universal level of supports, our first best
instruction around social, emotional, and behavioral.
So the universal practices are in place for all
students in all settings of the school,
really putting those best proactive strategies into place.
And when those practices are in place with fidelity
at the universal level,
we should see about 80% of our students succeeding.
When we notice that students need some additional
support or at risk of some, having behavioral challenges,
we wanna quickly be able to provide
targeted level supports.
And we want those to really,
we wanna have a menu of targeted interventions
at our disposal that can kind of be taken right off
the shelf and implemented for a student that week.
So it's not that we need to create
an in individualized plan for every student
who needs additional supports.
There are some students who are gonna benefit
just from that targeted level of support and are not
gonna need that really intensive,
resource intensive process of developing
an individualized plan for every student
that needs additional supports.
So when our targeted supports are in place with fidelity,
we should see about 10% to 15% of our students
benefiting from those targeted supports.
And then we know there's always gonna be about one
to five students who,
or 1% to 5% of students who are gonna need
some intensive supports.
And we wanna make sure that the pyramid is balanced
in this way so that our staff are not
completely overwhelmed by the students who need
intensive level supports.
And right now, during the pandemic,
you are probably feeling like this pyramid is shifted
up to the top,
and you might now have 25% of your students
who really could be benefiting from targeted supports
and 15% of your students who could be benefiting
from intensive supports.
And the idea is,
that's an indicator that you need to shift
those supports down the pyramid.
So things that may have previously been intended as,
in targeted level supports,
all of your students might benefit from right now.
So that might be something like an individualized
check-in with the adult in the morning.
And obviously you're gonna change the dosage
of that, right?
You might have a student who's doing pretty well.
They still need something more than they needed last year,
in terms of an adult looking them in the eyes,
greeting them in the morning, asking them how, you know,
their bus ride was or whatever it is.
And then another student might need like a sitdown
with an adult in the morning.
And then another student might need a check-in outside
of the classroom in a more typical like
check-in, check-out scenario.
But thinking about how you can shift some
of those targeted level supports into the universal
for all students might help balance out this pyramid
in a year, where it's really feeling like a lot more
of our students are needing more intensive
levels of support.
And just to know,
as we're really thinking about how we can make sure
that PBIS is most equitable,
when we see that there are inequitable outcomes
between our student groups,
that really is a tier one issue.
So we can't just ignore that and provide
those students with tier two or tier three supports.
We really need to be thinking at the universal level
about how all students can feel welcome
in our building and represented in our building
to ensure there's not over-representation
of certain groups within our tier two
and tier three supports.
So you'll notice that I've been saying students
who need intensive supports,
students who could benefit from targeted supports.
And the reason behind that is we really wanna get
away from saying our targeted students,
our tier three students, our red zone students,
because that really is labeling the student
and not the behavior.
And it's not accurately depicting all
that there is to that student.
So a student like Dylan, who might really struggle
with something like self-regulation, you're picturing,
you are Dylan within your building,
who's running out of the classroom,
who's tipping over desks,
we might call that student an intensive student,
or a high flyer or something like that,
but that's really not reflecting all of Dylan.
So he really only requires universal level supports
for reading, for peer interaction, for attendance.
When we get into of things like adult relationships
and science, he needs a little bit of extra support
and then math and self-regulation are really
where he struggles.
But if we were to just call him an intensive student,
it doesn't encapsulate all that he really is and can do.
And it kind of helps us to ignore his strengths.
So just for a second, think about yourself or a student,
and if you wanna take a little scrap piece of paper
and just jot the triangle,
where are some areas that either you or that student
are doing just fine with the universal level
of supports and where are some areas
that you or that student might need some targeted
or intensive level supports.
And then I'll just give you an example for myself,
after you've had a chance to think about it for a second.
So for myself, the areas that rise
above the universal level
would be like around
not snacking after dinner, while hanging out watching TV,
thinking about better self care practices,
need some targeted level supports,
exercise for sure need intensive level supports,
need lots of reminders,
need lots of incentives because that's not
something that's intrinsically motivating for me.
But if you were to just label me as in need
of intensive supports, because I haven't gotten more
than 2000 steps in three weeks, maybe,
according to my Fitbit, that wouldn't encapsulate all
of the strengths and skills I have.
And so really trying hard to correct our brains
that maybe have gotten used to saying tier two
or tier three students and finding ways to politely
nudge other people in our building to be
thinking about that.
So coming up with some kind of corrective phrase
you could use if somebody says,
"Well, our tier three kids are out of control this week,"
thinking about like, well, we don't really wanna
be referring to them as tier three kids.
We wanna be thinking about them as students who right
now need tier three supports.
So, like I mentioned,
in the past two years we've been really thinking
about how we can do our best to make sure
that PBIS practices are equitable for all of our students.
And so we're really going component by component,
tier by tier, and really thinking about all
of the practices that are in place,
the resources that we're providing,
and really every part of our school environment,
our policies that are in place, our handbooks,
and thinking are they representative of our population?
Are they construct by,
so are we engaging people really intentionally
in helping to build these systems or rebuild
these systems and are they responsive to all people?
So that each of our students and each
of our family members and each of our staff members
really have access to are meaningfully participating in
and are seeing positive outcomes from what we are doing?
So we want them to be,
each of our students and family and staff members
to be experiencing high quality experiences and not
having their individual characteristics
or group memberships be able to predict
whether they are seeing high outcomes.
So you might have come to the summer institute a few
years ago, we had Elena Aguilar as our presenter
and the way she says it just really sums
it up really nicely.
When we are thinking about educational equity,
we are meaning that every child receives what he,
she or they need to develop his, her,
or their full academic and social potential
and to thrive academically and socially, emotionally,
every child, every day, period.
So I think, thinking of things like that are a little
bit like a mantra, every child, every day, period,
can really help bring our focus back
to that when things might stray.
So you saw me mention access representation,
meaningful participation and high outcomes.
Those can be applied to anything.
Those can be applied to academics,
to your literacy curriculum, to anything, really.
But when we think about it for PBIS, we really wanna
be thinking about, do all of our students have access
to the universal supports, like I mentioned,
just because they're in need of targeted
or intensive level supports doesn't mean they should
not be exposed to the universal teaching practices
and the universal acknowledgement system,
all of their supports should be tied back
to the universal systems.
And so these are questions we're asking ourselves.
So do all of our students with need have access
to targeted or intensive level supports?
When we see a student who's in need
of an intensive support plan,
do they still have access to those targeted level supports?
So you might have something like recess planning.
So for a student that really struggles out at recess,
you might have them check in with a trusted adult
right before they go out, make a quick plan,
go out for recess,
check back in with that person when they come back
in the building, hey, how'd it go?
What could we do better next time?
Just because the student has intensive,
an intensive plan doesn't mean they shouldn't have
access to that recess planning that is technically
listed within your targeted menu.
So these tiers are somewhat, is Mobius the right word?
Fluid, that students should be able to access
supports that exist within a tier,
regardless of their level of need at that time.
We're gonna talk a little bit about who might be
on your leadership team for PBIS and whose voice might
be missing and making sure that your teams
are representative of the students and families
within your building, and that they have the ability
to make decisions and be part of the content
development for things like lesson plans and ensuring
that all of your students have the agency and are able
to learn and contribute to PBIS in ways
that feel effective to them.
So we'll actually show you a video from Chamberlin
school of some students who are participating
in their leadership team and seeing,
really feeling agency as a result of that.
And then of course,
implementing in a way that is supporting high outcomes
for all of our students.
So steering conversations away from, oh,
well that family or those kids or kids
from that neighborhood, we believe that students,
all of our students can achieve high outcomes.
And then getting a little bit deeper into this,
we really wanna thinking about these elements
of cultural responsiveness.
So thinking about, sorry, doctor's office calling,
hopefully they'll call back later.
So thinking about whether our staff are really
comfortable and understand their own identities
and how those identities contribute to how they show
up at work every day,
and whether they truly understand and seek
out information about their students identities, again,
making sure that all voices are represented,
that we're really thinking about a supportive
environment and a teaching environment,
just like we do for academics,
we're thinking about teaching behavior and having
an instructive approach when things go wrong.
Thinking about how we can help students understand
that it's okay, that certain behaviors might be okay
at home or in their community,
and why there might be different expectations
at school and not coming from a place of judgment,
but just helping students understand
why those differences exist.
And then making sure that we are looking at our data
with equity in mind.
So for those schools that are using SWIS,
schoolwide information system,
there's some really great tools to be able to help
you disaggregate your data and make sure
that certain student groups are not
being disproportionally experiencing
exclusionary discipline, or having office
discipline referrals or what we're calling
behavior observation data forms.
So I'm gonna pause there for a minute and just make
sure no one has any questions before we move
on into kind of the key components
of PBIS at the universal level.
Okay.
So, many of you are either already on your leadership
team or are about to be leading your leadership team
as your school coordinator,
but you wanna be really thinking
about whether this team is representative and has
the people it needs to be able to make some progress.
So we recommend that the school administrator is also
on the team, and if not on the team,
at least really well connected with the team.
So we know right now,
administrators are pulled in lots of different directions.
It might not be realistic for them to be
at every single team meeting,
but they should consider themselves part of the team
and be really connected with someone who's gonna
be reporting back to them what was talked
about at the meeting,
and considering whether someone on that team does
have decision making authority,
even when the administrator is not there.
So that might be the coordinator,
or if you have an assistant principal or something
that is sitting on the team.
Again, a rep of your school staff.
So thinking about special educators, special staff,
like art, music, library, PE, your school counselor,
classroom teachers, paraprofessionals.
So thinking about whether all of those groups have
a voice on the team,
someone that they can go to that's gonna represent them
on the team and thinking about how you can engage
family or community members and students.
So schools often struggle with this piece about how are
we going to recruit
family members or students to be
on this team, the logistics behind when the meetings
occur and whether people are available then.
With COVID and things being virtual,
some of this has gotten a little bit easier
and it's kind of broken down some of those barriers
for students or families participating in meetings.
But you wanna think about even if they're not able
to be at the meeting in the room,
how can their voices be represented there?
So is there someone on your two team who is maybe
a family liaison who is bringing ideas to family
members and bringing input back to the team,
and same with students,
do you have something like a student council
that maybe they're not gonna come to every PBIS meeting,
but maybe you're gonna bring the data
to that student council meeting, have them reflect on it,
give some ideas about how things,
certain things might improve and then bring
that information back to your PBIS team.
So really thinking about,
how you can support those functions occurring,
whether or not those members are actually
at the team meeting.
So I'm gonna show you just a short video from Chamberlin.
Oops. Let's see.
- Amy, can I... (indistinct)
- [Amy] Yes.
- [Woman] Ashley couldn't see the screen,
and I think she jumped out.
She might need to be let back in.
- Yes. We let her back in.
And video is taken a minute to load,
but hopefully we'll be able to get into it.
Oh, Ashley still can't see the screen. Hmm.
I'm not sure how to help. Maybe try a different device?
And let's see if I press play it. It's okay.
It's... Oops.
Sorry.
- Hi, I'm Lisa Finlayson.
So I am the PBIS coordinator and music teacher
at Gertrude Chamberlin school in south Burlington.
We have put this video together for you today
so that you can see what impact it makes to have
students on our universal PBIS team.
- Hello, my name is Terra, I'm in fourth grade,
and I'm on the PBIS universal team.
- Hi, my name's Nora and I'm a fifth grader
at Chamberlin school.
- So here are our student interview questions.
Why did you want this job?
- I wanted the job so I can impact the school
with my ideas.
- What was it like to work with a team of adults?
- I liked working with a team of adults because I got
to see what other people thought about and not
just what kids thought.
- How did you help the school?
- The reason I think I helped the school was
because I helped at dismissal time by clicking people
for social distancing, and I pick,
I helped pick celebrations for the school.
How I think I impacted the school was that I invented
the clicker system.
And that is basically when the end of the day,
when kids social distance,
they get a click and a click is basically
just like (device clicks) that.
And every time, when kids social distance, they get a click.
And in between the two grades of fourth and fifth,
whoever wins gets the award of clicker system.
- What was your favorite part about this job?
- One of the things I liked most about being
in the PBIS universal team,
is that I get to pick celebrations for the school.
My favorite part about the job was getting to see
teaching at the teacher's point of view,
like what are you gonna do for the day?
Or like, oh, this type of stuff,
which I thought was pretty fun.
- What would you say to other schools who are
thinking about having students join their PBIS teams?
- I think other schools should invite kids
to their team because then you don't just have
what an adult would think,
but you have what the kid wants to,
because the kids are the one who,
whatever the grownups are picking for them,
the kids are gonna have to do it.
- I think that school should have a student rep,
so they could see teaching from,
or like learning from a kid's point of view,
like seeing like what the kids want,
what'll be better for the kids instead of just like
making decisions not knowing what the kids are like.
And I just think it would be like better
for kids to be,
to know that they, that their ideas can be shown.
- When we brought students onto our PBIS team,
we were looking at our systems through a lens of equity,
and we were trying to improve the voice
of students in community.
And having these kids has been really amazing.
They have helped us so much.
The clicker system they were talking about these clicks,
they turn into Be Bucks, which is our reward system,
which is pretty cool.
So these go right into our hive,
and when it's full, we get our school wide celebration.
What's interesting is, they didn't talk
about how they contributed with sharing other
students' point of views.
We were really blown away when we were planning
a celebration and we were suggesting, oh, well,
why don't we do crazy hair or hat day?
And one of our students said,
but what about my friend who wears a hijab?
She can't do either of those.
Those kind of really insightful moments were phenomenal,
and it came a lot from these kids.
So I would highly recommend having students on there.
It all goes back to that saying,
nothing about us without us.
And we'll definitely keep student reps on our team
from now on.
If you have any questions,
feel free to reach out to me or Miss Rouelle.
- All right.
Any questions about the,
kind of the composition of the leadership team
or including students or family members?
One thing that sometimes people are concerned
about related to family members
and students is confidentiality.
And the reminder there is that at the universal level,
we really shouldn't be talking about individual students.
So when we're looking at our universal data,
we're really looking at data across the school,
looking for ways to identify is it a certain location
that's really challenging this month,
is at a certain time of day...
So conversations like that shouldn't really
involve students' names, and so you shouldn't have
concerns about confidentiality.
Obviously when we get to the targeted and intensive levels,
those team meetings will involve student names.
And some of you that might be in small schools,
you might be all one team, but you wanna think about,
can you be putting on different hats?
So can you have student and family voice
and participation during your universal portion
of that meeting, and then when you move into talking
about individual students,
then they wouldn't be part of that.
So thinking about it in that way,
that we wanna have it be a norm that we're not
talking about individual students and universal anyway,
whether there's other students or families there or not.
So feel free to keep typing into the chat box
if you have any questions,
but I'm gonna keep on going in the interest of time.
So we are gonna go through what each of the six
components of PBIS implementation are.
And again, this is where you really have a chance
within your school to be able to alter and adapt based
on what makes sense for your school community,
and these can change over time.
So, for instance, at Chamberlin, their three
to five expectations that they had chosen originally,
you saw her mention our, they have Be Bucks.
So they were like be safe, be respectful, be responsible.
And this year they actually changed those slightly to be,
we are, so rather than saying be,
which sounds a little bit more compliance driven,
like you must be respectful,
they changed them to we are to really reflect
that everyone who's part of the school community,
staff included, are striving to meet those expectations.
So a little bit more inclusive language.
And I think they actually also changed respectful
to be kind this year.
So it's not to say that any of these things are set
in stone, they should be revisited and changed as needed.
So the first thing we go about with new teams
is developing a statement of purpose.
So for those of you that are on PBIS teams,
you may or may not know what your PBIS team's statement
of purpose is.
So that might be a great thing to revisit
as you're in this process of revitalization,
what are we really here to do?
What's the drive of our team?
And what are we hoping to accomplish?
So coming back to that statement of purpose
or mission statement.
And then we're gonna go through each of the rest
of these expectations a little bit more deeply.
And as we do that, if you wanna share in the chat box,
for instance, what your school's expectations are,
or how you go about teaching them,
that would be really great to contribute in the chat box,
if you know, you might be so new
that you don't necessarily know yet,
but if you would like to share what your school is doing,
some areas you might see as strengths within your school,
or some areas that could be improved.
And as we go about this, like I just mentioned,
you're gonna grow and adapt and change
through your implementation process.
And all of our PBIS work is really grounded
in implementation science.
So, like I said,
typically this webinar is for schools that are
in this exploration stage of PBIS, considering
whether they want to be trained and implement.
Many of your schools are past that exploration stage,
and depending on where you are,
might be in different places along this continuum,
and it's not a linear process.
Like we mentioned before,
some of you are maybe experiencing an implementation
dip right now, and maybe you were at full
implementation and now have kind of dipped back
and are really back to that initial implementation stage,
and some bits and pieces might be missing and need
to be solidified, or you might be in a school
that's implementing really strongly and are moving
into that innovation and sustainability phase
where you're really able to go beyond kind of the basics.
So for instance, like Chamberlin mentioned,
they didn't always have students on their team.
Maybe they felt like they really needed to get
things solidified first and full implementation.
And now that they're feeling really good
about their implementation, they're able to add
on some additional elements like including students
on their teams.
We would encourage schools to start
from the beginning with students on their team and be
able to build PBIS alongside the students,
but for schools that have been implementing
a long time,
that wasn't always a strong recommendation.
So thinking about how can you now include student
and family member voice and participation
in your meetings, and implementation.
And I just wanted to have this here
for those of you who are in places where people might
be challenging PBIS, or unsure
about whether this is the right move for your school.
Some people, what really gets them,
what their hook is the data or the evidence.
So for if you have people like that in your building
that are really looking for what's the evidence
behind this, is there research saying that this will work,
the link that's on this slide at pbis.org,
which is the national PBIS site has a great list
of actual research studies that were done
that indicate when we're doing PBIS with fidelity,
these are the outcomes that schools are seeing.
And when we say fidelity,
what we mean is that the intervention is being
delivered as intended.
So we have benchmarks for what we would hope to be
seeing within a school that is implementing well.
And what we see is that at when schools implement
with fidelity, that's when they're able to improve
those student behavioral and academic outcomes.
So you wanna be annually,
at least annually assessing your level of fidelity.
And so Ashley mentioned earlier, she'll be working
as the coordinator to lead her team
through the fidelity assessments,
so last week we had a webinar on the tiered
fidelity inventory, the self assessment survey
and the school climate survey.
So once the captioning's done for that, that will be up
on our website.
And that goes into much more detail
about these fidelity instruments,
but they are important for you to know
about if you're a school coordinator,
and if you're just on your team or part of your school,
you might experience them.
The self-assessment survey is intended for all staff
to complete, same with the school climate survey,
could be staff, students, or families.
And then you'll see a link
within this Google Slides that leads you to an action
plan that would come out of those fidelity instruments.
So this one is anchored to the TFI.
So each element or item on the TFI is listed,
and then whether any action steps are needed
to improve that item.
And this one, what I call it the purple version,
has those culturally responsive considerations
or elaborations on each item of the TFI.
So not only the basics of team composition,
but what should we really be looking to do
if we were implementing PBIS in a way
that's most culturally responsive.
And then for those of you who have been implementing
for a while, it may have been
a while since your team reviewed
your Universal Staff Handbook, and that really
is a great place to kind of house all information
that the adults in the building would need
to know about PBIS.
So this is something that you could give a substitute,
or maybe you have a one pager for the substitutes
when they come in,
so they kind of get the basics
of what PBIS is and how it looks in your school,
but this is a great place to house any
PBIS related information.
We have it as a Google Doc linked within the resources,
and I think this picture is probably linked as well,
but we have done some updates to the template.
So if you're a school that already has an existing
staff handbook that looks kind of like this,
it'd be a great eye idea to go back
into this updated template,
there's a lot of language that's been updated,
the equity considerations are included,
it separates out kind of what's for the staff,
and what's more for the team,
and everything's really kind of clearly laid
out and organized.
So I recommend if your team is looking to do kind
of a in-house reboot of PBIS at the universal level,
to take a look at the Universal Staff Handbook.
And if staff are really questioning like,
what are we doing here?
How are we gonna help? How's PBIS gonna help us?
We have an activity here around developing
your compelling why, and this is really intended
for schools that are not yet implementing,
but I think it's also applicable for schools that are
in an implementation dip.
So again, revisiting that statement of purpose
and then getting really deeper into your staff voice
and really helping staff to understand
what PBIS is and think about why it might benefit
your school in this moment.
So what are staff seeing as the needs within the school?
What's the data showing?
What are the burning concerns,
so what are people really worried about?
What does the research say might help with those concerns?
And then what are the consequences of maintaining
the status quo?
So let's say, for instance,
your school is in one of those implementation dips.
What if you didn't do this hard work right now to get
back on track?
What would be the consequence of staying the course and,
you know, and minimally implementing,
what might the impact on staff and students be?
So this is a great activity to come back
to with your full staff,
for them to really be grounded in the why behind the work.
Another way to do that is by getting voice
from stakeholders like students and parents as well.
So asking what are the student behaviors that make
it easier for everyone to learn,
harder for everyone to learn?
How can we make sure that everyone really feels like
they belong and are safe in our school?
What do we really want our school to look like, sound like,
feel like, and what behaviors contribute to those feelings?
So we actually have something called a stakeholder survey,
I think it's called, that could be sent out to staff,
students, and parents to get at this.
So we have a template in Google Forms that you could
just copy and adapt and change for your school to get
that voice in building your systems.
So I said we were gonna go through each
of the six components.
So the first one is that statement of purpose.
The second one is defining your schoolwide expectations.
So if you know your schoolwide expectations,
and wanna type them into the chat box, feel free.
I, before coming to the state team
for Vermont PBIS, I was a school counselor
at the Dothan Brook school.
And we were the otters. So this is one of our posters.
We are safe, we are caring, we are responsible.
And so many of you probably already have expectations
in place already in your school.
But like I mentioned,
this is still an area that you can revisit.
Even if you you've had these expectations in place
for 10 years, they feel very much a part of your school,
it's always worth coming back to and revisiting.
Are they clearly defined? Are they positively stated?
Are they really focused
on teaching social, emotional, and behavioral?
Are they respectful of all of our students' cultures?
Were they determined through meaningful participation
of our stakeholders or not?
And if not, can we give people a chance to reflect
on them and whether they feel connected to them?
Are they intended to really engage rather
than force compliance?
And when we think about our more specific expectations,
so when we break these own by location,
do they actually have a legitimate purpose or if it's,
or has it just always been that way, that rule.
So for instance, something like no hats or hoodies,
or no gum chewing,
or those kind of rules that just have always been
in place and maybe have never been questioned,
but thinking about is that actually a rule
that ensures safety, are we afraid of our students
choking on the gum?
And so, yes, it makes sense that we cannot chew gum.
Or is it kind of an outdated rule that it it's no
longer relevant and we just always had
it so that's why we have it.
And a great resource to help you kind of check
your expectations is this one that's linked at the bottom,
from the school leadership for social justice group.
And they're actually gonna be presenting a strand
at the summer institute, which is really exciting,
around everyday equity.
So I'm seeing Ashley's are, be safe, be responsible,
be an active learner and be respectful.
Awesome.
Yeah, I think those,
that really covers lots of different aspects
of your school.
You want them to be able to apply in all settings
across the school.
And once we have those expectations defined,
we really wanna be intentionally teaching them
and giving students a chance to practice
those expectations and those pro-social behaviors
behind the expectations.
So just like we do with academics,
we don't just remind kids about multiplication, right?
We intentionally teach it and we wanna do
that for our behaviors as well.
So we're gonna coach, we're gonna model,
give a chance for role playing and practice
and then practice in the setting, right?
So we can practice in those kind of pretend role
play situations, but then we also wanna give kids
a chance to practice in the actual environment,
give them feedback about how it's going and then be
able to generalize those to multiple settings.
So just like kind of the progression of academic teaching,
we really wanna break down the teaching of these behaviors.
Okay. Maureen has the same as Ashley.
And just like we do for academics,
we wanna teach that to fluency.
So we wanna make sure that our lessons are really engaging,
that we're not just thinking about
the teaching of the lesson,
but we're thinking about it from the student
perspective and how they are learning that material,
not just how it's being taught.
Thinking about student input on the lesson, content,
the format, a lot of our schools actually have
the students, the older students do the teaching,
either through videos, mostly now due
to COVID and not wanting to intermix grade level groups,
but prior to COVID,
having the fifth graders come and teach the kindergartners,
what it looks like to be safe
in the cafeteria, for instance.
And really helping staff to remember that students,
whether they're kindergarten or fifth grade
or eighth grade or 10th grade,
the expectations change throughout the grades and need
to be retaught every year,
need to be retaught after long breaks away from school,
like our holiday break that we just had,
how can we reteach and provide prompts
before the behavior occurs?
So for instance, if recess yesterday was really tough,
before we go out for recess today,
it's really smart for the teacher to give a prompt
around the behavior she's looking to see when they go
out at recess.
And then assessing, okay,
if those behaviors are not happening,
what's the reason behind that?
Have my expectations not been clear,
is there something that's getting in the way
for a large group of students to not be exhibiting
that behavior that we're looking for?
And if so, what are we gonna do to change
if it's not working?
Another key piece of PBIS is really shifting
from just correcting problem behaviors
or challenging behaviors that we're seeing
and acknowledging verbally when we see the behaviors
that we are looking for.
And we wanna be shifting that language to be
really specific to the behaviors that we're seeing.
So rather than, good job, way to go, nice, thumbs up,
things like that, we wanna be naming the behavior
that we saw.
So, Jaime,
I like that you're sharing your materials with Mohammed.
Great job taking turns in group discussions, whole class.
And the reason behind that is when we name
what they are doing that we're looking for,
it's more likely that the behavior is that we're gonna
see that behavior again in the future.
So when we say things like, good job,
they may not know what they are doing that is a good job.
So being able to name that really specifically,
and even better, if you're able to tie that back
to your school wide expectations.
So thank you so much for keeping your hands to yourself,
Ana, that kept your friends safe.
If safe is one of your school wide expectations.
And this is really the key piece for adults to be
shifting their mindset.
So our minds and our eyes are automatically drawn
to the challenging behaviors that we're seeing,
or the aberration from the typical behavior.
We wanna be able to shift the adult's attention back
to what's going right within their classroom
or their environment if you're the cafeteria monitor,
rather than just targeting in on the students
who are exhibiting a negative behavior,
really acknowledging and recognizing the students
who are showing the positive behavior.
And a piece of PBIS is with that positive
behavior specific praise statement that's verbal,
we also wanna be giving something that is a marker
of that behavior.
So some schools might have a token,
like a poker chip kind of thing, or a soft pom-pom.
And the reason behind
that is that it's a visual for students.
And it's also a reminder for the adults to be
giving the positive.
So, like I said, your attention has drawn to the negative.
That's typically how we respond.
I do it with my three year old,
I'm disengaged until she's doing something wrong
and then I'm correcting her behavior.
Having that visual for the adult to be remembering, right,
I'm supposed to be looking for the positive,
really retrains the adult behavior to be looking
for that positive.
But for the students,
we wanna be able to fade that tangible and have
just that social or that verbal behavior specific
praise feel really reinforcing for them.
So at the younger grades,
they're gonna be really excited to get that bean
or that buzzy or that whatever they're getting.
And that's great, but we wanna be able to pair
that with the verbal and eventually be able to fade
the tangible and have them feel that same sense
of pride just by getting the social recognition for that.
So that's moving from that external reinforcement
to internal, from really frequent,
especially at the younger grades,
especially at the beginning of the year for all grades,
to less frequent and from predictable,
as in every time, to unpredictable.
So sometimes they're gonna get it and sometimes
they're not, and they're,
build up their tolerance for not needing
it every single time.
So that's kind of the proactive piece in terms
of building those expectations,
teaching them really explicitly,
having a consistent acknowledgement system
across the school.
And then we want to think about in advance,
how we are gonna respond instructionally
when things go wrong.
And a piece of that is building
those preventative practices from the beginning,
so that students are less likely to exhibit
challenging behaviors to begin with.
So we wanna have really good classroom practices,
really strong relationships between staff and students,
and also between students themselves.
And have staff be really able to understand
the function behind behavior.
So I think some of you in your roles are very
familiar with function of behavior and some might
be less familiar.
So actually have a function based thinking webinar.
That's an hour long,
super simple webinar to help you understand the basics
of function based thinking,
but it really is thinking about the why behind
the behavior and how you can change, as the adult,
how you're reacting to the behavior to not
inadvertently reinforce that behavior.
So for instance, if a student is exhibiting some kind
of challenging behavior, because they know if they do,
they're gonna get sent out of math class and math class
is really not reinforcing for them.
If you respond in that way,
that they are sent out because of that behavior,
you've now just inadvertently reinforced
that behavior for them.
They saw that, they basically got what they wanted
out of that behavior versus sticking
with it and staying with that student and helping them
to be able to engage in math class,
even though it's not reinforcing for them.
So having staff be equipped to understand function
can really help reduce frequency of behaviors for students,
and giving students a chance to reflect on their behavior,
to restore and repair any relationships that have
been harmed as a result of it.
So I'm not gonna go into detail on these,
but I hope this is helping you to see
about how PBIS is more than just a reinforcement system
or a reward system.
So it really is building in those strong
preventative measures for students
so that the classroom is a really consistent
and desirable place for them to want to be,
and that they are engaged in their learning
in that environment.
Because we know when students are engaged
in their environment, in the academic lesson,
they're much less likely to exhibit
any challenging behaviors.
And you know, if you're thinking back to lessons
that you've observed or that you've done, chances are,
when you had a really strong lesson that students
were really engaged in, you probably saw much
fewer behaviors during those lessons.
Another piece of PBIS is really getting clear
for the adults in the building,
how they are expected
to respond when behaviors do occur.
So developing some kind of system to understand
what are minor behaviors that staff would be expected
to respond to and handle within their classroom
setting and what are major behaviors that really
would require outside of the classroom support.
So whether that is someone coming into the classroom
to support that student,
which would obviously be preferable in most situations
to them being removed,
or situations where it's a safety concern
and they really do need to be outside of the classroom
and assisted by an adult other than the classroom teacher.
But getting really clear on the distinction
between minors and majors can really help alleviate
a lot of stress among the adults in the building
and reduce any resentment that might occur.
So you might have been in a situation where staff
were sending students out of the classroom a lot,
and administrators were kind of just sending them
right back, 'cause they didn't agree that was
a situation that the students should have had to leave
the classroom for.
So getting really clear on the minors and majors
right from the beginning of the school year can
help alleviate some of that stress.
Yeah.
And Ashley's referencing the flow chart,
which I'm gonna show you an example of a flow chart
in just one second,
and here you'll see if you're using
SWIS, they have definitions for you,
but you want to really make sure those fit
for your school environment.
So for instance, this is the example from Dothan Brook.
So they have defiance,
they have the definition and then some examples of that.
so if you're, a way you describe a behavior
in your school is turtling right,
so you can see in their example, turtlingm
which we know what that looks like
when the student turtles up, they are calling that,
they are categorizing that as defiance within SWIS.
And so this is gonna kinda lead a into that flow chart,
before we get to the place of needing to think
about whether it's a minor or a major,
having a little check for the teacher,
am I doing what I need to to prevent
these behaviors right now?
Am I utilizing my best prevention strategies
and response practices?
Am I using my little, like, teacher look,
am I using things like proximity,
getting close to the student and making sure
they're aware that I'm watching their behavior right now.
And then if those are all in place, then thinking about,
is this a behavior I need to actively address
within the classroom?
Do I need to review some expectations, reteach,
have a conversation with the student,
or is this a major that needs to be handled outside
of the classroom?
And then what's the documentation system in place.
So are you in a school that is collecting
both minor and major behavior
within SWIS or with than PowerSchool
or whatever you're using?
What are the expectations around documenting that behavior?
And if it's a behavior that needs to be managed
outside the classroom, what's the plan
for re-engaging that student within the classroom?
How's the teacher gonna feel supported to understand
what happened outside the classroom,
how the student was able to process the incident
and make a plan for improving that behavior
as they come back into the classroom,
and how are they gonna and repair that relationship, which,
whatever relationship might have been harmed,
so whether it was with the teacher,
with another student or with the whole class,
how are we gonna make sure the student feels safe
to come back in,
and the teacher and the students who were harmed feel
safe to have that student back in the classroom,
depending on how serious that behavior was?
And I'll leave it there.
I was gonna say something about the behavior
observation data form.
You'll see BOD form here,
but I think I'm gonna get to that in a second.
So you'll see some extra slides in here that I'm skipping,
that come directly from the universal training.
So obviously, in our two day or four day training,
we go much more into depth on each of these components,
but this is the flow chart that Ash, it may be
the flow chart that Ashley was referring
to that should really be introduced to staff and them
have an opportunity to give feedback to the team
about which elements of these seem like they will
work or not.
So you don't wanna just take this template
that we have
for you in the Universal Staff Handbook and say, yes,
this is our flow chart too,
because it's really dependent on the school
and the supports that are available or not
and the processes that exist.
But creating something like this can be really helpful
for staff to be able to lean on when they are observing
a behavior to kind of run through their options
and know what's expected for them.
Oops.
And if you are a school that is using
SWIS, the schoolwide information system on PBISApps
these graphs like might look familiar to you,
or if you're using a different system,
you may have more or less ability to get something
that looks like this, which is really the schoolwide data.
So you'll see the top as average referrals per
day per month.
So you can monitor progress for the whole school
across the year.
By time of day, by day of the week, by grade level,
location, problem behavior.
And then the last graph is by student.
And on the dashboard,
which is what this screen is of SWIS, you're not gonna
be looking at individual student behavior,
but you can get a sense for, wow,
we have a lot of students that have gotten one
referral this year, we have a few who have gotten two
and then a very few who have gotten three to five.
So sometimes that's a good check for the adults
in the building to realize like, okay,
most of our students are doing pretty much okay.
It can feel really challenging when there are
a few students who are exhibiting lots of really
intensive level behaviors, but it's sometimes helpful
to remember, okay, that's a few students.
It feels like a lot right now,
but a lot of our students are doing okay.
But the key thing about SWIS and about using data
at the universal level is being able to hone in on one
of these kind of red flag areas that's really causing
a lot of stress and concern.
So for instance, if you were to just take a quick look
at this school's graphs, you might say, okay,
it looks like eighth graders are really struggling.
Maybe we're really gonna focus some targeted attention
on our eighth graders and drill down and see what are
the behaviors that they are exhibiting.
Is it a certain day of week for eighth graders,
a certain time of day, a certain location,
and build some interventions based on that?
Or let's say we see in the location graph,
classroom is the highest,
we can kind of get into that classroom graph
and drill down and see what more specifically
is the exact problem.
So is it a certain behavior that is happening
repeatedly in the classroom?
Is it on a certain day of the week, et cetera,
and build a plan around that.
So this is called TIPS, the team initiated problem solving,
which is a whole training of on its own,
but basically the process for how you both build
your meeting foundation, so the norms and agendas
and things like that that are in place to make
your meeting really effective,
and then also the problem solving process
that you use when looking at your data.
Sorry, the slide is animated every time and it takes
quite a while.
So, awesome. Yeah.
Ashley adapted that flow chart.
So if you're gonna be a member of your PBIS team, during,
there's some expectations both
during and before and after meetings.
So making sure that team roles and tasks are
kind of divided.
So even though one of you might be the coordinator,
it's not up to the coordinator to do everything
PBIS related within your school.
So there should be some division of responsibilities
and people kind of dividing the labor,
so that that coordinator is not totally overwhelmed.
Team members should plan to attend regularly,
which really helps with the consistency across
the meetings, actively engage in the meetings.
And then outside of the meetings,
kind of do anything that you were assigned.
So when an action plan is created,
thinking about who's gonna do it and by when,
and making sure that those actions actually occur.
You also wanna kind of be well versed enough
in PBIS that you can show your support
for it throughout the school,
and kind of be a leader and model use of PBIS
practices and help whoever you are representing
on that team.
So if you are the art teacher and you're representing
all the specialist teachers,
be able to bring back any plans to that group
and help them be able to implement well.
Like I said, we really support the administrator being
on the team.
And if they're not able to be at every team meeting,
making sure that that coordinator has the support
that they need to be able to do their job well.
So time within their day to do this work and support
for making this a priority within the building.
So making sure that stakeholders really know
and understand what PBIS is,
and that it's something that your school's working
really hard on.
And the administrators should function as a member
of the team.
So just like other team members would be taking
on certain tasks between that meeting and the next meeting,
we would hope the administrator's kind of playing
a role like that,
where they're also contributing to and taking on tasks.
There's Brook's former principal.
So the school coordinator, like I mentioned,
should have time allotted within their schedule
to do this work.
So I think we say about 0.1%
of your FTE should be devoted to PBIS,
so that might mean taking something else off your plate.
So for instance, if every staff member has one recess
duty and one lunch duty a week,
maybe you do not have that duty and instead
that's your time to work on your PBIS work.
Because the more well prepared you are
for your team meetings every month,
the more successful the actual meeting itself is gonna be.
So preparing the agenda, looking at the data,
if you're the person on your team who's assigned to be
the data analyst, at the meeting,
making sure that minutes are taken and that people get
the minutes afterwards, so if you have
a Google Drive folder where you're meeting minutes
are housed, that anybody can access at any time,
dividing tasks among team members,
sharing any information with the rest of the staff
that's needed following the meeting.
And then there are certain times of year
where you might be organizing and reporting data
to different people.
So either to your school staff,
so we recommend this full school staff seeing
the schoolwide data at least four times a year,
or if you have an SU or SD level PBIS team
and coordinator bringing data to that team.
And then those implementation assessments that I mentioned,
like the tiered fidelity inventory,
the self-assessment or self-assessment survey,
school climate survey, as a school coordinator,
alongside your administrator, it's your role
to schedule those, make sure they happen,
make sure people understand how they complete them
and what the goal is,
and then report that data back to whoever completed it.
And as the school coordinator,
you might be attending more professional
development related to PBIS than anyone else
in your school.
So you kind of wanna become the content expert around PBIS.
So coming to things like the annual leadership forum, or,
sorry, we don't call it the leadership forum any more,
just the annual forum in October,
the coordinators' meetings are three times a year.
So once in October at the forum,
and then in January, next week,
was supposed to be one in person and one webinar,
but we're just gonna do the webinar.
And then in May.
So same thing in May, we have one that's scheduled
to be in person, I believe in Rutland, maybe.
And one that is scheduled to be a webinar.
And then any other additional webinars or trainings
you think would be helpful.
Most of our webinars and trainings are free,
especially the webinars are free.
So, which is really nice.
And the coordinators meetings are also free,
even though they are hypothetically in person, sometimes.
And then I don't think any of you mentioned
that you are at the district level,
but you should have a district PBIS coordinator,
at least someone who's designated that in name,
hopefully in role as well.
And if you have multiple PBIS schools within your district,
you should have an SU/SD PBIS team.
So for instance, at Chamberlin, which we saw in the video,
their three elementary schools are all implementing
PBIS and their three school coordinators come
together with their district PBIS coordinator,
I'm not sure how frequently, maybe once a month,
and they're really able to share ideas across schools
in that way.
In typical years, we complete something called
the SET, the schoolwide evaluation tool,
as a pre-post before and after PBIS implementation
at the very beginning,
A SU coordinator can be trained to do that.
They also are the liaison between the schools
and the PBIS team.
If you have someone in that role
that's well established and is doing
the work that we would hope they're able to do.
Oftentimes this person is someone like
a curriculum director or something like that has
so much on their plates,
that this is sometimes something that falls to the side.
So you never should feel as a school coordinator
that you can't contact us directly.
It's just that if you do have a functioning SU coordinator,
it's great to go to them first and then reach out to us.
That SU coordinator should be coming
to your school meetings two or three times a year.
They're usually the one in charge of securing funding
and resources, so sometimes BEST/Act 230 money,
and making sure that PBIS is represented
on the SU professional development training calendar
for the year.
And again, they also would attend more
ongoing professional development in their role.
So if you are a new coordinator or just a coordinator,
who's looking for more information,
we do have a coordinator handbook on our website,
that's also linked in the materials for this webinar,
that really outlines what your role
is and what the expectations are throughout the year.
So you can kind of keep track month by month,
what the expectations might be.
And then, this I'm not gonna go through right now,
but it's a great slide to come back to for your PBIS team,
to be able to think about what should we be doing
at the beginning of the school year?
What are those ongoing, you know,
regular tasks that we're working on?
And then what are the things we need to do annually?
So the great thing
about PBIS in Vermont is that we have this cascade
of supports that allows you to access any support
that you might need.
So at the state level,
we have technical assistance providers,
and I'll show you on the next slide, who those are,
if you don't already know.
And then we have trainers and coaches that are
available both to provide training at our core
trainings at the summer institute,
and also to your schools as a coach.
So they can come to provide training at a staff meeting,
or they also can come as a coach to your PBIS
leadership team meeting, and really help refine
your meeting processes and your decision making
and looking at data and things like that.
Then, like I mentioned,
you should have an SU or SD coordinator
and a school coordinator.
And so we're providing support kind of down the cascade,
but we're also looking for feedback to come back to us.
So we no longer,
at least the TAs are no longer actively working in schools.
And so in order for us to be able to provide
relevant support, we really need that feedback
from you about how things are going,
what's really challenging, what's really working,
those great ideas that help PBIS to kind of stay
alive in schools.
So there are often times throughout the year
that we're asking for feedback
from you about how things are going
and what we might share out as best practices
throughout the state.
Many of our coaches actually are still in schools
because they work for us very part-time,
so we get a lot of feedback from them as well.
Oops.
So these are our TAs and the TAs are divided based
on what region of the state you are in.
And so many of you might be familiar
with Sherry Schoenberg, who just retired.
And so starting in July, Cassandra,
who's on today, will be taking over
Sherry's schools that she is the TA for,
but for right now,
Sherry's gonna stay the TA for those schools.
She's mostly in the Addison and Lamoille area of the state.
I'm the TA for the Champlain region.
Ken Kranberg is the TA for the Southern region,
and then Kim, Asam and Rebecca divide the rest
of the state, so they have some Northeast Kingdom, some
of the Champlain region, some of Addison-Lamoille.
So if you're wondering who your state TA is,
if you don't already know,
on our website under schools is a directory and you'll
see your school listed and then
who your TA is and their contact information,
but we can be your first stop to help direct
you in the direction of any resources to help
you assess whether you're ready to move to the next
level of PBIS.
So for instance, if you're implementing universal
with fidelity and think your team's ready to move
on to targeted or targeted to intensive,
thinking about what professional development might
be relevant for you, helping with any of these TFIs,
assessments, with SWIS, all sorts of questions like that.
And the distinction between us and the coaches
is the coaches can really provide that ongoing support.
So you might hire a coach with your BEST/Act 230 money
for the entire year,
they might come to six leadership team meetings
and two staff meetings, something like that.
As the TAs, we don't have the capacity to provide
that level of support, but your coach can do that.
And so, like I just mentioned, coaching is a available.
Most schools use their BEST/Act 230 funds to pay
for coaching and the school's contract
directly with our coaches.
So if you were to click on that state approved
coaches list, you would get the list of coaches
and their bios to help you understand who might be
the best fit for your school.
Coaching is a vastly underutilized resource
within our state.
And it's unfortunate, because the funding is available.
It's just a matter of the teams being able to kind
of recognize that the coach
can come in and help you identify your priority.
So oftentimes schools feel like they've gotta kind
of clean stuff up before the coach comes
in and they've gotta know exactly what they want
the coach to do,
but the coach can actually help you work
through that and figure out what a scope of work
for them might be, based on your needs.
And just a little plug for the summer institute coming
up the last week in June, June 27th to the 30th.
If you have never been to the summer institute before,
or if you've never been in person,
it is an awesome experience.
And this year we really are emphasizing educator
wellness and kind of rejuvenation after this year
that has been more challenging than any before it.
So we are really, really hoping we are gonna be in person,
crossing all of our fingers and toes,
and hoping to build a learning experience
for you that's really honoring the year
that you've been through and allowing for lots of time
for reflection, decompression, team building,
and also some really great strands that have a lot
of great content and learning as part of them.
So we hope we'll see you at the summer institute,
save the date, we'll be going out this month
and the registration materials will open up March 5th.
So you have some time to plan for that.
We have a Facebook group and a Twitter account,
if you want to follow us,
we often will post things that schools are doing
that are really great and share lots
of articles and resources.
And now we have time for questions.
So if you wanna unmute and talk, you can,
if you wanna type questions into the chat box, you can,
or if you have gotten everything you need,
feel free to sign up.
Again, this was recorded,
so if you wanna share it with any of your colleagues,
if you think it'd be helpful for them to see it'll be
on the website and a few days after it gets captioned,
but happy to answer any questions.
If not, thanks for being here.
Oh, you'll receive an email from Ann with a link
to an evaluation survey.
And once you complete the evaluation survey,
you'll be able to get your certificate of attendance
for attending the webinar.