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- And we are gonna record this morning.

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And some of you had
selected on the registration

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that you didn't want your
picture or video shown or shared,

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so if that is you, feel
free to hide your video.

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And I will make this larger.

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Okay.

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So I mentioned before a
few of you got on that

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typically the reason we run
this webinar at this time

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of year is for schools who
are getting ready to be

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trained at the universal
level in April or in June.

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However, everybody that's
registered for this webinar

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is in a school that's
already implementing.

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Some of you might be in
schools that have had a little

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bit of an implementation dip,

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perhaps pre-COVID or during
COVID, and are now hoping

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to revitalize a little bit.

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And depending on kind of
how far or how much work

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you have to do,

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it might make sense for
your school to come back

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through universal training,
or it might make more sense

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to come to a refresher training,

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where you already have a team in place,

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you've already got some
components in place,

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but you just need to kind
of rejuvenate and get

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back on track.

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So I'll talk a little bit later

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about our support structure at the State

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and who you might get in
contact with to figure

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out where your school is
and where you might access

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some supports and trainings.

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So we will have you stay
muted during the session,

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but we're such a small group
that if you wanna unmute

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and say something, please feel free.

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And if you need any help
or have any questions

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as we go along,

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please feel free to type into
the chat box and I'll try

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to keep an eye over there.

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And Anne will put a link in the chat box

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to where you can find all of the materials

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for this webinar, but it's
on our PBISvermont.org

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website, which also has a
wealth of other resources

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for you to check out.

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Okay.

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So today we, and based on
what you guys have said,

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it looks like we do have
some new coordinators,

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so we will do a review of,

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overview of PBIS at the universal level,

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go over what the
responsibilities and roles

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and competencies of
different team members are,

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including the school coordinator,

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help you learn about
some coaching supports

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that are available and other supports,

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including professional development

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and technical assistance
and then leave lots of time

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for any questions that you might have.

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So you gave a little
bit of this information

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in your introductions or in the chat box,

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but if you just type into the chat box

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what your current level of
familiarity with PBIS is,

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would you rate yourself as knowing a lot,

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a little bit or just learning?

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Great.

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Oops, sorry.

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So if you've come to any of our trainings,

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you're probably familiar
with the image on the right

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hand side of the screen.

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This is really our
overarching structure behind

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PBIS and what really
makes PBIS sustainable

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within a school.

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So you probably have
seen a lot of initiatives

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or practices come and go
throughout the years in education,

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but our hope is that when
we build strong systems,

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we are really able to help
our PBIS work be sustainable.

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So the systems we will
talk about this morning,

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for the most part,

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and they really are there
to support the staff

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behavior and the staff
change and mindset change.

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The practices are there
to support the students.

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And we'll talk a little bit
about how other programs

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and initiatives and practices fit

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within the PBIS framework,

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and the data is there to
help guide our decisions.

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So how do we know what's working?

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Where can we provide
some additional supports?

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And how can we progress monitor?

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And we really wanna be
thinking about what are

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the outcomes that we are
looking at for our school,

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for all of our students
and keeping that in mind,

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both when we begin our
PBIS work and ongoing.

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So there might be weekly,

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monthly outcomes that we're
looking at and then annually,

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what are we hoping to achieve and what are

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we monitoring progress on?

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And we really wanna be
keeping equity at the center

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of everything that we're
doing and we'll talk

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about that this morning
about what that means

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within the PBIS framework,

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but really the foundational
fundamental purpose

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of PBIS is to make our
schools more effective

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and equitable learning environments
for all of our students.

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So for those of you
who are brand brand new

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to PBIS, it stands for positive behavioral

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interventions and supports,
and you've probably heard

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me already say a few times
this morning, framework.

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And that really is because
it is giving you the frame

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to build to your social,
emotional, and behavioral supports

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for students, but it is very flexible

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to be adapted to be relevant
to your cultural context.

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And so that could mean
that it's gonna look very

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different in an elementary
school versus a high school,

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urban school versus rural
school, size of the school.

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So I was just at Woodbury the other day,

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which has 40 students,

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PBIS looks very different
there than a larger school.

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So the idea is for you to
have the kind of foundation

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and frame to be able to add
the relevant practices onto,

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and be able to look at
data that's relevant

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for your school community.

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And it's really taking
that preventative approach.

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So changing the mindset
from just intervening

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when we see challenging
behaviors occurring

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to getting ahead of those
behaviors, shifting adult mindset,

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to be thinking about how we
can teach rather than punish,

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and really be taking a restorative
approach in our schools.

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And you're gonna see,

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there's a continuum of supports that are

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available within PBIS.

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And depending on how kind
of deep your school has

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gotten into training and coaching,

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you will see either that
continuum really built

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out and robust, or maybe
still needing to be developed.

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And it, like I said,

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is a framework for us
to embed those evidence

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based practices that
we know are gonna have

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the best results for students
into your PBIS framework.

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And what I really noticed
is that when schools have

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a strong PBIS framework,
those other practices,

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such as restorative
practices and SEL curriculum,

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responsive classroom,
those actually are enhanced

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when their PBIS framework is strong

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because they understand that
the systems and the data

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need to be in place and
not just the practices.

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So they're looking at fidelity measures

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for restorative practices,
just like they do

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for PBIS, or they're making sure

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that the professional
development for staff

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to really understand
and be able to implement

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responsive classroom is strong.

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So what we usually see
is schools that are able

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to implement PBIS with
fidelity are able to bring

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in some of these other
programs or practices

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or initiatives and sustain those as well.

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It is based on the principles

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of ABA, which is applied
behavioral analysis,

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which is really thinking
about how we can alter

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the environment to provide
the best chance for success

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for our students.

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So rather than trying
to change the students

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in our building one by one by one,

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rather than trying to change
individual student behavior,

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we're really taking a systems approach

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and a preventative approach to teaching

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and acknowledging when
students are meeting

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the expectations that we're looking for.

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And when schools are able
to implement with fidelity,

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they are seeing improved
academic and behavior outcomes.

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So you'll see in a little bit
some research behind that.

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There are many misconceptions
about PBIS out there.

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One of them is that you can kind of come

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to a PBIS training,

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get handed a binder or a
Google Drive folder and walk

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away and be able to implement,

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but it's not something that
is a package curriculum,

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it really takes work from
your leadership team to be

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able to take your
learning and apply it back

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to your school and have it be relevant

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for your cultural context.

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So not anything like a
scripted intervention,

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manualized strategy,
and really importantly,

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it is not just a reward system.

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So one of the challenges
is the way the training

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is structured, we have
leadership teams come

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to training either in April for two days

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or in June for four
days, and then go back,

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do some work with our
team to be ready to roll

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out to staff at the August inservice.

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And sometimes they're
given an hour or two hours

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to distill down this
two or four day training

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for their staff.

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And what it ends up being is really

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just the what and the how of PBIS rather

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than the why behind
PBIS, and really getting

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at that mindset shift.

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So there are probably some
people in your building

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that believe that PBIS is
just the acknowledgements

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system or the reward system,

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and we really wanna work
to be able to broaden

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their understanding of
all that is encompassed

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within the six components of PBIS.

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So this is just kind of
a little elevator speech

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that you could use and
adapt if you were asked,

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what is PBIS or what isn't PBIS.

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So kind of taking what
I've told you so far

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and compacting it into a
little 30 second blurb,

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evidence based framework,
able to be tailored

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to our school community,

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giving that continuum of
supports for students,

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and when implemented
with fidelity is leading

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to positive and equitable
outcomes for students,

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and that's academic and social,
emotional, and behavioral.

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So I mentioned I was

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gonna talk a little
bit about how the other

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initiatives and programs
that we are working

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on within Vermont schools can fit

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within the PBIS framework.

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So the way we see it is that MTSS is kind

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of the overarching framework.

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And then within that
sits the PBIS framework,

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which is really focused on

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social, emotional, and behavioral.

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So we see academic gains from implementing

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PBIS, but the focus of
our PBIS work is really

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on the social, emotional, and
behavioral side of schools,

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which sometimes is forgotten within MTSS.

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So you might have a
really robust EST system

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that's identifying students early who need

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academic support, but sometimes

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the social, emotional, and behavioral side

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falls a little short.

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So when implementing PBIS
and kind of elevating

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that level of importance

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about the social, emotional,
and behavioral side of things,

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we see PBIS as the
overarching framework to then

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embed things like social,
emotional learning,

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trauma informed practices,
restorative practices,

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responsive classroom,
developmental designs,

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practices like that.

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And the great thing about it is that all

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of these really have the
same end goals in mind.

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So they're looking for us
to build safe, respectful,

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or

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productive learning
environments, build a really

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positive school climate,
both for the staff

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and the students, emphasizing
positive relationships

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and helping students really
understand what is expected

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of them as learners.

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So we know that it's a
trauma informed practice

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for students to be able to
walk in and know that no

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matter where they go in the building,

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adults are gonna react
to them in the same way,

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they're gonna understand
what the expectations are

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and it's not gonna feel like scary to walk

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into music class because they don't know

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what to expect there or from that teacher,

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or even going as far as
knowing that the substitutes

256
00:13:05,350 --> 00:13:09,790
know what the culture and
expectations of the building

257
00:13:09,790 --> 00:13:12,550
are to be able to have
that sense of consistency

258
00:13:12,550 --> 00:13:15,460
for especially students
who've experienced trauma,

259
00:13:15,460 --> 00:13:17,093
but really for all students.

260
00:13:18,450 --> 00:13:20,740
All of these, when implemented well,

261
00:13:20,740 --> 00:13:22,300
are whole school approaches.

262
00:13:22,300 --> 00:13:25,440
so you might be in a
building where a few teachers

263
00:13:25,440 --> 00:13:27,820
are implementing restorative practices,

264
00:13:27,820 --> 00:13:29,619
but think about how powerful that could be

265
00:13:29,619 --> 00:13:33,600
if it was shifted to be
a whole school approach,

266
00:13:33,600 --> 00:13:37,610
where your staff meetings
had restorative circles

267
00:13:37,610 --> 00:13:41,500
built in, you were really
attending to relationships

268
00:13:41,500 --> 00:13:43,660
in all parts of the building and taking

269
00:13:43,660 --> 00:13:45,413
a whole school approach.

270
00:13:46,760 --> 00:13:49,500
They all are founded in really thinking

271
00:13:49,500 --> 00:13:51,700
about the strengths of a
student and building upon

272
00:13:51,700 --> 00:13:54,610
those strengths, thinking
about prevention,

273
00:13:54,610 --> 00:13:57,453
rather just reactionary responses.

274
00:13:58,530 --> 00:14:01,330
And they all, when done well,

275
00:14:01,330 --> 00:14:04,870
can really contribute to an
equitable learning environment.

276
00:14:04,870 --> 00:14:07,040
However, they also depend

277
00:14:07,040 --> 00:14:08,720
on an equitable learning environment.

278
00:14:08,720 --> 00:14:11,760
So if you are in a place where the culture

279
00:14:11,760 --> 00:14:14,203
and the morale is really
struggling right now,

280
00:14:16,140 --> 00:14:18,977
any of these can cause harm as well.

281
00:14:18,977 --> 00:14:21,260
And so you really wanna be careful

282
00:14:21,260 --> 00:14:25,430
about how you're
implementing and the basis

283
00:14:25,430 --> 00:14:28,960
that your school is coming
from in order to not do

284
00:14:28,960 --> 00:14:30,830
harm with these practices.

285
00:14:30,830 --> 00:14:33,800
So, for instance, if your
school is feeling like,

286
00:14:33,800 --> 00:14:35,890
kind of in a crisis mode right now,

287
00:14:35,890 --> 00:14:39,980
and staff are not feeling
equipped to handle

288
00:14:39,980 --> 00:14:44,980
student behavior, it very
quickly can turn to be punitive

289
00:14:45,128 --> 00:14:49,387
and compliance driven, and really not

290
00:14:49,387 --> 00:14:52,140
what we're looking for
when we're implementing

291
00:14:52,140 --> 00:14:54,023
PBIS or restorative practices.

292
00:14:54,990 --> 00:14:59,030
And so we wanna be really
careful when we are

293
00:14:59,030 --> 00:15:01,140
implementing to make sure
that we are not doing harm

294
00:15:01,140 --> 00:15:02,123
in any way.

295
00:15:04,480 --> 00:15:06,660
So I already went over
this, so I'm gonna skip it,

296
00:15:06,660 --> 00:15:08,260
but just the last thing I wanna mention

297
00:15:08,260 --> 00:15:11,880
about this is that you'll
see in the practices bubble,

298
00:15:11,880 --> 00:15:13,230
I already mentioned, we're really looking

299
00:15:13,230 --> 00:15:16,930
for evidence based practices
or promising practices.

300
00:15:16,930 --> 00:15:18,680
And the reason for that is,

301
00:15:18,680 --> 00:15:22,440
we don't have time to do
stuff that might not work.

302
00:15:22,440 --> 00:15:26,081
So in schools you're super
busy, you're super overwhelmed,

303
00:15:26,081 --> 00:15:29,230
pre-pandemic, let alone now,

304
00:15:29,230 --> 00:15:32,660
so we really want to pick
the fewest number of really

305
00:15:32,660 --> 00:15:35,615
good evidence based practices
that we can implement,

306
00:15:35,615 --> 00:15:38,120
that are simple to implement,

307
00:15:38,120 --> 00:15:40,500
that are going to give
us the biggest effect

308
00:15:40,500 --> 00:15:41,760
for our students.

309
00:15:41,760 --> 00:15:44,690
So rather than trying to grab lots

310
00:15:44,690 --> 00:15:48,330
of different initiatives and
grab that new shiny object,

311
00:15:48,330 --> 00:15:51,240
we really wanna narrow in
and make sure that staff

312
00:15:51,240 --> 00:15:54,565
have the best evidence
based practices to implement

313
00:15:54,565 --> 00:15:57,350
so that they're not overwhelmed and that

314
00:15:57,350 --> 00:16:00,103
we're not adding one more
thing to their plate.

315
00:16:03,270 --> 00:16:05,290
So again, if you've come
to any of our trainings,

316
00:16:05,290 --> 00:16:08,920
you're probably familiar
with this graphic as well.

317
00:16:08,920 --> 00:16:13,870
And the key idea here is
that our universal systems

318
00:16:13,870 --> 00:16:16,050
and practices that we're
putting in place are

319
00:16:16,050 --> 00:16:18,260
there for all students.

320
00:16:18,260 --> 00:16:20,270
So even if a student is
eventually gonna need

321
00:16:20,270 --> 00:16:22,800
some additional levels of support,

322
00:16:22,800 --> 00:16:25,510
they still should be
participating in and accessing

323
00:16:25,510 --> 00:16:28,950
our universal level of
supports, our first best

324
00:16:28,950 --> 00:16:31,600
instruction around social,
emotional, and behavioral.

325
00:16:32,490 --> 00:16:35,330
So the universal practices
are in place for all

326
00:16:35,330 --> 00:16:37,790
students in all settings of the school,

327
00:16:37,790 --> 00:16:41,583
really putting those best
proactive strategies into place.

328
00:16:42,830 --> 00:16:46,200
And when those practices
are in place with fidelity

329
00:16:46,200 --> 00:16:47,280
at the universal level,

330
00:16:47,280 --> 00:16:50,433
we should see about 80% of
our students succeeding.

331
00:16:51,580 --> 00:16:54,310
When we notice that students
need some additional

332
00:16:54,310 --> 00:16:59,310
support or at risk of some,
having behavioral challenges,

333
00:16:59,340 --> 00:17:01,210
we wanna quickly be able to provide

334
00:17:01,210 --> 00:17:02,900
targeted level supports.

335
00:17:02,900 --> 00:17:04,839
And we want those to really,

336
00:17:04,839 --> 00:17:08,170
we wanna have a menu of
targeted interventions

337
00:17:08,170 --> 00:17:11,070
at our disposal that can
kind of be taken right off

338
00:17:11,070 --> 00:17:14,220
the shelf and implemented
for a student that week.

339
00:17:14,220 --> 00:17:15,700
So it's not that we need to create

340
00:17:15,700 --> 00:17:17,980
an in individualized
plan for every student

341
00:17:17,980 --> 00:17:19,820
who needs additional supports.

342
00:17:19,820 --> 00:17:21,700
There are some students
who are gonna benefit

343
00:17:21,700 --> 00:17:24,710
just from that targeted
level of support and are not

344
00:17:24,710 --> 00:17:26,801
gonna need that really intensive,

345
00:17:26,801 --> 00:17:31,600
resource intensive process of developing

346
00:17:31,600 --> 00:17:34,290
an individualized plan for every student

347
00:17:34,290 --> 00:17:36,330
that needs additional supports.

348
00:17:36,330 --> 00:17:38,980
So when our targeted supports
are in place with fidelity,

349
00:17:38,980 --> 00:17:41,720
we should see about 10%
to 15% of our students

350
00:17:41,720 --> 00:17:44,230
benefiting from those targeted supports.

351
00:17:44,230 --> 00:17:46,220
And then we know there's
always gonna be about one

352
00:17:46,220 --> 00:17:47,420
to five students who,

353
00:17:47,420 --> 00:17:49,740
or 1% to 5% of students who are gonna need

354
00:17:49,740 --> 00:17:51,790
some intensive supports.

355
00:17:51,790 --> 00:17:54,770
And we wanna make sure that
the pyramid is balanced

356
00:17:54,770 --> 00:17:57,790
in this way so that our staff are not

357
00:17:57,790 --> 00:18:00,500
completely overwhelmed
by the students who need

358
00:18:00,500 --> 00:18:02,330
intensive level supports.

359
00:18:02,330 --> 00:18:05,060
And right now, during the pandemic,

360
00:18:05,060 --> 00:18:08,600
you are probably feeling
like this pyramid is shifted

361
00:18:08,600 --> 00:18:09,870
up to the top,

362
00:18:09,870 --> 00:18:13,530
and you might now have
25% of your students

363
00:18:13,530 --> 00:18:16,170
who really could be benefiting
from targeted supports

364
00:18:16,170 --> 00:18:19,180
and 15% of your students
who could be benefiting

365
00:18:19,180 --> 00:18:21,170
from intensive supports.

366
00:18:21,170 --> 00:18:22,870
And the idea is,

367
00:18:22,870 --> 00:18:25,430
that's an indicator that you need to shift

368
00:18:25,430 --> 00:18:27,800
those supports down the pyramid.

369
00:18:27,800 --> 00:18:32,800
So things that may have
previously been intended as,

370
00:18:33,680 --> 00:18:36,236
in targeted level supports,

371
00:18:36,236 --> 00:18:39,150
all of your students might
benefit from right now.

372
00:18:39,150 --> 00:18:41,620
So that might be something
like an individualized

373
00:18:41,620 --> 00:18:44,030
check-in with the adult in the morning.

374
00:18:44,030 --> 00:18:46,240
And obviously you're
gonna change the dosage

375
00:18:46,240 --> 00:18:47,110
of that, right?

376
00:18:47,110 --> 00:18:49,730
You might have a student
who's doing pretty well.

377
00:18:49,730 --> 00:18:52,400
They still need something more
than they needed last year,

378
00:18:52,400 --> 00:18:54,920
in terms of an adult
looking them in the eyes,

379
00:18:54,920 --> 00:18:57,820
greeting them in the morning,
asking them how, you know,

380
00:18:57,820 --> 00:19:00,090
their bus ride was or whatever it is.

381
00:19:00,090 --> 00:19:02,560
And then another student
might need like a sitdown

382
00:19:02,560 --> 00:19:04,250
with an adult in the morning.

383
00:19:04,250 --> 00:19:06,670
And then another student
might need a check-in outside

384
00:19:06,670 --> 00:19:09,570
of the classroom in a more typical like

385
00:19:09,570 --> 00:19:11,760
check-in, check-out scenario.

386
00:19:11,760 --> 00:19:13,850
But thinking about how you can shift some

387
00:19:13,850 --> 00:19:17,460
of those targeted level
supports into the universal

388
00:19:17,460 --> 00:19:21,440
for all students might help
balance out this pyramid

389
00:19:21,440 --> 00:19:23,775
in a year, where it's really
feeling like a lot more

390
00:19:23,775 --> 00:19:26,540
of our students are needing more intensive

391
00:19:26,540 --> 00:19:27,723
levels of support.

392
00:19:29,141 --> 00:19:30,710
And just to know,

393
00:19:30,710 --> 00:19:33,610
as we're really thinking
about how we can make sure

394
00:19:33,610 --> 00:19:35,940
that PBIS is most equitable,

395
00:19:35,940 --> 00:19:39,551
when we see that there
are inequitable outcomes

396
00:19:39,551 --> 00:19:42,150
between our student groups,

397
00:19:42,150 --> 00:19:44,210
that really is a tier one issue.

398
00:19:44,210 --> 00:19:47,090
So we can't just ignore that and provide

399
00:19:47,090 --> 00:19:49,830
those students with tier
two or tier three supports.

400
00:19:49,830 --> 00:19:52,540
We really need to be thinking
at the universal level

401
00:19:52,540 --> 00:19:54,650
about how all students can feel welcome

402
00:19:54,650 --> 00:19:58,600
in our building and
represented in our building

403
00:19:58,600 --> 00:20:01,330
to ensure there's not over-representation

404
00:20:01,330 --> 00:20:03,542
of certain groups within our tier two

405
00:20:03,542 --> 00:20:05,543
and tier three supports.

406
00:20:09,290 --> 00:20:11,550
So you'll notice that
I've been saying students

407
00:20:11,550 --> 00:20:13,040
who need intensive supports,

408
00:20:13,040 --> 00:20:16,160
students who could benefit
from targeted supports.

409
00:20:16,160 --> 00:20:19,120
And the reason behind that
is we really wanna get

410
00:20:19,120 --> 00:20:21,680
away from saying our targeted students,

411
00:20:21,680 --> 00:20:24,873
our tier three students,
our red zone students,

412
00:20:24,873 --> 00:20:28,050
because that really is
labeling the student

413
00:20:28,050 --> 00:20:29,300
and not the behavior.

414
00:20:29,300 --> 00:20:31,985
And it's not accurately depicting all

415
00:20:31,985 --> 00:20:34,670
that there is to that student.

416
00:20:34,670 --> 00:20:37,440
So a student like Dylan,
who might really struggle

417
00:20:37,440 --> 00:20:41,560
with something like
self-regulation, you're picturing,

418
00:20:41,560 --> 00:20:43,170
you are Dylan within your building,

419
00:20:43,170 --> 00:20:45,260
who's running out of the classroom,

420
00:20:45,260 --> 00:20:46,983
who's tipping over desks,

421
00:20:48,602 --> 00:20:52,850
we might call that student
an intensive student,

422
00:20:52,850 --> 00:20:56,870
or a high flyer or something like that,

423
00:20:56,870 --> 00:20:59,590
but that's really not
reflecting all of Dylan.

424
00:20:59,590 --> 00:21:03,030
So he really only requires
universal level supports

425
00:21:03,030 --> 00:21:05,417
for reading, for peer
interaction, for attendance.

426
00:21:05,417 --> 00:21:08,090
When we get into of things
like adult relationships

427
00:21:08,090 --> 00:21:10,404
and science, he needs a
little bit of extra support

428
00:21:10,404 --> 00:21:13,000
and then math and
self-regulation are really

429
00:21:13,000 --> 00:21:14,330
where he struggles.

430
00:21:14,330 --> 00:21:17,150
But if we were to just call
him an intensive student,

431
00:21:17,150 --> 00:21:20,980
it doesn't encapsulate all
that he really is and can do.

432
00:21:20,980 --> 00:21:25,980
And it kind of helps us
to ignore his strengths.

433
00:21:26,110 --> 00:21:31,110
So just for a second, think
about yourself or a student,

434
00:21:31,830 --> 00:21:35,940
and if you wanna take a
little scrap piece of paper

435
00:21:35,940 --> 00:21:37,870
and just jot the triangle,

436
00:21:37,870 --> 00:21:42,550
where are some areas that
either you or that student

437
00:21:42,550 --> 00:21:45,120
are doing just fine
with the universal level

438
00:21:45,120 --> 00:21:47,380
of supports and where are some areas

439
00:21:47,380 --> 00:21:50,530
that you or that student
might need some targeted

440
00:21:50,530 --> 00:21:53,080
or intensive level supports.

441
00:21:53,080 --> 00:21:55,226
And then I'll just give
you an example for myself,

442
00:21:55,226 --> 00:21:59,197
after you've had a chance to
think about it for a second.

443
00:22:20,240 --> 00:22:24,150
So for myself, the areas that rise

444
00:22:24,150 --> 00:22:27,310
above the universal level

445
00:22:29,090 --> 00:22:31,940
would be like around

446
00:22:31,940 --> 00:22:36,683
not snacking after dinner,
while hanging out watching TV,

447
00:22:37,890 --> 00:22:42,550
thinking about better self care practices,

448
00:22:42,550 --> 00:22:44,633
need some targeted level supports,

449
00:22:45,840 --> 00:22:48,890
exercise for sure need
intensive level supports,

450
00:22:48,890 --> 00:22:50,550
need lots of reminders,

451
00:22:50,550 --> 00:22:53,070
need lots of incentives because that's not

452
00:22:53,070 --> 00:22:55,563
something that's intrinsically
motivating for me.

453
00:22:56,996 --> 00:22:59,340
But if you were to just
label me as in need

454
00:22:59,340 --> 00:23:03,270
of intensive supports,
because I haven't gotten more

455
00:23:03,270 --> 00:23:06,580
than 2000 steps in three weeks, maybe,

456
00:23:06,580 --> 00:23:10,510
according to my Fitbit, that
wouldn't encapsulate all

457
00:23:10,510 --> 00:23:13,260
of the strengths and skills I have.

458
00:23:13,260 --> 00:23:17,520
And so really trying hard
to correct our brains

459
00:23:17,520 --> 00:23:19,630
that maybe have gotten
used to saying tier two

460
00:23:19,630 --> 00:23:23,690
or tier three students and
finding ways to politely

461
00:23:25,080 --> 00:23:27,200
nudge other people in our building to be

462
00:23:27,200 --> 00:23:28,993
thinking about that.

463
00:23:28,993 --> 00:23:31,970
So coming up with some
kind of corrective phrase

464
00:23:31,970 --> 00:23:34,227
you could use if somebody says,

465
00:23:34,227 --> 00:23:37,340
"Well, our tier three kids
are out of control this week,"

466
00:23:37,340 --> 00:23:39,610
thinking about like, well,
we don't really wanna

467
00:23:39,610 --> 00:23:41,370
be referring to them as tier three kids.

468
00:23:41,370 --> 00:23:43,870
We wanna be thinking about
them as students who right

469
00:23:43,870 --> 00:23:45,933
now need tier three supports.

470
00:23:48,710 --> 00:23:49,663
So, like I mentioned,

471
00:23:49,663 --> 00:23:52,620
in the past two years
we've been really thinking

472
00:23:52,620 --> 00:23:55,760
about how we can do our best to make sure

473
00:23:55,760 --> 00:24:00,760
that PBIS practices are equitable
for all of our students.

474
00:24:01,180 --> 00:24:04,600
And so we're really going
component by component,

475
00:24:04,600 --> 00:24:07,040
tier by tier, and really
thinking about all

476
00:24:07,040 --> 00:24:09,123
of the practices that are in place,

477
00:24:10,100 --> 00:24:12,660
the resources that we're providing,

478
00:24:12,660 --> 00:24:16,630
and really every part of
our school environment,

479
00:24:16,630 --> 00:24:19,820
our policies that are
in place, our handbooks,

480
00:24:19,820 --> 00:24:24,140
and thinking are they
representative of our population?

481
00:24:24,140 --> 00:24:25,750
Are they construct by,

482
00:24:25,750 --> 00:24:28,200
so are we engaging people
really intentionally

483
00:24:28,200 --> 00:24:32,100
in helping to build
these systems or rebuild

484
00:24:32,100 --> 00:24:36,010
these systems and are they
responsive to all people?

485
00:24:36,010 --> 00:24:38,070
So that each of our students and each

486
00:24:38,070 --> 00:24:40,960
of our family members and
each of our staff members

487
00:24:40,960 --> 00:24:45,096
really have access to are
meaningfully participating in

488
00:24:45,096 --> 00:24:49,680
and are seeing positive
outcomes from what we are doing?

489
00:24:49,680 --> 00:24:51,023
So we want them to be,

490
00:24:52,059 --> 00:24:56,120
each of our students and
family and staff members

491
00:24:56,120 --> 00:24:59,810
to be experiencing high
quality experiences and not

492
00:24:59,810 --> 00:25:02,280
having their individual characteristics

493
00:25:02,280 --> 00:25:05,380
or group memberships be able to predict

494
00:25:05,380 --> 00:25:08,213
whether they are seeing high outcomes.

495
00:25:09,879 --> 00:25:12,450
So you might have come to
the summer institute a few

496
00:25:12,450 --> 00:25:15,990
years ago, we had Elena
Aguilar as our presenter

497
00:25:15,990 --> 00:25:18,390
and the way she says it just really sums

498
00:25:18,390 --> 00:25:19,970
it up really nicely.

499
00:25:19,970 --> 00:25:22,220
When we are thinking
about educational equity,

500
00:25:22,220 --> 00:25:25,590
we are meaning that every
child receives what he,

501
00:25:25,590 --> 00:25:28,210
she or they need to develop his, her,

502
00:25:28,210 --> 00:25:30,955
or their full academic
and social potential

503
00:25:30,955 --> 00:25:34,450
and to thrive academically
and socially, emotionally,

504
00:25:34,450 --> 00:25:37,080
every child, every day, period.

505
00:25:37,080 --> 00:25:39,940
So I think, thinking of
things like that are a little

506
00:25:39,940 --> 00:25:43,850
bit like a mantra, every
child, every day, period,

507
00:25:43,850 --> 00:25:45,910
can really help bring our focus back

508
00:25:45,910 --> 00:25:48,553
to that when things might stray.

509
00:25:50,170 --> 00:25:52,590
So you saw me mention
access representation,

510
00:25:52,590 --> 00:25:55,150
meaningful participation
and high outcomes.

511
00:25:55,150 --> 00:25:57,100
Those can be applied to anything.

512
00:25:57,100 --> 00:25:59,340
Those can be applied to academics,

513
00:25:59,340 --> 00:26:03,590
to your literacy curriculum,
to anything, really.

514
00:26:03,590 --> 00:26:06,670
But when we think about it
for PBIS, we really wanna

515
00:26:06,670 --> 00:26:09,375
be thinking about, do all
of our students have access

516
00:26:09,375 --> 00:26:11,989
to the universal supports,
like I mentioned,

517
00:26:11,989 --> 00:26:13,980
just because they're in need of targeted

518
00:26:13,980 --> 00:26:16,457
or intensive level supports
doesn't mean they should

519
00:26:16,457 --> 00:26:21,457
not be exposed to the
universal teaching practices

520
00:26:21,529 --> 00:26:24,547
and the universal acknowledgement system,

521
00:26:24,547 --> 00:26:27,240
all of their supports should be tied back

522
00:26:27,240 --> 00:26:28,953
to the universal systems.

523
00:26:30,670 --> 00:26:33,560
And so these are questions
we're asking ourselves.

524
00:26:33,560 --> 00:26:36,390
So do all of our students
with need have access

525
00:26:36,390 --> 00:26:38,713
to targeted or intensive level supports?

526
00:26:40,110 --> 00:26:42,300
When we see a student who's in need

527
00:26:42,300 --> 00:26:44,250
of an intensive support plan,

528
00:26:44,250 --> 00:26:47,770
do they still have access to
those targeted level supports?

529
00:26:47,770 --> 00:26:51,430
So you might have something
like recess planning.

530
00:26:51,430 --> 00:26:54,240
So for a student that really
struggles out at recess,

531
00:26:54,240 --> 00:26:56,270
you might have them check
in with a trusted adult

532
00:26:56,270 --> 00:26:58,830
right before they go
out, make a quick plan,

533
00:26:58,830 --> 00:26:59,970
go out for recess,

534
00:26:59,970 --> 00:27:01,730
check back in with that
person when they come back

535
00:27:01,730 --> 00:27:03,825
in the building, hey, how'd it go?

536
00:27:03,825 --> 00:27:06,530
What could we do better next time?

537
00:27:06,530 --> 00:27:08,700
Just because the student has intensive,

538
00:27:08,700 --> 00:27:11,970
an intensive plan doesn't
mean they shouldn't have

539
00:27:11,970 --> 00:27:15,240
access to that recess
planning that is technically

540
00:27:15,240 --> 00:27:17,300
listed within your targeted menu.

541
00:27:17,300 --> 00:27:21,273
So these tiers are somewhat,
is Mobius the right word?

542
00:27:22,320 --> 00:27:24,868
Fluid, that students
should be able to access

543
00:27:24,868 --> 00:27:27,743
supports that exist within a tier,

544
00:27:28,870 --> 00:27:31,993
regardless of their level
of need at that time.

545
00:27:33,632 --> 00:27:37,630
We're gonna talk a little
bit about who might be

546
00:27:37,630 --> 00:27:41,130
on your leadership team for
PBIS and whose voice might

547
00:27:41,130 --> 00:27:44,730
be missing and making sure that your teams

548
00:27:44,730 --> 00:27:47,300
are representative of
the students and families

549
00:27:47,300 --> 00:27:49,123
within your building, and
that they have the ability

550
00:27:49,123 --> 00:27:53,010
to make decisions and
be part of the content

551
00:27:53,010 --> 00:27:56,733
development for things like
lesson plans and ensuring

552
00:27:58,740 --> 00:28:01,480
that all of your students
have the agency and are able

553
00:28:01,480 --> 00:28:03,720
to learn and contribute to PBIS in ways

554
00:28:03,720 --> 00:28:05,617
that feel effective to them.

555
00:28:05,617 --> 00:28:08,190
So we'll actually show you
a video from Chamberlin

556
00:28:08,190 --> 00:28:11,430
school of some students
who are participating

557
00:28:11,430 --> 00:28:13,713
in their leadership team and seeing,

558
00:28:14,570 --> 00:28:17,610
really feeling agency as a result of that.

559
00:28:17,610 --> 00:28:19,050
And then of course,

560
00:28:19,050 --> 00:28:22,450
implementing in a way that
is supporting high outcomes

561
00:28:22,450 --> 00:28:24,523
for all of our students.

562
00:28:24,523 --> 00:28:28,200
So steering conversations away from, oh,

563
00:28:28,200 --> 00:28:30,780
well that family or those kids or kids

564
00:28:30,780 --> 00:28:34,339
from that neighborhood,
we believe that students,

565
00:28:34,339 --> 00:28:37,093
all of our students can
achieve high outcomes.

566
00:28:39,590 --> 00:28:43,330
And then getting a little
bit deeper into this,

567
00:28:43,330 --> 00:28:47,580
we really wanna thinking
about these elements

568
00:28:47,580 --> 00:28:49,600
of cultural responsiveness.

569
00:28:49,600 --> 00:28:54,010
So thinking about, sorry,
doctor's office calling,

570
00:28:54,010 --> 00:28:56,003
hopefully they'll call back later.

571
00:28:57,067 --> 00:29:02,067
So thinking about whether
our staff are really

572
00:29:02,240 --> 00:29:05,850
comfortable and understand
their own identities

573
00:29:05,850 --> 00:29:09,140
and how those identities
contribute to how they show

574
00:29:09,140 --> 00:29:10,523
up at work every day,

575
00:29:11,860 --> 00:29:15,050
and whether they truly understand and seek

576
00:29:15,050 --> 00:29:19,020
out information about their
students identities, again,

577
00:29:19,020 --> 00:29:22,260
making sure that all
voices are represented,

578
00:29:22,260 --> 00:29:24,440
that we're really thinking
about a supportive

579
00:29:24,440 --> 00:29:27,010
environment and a teaching environment,

580
00:29:27,010 --> 00:29:28,570
just like we do for academics,

581
00:29:28,570 --> 00:29:31,880
we're thinking about
teaching behavior and having

582
00:29:31,880 --> 00:29:34,433
an instructive approach
when things go wrong.

583
00:29:35,900 --> 00:29:39,470
Thinking about how we can
help students understand

584
00:29:39,470 --> 00:29:43,770
that it's okay, that certain
behaviors might be okay

585
00:29:43,770 --> 00:29:45,650
at home or in their community,

586
00:29:45,650 --> 00:29:48,210
and why there might be
different expectations

587
00:29:48,210 --> 00:29:51,900
at school and not coming
from a place of judgment,

588
00:29:51,900 --> 00:29:54,660
but just helping students understand

589
00:29:54,660 --> 00:29:56,660
why those differences exist.

590
00:29:56,660 --> 00:29:59,073
And then making sure that
we are looking at our data

591
00:29:59,073 --> 00:30:00,670
with equity in mind.

592
00:30:00,670 --> 00:30:03,093
So for those schools that are using SWIS,

593
00:30:03,093 --> 00:30:06,060
schoolwide information system,

594
00:30:06,060 --> 00:30:08,300
there's some really great
tools to be able to help

595
00:30:08,300 --> 00:30:11,240
you disaggregate your data and make sure

596
00:30:11,240 --> 00:30:13,270
that certain student groups are not

597
00:30:13,270 --> 00:30:17,820
being disproportionally experiencing

598
00:30:17,820 --> 00:30:21,710
exclusionary discipline, or having office

599
00:30:21,710 --> 00:30:23,700
discipline referrals or what we're calling

600
00:30:23,700 --> 00:30:25,993
behavior observation data forms.

601
00:30:28,890 --> 00:30:32,530
So I'm gonna pause there
for a minute and just make

602
00:30:32,530 --> 00:30:35,760
sure no one has any
questions before we move

603
00:30:35,760 --> 00:30:37,810
on into kind of the key components

604
00:30:37,810 --> 00:30:39,783
of PBIS at the universal level.

605
00:30:51,160 --> 00:30:51,993
Okay.

606
00:30:53,680 --> 00:30:58,600
So, many of you are either
already on your leadership

607
00:30:58,600 --> 00:31:01,980
team or are about to be
leading your leadership team

608
00:31:01,980 --> 00:31:03,543
as your school coordinator,

609
00:31:04,560 --> 00:31:05,990
but you wanna be really thinking

610
00:31:05,990 --> 00:31:09,084
about whether this team
is representative and has

611
00:31:09,084 --> 00:31:12,720
the people it needs to be
able to make some progress.

612
00:31:12,720 --> 00:31:15,925
So we recommend that the
school administrator is also

613
00:31:15,925 --> 00:31:19,240
on the team, and if not on the team,

614
00:31:19,240 --> 00:31:21,780
at least really well
connected with the team.

615
00:31:21,780 --> 00:31:22,880
So we know right now,

616
00:31:22,880 --> 00:31:25,380
administrators are pulled in
lots of different directions.

617
00:31:25,380 --> 00:31:27,900
It might not be realistic for them to be

618
00:31:27,900 --> 00:31:29,680
at every single team meeting,

619
00:31:29,680 --> 00:31:32,540
but they should consider
themselves part of the team

620
00:31:32,540 --> 00:31:34,650
and be really connected
with someone who's gonna

621
00:31:34,650 --> 00:31:38,160
be reporting back to them what was talked

622
00:31:38,160 --> 00:31:39,450
about at the meeting,

623
00:31:39,450 --> 00:31:41,792
and considering whether
someone on that team does

624
00:31:41,792 --> 00:31:44,260
have decision making authority,

625
00:31:44,260 --> 00:31:46,070
even when the administrator is not there.

626
00:31:46,070 --> 00:31:48,010
So that might be the coordinator,

627
00:31:48,010 --> 00:31:50,740
or if you have an assistant
principal or something

628
00:31:50,740 --> 00:31:52,140
that is sitting on the team.

629
00:31:53,170 --> 00:31:56,168
Again, a rep of your school staff.

630
00:31:56,168 --> 00:32:00,960
So thinking about special
educators, special staff,

631
00:32:00,960 --> 00:32:05,960
like art, music, library,
PE, your school counselor,

632
00:32:06,150 --> 00:32:08,778
classroom teachers, paraprofessionals.

633
00:32:08,778 --> 00:32:10,920
So thinking about whether
all of those groups have

634
00:32:10,920 --> 00:32:13,110
a voice on the team,

635
00:32:13,110 --> 00:32:15,470
someone that they can go to
that's gonna represent them

636
00:32:15,470 --> 00:32:18,805
on the team and thinking
about how you can engage

637
00:32:18,805 --> 00:32:23,040
family or community members and students.

638
00:32:23,040 --> 00:32:25,970
So schools often struggle
with this piece about how are

639
00:32:25,970 --> 00:32:27,747
we going to recruit

640
00:32:31,840 --> 00:32:33,380
family members or students to be

641
00:32:33,380 --> 00:32:36,590
on this team, the logistics
behind when the meetings

642
00:32:36,590 --> 00:32:38,790
occur and whether people
are available then.

643
00:32:39,730 --> 00:32:41,850
With COVID and things being virtual,

644
00:32:41,850 --> 00:32:43,810
some of this has gotten
a little bit easier

645
00:32:43,810 --> 00:32:46,026
and it's kind of broken
down some of those barriers

646
00:32:46,026 --> 00:32:50,080
for students or families
participating in meetings.

647
00:32:50,080 --> 00:32:52,150
But you wanna think about
even if they're not able

648
00:32:52,150 --> 00:32:55,140
to be at the meeting in the room,

649
00:32:55,140 --> 00:32:57,300
how can their voices be represented there?

650
00:32:57,300 --> 00:32:59,830
So is there someone on
your two team who is maybe

651
00:32:59,830 --> 00:33:03,510
a family liaison who is
bringing ideas to family

652
00:33:03,510 --> 00:33:06,580
members and bringing
input back to the team,

653
00:33:06,580 --> 00:33:07,980
and same with students,

654
00:33:07,980 --> 00:33:09,839
do you have something
like a student council

655
00:33:09,839 --> 00:33:13,405
that maybe they're not gonna
come to every PBIS meeting,

656
00:33:13,405 --> 00:33:15,210
but maybe you're gonna bring the data

657
00:33:15,210 --> 00:33:17,773
to that student council meeting,
have them reflect on it,

658
00:33:17,773 --> 00:33:20,573
give some ideas about how things,

659
00:33:20,573 --> 00:33:23,340
certain things might
improve and then bring

660
00:33:23,340 --> 00:33:25,683
that information back to your PBIS team.

661
00:33:26,930 --> 00:33:28,880
So really thinking about,

662
00:33:28,880 --> 00:33:32,010
how you can support those
functions occurring,

663
00:33:32,010 --> 00:33:36,160
whether or not those members are actually

664
00:33:36,160 --> 00:33:37,183
at the team meeting.

665
00:33:40,270 --> 00:33:44,343
So I'm gonna show you just a
short video from Chamberlin.

666
00:33:46,170 --> 00:33:47,113
Oops. Let's see.

667
00:33:48,530 --> 00:33:50,670
- Amy, can I... (indistinct)

668
00:33:50,670 --> 00:33:51,503
- [Amy] Yes.

669
00:33:52,640 --> 00:33:54,030
- [Woman] Ashley couldn't see the screen,

670
00:33:54,030 --> 00:33:55,390
and I think she jumped out.

671
00:33:55,390 --> 00:33:57,530
She might need to be let back in.

672
00:33:57,530 --> 00:33:59,423
- Yes. We let her back in.

673
00:34:03,000 --> 00:34:06,140
And video is taken a minute to load,

674
00:34:06,140 --> 00:34:08,303
but hopefully we'll be
able to get into it.

675
00:34:11,530 --> 00:34:15,343
Oh, Ashley still can't
see the screen. Hmm.

676
00:34:21,229 --> 00:34:25,812
I'm not sure how to help.
Maybe try a different device?

677
00:34:27,320 --> 00:34:29,754
And let's see if I press
play it. It's okay.

678
00:34:29,754 --> 00:34:30,837
It's... Oops.

679
00:34:34,880 --> 00:34:35,713
Sorry.

680
00:34:45,740 --> 00:34:46,980
- Hi, I'm Lisa Finlayson.

681
00:34:46,980 --> 00:34:49,530
So I am the PBIS coordinator
and music teacher

682
00:34:49,530 --> 00:34:52,760
at Gertrude Chamberlin
school in south Burlington.

683
00:34:52,760 --> 00:34:54,640
We have put this video
together for you today

684
00:34:54,640 --> 00:34:57,440
so that you can see what
impact it makes to have

685
00:34:57,440 --> 00:35:00,593
students on our universal PBIS team.

686
00:35:02,000 --> 00:35:04,240
- Hello, my name is Terra,
I'm in fourth grade,

687
00:35:04,240 --> 00:35:06,533
and I'm on the PBIS universal team.

688
00:35:08,490 --> 00:35:10,850
- Hi, my name's Nora
and I'm a fifth grader

689
00:35:10,850 --> 00:35:12,123
at Chamberlin school.

690
00:35:13,680 --> 00:35:15,980
- So here are our student
interview questions.

691
00:35:15,980 --> 00:35:18,083
Why did you want this job?

692
00:35:19,170 --> 00:35:21,830
- I wanted the job so
I can impact the school

693
00:35:21,830 --> 00:35:23,083
with my ideas.

694
00:35:25,440 --> 00:35:28,363
- What was it like to work
with a team of adults?

695
00:35:31,120 --> 00:35:33,940
- I liked working with a
team of adults because I got

696
00:35:33,940 --> 00:35:36,820
to see what other people
thought about and not

697
00:35:36,820 --> 00:35:38,183
just what kids thought.

698
00:35:41,290 --> 00:35:42,893
- How did you help the school?

699
00:35:45,160 --> 00:35:47,320
- The reason I think I
helped the school was

700
00:35:47,320 --> 00:35:51,390
because I helped at dismissal
time by clicking people

701
00:35:51,390 --> 00:35:53,940
for social distancing, and I pick,

702
00:35:53,940 --> 00:35:56,323
I helped pick celebrations for the school.

703
00:35:59,530 --> 00:36:03,300
How I think I impacted the
school was that I invented

704
00:36:03,300 --> 00:36:04,530
the clicker system.

705
00:36:04,530 --> 00:36:07,410
And that is basically
when the end of the day,

706
00:36:07,410 --> 00:36:09,420
when kids social distance,

707
00:36:09,420 --> 00:36:12,540
they get a click and a click is basically

708
00:36:13,450 --> 00:36:15,580
just like (device clicks) that.

709
00:36:15,580 --> 00:36:19,470
And every time, when kids social
distance, they get a click.

710
00:36:19,470 --> 00:36:22,330
And in between the two
grades of fourth and fifth,

711
00:36:22,330 --> 00:36:27,253
whoever wins gets the
award of clicker system.

712
00:36:30,383 --> 00:36:32,633
- What was your favorite
part about this job?

713
00:36:33,842 --> 00:36:36,180
- One of the things I
liked most about being

714
00:36:36,180 --> 00:36:38,150
in the PBIS universal team,

715
00:36:38,150 --> 00:36:41,083
is that I get to pick
celebrations for the school.

716
00:36:43,930 --> 00:36:47,000
My favorite part about
the job was getting to see

717
00:36:48,130 --> 00:36:50,430
teaching at the teacher's point of view,

718
00:36:50,430 --> 00:36:52,850
like what are you gonna do for the day?

719
00:36:52,850 --> 00:36:54,160
Or like, oh, this type of stuff,

720
00:36:54,160 --> 00:36:55,710
which I thought was pretty fun.

721
00:36:56,920 --> 00:36:59,160
- What would you say to
other schools who are

722
00:36:59,160 --> 00:37:02,463
thinking about having students
join their PBIS teams?

723
00:37:03,850 --> 00:37:06,090
- I think other schools should invite kids

724
00:37:06,090 --> 00:37:09,550
to their team because
then you don't just have

725
00:37:09,550 --> 00:37:11,260
what an adult would think,

726
00:37:11,260 --> 00:37:14,450
but you have what the kid wants to,

727
00:37:14,450 --> 00:37:16,640
because the kids are the one who,

728
00:37:16,640 --> 00:37:18,940
whatever the grownups
are picking for them,

729
00:37:18,940 --> 00:37:20,763
the kids are gonna have to do it.

730
00:37:23,280 --> 00:37:26,670
- I think that school
should have a student rep,

731
00:37:26,670 --> 00:37:31,020
so they could see teaching from,

732
00:37:31,020 --> 00:37:34,240
or like learning from
a kid's point of view,

733
00:37:34,240 --> 00:37:35,960
like seeing like what the kids want,

734
00:37:35,960 --> 00:37:38,130
what'll be better for the
kids instead of just like

735
00:37:38,130 --> 00:37:41,200
making decisions not knowing
what the kids are like.

736
00:37:41,200 --> 00:37:45,860
And I just think it would be like better

737
00:37:45,860 --> 00:37:47,600
for kids to be,

738
00:37:47,600 --> 00:37:52,253
to know that they, that
their ideas can be shown.

739
00:37:53,280 --> 00:37:55,336
- When we brought students
onto our PBIS team,

740
00:37:55,336 --> 00:37:59,170
we were looking at our systems
through a lens of equity,

741
00:37:59,170 --> 00:38:01,060
and we were trying to improve the voice

742
00:38:01,060 --> 00:38:02,649
of students in community.

743
00:38:02,649 --> 00:38:05,230
And having these kids
has been really amazing.

744
00:38:05,230 --> 00:38:07,370
They have helped us so much.

745
00:38:07,370 --> 00:38:10,010
The clicker system they were
talking about these clicks,

746
00:38:10,010 --> 00:38:12,810
they turn into Be Bucks,
which is our reward system,

747
00:38:12,810 --> 00:38:13,643
which is pretty cool.

748
00:38:13,643 --> 00:38:15,410
So these go right into our hive,

749
00:38:15,410 --> 00:38:18,731
and when it's full, we get
our school wide celebration.

750
00:38:18,731 --> 00:38:21,170
What's interesting is, they didn't talk

751
00:38:21,170 --> 00:38:23,500
about how they contributed
with sharing other

752
00:38:23,500 --> 00:38:25,900
students' point of views.

753
00:38:25,900 --> 00:38:28,910
We were really blown away
when we were planning

754
00:38:28,910 --> 00:38:31,610
a celebration and we were
suggesting, oh, well,

755
00:38:31,610 --> 00:38:33,870
why don't we do crazy hair or hat day?

756
00:38:33,870 --> 00:38:35,870
And one of our students said,

757
00:38:35,870 --> 00:38:37,700
but what about my friend
who wears a hijab?

758
00:38:37,700 --> 00:38:39,930
She can't do either of those.

759
00:38:39,930 --> 00:38:44,030
Those kind of really insightful
moments were phenomenal,

760
00:38:44,030 --> 00:38:46,174
and it came a lot from these kids.

761
00:38:46,174 --> 00:38:49,620
So I would highly recommend
having students on there.

762
00:38:49,620 --> 00:38:51,160
It all goes back to that saying,

763
00:38:51,160 --> 00:38:53,110
nothing about us without us.

764
00:38:53,110 --> 00:38:55,210
And we'll definitely keep
student reps on our team

765
00:38:55,210 --> 00:38:56,345
from now on.

766
00:38:56,345 --> 00:38:57,178
If you have any questions,

767
00:38:57,178 --> 00:39:00,560
feel free to reach out
to me or Miss Rouelle.

768
00:39:08,881 --> 00:39:09,714
- All right.

769
00:39:09,714 --> 00:39:10,800
Any questions about the,

770
00:39:10,800 --> 00:39:13,100
kind of the composition
of the leadership team

771
00:39:13,100 --> 00:39:16,180
or including students or family members?

772
00:39:16,180 --> 00:39:19,421
One thing that sometimes
people are concerned

773
00:39:19,421 --> 00:39:22,790
about related to family members

774
00:39:22,790 --> 00:39:25,270
and students is confidentiality.

775
00:39:25,270 --> 00:39:28,530
And the reminder there is
that at the universal level,

776
00:39:28,530 --> 00:39:32,100
we really shouldn't be talking
about individual students.

777
00:39:32,100 --> 00:39:34,970
So when we're looking
at our universal data,

778
00:39:34,970 --> 00:39:37,209
we're really looking at
data across the school,

779
00:39:37,209 --> 00:39:40,730
looking for ways to identify
is it a certain location

780
00:39:40,730 --> 00:39:42,570
that's really challenging this month,

781
00:39:42,570 --> 00:39:44,530
is at a certain time of day...

782
00:39:45,870 --> 00:39:47,940
So conversations like
that shouldn't really

783
00:39:47,940 --> 00:39:51,040
involve students' names,
and so you shouldn't have

784
00:39:51,040 --> 00:39:53,220
concerns about confidentiality.

785
00:39:53,220 --> 00:39:55,365
Obviously when we get to the
targeted and intensive levels,

786
00:39:55,365 --> 00:39:59,610
those team meetings will
involve student names.

787
00:39:59,610 --> 00:40:03,047
And some of you that
might be in small schools,

788
00:40:03,047 --> 00:40:07,930
you might be all one team,
but you wanna think about,

789
00:40:07,930 --> 00:40:09,730
can you be putting on different hats?

790
00:40:09,730 --> 00:40:12,350
So can you have student and family voice

791
00:40:12,350 --> 00:40:15,380
and participation during
your universal portion

792
00:40:15,380 --> 00:40:18,630
of that meeting, and then
when you move into talking

793
00:40:18,630 --> 00:40:19,960
about individual students,

794
00:40:19,960 --> 00:40:22,480
then they wouldn't be part of that.

795
00:40:22,480 --> 00:40:24,730
So thinking about it in that way,

796
00:40:24,730 --> 00:40:27,400
that we wanna have it
be a norm that we're not

797
00:40:27,400 --> 00:40:30,150
talking about individual
students and universal anyway,

798
00:40:30,150 --> 00:40:34,533
whether there's other students
or families there or not.

799
00:40:36,997 --> 00:40:39,390
So feel free to keep
typing into the chat box

800
00:40:39,390 --> 00:40:41,430
if you have any questions,

801
00:40:41,430 --> 00:40:44,553
but I'm gonna keep on going
in the interest of time.

802
00:40:45,910 --> 00:40:48,578
So we are gonna go through
what each of the six

803
00:40:48,578 --> 00:40:51,602
components of PBIS implementation are.

804
00:40:51,602 --> 00:40:54,930
And again, this is where
you really have a chance

805
00:40:54,930 --> 00:40:58,940
within your school to be
able to alter and adapt based

806
00:40:58,940 --> 00:41:01,600
on what makes sense for
your school community,

807
00:41:01,600 --> 00:41:03,440
and these can change over time.

808
00:41:03,440 --> 00:41:07,550
So, for instance, at
Chamberlin, their three

809
00:41:07,550 --> 00:41:12,350
to five expectations that
they had chosen originally,

810
00:41:12,350 --> 00:41:16,700
you saw her mention
our, they have Be Bucks.

811
00:41:16,700 --> 00:41:20,700
So they were like be safe, be
respectful, be responsible.

812
00:41:20,700 --> 00:41:25,050
And this year they actually
changed those slightly to be,

813
00:41:25,050 --> 00:41:28,120
we are, so rather than saying be,

814
00:41:28,120 --> 00:41:30,720
which sounds a little bit
more compliance driven,

815
00:41:30,720 --> 00:41:33,310
like you must be respectful,

816
00:41:33,310 --> 00:41:35,840
they changed them to we
are to really reflect

817
00:41:35,840 --> 00:41:38,310
that everyone who's part
of the school community,

818
00:41:38,310 --> 00:41:42,470
staff included, are striving
to meet those expectations.

819
00:41:42,470 --> 00:41:44,600
So a little bit more inclusive language.

820
00:41:44,600 --> 00:41:47,210
And I think they actually
also changed respectful

821
00:41:47,210 --> 00:41:49,000
to be kind this year.

822
00:41:49,000 --> 00:41:50,992
So it's not to say that
any of these things are set

823
00:41:50,992 --> 00:41:55,992
in stone, they should be
revisited and changed as needed.

824
00:41:59,260 --> 00:42:01,610
So the first thing we
go about with new teams

825
00:42:01,610 --> 00:42:03,460
is developing a statement of purpose.

826
00:42:03,460 --> 00:42:06,710
So for those of you
that are on PBIS teams,

827
00:42:06,710 --> 00:42:09,840
you may or may not know what
your PBIS team's statement

828
00:42:09,840 --> 00:42:11,560
of purpose is.

829
00:42:11,560 --> 00:42:13,359
So that might be a great thing to revisit

830
00:42:13,359 --> 00:42:16,462
as you're in this process
of revitalization,

831
00:42:16,462 --> 00:42:19,070
what are we really here to do?

832
00:42:19,070 --> 00:42:21,752
What's the drive of our team?

833
00:42:21,752 --> 00:42:24,320
And what are we hoping to accomplish?

834
00:42:24,320 --> 00:42:26,970
So coming back to that
statement of purpose

835
00:42:26,970 --> 00:42:28,113
or mission statement.

836
00:42:29,470 --> 00:42:31,720
And then we're gonna go
through each of the rest

837
00:42:31,720 --> 00:42:35,410
of these expectations a
little bit more deeply.

838
00:42:35,410 --> 00:42:38,523
And as we do that, if you
wanna share in the chat box,

839
00:42:39,390 --> 00:42:41,870
for instance, what your
school's expectations are,

840
00:42:41,870 --> 00:42:43,947
or how you go about teaching them,

841
00:42:43,947 --> 00:42:46,680
that would be really great to
contribute in the chat box,

842
00:42:46,680 --> 00:42:48,550
if you know, you might be so new

843
00:42:48,550 --> 00:42:51,130
that you don't necessarily know yet,

844
00:42:51,130 --> 00:42:55,170
but if you would like to share
what your school is doing,

845
00:42:55,170 --> 00:42:58,240
some areas you might see as
strengths within your school,

846
00:42:58,240 --> 00:43:00,483
or some areas that could be improved.

847
00:43:02,570 --> 00:43:05,393
And as we go about this,
like I just mentioned,

848
00:43:06,331 --> 00:43:08,650
you're gonna grow and adapt and change

849
00:43:08,650 --> 00:43:11,554
through your implementation process.

850
00:43:11,554 --> 00:43:14,070
And all of our PBIS
work is really grounded

851
00:43:14,070 --> 00:43:16,021
in implementation science.

852
00:43:16,021 --> 00:43:17,180
So, like I said,

853
00:43:17,180 --> 00:43:19,160
typically this webinar
is for schools that are

854
00:43:19,160 --> 00:43:22,298
in this exploration stage
of PBIS, considering

855
00:43:22,298 --> 00:43:26,444
whether they want to be
trained and implement.

856
00:43:26,444 --> 00:43:30,260
Many of your schools are
past that exploration stage,

857
00:43:30,260 --> 00:43:32,190
and depending on where you are,

858
00:43:32,190 --> 00:43:35,053
might be in different
places along this continuum,

859
00:43:35,900 --> 00:43:37,400
and it's not a linear process.

860
00:43:37,400 --> 00:43:40,060
Like we mentioned before,

861
00:43:40,060 --> 00:43:42,559
some of you are maybe
experiencing an implementation

862
00:43:42,559 --> 00:43:45,520
dip right now, and maybe you were at full

863
00:43:45,520 --> 00:43:48,640
implementation and now
have kind of dipped back

864
00:43:48,640 --> 00:43:52,340
and are really back to that
initial implementation stage,

865
00:43:52,340 --> 00:43:55,500
and some bits and pieces
might be missing and need

866
00:43:55,500 --> 00:43:58,250
to be solidified, or
you might be in a school

867
00:43:58,250 --> 00:44:00,700
that's implementing really
strongly and are moving

868
00:44:00,700 --> 00:44:03,170
into that innovation
and sustainability phase

869
00:44:03,170 --> 00:44:06,053
where you're really able to
go beyond kind of the basics.

870
00:44:06,963 --> 00:44:09,388
So for instance, like
Chamberlin mentioned,

871
00:44:09,388 --> 00:44:12,820
they didn't always have
students on their team.

872
00:44:12,820 --> 00:44:14,670
Maybe they felt like
they really needed to get

873
00:44:14,670 --> 00:44:18,630
things solidified first
and full implementation.

874
00:44:18,630 --> 00:44:20,560
And now that they're feeling really good

875
00:44:20,560 --> 00:44:22,610
about their implementation,
they're able to add

876
00:44:22,610 --> 00:44:24,940
on some additional elements
like including students

877
00:44:24,940 --> 00:44:26,280
on their teams.

878
00:44:26,280 --> 00:44:29,690
We would encourage schools to start

879
00:44:29,690 --> 00:44:31,710
from the beginning with
students on their team and be

880
00:44:31,710 --> 00:44:34,664
able to build PBIS alongside the students,

881
00:44:34,664 --> 00:44:36,560
but for schools that
have been implementing

882
00:44:36,560 --> 00:44:37,393
a long time,

883
00:44:37,393 --> 00:44:39,907
that wasn't always a
strong recommendation.

884
00:44:39,907 --> 00:44:43,370
So thinking about how can
you now include student

885
00:44:43,370 --> 00:44:46,470
and family member voice and participation

886
00:44:46,470 --> 00:44:50,253
in your meetings, and implementation.

887
00:44:51,440 --> 00:44:53,250
And I just wanted to have this here

888
00:44:53,250 --> 00:44:57,130
for those of you who are in
places where people might

889
00:44:57,130 --> 00:45:00,280
be challenging PBIS, or unsure

890
00:45:00,280 --> 00:45:04,833
about whether this is the
right move for your school.

891
00:45:07,260 --> 00:45:09,610
Some people, what really gets them,

892
00:45:09,610 --> 00:45:12,812
what their hook is the
data or the evidence.

893
00:45:12,812 --> 00:45:15,650
So for if you have people
like that in your building

894
00:45:15,650 --> 00:45:17,690
that are really looking
for what's the evidence

895
00:45:17,690 --> 00:45:20,923
behind this, is there research
saying that this will work,

896
00:45:22,220 --> 00:45:24,550
the link that's on this slide at pbis.org,

897
00:45:24,550 --> 00:45:28,410
which is the national
PBIS site has a great list

898
00:45:28,410 --> 00:45:31,090
of actual research studies that were done

899
00:45:31,090 --> 00:45:34,010
that indicate when we're
doing PBIS with fidelity,

900
00:45:34,010 --> 00:45:36,497
these are the outcomes
that schools are seeing.

901
00:45:38,707 --> 00:45:40,310
And when we say fidelity,

902
00:45:40,310 --> 00:45:42,337
what we mean is that the
intervention is being

903
00:45:42,337 --> 00:45:44,413
delivered as intended.

904
00:45:45,410 --> 00:45:49,698
So we have benchmarks for
what we would hope to be

905
00:45:49,698 --> 00:45:52,635
seeing within a school
that is implementing well.

906
00:45:52,635 --> 00:45:55,370
And what we see is that
at when schools implement

907
00:45:55,370 --> 00:45:57,900
with fidelity, that's when
they're able to improve

908
00:45:57,900 --> 00:46:00,613
those student behavioral
and academic outcomes.

909
00:46:02,296 --> 00:46:05,070
So you wanna be annually,

910
00:46:05,070 --> 00:46:09,214
at least annually assessing
your level of fidelity.

911
00:46:09,214 --> 00:46:12,353
And so Ashley mentioned
earlier, she'll be working

912
00:46:12,353 --> 00:46:14,820
as the coordinator to lead her team

913
00:46:14,820 --> 00:46:16,303
through the fidelity assessments,

914
00:46:16,303 --> 00:46:20,230
so last week we had a
webinar on the tiered

915
00:46:20,230 --> 00:46:22,640
fidelity inventory, the
self assessment survey

916
00:46:22,640 --> 00:46:24,320
and the school climate survey.

917
00:46:24,320 --> 00:46:26,660
So once the captioning's done
for that, that will be up

918
00:46:26,660 --> 00:46:27,890
on our website.

919
00:46:27,890 --> 00:46:30,470
And that goes into much more detail

920
00:46:30,470 --> 00:46:32,573
about these fidelity instruments,

921
00:46:33,550 --> 00:46:36,380
but they are important for you to know

922
00:46:36,380 --> 00:46:38,000
about if you're a school coordinator,

923
00:46:38,000 --> 00:46:40,900
and if you're just on your
team or part of your school,

924
00:46:40,900 --> 00:46:42,970
you might experience them.

925
00:46:42,970 --> 00:46:45,642
The self-assessment survey
is intended for all staff

926
00:46:45,642 --> 00:46:48,470
to complete, same with
the school climate survey,

927
00:46:48,470 --> 00:46:51,350
could be staff, students, or families.

928
00:46:51,350 --> 00:46:53,440
And then you'll see a link

929
00:46:53,440 --> 00:46:57,570
within this Google Slides
that leads you to an action

930
00:46:57,570 --> 00:47:01,100
plan that would come out of
those fidelity instruments.

931
00:47:01,100 --> 00:47:04,620
So this one is anchored to the TFI.

932
00:47:04,620 --> 00:47:09,030
So each element or item
on the TFI is listed,

933
00:47:09,030 --> 00:47:12,060
and then whether any
action steps are needed

934
00:47:12,060 --> 00:47:13,763
to improve that item.

935
00:47:15,120 --> 00:47:18,730
And this one, what I call
it the purple version,

936
00:47:18,730 --> 00:47:22,620
has those culturally
responsive considerations

937
00:47:22,620 --> 00:47:25,830
or elaborations on each item of the TFI.

938
00:47:25,830 --> 00:47:29,880
So not only the basics
of team composition,

939
00:47:29,880 --> 00:47:33,120
but what should we really be looking to do

940
00:47:33,120 --> 00:47:35,270
if we were implementing PBIS in a way

941
00:47:35,270 --> 00:47:37,213
that's most culturally responsive.

942
00:47:39,950 --> 00:47:42,120
And then for those of you
who have been implementing

943
00:47:42,120 --> 00:47:44,170
for a while, it may have been

944
00:47:44,170 --> 00:47:47,061
a while since your team reviewed

945
00:47:47,061 --> 00:47:50,398
your Universal Staff
Handbook, and that really

946
00:47:50,398 --> 00:47:53,979
is a great place to kind
of house all information

947
00:47:53,979 --> 00:47:56,450
that the adults in the building would need

948
00:47:56,450 --> 00:47:58,452
to know about PBIS.

949
00:47:58,452 --> 00:48:01,260
So this is something that
you could give a substitute,

950
00:48:01,260 --> 00:48:04,200
or maybe you have a one
pager for the substitutes

951
00:48:04,200 --> 00:48:05,033
when they come in,

952
00:48:05,033 --> 00:48:06,890
so they kind of get the basics

953
00:48:06,890 --> 00:48:10,630
of what PBIS is and how
it looks in your school,

954
00:48:10,630 --> 00:48:13,430
but this is a great place to house any

955
00:48:13,430 --> 00:48:15,010
PBIS related information.

956
00:48:15,010 --> 00:48:18,780
We have it as a Google Doc
linked within the resources,

957
00:48:18,780 --> 00:48:22,292
and I think this picture
is probably linked as well,

958
00:48:22,292 --> 00:48:25,000
but we have done some
updates to the template.

959
00:48:25,000 --> 00:48:27,360
So if you're a school that
already has an existing

960
00:48:27,360 --> 00:48:30,135
staff handbook that
looks kind of like this,

961
00:48:30,135 --> 00:48:32,050
it'd be a great eye idea to go back

962
00:48:32,050 --> 00:48:34,043
into this updated template,

963
00:48:34,043 --> 00:48:36,650
there's a lot of language
that's been updated,

964
00:48:36,650 --> 00:48:39,640
the equity considerations are included,

965
00:48:39,640 --> 00:48:42,320
it separates out kind
of what's for the staff,

966
00:48:42,320 --> 00:48:44,760
and what's more for the team,

967
00:48:44,760 --> 00:48:46,875
and everything's really
kind of clearly laid

968
00:48:46,875 --> 00:48:49,130
out and organized.

969
00:48:49,130 --> 00:48:51,840
So I recommend if your
team is looking to do kind

970
00:48:51,840 --> 00:48:56,840
of a in-house reboot of
PBIS at the universal level,

971
00:48:57,150 --> 00:48:59,863
to take a look at the
Universal Staff Handbook.

972
00:49:01,900 --> 00:49:05,410
And if staff are really questioning like,

973
00:49:05,410 --> 00:49:07,290
what are we doing here?

974
00:49:07,290 --> 00:49:11,140
How are we gonna help?
How's PBIS gonna help us?

975
00:49:11,140 --> 00:49:14,020
We have an activity here around developing

976
00:49:14,020 --> 00:49:17,200
your compelling why, and
this is really intended

977
00:49:17,200 --> 00:49:19,610
for schools that are not yet implementing,

978
00:49:19,610 --> 00:49:22,070
but I think it's also
applicable for schools that are

979
00:49:22,070 --> 00:49:24,530
in an implementation dip.

980
00:49:24,530 --> 00:49:27,390
So again, revisiting
that statement of purpose

981
00:49:27,390 --> 00:49:32,390
and then getting really
deeper into your staff voice

982
00:49:33,810 --> 00:49:36,110
and really helping staff to understand

983
00:49:36,110 --> 00:49:40,730
what PBIS is and think
about why it might benefit

984
00:49:40,730 --> 00:49:42,693
your school in this moment.

985
00:49:42,693 --> 00:49:46,969
So what are staff seeing as
the needs within the school?

986
00:49:46,969 --> 00:49:49,338
What's the data showing?

987
00:49:49,338 --> 00:49:51,380
What are the burning concerns,

988
00:49:51,380 --> 00:49:54,093
so what are people really worried about?

989
00:49:54,950 --> 00:49:58,420
What does the research say
might help with those concerns?

990
00:49:58,420 --> 00:50:00,660
And then what are the
consequences of maintaining

991
00:50:00,660 --> 00:50:01,610
the status quo?

992
00:50:01,610 --> 00:50:04,000
So let's say, for instance,

993
00:50:04,000 --> 00:50:08,090
your school is in one of
those implementation dips.

994
00:50:08,090 --> 00:50:10,301
What if you didn't do this
hard work right now to get

995
00:50:10,301 --> 00:50:12,350
back on track?

996
00:50:12,350 --> 00:50:15,800
What would be the consequence
of staying the course and,

997
00:50:15,800 --> 00:50:18,690
you know, and minimally implementing,

998
00:50:18,690 --> 00:50:22,180
what might the impact on
staff and students be?

999
00:50:22,180 --> 00:50:24,100
So this is a great activity to come back

1000
00:50:24,100 --> 00:50:26,040
to with your full staff,

1001
00:50:26,040 --> 00:50:30,323
for them to really be grounded
in the why behind the work.

1002
00:50:32,420 --> 00:50:36,270
Another way to do that is by getting voice

1003
00:50:39,110 --> 00:50:42,890
from stakeholders like
students and parents as well.

1004
00:50:42,890 --> 00:50:47,410
So asking what are the
student behaviors that make

1005
00:50:47,410 --> 00:50:48,890
it easier for everyone to learn,

1006
00:50:48,890 --> 00:50:50,650
harder for everyone to learn?

1007
00:50:50,650 --> 00:50:52,940
How can we make sure that
everyone really feels like

1008
00:50:52,940 --> 00:50:57,630
they belong and are safe in our school?

1009
00:50:57,630 --> 00:51:00,080
What do we really want our
school to look like, sound like,

1010
00:51:00,080 --> 00:51:05,080
feel like, and what behaviors
contribute to those feelings?

1011
00:51:05,500 --> 00:51:08,990
So we actually have something
called a stakeholder survey,

1012
00:51:08,990 --> 00:51:12,860
I think it's called, that
could be sent out to staff,

1013
00:51:12,860 --> 00:51:15,610
students, and parents to get at this.

1014
00:51:15,610 --> 00:51:17,610
So we have a template in
Google Forms that you could

1015
00:51:17,610 --> 00:51:22,296
just copy and adapt and
change for your school to get

1016
00:51:22,296 --> 00:51:25,373
that voice in building your systems.

1017
00:51:27,890 --> 00:51:29,640
So I said we were gonna go through each

1018
00:51:29,640 --> 00:51:32,370
of the six components.

1019
00:51:32,370 --> 00:51:34,870
So the first one is that
statement of purpose.

1020
00:51:34,870 --> 00:51:39,270
The second one is defining
your schoolwide expectations.

1021
00:51:39,270 --> 00:51:41,670
So if you know your
schoolwide expectations,

1022
00:51:41,670 --> 00:51:44,273
and wanna type them into
the chat box, feel free.

1023
00:51:45,290 --> 00:51:48,245
I, before coming to the state team

1024
00:51:48,245 --> 00:51:51,380
for Vermont PBIS, I was a school counselor

1025
00:51:51,380 --> 00:51:52,620
at the Dothan Brook school.

1026
00:51:52,620 --> 00:51:56,740
And we were the otters. So
this is one of our posters.

1027
00:51:56,740 --> 00:51:59,193
We are safe, we are
caring, we are responsible.

1028
00:52:00,970 --> 00:52:04,460
And so many of you probably
already have expectations

1029
00:52:04,460 --> 00:52:06,320
in place already in your school.

1030
00:52:06,320 --> 00:52:07,700
But like I mentioned,

1031
00:52:07,700 --> 00:52:09,990
this is still an area
that you can revisit.

1032
00:52:09,990 --> 00:52:12,070
Even if you you've had
these expectations in place

1033
00:52:12,070 --> 00:52:16,410
for 10 years, they feel very
much a part of your school,

1034
00:52:16,410 --> 00:52:19,500
it's always worth coming
back to and revisiting.

1035
00:52:19,500 --> 00:52:22,380
Are they clearly defined?
Are they positively stated?

1036
00:52:22,380 --> 00:52:23,490
Are they really focused

1037
00:52:23,490 --> 00:52:26,370
on teaching social,
emotional, and behavioral?

1038
00:52:26,370 --> 00:52:29,950
Are they respectful of all
of our students' cultures?

1039
00:52:29,950 --> 00:52:32,800
Were they determined through
meaningful participation

1040
00:52:32,800 --> 00:52:34,560
of our stakeholders or not?

1041
00:52:34,560 --> 00:52:37,270
And if not, can we give
people a chance to reflect

1042
00:52:37,270 --> 00:52:40,290
on them and whether they
feel connected to them?

1043
00:52:40,290 --> 00:52:43,190
Are they intended to really engage rather

1044
00:52:43,190 --> 00:52:45,580
than force compliance?

1045
00:52:45,580 --> 00:52:50,260
And when we think about our
more specific expectations,

1046
00:52:50,260 --> 00:52:53,023
so when we break these own by location,

1047
00:52:54,160 --> 00:52:57,023
do they actually have a
legitimate purpose or if it's,

1048
00:52:57,023 --> 00:53:00,470
or has it just always
been that way, that rule.

1049
00:53:00,470 --> 00:53:03,980
So for instance, something
like no hats or hoodies,

1050
00:53:03,980 --> 00:53:05,900
or no gum chewing,

1051
00:53:05,900 --> 00:53:09,260
or those kind of rules
that just have always been

1052
00:53:09,260 --> 00:53:11,643
in place and maybe have
never been questioned,

1053
00:53:12,530 --> 00:53:14,920
but thinking about is that actually a rule

1054
00:53:14,920 --> 00:53:18,840
that ensures safety, are
we afraid of our students

1055
00:53:18,840 --> 00:53:19,680
choking on the gum?

1056
00:53:19,680 --> 00:53:23,340
And so, yes, it makes sense
that we cannot chew gum.

1057
00:53:23,340 --> 00:53:27,060
Or is it kind of an outdated
rule that it it's no

1058
00:53:27,060 --> 00:53:28,810
longer relevant and we just always had

1059
00:53:28,810 --> 00:53:30,210
it so that's why we have it.

1060
00:53:31,270 --> 00:53:35,330
And a great resource to
help you kind of check

1061
00:53:35,330 --> 00:53:40,060
your expectations is this one
that's linked at the bottom,

1062
00:53:40,060 --> 00:53:42,750
from the school leadership
for social justice group.

1063
00:53:42,750 --> 00:53:45,310
And they're actually gonna
be presenting a strand

1064
00:53:45,310 --> 00:53:48,210
at the summer institute,
which is really exciting,

1065
00:53:48,210 --> 00:53:50,423
around everyday equity.

1066
00:53:52,360 --> 00:53:56,620
So I'm seeing Ashley's are,
be safe, be responsible,

1067
00:53:56,620 --> 00:53:59,240
be an active learner and be respectful.

1068
00:53:59,240 --> 00:54:00,073
Awesome.

1069
00:54:00,073 --> 00:54:01,320
Yeah, I think those,

1070
00:54:01,320 --> 00:54:04,410
that really covers lots
of different aspects

1071
00:54:04,410 --> 00:54:05,243
of your school.

1072
00:54:05,243 --> 00:54:08,670
You want them to be able
to apply in all settings

1073
00:54:08,670 --> 00:54:09,853
across the school.

1074
00:54:12,120 --> 00:54:16,380
And once we have those
expectations defined,

1075
00:54:16,380 --> 00:54:18,690
we really wanna be
intentionally teaching them

1076
00:54:18,690 --> 00:54:21,559
and giving students a chance to practice

1077
00:54:21,559 --> 00:54:25,600
those expectations and
those pro-social behaviors

1078
00:54:25,600 --> 00:54:27,600
behind the expectations.

1079
00:54:27,600 --> 00:54:29,830
So just like we do with academics,

1080
00:54:29,830 --> 00:54:34,160
we don't just remind kids
about multiplication, right?

1081
00:54:34,160 --> 00:54:36,640
We intentionally teach it and we wanna do

1082
00:54:36,640 --> 00:54:39,113
that for our behaviors as well.

1083
00:54:40,080 --> 00:54:42,460
So we're gonna coach, we're gonna model,

1084
00:54:42,460 --> 00:54:45,400
give a chance for role
playing and practice

1085
00:54:45,400 --> 00:54:48,090
and then practice in the setting, right?

1086
00:54:48,090 --> 00:54:51,870
So we can practice in
those kind of pretend role

1087
00:54:51,870 --> 00:54:54,236
play situations, but then
we also wanna give kids

1088
00:54:54,236 --> 00:54:57,950
a chance to practice in
the actual environment,

1089
00:54:57,950 --> 00:55:01,641
give them feedback about
how it's going and then be

1090
00:55:01,641 --> 00:55:05,210
able to generalize those
to multiple settings.

1091
00:55:05,210 --> 00:55:09,350
So just like kind of the
progression of academic teaching,

1092
00:55:09,350 --> 00:55:12,533
we really wanna break down the
teaching of these behaviors.

1093
00:55:14,200 --> 00:55:16,203
Okay. Maureen has the same as Ashley.

1094
00:55:19,524 --> 00:55:21,710
And just like we do for academics,

1095
00:55:21,710 --> 00:55:24,160
we wanna teach that to fluency.

1096
00:55:24,160 --> 00:55:27,960
So we wanna make sure that our
lessons are really engaging,

1097
00:55:27,960 --> 00:55:30,070
that we're not just thinking about

1098
00:55:30,070 --> 00:55:31,700
the teaching of the lesson,

1099
00:55:31,700 --> 00:55:33,410
but we're thinking about
it from the student

1100
00:55:33,410 --> 00:55:38,180
perspective and how they
are learning that material,

1101
00:55:38,180 --> 00:55:40,123
not just how it's being taught.

1102
00:55:41,150 --> 00:55:43,980
Thinking about student input
on the lesson, content,

1103
00:55:43,980 --> 00:55:46,690
the format, a lot of our
schools actually have

1104
00:55:46,690 --> 00:55:50,035
the students, the older
students do the teaching,

1105
00:55:50,035 --> 00:55:52,920
either through videos, mostly now due

1106
00:55:52,920 --> 00:55:57,390
to COVID and not wanting to
intermix grade level groups,

1107
00:55:57,390 --> 00:55:59,047
but prior to COVID,

1108
00:55:59,047 --> 00:56:02,670
having the fifth graders come
and teach the kindergartners,

1109
00:56:02,670 --> 00:56:05,640
what it looks like to be safe

1110
00:56:05,640 --> 00:56:07,573
in the cafeteria, for instance.

1111
00:56:09,610 --> 00:56:13,810
And really helping staff
to remember that students,

1112
00:56:13,810 --> 00:56:16,430
whether they're
kindergarten or fifth grade

1113
00:56:16,430 --> 00:56:18,313
or eighth grade or 10th grade,

1114
00:56:19,600 --> 00:56:23,080
the expectations change
throughout the grades and need

1115
00:56:23,080 --> 00:56:24,960
to be retaught every year,

1116
00:56:24,960 --> 00:56:28,370
need to be retaught after
long breaks away from school,

1117
00:56:28,370 --> 00:56:31,370
like our holiday break that we just had,

1118
00:56:31,370 --> 00:56:34,130
how can we reteach and provide prompts

1119
00:56:34,130 --> 00:56:37,257
before the behavior occurs?

1120
00:56:37,257 --> 00:56:41,080
So for instance, if recess
yesterday was really tough,

1121
00:56:41,080 --> 00:56:43,320
before we go out for recess today,

1122
00:56:43,320 --> 00:56:45,680
it's really smart for the
teacher to give a prompt

1123
00:56:45,680 --> 00:56:48,800
around the behavior she's
looking to see when they go

1124
00:56:48,800 --> 00:56:49,963
out at recess.

1125
00:56:51,860 --> 00:56:53,500
And then assessing, okay,

1126
00:56:53,500 --> 00:56:55,700
if those behaviors are not happening,

1127
00:56:55,700 --> 00:56:57,480
what's the reason behind that?

1128
00:56:57,480 --> 00:57:00,580
Have my expectations not been clear,

1129
00:57:00,580 --> 00:57:02,380
is there something
that's getting in the way

1130
00:57:02,380 --> 00:57:05,360
for a large group of
students to not be exhibiting

1131
00:57:05,360 --> 00:57:08,190
that behavior that we're looking for?

1132
00:57:08,190 --> 00:57:10,505
And if so, what are we gonna do to change

1133
00:57:10,505 --> 00:57:11,963
if it's not working?

1134
00:57:14,780 --> 00:57:18,456
Another key piece of
PBIS is really shifting

1135
00:57:18,456 --> 00:57:22,010
from just correcting problem behaviors

1136
00:57:22,010 --> 00:57:23,967
or challenging behaviors that we're seeing

1137
00:57:23,967 --> 00:57:27,163
and acknowledging verbally
when we see the behaviors

1138
00:57:27,163 --> 00:57:29,120
that we are looking for.

1139
00:57:29,120 --> 00:57:32,984
And we wanna be shifting
that language to be

1140
00:57:32,984 --> 00:57:36,520
really specific to the
behaviors that we're seeing.

1141
00:57:36,520 --> 00:57:41,280
So rather than, good job,
way to go, nice, thumbs up,

1142
00:57:41,280 --> 00:57:45,280
things like that, we wanna
be naming the behavior

1143
00:57:45,280 --> 00:57:46,113
that we saw.

1144
00:57:46,113 --> 00:57:46,946
So, Jaime,

1145
00:57:46,946 --> 00:57:49,236
I like that you're sharing
your materials with Mohammed.

1146
00:57:49,236 --> 00:57:52,853
Great job taking turns in
group discussions, whole class.

1147
00:57:54,090 --> 00:57:59,058
And the reason behind that is when we name

1148
00:57:59,058 --> 00:58:01,860
what they are doing
that we're looking for,

1149
00:58:01,860 --> 00:58:04,520
it's more likely that the
behavior is that we're gonna

1150
00:58:04,520 --> 00:58:06,760
see that behavior again in the future.

1151
00:58:06,760 --> 00:58:09,170
So when we say things like, good job,

1152
00:58:09,170 --> 00:58:13,133
they may not know what they
are doing that is a good job.

1153
00:58:14,750 --> 00:58:17,416
So being able to name
that really specifically,

1154
00:58:17,416 --> 00:58:20,610
and even better, if you're
able to tie that back

1155
00:58:20,610 --> 00:58:22,160
to your school wide expectations.

1156
00:58:22,160 --> 00:58:25,160
So thank you so much for
keeping your hands to yourself,

1157
00:58:25,160 --> 00:58:27,370
Ana, that kept your friends safe.

1158
00:58:27,370 --> 00:58:30,530
If safe is one of your
school wide expectations.

1159
00:58:30,530 --> 00:58:35,150
And this is really the
key piece for adults to be

1160
00:58:35,150 --> 00:58:36,810
shifting their mindset.

1161
00:58:36,810 --> 00:58:40,670
So our minds and our eyes
are automatically drawn

1162
00:58:40,670 --> 00:58:42,700
to the challenging
behaviors that we're seeing,

1163
00:58:42,700 --> 00:58:47,570
or the aberration from
the typical behavior.

1164
00:58:47,570 --> 00:58:50,270
We wanna be able to shift
the adult's attention back

1165
00:58:50,270 --> 00:58:52,720
to what's going right
within their classroom

1166
00:58:52,720 --> 00:58:57,520
or their environment if
you're the cafeteria monitor,

1167
00:58:57,520 --> 00:59:00,460
rather than just targeting
in on the students

1168
00:59:00,460 --> 00:59:03,593
who are exhibiting a negative behavior,

1169
00:59:04,560 --> 00:59:06,830
really acknowledging and
recognizing the students

1170
00:59:06,830 --> 00:59:09,723
who are showing the positive behavior.

1171
00:59:11,140 --> 00:59:15,350
And a piece of PBIS is with that positive

1172
00:59:16,680 --> 00:59:19,850
behavior specific praise
statement that's verbal,

1173
00:59:19,850 --> 00:59:23,720
we also wanna be giving
something that is a marker

1174
00:59:23,720 --> 00:59:24,970
of that behavior.

1175
00:59:24,970 --> 00:59:28,535
So some schools might have a token,

1176
00:59:28,535 --> 00:59:33,535
like a poker chip kind of
thing, or a soft pom-pom.

1177
00:59:34,300 --> 00:59:35,380
And the reason behind

1178
00:59:35,380 --> 00:59:38,100
that is that it's a visual for students.

1179
00:59:38,100 --> 00:59:41,170
And it's also a reminder
for the adults to be

1180
00:59:41,170 --> 00:59:42,210
giving the positive.

1181
00:59:42,210 --> 00:59:44,730
So, like I said, your attention
has drawn to the negative.

1182
00:59:44,730 --> 00:59:47,310
That's typically how we respond.

1183
00:59:47,310 --> 00:59:48,810
I do it with my three year old,

1184
00:59:48,810 --> 00:59:51,820
I'm disengaged until she's
doing something wrong

1185
00:59:51,820 --> 00:59:53,803
and then I'm correcting her behavior.

1186
00:59:54,820 --> 00:59:58,960
Having that visual for the
adult to be remembering, right,

1187
00:59:58,960 --> 01:00:00,630
I'm supposed to be
looking for the positive,

1188
01:00:00,630 --> 01:00:02,480
I'm supposed to be
looking for the positive,

1189
01:00:02,480 --> 01:00:07,440
really retrains the adult
behavior to be looking

1190
01:00:07,440 --> 01:00:08,523
for that positive.

1191
01:00:10,010 --> 01:00:11,030
But for the students,

1192
01:00:11,030 --> 01:00:14,540
we wanna be able to fade
that tangible and have

1193
01:00:14,540 --> 01:00:18,690
just that social or that
verbal behavior specific

1194
01:00:18,690 --> 01:00:22,470
praise feel really reinforcing for them.

1195
01:00:22,470 --> 01:00:24,690
So at the younger grades,

1196
01:00:24,690 --> 01:00:26,990
they're gonna be really
excited to get that bean

1197
01:00:26,990 --> 01:00:29,683
or that buzzy or that
whatever they're getting.

1198
01:00:31,663 --> 01:00:36,590
And that's great, but
we wanna be able to pair

1199
01:00:36,590 --> 01:00:40,310
that with the verbal and
eventually be able to fade

1200
01:00:40,310 --> 01:00:43,340
the tangible and have
them feel that same sense

1201
01:00:43,340 --> 01:00:48,340
of pride just by getting the
social recognition for that.

1202
01:00:48,710 --> 01:00:51,100
So that's moving from that
external reinforcement

1203
01:00:51,100 --> 01:00:54,160
to internal, from really frequent,

1204
01:00:54,160 --> 01:00:55,500
especially at the younger grades,

1205
01:00:55,500 --> 01:00:58,466
especially at the beginning
of the year for all grades,

1206
01:00:58,466 --> 01:01:03,170
to less frequent and from predictable,

1207
01:01:03,170 --> 01:01:06,330
as in every time, to unpredictable.

1208
01:01:06,330 --> 01:01:08,720
So sometimes they're
gonna get it and sometimes

1209
01:01:08,720 --> 01:01:09,970
they're not, and they're,

1210
01:01:11,430 --> 01:01:13,720
build up their tolerance for not needing

1211
01:01:13,720 --> 01:01:15,163
it every single time.

1212
01:01:18,960 --> 01:01:22,878
So that's kind of the
proactive piece in terms

1213
01:01:22,878 --> 01:01:25,600
of building those expectations,

1214
01:01:25,600 --> 01:01:27,930
teaching them really explicitly,

1215
01:01:27,930 --> 01:01:30,040
having a consistent acknowledgement system

1216
01:01:30,040 --> 01:01:32,220
across the school.

1217
01:01:32,220 --> 01:01:35,970
And then we want to
think about in advance,

1218
01:01:35,970 --> 01:01:39,620
how we are gonna respond instructionally

1219
01:01:39,620 --> 01:01:41,293
when things go wrong.

1220
01:01:42,498 --> 01:01:44,780
And a piece of that is building

1221
01:01:44,780 --> 01:01:47,510
those preventative practices
from the beginning,

1222
01:01:47,510 --> 01:01:50,507
so that students are
less likely to exhibit

1223
01:01:50,507 --> 01:01:53,110
challenging behaviors to begin with.

1224
01:01:53,110 --> 01:01:56,100
So we wanna have really
good classroom practices,

1225
01:01:56,100 --> 01:02:00,530
really strong relationships
between staff and students,

1226
01:02:00,530 --> 01:02:03,473
and also between students themselves.

1227
01:02:04,572 --> 01:02:08,910
And have staff be really
able to understand

1228
01:02:08,910 --> 01:02:11,060
the function behind behavior.

1229
01:02:11,060 --> 01:02:14,360
So I think some of you
in your roles are very

1230
01:02:14,360 --> 01:02:17,440
familiar with function of
behavior and some might

1231
01:02:17,440 --> 01:02:18,730
be less familiar.

1232
01:02:18,730 --> 01:02:21,980
So actually have a function
based thinking webinar.

1233
01:02:21,980 --> 01:02:23,070
That's an hour long,

1234
01:02:23,070 --> 01:02:28,030
super simple webinar to help
you understand the basics

1235
01:02:28,030 --> 01:02:29,350
of function based thinking,

1236
01:02:29,350 --> 01:02:32,050
but it really is thinking
about the why behind

1237
01:02:32,050 --> 01:02:35,780
the behavior and how you
can change, as the adult,

1238
01:02:35,780 --> 01:02:39,090
how you're reacting to the behavior to not

1239
01:02:39,090 --> 01:02:43,080
inadvertently reinforce that behavior.

1240
01:02:43,080 --> 01:02:46,730
So for instance, if a student
is exhibiting some kind

1241
01:02:46,730 --> 01:02:49,010
of challenging behavior,
because they know if they do,

1242
01:02:49,010 --> 01:02:51,570
they're gonna get sent out
of math class and math class

1243
01:02:51,570 --> 01:02:54,383
is really not reinforcing for them.

1244
01:02:55,640 --> 01:02:57,690
If you respond in that way,

1245
01:02:57,690 --> 01:03:00,410
that they are sent out
because of that behavior,

1246
01:03:00,410 --> 01:03:02,610
you've now just inadvertently reinforced

1247
01:03:02,610 --> 01:03:03,730
that behavior for them.

1248
01:03:03,730 --> 01:03:07,410
They saw that, they basically
got what they wanted

1249
01:03:07,410 --> 01:03:09,640
out of that behavior versus sticking

1250
01:03:09,640 --> 01:03:12,800
with it and staying with
that student and helping them

1251
01:03:12,800 --> 01:03:14,610
to be able to engage in math class,

1252
01:03:14,610 --> 01:03:17,133
even though it's not reinforcing for them.

1253
01:03:18,510 --> 01:03:21,460
So having staff be equipped
to understand function

1254
01:03:21,460 --> 01:03:25,393
can really help reduce frequency
of behaviors for students,

1255
01:03:26,610 --> 01:03:30,215
and giving students a chance
to reflect on their behavior,

1256
01:03:30,215 --> 01:03:33,620
to restore and repair any
relationships that have

1257
01:03:33,620 --> 01:03:35,120
been harmed as a result of it.

1258
01:03:38,170 --> 01:03:40,730
So I'm not gonna go into detail on these,

1259
01:03:40,730 --> 01:03:45,110
but I hope this is helping you to see

1260
01:03:45,110 --> 01:03:49,830
about how PBIS is more than
just a reinforcement system

1261
01:03:49,830 --> 01:03:51,430
or a reward system.

1262
01:03:51,430 --> 01:03:55,150
So it really is building in those strong

1263
01:03:55,150 --> 01:03:57,940
preventative measures for students

1264
01:03:57,940 --> 01:04:01,075
so that the classroom
is a really consistent

1265
01:04:01,075 --> 01:04:05,590
and desirable place
for them to want to be,

1266
01:04:05,590 --> 01:04:07,290
and that they are
engaged in their learning

1267
01:04:07,290 --> 01:04:08,650
in that environment.

1268
01:04:08,650 --> 01:04:11,560
Because we know when students are engaged

1269
01:04:11,560 --> 01:04:13,940
in their environment,
in the academic lesson,

1270
01:04:13,940 --> 01:04:16,832
they're much less likely to exhibit

1271
01:04:16,832 --> 01:04:19,000
any challenging behaviors.

1272
01:04:19,000 --> 01:04:21,330
And you know, if you're
thinking back to lessons

1273
01:04:21,330 --> 01:04:25,600
that you've observed or that
you've done, chances are,

1274
01:04:25,600 --> 01:04:28,850
when you had a really
strong lesson that students

1275
01:04:28,850 --> 01:04:31,510
were really engaged in,
you probably saw much

1276
01:04:32,870 --> 01:04:36,033
fewer behaviors during those lessons.

1277
01:04:39,170 --> 01:04:42,410
Another piece of PBIS
is really getting clear

1278
01:04:42,410 --> 01:04:43,963
for the adults in the building,

1279
01:04:45,886 --> 01:04:47,370
how they are expected

1280
01:04:49,250 --> 01:04:52,320
to respond when behaviors do occur.

1281
01:04:52,320 --> 01:04:55,260
So developing some kind
of system to understand

1282
01:04:55,260 --> 01:04:58,430
what are minor behaviors
that staff would be expected

1283
01:04:58,430 --> 01:05:00,900
to respond to and handle
within their classroom

1284
01:05:00,900 --> 01:05:03,530
setting and what are major
behaviors that really

1285
01:05:03,530 --> 01:05:06,440
would require outside of
the classroom support.

1286
01:05:06,440 --> 01:05:10,010
So whether that is someone
coming into the classroom

1287
01:05:10,010 --> 01:05:11,870
to support that student,

1288
01:05:11,870 --> 01:05:15,230
which would obviously be
preferable in most situations

1289
01:05:15,230 --> 01:05:17,390
to them being removed,

1290
01:05:17,390 --> 01:05:19,920
or situations where it's a safety concern

1291
01:05:19,920 --> 01:05:22,620
and they really do need to
be outside of the classroom

1292
01:05:24,067 --> 01:05:28,730
and assisted by an adult other
than the classroom teacher.

1293
01:05:28,730 --> 01:05:31,440
But getting really
clear on the distinction

1294
01:05:31,440 --> 01:05:35,190
between minors and majors
can really help alleviate

1295
01:05:35,190 --> 01:05:38,020
a lot of stress among the
adults in the building

1296
01:05:38,020 --> 01:05:41,780
and reduce any resentment
that might occur.

1297
01:05:41,780 --> 01:05:45,712
So you might have been in
a situation where staff

1298
01:05:45,712 --> 01:05:48,680
were sending students out
of the classroom a lot,

1299
01:05:48,680 --> 01:05:50,870
and administrators were
kind of just sending them

1300
01:05:50,870 --> 01:05:52,720
right back, 'cause they
didn't agree that was

1301
01:05:52,720 --> 01:05:54,680
a situation that the students
should have had to leave

1302
01:05:54,680 --> 01:05:55,991
the classroom for.

1303
01:05:55,991 --> 01:05:59,420
So getting really clear
on the minors and majors

1304
01:06:00,740 --> 01:06:03,290
right from the beginning
of the school year can

1305
01:06:03,290 --> 01:06:05,520
help alleviate some of that stress.

1306
01:06:05,520 --> 01:06:06,809
Yeah.

1307
01:06:06,809 --> 01:06:08,610
And Ashley's referencing the flow chart,

1308
01:06:08,610 --> 01:06:12,440
which I'm gonna show you
an example of a flow chart

1309
01:06:12,440 --> 01:06:14,193
in just one second,

1310
01:06:15,560 --> 01:06:17,250
and here you'll see if you're using

1311
01:06:17,250 --> 01:06:20,580
SWIS, they have definitions for you,

1312
01:06:20,580 --> 01:06:23,400
but you want to really make sure those fit

1313
01:06:23,400 --> 01:06:25,750
for your school environment.

1314
01:06:25,750 --> 01:06:28,977
So for instance, this is the
example from Dothan Brook.

1315
01:06:28,977 --> 01:06:31,190
So they have defiance,

1316
01:06:31,190 --> 01:06:35,320
they have the definition and
then some examples of that.

1317
01:06:35,320 --> 01:06:40,320
so if you're, a way
you describe a behavior

1318
01:06:40,820 --> 01:06:43,560
in your school is turtling right,

1319
01:06:43,560 --> 01:06:45,367
so you can see in their example, turtlingm

1320
01:06:45,367 --> 01:06:47,000
which we know what that looks like

1321
01:06:47,000 --> 01:06:50,720
when the student turtles
up, they are calling that,

1322
01:06:50,720 --> 01:06:53,570
they are categorizing that
as defiance within SWIS.

1323
01:06:57,200 --> 01:07:01,210
And so this is gonna kinda
lead a into that flow chart,

1324
01:07:01,210 --> 01:07:04,840
before we get to the
place of needing to think

1325
01:07:04,840 --> 01:07:07,560
about whether it's a minor or a major,

1326
01:07:07,560 --> 01:07:09,890
having a little check for the teacher,

1327
01:07:09,890 --> 01:07:11,680
am I doing what I need to to prevent

1328
01:07:11,680 --> 01:07:12,860
these behaviors right now?

1329
01:07:12,860 --> 01:07:15,560
Am I utilizing my best
prevention strategies

1330
01:07:15,560 --> 01:07:17,440
and response practices?

1331
01:07:17,440 --> 01:07:20,380
Am I using my little, like, teacher look,

1332
01:07:20,380 --> 01:07:22,120
am I using things like proximity,

1333
01:07:22,120 --> 01:07:24,660
getting close to the
student and making sure

1334
01:07:24,660 --> 01:07:28,790
they're aware that I'm watching
their behavior right now.

1335
01:07:28,790 --> 01:07:32,690
And then if those are all in
place, then thinking about,

1336
01:07:32,690 --> 01:07:35,970
is this a behavior I
need to actively address

1337
01:07:35,970 --> 01:07:37,392
within the classroom?

1338
01:07:37,392 --> 01:07:40,310
Do I need to review some
expectations, reteach,

1339
01:07:40,310 --> 01:07:42,213
have a conversation with the student,

1340
01:07:43,860 --> 01:07:46,430
or is this a major that
needs to be handled outside

1341
01:07:46,430 --> 01:07:47,403
of the classroom?

1342
01:07:49,400 --> 01:07:52,260
And then what's the
documentation system in place.

1343
01:07:52,260 --> 01:07:56,490
So are you in a school that is collecting

1344
01:07:56,490 --> 01:07:59,280
both minor and major behavior

1345
01:07:59,280 --> 01:08:01,750
within SWIS or with than PowerSchool

1346
01:08:01,750 --> 01:08:03,113
or whatever you're using?

1347
01:08:03,970 --> 01:08:07,924
What are the expectations around
documenting that behavior?

1348
01:08:07,924 --> 01:08:11,060
And if it's a behavior
that needs to be managed

1349
01:08:11,060 --> 01:08:14,270
outside the classroom, what's the plan

1350
01:08:14,270 --> 01:08:17,150
for re-engaging that student
within the classroom?

1351
01:08:17,150 --> 01:08:19,877
How's the teacher gonna
feel supported to understand

1352
01:08:19,877 --> 01:08:22,173
what happened outside the classroom,

1353
01:08:23,120 --> 01:08:26,070
how the student was able
to process the incident

1354
01:08:26,070 --> 01:08:31,070
and make a plan for
improving that behavior

1355
01:08:31,500 --> 01:08:33,570
as they come back into the classroom,

1356
01:08:33,570 --> 01:08:37,080
and how are they gonna and
repair that relationship, which,

1357
01:08:37,080 --> 01:08:39,060
whatever relationship
might have been harmed,

1358
01:08:39,060 --> 01:08:41,270
so whether it was with the teacher,

1359
01:08:41,270 --> 01:08:43,783
with another student or
with the whole class,

1360
01:08:44,710 --> 01:08:46,620
how are we gonna make sure
the student feels safe

1361
01:08:46,620 --> 01:08:47,980
to come back in,

1362
01:08:47,980 --> 01:08:52,150
and the teacher and the
students who were harmed feel

1363
01:08:52,150 --> 01:08:54,719
safe to have that student
back in the classroom,

1364
01:08:54,719 --> 01:08:58,313
depending on how serious
that behavior was?

1365
01:09:00,310 --> 01:09:01,960
And I'll leave it there.

1366
01:09:01,960 --> 01:09:03,520
I was gonna say something
about the behavior

1367
01:09:03,520 --> 01:09:04,920
observation data form.

1368
01:09:04,920 --> 01:09:07,050
You'll see BOD form here,

1369
01:09:07,050 --> 01:09:09,350
but I think I'm gonna
get to that in a second.

1370
01:09:11,870 --> 01:09:15,001
So you'll see some extra slides
in here that I'm skipping,

1371
01:09:15,001 --> 01:09:18,060
that come directly from
the universal training.

1372
01:09:18,060 --> 01:09:20,770
So obviously, in our two
day or four day training,

1373
01:09:20,770 --> 01:09:24,073
we go much more into depth
on each of these components,

1374
01:09:24,990 --> 01:09:27,780
but this is the flow
chart that Ash, it may be

1375
01:09:27,780 --> 01:09:29,560
the flow chart that Ashley was referring

1376
01:09:29,560 --> 01:09:34,560
to that should really be
introduced to staff and them

1377
01:09:36,650 --> 01:09:39,890
have an opportunity to
give feedback to the team

1378
01:09:39,890 --> 01:09:43,020
about which elements of
these seem like they will

1379
01:09:43,020 --> 01:09:44,220
work or not.

1380
01:09:44,220 --> 01:09:46,300
So you don't wanna just take this template

1381
01:09:46,300 --> 01:09:47,133
that we have

1382
01:09:47,133 --> 01:09:49,580
for you in the Universal
Staff Handbook and say, yes,

1383
01:09:49,580 --> 01:09:51,640
this is our flow chart too,

1384
01:09:51,640 --> 01:09:53,180
because it's really
dependent on the school

1385
01:09:53,180 --> 01:09:55,790
and the supports that are available or not

1386
01:09:55,790 --> 01:09:58,300
and the processes that exist.

1387
01:09:58,300 --> 01:10:01,610
But creating something like
this can be really helpful

1388
01:10:01,610 --> 01:10:05,120
for staff to be able to lean
on when they are observing

1389
01:10:05,120 --> 01:10:10,120
a behavior to kind of
run through their options

1390
01:10:10,800 --> 01:10:12,903
and know what's expected for them.

1391
01:10:14,986 --> 01:10:16,440
Oops.

1392
01:10:16,440 --> 01:10:19,320
And if you are a school that is using

1393
01:10:19,320 --> 01:10:22,550
SWIS, the schoolwide
information system on PBISApps

1394
01:10:23,460 --> 01:10:26,925
these graphs like might
look familiar to you,

1395
01:10:26,925 --> 01:10:30,000
or if you're using a different system,

1396
01:10:30,000 --> 01:10:33,840
you may have more or less
ability to get something

1397
01:10:33,840 --> 01:10:38,070
that looks like this, which
is really the schoolwide data.

1398
01:10:38,070 --> 01:10:40,760
So you'll see the top
as average referrals per

1399
01:10:40,760 --> 01:10:41,593
day per month.

1400
01:10:41,593 --> 01:10:44,350
So you can monitor progress
for the whole school

1401
01:10:44,350 --> 01:10:45,453
across the year.

1402
01:10:47,190 --> 01:10:49,895
By time of day, by day of
the week, by grade level,

1403
01:10:49,895 --> 01:10:52,260
location, problem behavior.

1404
01:10:52,260 --> 01:10:54,710
And then the last graph is by student.

1405
01:10:54,710 --> 01:10:57,280
And on the dashboard,

1406
01:10:57,280 --> 01:11:01,887
which is what this screen
is of SWIS, you're not gonna

1407
01:11:01,887 --> 01:11:05,790
be looking at individual student behavior,

1408
01:11:05,790 --> 01:11:08,150
but you can get a sense for, wow,

1409
01:11:08,150 --> 01:11:10,410
we have a lot of students
that have gotten one

1410
01:11:10,410 --> 01:11:13,997
referral this year, we have
a few who have gotten two

1411
01:11:13,997 --> 01:11:17,610
and then a very few who
have gotten three to five.

1412
01:11:17,610 --> 01:11:20,700
So sometimes that's a
good check for the adults

1413
01:11:20,700 --> 01:11:22,670
in the building to realize like, okay,

1414
01:11:22,670 --> 01:11:25,800
most of our students are
doing pretty much okay.

1415
01:11:25,800 --> 01:11:28,150
It can feel really
challenging when there are

1416
01:11:28,150 --> 01:11:30,590
a few students who are
exhibiting lots of really

1417
01:11:30,590 --> 01:11:33,832
intensive level behaviors,
but it's sometimes helpful

1418
01:11:33,832 --> 01:11:37,460
to remember, okay, that's a few students.

1419
01:11:37,460 --> 01:11:39,030
It feels like a lot right now,

1420
01:11:39,030 --> 01:11:41,493
but a lot of our students are doing okay.

1421
01:11:43,690 --> 01:11:47,670
But the key thing about
SWIS and about using data

1422
01:11:47,670 --> 01:11:51,500
at the universal level is
being able to hone in on one

1423
01:11:51,500 --> 01:11:54,573
of these kind of red flag
areas that's really causing

1424
01:11:54,573 --> 01:11:57,530
a lot of stress and concern.

1425
01:11:57,530 --> 01:12:00,260
So for instance, if you were
to just take a quick look

1426
01:12:00,260 --> 01:12:03,910
at this school's graphs,
you might say, okay,

1427
01:12:03,910 --> 01:12:06,910
it looks like eighth graders
are really struggling.

1428
01:12:06,910 --> 01:12:09,515
Maybe we're really gonna
focus some targeted attention

1429
01:12:09,515 --> 01:12:13,530
on our eighth graders and
drill down and see what are

1430
01:12:13,530 --> 01:12:15,440
the behaviors that they are exhibiting.

1431
01:12:15,440 --> 01:12:18,140
Is it a certain day of
week for eighth graders,

1432
01:12:18,140 --> 01:12:20,840
a certain time of day, a certain location,

1433
01:12:20,840 --> 01:12:24,730
and build some
interventions based on that?

1434
01:12:24,730 --> 01:12:27,870
Or let's say we see in the location graph,

1435
01:12:27,870 --> 01:12:29,700
classroom is the highest,

1436
01:12:29,700 --> 01:12:32,693
we can kind of get into
that classroom graph

1437
01:12:32,693 --> 01:12:36,882
and drill down and see
what more specifically

1438
01:12:36,882 --> 01:12:39,850
is the exact problem.

1439
01:12:39,850 --> 01:12:42,447
So is it a certain
behavior that is happening

1440
01:12:42,447 --> 01:12:45,070
repeatedly in the classroom?

1441
01:12:45,070 --> 01:12:47,560
Is it on a certain day
of the week, et cetera,

1442
01:12:47,560 --> 01:12:49,093
and build a plan around that.

1443
01:12:50,580 --> 01:12:54,230
So this is called TIPS, the
team initiated problem solving,

1444
01:12:54,230 --> 01:12:56,720
which is a whole training of on its own,

1445
01:12:56,720 --> 01:13:00,462
but basically the process
for how you both build

1446
01:13:00,462 --> 01:13:04,446
your meeting foundation,
so the norms and agendas

1447
01:13:04,446 --> 01:13:06,870
and things like that
that are in place to make

1448
01:13:06,870 --> 01:13:08,540
your meeting really effective,

1449
01:13:08,540 --> 01:13:10,510
and then also the problem solving process

1450
01:13:10,510 --> 01:13:13,313
that you use when looking at your data.

1451
01:13:15,240 --> 01:13:18,246
Sorry, the slide is animated
every time and it takes

1452
01:13:18,246 --> 01:13:19,313
quite a while.

1453
01:13:21,148 --> 01:13:23,790
So, awesome. Yeah.

1454
01:13:23,790 --> 01:13:26,523
Ashley adapted that flow chart.

1455
01:13:27,913 --> 01:13:32,913
So if you're gonna be a member
of your PBIS team, during,

1456
01:13:33,010 --> 01:13:34,950
there's some expectations both

1457
01:13:34,950 --> 01:13:37,413
during and before and after meetings.

1458
01:13:38,250 --> 01:13:40,778
So making sure that
team roles and tasks are

1459
01:13:40,778 --> 01:13:42,190
kind of divided.

1460
01:13:42,190 --> 01:13:45,020
So even though one of you
might be the coordinator,

1461
01:13:45,020 --> 01:13:48,080
it's not up to the
coordinator to do everything

1462
01:13:48,080 --> 01:13:50,110
PBIS related within your school.

1463
01:13:50,110 --> 01:13:53,010
So there should be some
division of responsibilities

1464
01:13:53,010 --> 01:13:55,420
and people kind of dividing the labor,

1465
01:13:55,420 --> 01:13:58,223
so that that coordinator
is not totally overwhelmed.

1466
01:13:59,290 --> 01:14:01,560
Team members should plan
to attend regularly,

1467
01:14:01,560 --> 01:14:04,010
which really helps with
the consistency across

1468
01:14:04,010 --> 01:14:07,023
the meetings, actively
engage in the meetings.

1469
01:14:08,120 --> 01:14:10,230
And then outside of the meetings,

1470
01:14:10,230 --> 01:14:12,360
kind of do anything
that you were assigned.

1471
01:14:12,360 --> 01:14:14,990
So when an action plan is created,

1472
01:14:14,990 --> 01:14:17,270
thinking about who's
gonna do it and by when,

1473
01:14:17,270 --> 01:14:20,163
and making sure that those
actions actually occur.

1474
01:14:21,290 --> 01:14:25,970
You also wanna kind of
be well versed enough

1475
01:14:25,970 --> 01:14:28,870
in PBIS that you can show your support

1476
01:14:28,870 --> 01:14:29,980
for it throughout the school,

1477
01:14:29,980 --> 01:14:33,460
and kind of be a leader
and model use of PBIS

1478
01:14:33,460 --> 01:14:37,530
practices and help whoever
you are representing

1479
01:14:37,530 --> 01:14:38,363
on that team.

1480
01:14:38,363 --> 01:14:41,460
So if you are the art teacher
and you're representing

1481
01:14:41,460 --> 01:14:43,530
all the specialist teachers,

1482
01:14:43,530 --> 01:14:46,182
be able to bring back
any plans to that group

1483
01:14:46,182 --> 01:14:49,543
and help them be able to implement well.

1484
01:14:51,640 --> 01:14:54,665
Like I said, we really support
the administrator being

1485
01:14:54,665 --> 01:14:56,680
on the team.

1486
01:14:56,680 --> 01:14:59,640
And if they're not able to
be at every team meeting,

1487
01:14:59,640 --> 01:15:02,490
making sure that that
coordinator has the support

1488
01:15:02,490 --> 01:15:05,860
that they need to be able
to do their job well.

1489
01:15:05,860 --> 01:15:10,640
So time within their day
to do this work and support

1490
01:15:10,640 --> 01:15:14,300
for making this a priority
within the building.

1491
01:15:14,300 --> 01:15:17,760
So making sure that
stakeholders really know

1492
01:15:17,760 --> 01:15:19,520
and understand what PBIS is,

1493
01:15:19,520 --> 01:15:21,740
and that it's something
that your school's working

1494
01:15:21,740 --> 01:15:22,673
really hard on.

1495
01:15:24,100 --> 01:15:28,850
And the administrators
should function as a member

1496
01:15:28,850 --> 01:15:29,683
of the team.

1497
01:15:29,683 --> 01:15:31,790
So just like other team
members would be taking

1498
01:15:31,790 --> 01:15:36,522
on certain tasks between that
meeting and the next meeting,

1499
01:15:36,522 --> 01:15:38,920
we would hope the
administrator's kind of playing

1500
01:15:38,920 --> 01:15:39,940
a role like that,

1501
01:15:39,940 --> 01:15:43,783
where they're also contributing
to and taking on tasks.

1502
01:15:44,680 --> 01:15:47,263
There's Brook's former principal.

1503
01:15:50,150 --> 01:15:52,557
So the school coordinator,
like I mentioned,

1504
01:15:52,557 --> 01:15:56,170
should have time allotted
within their schedule

1505
01:15:56,170 --> 01:15:58,080
to do this work.

1506
01:15:58,080 --> 01:15:59,960
So I think we say about 0.1%

1507
01:16:01,070 --> 01:16:04,750
of your FTE should be devoted to PBIS,

1508
01:16:04,750 --> 01:16:08,940
so that might mean taking
something else off your plate.

1509
01:16:08,940 --> 01:16:12,310
So for instance, if every
staff member has one recess

1510
01:16:12,310 --> 01:16:14,480
duty and one lunch duty a week,

1511
01:16:14,480 --> 01:16:16,950
maybe you do not have
that duty and instead

1512
01:16:16,950 --> 01:16:19,930
that's your time to
work on your PBIS work.

1513
01:16:19,930 --> 01:16:23,200
Because the more well prepared you are

1514
01:16:23,200 --> 01:16:25,210
for your team meetings every month,

1515
01:16:25,210 --> 01:16:28,160
the more successful the actual
meeting itself is gonna be.

1516
01:16:28,160 --> 01:16:31,600
So preparing the agenda,
looking at the data,

1517
01:16:31,600 --> 01:16:34,170
if you're the person on your
team who's assigned to be

1518
01:16:34,170 --> 01:16:36,780
the data analyst, at the meeting,

1519
01:16:36,780 --> 01:16:41,620
making sure that minutes are
taken and that people get

1520
01:16:41,620 --> 01:16:43,098
the minutes afterwards, so if you have

1521
01:16:43,098 --> 01:16:46,530
a Google Drive folder where
you're meeting minutes

1522
01:16:46,530 --> 01:16:49,363
are housed, that anybody
can access at any time,

1523
01:16:50,360 --> 01:16:54,540
dividing tasks among team members,

1524
01:16:54,540 --> 01:16:56,880
sharing any information
with the rest of the staff

1525
01:16:56,880 --> 01:16:59,340
that's needed following the meeting.

1526
01:16:59,340 --> 01:17:01,601
And then there are certain times of year

1527
01:17:01,601 --> 01:17:04,550
where you might be
organizing and reporting data

1528
01:17:04,550 --> 01:17:06,670
to different people.

1529
01:17:06,670 --> 01:17:08,590
So either to your school staff,

1530
01:17:08,590 --> 01:17:11,010
so we recommend this
full school staff seeing

1531
01:17:11,010 --> 01:17:14,610
the schoolwide data at
least four times a year,

1532
01:17:14,610 --> 01:17:17,700
or if you have an SU or SD level PBIS team

1533
01:17:17,700 --> 01:17:21,480
and coordinator bringing
data to that team.

1534
01:17:21,480 --> 01:17:24,610
And then those implementation
assessments that I mentioned,

1535
01:17:24,610 --> 01:17:26,280
like the tiered fidelity inventory,

1536
01:17:26,280 --> 01:17:29,610
the self-assessment or
self-assessment survey,

1537
01:17:29,610 --> 01:17:32,620
school climate survey,
as a school coordinator,

1538
01:17:32,620 --> 01:17:35,450
alongside your
administrator, it's your role

1539
01:17:35,450 --> 01:17:37,300
to schedule those, make sure they happen,

1540
01:17:37,300 --> 01:17:40,100
make sure people understand
how they complete them

1541
01:17:40,100 --> 01:17:41,840
and what the goal is,

1542
01:17:41,840 --> 01:17:45,620
and then report that data
back to whoever completed it.

1543
01:17:45,620 --> 01:17:47,590
And as the school coordinator,

1544
01:17:47,590 --> 01:17:49,750
you might be attending more professional

1545
01:17:49,750 --> 01:17:51,990
development related to
PBIS than anyone else

1546
01:17:51,990 --> 01:17:53,270
in your school.

1547
01:17:53,270 --> 01:17:56,433
So you kind of wanna become
the content expert around PBIS.

1548
01:17:56,433 --> 01:17:59,980
So coming to things like the
annual leadership forum, or,

1549
01:17:59,980 --> 01:18:01,860
sorry, we don't call it the
leadership forum any more,

1550
01:18:01,860 --> 01:18:03,823
just the annual forum in October,

1551
01:18:05,060 --> 01:18:08,330
the coordinators' meetings
are three times a year.

1552
01:18:08,330 --> 01:18:11,290
So once in October at the forum,

1553
01:18:11,290 --> 01:18:13,744
and then in January, next week,

1554
01:18:13,744 --> 01:18:16,407
was supposed to be one in
person and one webinar,

1555
01:18:16,407 --> 01:18:18,207
but we're just gonna do the webinar.

1556
01:18:19,100 --> 01:18:20,080
And then in May.

1557
01:18:20,080 --> 01:18:22,560
So same thing in May, we
have one that's scheduled

1558
01:18:22,560 --> 01:18:26,700
to be in person, I
believe in Rutland, maybe.

1559
01:18:26,700 --> 01:18:30,190
And one that is scheduled to be a webinar.

1560
01:18:30,190 --> 01:18:32,260
And then any other additional
webinars or trainings

1561
01:18:32,260 --> 01:18:33,700
you think would be helpful.

1562
01:18:33,700 --> 01:18:36,180
Most of our webinars
and trainings are free,

1563
01:18:36,180 --> 01:18:39,127
especially the webinars are free.

1564
01:18:39,127 --> 01:18:41,019
So, which is really nice.

1565
01:18:41,019 --> 01:18:43,530
And the coordinators
meetings are also free,

1566
01:18:43,530 --> 01:18:48,530
even though they are hypothetically
in person, sometimes.

1567
01:18:49,160 --> 01:18:51,317
And then I don't think
any of you mentioned

1568
01:18:51,317 --> 01:18:54,630
that you are at the district level,

1569
01:18:54,630 --> 01:18:57,362
but you should have a
district PBIS coordinator,

1570
01:18:57,362 --> 01:19:01,040
at least someone who's
designated that in name,

1571
01:19:01,040 --> 01:19:03,223
hopefully in role as well.

1572
01:19:04,609 --> 01:19:07,290
And if you have multiple PBIS
schools within your district,

1573
01:19:07,290 --> 01:19:11,200
you should have an SU/SD PBIS team.

1574
01:19:11,200 --> 01:19:14,589
So for instance, at Chamberlin,
which we saw in the video,

1575
01:19:14,589 --> 01:19:17,640
their three elementary
schools are all implementing

1576
01:19:17,640 --> 01:19:20,280
PBIS and their three
school coordinators come

1577
01:19:20,280 --> 01:19:22,890
together with their
district PBIS coordinator,

1578
01:19:22,890 --> 01:19:25,813
I'm not sure how frequently,
maybe once a month,

1579
01:19:25,813 --> 01:19:29,159
and they're really able to
share ideas across schools

1580
01:19:29,159 --> 01:19:30,373
in that way.

1581
01:19:32,772 --> 01:19:36,230
In typical years, we
complete something called

1582
01:19:36,230 --> 01:19:38,910
the SET, the schoolwide evaluation tool,

1583
01:19:38,910 --> 01:19:42,710
as a pre-post before and
after PBIS implementation

1584
01:19:42,710 --> 01:19:44,050
at the very beginning,

1585
01:19:44,050 --> 01:19:47,870
A SU coordinator can
be trained to do that.

1586
01:19:47,870 --> 01:19:50,075
They also are the liaison
between the schools

1587
01:19:50,075 --> 01:19:51,960
and the PBIS team.

1588
01:19:51,960 --> 01:19:53,590
If you have someone in that role

1589
01:19:53,590 --> 01:19:56,350
that's well established and is doing

1590
01:19:56,350 --> 01:20:00,490
the work that we would
hope they're able to do.

1591
01:20:00,490 --> 01:20:02,610
Oftentimes this person is someone like

1592
01:20:02,610 --> 01:20:05,250
a curriculum director or
something like that has

1593
01:20:05,250 --> 01:20:06,340
so much on their plates,

1594
01:20:06,340 --> 01:20:09,460
that this is sometimes something
that falls to the side.

1595
01:20:09,460 --> 01:20:11,590
So you never should feel
as a school coordinator

1596
01:20:11,590 --> 01:20:14,510
that you can't contact us directly.

1597
01:20:14,510 --> 01:20:17,550
It's just that if you do have
a functioning SU coordinator,

1598
01:20:17,550 --> 01:20:21,863
it's great to go to them first
and then reach out to us.

1599
01:20:23,300 --> 01:20:25,040
That SU coordinator should be coming

1600
01:20:25,040 --> 01:20:28,510
to your school meetings
two or three times a year.

1601
01:20:28,510 --> 01:20:30,990
They're usually the one in
charge of securing funding

1602
01:20:30,990 --> 01:20:34,640
and resources, so sometimes
BEST/Act 230 money,

1603
01:20:34,640 --> 01:20:38,292
and making sure that PBIS is represented

1604
01:20:38,292 --> 01:20:42,920
on the SU professional
development training calendar

1605
01:20:42,920 --> 01:20:43,990
for the year.

1606
01:20:43,990 --> 01:20:47,070
And again, they also would attend more

1607
01:20:47,070 --> 01:20:49,543
ongoing professional
development in their role.

1608
01:20:51,100 --> 01:20:54,390
So if you are a new coordinator
or just a coordinator,

1609
01:20:54,390 --> 01:20:56,600
who's looking for more information,

1610
01:20:56,600 --> 01:20:59,850
we do have a coordinator
handbook on our website,

1611
01:20:59,850 --> 01:21:02,600
that's also linked in the
materials for this webinar,

1612
01:21:02,600 --> 01:21:04,790
that really outlines what your role

1613
01:21:04,790 --> 01:21:09,520
is and what the expectations
are throughout the year.

1614
01:21:09,520 --> 01:21:12,410
So you can kind of keep
track month by month,

1615
01:21:12,410 --> 01:21:14,693
what the expectations might be.

1616
01:21:17,090 --> 01:21:19,460
And then, this I'm not
gonna go through right now,

1617
01:21:19,460 --> 01:21:23,320
but it's a great slide to come
back to for your PBIS team,

1618
01:21:23,320 --> 01:21:25,780
to be able to think about
what should we be doing

1619
01:21:25,780 --> 01:21:27,500
at the beginning of the school year?

1620
01:21:27,500 --> 01:21:29,250
What are those ongoing, you know,

1621
01:21:29,250 --> 01:21:31,490
regular tasks that we're working on?

1622
01:21:31,490 --> 01:21:34,093
And then what are the things
we need to do annually?

1623
01:21:36,620 --> 01:21:38,390
So the great thing

1624
01:21:38,390 --> 01:21:41,650
about PBIS in Vermont is
that we have this cascade

1625
01:21:41,650 --> 01:21:46,650
of supports that allows
you to access any support

1626
01:21:47,420 --> 01:21:48,450
that you might need.

1627
01:21:48,450 --> 01:21:50,160
So at the state level,

1628
01:21:50,160 --> 01:21:52,320
we have technical assistance providers,

1629
01:21:52,320 --> 01:21:54,450
and I'll show you on the
next slide, who those are,

1630
01:21:54,450 --> 01:21:56,010
if you don't already know.

1631
01:21:56,010 --> 01:21:58,280
And then we have trainers
and coaches that are

1632
01:21:58,280 --> 01:22:02,450
available both to provide
training at our core

1633
01:22:02,450 --> 01:22:05,205
trainings at the summer institute,

1634
01:22:05,205 --> 01:22:09,540
and also to your schools as a coach.

1635
01:22:09,540 --> 01:22:13,890
So they can come to provide
training at a staff meeting,

1636
01:22:13,890 --> 01:22:17,160
or they also can come
as a coach to your PBIS

1637
01:22:17,160 --> 01:22:21,970
leadership team meeting,
and really help refine

1638
01:22:21,970 --> 01:22:24,517
your meeting processes
and your decision making

1639
01:22:24,517 --> 01:22:28,070
and looking at data and things like that.

1640
01:22:28,070 --> 01:22:28,903
Then, like I mentioned,

1641
01:22:28,903 --> 01:22:31,234
you should have an SU or SD coordinator

1642
01:22:31,234 --> 01:22:33,810
and a school coordinator.

1643
01:22:33,810 --> 01:22:37,791
And so we're providing support
kind of down the cascade,

1644
01:22:37,791 --> 01:22:41,140
but we're also looking for
feedback to come back to us.

1645
01:22:41,140 --> 01:22:42,663
So we no longer,

1646
01:22:44,310 --> 01:22:48,370
at least the TAs are no longer
actively working in schools.

1647
01:22:48,370 --> 01:22:51,400
And so in order for us
to be able to provide

1648
01:22:51,400 --> 01:22:54,580
relevant support, we
really need that feedback

1649
01:22:54,580 --> 01:22:56,690
from you about how things are going,

1650
01:22:56,690 --> 01:22:58,818
what's really challenging,
what's really working,

1651
01:22:58,818 --> 01:23:02,450
those great ideas that
help PBIS to kind of stay

1652
01:23:02,450 --> 01:23:03,927
alive in schools.

1653
01:23:03,927 --> 01:23:06,200
So there are often times
throughout the year

1654
01:23:06,200 --> 01:23:07,610
that we're asking for feedback

1655
01:23:07,610 --> 01:23:09,740
from you about how things are going

1656
01:23:09,740 --> 01:23:12,480
and what we might share
out as best practices

1657
01:23:12,480 --> 01:23:14,190
throughout the state.

1658
01:23:14,190 --> 01:23:17,093
Many of our coaches actually
are still in schools

1659
01:23:17,093 --> 01:23:20,070
because they work for us very part-time,

1660
01:23:20,070 --> 01:23:22,393
so we get a lot of
feedback from them as well.

1661
01:23:24,537 --> 01:23:25,370
Oops.

1662
01:23:26,790 --> 01:23:30,540
So these are our TAs and
the TAs are divided based

1663
01:23:30,540 --> 01:23:32,723
on what region of the state you are in.

1664
01:23:33,770 --> 01:23:35,960
And so many of you might be familiar

1665
01:23:35,960 --> 01:23:38,580
with Sherry Schoenberg, who just retired.

1666
01:23:38,580 --> 01:23:43,190
And so starting in July, Cassandra,

1667
01:23:43,190 --> 01:23:46,020
who's on today, will be taking over

1668
01:23:46,020 --> 01:23:48,290
Sherry's schools that she is the TA for,

1669
01:23:48,290 --> 01:23:49,240
but for right now,

1670
01:23:49,240 --> 01:23:52,670
Sherry's gonna stay the
TA for those schools.

1671
01:23:52,670 --> 01:23:56,710
She's mostly in the Addison
and Lamoille area of the state.

1672
01:23:56,710 --> 01:23:59,760
I'm the TA for the Champlain region.

1673
01:23:59,760 --> 01:24:03,190
Ken Kranberg is the TA
for the Southern region,

1674
01:24:03,190 --> 01:24:05,900
and then Kim, Asam and
Rebecca divide the rest

1675
01:24:05,900 --> 01:24:09,180
of the state, so they have
some Northeast Kingdom, some

1676
01:24:09,180 --> 01:24:12,730
of the Champlain region,
some of Addison-Lamoille.

1677
01:24:12,730 --> 01:24:15,110
So if you're wondering
who your state TA is,

1678
01:24:15,110 --> 01:24:16,467
if you don't already know,

1679
01:24:16,467 --> 01:24:20,990
on our website under schools
is a directory and you'll

1680
01:24:20,990 --> 01:24:23,302
see your school listed and then

1681
01:24:23,302 --> 01:24:26,564
who your TA is and their
contact information,

1682
01:24:26,564 --> 01:24:29,819
but we can be your first
stop to help direct

1683
01:24:29,819 --> 01:24:34,298
you in the direction of
any resources to help

1684
01:24:34,298 --> 01:24:36,780
you assess whether you're
ready to move to the next

1685
01:24:36,780 --> 01:24:37,830
level of PBIS.

1686
01:24:37,830 --> 01:24:40,530
So for instance, if you're
implementing universal

1687
01:24:40,530 --> 01:24:42,750
with fidelity and think
your team's ready to move

1688
01:24:42,750 --> 01:24:47,410
on to targeted or targeted to intensive,

1689
01:24:47,410 --> 01:24:49,350
thinking about what
professional development might

1690
01:24:49,350 --> 01:24:52,580
be relevant for you, helping
with any of these TFIs,

1691
01:24:54,380 --> 01:24:59,260
assessments, with SWIS, all
sorts of questions like that.

1692
01:24:59,260 --> 01:25:01,952
And the distinction
between us and the coaches

1693
01:25:01,952 --> 01:25:05,960
is the coaches can really
provide that ongoing support.

1694
01:25:05,960 --> 01:25:08,660
So you might hire a coach
with your BEST/Act 230 money

1695
01:25:08,660 --> 01:25:10,350
for the entire year,

1696
01:25:10,350 --> 01:25:14,465
they might come to six
leadership team meetings

1697
01:25:14,465 --> 01:25:17,490
and two staff meetings,
something like that.

1698
01:25:17,490 --> 01:25:20,160
As the TAs, we don't have
the capacity to provide

1699
01:25:20,160 --> 01:25:24,313
that level of support, but
your coach can do that.

1700
01:25:28,580 --> 01:25:31,930
And so, like I just mentioned,
coaching is a available.

1701
01:25:31,930 --> 01:25:35,280
Most schools use their
BEST/Act 230 funds to pay

1702
01:25:35,280 --> 01:25:38,870
for coaching and the school's contract

1703
01:25:38,870 --> 01:25:40,980
directly with our coaches.

1704
01:25:40,980 --> 01:25:43,070
So if you were to click
on that state approved

1705
01:25:43,070 --> 01:25:46,095
coaches list, you would
get the list of coaches

1706
01:25:46,095 --> 01:25:48,860
and their bios to help you
understand who might be

1707
01:25:48,860 --> 01:25:50,803
the best fit for your school.

1708
01:25:51,840 --> 01:25:55,250
Coaching is a vastly
underutilized resource

1709
01:25:55,250 --> 01:25:56,363
within our state.

1710
01:25:57,510 --> 01:26:02,510
And it's unfortunate, because
the funding is available.

1711
01:26:03,210 --> 01:26:06,970
It's just a matter of the
teams being able to kind

1712
01:26:06,970 --> 01:26:10,060
of recognize that the coach

1713
01:26:11,510 --> 01:26:14,020
can come in and help you
identify your priority.

1714
01:26:14,020 --> 01:26:17,360
So oftentimes schools feel
like they've gotta kind

1715
01:26:17,360 --> 01:26:19,903
of clean stuff up before the coach comes

1716
01:26:19,903 --> 01:26:22,100
in and they've gotta know
exactly what they want

1717
01:26:22,100 --> 01:26:23,920
the coach to do,

1718
01:26:23,920 --> 01:26:26,090
but the coach can actually help you work

1719
01:26:26,090 --> 01:26:28,500
through that and figure
out what a scope of work

1720
01:26:28,500 --> 01:26:31,443
for them might be, based on your needs.

1721
01:26:34,940 --> 01:26:38,090
And just a little plug for
the summer institute coming

1722
01:26:38,090 --> 01:26:41,820
up the last week in June,
June 27th to the 30th.

1723
01:26:43,190 --> 01:26:46,550
If you have never been to
the summer institute before,

1724
01:26:46,550 --> 01:26:49,250
or if you've never been in person,

1725
01:26:49,250 --> 01:26:51,270
it is an awesome experience.

1726
01:26:51,270 --> 01:26:55,210
And this year we really
are emphasizing educator

1727
01:26:56,830 --> 01:27:01,830
wellness and kind of
rejuvenation after this year

1728
01:27:01,950 --> 01:27:04,830
that has been more challenging
than any before it.

1729
01:27:04,830 --> 01:27:08,530
So we are really, really hoping
we are gonna be in person,

1730
01:27:08,530 --> 01:27:11,033
crossing all of our fingers and toes,

1731
01:27:12,359 --> 01:27:15,840
and hoping to build a learning experience

1732
01:27:15,840 --> 01:27:18,170
for you that's really honoring the year

1733
01:27:18,170 --> 01:27:22,170
that you've been through and
allowing for lots of time

1734
01:27:22,170 --> 01:27:26,528
for reflection,
decompression, team building,

1735
01:27:26,528 --> 01:27:30,150
and also some really great
strands that have a lot

1736
01:27:30,150 --> 01:27:33,080
of great content and
learning as part of them.

1737
01:27:33,080 --> 01:27:35,923
So we hope we'll see you
at the summer institute,

1738
01:27:37,143 --> 01:27:39,570
save the date, we'll
be going out this month

1739
01:27:39,570 --> 01:27:44,570
and the registration materials
will open up March 5th.

1740
01:27:44,700 --> 01:27:47,543
So you have some time to plan for that.

1741
01:27:48,568 --> 01:27:51,360
We have a Facebook group
and a Twitter account,

1742
01:27:51,360 --> 01:27:52,980
if you want to follow us,

1743
01:27:52,980 --> 01:27:55,530
we often will post things
that schools are doing

1744
01:27:55,530 --> 01:27:57,940
that are really great and share lots

1745
01:27:57,940 --> 01:28:00,203
of articles and resources.

1746
01:28:01,510 --> 01:28:04,900
And now we have time for questions.

1747
01:28:04,900 --> 01:28:09,090
So if you wanna unmute and talk, you can,

1748
01:28:09,090 --> 01:28:12,020
if you wanna type questions
into the chat box, you can,

1749
01:28:12,020 --> 01:28:15,940
or if you have gotten everything you need,

1750
01:28:15,940 --> 01:28:18,480
feel free to sign up.

1751
01:28:18,480 --> 01:28:19,750
Again, this was recorded,

1752
01:28:19,750 --> 01:28:23,130
so if you wanna share it
with any of your colleagues,

1753
01:28:23,130 --> 01:28:25,990
if you think it'd be helpful
for them to see it'll be

1754
01:28:25,990 --> 01:28:29,543
on the website and a few
days after it gets captioned,

1755
01:28:30,380 --> 01:28:32,163
but happy to answer any questions.

1756
01:28:37,920 --> 01:28:39,453
If not, thanks for being here.

1757
01:28:44,580 --> 01:28:47,630
Oh, you'll receive an
email from Ann with a link

1758
01:28:47,630 --> 01:28:49,550
to an evaluation survey.

1759
01:28:49,550 --> 01:28:52,460
And once you complete
the evaluation survey,

1760
01:28:52,460 --> 01:28:54,960
you'll be able to get your
certificate of attendance

1761
01:28:54,960 --> 01:28:56,260
for attending the webinar.