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- We are going to be giving
kind of a brief overview

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of what PBIS is, what the responsibilities

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and competencies are for any team members

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who are part of your PBIS team.

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The school and SU/SD coordinators,
and the administrator.

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And then, so that part will be relevant

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to even those of you

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who are currently
implementing PBIS schools.

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And then the second half is really about

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how to become a PBIS school in Vermont.

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So what is kind of the scope and sequence

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and readiness steps.

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So if you're attending today from a school

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that is already implementing PBIS,

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that part probably won't
be as helpful for you.

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You're welcome to stay on for it

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or you're welcome to sign off

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whenever you realize we're at a point

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that's not so relevant for you.

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So no hard feelings when that happens.

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And then we just wanna make you aware

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of all the supports that
are available to you

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as you're exploring and
implementing PBIS in Vermont,

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and then have a chance for any questions.

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So just kind of how, so you
can have a scope in your mind.

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We began PBIS in Vermont in 2007,

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with three schools and one SU,

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and have grown over the years
significantly to this year

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when we now have 164
PBIS schools and 48 SUs.

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So I think that's, I'm
forgetting my percentages now,

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but I think there's only
like 52 SUs in the state now.

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So you are joining a big family.

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We just had a coordinator's
meeting last week

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that some of you were on

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that I think had like 70 coordinators on.

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So many schools have found
during this time period of COVID

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and last year remote learning,
this year remote learning,

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that their PBIS framework

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has been really helpful
for them to lean on.

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And so they are still
really engaged with the work

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and with us, to be able
to learn how to adapt

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some of the practices
and other pieces of PBIS

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to this new environment.

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So I will include a few examples of that

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throughout this webinar too.

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Obviously this was originally designed

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for in-person learning,

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but I did try to make some adaptations

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because who knows what next
school year will look like,

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if you're a school that's exploring

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implementation this year
to implement next year.

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So for those of you who are
brand new, PBIS stands for

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Positive Behavioral
Interventions and Supports.

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And it really comes from the ABA world,

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so applied behavioral analysis.

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Comes from working with
students with disabilities

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and has been broadened to really work

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as a whole school framework.

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And like Martha and
Sherry were mentioning,

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it really is that framework

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for you to be able to embed
any evidence-based practices

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related to social, emotional,
behavioral learning,

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in order for all students
to really achieve

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academic and behavioral success.

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So we were mentioning there
might be some other practices

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or curriculum or supports

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that you wanna embed
within your PBIS framework.

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And we'll talk about how the framework

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supports those other practices.

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So it's really not kind of a packaged deal

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where you show up and
you get a binder and say

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this is how PBIS looks in every school.

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It's really context-dependent.

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So we do, when you think about context,

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in Vermont we have some
very very tiny schools.

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We have more rural schools,
more suburban schools,

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and then all of the elementary
schools in Burlington

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implement PBIS to some degree.

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So we have that different type of context

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and also elementary,
middle and high school.

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K-12, K-8.

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So all of those schools
are really adapting PBIS

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to what works best for their
students and in their context.

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So if you were hoping it's
kind of a scripted thing

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that you receive and we
say this is how you do it,

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it's not quite like that.

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And Sherry was also mentioning

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there's some belief in her building

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that PBIS is really just a reward system.

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And for those of you who
are more familiar with PBIS,

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you kind of have an understanding

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that it's really a lot more than that.

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And one of the challenges is when

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the team comes to training,

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bringing back all of those pieces of PBIS.

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So sometimes in the
rush to roll things out,

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the acknowledgement system
might be one of the only things

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that some of your staff
members learn about.

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And so that's why this
misconception about PBIS

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gets perpetuated, because the
training of the full staff,

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it can be a challenge.

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So if you've ever been to
any kind of PBIS training

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you're probably familiar
with this pyramid.

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We really think about PBIS in terms of

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what do all students in the building need,

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what do some need, and
what do just a few need?

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And this triangle or pyramid
can actually be thought of

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for staff and for families as well.

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So when our strong universal
practices are in place

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for all of our students,

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we would expect, using
the public health model,

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that about 80% of our students
should be seeing success

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with just those universal supports.

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Thinking about this in terms of academics,

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your general reading
instruction should be successful

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for about 80% of your students,

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if you're implementing it with fidelity.

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Same for PBIS.

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But we know that even when
those supports are strong

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and in place, in all
settings, for all students,

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there are going to be some students

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who need a little bit more support,

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and that's where the
targeted level of PBIS

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comes into play.

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And those are interventions
that are able to be

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really quickly put into place,

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that don't require a whole
lot of training for the staff

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and for the students.

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So the students can kind of
slide into those supports

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without too much of a barrier,

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so that we can meet students
when they are at risk

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of developing some behavioral concerns,

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rather than waiting until
those problems kind of boil up

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and become really large

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and require a more
individualized approach.

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So a lot of times in schools,
at this point in education,

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they've got some, even if
they're not implementing PBIS,

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they've got some universal
behavioral related things

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that they might be doing.

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They have some kind of reactive supports

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for when students really
need some intensive supports,

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because we can't just
ignore those students.

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Even if you don't have PBIS

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you've gotta do something to help students

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who need intensive level supports.

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But they're often missing
those targeted level supports,

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which can be really
efficient and save resources

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for those students that really
need the intensive level.

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And intensive level supports
are really individualized.

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There's a team that
forms around the students

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that need those supports

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and includes some pretty
complex processing.

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It's like a complex functional
behavioral assessment

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and behavior support plan.

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Maybe some wraparound supports

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where all providers that
are working with that family

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are coming together and
getting on the same page.

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So we wanna reserve that level of support

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for students who really really need it.

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And the stronger our universal system is,

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the fewer students we're gonna see

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needing those targeted and
intensive level of supports.

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So thinking about that
for a particular student,

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you might know students who
have a variety of levels

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of competency in success
and in different areas.

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So, for instance, Dylan
might respond really well

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to the universal reading instruction.

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He does really well with his peers.

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Attendance could use a little help.

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When we start getting into
adult relationships and science,

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he needs some targeted level supports.

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And where he really struggles

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are with emotion management and math.

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And for kids who struggle
with emotion management,

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that's often really apparent

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because they're the ones who
are running from the classroom,

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tipping over their desk, throwing things.

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And so in a traditional
way of thinking about it,

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we might call Dylan an intensive student

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because he is blowing out
of class, he's violent.

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And we might be in a
meeting where someone says

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well our intensive student, this or that.

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With PBIS, we really wanna get
away from labeling students,

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especially by which tier of
support they might be accessing

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at that time.

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And when you look at it like this,

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you can see that by calling
Dylan an intensive student,

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it's really not honoring all
of the strengths that he has

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and kind of puts him into a
bucket, in staff members' minds,

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that is pretty static.

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So we might think that
Dylan is always going to be

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an intensive student,

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because we've given him that label.

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Rather than thinking
about him holistically,

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as a student who has a
variety of strengths and needs

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and can make improvements
in all of these areas.

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So I just want you to think for a minute

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about a student that you know well,

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and if it helps you to kind of map it out

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like we did for Dylan,

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think about the areas
that they see success.

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So where are they succeeding

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with just the universal level
of supports that's in place

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for everyone in the building.

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Where are some areas that they might need

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some targeted supports?

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And where are some areas
that they might need

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intensive level supports?

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So I'll just give you two
minutes to think about

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a particular student right now.

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And it might be someone that comes to mind

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if you hear something
like a tier three student

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or an intensive student

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or someone using that kind of language,

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that's labeling the student
rather than the behavior

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or the level of support.

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And just kind of try to map
them out and see what you find.

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Just give you another minute.

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Okay.

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So this might be a good
kind of exercise to do

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with your staff, especially your staff

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who are working with some students

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who might need some targeted
or intensive level supports.

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Just to kind of remind them

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that everyone's in different places

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and needs different levels of supports,

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depending on the moment.

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So you might think about this
in terms of your teachers.

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And the tricky thing is, in
situations like now with COVID,

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you might be thinking that
you have more students

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or more staff who need some targeted

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or intensive level supports,

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based on what's going on right now.

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And really that's your indication.

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If you're starting to see
30, 40% of your students

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needing additional supports,

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that's when universal really
needs to be strengthened.

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So thinking about maybe
your kindergartners

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coming in next year, who
have been experiencing

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all different kinds of
environments this past year,

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which is always the case with kindergarten

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but especially this year.

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Thinking about bringing
down some of those targeted

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and intensive level supports
to the universal level,

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because there is more need right now.

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So rather than kind of
waiting for kids to fail

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and need some additional level supports,

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how can you embed those?

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It's just part of what
the classroom looks like

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for all students.

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Okay.

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So really the success behind PBIS

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and what makes it
sustainable over the years,

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is this kind of foundation of
systems, data and practices.

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So if you've come to any
PBIS trainings before,

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you're probably pretty
tired of us talking about

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systems, data and practices.

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But it really is the most important piece

259
00:14:55,440 --> 00:14:59,310
that makes PBIS possible in schools.

260
00:14:59,310 --> 00:15:00,860
So if you think about the systems,

261
00:15:00,860 --> 00:15:04,960
those are really in place to
support the staff behavior.

262
00:15:04,960 --> 00:15:08,003
So those are things like
your leadership team,

263
00:15:09,220 --> 00:15:13,100
making PBIS a priority
within your district

264
00:15:13,100 --> 00:15:14,620
and within your school.

265
00:15:14,620 --> 00:15:18,200
And that priority is really
visible to the staff,

266
00:15:18,200 --> 00:15:22,380
so they know that this is what
we're focused on this year

267
00:15:22,380 --> 00:15:23,733
and into the future.

268
00:15:25,594 --> 00:15:27,960
And that they are going
to get the resources

269
00:15:27,960 --> 00:15:30,620
and professional development
and support that they need

270
00:15:30,620 --> 00:15:32,593
in order to implement really well.

271
00:15:34,090 --> 00:15:37,970
The data is there to
support decision-making.

272
00:15:37,970 --> 00:15:42,970
So schools that implement
PBIS find that the data piece

273
00:15:43,000 --> 00:15:45,240
is really something that was lacking

274
00:15:45,240 --> 00:15:47,840
in terms of their social,
emotional and behavioral supports

275
00:15:47,840 --> 00:15:50,200
for students in the past.

276
00:15:50,200 --> 00:15:51,560
So maybe they had a system

277
00:15:51,560 --> 00:15:54,500
where they were collecting
behavioral referrals

278
00:15:54,500 --> 00:15:57,400
for when a student had to go
to the office for a behavior,

279
00:15:57,400 --> 00:16:00,903
but nothing really was ever
done with those referrals.

280
00:16:02,230 --> 00:16:06,800
Versus in PBIS, we're looking
at a variety of data sources

281
00:16:06,800 --> 00:16:08,460
and then doing something about it.

282
00:16:08,460 --> 00:16:10,410
So designing interventions,

283
00:16:10,410 --> 00:16:13,423
based on the data that we're seeing.

284
00:16:14,300 --> 00:16:17,363
So we'll talk a little bit more
about data in a little bit.

285
00:16:18,609 --> 00:16:19,442
And then the practices,

286
00:16:19,442 --> 00:16:21,260
so those evidence-based practices

287
00:16:21,260 --> 00:16:22,910
that you're choosing to install

288
00:16:22,910 --> 00:16:24,820
as part of your PBIS framework,

289
00:16:24,820 --> 00:16:28,510
are there to support the student behavior.

290
00:16:28,510 --> 00:16:30,990
So we'll talk about kind
of the core components

291
00:16:30,990 --> 00:16:35,330
of PBIS practices, but this
is also where things like

292
00:16:35,330 --> 00:16:38,590
responsive classroom or
restorative practices

293
00:16:38,590 --> 00:16:41,363
can be embedded as part of PBIS.

294
00:16:42,890 --> 00:16:44,520
And things like responsive classroom

295
00:16:44,520 --> 00:16:48,070
and restorative practices really
benefit from those systems

296
00:16:48,070 --> 00:16:53,070
and data pieces of PBIS that
might not exist as strongly

297
00:16:54,360 --> 00:16:56,670
for things like responsive classroom

298
00:16:56,670 --> 00:16:58,483
and restorative practices.

299
00:16:59,570 --> 00:17:02,600
So schools that might be implementing

300
00:17:03,500 --> 00:17:06,850
one of those things on
their own, without PBIS,

301
00:17:06,850 --> 00:17:09,230
might not be looking
as closely at the data

302
00:17:09,230 --> 00:17:12,340
and how those practices
are impacting students

303
00:17:12,340 --> 00:17:16,530
and their outcomes, as
schools that are implementing

304
00:17:16,530 --> 00:17:18,770
those practices alongside PBIS.

305
00:17:18,770 --> 00:17:22,520
Because they have those
systems and data in place

306
00:17:22,520 --> 00:17:25,983
to keep those initiatives
or programs going.

307
00:17:27,970 --> 00:17:31,590
When we're thinking about
practices to install within PBIS,

308
00:17:31,590 --> 00:17:35,230
we wanna think about
what practices can we use

309
00:17:35,230 --> 00:17:38,640
that require the smallest
amount of effort,

310
00:17:38,640 --> 00:17:40,250
that are evidence-based,

311
00:17:40,250 --> 00:17:43,950
that are going to have the
biggest impact on students.

312
00:17:43,950 --> 00:17:46,770
So, especially this year but always,

313
00:17:46,770 --> 00:17:48,970
schools are extremely busy,

314
00:17:48,970 --> 00:17:51,210
teachers are extremely overstretched.

315
00:17:51,210 --> 00:17:56,210
And so if we were to throw
five new initiatives at staff

316
00:17:57,090 --> 00:17:59,481
that are kind of willy-nilly,
we don't know too much about

317
00:17:59,481 --> 00:18:02,850
whether they're gonna be
successful or not, we,

318
00:18:02,850 --> 00:18:05,690
our staff are gonna be
completely burned out.

319
00:18:05,690 --> 00:18:09,260
So we wanna have a process
for installing new practices

320
00:18:09,260 --> 00:18:12,890
that really takes into account
does this fit our context?

321
00:18:12,890 --> 00:18:14,430
Is it evidence-based?

322
00:18:14,430 --> 00:18:17,943
Is it reasonable to ask
staff to do this or not?

323
00:18:19,354 --> 00:18:23,370
And really have a clear process for that,

324
00:18:23,370 --> 00:18:27,070
rather than just kind of picking at random

325
00:18:27,070 --> 00:18:29,870
or picking based on I heard
this idea at a conference,

326
00:18:29,870 --> 00:18:31,790
I think we should do it.

327
00:18:31,790 --> 00:18:33,733
Having a process.

328
00:18:35,720 --> 00:18:39,100
So think for a second about
a change that you have made

329
00:18:39,100 --> 00:18:42,300
in your personal life, and
I'll ask you to share it,

330
00:18:42,300 --> 00:18:44,690
if you feel comfortable, in the chat box.

331
00:18:44,690 --> 00:18:49,330
And think for a minute about
whether you had any systems,

332
00:18:49,330 --> 00:18:52,070
data or practices, as part of that change,

333
00:18:52,070 --> 00:18:54,230
that sustained it for you.

334
00:18:54,230 --> 00:18:56,760
And I will give a non-example,

335
00:18:56,760 --> 00:19:01,760
which is I should be drinking
more water in my life.

336
00:19:03,080 --> 00:19:06,040
And so I knew that's a goal I wanna have.

337
00:19:06,040 --> 00:19:10,221
I have a, it's called a
motivational water bottle,

338
00:19:10,221 --> 00:19:12,470
motivationalwaterbottle.com.

339
00:19:12,470 --> 00:19:16,160
And it's got like a
nice quote on the front

340
00:19:16,160 --> 00:19:17,450
about good vibes.

341
00:19:17,450 --> 00:19:21,600
And then on the other side it
has times of day marked out.

342
00:19:21,600 --> 00:19:23,660
So I know like by 10 o'clock

343
00:19:23,660 --> 00:19:25,603
I should have drank this much water.

344
00:19:27,280 --> 00:19:30,690
So that was one step of
my drinking water change

345
00:19:30,690 --> 00:19:32,100
that I wanted to make.

346
00:19:32,100 --> 00:19:34,670
At one point I had an
app where I was tracking

347
00:19:34,670 --> 00:19:35,960
how much water I was drinking.

348
00:19:35,960 --> 00:19:37,803
So that would be my data.

349
00:19:39,120 --> 00:19:42,040
And I'm completely failing.

350
00:19:42,040 --> 00:19:44,370
I have had this bottle for so long now

351
00:19:44,370 --> 00:19:47,753
that I don't pay any attention
to the times on the side.

352
00:19:48,646 --> 00:19:51,690
So right now it's 9:30
or whatever time it is.

353
00:19:51,690 --> 00:19:55,363
I'm still on my 7:00 a.m. timeline.

354
00:19:56,450 --> 00:19:59,090
So something needs to
change in my process.

355
00:19:59,090 --> 00:20:01,120
Maybe I'm lacking some systems

356
00:20:02,700 --> 00:20:06,250
and maybe I need to have
a reminder on my Fitbit

357
00:20:06,250 --> 00:20:09,283
that's gonna vibrate every
time I should be drinking.

358
00:20:10,590 --> 00:20:13,050
But you really can
think about the systems,

359
00:20:13,050 --> 00:20:17,170
data, practices piece,
for any kind of change.

360
00:20:17,170 --> 00:20:19,050
So we're thinking about it for

361
00:20:19,050 --> 00:20:21,560
school-wide behavioral change,

362
00:20:21,560 --> 00:20:24,130
but the same concepts apply,

363
00:20:24,130 --> 00:20:26,650
regardless of what change
you're looking to sustain.

364
00:20:26,650 --> 00:20:28,630
So just think for a second about

365
00:20:28,630 --> 00:20:29,990
any kind of change like that

366
00:20:29,990 --> 00:20:34,200
that you might be trying
to make or have made,

367
00:20:34,200 --> 00:20:39,200
and whether you've installed
any systems or practices

368
00:20:39,820 --> 00:20:41,440
and are you keeping data

369
00:20:41,440 --> 00:20:44,543
on whether that change is showing success.

370
00:20:53,620 --> 00:20:54,883
Oh nice.

371
00:20:56,040 --> 00:20:59,510
Brooke is trying to walk a
thousand miles this year.

372
00:20:59,510 --> 00:21:03,130
That is baffling to me,

373
00:21:03,130 --> 00:21:05,203
based on how little I walk right now.

374
00:21:06,450 --> 00:21:08,400
She's got a Facebook
group that's motivating,

375
00:21:08,400 --> 00:21:09,470
a habit tracker.

376
00:21:09,470 --> 00:21:11,790
She's writing down her daily miles.

377
00:21:11,790 --> 00:21:15,530
Accountability partners
and 50 miles so far, wow,

378
00:21:15,530 --> 00:21:17,770
on January 19th.

379
00:21:17,770 --> 00:21:18,773
That's awesome.

380
00:21:19,940 --> 00:21:23,180
Andy's trying to get more sleep alarms

381
00:21:23,180 --> 00:21:26,900
to tell her when to start
getting ready, when to be in bed.

382
00:21:26,900 --> 00:21:30,360
Her anecdotal data says
her brain is clearer.

383
00:21:30,360 --> 00:21:32,870
More time in her day, even
though she's going to bed earlier

384
00:21:32,870 --> 00:21:35,123
'cause she's better utilizing that time.

385
00:21:36,340 --> 00:21:37,470
Awesome.

386
00:21:37,470 --> 00:21:40,040
Yeah, January is probably a
good time to ask this question

387
00:21:40,040 --> 00:21:42,520
because, yes we're all very motivated

388
00:21:42,520 --> 00:21:44,650
by goal-setting in January.

389
00:21:44,650 --> 00:21:48,323
We'll see if I get any answers in May.

390
00:21:52,230 --> 00:21:54,400
Yeah, and so you can tell,

391
00:21:54,400 --> 00:21:56,763
in goal-setting and things like that,

392
00:21:57,900 --> 00:21:59,670
these systems, data and practices

393
00:21:59,670 --> 00:22:01,200
are always a piece of that,

394
00:22:01,200 --> 00:22:03,563
even if they're not
calling it by these names.

395
00:22:04,884 --> 00:22:08,173
So you'll kind of see now that
you've been exposed to this.

396
00:22:09,230 --> 00:22:12,283
It come up in your everyday life as well.

397
00:22:13,660 --> 00:22:16,030
Wow, yeah, Heather lost
23 pounds last year

398
00:22:16,030 --> 00:22:18,650
by tracking her food on
the Weight Watchers app

399
00:22:18,650 --> 00:22:21,110
and tracking her walking on her Fitbit.

400
00:22:21,110 --> 00:22:23,170
That's inspiring.

401
00:22:23,170 --> 00:22:24,003
Awesome.

402
00:22:28,650 --> 00:22:30,120
Gained 15 back.

403
00:22:30,120 --> 00:22:33,050
So maybe you've lost track
of some of your systems,

404
00:22:33,050 --> 00:22:34,650
data or practices.

405
00:22:34,650 --> 00:22:37,213
Or it's a pandemic and
we're excusing ourselves.

406
00:22:38,500 --> 00:22:40,630
Tina's looking to be
healthier and more fit

407
00:22:40,630 --> 00:22:43,360
and her data is limited
to her daily weight.

408
00:22:43,360 --> 00:22:45,330
Yeah, so that's one of the things, right.

409
00:22:45,330 --> 00:22:46,920
You know we might be in a school

410
00:22:46,920 --> 00:22:51,000
where we're only looking at
office discipline referrals.

411
00:22:51,000 --> 00:22:52,380
We're trying to change the language

412
00:22:52,380 --> 00:22:54,840
to be behavior observation and data forms,

413
00:22:54,840 --> 00:22:55,930
'cause that's really what it is.

414
00:22:55,930 --> 00:22:58,590
We're looking at what
behaviors are we seeing.

415
00:22:58,590 --> 00:23:01,530
It doesn't necessarily
have to do with the office.

416
00:23:01,530 --> 00:23:04,300
But if we're only
looking at behavior data,

417
00:23:04,300 --> 00:23:06,840
we're missing a piece of the story, right?

418
00:23:06,840 --> 00:23:10,790
So if Tina's only
tracking her daily weight,

419
00:23:10,790 --> 00:23:13,260
there might be other changes
that she would be seeing

420
00:23:13,260 --> 00:23:15,310
if she was looking at other data sources.

421
00:23:16,190 --> 00:23:19,223
So we'll talk about some
varied data sources for PBIS.

422
00:23:20,490 --> 00:23:23,820
She's researched and purchased
her materials and programs

423
00:23:23,820 --> 00:23:27,340
and struggling about how to
begin and be most effective.

424
00:23:27,340 --> 00:23:28,173
Yeah.

425
00:23:28,173 --> 00:23:31,570
So maybe she needs to join
Brooke's Facebook group

426
00:23:31,570 --> 00:23:33,203
for her motivation.

427
00:23:34,910 --> 00:23:36,733
That's my challenge as well Tina.

428
00:23:37,980 --> 00:23:39,780
Awesome, thanks so much for sharing.

429
00:23:45,810 --> 00:23:49,120
And like this last piece, so
smallest effort evidence-based.

430
00:23:49,120 --> 00:23:52,510
So let's say Tina purchased 10 books

431
00:23:52,510 --> 00:23:55,090
about how to be healthier and more fit.

432
00:23:55,090 --> 00:23:58,530
She's probably not gonna have
time to read those 10 books

433
00:23:58,530 --> 00:24:00,700
in order to make the change.

434
00:24:00,700 --> 00:24:03,610
She might just need to get started, right.

435
00:24:03,610 --> 00:24:07,670
So we wanna think about
the smallest effort piece,

436
00:24:07,670 --> 00:24:08,883
especially this year.

437
00:24:11,670 --> 00:24:14,120
So I didn't wanna change my graphics,

438
00:24:14,120 --> 00:24:19,120
but this is the new
visual for this concept,

439
00:24:19,230 --> 00:24:24,110
which really features outcomes and equity.

440
00:24:24,110 --> 00:24:27,030
So thinking about constantly coming back

441
00:24:27,030 --> 00:24:30,350
to what outcomes are we
looking for for students,

442
00:24:30,350 --> 00:24:32,400
for families, for staff.

443
00:24:32,400 --> 00:24:34,680
How are our systems, data
and practices getting us

444
00:24:34,680 --> 00:24:35,790
to those outcomes?

445
00:24:35,790 --> 00:24:38,223
And keeping equity at the center.

446
00:24:39,407 --> 00:24:42,780
So obviously this year has
had a huge focus on equity

447
00:24:42,780 --> 00:24:46,050
for a lot of schools, and thinking about

448
00:24:46,050 --> 00:24:49,340
which of your social and
emotional behavioral practices

449
00:24:50,690 --> 00:24:53,080
promote equity or not.

450
00:24:53,080 --> 00:24:56,713
And kind of examining everything
through that equity lens.

451
00:24:57,710 --> 00:25:01,160
So we're doing some
work at the state level,

452
00:25:01,160 --> 00:25:06,160
in terms of thinking about
PBIS through an equity lens.

453
00:25:06,520 --> 00:25:10,110
And we know that our schools are as well.

454
00:25:10,110 --> 00:25:12,160
So thinking about whether all students

455
00:25:12,160 --> 00:25:16,430
have equitable access to these practices.

456
00:25:16,430 --> 00:25:21,300
Whether staff are
examining their own biases

457
00:25:21,300 --> 00:25:25,373
in terms of kind of reacting
to student behavior.

458
00:25:26,410 --> 00:25:29,870
And looking at the
systems that are in place

459
00:25:29,870 --> 00:25:34,040
and really analyzing whether there are

460
00:25:34,040 --> 00:25:36,770
disproportionate outcomes for students,

461
00:25:36,770 --> 00:25:39,640
and what that means in
terms of needing to change

462
00:25:39,640 --> 00:25:42,483
some of our systems or practices.

463
00:25:46,550 --> 00:25:47,540
So some of you

464
00:25:47,540 --> 00:25:50,180
might be familiar with
implementation science.

465
00:25:50,180 --> 00:25:55,180
And this is just a reminder
that this is really a process.

466
00:25:55,610 --> 00:25:58,300
So for schools that are just starting out

467
00:25:58,300 --> 00:26:01,480
and are really looking at PBIS,

468
00:26:01,480 --> 00:26:05,790
some time needs to be spent
in this exploration process.

469
00:26:05,790 --> 00:26:08,520
So if schools were just to
kind of dive in head first

470
00:26:08,520 --> 00:26:12,530
without spending time
exploring, assessing readiness,

471
00:26:12,530 --> 00:26:17,530
assessing buy-in, thinking
about what staff really need

472
00:26:18,260 --> 00:26:19,993
in order to do this work well,

473
00:26:21,160 --> 00:26:23,343
it likely would not be sustainable.

474
00:26:24,533 --> 00:26:29,533
So these first few steps of
exploration, installation,

475
00:26:29,840 --> 00:26:32,770
making sure that staff have
professional development

476
00:26:32,770 --> 00:26:35,303
and making sure they have
the materials they need.

477
00:26:36,430 --> 00:26:39,110
Starting out your initial implementation

478
00:26:39,110 --> 00:26:41,500
and then getting to full implementation

479
00:26:41,500 --> 00:26:43,150
takes three to five years.

480
00:26:43,150 --> 00:26:46,510
And that it's normal
and part of the research

481
00:26:46,510 --> 00:26:51,490
that it takes this long to
get to full implementation.

482
00:26:51,490 --> 00:26:53,250
And then beyond that,

483
00:26:53,250 --> 00:26:55,450
we have some of our schools
who have been implementing

484
00:26:55,450 --> 00:26:58,440
for eight, nine, 10, 11, 12 years,

485
00:26:58,440 --> 00:26:59,630
that are really to that place

486
00:26:59,630 --> 00:27:02,100
of innovation and sustainability.

487
00:27:02,100 --> 00:27:04,690
So they are giving us great ideas

488
00:27:04,690 --> 00:27:08,683
about how things can work
well in schools in this area.

489
00:27:12,810 --> 00:27:17,810
So when thinking about
the core features of PBIS

490
00:27:18,000 --> 00:27:19,920
and kind of the process you would take

491
00:27:19,920 --> 00:27:22,590
if you were a new school starting out,

492
00:27:22,590 --> 00:27:26,680
we begin by helping you to
craft a common purpose statement

493
00:27:26,680 --> 00:27:29,870
so that everyone knows what
your social, emotional,

494
00:27:29,870 --> 00:27:34,320
behavioral kind of
vision is for your school

495
00:27:34,320 --> 00:27:38,223
and what the purpose of your PBIS team is.

496
00:27:39,220 --> 00:27:42,690
And then we do lots of work
around kind of team norms

497
00:27:42,690 --> 00:27:46,630
and roles, common agendas,

498
00:27:46,630 --> 00:27:50,060
so that your team is
running really efficiently

499
00:27:50,060 --> 00:27:53,453
in order to get to these next steps.

500
00:27:55,150 --> 00:27:57,560
The next piece is defining three to five

501
00:27:57,560 --> 00:28:00,820
positively-stated clear
behavioral expectations

502
00:28:00,820 --> 00:28:02,920
for your whole school.

503
00:28:02,920 --> 00:28:05,630
So right now you might have
some individual teachers

504
00:28:05,630 --> 00:28:07,890
doing this on their own,

505
00:28:07,890 --> 00:28:11,450
coming up with some good
expectations potentially,

506
00:28:11,450 --> 00:28:14,750
so that they're thinking
about looking for the positive

507
00:28:14,750 --> 00:28:17,940
rather than creating that list
of rules in their classroom

508
00:28:17,940 --> 00:28:22,940
that's like no swearing,
no gum, no calling out.

509
00:28:23,010 --> 00:28:26,270
So they might be thinking
about it on the positive side,

510
00:28:26,270 --> 00:28:29,370
but those expectations
might be really different

511
00:28:29,370 --> 00:28:30,880
in different places in the building.

512
00:28:30,880 --> 00:28:33,410
And for, in a traditional year,

513
00:28:33,410 --> 00:28:36,060
when kids are going different
places in the building,

514
00:28:36,949 --> 00:28:41,090
can create some feelings
of anxiety or confusion

515
00:28:42,400 --> 00:28:45,820
for students between different
locations in your building,

516
00:28:45,820 --> 00:28:49,060
and not knowing what to
expect from different adults.

517
00:28:49,060 --> 00:28:53,270
So this helps create a common
language across the building,

518
00:28:53,270 --> 00:28:57,010
for all staff to be able to
refer back to the expectations,

519
00:28:57,010 --> 00:28:59,390
and the students start
really referring back

520
00:28:59,390 --> 00:29:02,100
to these expectations as well.

521
00:29:02,100 --> 00:29:05,010
So using the language with their peers

522
00:29:05,010 --> 00:29:07,480
of that didn't make me feel safe,

523
00:29:07,480 --> 00:29:11,603
or I need some help
being responsible today.

524
00:29:13,451 --> 00:29:17,110
And just having the expectations is nice,

525
00:29:17,110 --> 00:29:19,240
but if we're not teaching the students

526
00:29:19,240 --> 00:29:23,050
explicitly how to meet those
behavioral expectations,

527
00:29:23,050 --> 00:29:25,320
we might not see the
success we're looking for.

528
00:29:25,320 --> 00:29:29,230
So, as we know, students
have lots of different

529
00:29:29,230 --> 00:29:32,150
prior experiences before
coming into school.

530
00:29:32,150 --> 00:29:35,210
And we can't assume that students know

531
00:29:35,210 --> 00:29:37,240
what these expectations look like,

532
00:29:37,240 --> 00:29:40,500
and look like in different
areas of the school.

533
00:29:40,500 --> 00:29:44,970
So an expectation like respect

534
00:29:44,970 --> 00:29:47,890
might look very different
on the playground,

535
00:29:47,890 --> 00:29:51,410
versus in the bathroom
versus in the classroom.

536
00:29:51,410 --> 00:29:54,000
And helping students kind of understand

537
00:29:54,000 --> 00:29:56,600
that different places have
different expectations.

538
00:29:56,600 --> 00:30:00,130
So yelling and running is
totally fine in the playground.

539
00:30:00,130 --> 00:30:02,030
Once we come back in the building,

540
00:30:02,030 --> 00:30:05,750
we need to have quiet
voices in the hallway

541
00:30:05,750 --> 00:30:07,690
and walking feet.

542
00:30:07,690 --> 00:30:11,133
That might be a new
concept for some students.

543
00:30:12,857 --> 00:30:14,440
And then we wanna have a system

544
00:30:14,440 --> 00:30:15,890
for acknowledging when students

545
00:30:15,890 --> 00:30:18,570
are able to meet those expectations.

546
00:30:18,570 --> 00:30:21,150
So like we were talking about earlier,

547
00:30:21,150 --> 00:30:23,670
if we just have an acknowledgement system

548
00:30:23,670 --> 00:30:26,283
and we haven't taught the
behavioral expectations,

549
00:30:28,070 --> 00:30:32,000
we might not see the
behaviors we're hoping for

550
00:30:32,000 --> 00:30:37,000
and that may play into this
area of equity or inequity.

551
00:30:38,520 --> 00:30:40,630
So if we are only
acknowledging the students

552
00:30:40,630 --> 00:30:43,340
who are able to meet the
behavioral expectations

553
00:30:43,340 --> 00:30:45,550
without being taught them,

554
00:30:45,550 --> 00:30:50,550
we might be targeting a group
of students that has a dis,

555
00:30:55,450 --> 00:31:00,110
oh boy, not disproportionate,
disadvantage,

556
00:31:00,110 --> 00:31:02,240
coming from a disadvantaged place

557
00:31:02,240 --> 00:31:07,240
and kind of working to increase that gap,

558
00:31:07,950 --> 00:31:10,620
which is not what we're looking to do.

559
00:31:10,620 --> 00:31:14,150
So that piece around teaching
the expectations explicitly

560
00:31:14,150 --> 00:31:17,120
sometimes gets lost, but is really an area

561
00:31:17,120 --> 00:31:19,660
that we need to spend a lot of time.

562
00:31:19,660 --> 00:31:22,180
And many schools are
good about doing that,

563
00:31:22,180 --> 00:31:26,020
maybe the first week or two of the year,

564
00:31:26,020 --> 00:31:27,190
but this is really something

565
00:31:27,190 --> 00:31:29,023
that needs to be looped back to.

566
00:31:30,169 --> 00:31:33,510
So I previously worked
at Dothan Brook School

567
00:31:33,510 --> 00:31:35,940
and White River Junction,

568
00:31:35,940 --> 00:31:40,520
and every month we had a focus
behavior based on our data.

569
00:31:40,520 --> 00:31:44,840
So our universal team would
look at our school-wide data,

570
00:31:44,840 --> 00:31:48,240
examine either a location
or a type of behavior

571
00:31:48,240 --> 00:31:50,590
that really could use
some additional teaching,

572
00:31:52,145 --> 00:31:54,448
and made that our focus for the month.

573
00:31:54,448 --> 00:31:57,073
So we developed a video
for all staff to show,

574
00:31:57,960 --> 00:32:00,700
so that the staff understood
what the expectation was.

575
00:32:00,700 --> 00:32:05,410
So that helps kind of make it
consistent across the staff.

576
00:32:05,410 --> 00:32:07,990
But also helped reteach for the students

577
00:32:07,990 --> 00:32:10,490
about what that expectation was,

578
00:32:10,490 --> 00:32:12,690
and what it looked like
in different places.

579
00:32:14,410 --> 00:32:16,960
We also know that despite all of these

580
00:32:16,960 --> 00:32:18,510
good proactive strategies,

581
00:32:18,510 --> 00:32:22,954
we are still going to have
problem behaviors occur.

582
00:32:22,954 --> 00:32:27,050
And we want our adults in
the building to have systems

583
00:32:27,050 --> 00:32:30,230
for responding to those problem behaviors

584
00:32:30,230 --> 00:32:33,800
in a way that's not going
to escalate the behavior.

585
00:32:33,800 --> 00:32:36,610
In a way that's going to be restorative

586
00:32:37,640 --> 00:32:39,890
and coming from a lens of teaching.

587
00:32:39,890 --> 00:32:44,170
So remembering that when a
student makes a math mistake,

588
00:32:44,170 --> 00:32:47,200
we're not punishing them
for making that mistake.

589
00:32:47,200 --> 00:32:49,285
We are teaching and reteaching them

590
00:32:49,285 --> 00:32:54,220
how to complete that
math problem correctly.

591
00:32:54,220 --> 00:32:57,680
But when we move into the
behavior realm our often,

592
00:32:57,680 --> 00:33:00,100
our first approach is to punish

593
00:33:00,100 --> 00:33:03,180
when students aren't able
to meet the expectations.

594
00:33:03,180 --> 00:33:08,180
So kind of reformatting our staff's brains

595
00:33:08,230 --> 00:33:11,353
to be always coming from
that teaching approach.

596
00:33:13,080 --> 00:33:14,940
And then the last component

597
00:33:14,940 --> 00:33:17,600
are those data management systems.

598
00:33:17,600 --> 00:33:20,420
So kind of doing an inventory of

599
00:33:20,420 --> 00:33:22,530
what data systems do you
have available to you

600
00:33:22,530 --> 00:33:26,550
in your building, and whether
they're being utilized.

601
00:33:26,550 --> 00:33:31,000
So you might have something
like a nurse visits log

602
00:33:31,000 --> 00:33:34,460
that the data could be de-identified for,

603
00:33:34,460 --> 00:33:36,280
and you might see, wow,

604
00:33:36,280 --> 00:33:41,070
our fourth graders are coming to the nurse

605
00:33:41,070 --> 00:33:43,820
with complaints of stomach aches.

606
00:33:43,820 --> 00:33:46,540
The nurse is deeming that
they're not actually sick.

607
00:33:46,540 --> 00:33:49,620
Obviously this year's
a little bit different.

608
00:33:49,620 --> 00:33:51,370
But let's say the nurse is deeming

609
00:33:51,370 --> 00:33:52,980
that they're not actually sick.

610
00:33:52,980 --> 00:33:55,290
Maybe there's some feelings of anxiety

611
00:33:55,290 --> 00:33:56,620
within those fourth graders

612
00:33:56,620 --> 00:33:59,983
that's causing them to say
they have a stomach ache.

613
00:34:01,525 --> 00:34:04,670
So, but previously maybe
that nurse visit data

614
00:34:04,670 --> 00:34:07,070
wasn't really used for anything.

615
00:34:07,070 --> 00:34:08,710
Same with attendance data.

616
00:34:08,710 --> 00:34:12,803
We can do some targeted
interventions around attendance.

617
00:34:13,860 --> 00:34:16,360
In this new virtual world

618
00:34:16,360 --> 00:34:19,160
maybe you're collecting engagement data

619
00:34:19,160 --> 00:34:21,580
about how students are accessing

620
00:34:21,580 --> 00:34:23,580
some of the online platforms,

621
00:34:23,580 --> 00:34:25,970
but if you're not doing
anything with that data

622
00:34:26,970 --> 00:34:28,530
you're probably not gonna see any changes

623
00:34:28,530 --> 00:34:30,323
in increased engagement.

624
00:34:31,286 --> 00:34:33,080
So thinking about what data sources

625
00:34:33,080 --> 00:34:34,840
you have available to you.

626
00:34:34,840 --> 00:34:37,360
And then we have a process

627
00:34:37,360 --> 00:34:40,400
called team initiated
problem solving, or TIPS,

628
00:34:40,400 --> 00:34:42,840
which leads teams through a process

629
00:34:42,840 --> 00:34:44,610
of looking at their data,

630
00:34:44,610 --> 00:34:47,590
developing a precise problem statement,

631
00:34:47,590 --> 00:34:51,650
and developing some solutions
and trying them out.

632
00:34:51,650 --> 00:34:53,593
Developing an action plan around them.

633
00:34:55,540 --> 00:34:57,950
So thinking about these elements,

634
00:34:57,950 --> 00:35:01,520
if you're not already
implementing PBIS school,

635
00:35:01,520 --> 00:35:05,300
you likely already have some
of these elements in place.

636
00:35:05,300 --> 00:35:07,010
So looking through these,

637
00:35:07,010 --> 00:35:10,010
do you do any of these
in your school already?

638
00:35:10,010 --> 00:35:11,970
And if so, which ones.

639
00:35:11,970 --> 00:35:15,383
And feel free to share
out in the chat box.

640
00:35:18,490 --> 00:35:20,450
And if you are implementing PBIS school,

641
00:35:20,450 --> 00:35:22,163
you could share what you're doing too.

642
00:35:28,670 --> 00:35:30,280
But it's just kind of nice for schools

643
00:35:30,280 --> 00:35:32,650
who are not already implementing,

644
00:35:32,650 --> 00:35:36,400
for staff to realize like,
okay, we are doing some of this.

645
00:35:36,400 --> 00:35:38,290
This kind of just formalizes it

646
00:35:38,290 --> 00:35:40,490
and makes it consistent
across the building.

647
00:36:17,060 --> 00:36:18,750
Yeah, so Heather's at Derby.

648
00:36:18,750 --> 00:36:21,620
So they have, they're implementing PBIS.

649
00:36:21,620 --> 00:36:22,700
They have Club Club.

650
00:36:22,700 --> 00:36:25,170
They have Check-In
Check-Out forms for students

651
00:36:25,170 --> 00:36:26,780
to monitor their own behavior,

652
00:36:26,780 --> 00:36:29,240
with the help of teachers and staff.

653
00:36:29,240 --> 00:36:32,150
Martha has lots of
systems for tracking data

654
00:36:32,150 --> 00:36:35,193
but they're not always
shared in a consistent way.

655
00:36:37,046 --> 00:36:40,190
And Sherry says they have
behavioral expectations

656
00:36:40,190 --> 00:36:41,377
at the middle school.

657
00:36:43,360 --> 00:36:46,470
Haley has three main focuses,

658
00:36:46,470 --> 00:36:49,080
perseverance, tolerance
and accountability.

659
00:36:49,080 --> 00:36:51,420
And they have lessons and
posters around the school

660
00:36:51,420 --> 00:36:53,633
with examples of these in a matrix.

661
00:36:54,500 --> 00:36:57,940
And then Brooke, they have a PBS matrix

662
00:36:57,940 --> 00:37:00,410
they created this summer
at the summer institute.

663
00:37:00,410 --> 00:37:04,840
Clear expectations and a
behavioral referrals sheet

664
00:37:04,840 --> 00:37:06,320
to keep track of the behaviors,

665
00:37:06,320 --> 00:37:08,850
acknowledge when behaviors are not met,

666
00:37:08,850 --> 00:37:10,433
by giving them reminders.

667
00:37:12,357 --> 00:37:14,520
And Heather's using SWIS.

668
00:37:14,520 --> 00:37:16,573
Work group Wednesday to look at data.

669
00:37:17,650 --> 00:37:19,420
And Brooke's school has a focus

670
00:37:19,420 --> 00:37:22,270
on being safe, respectful and kind.

671
00:37:22,270 --> 00:37:24,530
And Haley's just starting to utilize SWIS.

672
00:37:24,530 --> 00:37:25,404
Yes.

673
00:37:25,404 --> 00:37:26,237
So for those of you who don't know SWIS,

674
00:37:26,237 --> 00:37:28,640
it's school-wide information system.

675
00:37:28,640 --> 00:37:30,290
And it's a really simple way

676
00:37:30,290 --> 00:37:33,880
for keeping your behavioral data.

677
00:37:33,880 --> 00:37:36,940
And it gives you really great graphs

678
00:37:36,940 --> 00:37:39,640
to be able to look at
your data school-wide

679
00:37:39,640 --> 00:37:43,453
and also be able to look at on
an individual student basis.

680
00:37:46,220 --> 00:37:49,110
Yeah, Kirsten's using
SWIS and teacher data.

681
00:37:49,110 --> 00:37:51,110
Respect yourself, others and property.

682
00:37:51,110 --> 00:37:52,573
School-wide recognition.

683
00:37:54,018 --> 00:37:56,100
And no Brooke, you don't
have to be a PBIS school

684
00:37:56,100 --> 00:37:56,933
to have SWIS.

685
00:37:56,933 --> 00:37:58,300
So we have lots of schools in Vermont

686
00:37:58,300 --> 00:38:02,133
that are accessing SWIS without
being official PBIS schools.

687
00:38:03,535 --> 00:38:05,460
They're probably missing
some of the pieces

688
00:38:05,460 --> 00:38:06,910
in terms of how to use the data,

689
00:38:06,910 --> 00:38:09,850
but we do have recorded
webinars and things like that

690
00:38:11,000 --> 00:38:13,643
to be able to learn how to
use it most effectively.

691
00:38:16,490 --> 00:38:17,323
Okay.

692
00:38:19,340 --> 00:38:21,000
So Heather was mentioning earlier

693
00:38:21,000 --> 00:38:24,220
that she has a new role at Derby,

694
00:38:24,220 --> 00:38:26,143
which now I'm forgetting the title of.

695
00:38:27,780 --> 00:38:29,323
Restorative coordinator?

696
00:38:31,130 --> 00:38:33,570
- Well, the title has
changed over the year,

697
00:38:33,570 --> 00:38:37,730
but I think we've settled on
restorative support teacher.

698
00:38:37,730 --> 00:38:38,630
- Okay.

699
00:38:38,630 --> 00:38:40,160
- Even though I don't have a class,

700
00:38:40,160 --> 00:38:44,850
I just am called to different
classrooms as needed.

701
00:38:44,850 --> 00:38:45,683
- Okay.

702
00:38:47,270 --> 00:38:49,470
So many schools in Vermont

703
00:38:49,470 --> 00:38:52,283
are moving towards a restorative approach,

704
00:38:53,600 --> 00:38:57,890
and we have been working
really hard to think about

705
00:38:57,890 --> 00:39:00,040
how restorative practices and approaches

706
00:39:00,040 --> 00:39:02,193
fit within our PBIS framework.

707
00:39:03,570 --> 00:39:06,320
And so, right from the beginning,

708
00:39:06,320 --> 00:39:09,470
as schools are being
trained in universal now,

709
00:39:09,470 --> 00:39:13,530
we're kind of infusing
these restorative principles

710
00:39:13,530 --> 00:39:17,520
of voluntary participation,
exploring relationships,

711
00:39:17,520 --> 00:39:22,250
meaningful engagement and
participatory decision-making,

712
00:39:22,250 --> 00:39:23,950
right into our universal training.

713
00:39:23,950 --> 00:39:26,500
So even if you're not technically doing

714
00:39:26,500 --> 00:39:29,290
restorative practices in your school,

715
00:39:29,290 --> 00:39:31,850
we still feel that these
restorative principles

716
00:39:31,850 --> 00:39:34,063
bring a lot to the PBIS work.

717
00:39:35,320 --> 00:39:38,850
Being trained then in
restorative practices

718
00:39:38,850 --> 00:39:41,043
is kind of beyond that,

719
00:39:42,180 --> 00:39:44,560
but can really enhance your PBIS framework

720
00:39:44,560 --> 00:39:49,030
so that you have some consistent
ways of building community

721
00:39:49,030 --> 00:39:50,060
across your building,

722
00:39:50,060 --> 00:39:53,860
in terms of tier one
restorative practices.

723
00:39:53,860 --> 00:39:58,860
And are giving staff some
good tools and scripts

724
00:39:58,900 --> 00:40:01,270
and language for responding,

725
00:40:01,270 --> 00:40:05,010
when kind of some low-level
problem behaviors happen.

726
00:40:05,010 --> 00:40:06,840
And then having processes in place

727
00:40:06,840 --> 00:40:09,990
for how students re-enter classrooms,

728
00:40:09,990 --> 00:40:13,120
re-enter the building if
they were to be suspended.

729
00:40:13,120 --> 00:40:14,810
So like PBIS,

730
00:40:14,810 --> 00:40:19,270
restorative practices also
has different practices

731
00:40:19,270 --> 00:40:21,550
at tier one, tier two and tier three,

732
00:40:21,550 --> 00:40:23,553
depending on the needs of your students.

733
00:40:26,610 --> 00:40:29,160
And so when we work with PBIS schools

734
00:40:29,160 --> 00:40:32,450
to think about their practices,
we're hoping to have them

735
00:40:32,450 --> 00:40:35,120
kind of shift along this continuum.

736
00:40:35,120 --> 00:40:40,120
The far side is more
of that, you might say,

737
00:40:40,960 --> 00:40:44,680
traditional behavioral discipline system

738
00:40:45,560 --> 00:40:49,180
where we are excluding
students when they misbehave.

739
00:40:49,180 --> 00:40:53,060
Our systems are very
adult-centered, punitive,

740
00:40:53,060 --> 00:40:55,003
thinking about compliance,

741
00:40:55,970 --> 00:41:00,920
and more focused on blaming
when things go wrong,

742
00:41:00,920 --> 00:41:03,543
rather than working to repair that harm.

743
00:41:04,625 --> 00:41:07,080
And the piece we're really
trying to think about is

744
00:41:07,080 --> 00:41:10,320
how can we do with our students,

745
00:41:10,320 --> 00:41:12,750
rather than just to or for.

746
00:41:12,750 --> 00:41:16,800
So in the past, much of the PBIS work

747
00:41:16,800 --> 00:41:19,080
really just happened at the adult level

748
00:41:19,080 --> 00:41:22,760
and was more about
adults doing to students

749
00:41:22,760 --> 00:41:24,050
or for students.

750
00:41:24,050 --> 00:41:28,490
And so we are hoping to make a shift,

751
00:41:28,490 --> 00:41:33,020
first for PBIS leadership
teams from the very beginning,

752
00:41:33,020 --> 00:41:34,180
to be thinking about

753
00:41:34,180 --> 00:41:36,410
how are we doing this work with students?

754
00:41:36,410 --> 00:41:39,893
How are we engaging
with them in this work?

755
00:41:41,390 --> 00:41:43,350
So that they're doing
this right alongside us,

756
00:41:43,350 --> 00:41:46,693
rather than us as the
adults doing it to them.

757
00:41:47,590 --> 00:41:51,280
So we're kind of having
schools examine their practices

758
00:41:52,310 --> 00:41:54,100
with this continuum in mind,

759
00:41:54,100 --> 00:41:59,100
and how can we push to become
a more restorative school.

760
00:42:01,510 --> 00:42:03,950
So when thinking about
PBIS from the beginning

761
00:42:03,950 --> 00:42:05,000
with this lens,

762
00:42:05,000 --> 00:42:08,770
rather than the adults
setting the expectations,

763
00:42:08,770 --> 00:42:11,340
teaching the expectations,
and developing the procedures

764
00:42:11,340 --> 00:42:15,530
for acknowledging when those
behaviors are positive,

765
00:42:15,530 --> 00:42:18,900
we wanna think about how can
our whole school community

766
00:42:18,900 --> 00:42:21,580
build our agreements together.

767
00:42:21,580 --> 00:42:26,580
And rather than these being
rules, these being agreements

768
00:42:27,110 --> 00:42:30,823
for how we wanna exist in this
space called school together.

769
00:42:32,450 --> 00:42:35,000
What does that look like in action?

770
00:42:35,000 --> 00:42:38,370
So how do you, what do other students do

771
00:42:38,370 --> 00:42:43,370
in order for you to feel
respected as another student?

772
00:42:43,410 --> 00:42:47,150
And how can we think
about, rather than just

773
00:42:47,150 --> 00:42:50,423
teachers delivering
these behavioral lessons,

774
00:42:51,470 --> 00:42:55,960
that we think I have taught
them how to be respectful.

775
00:42:55,960 --> 00:43:00,100
How can we make sure that
they have really learned them?

776
00:43:00,100 --> 00:43:03,270
So thinking, coming from a
learning-centered perspective

777
00:43:03,270 --> 00:43:05,793
rather than a
teaching-centered perspective.

778
00:43:07,150 --> 00:43:10,370
So, if you're a school
that's exploring PBIS,

779
00:43:10,370 --> 00:43:13,940
we have a new module from last year

780
00:43:13,940 --> 00:43:16,500
that is around this process

781
00:43:16,500 --> 00:43:18,790
of developing a community approach

782
00:43:18,790 --> 00:43:21,030
to developing your expectations.

783
00:43:21,030 --> 00:43:24,020
If you're a school that's
already implementing PBIS,

784
00:43:24,020 --> 00:43:26,370
you might be in a place
where you're looking at

785
00:43:27,400 --> 00:43:29,150
revamping your expectations

786
00:43:29,150 --> 00:43:31,720
or looking at this process again.

787
00:43:31,720 --> 00:43:33,450
But if you're not, if you know, okay,

788
00:43:33,450 --> 00:43:36,390
our expectations are gonna
stay, respect yourself,

789
00:43:36,390 --> 00:43:37,950
respect others, respect property,

790
00:43:37,950 --> 00:43:39,950
or whatever that one that was mentioned,

791
00:43:41,050 --> 00:43:42,840
how can you do the second step?

792
00:43:42,840 --> 00:43:44,960
So how can you engage the students

793
00:43:44,960 --> 00:43:47,730
in what these agreements mean in action?

794
00:43:47,730 --> 00:43:51,940
So rather than just posting
your matrix up on the wall,

795
00:43:51,940 --> 00:43:55,470
how can your students
be a part of determining

796
00:43:55,470 --> 00:43:58,510
what those expectations
look like in your building?

797
00:43:58,510 --> 00:43:59,813
And teaching them.

798
00:44:02,620 --> 00:44:05,290
So when thinking about COVID,

799
00:44:05,290 --> 00:44:07,780
this is what a behavioral
matrix looks like.

800
00:44:07,780 --> 00:44:10,000
So you can see this school's expectations

801
00:44:10,000 --> 00:44:12,193
were respect, responsibility and safety.

802
00:44:13,270 --> 00:44:16,730
And like in the past, they
have locations like hallway,

803
00:44:16,730 --> 00:44:20,113
classroom, bus, places like that.

804
00:44:21,000 --> 00:44:25,310
But they also have
expectations for online groups,

805
00:44:25,310 --> 00:44:27,690
for online independent work,

806
00:44:27,690 --> 00:44:30,300
so that students really
know what's expected of them

807
00:44:30,300 --> 00:44:33,700
in each of these locations,
especially when those locations

808
00:44:33,700 --> 00:44:36,213
were brand new to them last March.

809
00:44:37,213 --> 00:44:40,890
And brand new to them again in
September with a new teacher.

810
00:44:40,890 --> 00:44:43,230
And the expectations have changed

811
00:44:43,230 --> 00:44:45,970
within the physical environment as well.

812
00:44:45,970 --> 00:44:48,220
So you can see a lot of maintaining

813
00:44:48,220 --> 00:44:52,160
your personal space
bubble, wearing a mask,

814
00:44:52,160 --> 00:44:54,564
following one way direction arrows.

815
00:44:54,564 --> 00:44:57,653
So for schools that already
had PBIS up and running,

816
00:44:58,610 --> 00:45:02,900
before this year, many
of them just kinda saw

817
00:45:02,900 --> 00:45:07,130
this natural shift for how to use PBIS,

818
00:45:07,130 --> 00:45:10,620
to help students learn
these new expectations.

819
00:45:10,620 --> 00:45:13,360
And to have teachers have a way

820
00:45:13,360 --> 00:45:15,460
of teaching the expectations

821
00:45:15,460 --> 00:45:17,120
and acknowledging when students

822
00:45:17,120 --> 00:45:18,610
were meeting those expectations.

823
00:45:18,610 --> 00:45:21,750
So it kind of helps also
draw the adult's attention

824
00:45:21,750 --> 00:45:24,360
back to these particular expectations

825
00:45:24,360 --> 00:45:27,053
that have been identified
as the most important.

826
00:45:30,780 --> 00:45:33,650
Another kind of new piece from this year,

827
00:45:33,650 --> 00:45:36,820
from the National PBIS TA Center,

828
00:45:36,820 --> 00:45:40,283
is this kind of focus back on the basics.

829
00:45:41,367 --> 00:45:44,510
So even for schools that were
already implementing PBIS

830
00:45:44,510 --> 00:45:48,460
before this year, was
obviously challenging.

831
00:45:48,460 --> 00:45:51,410
And so this visual kind
of helped bring us back

832
00:45:51,410 --> 00:45:54,220
to ground us.

833
00:45:54,220 --> 00:45:56,360
We wanna be creating positive, predictable

834
00:45:56,360 --> 00:45:58,340
and safe learning
environments for our students,

835
00:45:58,340 --> 00:46:00,920
regardless of what those
environments look like,

836
00:46:00,920 --> 00:46:03,150
so that we can see social,
emotional, behavioral

837
00:46:03,150 --> 00:46:05,140
and academic growth.

838
00:46:05,140 --> 00:46:06,920
How are we gonna get there this year

839
00:46:06,920 --> 00:46:08,690
when things are so crazy?

840
00:46:08,690 --> 00:46:12,120
So they kind of boiled it
down to these five components.

841
00:46:12,120 --> 00:46:14,483
So connecting with our students.

842
00:46:16,030 --> 00:46:18,710
Doing things like positive
greetings at the door

843
00:46:18,710 --> 00:46:20,760
or positive greetings upon log-ins,

844
00:46:20,760 --> 00:46:23,970
so that each student is being recognized

845
00:46:23,970 --> 00:46:25,560
and acknowledged as a person,

846
00:46:25,560 --> 00:46:27,853
before instruction starts happening.

847
00:46:29,250 --> 00:46:30,140
Screening.

848
00:46:30,140 --> 00:46:34,160
So how do we figure out which
students need more right now,

849
00:46:34,160 --> 00:46:36,550
when some of our traditional
screening methods

850
00:46:36,550 --> 00:46:39,480
might not be possible?

851
00:46:39,480 --> 00:46:41,470
So things like informal screeners.

852
00:46:41,470 --> 00:46:44,070
So some of our schools are using apps

853
00:46:44,070 --> 00:46:46,170
where students are
checking in every morning

854
00:46:46,170 --> 00:46:49,080
to let them know how they're doing.

855
00:46:49,080 --> 00:46:50,200
Do they need to check in

856
00:46:50,200 --> 00:46:52,223
with an adult that day about something?

857
00:46:54,033 --> 00:46:55,440
And thinking about,

858
00:46:55,440 --> 00:46:58,120
you're doing your health
screening already.

859
00:46:58,120 --> 00:47:00,300
Could there also be a question around

860
00:47:01,644 --> 00:47:03,860
how is your mental health today,

861
00:47:03,860 --> 00:47:05,600
in a way that's asking that question,

862
00:47:05,600 --> 00:47:07,410
in a way that's
developmentally appropriate

863
00:47:07,410 --> 00:47:09,060
for your students.

864
00:47:09,060 --> 00:47:10,880
And then really amping up

865
00:47:10,880 --> 00:47:15,713
what we're doing to support
our students and to teach,

866
00:47:17,110 --> 00:47:20,890
like I was mentioning before,
thinking about our matrix

867
00:47:20,890 --> 00:47:23,380
and what social, emotional,
behavioral skills

868
00:47:23,380 --> 00:47:26,313
do our students need
this year in particular.

869
00:47:27,175 --> 00:47:30,270
So thinking about many of your schools

870
00:47:30,270 --> 00:47:33,590
have shifted back and forth
between in-person and remote.

871
00:47:33,590 --> 00:47:35,240
What skills do students need

872
00:47:35,240 --> 00:47:37,190
in order to be able to make that shift

873
00:47:37,190 --> 00:47:41,060
and have more success at home
than they may have last year,

874
00:47:41,060 --> 00:47:42,433
without that support?

875
00:47:43,854 --> 00:47:47,630
And thinking really particularly about

876
00:47:47,630 --> 00:47:50,870
what are those key skills
that they're going to need

877
00:47:50,870 --> 00:47:52,413
in this shifting environment.

878
00:47:53,930 --> 00:47:58,350
And then monitoring our
success or challenges.

879
00:47:58,350 --> 00:48:00,523
So coming back to that data piece.

880
00:48:01,483 --> 00:48:05,450
So this visual kind of
helped us distill down

881
00:48:05,450 --> 00:48:07,910
what are really the key features that,

882
00:48:07,910 --> 00:48:12,910
in this time of stress, can
kind of ground us in the work.

883
00:48:16,920 --> 00:48:18,730
So the last piece I wanna share,

884
00:48:18,730 --> 00:48:22,073
just before moving into kind
of the logistics pieces.

885
00:48:23,210 --> 00:48:28,090
If you're a school that is
exploring PBIS implementation,

886
00:48:28,090 --> 00:48:31,530
it really helps to start
with your staff and faculty

887
00:48:31,530 --> 00:48:35,790
thinking about why would
we make this shift.

888
00:48:35,790 --> 00:48:39,660
So what are our current
behavioral needs at our school?

889
00:48:39,660 --> 00:48:41,840
What is our data showing us?

890
00:48:41,840 --> 00:48:44,020
What are staff and students and families

891
00:48:44,020 --> 00:48:45,850
really worried about?

892
00:48:45,850 --> 00:48:48,330
What are their burning concerns?

893
00:48:48,330 --> 00:48:51,060
What does the research say about

894
00:48:51,060 --> 00:48:53,253
positive school environments?

895
00:48:54,102 --> 00:48:55,700
And what would be the consequences

896
00:48:55,700 --> 00:48:58,880
of just keeping doing what
we've already been doing?

897
00:48:58,880 --> 00:49:01,810
So thinking about these as a team.

898
00:49:01,810 --> 00:49:04,690
Bringing these questions
back to your staff.

899
00:49:04,690 --> 00:49:07,031
Rather than just saying

900
00:49:07,031 --> 00:49:09,820
the administrators decided
that we are gonna do

901
00:49:09,820 --> 00:49:12,740
PBIS next year, so here's our steps.

902
00:49:12,740 --> 00:49:16,140
Really coming to this question of why,

903
00:49:16,140 --> 00:49:18,610
and what are we concerned about.

904
00:49:18,610 --> 00:49:22,900
And how might we make some progress

905
00:49:22,900 --> 00:49:25,830
in alleviating some of those concerns?

906
00:49:25,830 --> 00:49:29,780
So Martha kind of mentioned,
she keeps coming back to,

907
00:49:29,780 --> 00:49:33,970
a burning concern is coming up
and suggesting like, oh wow,

908
00:49:33,970 --> 00:49:36,130
like if we had a PBIS framework in place

909
00:49:36,130 --> 00:49:39,730
that could help address
this concern of attendance,

910
00:49:39,730 --> 00:49:41,053
or whatever it might be.

911
00:49:42,653 --> 00:49:44,930
So rather than kind of coming from this

912
00:49:44,930 --> 00:49:47,220
top down approach of oh, well,

913
00:49:47,220 --> 00:49:49,410
all the other schools in our
district are PBIS schools.

914
00:49:49,410 --> 00:49:51,530
We've gotta become a PBIS school.

915
00:49:51,530 --> 00:49:55,000
Thinking about what is really
on people's minds right now

916
00:49:55,000 --> 00:49:59,053
and how might PBIS help
alleviate some of that

917
00:49:59,053 --> 00:50:01,210
and make their lives easier.

918
00:50:01,210 --> 00:50:03,560
Because taking on something new this year

919
00:50:03,560 --> 00:50:06,540
sounds really overwhelming and terrible,

920
00:50:06,540 --> 00:50:09,563
unless it's going to
make their lives easier.

921
00:50:11,690 --> 00:50:13,110
So I'll pause now

922
00:50:13,110 --> 00:50:17,033
for any questions or
comments on that first piece.

923
00:50:17,870 --> 00:50:19,283
Oh, this is Annie's school.

924
00:50:24,980 --> 00:50:27,580
- [Woman] How do you suggest
we really do that, Amy?

925
00:50:29,740 --> 00:50:33,293
I just texted Martha and I
kinda said like how do we,

926
00:50:34,210 --> 00:50:35,830
even kinda have conversations

927
00:50:35,830 --> 00:50:37,330
with some of the elementary teachers

928
00:50:37,330 --> 00:50:38,220
and just sort of feel,

929
00:50:38,220 --> 00:50:40,220
'cause some of them have done
some of this in the past.

930
00:50:40,220 --> 00:50:41,750
Like what do they feel their needs are,

931
00:50:41,750 --> 00:50:45,070
like what's their pulse on all this?

932
00:50:45,070 --> 00:50:47,040
Are they eager, does
it feel like more work?

933
00:50:47,040 --> 00:50:47,980
Do they not believe in it?

934
00:50:47,980 --> 00:50:50,280
Do they need to have
some education around it?

935
00:50:51,610 --> 00:50:53,650
Jump in Martha, you know what I mean.

936
00:50:53,650 --> 00:50:54,530
How do we?

937
00:50:54,530 --> 00:50:58,680
- I was gonna say what
I was thinking is that

938
00:51:00,990 --> 00:51:03,040
how do we approach this when people,

939
00:51:03,040 --> 00:51:06,610
some people have preconceived
notions of what PBIS is

940
00:51:06,610 --> 00:51:09,410
and maybe it worked or
didn't work in the past.

941
00:51:09,410 --> 00:51:14,330
I think actually overall,
much of it did work

942
00:51:14,330 --> 00:51:17,070
but there's sort of an idea that PBIS,

943
00:51:17,070 --> 00:51:20,053
it's not a philosophy or
framework, it's a system.

944
00:51:21,320 --> 00:51:23,330
So just sort of trying to figure out

945
00:51:23,330 --> 00:51:27,960
how to manage that.

946
00:51:27,960 --> 00:51:31,910
And I like the idea of looking at the why

947
00:51:31,910 --> 00:51:34,303
and why we would make this shift and.

948
00:51:35,610 --> 00:51:38,304
- [Woman] The thing's right here actually.

949
00:51:38,304 --> 00:51:40,810
- But that is actually,
that's a big concern.

950
00:51:40,810 --> 00:51:42,380
Is how to get buy-in.

951
00:51:42,380 --> 00:51:44,370
- [Woman] How are you doing,
do you do that informally?

952
00:51:44,370 --> 00:51:46,160
Do you do that like, you know what I mean,

953
00:51:46,160 --> 00:51:48,073
with some kind of Google doc?

954
00:51:49,180 --> 00:51:50,680
Or both?

955
00:51:50,680 --> 00:51:52,200
Like how do you?

956
00:51:52,200 --> 00:51:53,460
- Yeah.

957
00:51:53,460 --> 00:51:58,460
So we also have, I believe
it was an in-person training,

958
00:51:59,260 --> 00:52:01,510
so it would have been before March 2020,

959
00:52:01,510 --> 00:52:05,930
so maybe January 2020,
coordinator's training.

960
00:52:05,930 --> 00:52:07,720
We developed this tool

961
00:52:08,650 --> 00:52:12,320
that was around resistance and buy-in,

962
00:52:12,320 --> 00:52:17,320
and it kind of laid out the
possible reasons for resistance

963
00:52:18,410 --> 00:52:20,700
in any kind of initiative or change,

964
00:52:20,700 --> 00:52:23,070
not directly tied to PBIS.

965
00:52:23,070 --> 00:52:25,440
But it was just those
things you were mentioning.

966
00:52:25,440 --> 00:52:29,230
Like is it an issue of lacking knowledge?

967
00:52:29,230 --> 00:52:32,373
Is it an issue of lacking time and energy?

968
00:52:33,830 --> 00:52:36,103
What are the possible barriers?

969
00:52:37,179 --> 00:52:41,000
And then targeting your responses

970
00:52:41,000 --> 00:52:44,780
to those particular barriers.

971
00:52:44,780 --> 00:52:47,530
So maybe it's, on a typical year

972
00:52:47,530 --> 00:52:50,110
maybe it's not that the
teachers don't feel like

973
00:52:50,110 --> 00:52:51,620
they have the time and energy for it.

974
00:52:51,620 --> 00:52:54,700
Maybe it's that they
inherently don't believe

975
00:52:54,700 --> 00:52:57,270
that kids should be,

976
00:52:57,270 --> 00:52:59,630
we frequently will hear like
kids shouldn't be rewarded

977
00:52:59,630 --> 00:53:01,963
for what they're expected to be doing.

978
00:53:03,960 --> 00:53:06,590
And the piece around that is like,

979
00:53:06,590 --> 00:53:08,390
okay, well how's that going for you?

980
00:53:09,598 --> 00:53:11,260
- How's that working out?
- Do you have ways

981
00:53:11,260 --> 00:53:13,380
for letting students know

982
00:53:14,490 --> 00:53:18,470
when they're showing positive behaviors?

983
00:53:18,470 --> 00:53:19,700
Because we'll talk,

984
00:53:19,700 --> 00:53:22,010
or I can't remember if we're
gonna talk about this or not,

985
00:53:22,010 --> 00:53:26,220
but the acknowledgement
system is really there,

986
00:53:26,220 --> 00:53:29,820
in part, for the adults to be remembering

987
00:53:29,820 --> 00:53:33,310
to shift their focus toward
the positive behaviors.

988
00:53:33,310 --> 00:53:37,370
So it's not so much about
the kid getting the ticket

989
00:53:37,370 --> 00:53:41,170
or the fuzzy thing or whatever it is.

990
00:53:41,170 --> 00:53:43,210
It's more about the adults

991
00:53:43,210 --> 00:53:45,560
looking for those positive behaviors

992
00:53:45,560 --> 00:53:47,820
and acknowledging them out loud,

993
00:53:47,820 --> 00:53:51,180
so that the kids know when
they've met those expectations

994
00:53:52,460 --> 00:53:54,940
and what the teachers are looking for.

995
00:53:54,940 --> 00:53:58,800
It also helps the teachers
to identify like wow,

996
00:53:58,800 --> 00:54:02,020
I actually have a lot of
expectations for my students

997
00:54:02,020 --> 00:54:06,250
that have kind of gone unannounced.

998
00:54:06,250 --> 00:54:11,250
So we have an example
from a middle school,

999
00:54:11,750 --> 00:54:14,910
where the teacher, when she
went through that process

1000
00:54:14,910 --> 00:54:19,080
of developing her classroom
matrix, realized like wow,

1001
00:54:19,080 --> 00:54:22,360
just within my morning routine

1002
00:54:22,360 --> 00:54:25,550
I have like 10 expectations in my mind

1003
00:54:25,550 --> 00:54:27,290
of what students are supposed to be doing

1004
00:54:27,290 --> 00:54:29,640
when they walk in the
door of my classroom,

1005
00:54:29,640 --> 00:54:32,050
that I haven't actually taught them.

1006
00:54:32,050 --> 00:54:35,143
And so when they're not doing
them I'm really irritated.

1007
00:54:36,210 --> 00:54:39,040
But how would they know
that I was expecting them

1008
00:54:39,040 --> 00:54:41,490
to do that if I haven't
taught them how to do it?

1009
00:54:42,370 --> 00:54:45,840
So I think for this work,
it's kind of entering

1010
00:54:45,840 --> 00:54:50,340
where the staff are most irritated,

1011
00:54:50,340 --> 00:54:54,770
and showing how you can
make their lives easier

1012
00:54:54,770 --> 00:54:56,450
by putting in some work upfront,

1013
00:54:56,450 --> 00:54:58,480
because it is work upfront, right?

1014
00:54:58,480 --> 00:55:00,470
If you're just waiting for
the behaviors to happen

1015
00:55:00,470 --> 00:55:03,970
and then reacting to them, you
haven't had to do anything,

1016
00:55:03,970 --> 00:55:07,443
and now you're spending your
time reacting to the problem.

1017
00:55:08,580 --> 00:55:12,000
But pushing that to the
proactive takes time

1018
00:55:13,000 --> 00:55:15,030
but is saving you time in the end

1019
00:55:15,030 --> 00:55:17,450
from responding to that problem behavior,

1020
00:55:17,450 --> 00:55:20,130
and saving your sanity.

1021
00:55:20,130 --> 00:55:23,940
So for schools that have
experienced PBIS working well,

1022
00:55:23,940 --> 00:55:27,503
they are more likely to stay.

1023
00:55:28,362 --> 00:55:30,393
So teacher turnover is lower.

1024
00:55:31,494 --> 00:55:36,494
And they're more likely to
report enjoyment with their job,

1025
00:55:38,160 --> 00:55:39,860
because they're spending their time

1026
00:55:39,860 --> 00:55:41,040
looking for the positive,

1027
00:55:41,040 --> 00:55:43,390
rather than letting all
of their energy be drained

1028
00:55:43,390 --> 00:55:45,950
by students who are exhibiting negative

1029
00:55:45,950 --> 00:55:47,273
or problem behaviors.

1030
00:55:49,140 --> 00:55:51,820
- [Woman] That's interesting,
that part, Amy, I think.

1031
00:55:51,820 --> 00:55:54,620
Also, I don't know how
else to sort of say this,

1032
00:55:54,620 --> 00:55:58,350
but one thing, being new
here in this building,

1033
00:55:58,350 --> 00:56:03,320
there's definitely, we
have a lot of resources.

1034
00:56:03,320 --> 00:56:05,840
We're kind of, we have
a behaviorist at every,

1035
00:56:05,840 --> 00:56:08,060
I mean I've never seen anything
like this in a school before

1036
00:56:08,060 --> 00:56:09,040
but maybe some of you have.

1037
00:56:09,040 --> 00:56:11,430
But we have a behaviorist
at every grade level.

1038
00:56:11,430 --> 00:56:15,080
So there is kind of this piece
of people being available

1039
00:56:15,080 --> 00:56:17,660
to kind of come in and remove kids a lot.

1040
00:56:17,660 --> 00:56:20,310
The behaviorist, of course
they share their frustrations

1041
00:56:20,310 --> 00:56:22,270
'cause they believe in all this

1042
00:56:22,270 --> 00:56:25,230
and they wanna see a lot more
of those tier one things done

1043
00:56:25,230 --> 00:56:26,270
and stuff in classrooms,

1044
00:56:26,270 --> 00:56:29,800
before kids kinda have
to leave to regroup.

1045
00:56:29,800 --> 00:56:32,840
But so it's sorta like,
when Martha and I came here

1046
00:56:32,840 --> 00:56:35,210
we were shown a binder
about five inches thick

1047
00:56:35,210 --> 00:56:36,450
of restraints that had been done.

1048
00:56:36,450 --> 00:56:37,930
And I took about four binders,

1049
00:56:37,930 --> 00:56:40,360
the last five or six
years out of my office,

1050
00:56:40,360 --> 00:56:42,410
one huge binder for every year.

1051
00:56:42,410 --> 00:56:46,330
So, we also used to have some more kind of

1052
00:56:46,330 --> 00:56:48,630
other outside agency classrooms here,

1053
00:56:48,630 --> 00:56:51,473
Washington County Mental Health,
where there was definitely.

1054
00:56:53,207 --> 00:56:55,580
We had a lot of things like
that on site historically.

1055
00:56:55,580 --> 00:56:58,590
So that might be why we have some more,

1056
00:56:58,590 --> 00:57:01,230
some of that restraint piece
that has historically gone on

1057
00:57:01,230 --> 00:57:03,060
in this building, more than
I've seen in other schools,

1058
00:57:03,060 --> 00:57:03,913
I'm not sure.

1059
00:57:05,120 --> 00:57:06,610
So we have the behaviorists that I think

1060
00:57:06,610 --> 00:57:08,886
would love to like see more tier one,

1061
00:57:08,886 --> 00:57:10,980
would like to be part of
some of this positive stuff.

1062
00:57:10,980 --> 00:57:13,430
We also have them available
to kind of remove kids

1063
00:57:13,430 --> 00:57:15,030
when teachers have kinda had it.

1064
00:57:16,100 --> 00:57:19,602
We kinda have some of those
dynamics also in our building.

1065
00:57:19,602 --> 00:57:22,053
I don't know if that adds a different.

1066
00:57:23,070 --> 00:57:26,120
- Yeah, I mean, and the
easiest thing to do, right,

1067
00:57:26,120 --> 00:57:29,190
is push a student away

1068
00:57:29,190 --> 00:57:34,170
when they are causing an issue, right?

1069
00:57:34,170 --> 00:57:35,360
You wanna preserve the learning

1070
00:57:35,360 --> 00:57:36,480
for the rest of your students,

1071
00:57:36,480 --> 00:57:38,963
and so you say this kid's gotta go.

1072
00:57:40,430 --> 00:57:43,920
But likely, if they were
to look at their data,

1073
00:57:43,920 --> 00:57:47,420
the kids they're sending, they're
sending repeatedly, right.

1074
00:57:47,420 --> 00:57:49,910
That intervention of sending them away

1075
00:57:49,910 --> 00:57:54,102
is not working to reduce
the problem behavior.

1076
00:57:54,102 --> 00:57:55,210
- That was my guess.
- So if it were working,

1077
00:57:55,210 --> 00:57:57,820
right, if sending them away meant that

1078
00:57:57,820 --> 00:57:58,850
for the next three weeks

1079
00:57:58,850 --> 00:58:01,010
they have no problem
behaviors in their classrooms,

1080
00:58:01,010 --> 00:58:02,030
then we might say, okay,

1081
00:58:02,030 --> 00:58:04,220
that seems like that strategy's
working for that kid.

1082
00:58:04,220 --> 00:58:06,950
Maybe they just needed a
break outside the classroom.

1083
00:58:06,950 --> 00:58:09,960
But for most kids we're
sending outside the classroom,

1084
00:58:09,960 --> 00:58:13,290
that doesn't actually
change their behavior.

1085
00:58:13,290 --> 00:58:17,840
So, but when you have a person
like that that's available,

1086
00:58:17,840 --> 00:58:20,300
it's so much easier for a
teacher to send a kid out

1087
00:58:20,300 --> 00:58:23,400
than to deal with that problem
within their classroom.

1088
00:58:23,400 --> 00:58:26,640
And so a piece of it is just that ease

1089
00:58:26,640 --> 00:58:30,820
and shifting it to be a different way

1090
00:58:30,820 --> 00:58:33,710
of handling responses to problem behavior.

1091
00:58:33,710 --> 00:58:36,380
So it's kind of multi-pronged, right.

1092
00:58:36,380 --> 00:58:37,610
Like if the teachers,

1093
00:58:37,610 --> 00:58:39,580
it might be that they don't feel equipped

1094
00:58:39,580 --> 00:58:41,920
to handle problem behaviors
in their classroom.

1095
00:58:41,920 --> 00:58:43,560
It might be that they haven't set up

1096
00:58:43,560 --> 00:58:44,690
a classroom environment

1097
00:58:44,690 --> 00:58:46,410
that's gonna discourage problem behaviors

1098
00:58:46,410 --> 00:58:48,850
from happening in the first place.

1099
00:58:48,850 --> 00:58:50,830
So it's different, based
on different teachers,

1100
00:58:50,830 --> 00:58:52,960
but you might find across the building,

1101
00:58:52,960 --> 00:58:57,960
the general sense is that
teachers are fatigued,

1102
00:58:58,860 --> 00:59:01,420
are not getting the mental
health support that they need,

1103
00:59:01,420 --> 00:59:05,060
and so the easiest thing
to do is send the kid out.

1104
00:59:05,060 --> 00:59:06,900
So helping them to see the data,

1105
00:59:06,900 --> 00:59:09,913
that that doesn't actually
change the student's behavior.

1106
00:59:12,450 --> 00:59:16,500
That process is taking 25 minutes

1107
00:59:16,500 --> 00:59:18,450
out of that student's learning.

1108
00:59:18,450 --> 00:59:20,590
That then the teacher's
having to spend with them

1109
00:59:20,590 --> 00:59:24,070
at another time to make
up that loss learning.

1110
00:59:24,070 --> 00:59:26,640
So it's kind of building dependent,

1111
00:59:26,640 --> 00:59:28,750
but getting to those kinds of root causes

1112
00:59:28,750 --> 00:59:31,130
of where was that coming
from can be really helpful

1113
00:59:31,130 --> 00:59:33,833
in terms of getting past that resistance.

1114
00:59:36,000 --> 00:59:37,770
Yeah, so Heather's saying

1115
00:59:37,770 --> 00:59:40,190
we really have that consistent language

1116
00:59:40,190 --> 00:59:41,940
when we have PBIS in place,

1117
00:59:41,940 --> 00:59:44,700
and we have consistent response processes.

1118
00:59:44,700 --> 00:59:48,940
So we know what behaviors
should be able to be managed

1119
00:59:48,940 --> 00:59:50,350
within the classroom.

1120
00:59:50,350 --> 00:59:52,243
What behaviors might need,

1121
00:59:53,180 --> 00:59:56,700
behaviors to whoever you've got
in your building to respond.

1122
00:59:56,700 --> 01:00:01,400
Or what behaviors get to that
kind of next level of needing

1123
01:00:01,400 --> 01:00:03,970
an administrator or someone
like that to respond.

1124
01:00:03,970 --> 01:00:06,410
So we kind of help schools
create a flow chart

1125
01:00:06,410 --> 01:00:08,530
for what responses to problem behaviors

1126
01:00:08,530 --> 01:00:09,580
should look like too.

1127
01:00:11,740 --> 01:00:13,560
- And can I just add one little thing,

1128
01:00:13,560 --> 01:00:15,940
just because I've worked
with the school so much

1129
01:00:15,940 --> 01:00:16,943
in the past.

1130
01:00:18,790 --> 01:00:23,240
It is something that
the administrative team,

1131
01:00:23,240 --> 01:00:26,570
or the leadership team,
both at the SU level

1132
01:00:26,570 --> 01:00:30,760
and at the school level,
has to say is a priority.

1133
01:00:30,760 --> 01:00:32,670
Not PBIS per se,

1134
01:00:32,670 --> 01:00:36,160
but the social and emotional
wellbeing of students.

1135
01:00:36,160 --> 01:00:39,570
And if it's a priority,
the system really needs

1136
01:00:39,570 --> 01:00:43,060
to rally around that to
figure out what to do.

1137
01:00:43,060 --> 01:00:48,060
PBIS offers a lot of structure
to be very creative within,

1138
01:00:50,114 --> 01:00:55,114
and looking at behavior
the way Amy suggests

1139
01:00:55,700 --> 01:00:58,010
is a really good way to get started.

1140
01:00:58,010 --> 01:01:02,793
But without that buy-in from
leadership to promote this,

1141
01:01:04,530 --> 01:01:07,950
you're going to always
have an uphill struggle.

1142
01:01:07,950 --> 01:01:12,950
So, yeah, that would be just
something to really consider

1143
01:01:14,120 --> 01:01:16,150
working with the administration on.

1144
01:01:16,150 --> 01:01:18,360
- I think we're gaining
that and we're at a place

1145
01:01:18,360 --> 01:01:22,623
where that potentially could happen.

1146
01:01:23,760 --> 01:01:27,840
But I think we also need
to sort of figure out,

1147
01:01:27,840 --> 01:01:31,920
before we dive in, how to make sure that,

1148
01:01:31,920 --> 01:01:34,470
I think there's just still a lot of

1149
01:01:34,470 --> 01:01:39,080
maybe lack of understanding
of what PBIS really is.

1150
01:01:39,080 --> 01:01:43,520
And so sort of I think we're
trying to figure out, okay,

1151
01:01:43,520 --> 01:01:44,930
if we're gonna put a team together

1152
01:01:44,930 --> 01:01:48,350
to go to the training in March,
who should be on that team,

1153
01:01:48,350 --> 01:01:49,690
what should that look like?

1154
01:01:49,690 --> 01:01:54,010
How do we sort of prepare
for even figuring out

1155
01:01:54,010 --> 01:01:55,680
who should be on the team?

1156
01:01:55,680 --> 01:01:56,890
Making sure that we're ready

1157
01:01:56,890 --> 01:02:00,020
'cause I think it would be worse for us

1158
01:02:00,020 --> 01:02:03,003
to try this and fail in some
ways than it would be to.

1159
01:02:06,640 --> 01:02:09,610
And there are some
preconceptions about PBIS

1160
01:02:09,610 --> 01:02:10,743
that are incorrect.

1161
01:02:11,590 --> 01:02:13,473
Dealing just with large system.

1162
01:02:14,388 --> 01:02:17,650
And a lot's come in and
out here over the years.

1163
01:02:17,650 --> 01:02:21,063
- Yes, well, I'm glad you're
there Martha to help try to.

1164
01:02:22,908 --> 01:02:24,610
- I feel like a nag but, oh well.

1165
01:02:24,610 --> 01:02:25,793
Can't help it.

1166
01:02:25,793 --> 01:02:27,371
Love PBIS.

1167
01:02:27,371 --> 01:02:28,850
- [Woman] We're gonna get together.

1168
01:02:28,850 --> 01:02:32,130
- And you know sometimes,
like Sherry just said,

1169
01:02:32,130 --> 01:02:34,100
we say call it whatever you want.

1170
01:02:34,100 --> 01:02:36,090
You don't have to call it PBIS.

1171
01:02:36,090 --> 01:02:38,050
You need some kind of system in place

1172
01:02:38,050 --> 01:02:40,890
for social, emotional
and behavioral wellbeing

1173
01:02:40,890 --> 01:02:42,973
and supports for students.

1174
01:02:44,090 --> 01:02:48,730
And PBIS is one way to do that
and has some good resources

1175
01:02:48,730 --> 01:02:50,233
and research behind it.

1176
01:02:51,620 --> 01:02:53,670
But call it whatever you want.

1177
01:02:53,670 --> 01:02:56,020
You've gotta have consistent expectations.

1178
01:02:56,020 --> 01:02:57,810
You've gotta have a
data management system.

1179
01:02:57,810 --> 01:03:00,250
You have to have those components

1180
01:03:00,250 --> 01:03:03,440
in order for a school
to function successfully

1181
01:03:03,440 --> 01:03:05,020
in this realm.

1182
01:03:05,020 --> 01:03:07,570
Just like there are certain components

1183
01:03:07,570 --> 01:03:11,500
of MTSS for academics that
just need to be in place

1184
01:03:11,500 --> 01:03:13,150
in any school that's functioning.

1185
01:03:14,375 --> 01:03:17,630
And so there is some element
of call it whatever you want.

1186
01:03:17,630 --> 01:03:21,100
It's kinda, we've gotta
have these components.

1187
01:03:21,100 --> 01:03:23,460
So it's tricky when
you've gotta send a team

1188
01:03:23,460 --> 01:03:27,650
to a training called PBIS,
but if you can think about it

1189
01:03:27,650 --> 01:03:31,330
in some different ways to help
staff get over that barrier

1190
01:03:31,330 --> 01:03:35,260
of it's called PBIS
and we don't like PBIS.

1191
01:03:35,260 --> 01:03:37,250
So, there's always a piece of that.

1192
01:03:37,250 --> 01:03:41,020
And to think about are those
people just the loudest.

1193
01:03:41,020 --> 01:03:42,800
And so their voices are being heard.

1194
01:03:42,800 --> 01:03:46,240
And really you've got a majority of staff

1195
01:03:46,240 --> 01:03:48,370
who are ready to explore something,

1196
01:03:48,370 --> 01:03:51,453
because their current
reality is not sustainable.

1197
01:03:52,610 --> 01:03:54,620
But you're only hearing
from those that have

1198
01:03:54,620 --> 01:03:56,270
a really strong opinion about it.

1199
01:03:57,380 --> 01:03:58,570
- And just one more thing.

1200
01:03:58,570 --> 01:04:00,403
It's a very very large school.

1201
01:04:01,600 --> 01:04:03,340
For Vermont schools.

1202
01:04:03,340 --> 01:04:07,940
And when this happened
in the very beginning,

1203
01:04:07,940 --> 01:04:10,400
your school was like
one of the first schools

1204
01:04:10,400 --> 01:04:12,780
and we were still learning about PBIS

1205
01:04:12,780 --> 01:04:15,640
and PBIS has evolved so much

1206
01:04:15,640 --> 01:04:18,520
to be what Amy has said so well today,

1207
01:04:18,520 --> 01:04:22,430
which is working with
instead of for and to.

1208
01:04:22,430 --> 01:04:27,430
So taking your time to really
honor staff and their feedback

1209
01:04:28,420 --> 01:04:31,000
and their input, and
having a process for that,

1210
01:04:31,000 --> 01:04:32,780
as well as students and families.

1211
01:04:32,780 --> 01:04:37,780
So it's really changed quite
a bit since the older days,

1212
01:04:41,117 --> 01:04:45,697
with the framework that is
still in place and intact.

1213
01:04:46,870 --> 01:04:47,703
- [Amy] Thanks.

1214
01:04:48,550 --> 01:04:52,140
- Yeah, I don't think there's
negativity per se toward it.

1215
01:04:52,140 --> 01:04:57,140
I think it's just more,
I'm not sure, maybe apathy,

1216
01:04:57,760 --> 01:04:59,484
and so we're just trying to figure out

1217
01:04:59,484 --> 01:05:02,170
how to move forward
and to get staff input,

1218
01:05:02,170 --> 01:05:07,170
but not allow loud voices
to throw things off course

1219
01:05:08,810 --> 01:05:11,310
any more than, and to get
administrative support,

1220
01:05:11,310 --> 01:05:12,653
which I feel like we have.

1221
01:05:13,720 --> 01:05:15,770
But it's a K-8 school

1222
01:05:15,770 --> 01:05:17,800
and there's a pretty big distinction

1223
01:05:17,800 --> 01:05:19,620
between the middle school
and the elementary school.

1224
01:05:19,620 --> 01:05:23,103
So we're looking at starting
to submit elementary school.

1225
01:05:25,150 --> 01:05:26,826
I don't know if that's gonna be,

1226
01:05:26,826 --> 01:05:27,770
if that's problematic or not,

1227
01:05:27,770 --> 01:05:32,770
that it would be K-4 rather
than across the grades.

1228
01:05:34,780 --> 01:05:37,623
- Yeah, we've had some
who have done it that way.

1229
01:05:38,750 --> 01:05:42,770
It's tricky when then those
students might interact with,

1230
01:05:42,770 --> 01:05:44,720
like let's say the music teacher is K8,

1231
01:05:45,710 --> 01:05:48,643
and so how do people
like that fit into it.

1232
01:05:49,480 --> 01:05:51,300
But it's definitely a place to start

1233
01:05:51,300 --> 01:05:52,690
and then kind of inch up.

1234
01:05:52,690 --> 01:05:54,550
So now you're gonna add fifth grade,

1235
01:05:54,550 --> 01:05:56,040
you're gonna add sixth grade,

1236
01:05:56,040 --> 01:05:57,750
so that the students don't all of a sudden

1237
01:05:57,750 --> 01:05:59,890
arrive in fifth grade and
are like, wait a second.

1238
01:05:59,890 --> 01:06:02,540
Like what, I thought this
was how we did things here.

1239
01:06:03,500 --> 01:06:07,290
So it can be tricky if
the physical environment

1240
01:06:07,290 --> 01:06:10,430
is that they're interacting a
lot with those other grades,

1241
01:06:10,430 --> 01:06:12,760
but it is a place to start.

1242
01:06:12,760 --> 01:06:14,700
- They're very invested
in developmental designs,

1243
01:06:14,700 --> 01:06:17,570
which actually fits perfectly
into the PBIS framework,

1244
01:06:17,570 --> 01:06:19,160
but it's been hard to get people

1245
01:06:19,160 --> 01:06:21,170
to completely understand that.

1246
01:06:21,170 --> 01:06:23,710
And I don't want them to
feel like they're gonna be,

1247
01:06:23,710 --> 01:06:25,590
that PBIS would supplant something

1248
01:06:25,590 --> 01:06:27,020
that they're excited about.

1249
01:06:27,020 --> 01:06:29,373
So I'm just hoping that over time,

1250
01:06:29,373 --> 01:06:32,010
that that understanding is there.

1251
01:06:32,010 --> 01:06:33,890
That developmental sciences

1252
01:06:33,890 --> 01:06:35,700
fits perfectly into a PBIS framework.

1253
01:06:35,700 --> 01:06:37,030
So.

1254
01:06:37,030 --> 01:06:37,863
- Yeah.

1255
01:06:39,810 --> 01:06:43,053
Oh, it's hard work but it's worth it.

1256
01:06:43,920 --> 01:06:45,220
- And it is worth it.

1257
01:06:45,220 --> 01:06:46,053
- Yeah.

1258
01:06:48,490 --> 01:06:50,610
So, like we said, it's hard work.

1259
01:06:50,610 --> 01:06:53,920
So we have a system of
support in place in Vermont

1260
01:06:53,920 --> 01:06:57,410
that allows for support and for feedback.

1261
01:06:57,410 --> 01:06:59,330
So at the state level

1262
01:06:59,330 --> 01:07:02,340
we have five technical
assistance providers.

1263
01:07:02,340 --> 01:07:04,190
So myself and Sherry are two of them,

1264
01:07:04,190 --> 01:07:05,260
and then we have three others

1265
01:07:05,260 --> 01:07:07,333
that serve the rest of the state.

1266
01:07:08,580 --> 01:07:11,790
And so your school is
in a particular region

1267
01:07:11,790 --> 01:07:15,320
that has a particular TA
provider associated with them.

1268
01:07:15,320 --> 01:07:17,400
And we can provide some support

1269
01:07:17,400 --> 01:07:20,963
during the readiness
process and throughout.

1270
01:07:22,130 --> 01:07:26,530
But if schools are looking
for some ongoing support

1271
01:07:26,530 --> 01:07:29,541
for someone to attend
some leadership team,

1272
01:07:29,541 --> 01:07:32,120
or sorry some leadership team meetings,

1273
01:07:32,120 --> 01:07:36,680
we have coaches available
that are able to be funded

1274
01:07:36,680 --> 01:07:41,680
through BEST/Act 230 money
or other budgeting sources,

1275
01:07:42,260 --> 01:07:44,370
that can provide that ongoing support.

1276
01:07:44,370 --> 01:07:46,690
And those coaches also
serve as our trainers

1277
01:07:46,690 --> 01:07:48,823
for the trainings throughout the year.

1278
01:07:50,069 --> 01:07:52,890
And then at the SU level,
as you're coming on,

1279
01:07:52,890 --> 01:07:56,980
part of the intent to implement
process is identifying an SU

1280
01:07:56,980 --> 01:08:01,980
or SD coordinator who really
holds this work at that level.

1281
01:08:02,300 --> 01:08:05,690
And helps support each of
the schools in their district

1282
01:08:05,690 --> 01:08:08,560
that are working on PBIS.

1283
01:08:08,560 --> 01:08:12,540
And then we ask for one person or co,

1284
01:08:12,540 --> 01:08:15,540
two people, to be a
school level coordinator.

1285
01:08:15,540 --> 01:08:17,490
And that's kind of the person

1286
01:08:17,490 --> 01:08:20,510
who has this on their
to-do list all the time

1287
01:08:20,510 --> 01:08:24,230
and is working to maintain and
improve PBIS implementation

1288
01:08:24,230 --> 01:08:25,733
at the school level.

1289
01:08:26,750 --> 01:08:29,880
And then we are looking at
each of those little levels

1290
01:08:30,798 --> 01:08:33,270
for feedback, so that we can kind of

1291
01:08:33,270 --> 01:08:35,690
adapt our trainings to what works best,

1292
01:08:35,690 --> 01:08:38,560
and learn from the
successes of our schools

1293
01:08:38,560 --> 01:08:40,440
and our districts.

1294
01:08:40,440 --> 01:08:42,860
And each of those levels of support

1295
01:08:42,860 --> 01:08:44,730
should have a leadership team.

1296
01:08:44,730 --> 01:08:46,850
So if you have multiple
schools in your district

1297
01:08:46,850 --> 01:08:49,320
that are implementing PBIS,

1298
01:08:49,320 --> 01:08:51,530
the school coordinators
should be coming together

1299
01:08:51,530 --> 01:08:56,190
with the SU coordinator,
maybe on a quarterly basis,

1300
01:08:56,190 --> 01:09:00,580
some meet even monthly, to be
able to learn from one another

1301
01:09:00,580 --> 01:09:02,570
and get support.

1302
01:09:02,570 --> 01:09:05,320
And then we have a state
level leadership team,

1303
01:09:05,320 --> 01:09:08,483
and obviously you have a school
level PBIS leadership team

1304
01:09:08,483 --> 01:09:10,400
if you're implementing.

1305
01:09:11,420 --> 01:09:14,380
So Martha was just mentioning

1306
01:09:14,380 --> 01:09:18,950
who might we have on our PBIS
team to come to training?

1307
01:09:18,950 --> 01:09:20,633
So obviously your coordinator.

1308
01:09:21,490 --> 01:09:24,480
We require that the school administrator

1309
01:09:24,480 --> 01:09:27,300
come to your team trainings,

1310
01:09:27,300 --> 01:09:29,800
because they really are a key component

1311
01:09:29,800 --> 01:09:32,040
of making sure this work
sustains in your building,

1312
01:09:32,040 --> 01:09:34,650
making sure that they
have a full understanding

1313
01:09:34,650 --> 01:09:39,650
and are able to provide for any resources

1314
01:09:40,350 --> 01:09:43,533
and support that staff are
gonna need in this process.

1315
01:09:44,940 --> 01:09:49,283
And have that decision-making
authority within the building.

1316
01:09:50,500 --> 01:09:53,320
Teachers and staff obviously
that are representative

1317
01:09:53,320 --> 01:09:55,510
of your school building.

1318
01:09:55,510 --> 01:09:58,790
So thinking about do we
have a related arts teacher?

1319
01:09:58,790 --> 01:10:00,910
Do we have a special educator?

1320
01:10:00,910 --> 01:10:02,780
Do we have an early person?

1321
01:10:02,780 --> 01:10:05,720
If you have a K-5 school,

1322
01:10:05,720 --> 01:10:07,060
you don't want it to be just

1323
01:10:07,060 --> 01:10:08,400
fourth and fifth grade teachers.

1324
01:10:08,400 --> 01:10:11,163
So thinking about a representative team.

1325
01:10:16,179 --> 01:10:19,500
And making sure that each
person in the building

1326
01:10:19,500 --> 01:10:21,683
would have a voice on that team.

1327
01:10:23,080 --> 01:10:26,950
So thinking about support staff.

1328
01:10:26,950 --> 01:10:29,150
If they had a question or concern,

1329
01:10:29,150 --> 01:10:33,103
who's gonna be representing
that at your PBIS meeting.

1330
01:10:34,200 --> 01:10:38,230
We highly encourage family
members and students.

1331
01:10:38,230 --> 01:10:42,110
This is definitely something
that schools struggle with.

1332
01:10:42,110 --> 01:10:44,080
Making sure that they have family members

1333
01:10:44,080 --> 01:10:45,100
and students on their team,

1334
01:10:45,100 --> 01:10:48,060
and thinking about how
that can work logistically

1335
01:10:48,060 --> 01:10:50,550
in terms of when teams are meeting.

1336
01:10:50,550 --> 01:10:54,180
And there's always some
concern about confidentiality.

1337
01:10:54,180 --> 01:10:57,990
However, your universal team
should never be talking about

1338
01:10:57,990 --> 01:11:00,530
individual student's names,

1339
01:11:00,530 --> 01:11:03,573
regardless of whether there's
family and students there,

1340
01:11:04,530 --> 01:11:08,060
because they're really thinking
about school-wide PBIS,

1341
01:11:08,060 --> 01:11:09,583
school-wide behavior.

1342
01:11:10,760 --> 01:11:13,620
And so like individual student's names

1343
01:11:13,620 --> 01:11:15,370
shouldn't be a part of that anyway.

1344
01:11:16,711 --> 01:11:20,250
And in our modules, we talk
a little bit more about

1345
01:11:20,250 --> 01:11:22,780
how you can have family member

1346
01:11:22,780 --> 01:11:24,763
and student voice represented,

1347
01:11:25,610 --> 01:11:27,900
regardless of whether
you actually have someone

1348
01:11:27,900 --> 01:11:29,590
on your team.

1349
01:11:29,590 --> 01:11:33,620
However, we highly recommend
that you have family members

1350
01:11:33,620 --> 01:11:34,827
and students on your team.

1351
01:11:34,827 --> 01:11:38,350
And I think this year in
particular really emphasized

1352
01:11:38,350 --> 01:11:40,990
how important it is to have family members

1353
01:11:42,220 --> 01:11:44,913
who are able to have a
voice in things like this.

1354
01:11:45,980 --> 01:11:49,310
And when you're thinking
about all of these people,

1355
01:11:49,310 --> 01:11:53,440
across them, do you have
different areas of competency?

1356
01:11:53,440 --> 01:11:56,303
So do you have someone with
applied behavioral expertise,

1357
01:11:57,480 --> 01:11:59,080
with coaching expertise?

1358
01:11:59,080 --> 01:12:01,870
Someone who knows about
academic and behavioral patterns

1359
01:12:01,870 --> 01:12:06,250
across the school, across
grade levels, across programs.

1360
01:12:06,250 --> 01:12:09,330
And we're really encouraging
that you have someone

1361
01:12:09,330 --> 01:12:11,350
who's knowledgeable about
restorative approaches

1362
01:12:11,350 --> 01:12:15,230
or practices, or someone
who's willing to learn more,

1363
01:12:15,230 --> 01:12:16,700
be on your universal team,

1364
01:12:16,700 --> 01:12:20,510
so that that can be part of
your work from the beginning.

1365
01:12:20,510 --> 01:12:24,030
And that that person can
constantly be prompting

1366
01:12:24,030 --> 01:12:27,670
like is this, does this fall into line

1367
01:12:27,670 --> 01:12:29,533
with our restorative approach?

1368
01:12:33,020 --> 01:12:33,853
Oops, sorry.

1369
01:12:37,869 --> 01:12:41,120
So team members should
be sharing team roles.

1370
01:12:41,120 --> 01:12:43,810
So we have examples for what
role someone might serve

1371
01:12:43,810 --> 01:12:45,680
within the meeting, before the meeting.

1372
01:12:45,680 --> 01:12:48,440
So someone like a data
analyst would be looking at

1373
01:12:48,440 --> 01:12:50,900
your behavioral data before the meeting.

1374
01:12:50,900 --> 01:12:53,860
Again, they should be able
to kind of report back

1375
01:12:53,860 --> 01:12:55,760
to their representative
group within the school

1376
01:12:55,760 --> 01:12:58,840
about what the PBIS team is working on,

1377
01:12:58,840 --> 01:13:00,273
what their action plan is.

1378
01:13:01,400 --> 01:13:02,660
Team meetings should be monthly.

1379
01:13:02,660 --> 01:13:05,330
And so those leadership team
members should be available

1380
01:13:05,330 --> 01:13:06,983
for that monthly team meeting.

1381
01:13:08,130 --> 01:13:11,300
They should divide
tasks amongst themselves

1382
01:13:11,300 --> 01:13:14,000
and be able to kind of act
as that PBIS cheerleader

1383
01:13:14,000 --> 01:13:16,380
for the building, to promote the work.

1384
01:13:16,380 --> 01:13:18,770
And you can see in the
picture on the right,

1385
01:13:18,770 --> 01:13:21,240
this is Rick Marcotte School,

1386
01:13:21,240 --> 01:13:25,110
and this is a team meeting
where they had students present

1387
01:13:25,110 --> 01:13:28,830
and looking at the data,
right alongside the staff,

1388
01:13:28,830 --> 01:13:29,693
which is awesome.

1389
01:13:30,910 --> 01:13:33,240
So even at the elementary level,

1390
01:13:33,240 --> 01:13:35,590
including their students
as part of their team.

1391
01:13:36,770 --> 01:13:39,683
Sherry talked about the
importance of the administrator.

1392
01:13:41,066 --> 01:13:44,760
And so the administrator
is very key to the team,

1393
01:13:44,760 --> 01:13:47,350
should be really active
and visible on the team.

1394
01:13:47,350 --> 01:13:49,919
Able to promote and prioritize PBIS.

1395
01:13:49,919 --> 01:13:53,590
So something as simple as your
August, well it's not simple,

1396
01:13:53,590 --> 01:13:55,463
but your August inservice.

1397
01:13:56,350 --> 01:14:00,030
If your administrator is
not on board with PBIS,

1398
01:14:00,030 --> 01:14:01,560
there's not going to be time

1399
01:14:01,560 --> 01:14:03,640
devoted in your August inservice

1400
01:14:03,640 --> 01:14:05,993
for staff to learn about PBIS.

1401
01:14:07,022 --> 01:14:10,200
So a teacher or a coordinator
doesn't have the power

1402
01:14:10,200 --> 01:14:12,330
to create the inservice schedule.

1403
01:14:12,330 --> 01:14:17,330
So thinking about how you can
draw your administrator in

1404
01:14:17,680 --> 01:14:19,393
if they're not already invested.

1405
01:14:21,065 --> 01:14:24,870
And they should be a member of the team,

1406
01:14:24,870 --> 01:14:26,153
just as anyone else is.

1407
01:14:27,006 --> 01:14:29,870
So also volunteering for team
tasks, attending the meetings

1408
01:14:29,870 --> 01:14:32,000
just like any other team member might be.

1409
01:14:32,000 --> 01:14:36,400
So we, that was the previous
principal at Allen Brook,

1410
01:14:36,400 --> 01:14:39,410
wearing the silly hat,
just like everybody else.

1411
01:14:39,410 --> 01:14:41,670
And the reason that we emphasize this

1412
01:14:41,670 --> 01:14:43,360
is because the research bears out

1413
01:14:43,360 --> 01:14:45,910
that when there is administrator support,

1414
01:14:45,910 --> 01:14:48,090
that's one of the strongest
predictors of PBIS

1415
01:14:48,090 --> 01:14:49,473
being able to sustain.

1416
01:14:50,590 --> 01:14:53,630
And even just perceived
administrator support.

1417
01:14:53,630 --> 01:14:56,450
So if teachers believe that
the administrator is supportive

1418
01:14:56,450 --> 01:15:00,063
and prioritizing this, that
can lead to sustainability.

1419
01:15:02,530 --> 01:15:05,310
The school coordinator
should really be the person

1420
01:15:05,310 --> 01:15:08,343
supporting the team,
maintaining their action plan.

1421
01:15:09,700 --> 01:15:13,924
Being that positive nag,
like Martha was mentioning.

1422
01:15:13,924 --> 01:15:15,900
Facilitating the use of data.

1423
01:15:15,900 --> 01:15:18,480
So maybe that data is
not their strong point

1424
01:15:18,480 --> 01:15:20,060
but they are making sure

1425
01:15:20,060 --> 01:15:23,170
that the person who is
strong with looking at data

1426
01:15:23,170 --> 01:15:26,040
has access to the data when they need it.

1427
01:15:26,040 --> 01:15:27,810
Doing any kinds of public relations

1428
01:15:27,810 --> 01:15:29,960
and communications about PBIS.

1429
01:15:29,960 --> 01:15:32,820
Networking with other
schools who are implementing.

1430
01:15:32,820 --> 01:15:34,400
And they're kind of the conduit

1431
01:15:34,400 --> 01:15:38,050
between the school and our team.

1432
01:15:38,050 --> 01:15:41,020
So that's Abby Bennett over at Proctor,

1433
01:15:41,020 --> 01:15:43,590
giving some PD to her staff

1434
01:15:43,590 --> 01:15:46,113
around classroom behavior practices.

1435
01:15:48,770 --> 01:15:52,910
And we recommend that the
person who's in this role

1436
01:15:52,910 --> 01:15:57,910
has .1 FTE of their time
devoted to this role.

1437
01:16:00,480 --> 01:16:01,860
So they should be freed up

1438
01:16:01,860 --> 01:16:03,800
from some other kinds of responsibilities

1439
01:16:03,800 --> 01:16:06,300
so that they can complete their PBIS tasks

1440
01:16:06,300 --> 01:16:08,240
during the school day.

1441
01:16:08,240 --> 01:16:09,720
So they shouldn't just be expected

1442
01:16:09,720 --> 01:16:11,980
to take on this coordinator role

1443
01:16:13,240 --> 01:16:15,860
in addition to their current role.

1444
01:16:15,860 --> 01:16:18,950
So maybe they, all the
other staff in the building

1445
01:16:18,950 --> 01:16:21,180
have bus and recess duty.

1446
01:16:21,180 --> 01:16:24,820
And maybe this person's
time, rather than being spent

1447
01:16:24,820 --> 01:16:25,910
at bus and recess duty,

1448
01:16:25,910 --> 01:16:28,103
is spent on their PBSI coordination role.

1449
01:16:29,620 --> 01:16:32,480
They should be somebody
that's able to develop

1450
01:16:32,480 --> 01:16:35,620
a positive rapport, or who
already has a positive rapport

1451
01:16:35,620 --> 01:16:37,610
with other school staff.

1452
01:16:37,610 --> 01:16:40,530
Somebody that when they speak,
people are going to listen

1453
01:16:40,530 --> 01:16:42,530
and trust them.

1454
01:16:42,530 --> 01:16:45,983
And they obviously should
be coming to our trainings.

1455
01:16:47,980 --> 01:16:51,010
So they kind of ensure that
the team is scheduled to meet,

1456
01:16:51,010 --> 01:16:52,430
that facilitation occurs.

1457
01:16:52,430 --> 01:16:54,460
Again they don't have
to be the facilitator

1458
01:16:54,460 --> 01:16:55,293
of every meeting.

1459
01:16:55,293 --> 01:16:57,770
They should be someone
who's able to delegate roles

1460
01:16:59,195 --> 01:17:01,470
and attend our coordinator's meetings

1461
01:17:01,470 --> 01:17:04,320
to keep current with all PBIS things.

1462
01:17:04,320 --> 01:17:08,950
So they are kind of the
internal PBIS expert

1463
01:17:08,950 --> 01:17:09,950
within the building.

1464
01:17:12,190 --> 01:17:14,260
So take just a minute to jot down

1465
01:17:14,260 --> 01:17:17,220
one of these responsibilities,
that if you are a coordinator

1466
01:17:17,220 --> 01:17:21,000
or becoming a coordinator,
you think might be important

1467
01:17:21,000 --> 01:17:22,150
to your role this year.

1468
01:17:45,120 --> 01:17:47,410
And this year all of our
trainings are remote.

1469
01:17:47,410 --> 01:17:51,030
So in some ways they're easier
to access for some people.

1470
01:17:51,030 --> 01:17:54,600
But we also know that people
are having trouble getting subs

1471
01:17:54,600 --> 01:17:55,540
and things like that.

1472
01:17:55,540 --> 01:17:58,860
So it's a balancing act.

1473
01:17:58,860 --> 01:18:00,243
- [Woman] I'm sorry Amy, what
was the rest of that question?

1474
01:18:00,243 --> 01:18:03,970
Take a moment to write down
one responsibility you see as?

1475
01:18:03,970 --> 01:18:07,330
- Particularly important
to be mindful of this year

1476
01:18:07,330 --> 01:18:09,280
in your role if you're the coordinator.

1477
01:18:12,600 --> 01:18:14,410
Something you wanna prioritize

1478
01:18:14,410 --> 01:18:17,593
or just keep on your docket.

1479
01:18:36,710 --> 01:18:37,543
Okay.

1480
01:18:40,060 --> 01:18:42,420
So when you're looking
for somebody to volunteer

1481
01:18:42,420 --> 01:18:44,470
to be the school coordinator,

1482
01:18:44,470 --> 01:18:46,610
you're hoping you will have someone

1483
01:18:46,610 --> 01:18:49,190
who is either fluent with PBIS features,

1484
01:18:49,190 --> 01:18:51,853
or is willing to develop that fluency.

1485
01:18:53,610 --> 01:18:55,270
Like I mentioned, someone who is able

1486
01:18:55,270 --> 01:18:59,450
to effectively communicate
with a variety of stakeholders,

1487
01:18:59,450 --> 01:19:04,140
and someone who's able to
positively report on the work

1488
01:19:04,140 --> 01:19:06,573
that is happening, share successes,

1489
01:19:07,450 --> 01:19:11,340
and really be reinforcing
for the team members

1490
01:19:11,340 --> 01:19:13,380
and for the school staff,

1491
01:19:13,380 --> 01:19:16,893
that their hard work is paying
off and showing them how.

1492
01:19:20,680 --> 01:19:24,510
So next I'm gonna move on
to the SU/SD coordinator.

1493
01:19:24,510 --> 01:19:26,340
And in some of our districts,

1494
01:19:26,340 --> 01:19:29,890
this person is kind of a
coordinator in name alone.

1495
01:19:29,890 --> 01:19:32,330
So they've been listed on our
directory as the coordinator

1496
01:19:32,330 --> 01:19:36,070
but they don't really kind of
actively embrace this role.

1497
01:19:36,070 --> 01:19:40,000
We have other districts
where this SU coordinator,

1498
01:19:40,000 --> 01:19:42,270
it's really part of their job description

1499
01:19:42,270 --> 01:19:45,070
to be the PBIS coordinator
for the district.

1500
01:19:45,070 --> 01:19:47,540
And they're able to kind of fulfill

1501
01:19:47,540 --> 01:19:50,810
all of the roles and
responsibilities of that position.

1502
01:19:50,810 --> 01:19:52,680
And what we're seeing is that districts

1503
01:19:52,680 --> 01:19:54,640
where that is in place

1504
01:19:54,640 --> 01:19:58,780
are really able to sustain PBIS better.

1505
01:19:58,780 --> 01:20:02,220
And their school coordinators
feel a lot of support.

1506
01:20:02,220 --> 01:20:05,140
And in turn their schools
feel a lot of support.

1507
01:20:05,140 --> 01:20:08,040
So we really are emphasizing
the importance of this role

1508
01:20:08,040 --> 01:20:11,530
and hoping that each
district that we work with

1509
01:20:11,530 --> 01:20:12,610
has someone in this role

1510
01:20:12,610 --> 01:20:16,873
that's really able to incorporate
this as part of their job.

1511
01:20:18,420 --> 01:20:20,730
So, like I said, if you have
more than one PBIS school

1512
01:20:20,730 --> 01:20:21,700
within your district,

1513
01:20:21,700 --> 01:20:25,150
there should be an SU/SD leadership team.

1514
01:20:25,150 --> 01:20:28,090
This person might conduct
set evaluations for us.

1515
01:20:28,090 --> 01:20:30,610
So this is a school-wide evaluation tool.

1516
01:20:30,610 --> 01:20:33,240
This year we are not using that tool

1517
01:20:33,240 --> 01:20:36,760
because it relies heavily
on an external person,

1518
01:20:36,760 --> 01:20:37,940
like the SU coordinator,

1519
01:20:37,940 --> 01:20:40,730
or one of us coming into the building.

1520
01:20:40,730 --> 01:20:43,540
So obviously we can't do that this year.

1521
01:20:43,540 --> 01:20:46,693
They serve as a liaison between
the schools and our team.

1522
01:20:48,020 --> 01:20:51,520
They should be going to
the school-based teams

1523
01:20:51,520 --> 01:20:55,320
two to three times a year, and
are able to provide feedback

1524
01:20:55,320 --> 01:20:58,830
and support to those
teams, resources, funding.

1525
01:20:58,830 --> 01:21:02,010
They often are the ones applying
for the BEST/Act 230 Grant

1526
01:21:02,010 --> 01:21:05,540
and allowing for staff
capacity to increase

1527
01:21:05,540 --> 01:21:09,603
by including staff trainings
in the SU training calendar.

1528
01:21:11,520 --> 01:21:14,340
So more information
about each of these roles

1529
01:21:14,340 --> 01:21:16,460
is included in the coordinator handbook,

1530
01:21:16,460 --> 01:21:18,643
which is listed as one of the resources.

1531
01:21:20,050 --> 01:21:23,050
So Sherry has shared the
link to the resources

1532
01:21:23,050 --> 01:21:24,480
in the chat box.

1533
01:21:24,480 --> 01:21:26,323
This coordinator handbook is there.

1534
01:21:27,220 --> 01:21:29,300
Super great tool for if you are new

1535
01:21:29,300 --> 01:21:30,720
to this coordination rule,

1536
01:21:30,720 --> 01:21:33,570
or have kind of lost
track of what your job is

1537
01:21:33,570 --> 01:21:34,870
as the coordinator.

1538
01:21:34,870 --> 01:21:39,060
It has a calendar for each
of the responsibilities,

1539
01:21:39,060 --> 01:21:42,197
when they should be happening
throughout the year.

1540
01:21:42,197 --> 01:21:45,060
And it's just a great resource.

1541
01:21:45,060 --> 01:21:47,210
And TJ is mentioning
they're not the coordinator

1542
01:21:47,210 --> 01:21:49,270
but are trying to get in as
much training as possible.

1543
01:21:49,270 --> 01:21:50,103
That's great.

1544
01:21:51,000 --> 01:21:53,660
The more staff in your
building that can be fluent

1545
01:21:53,660 --> 01:21:58,253
with PBIS, the more supported
the coordinator is gonna feel.

1546
01:21:59,190 --> 01:22:01,020
So, like I mentioned, role descriptions.

1547
01:22:01,020 --> 01:22:03,410
The coordinator self-assessment,
which I think Heather said

1548
01:22:03,410 --> 01:22:04,840
she's already starting to fill out.

1549
01:22:04,840 --> 01:22:06,060
So great.

1550
01:22:06,060 --> 01:22:08,263
A checklist of responsibilities,

1551
01:22:09,217 --> 01:22:12,480
so that you can kind of keep
track of where you're at,

1552
01:22:12,480 --> 01:22:14,780
and where some areas for
improvement might be.

1553
01:22:16,300 --> 01:22:18,170
So I'll just pause again.

1554
01:22:18,170 --> 01:22:20,200
If you have any questions or comments

1555
01:22:20,200 --> 01:22:23,730
about the role of the SU coordinator,

1556
01:22:23,730 --> 01:22:27,813
the school coordinator or the
administrator or team members.

1557
01:22:36,220 --> 01:22:39,280
- I know that in our district,

1558
01:22:39,280 --> 01:22:42,600
that Barre Town School has
been very active in PBIS.

1559
01:22:42,600 --> 01:22:45,520
I have no idea who our
district coordinator is.

1560
01:22:45,520 --> 01:22:46,980
I don't believe I've ever seen it listed.

1561
01:22:46,980 --> 01:22:49,240
I think I searched for it at one point.

1562
01:22:49,240 --> 01:22:51,633
Not sure actually that we even have one.

1563
01:22:52,690 --> 01:22:54,400
Maybe we have to but-

1564
01:22:54,400 --> 01:22:56,400
- [Woman] Have one then
must have we have one then.

1565
01:22:56,400 --> 01:22:57,900
If Barre Town has a program,

1566
01:22:57,900 --> 01:23:00,080
do we have to have somebody?

1567
01:23:00,080 --> 01:23:03,250
Somebody must be designated
Amy, or not necessarily.

1568
01:23:03,250 --> 01:23:05,380
- There's no one in the role at your-

1569
01:23:05,380 --> 01:23:07,140
- Okay.
- SU right now,

1570
01:23:07,140 --> 01:23:08,190
and there should be.

1571
01:23:08,190 --> 01:23:10,730
We're gonna be contacting
the superintendent soon.

1572
01:23:10,730 --> 01:23:13,600
We've been caught up.
- Okay.

1573
01:23:13,600 --> 01:23:15,090
- Doing certain things this year,

1574
01:23:15,090 --> 01:23:17,297
with all the craziness.
- Right.

1575
01:23:19,060 --> 01:23:20,310
I'm kinda wondering for us

1576
01:23:20,310 --> 01:23:23,563
what collaboration might look
like with Barre Town, Martha.

1577
01:23:24,767 --> 01:23:25,755
- Yeah, I know-
- I'll reach out to them

1578
01:23:25,755 --> 01:23:28,408
and have some conversations, you know?

1579
01:23:28,408 --> 01:23:29,770
- Yeah, I know a lot of the people

1580
01:23:29,770 --> 01:23:31,876
who are doing the work there.

1581
01:23:31,876 --> 01:23:32,893
- I do, yeah.
- 'Cause my kids,

1582
01:23:35,237 --> 01:23:36,532
friendly with each other.

1583
01:23:36,532 --> 01:23:39,763
And so that would be a good thing to do.

1584
01:23:41,140 --> 01:23:45,130
- I'm recognizing that
it's 10:32 right now,

1585
01:23:45,130 --> 01:23:48,860
so maybe if we wanna finish up and people,

1586
01:23:48,860 --> 01:23:50,350
if they still have questions or comments,

1587
01:23:50,350 --> 01:23:52,020
stay on the line after.

1588
01:23:52,020 --> 01:23:53,043
Would that work?

1589
01:23:56,390 --> 01:23:59,830
- So for those of you who are
implementing schools already,

1590
01:23:59,830 --> 01:24:02,600
this might be your chance to say goodbye,

1591
01:24:02,600 --> 01:24:04,330
'cause we're now gonna
go through the steps

1592
01:24:04,330 --> 01:24:07,320
for how to become a PBIS
school to begin with.

1593
01:24:07,320 --> 01:24:09,992
But if you're interested, you can stay on.

1594
01:24:09,992 --> 01:24:11,790
And if you are going to leave

1595
01:24:11,790 --> 01:24:13,670
but you have a question
you wanna have answered,

1596
01:24:13,670 --> 01:24:16,053
feel free to unmute and jump in.

1597
01:24:18,140 --> 01:24:21,820
So we have a YouTube channel that hosts

1598
01:24:21,820 --> 01:24:26,080
our First Steps to Implementation
Online Module Series.

1599
01:24:26,080 --> 01:24:28,460
Over the years we have updated this.

1600
01:24:28,460 --> 01:24:30,330
And so there's actually
like a direction sheet

1601
01:24:30,330 --> 01:24:31,250
that goes along with it,

1602
01:24:31,250 --> 01:24:33,280
because certain things within the videos

1603
01:24:33,280 --> 01:24:34,593
have changed a little bit.

1604
01:24:36,010 --> 01:24:41,010
So you'll get a copy of
that after this webinar.

1605
01:24:42,860 --> 01:24:46,720
And basically there are four
modules that kind of lead you

1606
01:24:46,720 --> 01:24:48,050
through some pre-work,

1607
01:24:48,050 --> 01:24:51,133
before you would be coming
to April or June training.

1608
01:24:52,100 --> 01:24:56,440
So you would wanna schedule the
completion of these modules,

1609
01:24:56,440 --> 01:24:59,660
thinking about which training
you'd be leading up to,

1610
01:24:59,660 --> 01:25:02,453
and kind of map out a
timeline for your school.

1611
01:25:03,400 --> 01:25:05,080
The one I'm gonna talk about today,

1612
01:25:05,080 --> 01:25:07,080
'cause I just need to give
a little more information,

1613
01:25:07,080 --> 01:25:09,853
is module three, which
is around the data tools.

1614
01:25:11,293 --> 01:25:14,910
And so we're thinking about, in PBIS,

1615
01:25:14,910 --> 01:25:19,380
rather than just jumping from
thinking there's a problem

1616
01:25:19,380 --> 01:25:21,340
to developing a solution,

1617
01:25:21,340 --> 01:25:24,600
we're developing a more in
depth problem-solving process

1618
01:25:24,600 --> 01:25:29,040
and decision-making process,
where we are spending some time

1619
01:25:29,040 --> 01:25:31,660
really identifying what
the problem actually is,

1620
01:25:31,660 --> 01:25:33,680
before developing solutions.

1621
01:25:33,680 --> 01:25:37,390
And then actually creating an action plan

1622
01:25:37,390 --> 01:25:40,870
where we have assigned tasks and timelines

1623
01:25:40,870 --> 01:25:42,080
for things to be completed,

1624
01:25:42,080 --> 01:25:43,750
rather than just kinda
crossing our fingers

1625
01:25:43,750 --> 01:25:45,150
and hoping that they happen.

1626
01:25:46,830 --> 01:25:50,820
So this first data piece of PBIS

1627
01:25:50,820 --> 01:25:52,130
during your readiness process

1628
01:25:52,130 --> 01:25:54,573
is just kinda the first
step in that process.

1629
01:25:55,660 --> 01:25:59,160
So before coming to
April or June training,

1630
01:25:59,160 --> 01:26:01,880
we're asking that each school complete

1631
01:26:01,880 --> 01:26:04,210
the self-assessment survey.

1632
01:26:04,210 --> 01:26:09,210
So this gives all staff the
chance to weigh in about

1633
01:26:09,350 --> 01:26:12,840
whether they think certain
PBIS practices are in place,

1634
01:26:12,840 --> 01:26:14,730
partially in place or not in place at all,

1635
01:26:14,730 --> 01:26:17,800
and what the priorities are for changes.

1636
01:26:17,800 --> 01:26:21,270
And then after your baseline year,

1637
01:26:21,270 --> 01:26:24,390
you'd be designing your
action plan around that.

1638
01:26:24,390 --> 01:26:27,250
So, for instance, one of the questions is,

1639
01:26:27,250 --> 01:26:30,610
staff know which behaviors
should be managed

1640
01:26:30,610 --> 01:26:32,370
in the classroom versus,

1641
01:26:32,370 --> 01:26:35,050
or there's agreement about which
behaviors should be managed

1642
01:26:35,050 --> 01:26:38,150
in the classroom versus
handled outside the classroom.

1643
01:26:38,150 --> 01:26:42,400
And school staff might say oh,
this is not in place at all.

1644
01:26:42,400 --> 01:26:44,910
Like we've disagreed
with the administrators

1645
01:26:44,910 --> 01:26:47,330
about what behaviors
should be handled where.

1646
01:26:47,330 --> 01:26:50,760
And this is a high
priority for us to work on.

1647
01:26:50,760 --> 01:26:52,580
So that might be an item that makes it

1648
01:26:52,580 --> 01:26:54,653
into your annual action plan.

1649
01:26:56,110 --> 01:27:00,320
So this is a link that
staff get the link to

1650
01:27:00,320 --> 01:27:04,000
through an email and
complete the survey online.

1651
01:27:04,000 --> 01:27:06,680
And once schools are implementing,

1652
01:27:06,680 --> 01:27:09,060
we ask them to complete this once a year,

1653
01:27:09,060 --> 01:27:10,300
preferably in the spring.

1654
01:27:10,300 --> 01:27:12,523
We open the window from January to March.

1655
01:27:13,810 --> 01:27:15,750
For schools that are exploring,

1656
01:27:15,750 --> 01:27:17,440
we would just ask that you complete it

1657
01:27:17,440 --> 01:27:19,050
before whatever the training is.

1658
01:27:19,050 --> 01:27:19,883
So, for instance,

1659
01:27:19,883 --> 01:27:22,070
if you're planning to
come to June training,

1660
01:27:22,070 --> 01:27:24,763
you might send out the
self-assessment survey in May.

1661
01:27:25,610 --> 01:27:28,770
This year for schools
that are implementing,

1662
01:27:28,770 --> 01:27:30,460
we're giving them the option of completing

1663
01:27:30,460 --> 01:27:32,460
a school climate survey.

1664
01:27:32,460 --> 01:27:35,180
But to make things simple for new schools,

1665
01:27:35,180 --> 01:27:37,892
we're sticking with a
self-assessment survey

1666
01:27:37,892 --> 01:27:40,053
for that reason.

1667
01:27:42,260 --> 01:27:47,260
And then when those responses are given,

1668
01:27:47,410 --> 01:27:49,690
they're compiled into these reports.

1669
01:27:49,690 --> 01:27:52,290
So you can see your
scores from year to year

1670
01:27:53,130 --> 01:27:56,510
and see in different
areas what's in place,

1671
01:27:56,510 --> 01:27:58,010
partially in place or not at all,

1672
01:27:58,010 --> 01:28:00,233
and what the level of priority is.

1673
01:28:01,100 --> 01:28:05,200
So really helpful to be able
to look at both within a year

1674
01:28:05,200 --> 01:28:09,670
and across years, where some
areas for improvement might be.

1675
01:28:09,670 --> 01:28:12,860
And some areas of success
that you could celebrate.

1676
01:28:12,860 --> 01:28:14,530
So you can see it by subscale

1677
01:28:14,530 --> 01:28:17,363
and then also by individual items.

1678
01:28:18,480 --> 01:28:23,070
And we'll kinda teach you how
to get to that assessment,

1679
01:28:23,070 --> 01:28:26,163
how to look at the results,
and how to analyze them.

1680
01:28:27,650 --> 01:28:30,400
And then typically,
like I mentioned before,

1681
01:28:30,400 --> 01:28:35,400
we have schools complete the
school-wide evaluation tool,

1682
01:28:35,810 --> 01:28:39,090
the set, that involves an outside person

1683
01:28:39,090 --> 01:28:40,220
coming into the building.

1684
01:28:40,220 --> 01:28:43,130
But because we can't do that this year,

1685
01:28:43,130 --> 01:28:44,670
we're asking that schools complete

1686
01:28:44,670 --> 01:28:47,260
the tiered fidelity inventory.

1687
01:28:47,260 --> 01:28:48,960
This is the tool that you'll use

1688
01:28:48,960 --> 01:28:51,740
throughout your time implementing PBIS.

1689
01:28:51,740 --> 01:28:54,680
We didn't typically use
it as a pre-assessment,

1690
01:28:54,680 --> 01:28:55,730
but this year we are.

1691
01:28:56,870 --> 01:29:01,020
So the tiered fidelity
inventory has three tiers.

1692
01:29:01,020 --> 01:29:03,183
So tier one, tier two, tier three.

1693
01:29:04,070 --> 01:29:07,770
And for pre-implementation,

1694
01:29:07,770 --> 01:29:10,663
you would just be completing
tier one most likely.

1695
01:29:11,900 --> 01:29:14,340
And we would expect your scores,

1696
01:29:14,340 --> 01:29:15,850
both on the self-assessment survey

1697
01:29:15,850 --> 01:29:18,070
and the tiered fidelity
inventory, to be somewhat low,

1698
01:29:18,070 --> 01:29:19,930
if you're not already implementing PBIS.

1699
01:29:19,930 --> 01:29:22,360
So it's not a judgment of any kind.

1700
01:29:22,360 --> 01:29:26,373
It's to be able to show pre post growth.

1701
01:29:28,270 --> 01:29:30,650
Once you're an implementing PBIS school,

1702
01:29:30,650 --> 01:29:32,740
you would use this
tiered fidelity inventory

1703
01:29:32,740 --> 01:29:35,880
to assess what features are in place

1704
01:29:35,880 --> 01:29:37,750
and what features need some support,

1705
01:29:37,750 --> 01:29:39,770
to be able to form your action plan,

1706
01:29:39,770 --> 01:29:41,973
along with your self-assessment survey.

1707
01:29:43,310 --> 01:29:48,310
And the tier one, I
believe, has 15 questions.

1708
01:29:48,850 --> 01:29:51,420
So it's a pretty simple assessment

1709
01:29:51,420 --> 01:29:54,100
that your leadership team would take.

1710
01:29:54,100 --> 01:29:55,770
So again, that's an online survey.

1711
01:29:55,770 --> 01:29:57,743
We'll teach you how to get to it.

1712
01:29:58,750 --> 01:30:01,890
And we do recommend that
someone external to your team

1713
01:30:01,890 --> 01:30:03,720
complete that with you.

1714
01:30:03,720 --> 01:30:06,410
So that might be one of us as your TA,

1715
01:30:06,410 --> 01:30:09,520
if you have a coach already,
or your SU coordinator

1716
01:30:09,520 --> 01:30:11,180
if you have one.

1717
01:30:11,180 --> 01:30:14,860
And we ask that you complete
that before implementation,

1718
01:30:14,860 --> 01:30:19,240
and then it will likely next year serve

1719
01:30:19,240 --> 01:30:21,930
as your post assessment.

1720
01:30:21,930 --> 01:30:25,210
And so that would be six
to 12 weeks after rollout

1721
01:30:25,210 --> 01:30:26,270
in the fall.

1722
01:30:26,270 --> 01:30:27,740
And then once a year after that.

1723
01:30:27,740 --> 01:30:29,610
So that's another one
that we open up the window

1724
01:30:29,610 --> 01:30:31,680
from January to March,

1725
01:30:31,680 --> 01:30:34,103
for schools to complete
as a leadership team.

1726
01:30:35,190 --> 01:30:37,420
And just like the self-assessment survey,

1727
01:30:37,420 --> 01:30:39,440
you get some reports back.

1728
01:30:39,440 --> 01:30:42,750
So this is just an example
of one of the questions.

1729
01:30:42,750 --> 01:30:46,030
So it gives you the feature,
it gives you some examples

1730
01:30:46,030 --> 01:30:47,740
of what data sources you might use

1731
01:30:47,740 --> 01:30:50,290
to assess whether that feature's in place,

1732
01:30:50,290 --> 01:30:52,260
and then gives you the scoring criteria

1733
01:30:53,643 --> 01:30:56,113
of what a zero, one or
two is on that item.

1734
01:30:57,020 --> 01:30:59,030
So then you will get your report.

1735
01:30:59,030 --> 01:31:01,170
You can see it broken out by sub-scales.

1736
01:31:01,170 --> 01:31:03,480
So which teaming features are in place,

1737
01:31:03,480 --> 01:31:06,770
what implementation features,
and which evaluation features.

1738
01:31:06,770 --> 01:31:08,330
And then you'll be able to see

1739
01:31:08,330 --> 01:31:10,430
how that changes over the years.

1740
01:31:10,430 --> 01:31:12,910
And then you also can see it by item,

1741
01:31:12,910 --> 01:31:14,960
just like for the self-assessment survey.

1742
01:31:18,580 --> 01:31:20,703
So after this webinar,

1743
01:31:21,760 --> 01:31:24,910
if you are a school who is
exploring implementation

1744
01:31:24,910 --> 01:31:27,163
for the first time, or a reboot,

1745
01:31:28,470 --> 01:31:32,960
look for an email from us with
the intent to implement form.

1746
01:31:32,960 --> 01:31:35,480
So in a typical year, for April training,

1747
01:31:35,480 --> 01:31:37,630
that would have been due by January 1st.

1748
01:31:37,630 --> 01:31:39,690
However, this is not a typical year.

1749
01:31:39,690 --> 01:31:44,470
So this is a document
that walks you through

1750
01:31:44,470 --> 01:31:49,440
the readiness pieces and allows us to know

1751
01:31:49,440 --> 01:31:53,563
that your school is ready
to come to training.

1752
01:31:54,610 --> 01:31:55,980
We'll also send you the link

1753
01:31:55,980 --> 01:31:57,940
to the YouTube channel
and the instructions

1754
01:31:57,940 --> 01:32:00,750
for the first steps online module series.

1755
01:32:00,750 --> 01:32:05,750
And we're happy as TAs
to sit with you virtual

1756
01:32:05,890 --> 01:32:07,880
for those online modules,

1757
01:32:07,880 --> 01:32:10,083
to help you complete them as a team.

1758
01:32:11,430 --> 01:32:12,900
We'll also send you the information

1759
01:32:12,900 --> 01:32:16,210
about the SAS and the TFI
as the pre-assessment.

1760
01:32:16,210 --> 01:32:19,450
And then your most
important next step would be

1761
01:32:19,450 --> 01:32:23,060
to schedule the time to do
those modules with your team,

1762
01:32:23,060 --> 01:32:26,290
and hopefully with a TA or
coach before the training.

1763
01:32:26,290 --> 01:32:30,620
And so it utilizes the staff,
universal staff handbook,

1764
01:32:30,620 --> 01:32:32,903
to get started on some activities.

1765
01:32:35,000 --> 01:32:37,760
We also have a checklist for you

1766
01:32:37,760 --> 01:32:41,500
with all the readiness
activities for you to complete

1767
01:32:41,500 --> 01:32:44,660
and keep track of, before
you come to training.

1768
01:32:44,660 --> 01:32:46,853
So that's linked in the materials as well.

1769
01:32:48,010 --> 01:32:49,863
And then just a reminder of the supports

1770
01:32:49,863 --> 01:32:51,360
that are available to you.

1771
01:32:51,360 --> 01:32:54,860
Our state TAs, coaches, SU coordinators.

1772
01:32:54,860 --> 01:32:57,210
We have a map on our website

1773
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of all the PBIS schools in Vermont.

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So you can see which schools
are maybe nearby to you

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or similar to you in some way.

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And it has the contact
information for the administrators

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and the school coordinators there.

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01:33:08,010 --> 01:33:09,710
So you could reach out to someone.

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01:33:10,740 --> 01:33:13,150
Our website, pbisvermont.org.

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01:33:13,150 --> 01:33:16,900
The national website is pbis.org.

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01:33:16,900 --> 01:33:19,660
And if you're not already getting the

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01:33:19,660 --> 01:33:23,300
Vermont PBIS updates
emails from Anne Dubie,

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01:33:23,300 --> 01:33:25,510
if you put in the chat box

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01:33:25,510 --> 01:33:30,510
or if you email anne.dubie@uvm.edu,

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01:33:30,550 --> 01:33:32,240
you can get on our email list

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01:33:32,240 --> 01:33:34,980
to get all relevant
information that you'll need.

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01:33:34,980 --> 01:33:37,630
And then we also have a
Twitter and a Facebook page

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01:33:37,630 --> 01:33:40,943
where we post updates
and ideas from schools.

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01:33:43,550 --> 01:33:45,720
So after this webinar,

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01:33:45,720 --> 01:33:47,550
if you take a look at the staff handbook,

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01:33:47,550 --> 01:33:51,450
there's a place for you to type in

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01:33:51,450 --> 01:33:54,410
who your school coordinator is or will be.

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01:33:54,410 --> 01:33:57,120
Who your SU coordinator is or will be.

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01:33:57,120 --> 01:33:59,670
Your TA, and if you have a coach.

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01:33:59,670 --> 01:34:01,370
So you can kind of start to keep track

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01:34:01,370 --> 01:34:04,913
of these support people
and how to contact them.

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01:34:07,120 --> 01:34:09,970
And if you don't know who
fills one of these roles,

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01:34:09,970 --> 01:34:11,010
you can email Anne.

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01:34:11,010 --> 01:34:13,970
Basically, if you don't
know anything about

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01:34:13,970 --> 01:34:16,590
whatever you're thinking
about, you can email Anne

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01:34:16,590 --> 01:34:19,263
and she will know how to
get you to the right person.

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01:34:20,670 --> 01:34:22,100
Okay.

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01:34:22,100 --> 01:34:27,100
So now we have time for any
questions, concerns, ideas,

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01:34:27,570 --> 01:34:29,260
whatever you would like.

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01:34:29,260 --> 01:34:33,183
If you've gotten everything you
need, feel free to sign off.

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01:34:34,392 --> 01:34:36,230
And if you are a school
that's thinking about

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01:34:36,230 --> 01:34:39,190
April or June training, please
type that into the chat box

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01:34:39,190 --> 01:34:41,753
so we make sure you get the
materials that you need.