1 00:00:00,000 --> 00:00:01,890 - We're at the center on 2 00:00:01,890 --> 00:00:04,660 disability and community inclusion there. 3 00:00:04,660 --> 00:00:09,460 And for the last 14 years or so, 4 00:00:09,460 --> 00:00:13,340 we have been supporting the implementation of PBIS 5 00:00:13,340 --> 00:00:14,670 and Vermont schools. 6 00:00:14,670 --> 00:00:18,090 And if you're here, you're likely one of our PBIS schools 7 00:00:18,090 --> 00:00:22,370 or somehow affiliated with one and welcome. 8 00:00:22,370 --> 00:00:25,980 Today we're gonna talk about the Targeted Level of PBIS 9 00:00:25,980 --> 00:00:28,360 and a bit about installation for that. 10 00:00:28,360 --> 00:00:32,290 And I'm just gonna say one more time that I apologize 11 00:00:32,290 --> 00:00:35,760 if I get a little distracted in the beginning here, 12 00:00:35,760 --> 00:00:39,130 because we have a new feature, unintended feature of Zoom 13 00:00:39,130 --> 00:00:40,380 that we can't seem to get rid of, 14 00:00:40,380 --> 00:00:42,020 which is the ringing of the doorbell 15 00:00:42,020 --> 00:00:44,030 every time somebody joins us. 16 00:00:44,030 --> 00:00:47,033 So if you see me go, that's because of that. 17 00:00:48,990 --> 00:00:53,820 All right, so if you could be muted for now 18 00:00:53,820 --> 00:00:57,680 and if you wanna say something, 19 00:00:57,680 --> 00:00:59,680 just unmute yourself, it's a small enough group 20 00:00:59,680 --> 00:01:02,840 that you can mute yourself and ask questions. 21 00:01:02,840 --> 00:01:04,850 I'm gonna share my screen 22 00:01:06,840 --> 00:01:08,633 And we'll get started. 23 00:01:11,342 --> 00:01:16,342 Okay, okay. 24 00:01:18,450 --> 00:01:21,070 And now, also these days, once I go to slideshow, 25 00:01:21,070 --> 00:01:23,860 I can't see hardly anybody, 26 00:01:23,860 --> 00:01:25,360 I can't see the chat box at the moment. 27 00:01:25,360 --> 00:01:26,710 So you'll monitor the chat box. 28 00:01:26,710 --> 00:01:27,550 This is Anne Dubie, 29 00:01:27,550 --> 00:01:29,000 she's our assistant for the project 30 00:01:29,000 --> 00:01:33,070 and has been with us almost as long as me 31 00:01:33,070 --> 00:01:34,950 since like the late 1990s. 32 00:01:34,950 --> 00:01:37,540 So we've been around, we're very happy to see you. 33 00:01:37,540 --> 00:01:39,720 Some of you, we're happy to see you again, 34 00:01:39,720 --> 00:01:43,290 wanna let you know, materials are in the files pod. 35 00:01:43,290 --> 00:01:46,540 So anything associated with the training today, 36 00:01:46,540 --> 00:01:51,210 the PowerPoint and a couple of other documents 37 00:01:51,210 --> 00:01:52,710 can be found at the link 38 00:01:52,710 --> 00:01:57,360 that is in your chat box, excuse me. 39 00:01:57,360 --> 00:02:00,250 And the materials we're gonna be using today 40 00:02:00,250 --> 00:02:02,230 or referring to today 41 00:02:02,230 --> 00:02:05,450 are also the materials that your team will be using, 42 00:02:05,450 --> 00:02:08,720 if you participate in Targeted Training 43 00:02:08,720 --> 00:02:11,920 at either the Summer Institute or sometime next year. 44 00:02:11,920 --> 00:02:13,980 And these are a workbook 45 00:02:13,980 --> 00:02:17,160 for all the learning activities we'll be doing. 46 00:02:17,160 --> 00:02:20,960 And there's a Google Doc linked onto the webpage 47 00:02:20,960 --> 00:02:22,940 that we have all these materials, 48 00:02:22,940 --> 00:02:25,900 so that your team can look at it together 49 00:02:25,900 --> 00:02:28,370 and it's copyable documents. 50 00:02:28,370 --> 00:02:30,720 So you can make it your own. 51 00:02:30,720 --> 00:02:34,560 The second document is a staff handbook. 52 00:02:34,560 --> 00:02:37,020 It's a template for a staff handbook. 53 00:02:37,020 --> 00:02:39,960 And our hope is that by the time your team 54 00:02:39,960 --> 00:02:42,690 goes through all the training and gets ready 55 00:02:42,690 --> 00:02:45,650 to install PBIS at the Targeted Level, 56 00:02:45,650 --> 00:02:47,190 you'll actually have a handbook 57 00:02:47,190 --> 00:02:49,470 that you can pass out to others. 58 00:02:49,470 --> 00:02:51,110 So those are the two documents 59 00:02:51,110 --> 00:02:54,840 we're gonna keep going back and forth and referencing 60 00:02:54,840 --> 00:02:58,483 and asking you to play with a little bit. 61 00:02:59,720 --> 00:03:02,170 Got a lot to talk about in a short period of time, 62 00:03:02,170 --> 00:03:03,800 I'm gonna talk about the Targeted Level 63 00:03:03,800 --> 00:03:08,723 within the Multi-Tiered Systems of Supports and within PBIS, 64 00:03:10,230 --> 00:03:15,230 creating intentional implementation of the Targeted Level 65 00:03:17,490 --> 00:03:19,340 really is only best done 66 00:03:19,340 --> 00:03:21,340 when you have a very strong, Universal Level. 67 00:03:21,340 --> 00:03:25,540 So we always, anytime we're doing more training in PBIS 68 00:03:25,540 --> 00:03:29,300 and coaching, we're always going back to sustaining 69 00:03:29,300 --> 00:03:31,920 and building on our Universal efforts. 70 00:03:31,920 --> 00:03:34,370 So we'll revisit that a little bit. 71 00:03:34,370 --> 00:03:35,800 We're gonna talk about the systems 72 00:03:35,800 --> 00:03:38,260 that you need to have in place at the Targeted Level 73 00:03:38,260 --> 00:03:40,740 to support the practices and have the capacity 74 00:03:40,740 --> 00:03:43,300 to look at the data that's involved at that level, 75 00:03:43,300 --> 00:03:45,270 who needs to be involved in that. 76 00:03:45,270 --> 00:03:47,050 And then we'll talk a bit about 77 00:03:47,050 --> 00:03:49,730 creating a Targeted inventory. 78 00:03:49,730 --> 00:03:51,280 What are the Targeted supports 79 00:03:51,280 --> 00:03:52,830 that you have in place already, 80 00:03:52,830 --> 00:03:55,290 so that you can see what might be needed? 81 00:03:55,290 --> 00:03:57,280 And I'll go through that a little bit, 82 00:03:57,280 --> 00:04:01,010 but when your team participates in a Targeted training, 83 00:04:01,010 --> 00:04:03,380 you'll be doing that in more depth. 84 00:04:03,380 --> 00:04:07,270 And in fact, you'll be doing your Targeted inventory 85 00:04:07,270 --> 00:04:09,240 until you retire. 86 00:04:09,240 --> 00:04:12,870 Because you always wanna build interventions 87 00:04:12,870 --> 00:04:15,260 that you know are successful, 88 00:04:15,260 --> 00:04:16,457 that you can say, 89 00:04:16,457 --> 00:04:18,797 "oh, we've tried this before with a bunch of students, 90 00:04:18,797 --> 00:04:20,300 "let's try it again." 91 00:04:20,300 --> 00:04:22,380 So this inventory is a big piece 92 00:04:22,380 --> 00:04:26,880 of organizing our Targeted interventions in our system. 93 00:04:26,880 --> 00:04:29,730 And then the one particular intervention 94 00:04:29,730 --> 00:04:33,530 that we support teams in installing in their schools 95 00:04:33,530 --> 00:04:36,280 is the Check-In, Check-Out intervention. 96 00:04:36,280 --> 00:04:38,340 Also another version of that 97 00:04:38,340 --> 00:04:40,940 is Teacher Check, Connect and Expect. 98 00:04:40,940 --> 00:04:44,960 So I'll be just introducing you to those two interventions, 99 00:04:44,960 --> 00:04:47,590 which I'm sure those of you on the call 100 00:04:47,590 --> 00:04:50,310 have had some familiarity with, 101 00:04:50,310 --> 00:04:52,310 whether on the informal basis 102 00:04:52,310 --> 00:04:55,720 or in a little bit more explicit way. 103 00:04:55,720 --> 00:04:58,540 And we'll talk about sort of the research way of doing it 104 00:04:58,540 --> 00:05:00,643 and plan for Targeted training. 105 00:05:00,643 --> 00:05:02,990 I'll just tell you a little bit about 106 00:05:02,990 --> 00:05:04,540 SWIS Check-In, Check-Out, 107 00:05:04,540 --> 00:05:08,480 which is part of the SWIS Suite in PBIS apps 108 00:05:08,480 --> 00:05:11,090 and next steps, if you're going to training. 109 00:05:11,090 --> 00:05:12,560 So let's just start 110 00:05:12,560 --> 00:05:14,270 and remind ourselves what we're talking about 111 00:05:14,270 --> 00:05:16,265 when we talk about PBIS. 112 00:05:16,265 --> 00:05:18,550 PBI S is a framework 113 00:05:18,550 --> 00:05:21,890 and it's not specific practices. 114 00:05:21,890 --> 00:05:24,090 You don't call PBIS a practice. 115 00:05:24,090 --> 00:05:28,750 It's really a framework so that you can have the capacity 116 00:05:28,750 --> 00:05:32,730 to adopt, select and adopt the practices 117 00:05:32,730 --> 00:05:33,960 that are gonna meet the needs 118 00:05:33,960 --> 00:05:36,530 in your school that have evidence behind them 119 00:05:36,530 --> 00:05:38,420 for the purpose of students being socially 120 00:05:38,420 --> 00:05:40,400 and academically successful. 121 00:05:40,400 --> 00:05:43,760 And the reason PBIS is so successful 122 00:05:43,760 --> 00:05:46,950 is because it's not just about the practices, 123 00:05:46,950 --> 00:05:50,860 it's about the system that we put in place 124 00:05:50,860 --> 00:05:53,040 to support the practices. 125 00:05:53,040 --> 00:05:56,150 And the system includes the teaming infrastructure 126 00:05:56,150 --> 00:05:58,080 that you have in your buildings, 127 00:05:58,080 --> 00:06:00,500 the administrative support that you get, 128 00:06:00,500 --> 00:06:02,420 the resource allocation you get, 129 00:06:02,420 --> 00:06:05,950 those are the systems pieces to supporting all the adults 130 00:06:05,950 --> 00:06:07,300 in the building to do their work, 131 00:06:07,300 --> 00:06:10,370 the team, the leadership team that you have. 132 00:06:10,370 --> 00:06:14,470 So that is really critical to get those practices 133 00:06:14,470 --> 00:06:16,840 implemented to be able to support the step 134 00:06:16,840 --> 00:06:18,620 in implementing those practices. 135 00:06:18,620 --> 00:06:21,900 And so that you can check on the fidelity of implementation 136 00:06:21,900 --> 00:06:24,140 and then be looking at the data to see 137 00:06:24,140 --> 00:06:25,680 how are the students doing 138 00:06:25,680 --> 00:06:28,770 and how are the practices we put in place doing. 139 00:06:28,770 --> 00:06:31,510 So it's systems, data and practices. 140 00:06:31,510 --> 00:06:33,880 And in this last year, more than ever before, 141 00:06:33,880 --> 00:06:37,180 we're talking about that with equity right at the center, 142 00:06:37,180 --> 00:06:40,290 we wanna make sure that students have access 143 00:06:40,290 --> 00:06:43,240 and opportunities to learn all through our systems. 144 00:06:43,240 --> 00:06:47,210 So both educationally and social, emotionally, behaviorlly 145 00:06:47,210 --> 00:06:48,960 have the opportunity to learn. 146 00:06:48,960 --> 00:06:51,740 And this quote on the left by the original director 147 00:06:51,740 --> 00:06:54,370 of the Technical Assistance Center for PBIS, 148 00:06:54,370 --> 00:06:56,230 this was written in like 1990. 149 00:06:56,230 --> 00:06:58,580 The fundamental purpose of PBIS 150 00:06:58,580 --> 00:07:00,100 is to make schools more effective 151 00:07:00,100 --> 00:07:02,140 and equitable learning environments. 152 00:07:02,140 --> 00:07:04,440 So if we're implementing it well, 153 00:07:04,440 --> 00:07:08,900 we are creating access for all students to be supported 154 00:07:08,900 --> 00:07:11,093 to learn to their greatest potential. 155 00:07:12,430 --> 00:07:15,070 And we're gonna continue to infuse equity 156 00:07:15,070 --> 00:07:17,210 into all our training as we go along. 157 00:07:17,210 --> 00:07:21,880 Now, some of you may have seen this particular logo. 158 00:07:21,880 --> 00:07:25,800 It is the Vermont Agency of Educations logo 159 00:07:25,800 --> 00:07:29,420 for what they're calling the Vermont MTSS framework. 160 00:07:29,420 --> 00:07:33,220 And rather than go into this 119 page document 161 00:07:33,220 --> 00:07:34,340 that they've had out, 162 00:07:34,340 --> 00:07:36,200 I just wanna say that all schools in Vermont 163 00:07:36,200 --> 00:07:38,667 are required to have an MTSS 164 00:07:38,667 --> 00:07:42,520 and PBIS fits beautifully within that framework. 165 00:07:42,520 --> 00:07:45,930 So it may be characterized with these features here, 166 00:07:45,930 --> 00:07:49,250 but really I'm gonna share with you the pieces 167 00:07:49,250 --> 00:07:54,250 of MTSS that are applied to PBIS. 168 00:07:55,170 --> 00:07:57,840 And I'm gonna ask you to think a little bit 169 00:07:57,840 --> 00:07:59,850 to what extent you already have 170 00:07:59,850 --> 00:08:03,230 some of these features in place for behavior. 171 00:08:03,230 --> 00:08:05,503 So in an MTSS, 172 00:08:06,660 --> 00:08:09,340 we're always looking at the best first instruction. 173 00:08:09,340 --> 00:08:10,220 We're always looking at 174 00:08:10,220 --> 00:08:13,000 what is the best evidence-based first instruction. 175 00:08:13,000 --> 00:08:15,320 So for PBIS at the Universal Level 176 00:08:15,320 --> 00:08:18,830 that would be teaching expectations, having a matrix, 177 00:08:18,830 --> 00:08:22,020 ensuring that people are on board with those expectations 178 00:08:22,020 --> 00:08:23,740 are and what they mean to them 179 00:08:23,740 --> 00:08:26,270 and providing positive feedback for that. 180 00:08:26,270 --> 00:08:30,440 It would include in PBIS also Universal Screening 181 00:08:30,440 --> 00:08:34,000 for social, emotional, behavioral, risk and strengths, 182 00:08:34,000 --> 00:08:36,150 monitoring all the data that you have, 183 00:08:36,150 --> 00:08:38,890 that you get all over time, 184 00:08:38,890 --> 00:08:41,730 a problem-solving process that your team uses 185 00:08:41,730 --> 00:08:44,370 to analyze data and make some decisions. 186 00:08:44,370 --> 00:08:46,310 And as I said earlier, 187 00:08:46,310 --> 00:08:47,720 research-based practices 188 00:08:47,720 --> 00:08:49,900 and individual and group interventions 189 00:08:49,900 --> 00:08:52,400 that are based on need. 190 00:08:52,400 --> 00:08:55,090 So we do have a little poll here 191 00:08:57,530 --> 00:08:59,373 and you wanna put that up. 192 00:09:07,439 --> 00:09:09,000 All right, I can't see it. 193 00:09:09,000 --> 00:09:10,453 Is there a poll up? 194 00:09:13,370 --> 00:09:14,760 Okay, all right. 195 00:09:14,760 --> 00:09:16,630 So to what extent are these features in place 196 00:09:16,630 --> 00:09:17,550 at your school ready 197 00:09:17,550 --> 00:09:21,883 for social-emotional behavioral strengths and needs? 198 00:09:24,950 --> 00:09:25,890 I can't see the polls. 199 00:09:25,890 --> 00:09:27,550 So once everybody votes in, 200 00:09:27,550 --> 00:09:29,740 you can I think broadcast it 201 00:09:29,740 --> 00:09:32,140 and you might have to actually relay what it is. 202 00:09:37,182 --> 00:09:38,599 Very interesting. 203 00:09:42,230 --> 00:09:43,230 Okay, you're on mute, 204 00:09:43,230 --> 00:09:44,880 if you're trying to say anything. 205 00:09:45,960 --> 00:09:49,130 - Sorry, seven people have responded, 206 00:09:49,130 --> 00:09:51,460 four said, "some of these features are in place," 207 00:09:51,460 --> 00:09:53,810 two said, "most features are in place," 208 00:09:53,810 --> 00:09:56,090 one said, "all features are in place." 209 00:09:56,090 --> 00:09:56,960 - Oh, fabulous. 210 00:09:56,960 --> 00:09:58,777 Okay, so thank you, Anne. 211 00:09:58,777 --> 00:10:00,680 Thank you for participating everybody. 212 00:10:00,680 --> 00:10:02,120 They're probably gonna be two more polls 213 00:10:02,120 --> 00:10:03,320 if we get to them today. 214 00:10:04,941 --> 00:10:05,830 So this is great, 215 00:10:05,830 --> 00:10:10,090 because this is the framework that we're talking about, 216 00:10:10,090 --> 00:10:13,510 that we're building the Targeted Level of PBIS onto. 217 00:10:13,510 --> 00:10:15,220 So that's really wonderful. 218 00:10:15,220 --> 00:10:19,360 Can't be a PBIS training without a triangle. 219 00:10:19,360 --> 00:10:21,810 What we like about this triangle 220 00:10:21,810 --> 00:10:24,500 is the fact that the Universal Level 221 00:10:24,500 --> 00:10:27,260 goes across the entire school. 222 00:10:27,260 --> 00:10:30,450 And the Universal Level is for all students, 223 00:10:30,450 --> 00:10:32,860 every single student in the school. 224 00:10:32,860 --> 00:10:37,210 It's not that they get to office discipline referrals 225 00:10:37,210 --> 00:10:39,290 and they're no longer in Universal anymore. 226 00:10:39,290 --> 00:10:40,470 And they go to Targeted. 227 00:10:40,470 --> 00:10:43,040 And then if that doesn't work, they go to Intensive, 228 00:10:43,040 --> 00:10:45,150 the idea is to blend it all. 229 00:10:45,150 --> 00:10:46,940 And you're always building upon 230 00:10:48,400 --> 00:10:50,420 the supports that you're providing, 231 00:10:50,420 --> 00:10:54,330 so that you're doing in addition to or supplemented with. 232 00:10:54,330 --> 00:10:56,520 So that's a really important distinction to make 233 00:10:56,520 --> 00:10:58,370 and I am gonna spend a few minutes on it. 234 00:10:58,370 --> 00:10:59,550 But the idea is 235 00:10:59,550 --> 00:11:01,640 and this is based on the public health model, 236 00:11:01,640 --> 00:11:04,490 that if you have really good first instruction in place 237 00:11:04,490 --> 00:11:06,690 for social-emotional behavioral, 238 00:11:06,690 --> 00:11:09,120 80% of your students are gonna be pretty successful 239 00:11:09,120 --> 00:11:12,340 with zero to one office discipline referrals as your gauge. 240 00:11:12,340 --> 00:11:14,910 We use office discipline referrals a lot as a gauge. 241 00:11:14,910 --> 00:11:17,340 and I can talk about that at some other time. 242 00:11:17,340 --> 00:11:19,680 Still in all 10 to 15% of your students 243 00:11:19,680 --> 00:11:21,250 are gonna need something in addition 244 00:11:21,250 --> 00:11:23,260 to what you have in your rich, 245 00:11:23,260 --> 00:11:25,833 foundational Universal Support system. 246 00:11:27,760 --> 00:11:29,610 And that's what we're gonna be talking about. 247 00:11:29,610 --> 00:11:30,950 And still in all, 248 00:11:30,950 --> 00:11:32,500 students with really complex needs 249 00:11:32,500 --> 00:11:35,500 are gonna need about one to 5% 250 00:11:35,500 --> 00:11:38,550 are gonna need a more individualized support plan, 251 00:11:38,550 --> 00:11:40,250 that's in addition to everything else. 252 00:11:40,250 --> 00:11:41,370 So you're always building 253 00:11:41,370 --> 00:11:43,460 from one to the other to the other. 254 00:11:43,460 --> 00:11:45,840 And when we talk about Check-In, Check-Out, 255 00:11:45,840 --> 00:11:49,480 over time there are so many adaptations 256 00:11:50,853 --> 00:11:52,110 to Check-In, Check-Out 257 00:11:52,110 --> 00:11:53,860 that you'll be able individualize 258 00:11:53,860 --> 00:11:55,930 once you have the core Check-In, Check-Out 259 00:11:55,930 --> 00:11:57,090 in place for your school 260 00:11:57,090 --> 00:11:59,810 because you wanna catch students as early as possible. 261 00:11:59,810 --> 00:12:01,730 So this is an important distinction. 262 00:12:01,730 --> 00:12:03,830 And, you know, if you have SWIS, 263 00:12:03,830 --> 00:12:05,950 you could actually look at your triangle 264 00:12:05,950 --> 00:12:08,780 and see where your discipline referrals are at 265 00:12:08,780 --> 00:12:11,653 to see how close you come to that. 266 00:12:13,460 --> 00:12:17,150 So the idea, though, let me go back, 267 00:12:17,150 --> 00:12:22,150 when we talk about this and we look at Universal, Targeted 268 00:12:23,210 --> 00:12:28,020 and Intensive, we can sometimes get into this place 269 00:12:28,020 --> 00:12:32,000 that labels students as those kinds of students, 270 00:12:32,000 --> 00:12:36,280 it's those Intensive kids or it's those Targeted kids. 271 00:12:36,280 --> 00:12:41,280 And we really, really want to be the stewards 272 00:12:41,310 --> 00:12:45,600 for our colleagues to encourage them 273 00:12:45,600 --> 00:12:47,860 not to label students that way. 274 00:12:47,860 --> 00:12:50,210 We may be concerned about certain behaviors 275 00:12:50,210 --> 00:12:51,670 that students have, 276 00:12:51,670 --> 00:12:54,400 but we really are moving away from this notion 277 00:12:54,400 --> 00:12:59,400 of Targeted kids to students who need Targeted supports 278 00:12:59,610 --> 00:13:01,930 and Intensive, she's intensive 279 00:13:01,930 --> 00:13:05,480 to she's receiving or need some Intensive Level supports 280 00:13:05,480 --> 00:13:07,260 to help her be successful. 281 00:13:07,260 --> 00:13:09,580 And, you know, I know some of you have seen this before, 282 00:13:09,580 --> 00:13:11,500 but I think it's such a great example 283 00:13:11,500 --> 00:13:15,490 of how students bring with them 284 00:13:15,490 --> 00:13:17,780 so many strengths that, 285 00:13:17,780 --> 00:13:22,700 because Dylan has such intense anger management issues, 286 00:13:22,700 --> 00:13:25,110 we can tend to forget that Dylan 287 00:13:25,110 --> 00:13:29,050 also has really great situation with peers, 288 00:13:29,050 --> 00:13:32,150 comes to school all the time, is a fabulous reader, 289 00:13:32,150 --> 00:13:33,570 does pretty well with adults. 290 00:13:33,570 --> 00:13:36,283 He might need some Targeted supports in math. 291 00:13:37,374 --> 00:13:41,250 and Dylan has some serious anger management issues. 292 00:13:41,250 --> 00:13:43,460 So he needs some Intensive Level supports 293 00:13:43,460 --> 00:13:44,810 but all those other things 294 00:13:44,810 --> 00:13:46,600 that Dylan's got going on for him 295 00:13:46,600 --> 00:13:49,460 can be built into the individualized plans 296 00:13:49,460 --> 00:13:52,650 or a plan around his anger management. 297 00:13:52,650 --> 00:13:55,900 And so that's why we're really trying to shift that thinking 298 00:13:55,900 --> 00:13:57,440 to not categorizing kids. 299 00:13:57,440 --> 00:14:00,020 Once they're categorized as an Intensive kid, 300 00:14:00,020 --> 00:14:01,950 it's really hard to live that label down. 301 00:14:01,950 --> 00:14:04,700 So thank you for letting me get on my soapbox for a moment. 302 00:14:04,700 --> 00:14:06,300 and Anne's like going like this. 303 00:14:07,370 --> 00:14:09,930 - Question, can you please explain what you mean 304 00:14:09,930 --> 00:14:12,683 by the phrase core Check-In, Check-Out? 305 00:14:14,320 --> 00:14:17,680 - Core Check-In, Check-Out is implementing 306 00:14:17,680 --> 00:14:18,970 and I already know that I said that, 307 00:14:18,970 --> 00:14:22,850 but it's implementing Check-In, Check-Out 308 00:14:22,850 --> 00:14:26,900 as the research indicates would be successful. 309 00:14:26,900 --> 00:14:28,560 So it's really coming up 310 00:14:28,560 --> 00:14:31,483 with a Check-In, Check-Out that can be used with students 311 00:14:31,483 --> 00:14:34,880 and I'm gonna get into this in a little bit. 312 00:14:34,880 --> 00:14:36,850 A lot of students that have a need 313 00:14:36,850 --> 00:14:40,680 and it's a default intervention for many, many students 314 00:14:40,680 --> 00:14:44,890 up to 12% at a given time of students 315 00:14:44,890 --> 00:14:46,340 that have two to five office. 316 00:14:47,877 --> 00:14:49,700 I mean, all students in your school, 317 00:14:49,700 --> 00:14:52,790 up to 12% of students can benefit 318 00:14:52,790 --> 00:14:54,710 from some sort of Check-In, Check-Out system. 319 00:14:54,710 --> 00:14:56,450 So that's the core. 320 00:14:56,450 --> 00:14:59,290 Once you've got check-in checkout in place, 321 00:14:59,290 --> 00:15:03,690 you can adapt it to different kinds of problem behaviors 322 00:15:03,690 --> 00:15:07,220 or different individualized, specific 323 00:15:08,530 --> 00:15:10,930 behaviors you're looking for for individual students. 324 00:15:10,930 --> 00:15:15,170 But the idea is to really install Check-In, Check-Out 325 00:15:15,170 --> 00:15:17,640 as a system that anybody can access pretty readily. 326 00:15:17,640 --> 00:15:19,330 And I will get to that again. 327 00:15:19,330 --> 00:15:21,110 So if you have more questions 328 00:15:21,110 --> 00:15:23,137 when I'm talking about Check-In, Check-Out, 329 00:15:23,137 --> 00:15:24,460 please ask them then. 330 00:15:24,460 --> 00:15:26,410 - Thank you again. - We're good, okay. 331 00:15:27,370 --> 00:15:32,033 All right, so we're looking at Targeted interventions, 332 00:15:32,873 --> 00:15:35,020 when our rich first instruction 333 00:15:35,020 --> 00:15:38,050 is not necessarily meeting the needs of students, 334 00:15:38,050 --> 00:15:42,910 students who have sort of chronic problematic behavior 335 00:15:42,910 --> 00:15:45,860 that may be we've sort of turned our head away 336 00:15:45,860 --> 00:15:49,240 or we've been frustrated, but we keep on plowing through, 337 00:15:49,240 --> 00:15:52,040 we got students that, you know, talk out 338 00:15:53,360 --> 00:15:57,720 a little fidgety and maybe in first grade, it's really cute. 339 00:15:57,720 --> 00:15:59,950 But then as they get a little bit older, 340 00:15:59,950 --> 00:16:01,650 it gets a little bit more problematic. 341 00:16:01,650 --> 00:16:04,010 So we wanna address that need earlier. 342 00:16:04,010 --> 00:16:07,610 And we also wanna be able to support students 343 00:16:07,610 --> 00:16:10,700 at the Targeted Level when we're worried about them. 344 00:16:10,700 --> 00:16:12,410 And we don't necessarily know what's going on, 345 00:16:12,410 --> 00:16:14,280 but something seems not right. 346 00:16:14,280 --> 00:16:15,660 And you're going home 347 00:16:15,660 --> 00:16:17,080 and you've got that little pit in your belly 348 00:16:17,080 --> 00:16:19,390 and you're like, "I'm really worried about Johnny." 349 00:16:19,390 --> 00:16:23,840 So we wanna be able to make a request for assistance 350 00:16:23,840 --> 00:16:26,243 to help us figure out how to support Johnny. 351 00:16:28,120 --> 00:16:32,610 So as we move into Targeted interventions, 352 00:16:32,610 --> 00:16:37,180 as I was saying, we need to really build that foundation, 353 00:16:37,180 --> 00:16:38,930 our Universal and revisit 354 00:16:38,930 --> 00:16:40,850 how we're doing with our Universal Level 355 00:16:40,850 --> 00:16:42,700 and make sure that we've got some plan 356 00:16:42,700 --> 00:16:45,880 for continuing to maintain and sustain it. 357 00:16:45,880 --> 00:16:48,940 So activity four in your workbook 358 00:16:48,940 --> 00:16:53,780 is to complete this sort of sustainability checklist 359 00:16:53,780 --> 00:16:55,770 for PBIS at the Universal Level. 360 00:16:55,770 --> 00:16:58,810 So that by the time a team from your school 361 00:16:58,810 --> 00:17:00,900 attends the Targeted Training, 362 00:17:00,900 --> 00:17:02,910 you're really given some solid thinking 363 00:17:02,910 --> 00:17:05,590 to maintaining the Universal Level. 364 00:17:05,590 --> 00:17:09,480 And also Activity three in your workbook 365 00:17:09,480 --> 00:17:13,880 is a family engagement assessment that you can do, 366 00:17:13,880 --> 00:17:16,590 because as students have greater needs, 367 00:17:16,590 --> 00:17:19,230 we need to have sort of deeper connections 368 00:17:19,230 --> 00:17:22,220 with our families about how the student's doing 369 00:17:22,220 --> 00:17:24,570 and how they can support the student at home. 370 00:17:24,570 --> 00:17:27,780 So it's a really good time also to reflect 371 00:17:27,780 --> 00:17:30,670 on your family engagement practices. 372 00:17:30,670 --> 00:17:33,370 So that's part of the prerequisites 373 00:17:33,370 --> 00:17:35,780 for attending training at the Targeted Level 374 00:17:35,780 --> 00:17:38,750 and for anybody who is really wanting to examine 375 00:17:38,750 --> 00:17:41,383 how they're doing around family engagement. 376 00:17:43,970 --> 00:17:45,420 So as I said, 377 00:17:45,420 --> 00:17:48,960 students who might need more than Universal Supports 378 00:17:48,960 --> 00:17:52,050 are students where we use office discipline referrals 379 00:17:52,050 --> 00:17:55,830 quite often as one screen tool, 380 00:17:55,830 --> 00:17:57,900 where there might be more than a couple of reports 381 00:17:57,900 --> 00:17:59,920 for problem behavior in a given time, 382 00:17:59,920 --> 00:18:02,700 depending on your school rules around that, 383 00:18:02,700 --> 00:18:04,990 chronic attendance and late to school. 384 00:18:04,990 --> 00:18:06,370 I think during the pandemic, 385 00:18:06,370 --> 00:18:11,370 we've seen that this is really, really an issue for us. 386 00:18:11,370 --> 00:18:13,230 So we might wanna be thinking about 387 00:18:13,230 --> 00:18:16,063 which Targeted interventions might be helpful for that. 388 00:18:16,980 --> 00:18:18,620 Students who visit the nurse a lot 389 00:18:18,620 --> 00:18:20,370 or homework might be an issue 390 00:18:21,572 --> 00:18:24,210 And students where 391 00:18:24,210 --> 00:18:25,840 we don't know necessarily what's going on, 392 00:18:25,840 --> 00:18:28,340 they're not necessarily acting out, they're acting in. 393 00:18:28,340 --> 00:18:32,710 And again, I think we are going to be 394 00:18:34,600 --> 00:18:36,610 seeing a lot of students 395 00:18:36,610 --> 00:18:39,040 that whose needs come through that way 396 00:18:39,040 --> 00:18:40,493 in the next year or so. 397 00:18:41,670 --> 00:18:43,270 This is a way to screen, 398 00:18:43,270 --> 00:18:47,180 If you use SWIS, it's sort of like a mock Swiss report. 399 00:18:47,180 --> 00:18:49,330 And we see a number of students 400 00:18:49,330 --> 00:18:52,760 have one office discipline referral. 401 00:18:52,760 --> 00:18:55,190 But these are the students that I just circled 402 00:18:55,190 --> 00:18:57,070 two to five office discipline referrals 403 00:18:57,070 --> 00:19:00,160 that some group of people is gonna want to look at. 404 00:19:00,160 --> 00:19:02,110 And they're gonna wanna look at early on. 405 00:19:02,110 --> 00:19:06,060 And I'll explain on this next slide what I mean by that. 406 00:19:06,060 --> 00:19:08,110 The students that are circled in red 407 00:19:09,160 --> 00:19:09,993 are students that have 408 00:19:09,993 --> 00:19:12,000 more than five office discipline referrals. 409 00:19:12,000 --> 00:19:14,950 And it's not to say that Targeted interventions 410 00:19:14,950 --> 00:19:16,940 won't be successful for them. 411 00:19:16,940 --> 00:19:19,610 But it may be, this has gone on for long enough now 412 00:19:19,610 --> 00:19:22,140 that we might need to do a little bit more 413 00:19:22,140 --> 00:19:23,710 of a functional behavior assessment 414 00:19:23,710 --> 00:19:25,740 to understand what's going on with them. 415 00:19:25,740 --> 00:19:29,080 So this is also my way of sort of explaining 416 00:19:29,080 --> 00:19:33,090 that you can use SWIS as a screening tool for your team 417 00:19:33,090 --> 00:19:35,260 that we're gonna talk about shortly 418 00:19:35,260 --> 00:19:39,420 to look at these students, 419 00:19:39,420 --> 00:19:43,420 to see whether, you know, these kinds of things just happen. 420 00:19:43,420 --> 00:19:45,420 And we're just gonna hold for now 421 00:19:45,420 --> 00:19:49,670 or whether we might wanna support Johnny or Susan 422 00:19:49,670 --> 00:19:52,460 with a plan, with some kind of intervention 423 00:19:52,460 --> 00:19:54,060 from our inventory 424 00:19:54,060 --> 00:19:57,033 by doing a very simple functional thinking about it. 425 00:19:58,910 --> 00:20:01,750 And here's why there's been some research that's been done 426 00:20:01,750 --> 00:20:05,160 in Washington State with 325 schools. 427 00:20:05,160 --> 00:20:07,645 And what they found with the schools 428 00:20:07,645 --> 00:20:08,630 is that by October, 429 00:20:08,630 --> 00:20:11,890 students with two office discipline referrals 430 00:20:11,890 --> 00:20:15,210 were likely to get more than 10 office discipline referrals 431 00:20:15,210 --> 00:20:16,423 by the end of the year, 432 00:20:17,430 --> 00:20:19,230 if no interventions are done, 433 00:20:19,230 --> 00:20:22,710 these students got more than 10 office discipline referrals. 434 00:20:22,710 --> 00:20:25,440 So the idea in October, 435 00:20:25,440 --> 00:20:28,220 what they call the October Catch 436 00:20:28,220 --> 00:20:33,220 is to be able to review the students with that level of ODRs 437 00:20:35,412 --> 00:20:39,662 and see if you can connect them with some supports, 438 00:20:40,860 --> 00:20:43,430 so that we can change that trajectory 439 00:20:43,430 --> 00:20:45,660 in less than the amount of time 440 00:20:45,660 --> 00:20:48,360 that they are not on task in class 441 00:20:49,520 --> 00:20:51,620 by putting an intervention in place. 442 00:20:51,620 --> 00:20:55,920 And so that's that early look at students who, 443 00:20:55,920 --> 00:20:58,433 often maybe we cross our fingers and hope. 444 00:21:00,520 --> 00:21:05,320 But if we do something early, that's the Targeted Level. 445 00:21:05,320 --> 00:21:08,900 So many schools in Vermont have done such a fabulous job 446 00:21:08,900 --> 00:21:10,410 at the Universal Level. 447 00:21:10,410 --> 00:21:12,650 And we're a state that's been well known 448 00:21:12,650 --> 00:21:14,690 for how we create these individualized 449 00:21:14,690 --> 00:21:17,020 wraparound supports for students. 450 00:21:17,020 --> 00:21:19,880 The Targeted Level, the Targeted interventions 451 00:21:19,880 --> 00:21:24,880 are a little bit less natural to us. 452 00:21:24,940 --> 00:21:26,000 The Targeted interventions 453 00:21:26,000 --> 00:21:27,800 are like off-the-shelf interventions, 454 00:21:27,800 --> 00:21:29,700 things that we know have been successful 455 00:21:29,700 --> 00:21:31,850 for other students that we can easily 456 00:21:31,850 --> 00:21:33,370 and quickly put in place. 457 00:21:33,370 --> 00:21:35,917 And that's why we spend a lot of time supporting schools 458 00:21:35,917 --> 00:21:37,133 and installing Check-In, Check-Out, 459 00:21:37,133 --> 00:21:40,240 because it has such a great and can be adapted 460 00:21:40,240 --> 00:21:43,383 in so many ways and it's really known to be successful. 461 00:21:45,230 --> 00:21:47,960 So I've just been sharing with you 462 00:21:47,960 --> 00:21:51,440 a little bit about using SWIS for screening. 463 00:21:51,440 --> 00:21:54,320 And everybody's been hearing a whole lot 464 00:21:54,320 --> 00:21:55,620 about Universal Screening 465 00:21:55,620 --> 00:21:58,330 for social-emotional behavior risks and strengths. 466 00:21:58,330 --> 00:22:01,050 And it's part of actually the state's recovery 467 00:22:01,050 --> 00:22:02,623 planning process right now. 468 00:22:05,195 --> 00:22:10,195 And screening is really part of putting in a full compliment 469 00:22:10,330 --> 00:22:11,490 of supports for students. 470 00:22:11,490 --> 00:22:15,240 It's a really good way to identify students early 471 00:22:15,240 --> 00:22:20,240 and to understand based on a validated instrument, 472 00:22:21,750 --> 00:22:23,310 how the students are doing. 473 00:22:23,310 --> 00:22:26,710 There are a lot of risks with doing screenings right now, 474 00:22:26,710 --> 00:22:31,650 because nobody's ever created reliability scales 475 00:22:31,650 --> 00:22:36,650 for these screeners during a pandemic. 476 00:22:37,130 --> 00:22:42,130 So while the state is requiring schools to screen students 477 00:22:43,050 --> 00:22:44,500 socially, emotionally, behaviourally 478 00:22:44,500 --> 00:22:46,280 before they enter school, 479 00:22:46,280 --> 00:22:48,533 you're not gonna know how they're doing yet, 480 00:22:49,490 --> 00:22:51,350 if you do that before they enter school. 481 00:22:51,350 --> 00:22:55,570 So all the practices and all the guidance 482 00:22:55,570 --> 00:22:57,947 that we're getting is "please wait until like October 483 00:22:57,947 --> 00:23:01,360 "before you do any kind of formalized screening." 484 00:23:01,360 --> 00:23:04,090 And if and when you do a formalized screening 485 00:23:04,090 --> 00:23:05,400 and these are those instruments, 486 00:23:05,400 --> 00:23:07,470 those research-based instruments 487 00:23:07,470 --> 00:23:11,780 that you've done a lot of a deep look 488 00:23:11,780 --> 00:23:15,400 at your systems capacity to support screening 489 00:23:15,400 --> 00:23:18,160 and to when you get the data, be able to review it 490 00:23:18,160 --> 00:23:20,100 and make some careful decisions about that. 491 00:23:20,100 --> 00:23:22,490 And we have all other trainings on that, 492 00:23:22,490 --> 00:23:24,900 but screening comes into play 493 00:23:24,900 --> 00:23:27,830 at the Targeted Level as a way to understand students 494 00:23:27,830 --> 00:23:29,330 who might need something more. 495 00:23:30,461 --> 00:23:33,850 But we're not gonna get into that here in this hour 496 00:23:33,850 --> 00:23:35,533 that is quickly going by. 497 00:23:37,220 --> 00:23:38,840 Happy to answer any other questions. 498 00:23:38,840 --> 00:23:43,840 And we have some resources on our website under Webinars. 499 00:23:45,210 --> 00:23:48,700 If you go to Webinars, we've had some pretty good trainings 500 00:23:48,700 --> 00:23:51,610 on screening and screening during a pandemic. 501 00:23:51,610 --> 00:23:54,050 So there's some resources, there's some articles, 502 00:23:54,050 --> 00:23:57,210 there's a list of tools, formal screening tools, 503 00:23:57,210 --> 00:24:00,570 as well as informal surveys that you can consider. 504 00:24:00,570 --> 00:24:03,410 Any questions at this time 505 00:24:03,410 --> 00:24:05,260 or comments or anything you wanna say, 506 00:24:05,260 --> 00:24:09,250 feel free to either unmute or type into the chat box, 507 00:24:09,250 --> 00:24:11,160 which doesn't exist for me right now. 508 00:24:11,160 --> 00:24:15,410 So you'll have to, can't get the chat. 509 00:24:15,410 --> 00:24:16,243 Oh, here we go. 510 00:24:25,450 --> 00:24:28,343 Okay, all right. 511 00:24:31,150 --> 00:24:34,180 Going back to Targeted interventions. 512 00:24:34,180 --> 00:24:37,750 The secret about Targeted interventions 513 00:24:37,750 --> 00:24:42,000 is that everybody in the school knows what they are. 514 00:24:42,000 --> 00:24:46,610 So that's part of your team's work is to support everybody 515 00:24:46,610 --> 00:24:49,300 in the building to play some role. 516 00:24:49,300 --> 00:24:53,410 And it's not an extensive role, but some role 517 00:24:53,410 --> 00:24:57,170 in implementing these interventions with students. 518 00:24:57,170 --> 00:25:00,950 It's not the referral that you send off to someone 519 00:25:00,950 --> 00:25:03,950 and the student goes and gets an intervention 520 00:25:03,950 --> 00:25:05,920 and comes back and everything's fine. 521 00:25:05,920 --> 00:25:08,640 It's really about, everybody's playing 522 00:25:08,640 --> 00:25:12,200 some sort of role in supporting the student 523 00:25:12,200 --> 00:25:15,283 to be successful through these interventions. 524 00:25:18,520 --> 00:25:20,110 This is a little bit repetitive, sorry, 525 00:25:20,110 --> 00:25:24,160 it's best for these low-level problem behaviors. 526 00:25:24,160 --> 00:25:26,860 If you have students in chronic crisis, 527 00:25:26,860 --> 00:25:29,600 it might be really hard for you to just put together 528 00:25:29,600 --> 00:25:32,313 or whip together a quick Targeted intervention. 529 00:25:33,780 --> 00:25:37,440 And it's effective, because you use the similar intervention 530 00:25:37,440 --> 00:25:40,040 with students that seem to have the same function 531 00:25:40,040 --> 00:25:41,260 to their behavior. 532 00:25:41,260 --> 00:25:46,260 So for example, students who continue to get in trouble, 533 00:25:46,860 --> 00:25:51,487 let's say, for acting out 534 00:25:51,487 --> 00:25:55,680 and the function is seeking adult attention, 535 00:25:55,680 --> 00:25:59,230 check in check out will likely work 536 00:25:59,230 --> 00:26:01,200 for most of those students. 537 00:26:01,200 --> 00:26:03,620 So it's an intervention that you can use 538 00:26:03,620 --> 00:26:05,993 with one student as well as many others. 539 00:26:07,400 --> 00:26:11,310 And the idea is to help students be more attached 540 00:26:11,310 --> 00:26:13,823 to their classroom, so they don't have to leave. 541 00:26:15,204 --> 00:26:16,560 And so that's sort of the notion 542 00:26:16,560 --> 00:26:17,900 of the Targeted intervention, 543 00:26:17,900 --> 00:26:21,970 helping students stay in task and not in class and on task. 544 00:26:21,970 --> 00:26:25,310 And this is the work that your team will do 545 00:26:25,310 --> 00:26:28,360 as you get ready to learn about and begin to install it 546 00:26:28,360 --> 00:26:33,360 is be able to support requests for assistance 547 00:26:33,720 --> 00:26:37,810 with an intervention within a very short period of time. 548 00:26:37,810 --> 00:26:41,180 And so that's why they're not individualized interventions. 549 00:26:41,180 --> 00:26:43,260 This is like what I said, the Targeted Level, 550 00:26:43,260 --> 00:26:44,900 it doesn't come naturally, 551 00:26:44,900 --> 00:26:47,270 you know, we don't usually have it that way. 552 00:26:47,270 --> 00:26:49,450 But it's like student has a need, 553 00:26:49,450 --> 00:26:51,340 we have a sense of what the function might be, 554 00:26:51,340 --> 00:26:52,640 we have all these interventions 555 00:26:52,640 --> 00:26:54,080 that work for this function of behavior, 556 00:26:54,080 --> 00:26:56,480 we're gonna match the students in the intervention. 557 00:26:56,480 --> 00:26:59,610 Also, the student needs to be agreeable to participate. 558 00:26:59,610 --> 00:27:02,330 We are Positive Behavioral Interventions and Supports 559 00:27:02,330 --> 00:27:05,740 and we really wanna help the student know 560 00:27:05,740 --> 00:27:07,670 that we're hoping that they can be successful 561 00:27:07,670 --> 00:27:09,390 and we think that this would be great for them. 562 00:27:09,390 --> 00:27:12,770 And so it's always a reframe to help them see 563 00:27:13,760 --> 00:27:18,760 how they can be become more happy in school, really. 564 00:27:19,290 --> 00:27:21,650 There was one school that did Check-In, Check-Out 565 00:27:21,650 --> 00:27:23,657 a number of years ago and I went to visit their school 566 00:27:23,657 --> 00:27:25,330 and they were really excited about it. 567 00:27:25,330 --> 00:27:27,970 But the way they talked about it was that, 568 00:27:27,970 --> 00:27:31,080 the next time a student would get written up, 569 00:27:31,080 --> 00:27:33,980 they would be put on to Check-In, Check-Out. 570 00:27:33,980 --> 00:27:37,970 And so that's kind of exactly not what we're talking about. 571 00:27:37,970 --> 00:27:40,220 We're really talking about nominating students 572 00:27:40,220 --> 00:27:41,260 for something exciting 573 00:27:41,260 --> 00:27:43,020 that we're gonna touch base with them, 574 00:27:43,020 --> 00:27:46,910 so that they can have a cheerleader 575 00:27:46,910 --> 00:27:48,760 to help them be successful in school. 576 00:27:49,890 --> 00:27:53,530 They agree, every staff person is involved. 577 00:27:53,530 --> 00:27:56,470 And I'll explain that with Check-In Check-Out. 578 00:27:56,470 --> 00:27:57,980 It can be flexible 579 00:27:57,980 --> 00:28:01,830 and the administration and the team 580 00:28:01,830 --> 00:28:05,110 support resources for some of these interventions, 581 00:28:05,110 --> 00:28:09,480 let's say you have a second step curriculum 582 00:28:09,480 --> 00:28:11,020 that you wanted for the Universal Level. 583 00:28:11,020 --> 00:28:14,950 You can easily use that particular social skills program 584 00:28:14,950 --> 00:28:18,620 and adapt that to be a target level intervention as well. 585 00:28:18,620 --> 00:28:21,080 So you wouldn't need the resources for that. 586 00:28:21,080 --> 00:28:23,000 And you're continuously monitoring 587 00:28:23,000 --> 00:28:24,600 and making decisions about that. 588 00:28:27,670 --> 00:28:30,130 I see a question in the chat box 589 00:28:30,130 --> 00:28:32,490 and I'm sorry I don't know when it got there, 590 00:28:32,490 --> 00:28:34,827 but someone said, Inga said, 591 00:28:34,827 --> 00:28:37,880 "so SWIS offers a Universal Screening tool?" 592 00:28:37,880 --> 00:28:41,360 No SWIS can be a screening tool. 593 00:28:41,360 --> 00:28:45,727 The reports that you read from SWIS can help you determine, 594 00:28:47,270 --> 00:28:49,210 which is, this is the screen, 595 00:28:49,210 --> 00:28:54,210 all students that have problem behaviors 596 00:28:55,120 --> 00:28:57,010 will be entered into SWIS. 597 00:28:57,010 --> 00:28:58,850 So you'll be able to use that to see 598 00:28:58,850 --> 00:29:01,300 which students have more than two 599 00:29:01,300 --> 00:29:04,010 and less than six office discipline referrals. 600 00:29:04,010 --> 00:29:05,720 And that's a screening process. 601 00:29:05,720 --> 00:29:08,600 It's not a formal Universal Screener, 602 00:29:08,600 --> 00:29:11,500 it's a way to screen students to see 603 00:29:11,500 --> 00:29:14,100 which ones might need something more. 604 00:29:14,100 --> 00:29:15,820 So it's not like a formal one. 605 00:29:15,820 --> 00:29:17,620 Okay, great, thank you. 606 00:29:17,620 --> 00:29:20,170 Here's some examples of some Targeted interventions. 607 00:29:20,170 --> 00:29:22,460 And remember as I said, you're gonna be doing this 608 00:29:22,460 --> 00:29:23,923 until you retire, 609 00:29:24,880 --> 00:29:29,190 because you're always building your interventions 610 00:29:29,190 --> 00:29:33,380 that work for you as time goes on. 611 00:29:33,380 --> 00:29:36,130 Some of these you probably already have, 612 00:29:36,130 --> 00:29:38,060 you may have a lot of these, 613 00:29:38,060 --> 00:29:40,630 what we're doing at the target level of PBIS 614 00:29:40,630 --> 00:29:42,980 is being very intentional 615 00:29:42,980 --> 00:29:46,180 about what those interventions are, 616 00:29:46,180 --> 00:29:49,350 how students access those interval interventions, 617 00:29:49,350 --> 00:29:52,180 what is meant for success in those interventions. 618 00:29:52,180 --> 00:29:54,300 And I'll show you that in a minute. 619 00:29:54,300 --> 00:29:56,830 And how those interventions 620 00:29:56,830 --> 00:29:58,920 match to the request for assistance, 621 00:29:58,920 --> 00:30:00,680 whatever that they say they need. 622 00:30:00,680 --> 00:30:04,600 Because some students would not benefit from peer mentoring, 623 00:30:04,600 --> 00:30:08,240 if they, that's not a good example. 624 00:30:08,240 --> 00:30:12,530 A student has anger management, 625 00:30:12,530 --> 00:30:14,170 whereas doing really, really well in school, 626 00:30:14,170 --> 00:30:15,003 the homework club 627 00:30:15,003 --> 00:30:17,110 might not be the intervention for the student. 628 00:30:17,110 --> 00:30:18,950 That's it kind of an extreme example. 629 00:30:18,950 --> 00:30:21,203 So you're always trying to match to function. 630 00:30:22,170 --> 00:30:24,433 And that's just an example of a few. 631 00:30:25,930 --> 00:30:28,120 Just wanna reiterate that this is not something 632 00:30:28,120 --> 00:30:29,140 where the student goes away. 633 00:30:29,140 --> 00:30:30,250 Somebody doesn't intervention 634 00:30:30,250 --> 00:30:32,100 and comes back and everything's good. 635 00:30:33,570 --> 00:30:34,650 You may have heard of 636 00:30:34,650 --> 00:30:38,860 or have involved yourselves in restorative practices. 637 00:30:38,860 --> 00:30:42,260 And we have embraced the restorative approach 638 00:30:42,260 --> 00:30:45,030 to everything that we're doing. 639 00:30:45,030 --> 00:30:46,980 And we're working on making sure 640 00:30:46,980 --> 00:30:50,010 that PBIS is more restorative 641 00:30:50,010 --> 00:30:53,580 than it may have been initially presented. 642 00:30:53,580 --> 00:30:58,040 And so we are embracing these principles 643 00:30:58,040 --> 00:31:02,050 where we're really doing with students, 644 00:31:02,050 --> 00:31:07,050 with staff, with families rather than four or two. 645 00:31:07,290 --> 00:31:09,167 So it involves engagement, 646 00:31:09,167 --> 00:31:12,670 and it involves getting connected with students, 647 00:31:12,670 --> 00:31:15,480 it involves having some engagement 648 00:31:15,480 --> 00:31:18,640 around decision-making about what needs to happen. 649 00:31:18,640 --> 00:31:23,640 So PBIS, we've been infusing restorative principles 650 00:31:23,750 --> 00:31:27,930 into PBIS and this is actually one of the activities 651 00:31:27,930 --> 00:31:32,930 that once you have an inventory of Targeted interventions, 652 00:31:34,280 --> 00:31:38,390 we ask you to think about where along this continuum 653 00:31:38,390 --> 00:31:41,440 your interventions lie? 654 00:31:41,440 --> 00:31:46,440 Are they more on the mandatory exclusionary adult center? 655 00:31:46,870 --> 00:31:49,210 Or are they more toward the voluntary 656 00:31:49,210 --> 00:31:53,510 participation, exploring relationships, 657 00:31:53,510 --> 00:31:57,050 having agreements between adults and students, 658 00:31:57,050 --> 00:32:00,640 having students be more connected 659 00:32:00,640 --> 00:32:02,810 with the decisions in the school? 660 00:32:02,810 --> 00:32:05,180 So this is work that wanna to do 661 00:32:05,180 --> 00:32:10,180 and start moving our interventions to be more restorative. 662 00:32:12,950 --> 00:32:17,220 And we've all been all over this continuum. 663 00:32:17,220 --> 00:32:20,470 So the idea is that we would be asking you, 664 00:32:20,470 --> 00:32:21,950 once you complete your inventory 665 00:32:21,950 --> 00:32:23,130 is to look at sort of 666 00:32:23,130 --> 00:32:25,080 where those particular interventions 667 00:32:25,080 --> 00:32:26,330 fit on the continuum. 668 00:32:26,330 --> 00:32:28,130 And what's something you might be able to do 669 00:32:28,130 --> 00:32:31,750 to move it closer to the more restorative way of doing it. 670 00:32:31,750 --> 00:32:35,870 So that's just, we're very excited about 671 00:32:35,870 --> 00:32:38,880 creating more engagement in schools 672 00:32:38,880 --> 00:32:40,680 and that leads to equity as well. 673 00:32:40,680 --> 00:32:43,840 So that's the work that we're hoping we'll do. 674 00:32:43,840 --> 00:32:48,333 Any questions as we continue here? 675 00:32:49,670 --> 00:32:51,570 You can unmute yourself if you'd like. 676 00:33:04,600 --> 00:33:09,600 I'm working on my patient pause, how am I doing? 677 00:33:13,350 --> 00:33:14,633 - Hi, this is Karlynn. 678 00:33:16,400 --> 00:33:18,400 I'm wondering about moving towards, 679 00:33:18,400 --> 00:33:21,350 you know, from what shifting around 680 00:33:21,350 --> 00:33:22,400 from one to the other 681 00:33:23,460 --> 00:33:25,360 and it all makes perfect sense, 682 00:33:25,360 --> 00:33:29,200 except that each student is gonna look differently 683 00:33:29,200 --> 00:33:32,570 at their options, you know, how you approach each student. 684 00:33:32,570 --> 00:33:34,998 So as a whole school to try to move, 685 00:33:34,998 --> 00:33:38,973 it seems like it could be tricky. 686 00:33:40,000 --> 00:33:41,120 Am I reading that right? 687 00:33:41,120 --> 00:33:44,170 - Well, I did hear you start to say 688 00:33:44,170 --> 00:33:46,690 take awhile and that's for sure. 689 00:33:46,690 --> 00:33:48,100 It really is part. - Okay. 690 00:33:48,100 --> 00:33:49,380 - But let me give you an example, 691 00:33:49,380 --> 00:33:52,680 when we started PBIS and we're doing some training, 692 00:33:52,680 --> 00:33:54,880 we were talking about coming to our training 693 00:33:54,880 --> 00:33:58,330 with your three expectations, ready to roll. 694 00:33:58,330 --> 00:34:01,333 And let's say they're respect, responsible and safe. 695 00:34:02,300 --> 00:34:07,300 Had the students and the adults had a community meeting 696 00:34:07,330 --> 00:34:11,330 around what they would be and what that might look like, 697 00:34:11,330 --> 00:34:15,210 you would have more engagement and more agreement. 698 00:34:15,210 --> 00:34:17,800 And then you can get deeper into those 699 00:34:17,800 --> 00:34:19,703 and be asking yourselves sort of like, 700 00:34:20,827 --> 00:34:22,417 "do we need this expectation? 701 00:34:22,417 --> 00:34:24,267 "Does this match the culture 702 00:34:24,267 --> 00:34:26,510 "of the groups that are in our schools?" 703 00:34:26,510 --> 00:34:27,543 Things like that. 704 00:34:28,411 --> 00:34:33,411 So, yes, it is about your community. 705 00:34:34,590 --> 00:34:37,010 Restorative schools is about the community schools 706 00:34:37,010 --> 00:34:39,200 individual interventions. 707 00:34:39,200 --> 00:34:40,750 If they're restorative, 708 00:34:40,750 --> 00:34:43,510 they certainly are about the student engaging 709 00:34:43,510 --> 00:34:45,643 and agreeing and selecting 710 00:34:49,150 --> 00:34:52,560 what might make most sense for that student. 711 00:34:52,560 --> 00:34:55,127 Does that make sense in general? 712 00:34:55,127 --> 00:34:55,960 - Yes. yeah, that does. 713 00:34:55,960 --> 00:34:57,288 - Okay. - Okay, thanks. 714 00:34:57,288 --> 00:34:58,121 - Okay. 715 00:35:00,810 --> 00:35:03,380 Okay, so let's talk about the system pretty quickly. 716 00:35:03,380 --> 00:35:07,900 There's two types of teams or conversations 717 00:35:07,900 --> 00:35:08,780 that need to happen. 718 00:35:08,780 --> 00:35:10,610 Some of you are from really small schools, 719 00:35:10,610 --> 00:35:12,150 so you're always changing hats all the time, 720 00:35:12,150 --> 00:35:13,700 depending on what team you are. 721 00:35:14,750 --> 00:35:18,020 But some of you may have a specifically different team. 722 00:35:18,020 --> 00:35:20,510 So there's one for the system. 723 00:35:20,510 --> 00:35:21,970 How is everything going? 724 00:35:21,970 --> 00:35:24,800 Where are the requests for assistance coming from? 725 00:35:24,800 --> 00:35:26,690 Do the adults know what the interventions are? 726 00:35:26,690 --> 00:35:28,430 Do we need to have a celebration? 727 00:35:28,430 --> 00:35:30,450 All those different kinds of things. 728 00:35:30,450 --> 00:35:32,710 And then there's a smaller group of people 729 00:35:32,710 --> 00:35:34,800 that meets around students 730 00:35:36,510 --> 00:35:39,330 that the adults are requesting assistance for. 731 00:35:39,330 --> 00:35:43,020 So we now break it up into two types of conversations, 732 00:35:43,020 --> 00:35:45,743 the system level and the student level. 733 00:35:47,270 --> 00:35:50,570 At the system level, you're creating your procedures, 734 00:35:50,570 --> 00:35:53,420 you're communicating that you have a Targeted intervention 735 00:35:53,420 --> 00:35:56,720 for staff and families, to staff and families 736 00:35:56,720 --> 00:35:58,880 and you're linking between the Targeted 737 00:35:58,880 --> 00:36:00,180 and the Universal systems. 738 00:36:00,180 --> 00:36:02,910 So if you have a team in your school 739 00:36:02,910 --> 00:36:04,210 that does a lot of work 740 00:36:04,210 --> 00:36:07,490 around looking at the school-wide data, 741 00:36:07,490 --> 00:36:10,770 looking at when to plan your celebrations, 742 00:36:10,770 --> 00:36:12,890 looking at different areas of the school 743 00:36:12,890 --> 00:36:14,463 that you might need to adjust. 744 00:36:15,570 --> 00:36:19,470 That's the team that meets around Universal, 745 00:36:19,470 --> 00:36:22,850 It may be the same as your Targeted system team. 746 00:36:22,850 --> 00:36:25,030 But you need this separate group of folks 747 00:36:25,030 --> 00:36:27,580 that are talking about Johnny and Suzie. 748 00:36:27,580 --> 00:36:29,540 Because once you start talking about them 749 00:36:29,540 --> 00:36:32,100 in the systems level team, 750 00:36:32,100 --> 00:36:34,950 you kind of lose the systems is the topics, 751 00:36:34,950 --> 00:36:38,950 because we can admire the situation for the students 752 00:36:38,950 --> 00:36:43,540 way longer than we ever have time to finish. 753 00:36:43,540 --> 00:36:46,620 So we try to separate those out. 754 00:36:46,620 --> 00:36:50,700 And so as I said, that that teaming structure 755 00:36:50,700 --> 00:36:52,440 is gonna be different for every school. 756 00:36:52,440 --> 00:36:53,780 And it could be the same team, 757 00:36:53,780 --> 00:36:55,890 but you're now intentionally moving 758 00:36:55,890 --> 00:36:58,640 from the Universal systems pieces 759 00:36:58,640 --> 00:37:00,560 to the Targeted systems pieces 760 00:37:00,560 --> 00:37:02,800 or it may be a Targeted Team 761 00:37:02,800 --> 00:37:03,850 and a Universal Team. 762 00:37:04,930 --> 00:37:07,820 The administrator, oh, the administrator, 763 00:37:07,820 --> 00:37:09,410 the administrator is the face of everything 764 00:37:09,410 --> 00:37:10,750 that goes on in the school. 765 00:37:10,750 --> 00:37:12,430 They need to have some level 766 00:37:12,430 --> 00:37:14,160 of participation on these teams. 767 00:37:14,160 --> 00:37:18,480 Now they probably don't want to need to be the coordinator 768 00:37:18,480 --> 00:37:19,670 of these teams. 769 00:37:19,670 --> 00:37:21,990 But they need to know what's going on in these teams 770 00:37:21,990 --> 00:37:25,830 and be able to participate on a pretty regular basis, 771 00:37:25,830 --> 00:37:29,590 so that, you know, that's the person with the resources. 772 00:37:29,590 --> 00:37:32,700 So very, very critical to the success of this work 773 00:37:32,700 --> 00:37:34,160 is the administrator. 774 00:37:34,160 --> 00:37:36,420 And then for the student planning team, 775 00:37:36,420 --> 00:37:37,500 that's a group of people 776 00:37:37,500 --> 00:37:39,950 that's gonna meet a little bit more regularly. 777 00:37:39,950 --> 00:37:42,360 They're gonna review student referrals, 778 00:37:42,360 --> 00:37:44,280 which we're trying to change that wording 779 00:37:44,280 --> 00:37:46,810 to request for assistance. 780 00:37:46,810 --> 00:37:48,680 So it doesn't look like I'm referring to you 781 00:37:48,680 --> 00:37:50,480 and let me know when they come back. 782 00:37:53,497 --> 00:37:56,120 And to determine whether they're gonna go on 783 00:37:56,120 --> 00:37:59,080 Check-In, Check-Out or something else. 784 00:37:59,080 --> 00:38:01,540 They're also connecting with the staff and students 785 00:38:01,540 --> 00:38:04,030 about the intervention that's gonna take place 786 00:38:04,030 --> 00:38:06,260 and they look at the data for the students. 787 00:38:06,260 --> 00:38:07,320 So that's a group of people 788 00:38:07,320 --> 00:38:09,910 that's gonna meet a little bit more regularly. 789 00:38:09,910 --> 00:38:12,720 And this could be at least one or two people 790 00:38:12,720 --> 00:38:14,280 from the leadership team, 791 00:38:14,280 --> 00:38:16,860 but someone who has some behavioral skills. 792 00:38:16,860 --> 00:38:19,680 And if you're going to choose Check-In, Check-Out 793 00:38:21,370 --> 00:38:23,190 that has a Check-In, Check-Out coordinator 794 00:38:23,190 --> 00:38:26,350 that person would be on that team as well. 795 00:38:26,350 --> 00:38:27,610 And again, the administrator 796 00:38:27,610 --> 00:38:29,420 should know what's going on in those teams, 797 00:38:29,420 --> 00:38:31,123 maybe not attending all the time. 798 00:38:32,870 --> 00:38:34,713 So could this be your EST? 799 00:38:36,800 --> 00:38:38,290 Is a really good question. 800 00:38:38,290 --> 00:38:43,290 I don't know if I created a poll about this. 801 00:38:44,030 --> 00:38:45,823 Anne, you wanna see if there's a poll? 802 00:38:47,162 --> 00:38:50,310 So while Anne's looking to see if we did a poll. 803 00:38:50,310 --> 00:38:53,020 - Yeah. - The idea is that the EST 804 00:38:53,860 --> 00:38:58,660 is a required team that has to happen in the state. 805 00:38:58,660 --> 00:39:00,320 And this has been in place 806 00:39:00,320 --> 00:39:04,970 since like the early 90s, I think. 807 00:39:04,970 --> 00:39:09,970 And so they can do the job of what I just described 808 00:39:10,310 --> 00:39:13,700 for the Targeted, either systems level or student level. 809 00:39:13,700 --> 00:39:16,063 What we know though, is across the state, 810 00:39:17,596 --> 00:39:21,560 the ESTs are totally differently designed. 811 00:39:21,560 --> 00:39:24,260 There's a great rubric out, 812 00:39:24,260 --> 00:39:26,910 the state actually put out some really good 813 00:39:26,910 --> 00:39:30,110 resource materials on what makes a good EST. 814 00:39:30,110 --> 00:39:31,330 If you haven't seen them, 815 00:39:31,330 --> 00:39:33,780 I believe they're actually linked on our website, 816 00:39:34,690 --> 00:39:36,343 the materials for this session. 817 00:39:37,230 --> 00:39:40,800 So if we wanna think smarter, 818 00:39:40,800 --> 00:39:44,730 could our EST or part of our EST meetings 819 00:39:44,730 --> 00:39:46,303 or something about EST, 820 00:39:47,170 --> 00:39:49,910 be also this Targeted Level team. 821 00:39:49,910 --> 00:39:51,570 And that's something 822 00:39:51,570 --> 00:39:54,320 your teams are gonna have to kind of reckon with, 823 00:39:54,320 --> 00:39:57,990 because we don't know how your ESTs operate. 824 00:39:57,990 --> 00:40:00,500 If they're not looking at data, that's one thing, 825 00:40:00,500 --> 00:40:02,700 if they're not looking at systems issues, 826 00:40:02,700 --> 00:40:03,533 that's another thing. 827 00:40:03,533 --> 00:40:07,800 So I think the EST fits in here, 828 00:40:07,800 --> 00:40:09,910 but it'll have to be for your team to figure out. 829 00:40:09,910 --> 00:40:11,160 Is there a poll for that? 830 00:40:12,065 --> 00:40:13,810 - I have just launched it. 831 00:40:13,810 --> 00:40:15,593 - Okay, I hadn't seen that. 832 00:40:21,760 --> 00:40:24,490 - Only four have responded so far. 833 00:40:24,490 --> 00:40:25,323 - [Sherry] Okay. 834 00:40:25,323 --> 00:40:26,156 - Here we go. 835 00:40:38,520 --> 00:40:42,130 Okay, it doesn't look like anybody else is responding. 836 00:40:42,130 --> 00:40:45,870 So we've got out of eight, 837 00:40:45,870 --> 00:40:48,910 one, we meet at least every two weeks, 838 00:40:48,910 --> 00:40:50,920 five, say, "some of the above" 839 00:40:50,920 --> 00:40:53,410 and two, say, "all of the above." 840 00:40:53,410 --> 00:40:57,100 - Okay, well, in the all of the above situation, 841 00:40:57,100 --> 00:41:01,990 you have the capacity now to take on this Targeted work 842 00:41:01,990 --> 00:41:05,700 at the systems level and or the individual student level. 843 00:41:05,700 --> 00:41:09,123 But I definitely encourage your teams 844 00:41:09,123 --> 00:41:10,250 as you're thinking about, 845 00:41:10,250 --> 00:41:12,500 you know, intentionally installing the Targeted Level 846 00:41:12,500 --> 00:41:15,850 to think about how the EST is or is not 847 00:41:15,850 --> 00:41:19,500 or can be part of or all of this work. 848 00:41:19,500 --> 00:41:21,160 So thank you for sharing that. 849 00:41:21,160 --> 00:41:24,080 And I'd say that more and more ESTs 850 00:41:24,080 --> 00:41:27,020 now are serving as Targeted Teams 851 00:41:27,020 --> 00:41:29,800 at both levels than there used to be. 852 00:41:29,800 --> 00:41:30,900 So that's pretty cool. 853 00:41:31,990 --> 00:41:33,300 I already talked about the administrator, 854 00:41:33,300 --> 00:41:35,350 so I'm not gonna be labored in that. 855 00:41:35,350 --> 00:41:38,440 It's just that, I mean, the research on sustainability 856 00:41:38,440 --> 00:41:41,337 of PBIS across the level says that 857 00:41:41,337 --> 00:41:43,087 "when the administrator is involved 858 00:41:44,727 --> 00:41:48,077 "and supports the work of the team, 859 00:41:48,077 --> 00:41:50,647 "the sustainability is much stronger." 860 00:41:51,500 --> 00:41:53,980 And a lot of times, now we're talking about students 861 00:41:53,980 --> 00:41:56,120 who people are starting to get to know 862 00:41:56,120 --> 00:41:57,670 and are worried about. 863 00:41:57,670 --> 00:42:00,597 So the administrator ought to know who they are 864 00:42:00,597 --> 00:42:05,180 and a little bit about what's going on for lots of reasons. 865 00:42:05,180 --> 00:42:07,630 So we're really hoping that your administrator 866 00:42:07,630 --> 00:42:10,630 is hand-in-hand with you in this work, 867 00:42:10,630 --> 00:42:12,033 if they're not here already. 868 00:42:14,181 --> 00:42:16,830 And then we talk about the district coordinator. 869 00:42:16,830 --> 00:42:18,640 Now I know that there were a lot of people 870 00:42:18,640 --> 00:42:21,580 from Union Elementary registered here 871 00:42:21,580 --> 00:42:24,440 and you're the only school in your district 872 00:42:24,440 --> 00:42:26,770 that doesn't have a district coordinator. 873 00:42:26,770 --> 00:42:28,543 Oh, actually I think you do now. 874 00:42:29,600 --> 00:42:30,583 I think it's Mary. 875 00:42:32,540 --> 00:42:36,270 That person and Jessica, I see that you're here. 876 00:42:36,270 --> 00:42:39,200 You play like a really important role 877 00:42:39,200 --> 00:42:41,730 in keeping the eye on the prize 878 00:42:41,730 --> 00:42:44,300 of Targeted installation and intervention. 879 00:42:44,300 --> 00:42:47,360 And the idea is really to look across your schools 880 00:42:47,360 --> 00:42:49,890 and to see what the resource needs are, 881 00:42:49,890 --> 00:42:51,290 what the needs of students are, 882 00:42:51,290 --> 00:42:54,070 if you start getting into screening as a district. 883 00:42:54,070 --> 00:42:59,070 And be able to allocate resources and advocate for 884 00:42:59,590 --> 00:43:01,880 what the teams are saying that they need, 885 00:43:01,880 --> 00:43:03,990 connect them with professional development 886 00:43:03,990 --> 00:43:05,630 through best study money. 887 00:43:05,630 --> 00:43:09,540 So the role of the coordinator at the district 888 00:43:09,540 --> 00:43:13,210 or SU level is very important and should, you know, 889 00:43:13,210 --> 00:43:15,330 hopefully get to some of your team meetings 890 00:43:15,330 --> 00:43:20,253 and have a connection between what the schools are doing, 891 00:43:20,253 --> 00:43:23,263 what the district knows is pretty critical. 892 00:43:24,630 --> 00:43:26,900 And then there's the coordinator, 893 00:43:26,900 --> 00:43:29,900 we ask that all schools have a PBIS coordinator. 894 00:43:29,900 --> 00:43:31,370 In some of the bigger schools, 895 00:43:31,370 --> 00:43:33,870 there's actually a Universal coordinator 896 00:43:33,870 --> 00:43:36,230 and a Targeted coordinator, 897 00:43:36,230 --> 00:43:37,890 but that's the person, that's the glue 898 00:43:37,890 --> 00:43:38,930 that holds it together. 899 00:43:38,930 --> 00:43:41,520 And I always think, because I come from mental health 900 00:43:41,520 --> 00:43:43,370 of the mental health case manager, 901 00:43:43,370 --> 00:43:45,900 someone that's worried about all the parts and pieces 902 00:43:45,900 --> 00:43:48,770 and does the communication in between doesn't do everything, 903 00:43:48,770 --> 00:43:51,647 because we know a good coordinator delegates. 904 00:43:54,310 --> 00:43:58,530 So we really support the coordinator 905 00:43:58,530 --> 00:44:02,870 and we try to do some preview training prior to a team, 906 00:44:02,870 --> 00:44:04,060 maybe attending a training. 907 00:44:04,060 --> 00:44:06,960 And we have our regional meetings that take place 908 00:44:06,960 --> 00:44:09,340 a few times a year. 909 00:44:09,340 --> 00:44:11,760 And so that person is really critical. 910 00:44:11,760 --> 00:44:12,670 So you need to be thinking about 911 00:44:12,670 --> 00:44:13,690 who's going to be the coordinator. 912 00:44:13,690 --> 00:44:16,500 Is that the person that is already your coordinator? 913 00:44:16,500 --> 00:44:18,923 Or do you need to add on a new role to that? 914 00:44:21,490 --> 00:44:24,910 So there's a little activity in the handbook 915 00:44:26,360 --> 00:44:30,500 of the two documents that are linked as Google Docs 916 00:44:30,500 --> 00:44:33,740 to identify who the members of your team will be. 917 00:44:33,740 --> 00:44:35,810 Given all that I said, it's really messy. 918 00:44:35,810 --> 00:44:37,670 Sometimes it's just conversations 919 00:44:37,670 --> 00:44:38,900 and switching conversations. 920 00:44:38,900 --> 00:44:41,130 But who are the people that can be identified 921 00:44:41,130 --> 00:44:43,280 in the role at the systems level 922 00:44:43,280 --> 00:44:45,970 and at the individual student level level? 923 00:44:45,970 --> 00:44:48,710 And we'll revisit that at the team training, 924 00:44:48,710 --> 00:44:52,620 just to see like, if as we go on with this work 925 00:44:52,620 --> 00:44:54,450 that we might wanna shift that. 926 00:44:54,450 --> 00:44:57,700 It's really incredible how this teaming infrastructure 927 00:44:57,700 --> 00:45:02,700 plays such a huge role in helping this really roll out well 928 00:45:03,900 --> 00:45:05,950 for your staff and your students. 929 00:45:05,950 --> 00:45:09,330 So be thinking about who's in these different roles 930 00:45:09,330 --> 00:45:11,660 and this you would put in the handbook 931 00:45:11,660 --> 00:45:16,180 that you'll be handing out to staff next year, we hope. 932 00:45:16,180 --> 00:45:18,520 So they know who the people are that are involved, 933 00:45:18,520 --> 00:45:22,510 because it's really important to make it very clear 934 00:45:22,510 --> 00:45:24,160 who's who and what they're doing. 935 00:45:26,200 --> 00:45:30,430 And this is the Targeted Inventory of Practices. 936 00:45:30,430 --> 00:45:35,320 So you all are doing some amazing things. 937 00:45:35,320 --> 00:45:39,100 And this is your way of putting them down 938 00:45:39,100 --> 00:45:43,200 all in one place to talk about what your interventions are. 939 00:45:43,200 --> 00:45:45,240 Some of you have lunch bunches, 940 00:45:45,240 --> 00:45:47,030 some of you have friendship clubs, 941 00:45:47,030 --> 00:45:50,520 some of you have social skills groups, 942 00:45:50,520 --> 00:45:54,110 some of you have other kinds of groups that meet, 943 00:45:54,110 --> 00:45:55,840 those are all Targeted interventions 944 00:45:55,840 --> 00:45:57,800 from groups of students. 945 00:45:57,800 --> 00:46:01,980 And what the idea is here is to be very clear 946 00:46:01,980 --> 00:46:03,300 about the purpose of that, 947 00:46:03,300 --> 00:46:05,270 what's the function of the behavior 948 00:46:05,270 --> 00:46:06,520 that leads to the student 949 00:46:06,520 --> 00:46:08,740 being attached to this intervention. 950 00:46:08,740 --> 00:46:10,240 Who's involved with that? 951 00:46:10,240 --> 00:46:12,207 How does this student get into this intervention? 952 00:46:12,207 --> 00:46:14,623 And in one school I was in recently, 953 00:46:16,570 --> 00:46:19,920 if you knew the school counselor and when they had lunch 954 00:46:19,920 --> 00:46:21,900 and you could go to where they were at lunch, 955 00:46:21,900 --> 00:46:22,890 you could get the student 956 00:46:22,890 --> 00:46:24,560 into the intervention that you wanted. 957 00:46:24,560 --> 00:46:26,420 It was, you know, so we're looking for something 958 00:46:26,420 --> 00:46:28,780 a little bit more formalized here. 959 00:46:28,780 --> 00:46:30,813 And then how do you know it's working? 960 00:46:32,752 --> 00:46:35,120 And that a student is being successful on that? 961 00:46:35,120 --> 00:46:38,270 This is something you're going to be starting 962 00:46:38,270 --> 00:46:42,970 and you're going to be refining and building upon forever. 963 00:46:42,970 --> 00:46:45,550 So it's great to begin this. 964 00:46:45,550 --> 00:46:50,550 And here's an example of one, this was that you broke 965 00:46:50,990 --> 00:46:53,470 a little while ago, 966 00:46:53,470 --> 00:46:58,060 that they started out with this format, 967 00:46:58,060 --> 00:47:00,253 which is a little bit more simple. 968 00:47:01,500 --> 00:47:05,950 And then they created one that lists the function 969 00:47:05,950 --> 00:47:09,330 of behavior that these particular interventions met. 970 00:47:09,330 --> 00:47:12,720 And they got very specific about the criteria 971 00:47:12,720 --> 00:47:13,629 for getting in, how often it happened? 972 00:47:13,629 --> 00:47:18,629 The resources, when are you scheduled to check progress? 973 00:47:19,820 --> 00:47:21,290 How are you measuring? 974 00:47:21,290 --> 00:47:24,803 And then I think, let's see the pictures are in the way, 975 00:47:25,840 --> 00:47:26,880 exit criteria. 976 00:47:26,880 --> 00:47:30,320 And you can see here, the team hadn't quite finished, 977 00:47:30,320 --> 00:47:34,720 how you know the students are ready to exit the intervention 978 00:47:34,720 --> 00:47:37,983 during this iteration of this form that I took from them. 979 00:47:39,950 --> 00:47:43,170 So you can see also the interventions listed 980 00:47:43,170 --> 00:47:45,600 to give you an idea of what they are. 981 00:47:45,600 --> 00:47:48,520 So that's work, we're just gonna continue to be doing. 982 00:47:48,520 --> 00:47:50,800 And I think I'm gonna need to move on, 983 00:47:50,800 --> 00:47:52,820 because it's time to talk about, 984 00:47:52,820 --> 00:47:54,920 but please type questions in the chat box. 985 00:47:57,010 --> 00:47:58,210 Check-In, Check-Out 986 00:47:58,210 --> 00:48:00,950 or Teacher check, Connect and Expect. 987 00:48:00,950 --> 00:48:05,020 So with Universal, you know, we talk about some practices 988 00:48:05,020 --> 00:48:06,430 that have the best evidence 989 00:48:06,430 --> 00:48:09,430 of being most successful as first instruction, 990 00:48:09,430 --> 00:48:12,200 at the target level, this is the intervention. 991 00:48:12,200 --> 00:48:14,680 You can have all kinds of other interventions, 992 00:48:14,680 --> 00:48:17,453 but you should have this one. 993 00:48:18,585 --> 00:48:19,930 (clears throat) 994 00:48:19,930 --> 00:48:23,130 This one has the most research behind it. 995 00:48:23,130 --> 00:48:24,390 And I'm sure you're all using 996 00:48:24,390 --> 00:48:26,800 some form of Check-In, Check-Out with students, 997 00:48:26,800 --> 00:48:29,760 but this kind of formalizes it. 998 00:48:29,760 --> 00:48:32,490 And if you come to our team training, 999 00:48:32,490 --> 00:48:34,330 you'll get this book 1000 00:48:34,330 --> 00:48:37,750 and we'll send the leader of your team 1001 00:48:37,750 --> 00:48:41,130 this book, which really describes very well 1002 00:48:41,130 --> 00:48:42,750 the Check-In, Check-Out system. 1003 00:48:42,750 --> 00:48:45,160 It has some forms in it, it has some rationale, 1004 00:48:45,160 --> 00:48:48,183 it has some passive parent permission forms. 1005 00:48:49,419 --> 00:48:52,120 It's really a very well-written 1006 00:48:52,120 --> 00:48:54,160 kind of workbook sort of thing. 1007 00:48:54,160 --> 00:48:56,680 And so your team can use it as a resource 1008 00:48:56,680 --> 00:48:58,113 to develop your system. 1009 00:49:00,040 --> 00:49:02,610 They call it Behavior Education Program, 1010 00:49:02,610 --> 00:49:04,070 we call it, Check-In, Check-Out. 1011 00:49:04,070 --> 00:49:05,670 I've never heard of an intervention 1012 00:49:05,670 --> 00:49:07,620 that had so many different names to it. 1013 00:49:09,150 --> 00:49:10,310 So you'll get this book, 1014 00:49:10,310 --> 00:49:13,030 if you sign up for a team training. 1015 00:49:13,030 --> 00:49:14,670 So we're gonna talk a little bit about what it is, 1016 00:49:14,670 --> 00:49:16,790 how it works, why it works and who's involved. 1017 00:49:16,790 --> 00:49:19,920 And what's the difference between Check-In, Check-Out 1018 00:49:19,920 --> 00:49:22,600 and Teacher Check, Connect and Expect. 1019 00:49:22,600 --> 00:49:26,110 So with Check-In Check-Out, student comes in in the morning, 1020 00:49:26,110 --> 00:49:28,460 they meet with the coordinator 1021 00:49:28,460 --> 00:49:30,630 within 15 minutes of the time they arrive. 1022 00:49:30,630 --> 00:49:33,390 And I guess, obviously, this is tweaked for everybody. 1023 00:49:33,390 --> 00:49:37,420 Be thinking also about having the capacity to serve 1024 00:49:37,420 --> 00:49:40,000 up to 12% of your students. 1025 00:49:40,000 --> 00:49:42,050 So some of your large schools 1026 00:49:42,050 --> 00:49:43,913 and I think there are two large schools here. 1027 00:49:43,913 --> 00:49:45,280 You are gonna need 1028 00:49:45,280 --> 00:49:48,990 more than one Check-In, Check-Out coordinator likely, 1029 00:49:48,990 --> 00:49:51,693 you might need a few, you might need some backups. 1030 00:49:53,010 --> 00:49:55,710 But again it's a very quick greeting of the student 1031 00:49:55,710 --> 00:49:56,563 in the morning. 1032 00:49:57,400 --> 00:50:01,320 The coordinator connects with the student 1033 00:50:02,680 --> 00:50:03,880 in a very positive way, 1034 00:50:03,880 --> 00:50:05,690 enhance the student's something we call 1035 00:50:05,690 --> 00:50:07,780 a Daily Progress Report Form 1036 00:50:07,780 --> 00:50:09,940 and it's something the student carries with him or her 1037 00:50:09,940 --> 00:50:11,180 throughout the day, 1038 00:50:11,180 --> 00:50:13,100 where points are added to the form 1039 00:50:13,100 --> 00:50:15,240 for demonstrating the expectations, 1040 00:50:15,240 --> 00:50:17,360 the school-wide expectations. 1041 00:50:17,360 --> 00:50:19,220 And at the beginning of the day, 1042 00:50:19,220 --> 00:50:21,030 you're setting the goal with the students. 1043 00:50:21,030 --> 00:50:22,830 There's usually a default goal 1044 00:50:22,830 --> 00:50:26,750 of hoping the student gets 80% of all the points, 1045 00:50:26,750 --> 00:50:28,740 likely that the student will be earning 1046 00:50:28,740 --> 00:50:32,093 and gets encouraged to go up and have a fabulous day. 1047 00:50:34,360 --> 00:50:37,540 The student then at different intervals of the day. 1048 00:50:37,540 --> 00:50:39,330 And this is something your team will decide, 1049 00:50:39,330 --> 00:50:42,310 the number of intervals, cause it will be the same. 1050 00:50:42,310 --> 00:50:45,880 The core Check-In, Check-Out will be the same 1051 00:50:45,880 --> 00:50:48,163 for all students that are in it at first. 1052 00:50:49,100 --> 00:50:52,680 Because what we've learned, what research is telling us 1053 00:50:52,680 --> 00:50:55,800 that sometimes we over intervene 1054 00:50:55,800 --> 00:51:00,800 when the less number of intervals throughout the day 1055 00:51:02,170 --> 00:51:03,660 and the positive feedback 1056 00:51:03,660 --> 00:51:06,020 can be very effective for students. 1057 00:51:06,020 --> 00:51:08,770 So we want it to be the same at first. 1058 00:51:08,770 --> 00:51:11,150 And you pick your intervals throughout the day 1059 00:51:11,150 --> 00:51:13,087 and the student checks in with the adult 1060 00:51:13,087 --> 00:51:15,990 and they have that chance to get positive feedback 1061 00:51:15,990 --> 00:51:20,240 for their demonstrating of the expectations 1062 00:51:20,240 --> 00:51:21,480 and perhaps some instruction 1063 00:51:21,480 --> 00:51:23,900 about what might work better the next time. 1064 00:51:23,900 --> 00:51:25,650 And then at the end of the day, 1065 00:51:25,650 --> 00:51:28,110 they check in, they check out 1066 00:51:28,110 --> 00:51:29,870 with the person that they checked in with 1067 00:51:29,870 --> 00:51:31,990 at the beginning of the day, they go over their notes, 1068 00:51:31,990 --> 00:51:34,330 they celebrate what's been working well 1069 00:51:34,330 --> 00:51:36,990 and, you know, sometimes they can graph it together. 1070 00:51:36,990 --> 00:51:41,990 And then the student brings the copy of that report home 1071 00:51:42,320 --> 00:51:47,230 and the primary care provider signs it, 1072 00:51:47,230 --> 00:51:48,267 makes comment and signs it. 1073 00:51:48,267 --> 00:51:51,540 And so that the parent, the adult 1074 00:51:51,540 --> 00:51:54,700 is sort of trained on how to give positive feedback. 1075 00:51:54,700 --> 00:51:56,120 There's no room on the form 1076 00:51:56,120 --> 00:51:58,150 for saying this kid did terrible. 1077 00:51:58,150 --> 00:52:00,653 It's all like, wow, this is what worked today. 1078 00:52:03,140 --> 00:52:06,560 So that's the process that you set up. 1079 00:52:06,560 --> 00:52:08,400 They come in the next day, 1080 00:52:08,400 --> 00:52:10,060 they go through that whole process again. 1081 00:52:10,060 --> 00:52:13,480 It's more frequent intervals of reinforcement 1082 00:52:13,480 --> 00:52:16,523 for demonstrating positive behaviors. 1083 00:52:18,270 --> 00:52:20,350 And it's for adults who are looking for, 1084 00:52:20,350 --> 00:52:22,280 I mean, students are looking for adult attention, 1085 00:52:22,280 --> 00:52:25,110 so it's sort of like kinda elegant. 1086 00:52:25,110 --> 00:52:27,530 And then the copy goes back to home. 1087 00:52:27,530 --> 00:52:29,840 And when we're in training and you know, with coaching, 1088 00:52:29,840 --> 00:52:32,870 we can help you work out the whole homeschool thing, 1089 00:52:32,870 --> 00:52:35,420 cause sometimes that's a little bit of a challenge, 1090 00:52:36,410 --> 00:52:40,383 but this is what evidence says has the best impact. 1091 00:52:41,280 --> 00:52:43,033 So when you're thinking about who your coordinator is, 1092 00:52:43,033 --> 00:52:44,900 it's gonna be very challenging, 1093 00:52:44,900 --> 00:52:47,037 because who has 15 minutes at the beginning of the day 1094 00:52:47,037 --> 00:52:49,063 and 15 minutes at the end of the day. 1095 00:52:49,970 --> 00:52:54,580 But we think that there's some creative work 1096 00:52:55,870 --> 00:52:58,370 that can be done to find who that person might be. 1097 00:52:59,340 --> 00:53:02,550 But it's gotta be somebody that the students like, 1098 00:53:02,550 --> 00:53:04,150 somebody who's friendly, 1099 00:53:04,150 --> 00:53:08,530 someone who really can be very positive with the student 1100 00:53:08,530 --> 00:53:09,650 in the greeting in the morning 1101 00:53:09,650 --> 00:53:11,670 and celebrate at the end of the day. 1102 00:53:11,670 --> 00:53:13,603 And that's the work of this person. 1103 00:53:16,290 --> 00:53:18,370 When you go to your team training, 1104 00:53:18,370 --> 00:53:22,210 a good almost day of your two days 1105 00:53:22,210 --> 00:53:27,190 or almost two days of your mornings at the Summer Institute. 1106 00:53:27,190 --> 00:53:28,830 This is the work that you'll be doing. 1107 00:53:28,830 --> 00:53:31,150 You're gonna determine whether it's Check-In, Check-Out 1108 00:53:31,150 --> 00:53:32,880 or Teacher Check, Connect and Expect, 1109 00:53:32,880 --> 00:53:34,920 which I realize I didn't explain. 1110 00:53:34,920 --> 00:53:37,160 You're gonna develop your daily progress report, 1111 00:53:37,160 --> 00:53:40,670 your reinforcement system, how students are referred, 1112 00:53:40,670 --> 00:53:42,340 how are you gonna manage data? 1113 00:53:42,340 --> 00:53:43,750 How are you gonna fade students off? 1114 00:53:43,750 --> 00:53:44,583 Staff training. 1115 00:53:44,583 --> 00:53:45,600 So that's the work, 1116 00:53:45,600 --> 00:53:48,550 that's the planning work that you'll be doing. 1117 00:53:48,550 --> 00:53:49,950 But let me go back and explain 1118 00:53:49,950 --> 00:53:51,430 Teacher Check, Connect and Expect, 1119 00:53:51,430 --> 00:53:53,980 it's everything that Check-In, Check-Out is 1120 00:53:53,980 --> 00:53:56,220 except the student. 1121 00:53:56,220 --> 00:53:58,150 And usually it's a younger student, 1122 00:53:58,150 --> 00:54:00,140 comes in at the beginning of the day 1123 00:54:00,140 --> 00:54:01,800 and checks in with their teacher 1124 00:54:02,650 --> 00:54:03,640 or the person 1125 00:54:03,640 --> 00:54:05,540 that the student's gonna be with throughout the day. 1126 00:54:05,540 --> 00:54:08,940 So it's the checking in with the same adult 1127 00:54:08,940 --> 00:54:12,130 throughout the day and then checking out. 1128 00:54:12,130 --> 00:54:17,130 So that's really effective for lots of younger students. 1129 00:54:17,360 --> 00:54:20,680 It's also something that might be more manageable 1130 00:54:20,680 --> 00:54:23,833 for a school to think about implementing that way. 1131 00:54:24,680 --> 00:54:28,580 The research isn't as strong for that person. 1132 00:54:28,580 --> 00:54:30,610 And if the teacher is someone 1133 00:54:30,610 --> 00:54:32,400 that the student is having trouble with, 1134 00:54:32,400 --> 00:54:34,130 that could be a challenge. 1135 00:54:34,130 --> 00:54:36,883 So many schools actually do both, 1136 00:54:38,830 --> 00:54:40,000 you know, one for the younger school 1137 00:54:40,000 --> 00:54:42,230 and one for the younger students, 1138 00:54:42,230 --> 00:54:43,190 one for the older students. 1139 00:54:43,190 --> 00:54:44,240 Was there a question? 1140 00:54:45,360 --> 00:54:46,360 Oh, okay. 1141 00:54:46,360 --> 00:54:47,360 Is there a question? 1142 00:54:49,280 --> 00:54:50,113 Okay. 1143 00:54:52,170 --> 00:54:56,100 And then you'll have up to 12% of your students 1144 00:54:56,100 --> 00:54:59,250 that are given time on Check-In, Check-Out, 1145 00:54:59,250 --> 00:55:03,180 there is a way to report the findings 1146 00:55:03,180 --> 00:55:05,910 from the DPR, the data from the DPR, 1147 00:55:05,910 --> 00:55:07,780 the Daily Progress Report into SWIS 1148 00:55:07,780 --> 00:55:10,080 and you can get some very cool reports 1149 00:55:10,080 --> 00:55:11,710 and we'll share them with you, 1150 00:55:11,710 --> 00:55:13,797 if you want to know more about SWIS 1151 00:55:13,797 --> 00:55:15,370 and Check-In, Check-Out. 1152 00:55:15,370 --> 00:55:18,570 It's a great way to see how all your students are doing 1153 00:55:18,570 --> 00:55:19,640 in the intervention, 1154 00:55:19,640 --> 00:55:22,010 whether the interventions working for anybody. 1155 00:55:22,010 --> 00:55:26,270 And then also individual students are doing 1156 00:55:29,140 --> 00:55:33,553 by period of the day, as well as across days. 1157 00:55:35,670 --> 00:55:38,530 So next steps would be 1158 00:55:38,530 --> 00:55:40,570 for your team to be 1159 00:55:40,570 --> 00:55:43,220 completing some prerequisite steps for training 1160 00:55:43,220 --> 00:55:47,403 is there is a very short family engagement module, 1161 00:55:49,000 --> 00:55:51,680 which is Activity three in your workbook. 1162 00:55:51,680 --> 00:55:53,340 And that, again, will help you 1163 00:55:53,340 --> 00:55:55,050 with the family engagement checklist 1164 00:55:55,050 --> 00:55:56,990 that I referred to earlier. 1165 00:55:56,990 --> 00:56:01,990 This module was put together from the Vermont Family Network 1166 00:56:02,530 --> 00:56:06,180 and it connects PBIS at this level with families. 1167 00:56:06,180 --> 00:56:08,010 So it's very informative 1168 00:56:08,010 --> 00:56:10,750 and to plan for sustainability at the Universal Level, 1169 00:56:10,750 --> 00:56:12,150 like I mentioned. 1170 00:56:12,150 --> 00:56:16,340 I also mentioned starting to work on your team profile, 1171 00:56:16,340 --> 00:56:18,700 who was gonna be on your team at the systems level 1172 00:56:18,700 --> 00:56:20,260 and at the student level. 1173 00:56:20,260 --> 00:56:22,540 And again, if the idea of another team, 1174 00:56:22,540 --> 00:56:25,730 just as absolutely throwing you out the window, 1175 00:56:25,730 --> 00:56:28,320 be thinking about it as different conversations, 1176 00:56:28,320 --> 00:56:30,610 if that seems to work better. 1177 00:56:30,610 --> 00:56:35,423 And then to begin your inventory of Targeted Supports. 1178 00:56:36,300 --> 00:56:40,160 And there's a checklist also 1179 00:56:40,160 --> 00:56:42,450 for you to keep track of everything I just said 1180 00:56:42,450 --> 00:56:45,040 in terms of being ready for the team training. 1181 00:56:45,040 --> 00:56:50,040 And so that's also linked in the web on the webpage 1182 00:56:50,610 --> 00:56:52,513 that we shared the link with you for. 1183 00:56:53,410 --> 00:56:58,410 So this is our final poll at 9:58, I planned that 1184 00:57:02,170 --> 00:57:03,790 and you're gonna put together the poll 1185 00:57:03,790 --> 00:57:05,100 and I see there's something in the chat. 1186 00:57:05,100 --> 00:57:06,833 So I gotta move it over here. 1187 00:57:12,640 --> 00:57:13,800 Linda, you SWIS, 1188 00:57:13,800 --> 00:57:15,870 you've been interested in Check-In, Check-Out SWIS, 1189 00:57:15,870 --> 00:57:17,070 love to know more about it. 1190 00:57:17,070 --> 00:57:20,090 And if you have any examples of what an entails. 1191 00:57:20,090 --> 00:57:23,730 Absolutely, in fact, there's a great short video 1192 00:57:23,730 --> 00:57:27,910 on the PBIS apps website that I can send to you, Linda. 1193 00:57:27,910 --> 00:57:29,410 But if you wanna just talk about it, 1194 00:57:29,410 --> 00:57:31,330 happy to talk about it as well. 1195 00:57:31,330 --> 00:57:32,200 - [Linda] That would be great, 1196 00:57:32,200 --> 00:57:34,658 if you could send that, I would appreciate that. 1197 00:57:34,658 --> 00:57:35,491 - Okay. 1198 00:57:37,670 --> 00:57:39,970 - The poll has been launched. 1199 00:57:39,970 --> 00:57:40,803 - Okay 1200 00:57:42,702 --> 00:57:43,932 (audio breaking up) 1201 00:57:43,932 --> 00:57:45,582 - (indistinct) respondent so far. 1202 00:57:49,280 --> 00:57:51,057 We have seven people saying, 1203 00:57:51,057 --> 00:57:54,020 "yes, we are planning to complete the readiness steps 1204 00:57:54,020 --> 00:57:55,880 'to participate in June" 1205 00:57:55,880 --> 00:57:57,970 one saying, "we're not sure yet." 1206 00:57:57,970 --> 00:58:00,950 - Okay, well thank you for sharing that. 1207 00:58:00,950 --> 00:58:05,950 Great, any other questions 1208 00:58:06,080 --> 00:58:10,170 before we end our webinar for today? 1209 00:58:10,170 --> 00:58:13,560 Oh, you'll be receiving an email from Anne 1210 00:58:13,560 --> 00:58:16,260 in a little while asking you how this went for you. 1211 00:58:16,260 --> 00:58:19,387 And you can press Submit on the. 1212 00:58:25,880 --> 00:58:26,900 - Survey. - Survey, I always 1213 00:58:26,900 --> 00:58:28,339 mess this up. 1214 00:58:28,339 --> 00:58:29,172 Press on the survey 1215 00:58:29,172 --> 00:58:31,290 and out pops your certificate of attendance 1216 00:58:31,290 --> 00:58:32,540 for your time here today. 1217 00:58:37,130 --> 00:58:38,423 - Thank you, Inga. 1218 00:58:39,450 --> 00:58:40,673 Have a great day. 1219 00:58:41,730 --> 00:58:43,493 Spring breaks coming soon. 1220 00:58:44,440 --> 00:58:45,750 We're gonna have the cleanest yards, 1221 00:58:45,750 --> 00:58:47,350 because nobody's going anywhere.