- We're at the center on
disability and community inclusion there.
And for the last 14 years or so,
we have been supporting the implementation of PBIS
and Vermont schools.
And if you're here, you're likely one of our PBIS schools
or somehow affiliated with one and welcome.
Today we're gonna talk about the Targeted Level of PBIS
and a bit about installation for that.
And I'm just gonna say one more time that I apologize
if I get a little distracted in the beginning here,
because we have a new feature, unintended feature of Zoom
that we can't seem to get rid of,
which is the ringing of the doorbell
every time somebody joins us.
So if you see me go, that's because of that.
All right, so if you could be muted for now
and if you wanna say something,
just unmute yourself, it's a small enough group
that you can mute yourself and ask questions.
I'm gonna share my screen
And we'll get started.
Okay, okay.
And now, also these days, once I go to slideshow,
I can't see hardly anybody,
I can't see the chat box at the moment.
So you'll monitor the chat box.
This is Anne Dubie,
she's our assistant for the project
and has been with us almost as long as me
since like the late 1990s.
So we've been around, we're very happy to see you.
Some of you, we're happy to see you again,
wanna let you know, materials are in the files pod.
So anything associated with the training today,
the PowerPoint and a couple of other documents
can be found at the link
that is in your chat box, excuse me.
And the materials we're gonna be using today
or referring to today
are also the materials that your team will be using,
if you participate in Targeted Training
at either the Summer Institute or sometime next year.
And these are a workbook
for all the learning activities we'll be doing.
And there's a Google Doc linked onto the webpage
that we have all these materials,
so that your team can look at it together
and it's copyable documents.
So you can make it your own.
The second document is a staff handbook.
It's a template for a staff handbook.
And our hope is that by the time your team
goes through all the training and gets ready
to install PBIS at the Targeted Level,
you'll actually have a handbook
that you can pass out to others.
So those are the two documents
we're gonna keep going back and forth and referencing
and asking you to play with a little bit.
Got a lot to talk about in a short period of time,
I'm gonna talk about the Targeted Level
within the Multi-Tiered Systems of Supports and within PBIS,
creating intentional implementation of the Targeted Level
really is only best done
when you have a very strong, Universal Level.
So we always, anytime we're doing more training in PBIS
and coaching, we're always going back to sustaining
and building on our Universal efforts.
So we'll revisit that a little bit.
We're gonna talk about the systems
that you need to have in place at the Targeted Level
to support the practices and have the capacity
to look at the data that's involved at that level,
who needs to be involved in that.
And then we'll talk a bit about
creating a Targeted inventory.
What are the Targeted supports
that you have in place already,
so that you can see what might be needed?
And I'll go through that a little bit,
but when your team participates in a Targeted training,
you'll be doing that in more depth.
And in fact, you'll be doing your Targeted inventory
until you retire.
Because you always wanna build interventions
that you know are successful,
that you can say,
"oh, we've tried this before with a bunch of students,
"let's try it again."
So this inventory is a big piece
of organizing our Targeted interventions in our system.
And then the one particular intervention
that we support teams in installing in their schools
is the Check-In, Check-Out intervention.
Also another version of that
is Teacher Check, Connect and Expect.
So I'll be just introducing you to those two interventions,
which I'm sure those of you on the call
have had some familiarity with,
whether on the informal basis
or in a little bit more explicit way.
And we'll talk about sort of the research way of doing it
and plan for Targeted training.
I'll just tell you a little bit about
SWIS Check-In, Check-Out,
which is part of the SWIS Suite in PBIS apps
and next steps, if you're going to training.
So let's just start
and remind ourselves what we're talking about
when we talk about PBIS.
PBI S is a framework
and it's not specific practices.
You don't call PBIS a practice.
It's really a framework so that you can have the capacity
to adopt, select and adopt the practices
that are gonna meet the needs
in your school that have evidence behind them
for the purpose of students being socially
and academically successful.
And the reason PBIS is so successful
is because it's not just about the practices,
it's about the system that we put in place
to support the practices.
And the system includes the teaming infrastructure
that you have in your buildings,
the administrative support that you get,
the resource allocation you get,
those are the systems pieces to supporting all the adults
in the building to do their work,
the team, the leadership team that you have.
So that is really critical to get those practices
implemented to be able to support the step
in implementing those practices.
And so that you can check on the fidelity of implementation
and then be looking at the data to see
how are the students doing
and how are the practices we put in place doing.
So it's systems, data and practices.
And in this last year, more than ever before,
we're talking about that with equity right at the center,
we wanna make sure that students have access
and opportunities to learn all through our systems.
So both educationally and social, emotionally, behaviorlly
have the opportunity to learn.
And this quote on the left by the original director
of the Technical Assistance Center for PBIS,
this was written in like 1990.
The fundamental purpose of PBIS
is to make schools more effective
and equitable learning environments.
So if we're implementing it well,
we are creating access for all students to be supported
to learn to their greatest potential.
And we're gonna continue to infuse equity
into all our training as we go along.
Now, some of you may have seen this particular logo.
It is the Vermont Agency of Educations logo
for what they're calling the Vermont MTSS framework.
And rather than go into this 119 page document
that they've had out,
I just wanna say that all schools in Vermont
are required to have an MTSS
and PBIS fits beautifully within that framework.
So it may be characterized with these features here,
but really I'm gonna share with you the pieces
of MTSS that are applied to PBIS.
And I'm gonna ask you to think a little bit
to what extent you already have
some of these features in place for behavior.
So in an MTSS,
we're always looking at the best first instruction.
We're always looking at
what is the best evidence-based first instruction.
So for PBIS at the Universal Level
that would be teaching expectations, having a matrix,
ensuring that people are on board with those expectations
are and what they mean to them
and providing positive feedback for that.
It would include in PBIS also Universal Screening
for social, emotional, behavioral, risk and strengths,
monitoring all the data that you have,
that you get all over time,
a problem-solving process that your team uses
to analyze data and make some decisions.
And as I said earlier,
research-based practices
and individual and group interventions
that are based on need.
So we do have a little poll here
and you wanna put that up.
All right, I can't see it.
Is there a poll up?
Okay, all right.
So to what extent are these features in place
at your school ready
for social-emotional behavioral strengths and needs?
I can't see the polls.
So once everybody votes in,
you can I think broadcast it
and you might have to actually relay what it is.
Very interesting.
Okay, you're on mute,
if you're trying to say anything.
- Sorry, seven people have responded,
four said, "some of these features are in place,"
two said, "most features are in place,"
one said, "all features are in place."
- Oh, fabulous.
Okay, so thank you, Anne.
Thank you for participating everybody.
They're probably gonna be two more polls
if we get to them today.
So this is great,
because this is the framework that we're talking about,
that we're building the Targeted Level of PBIS onto.
So that's really wonderful.
Can't be a PBIS training without a triangle.
What we like about this triangle
is the fact that the Universal Level
goes across the entire school.
And the Universal Level is for all students,
every single student in the school.
It's not that they get to office discipline referrals
and they're no longer in Universal anymore.
And they go to Targeted.
And then if that doesn't work, they go to Intensive,
the idea is to blend it all.
And you're always building upon
the supports that you're providing,
so that you're doing in addition to or supplemented with.
So that's a really important distinction to make
and I am gonna spend a few minutes on it.
But the idea is
and this is based on the public health model,
that if you have really good first instruction in place
for social-emotional behavioral,
80% of your students are gonna be pretty successful
with zero to one office discipline referrals as your gauge.
We use office discipline referrals a lot as a gauge.
and I can talk about that at some other time.
Still in all 10 to 15% of your students
are gonna need something in addition
to what you have in your rich,
foundational Universal Support system.
And that's what we're gonna be talking about.
And still in all,
students with really complex needs
are gonna need about one to 5%
are gonna need a more individualized support plan,
that's in addition to everything else.
So you're always building
from one to the other to the other.
And when we talk about Check-In, Check-Out,
over time there are so many adaptations
to Check-In, Check-Out
that you'll be able individualize
once you have the core Check-In, Check-Out
in place for your school
because you wanna catch students as early as possible.
So this is an important distinction.
And, you know, if you have SWIS,
you could actually look at your triangle
and see where your discipline referrals are at
to see how close you come to that.
So the idea, though, let me go back,
when we talk about this and we look at Universal, Targeted
and Intensive, we can sometimes get into this place
that labels students as those kinds of students,
it's those Intensive kids or it's those Targeted kids.
And we really, really want to be the stewards
for our colleagues to encourage them
not to label students that way.
We may be concerned about certain behaviors
that students have,
but we really are moving away from this notion
of Targeted kids to students who need Targeted supports
and Intensive, she's intensive
to she's receiving or need some Intensive Level supports
to help her be successful.
And, you know, I know some of you have seen this before,
but I think it's such a great example
of how students bring with them
so many strengths that,
because Dylan has such intense anger management issues,
we can tend to forget that Dylan
also has really great situation with peers,
comes to school all the time, is a fabulous reader,
does pretty well with adults.
He might need some Targeted supports in math.
and Dylan has some serious anger management issues.
So he needs some Intensive Level supports
but all those other things
that Dylan's got going on for him
can be built into the individualized plans
or a plan around his anger management.
And so that's why we're really trying to shift that thinking
to not categorizing kids.
Once they're categorized as an Intensive kid,
it's really hard to live that label down.
So thank you for letting me get on my soapbox for a moment.
and Anne's like going like this.
- Question, can you please explain what you mean
by the phrase core Check-In, Check-Out?
- Core Check-In, Check-Out is implementing
and I already know that I said that,
but it's implementing Check-In, Check-Out
as the research indicates would be successful.
So it's really coming up
with a Check-In, Check-Out that can be used with students
and I'm gonna get into this in a little bit.
A lot of students that have a need
and it's a default intervention for many, many students
up to 12% at a given time of students
that have two to five office.
I mean, all students in your school,
up to 12% of students can benefit
from some sort of Check-In, Check-Out system.
So that's the core.
Once you've got check-in checkout in place,
you can adapt it to different kinds of problem behaviors
or different individualized, specific
behaviors you're looking for for individual students.
But the idea is to really install Check-In, Check-Out
as a system that anybody can access pretty readily.
And I will get to that again.
So if you have more questions
when I'm talking about Check-In, Check-Out,
please ask them then.
- Thank you again. - We're good, okay.
All right, so we're looking at Targeted interventions,
when our rich first instruction
is not necessarily meeting the needs of students,
students who have sort of chronic problematic behavior
that may be we've sort of turned our head away
or we've been frustrated, but we keep on plowing through,
we got students that, you know, talk out
a little fidgety and maybe in first grade, it's really cute.
But then as they get a little bit older,
it gets a little bit more problematic.
So we wanna address that need earlier.
And we also wanna be able to support students
at the Targeted Level when we're worried about them.
And we don't necessarily know what's going on,
but something seems not right.
And you're going home
and you've got that little pit in your belly
and you're like, "I'm really worried about Johnny."
So we wanna be able to make a request for assistance
to help us figure out how to support Johnny.
So as we move into Targeted interventions,
as I was saying, we need to really build that foundation,
our Universal and revisit
how we're doing with our Universal Level
and make sure that we've got some plan
for continuing to maintain and sustain it.
So activity four in your workbook
is to complete this sort of sustainability checklist
for PBIS at the Universal Level.
So that by the time a team from your school
attends the Targeted Training,
you're really given some solid thinking
to maintaining the Universal Level.
And also Activity three in your workbook
is a family engagement assessment that you can do,
because as students have greater needs,
we need to have sort of deeper connections
with our families about how the student's doing
and how they can support the student at home.
So it's a really good time also to reflect
on your family engagement practices.
So that's part of the prerequisites
for attending training at the Targeted Level
and for anybody who is really wanting to examine
how they're doing around family engagement.
So as I said,
students who might need more than Universal Supports
are students where we use office discipline referrals
quite often as one screen tool,
where there might be more than a couple of reports
for problem behavior in a given time,
depending on your school rules around that,
chronic attendance and late to school.
I think during the pandemic,
we've seen that this is really, really an issue for us.
So we might wanna be thinking about
which Targeted interventions might be helpful for that.
Students who visit the nurse a lot
or homework might be an issue
And students where
we don't know necessarily what's going on,
they're not necessarily acting out, they're acting in.
And again, I think we are going to be
seeing a lot of students
that whose needs come through that way
in the next year or so.
This is a way to screen,
If you use SWIS, it's sort of like a mock Swiss report.
And we see a number of students
have one office discipline referral.
But these are the students that I just circled
two to five office discipline referrals
that some group of people is gonna want to look at.
And they're gonna wanna look at early on.
And I'll explain on this next slide what I mean by that.
The students that are circled in red
are students that have
more than five office discipline referrals.
And it's not to say that Targeted interventions
won't be successful for them.
But it may be, this has gone on for long enough now
that we might need to do a little bit more
of a functional behavior assessment
to understand what's going on with them.
So this is also my way of sort of explaining
that you can use SWIS as a screening tool for your team
that we're gonna talk about shortly
to look at these students,
to see whether, you know, these kinds of things just happen.
And we're just gonna hold for now
or whether we might wanna support Johnny or Susan
with a plan, with some kind of intervention
from our inventory
by doing a very simple functional thinking about it.
And here's why there's been some research that's been done
in Washington State with 325 schools.
And what they found with the schools
is that by October,
students with two office discipline referrals
were likely to get more than 10 office discipline referrals
by the end of the year,
if no interventions are done,
these students got more than 10 office discipline referrals.
So the idea in October,
what they call the October Catch
is to be able to review the students with that level of ODRs
and see if you can connect them with some supports,
so that we can change that trajectory
in less than the amount of time
that they are not on task in class
by putting an intervention in place.
And so that's that early look at students who,
often maybe we cross our fingers and hope.
But if we do something early, that's the Targeted Level.
So many schools in Vermont have done such a fabulous job
at the Universal Level.
And we're a state that's been well known
for how we create these individualized
wraparound supports for students.
The Targeted Level, the Targeted interventions
are a little bit less natural to us.
The Targeted interventions
are like off-the-shelf interventions,
things that we know have been successful
for other students that we can easily
and quickly put in place.
And that's why we spend a lot of time supporting schools
and installing Check-In, Check-Out,
because it has such a great and can be adapted
in so many ways and it's really known to be successful.
So I've just been sharing with you
a little bit about using SWIS for screening.
And everybody's been hearing a whole lot
about Universal Screening
for social-emotional behavior risks and strengths.
And it's part of actually the state's recovery
planning process right now.
And screening is really part of putting in a full compliment
of supports for students.
It's a really good way to identify students early
and to understand based on a validated instrument,
how the students are doing.
There are a lot of risks with doing screenings right now,
because nobody's ever created reliability scales
for these screeners during a pandemic.
So while the state is requiring schools to screen students
socially, emotionally, behaviourally
before they enter school,
you're not gonna know how they're doing yet,
if you do that before they enter school.
So all the practices and all the guidance
that we're getting is "please wait until like October
"before you do any kind of formalized screening."
And if and when you do a formalized screening
and these are those instruments,
those research-based instruments
that you've done a lot of a deep look
at your systems capacity to support screening
and to when you get the data, be able to review it
and make some careful decisions about that.
And we have all other trainings on that,
but screening comes into play
at the Targeted Level as a way to understand students
who might need something more.
But we're not gonna get into that here in this hour
that is quickly going by.
Happy to answer any other questions.
And we have some resources on our website under Webinars.
If you go to Webinars, we've had some pretty good trainings
on screening and screening during a pandemic.
So there's some resources, there's some articles,
there's a list of tools, formal screening tools,
as well as informal surveys that you can consider.
Any questions at this time
or comments or anything you wanna say,
feel free to either unmute or type into the chat box,
which doesn't exist for me right now.
So you'll have to, can't get the chat.
Oh, here we go.
Okay, all right.
Going back to Targeted interventions.
The secret about Targeted interventions
is that everybody in the school knows what they are.
So that's part of your team's work is to support everybody
in the building to play some role.
And it's not an extensive role, but some role
in implementing these interventions with students.
It's not the referral that you send off to someone
and the student goes and gets an intervention
and comes back and everything's fine.
It's really about, everybody's playing
some sort of role in supporting the student
to be successful through these interventions.
This is a little bit repetitive, sorry,
it's best for these low-level problem behaviors.
If you have students in chronic crisis,
it might be really hard for you to just put together
or whip together a quick Targeted intervention.
And it's effective, because you use the similar intervention
with students that seem to have the same function
to their behavior.
So for example, students who continue to get in trouble,
let's say, for acting out
and the function is seeking adult attention,
check in check out will likely work
for most of those students.
So it's an intervention that you can use
with one student as well as many others.
And the idea is to help students be more attached
to their classroom, so they don't have to leave.
And so that's sort of the notion
of the Targeted intervention,
helping students stay in task and not in class and on task.
And this is the work that your team will do
as you get ready to learn about and begin to install it
is be able to support requests for assistance
with an intervention within a very short period of time.
And so that's why they're not individualized interventions.
This is like what I said, the Targeted Level,
it doesn't come naturally,
you know, we don't usually have it that way.
But it's like student has a need,
we have a sense of what the function might be,
we have all these interventions
that work for this function of behavior,
we're gonna match the students in the intervention.
Also, the student needs to be agreeable to participate.
We are Positive Behavioral Interventions and Supports
and we really wanna help the student know
that we're hoping that they can be successful
and we think that this would be great for them.
And so it's always a reframe to help them see
how they can be become more happy in school, really.
There was one school that did Check-In, Check-Out
a number of years ago and I went to visit their school
and they were really excited about it.
But the way they talked about it was that,
the next time a student would get written up,
they would be put on to Check-In, Check-Out.
And so that's kind of exactly not what we're talking about.
We're really talking about nominating students
for something exciting
that we're gonna touch base with them,
so that they can have a cheerleader
to help them be successful in school.
They agree, every staff person is involved.
And I'll explain that with Check-In Check-Out.
It can be flexible
and the administration and the team
support resources for some of these interventions,
let's say you have a second step curriculum
that you wanted for the Universal Level.
You can easily use that particular social skills program
and adapt that to be a target level intervention as well.
So you wouldn't need the resources for that.
And you're continuously monitoring
and making decisions about that.
I see a question in the chat box
and I'm sorry I don't know when it got there,
but someone said, Inga said,
"so SWIS offers a Universal Screening tool?"
No SWIS can be a screening tool.
The reports that you read from SWIS can help you determine,
which is, this is the screen,
all students that have problem behaviors
will be entered into SWIS.
So you'll be able to use that to see
which students have more than two
and less than six office discipline referrals.
And that's a screening process.
It's not a formal Universal Screener,
it's a way to screen students to see
which ones might need something more.
So it's not like a formal one.
Okay, great, thank you.
Here's some examples of some Targeted interventions.
And remember as I said, you're gonna be doing this
until you retire,
because you're always building your interventions
that work for you as time goes on.
Some of these you probably already have,
you may have a lot of these,
what we're doing at the target level of PBIS
is being very intentional
about what those interventions are,
how students access those interval interventions,
what is meant for success in those interventions.
And I'll show you that in a minute.
And how those interventions
match to the request for assistance,
whatever that they say they need.
Because some students would not benefit from peer mentoring,
if they, that's not a good example.
A student has anger management,
whereas doing really, really well in school,
the homework club
might not be the intervention for the student.
That's it kind of an extreme example.
So you're always trying to match to function.
And that's just an example of a few.
Just wanna reiterate that this is not something
where the student goes away.
Somebody doesn't intervention
and comes back and everything's good.
You may have heard of
or have involved yourselves in restorative practices.
And we have embraced the restorative approach
to everything that we're doing.
And we're working on making sure
that PBIS is more restorative
than it may have been initially presented.
And so we are embracing these principles
where we're really doing with students,
with staff, with families rather than four or two.
So it involves engagement,
and it involves getting connected with students,
it involves having some engagement
around decision-making about what needs to happen.
So PBIS, we've been infusing restorative principles
into PBIS and this is actually one of the activities
that once you have an inventory of Targeted interventions,
we ask you to think about where along this continuum
your interventions lie?
Are they more on the mandatory exclusionary adult center?
Or are they more toward the voluntary
participation, exploring relationships,
having agreements between adults and students,
having students be more connected
with the decisions in the school?
So this is work that wanna to do
and start moving our interventions to be more restorative.
And we've all been all over this continuum.
So the idea is that we would be asking you,
once you complete your inventory
is to look at sort of
where those particular interventions
fit on the continuum.
And what's something you might be able to do
to move it closer to the more restorative way of doing it.
So that's just, we're very excited about
creating more engagement in schools
and that leads to equity as well.
So that's the work that we're hoping we'll do.
Any questions as we continue here?
You can unmute yourself if you'd like.
I'm working on my patient pause, how am I doing?
- Hi, this is Karlynn.
I'm wondering about moving towards,
you know, from what shifting around
from one to the other
and it all makes perfect sense,
except that each student is gonna look differently
at their options, you know, how you approach each student.
So as a whole school to try to move,
it seems like it could be tricky.
Am I reading that right?
- Well, I did hear you start to say
take awhile and that's for sure.
It really is part. - Okay.
- But let me give you an example,
when we started PBIS and we're doing some training,
we were talking about coming to our training
with your three expectations, ready to roll.
And let's say they're respect, responsible and safe.
Had the students and the adults had a community meeting
around what they would be and what that might look like,
you would have more engagement and more agreement.
And then you can get deeper into those
and be asking yourselves sort of like,
"do we need this expectation?
"Does this match the culture
"of the groups that are in our schools?"
Things like that.
So, yes, it is about your community.
Restorative schools is about the community schools
individual interventions.
If they're restorative,
they certainly are about the student engaging
and agreeing and selecting
what might make most sense for that student.
Does that make sense in general?
- Yes. yeah, that does.
- Okay. - Okay, thanks.
- Okay.
Okay, so let's talk about the system pretty quickly.
There's two types of teams or conversations
that need to happen.
Some of you are from really small schools,
so you're always changing hats all the time,
depending on what team you are.
But some of you may have a specifically different team.
So there's one for the system.
How is everything going?
Where are the requests for assistance coming from?
Do the adults know what the interventions are?
Do we need to have a celebration?
All those different kinds of things.
And then there's a smaller group of people
that meets around students
that the adults are requesting assistance for.
So we now break it up into two types of conversations,
the system level and the student level.
At the system level, you're creating your procedures,
you're communicating that you have a Targeted intervention
for staff and families, to staff and families
and you're linking between the Targeted
and the Universal systems.
So if you have a team in your school
that does a lot of work
around looking at the school-wide data,
looking at when to plan your celebrations,
looking at different areas of the school
that you might need to adjust.
That's the team that meets around Universal,
It may be the same as your Targeted system team.
But you need this separate group of folks
that are talking about Johnny and Suzie.
Because once you start talking about them
in the systems level team,
you kind of lose the systems is the topics,
because we can admire the situation for the students
way longer than we ever have time to finish.
So we try to separate those out.
And so as I said, that that teaming structure
is gonna be different for every school.
And it could be the same team,
but you're now intentionally moving
from the Universal systems pieces
to the Targeted systems pieces
or it may be a Targeted Team
and a Universal Team.
The administrator, oh, the administrator,
the administrator is the face of everything
that goes on in the school.
They need to have some level
of participation on these teams.
Now they probably don't want to need to be the coordinator
of these teams.
But they need to know what's going on in these teams
and be able to participate on a pretty regular basis,
so that, you know, that's the person with the resources.
So very, very critical to the success of this work
is the administrator.
And then for the student planning team,
that's a group of people
that's gonna meet a little bit more regularly.
They're gonna review student referrals,
which we're trying to change that wording
to request for assistance.
So it doesn't look like I'm referring to you
and let me know when they come back.
And to determine whether they're gonna go on
Check-In, Check-Out or something else.
They're also connecting with the staff and students
about the intervention that's gonna take place
and they look at the data for the students.
So that's a group of people
that's gonna meet a little bit more regularly.
And this could be at least one or two people
from the leadership team,
but someone who has some behavioral skills.
And if you're going to choose Check-In, Check-Out
that has a Check-In, Check-Out coordinator
that person would be on that team as well.
And again, the administrator
should know what's going on in those teams,
maybe not attending all the time.
So could this be your EST?
Is a really good question.
I don't know if I created a poll about this.
Anne, you wanna see if there's a poll?
So while Anne's looking to see if we did a poll.
- Yeah. - The idea is that the EST
is a required team that has to happen in the state.
And this has been in place
since like the early 90s, I think.
And so they can do the job of what I just described
for the Targeted, either systems level or student level.
What we know though, is across the state,
the ESTs are totally differently designed.
There's a great rubric out,
the state actually put out some really good
resource materials on what makes a good EST.
If you haven't seen them,
I believe they're actually linked on our website,
the materials for this session.
So if we wanna think smarter,
could our EST or part of our EST meetings
or something about EST,
be also this Targeted Level team.
And that's something
your teams are gonna have to kind of reckon with,
because we don't know how your ESTs operate.
If they're not looking at data, that's one thing,
if they're not looking at systems issues,
that's another thing.
So I think the EST fits in here,
but it'll have to be for your team to figure out.
Is there a poll for that?
- I have just launched it.
- Okay, I hadn't seen that.
- Only four have responded so far.
- [Sherry] Okay.
- Here we go.
Okay, it doesn't look like anybody else is responding.
So we've got out of eight,
one, we meet at least every two weeks,
five, say, "some of the above"
and two, say, "all of the above."
- Okay, well, in the all of the above situation,
you have the capacity now to take on this Targeted work
at the systems level and or the individual student level.
But I definitely encourage your teams
as you're thinking about,
you know, intentionally installing the Targeted Level
to think about how the EST is or is not
or can be part of or all of this work.
So thank you for sharing that.
And I'd say that more and more ESTs
now are serving as Targeted Teams
at both levels than there used to be.
So that's pretty cool.
I already talked about the administrator,
so I'm not gonna be labored in that.
It's just that, I mean, the research on sustainability
of PBIS across the level says that
"when the administrator is involved
"and supports the work of the team,
"the sustainability is much stronger."
And a lot of times, now we're talking about students
who people are starting to get to know
and are worried about.
So the administrator ought to know who they are
and a little bit about what's going on for lots of reasons.
So we're really hoping that your administrator
is hand-in-hand with you in this work,
if they're not here already.
And then we talk about the district coordinator.
Now I know that there were a lot of people
from Union Elementary registered here
and you're the only school in your district
that doesn't have a district coordinator.
Oh, actually I think you do now.
I think it's Mary.
That person and Jessica, I see that you're here.
You play like a really important role
in keeping the eye on the prize
of Targeted installation and intervention.
And the idea is really to look across your schools
and to see what the resource needs are,
what the needs of students are,
if you start getting into screening as a district.
And be able to allocate resources and advocate for
what the teams are saying that they need,
connect them with professional development
through best study money.
So the role of the coordinator at the district
or SU level is very important and should, you know,
hopefully get to some of your team meetings
and have a connection between what the schools are doing,
what the district knows is pretty critical.
And then there's the coordinator,
we ask that all schools have a PBIS coordinator.
In some of the bigger schools,
there's actually a Universal coordinator
and a Targeted coordinator,
but that's the person, that's the glue
that holds it together.
And I always think, because I come from mental health
of the mental health case manager,
someone that's worried about all the parts and pieces
and does the communication in between doesn't do everything,
because we know a good coordinator delegates.
So we really support the coordinator
and we try to do some preview training prior to a team,
maybe attending a training.
And we have our regional meetings that take place
a few times a year.
And so that person is really critical.
So you need to be thinking about
who's going to be the coordinator.
Is that the person that is already your coordinator?
Or do you need to add on a new role to that?
So there's a little activity in the handbook
of the two documents that are linked as Google Docs
to identify who the members of your team will be.
Given all that I said, it's really messy.
Sometimes it's just conversations
and switching conversations.
But who are the people that can be identified
in the role at the systems level
and at the individual student level level?
And we'll revisit that at the team training,
just to see like, if as we go on with this work
that we might wanna shift that.
It's really incredible how this teaming infrastructure
plays such a huge role in helping this really roll out well
for your staff and your students.
So be thinking about who's in these different roles
and this you would put in the handbook
that you'll be handing out to staff next year, we hope.
So they know who the people are that are involved,
because it's really important to make it very clear
who's who and what they're doing.
And this is the Targeted Inventory of Practices.
So you all are doing some amazing things.
And this is your way of putting them down
all in one place to talk about what your interventions are.
Some of you have lunch bunches,
some of you have friendship clubs,
some of you have social skills groups,
some of you have other kinds of groups that meet,
those are all Targeted interventions
from groups of students.
And what the idea is here is to be very clear
about the purpose of that,
what's the function of the behavior
that leads to the student
being attached to this intervention.
Who's involved with that?
How does this student get into this intervention?
And in one school I was in recently,
if you knew the school counselor and when they had lunch
and you could go to where they were at lunch,
you could get the student
into the intervention that you wanted.
It was, you know, so we're looking for something
a little bit more formalized here.
And then how do you know it's working?
And that a student is being successful on that?
This is something you're going to be starting
and you're going to be refining and building upon forever.
So it's great to begin this.
And here's an example of one, this was that you broke
a little while ago,
that they started out with this format,
which is a little bit more simple.
And then they created one that lists the function
of behavior that these particular interventions met.
And they got very specific about the criteria
for getting in, how often it happened?
The resources, when are you scheduled to check progress?
How are you measuring?
And then I think, let's see the pictures are in the way,
exit criteria.
And you can see here, the team hadn't quite finished,
how you know the students are ready to exit the intervention
during this iteration of this form that I took from them.
So you can see also the interventions listed
to give you an idea of what they are.
So that's work, we're just gonna continue to be doing.
And I think I'm gonna need to move on,
because it's time to talk about,
but please type questions in the chat box.
Check-In, Check-Out
or Teacher check, Connect and Expect.
So with Universal, you know, we talk about some practices
that have the best evidence
of being most successful as first instruction,
at the target level, this is the intervention.
You can have all kinds of other interventions,
but you should have this one.
(clears throat)
This one has the most research behind it.
And I'm sure you're all using
some form of Check-In, Check-Out with students,
but this kind of formalizes it.
And if you come to our team training,
you'll get this book
and we'll send the leader of your team
this book, which really describes very well
the Check-In, Check-Out system.
It has some forms in it, it has some rationale,
it has some passive parent permission forms.
It's really a very well-written
kind of workbook sort of thing.
And so your team can use it as a resource
to develop your system.
They call it Behavior Education Program,
we call it, Check-In, Check-Out.
I've never heard of an intervention
that had so many different names to it.
So you'll get this book,
if you sign up for a team training.
So we're gonna talk a little bit about what it is,
how it works, why it works and who's involved.
And what's the difference between Check-In, Check-Out
and Teacher Check, Connect and Expect.
So with Check-In Check-Out, student comes in in the morning,
they meet with the coordinator
within 15 minutes of the time they arrive.
And I guess, obviously, this is tweaked for everybody.
Be thinking also about having the capacity to serve
up to 12% of your students.
So some of your large schools
and I think there are two large schools here.
You are gonna need
more than one Check-In, Check-Out coordinator likely,
you might need a few, you might need some backups.
But again it's a very quick greeting of the student
in the morning.
The coordinator connects with the student
in a very positive way,
enhance the student's something we call
a Daily Progress Report Form
and it's something the student carries with him or her
throughout the day,
where points are added to the form
for demonstrating the expectations,
the school-wide expectations.
And at the beginning of the day,
you're setting the goal with the students.
There's usually a default goal
of hoping the student gets 80% of all the points,
likely that the student will be earning
and gets encouraged to go up and have a fabulous day.
The student then at different intervals of the day.
And this is something your team will decide,
the number of intervals, cause it will be the same.
The core Check-In, Check-Out will be the same
for all students that are in it at first.
Because what we've learned, what research is telling us
that sometimes we over intervene
when the less number of intervals throughout the day
and the positive feedback
can be very effective for students.
So we want it to be the same at first.
And you pick your intervals throughout the day
and the student checks in with the adult
and they have that chance to get positive feedback
for their demonstrating of the expectations
and perhaps some instruction
about what might work better the next time.
And then at the end of the day,
they check in, they check out
with the person that they checked in with
at the beginning of the day, they go over their notes,
they celebrate what's been working well
and, you know, sometimes they can graph it together.
And then the student brings the copy of that report home
and the primary care provider signs it,
makes comment and signs it.
And so that the parent, the adult
is sort of trained on how to give positive feedback.
There's no room on the form
for saying this kid did terrible.
It's all like, wow, this is what worked today.
So that's the process that you set up.
They come in the next day,
they go through that whole process again.
It's more frequent intervals of reinforcement
for demonstrating positive behaviors.
And it's for adults who are looking for,
I mean, students are looking for adult attention,
so it's sort of like kinda elegant.
And then the copy goes back to home.
And when we're in training and you know, with coaching,
we can help you work out the whole homeschool thing,
cause sometimes that's a little bit of a challenge,
but this is what evidence says has the best impact.
So when you're thinking about who your coordinator is,
it's gonna be very challenging,
because who has 15 minutes at the beginning of the day
and 15 minutes at the end of the day.
But we think that there's some creative work
that can be done to find who that person might be.
But it's gotta be somebody that the students like,
somebody who's friendly,
someone who really can be very positive with the student
in the greeting in the morning
and celebrate at the end of the day.
And that's the work of this person.
When you go to your team training,
a good almost day of your two days
or almost two days of your mornings at the Summer Institute.
This is the work that you'll be doing.
You're gonna determine whether it's Check-In, Check-Out
or Teacher Check, Connect and Expect,
which I realize I didn't explain.
You're gonna develop your daily progress report,
your reinforcement system, how students are referred,
how are you gonna manage data?
How are you gonna fade students off?
Staff training.
So that's the work,
that's the planning work that you'll be doing.
But let me go back and explain
Teacher Check, Connect and Expect,
it's everything that Check-In, Check-Out is
except the student.
And usually it's a younger student,
comes in at the beginning of the day
and checks in with their teacher
or the person
that the student's gonna be with throughout the day.
So it's the checking in with the same adult
throughout the day and then checking out.
So that's really effective for lots of younger students.
It's also something that might be more manageable
for a school to think about implementing that way.
The research isn't as strong for that person.
And if the teacher is someone
that the student is having trouble with,
that could be a challenge.
So many schools actually do both,
you know, one for the younger school
and one for the younger students,
one for the older students.
Was there a question?
Oh, okay.
Is there a question?
Okay.
And then you'll have up to 12% of your students
that are given time on Check-In, Check-Out,
there is a way to report the findings
from the DPR, the data from the DPR,
the Daily Progress Report into SWIS
and you can get some very cool reports
and we'll share them with you,
if you want to know more about SWIS
and Check-In, Check-Out.
It's a great way to see how all your students are doing
in the intervention,
whether the interventions working for anybody.
And then also individual students are doing
by period of the day, as well as across days.
So next steps would be
for your team to be
completing some prerequisite steps for training
is there is a very short family engagement module,
which is Activity three in your workbook.
And that, again, will help you
with the family engagement checklist
that I referred to earlier.
This module was put together from the Vermont Family Network
and it connects PBIS at this level with families.
So it's very informative
and to plan for sustainability at the Universal Level,
like I mentioned.
I also mentioned starting to work on your team profile,
who was gonna be on your team at the systems level
and at the student level.
And again, if the idea of another team,
just as absolutely throwing you out the window,
be thinking about it as different conversations,
if that seems to work better.
And then to begin your inventory of Targeted Supports.
And there's a checklist also
for you to keep track of everything I just said
in terms of being ready for the team training.
And so that's also linked in the web on the webpage
that we shared the link with you for.
So this is our final poll at 9:58, I planned that
and you're gonna put together the poll
and I see there's something in the chat.
So I gotta move it over here.
Linda, you SWIS,
you've been interested in Check-In, Check-Out SWIS,
love to know more about it.
And if you have any examples of what an entails.
Absolutely, in fact, there's a great short video
on the PBIS apps website that I can send to you, Linda.
But if you wanna just talk about it,
happy to talk about it as well.
- [Linda] That would be great,
if you could send that, I would appreciate that.
- Okay.
- The poll has been launched.
- Okay
(audio breaking up)
- (indistinct) respondent so far.
We have seven people saying,
"yes, we are planning to complete the readiness steps
'to participate in June"
one saying, "we're not sure yet."
- Okay, well thank you for sharing that.
Great, any other questions
before we end our webinar for today?
Oh, you'll be receiving an email from Anne
in a little while asking you how this went for you.
And you can press Submit on the.
- Survey. - Survey, I always
mess this up.
Press on the survey
and out pops your certificate of attendance
for your time here today.
- Thank you, Inga.
Have a great day.
Spring breaks coming soon.
We're gonna have the cleanest yards,
because nobody's going anywhere.