We're gonna record.
Thank you so much, Anne.
So welcome.
You are here because hopefully you are interested
in learning about some of our PBIS Assessment Tools,
so you're gonna be able
to learn quite a bit in our hour this morning.
My name is Cassandra Townshend,
Co-Director of the Best project,
and I am with my fabulous colleague,
Sherry Schoenberg, who may be jumping in as well
to support this content this morning
as well as our fabulous, Anne Dubie,
who holds the best project together.
And so she will be monitoring the chat
during our time together this morning.
If you have any questions,
go ahead feel free to raise your hand as well.
A couple of nuts and bolts.
I already mentioned this is recorded,
and so if you do have to leave,
you'll be able to access this webinar
on our PBIS Vermont website, and we will get started.
So here we go.
So our learning objectives for our time together,
it's really thinking about,
we wanna talk a little bit about the context.
We wanna talk a little bit about outcomes.
We'll talk about outcomes,
and really thinking about how we use outcomes
for our action planning.
A big chunk of this time is a lot of nuts and bolts
and information sharing around the assessments.
So we're gonna talk about the TFI,
we're gonna talk about the School Assessment Survey.
We'll talk about the Feedback and Input Surveys
and School Climate Surveys.
So lots of exploration during our time this morning
as well as information sharing.
So you're gonna get a lot at you.
As a heads up,
a lot of information will be coming at you.
If you do have lots of,
or are interested in setting up another time
to have more conversation around the content
that we're covering this morning,
please reach out to myself to Sherry, Anne,
will hook you up with one of our coaches
who can certainly help you and your schools
dive a little deeper into the content today.
So we cannot have a webinar about data
and PBIS without what we refer to as our famous tattoo.
Pretty sure all of us have this now on ourselves,
if not physically, spiritually. (laughs)
And it's really the framework
that holds our whole system together.
So the reason why PBIS implementation has been
so successful for so many years is this idea
that we're not just focusing on one entity,
we're focusing on this collaboration
of overlapping supports and systems.
We're looking at our practices,
our systems allow us to identify what practices
we might need and support those practices.
And we also, the third leg of this tool is our data.
Really, how are we looking at our data
to inform what practices are
and then how does all of that connect?
And at the center of all that we do in PBIS
and all of our work, whether it's PBS or not,
or social emotional learning with our MTSS frameworks,
it's really how are we centering equity.
So really focusing on that is a critical aspect.
And so we're often, you'll hear us refer to systems, data,
and practices frequently in the work that we do.
So to set the context for today, fidelity matters.
Why are we having this presentation?
What we know is that if we're going to do something,
we need to do it well.
We need to do it as intended.
And that's what fidelity is all about.
And you all know that.
And so it's really important for us
to just reiterate the importance of that.
When we're doing PBIS implementation,
there are certain expectations around
what implementation looks like.
And it's important that we are implementing
those features or critical components with fidelity,
it's research base, right?
If we're gonna do it, we're gonna do it well.
And we're gonna actually,
if we are implementing with fidelity,
we're going to have those positive outcomes
for our students and our staff and our community.
This webinar is very timely
because now is the time for annual upcoming assessments.
So that's why we're diving into these variety
of assessments this morning.
Also, we really need to use data, right?
To guide our social emotional,
behavioral learning, and wellbeing, right?
So we need to make sure that we're looking at the data,
and we know that not only fidelity matters,
but perception data matters, right?
We do not live in a vacuum.
We could have our leadership team
thinking we're doing the best job, but maybe we're not.
We need to get information from our community,
from our staff, from our students
around what are their perceptions on implementation.
And so that's really
how we're gonna frame our time this morning.
Big ideas about data.
This probably is a quick review for many of you,
but what we know is all data should serve a purpose.
What we don't wanna see is we're collecting all this data,
which is time, takes a lot of time and effort, right?
And then have it sit in a cabinet.
Sometimes we do see that.
And so really we wanna collect data if it's meaningful,
so that we can use that data
to develop our action planning, right?
We also, I just mentioned
we wanna collect data with fidelity.
So we wanna be consistent and know how we're collecting
and use tools that will get us
to the answers that we're looking for.
And part of that is knowing what the questions are.
We'll get into that in a minute.
We also wanna be prompt,
and we also know a huge idea around data
is we wanna use multiple sources.
We wanna triangulate our data.
We don't wanna make huge systemic changes
based on one assessment, one point in time.
We know that's not accurate
and will not lead to the outcomes that we're looking for.
The other thing that is huge is data
is used to support and not punish, right?
It's not evaluative.
This is really an opportunity for us to look, self-reflect,
look at variety of sources of data to say,
wow, what are our strengths?
What are areas we need to improve upon?
It's not to punish.
And, you know, I think that's an important aspect of data,
is really making sure that we're using it
in that proactive way.
So when we talk about data,
we always wanna start with our outcomes, right?
So a question that I hope all of you
are thinking a little bit about,
and I like to ask myself this, right?
How will we know if PBIS is working,
if we're not sure where it should be taking us, right?
So think about those outcomes.
What are the outcomes are you looking for?
And making sure that we're addressing that.
When we're talking about outcomes,
they're very locally determined
because all of us live in various environments.
We have a different culture is where we are in the state,
even in the state of Vermont, right?
So we wanna make sure that they're locally determined
by the folks who are actually impacted by the work, right?
We also wanna think about contextual
and culturally relevancy, right?
So think about your own cultural context.
We wanna make sure that these are very measurable, right?
Outcomes are measurable.
We wanna make sure that they're observable, right?
And they really should be summarized in our goal statements.
So that's really what we wanna make sure.
Was there a question?
I just wanna make sure I'm not missing anyone.
Okay, let me know.
And one of the things that we recommend
that our schools use, if you're not already,
we've heard of SMART right?
We've heard of SMART goals.
We wanna really think about smarty goals.
So really thinking about the inclusive nature
and the equitable aspects of the goals
that we're creating based on our data.
So here are some sample outcomes.
So some of these may be very familiar to you, right?
Maybe we wanna reduce interfering behaviors
using our behavior observation data forms, right?
Maybe we wanna reduce bullying like behavior.
We want to improve school climate.
You know, we wanna increase the fidelity
and improve the fidelity of our interventions, right?
We wanna increase community partners, right?
So again, these are just some examples
of some sample outcomes that we really need to think about
in order to then think about the data
in order to help us get to some of these outcomes
and make decisions around some of these outcomes.
So if you like some examples,
I'm always a huge fan of samples
or examples of outcome statements.
So I'm not gonna read all of these.
However, these are just some examples for you.
Many of you are doing these, I'm sure,
when you're doing your action planning,
but this is really, really, really important, right?
So for an example, it's not just about our school climate,
but thinking about, you know, the work around DEI,
we're really thinking
thoughtfully around that as well, right?
So for an example,
given a monthly review of student outcome data
disaggregated by race ethnicity,
the rate of referrals for Black students
will be even compared with all other groups
by the end of the school year.
That's critically important
because we know what the research is telling us
and what we're seeing across the country,
disproportionality in our BIPOC students, right?
In terms of discipline and outta school suspension data.
So thinking about how are we,
what are some of our outcomes that we wanna address.
Again, locally determined within the cultural context
of your schools and districts and districts.
Can I just say one thing about the outcome statements?
Sure, yeah.
Is that all of those sample outcome statements
match our tools.
So we have the tools to be able to make those statements
because we can collect that data
and that's what Cassandra will be talking about,
except she won't be talking about the data disaggregated,
'cause that's in the Swiss,
it's first looking at student data.
But if you want some more information about that,
just contact us about how to collect that data.
Thank you, Sherry.
Absolutely, yeah, we wanna make sure we have the data tool.
It's like when you're writing an IEP, right?
You look at how are you gonna measure progress,
what is the tool you're using?
So thank you, Sherry.
Absolutely, making sure that that you have that.
And we do have those, which is awesome.
And you'll hear a little bit more about those, right?
So types of data to consider.
There's so much data out there, right?
Some of it is more formal data, some of it is informal data.
So again, some of it's more quantitative,
some of it's more qualitative.
You've got feedback data.
So lots of variety of data.
I think the key is thinking about within your MTSS system
of support, your layers of support,
thinking about what data do you have access to
at the universal level?
So school-wide, what are you looking at school-wide,
what are you looking at to assess
targeted level of interventions, right?
And then also your intensive level.
So students really needing
that high level individualized support.
So thinking about what kind of data that you have.
The other thing that's really important
with all of these data sources,
many of you and all of us are involved
in continuous improvement work.
So how are we using these different data pieces
and tools within our system that we have access to,
to really connect the dots
with our comprehensive needs assessments
that really inform our continuous improvement plans.
So it's not really separated,
really thinking about how are we looking at
these different data pieces
to inform our overall school and district planning, right?
And so just, those are important things
I just wanted to point out.
So I've talked for a little bit,
not time for all of you to give me some information.
So if you would be so kind in the chat box,
just let us know based on the data you currently have,
what are some of your outcomes that you're hoping to achieve
with implementation this year with PBIS?
And do you have action plans
with steps to achieve these outcomes?
So take a moment, type in the chat box,
what are some of your outcomes this year?
And while you're doing that,
I wanna remind you this presentation
is in the chat and it's also on our website.
And I'll show you where that is in a minute.
Okay, Adora, thank you so much for sharing.
Given a monthly review of student outcome data,
we will see a reduction in the number of HHB incidents
by the end of the school year.
Awesome, thank you.
All right, and you're working on it, right?
This is continuous improvement work, right?
That's great.
Thank you so much, Adora, for sharing.
Any other thoughts
or any other outcomes you all have out there
that you're working on?
All right, well we're gonna,
I'm gonna keep going, but I'll still monitor the chat,
so feel free to chime in, let us know your thinking.
Oh, thanks Adam.
Increase student connections with local community members.
Love it, absolutely.
And so much of our, what I'm about to talk about
in terms of some of our assessments tools
really ask and give perspective
or give information around community, right?
How do you get data from families and community members?
So perfect.
Awesome, thank you so much for sharing.
All right, so we're gonna dive into some of the data,
but again, I love this.
This is something I like
to have on my wall when I'm thinking about data.
It's a good friendly reminder.
Data helps us ask the right questions,
but they don't provide the answers necessarily, right?
That's where action planning comes into play.
So before we dive into the various assessment tools,
I'd love for all of you in the chat box
to just give me a heads up, give us a heads up.
To what extent are you knowledgeable about the TFI, SAS,
School Climate Surveys and Feedback and Input Surveys?
So one, you're very knowledgeable,
five, not knowledgeable at all.
Little bit in between.
Let us know where you're at.
Awesome, so we've got some threes and fours.
Excellent, awesome.
Okay, well, who wants to present next?
Just kidding.
You all seem very knowledgeable, which is great.
So hopefully, that's awesome.
Thank you so much.
So this will be a little bit
hopefully a refresher for some of you,
but also a good review.
It's always good to have a review
and Sherry go for it, yeah.
Well, no, just in terms of if you're framing
the rest of the session, I think not knowledgeable.
Oh my gosh, I got that backwards,
-did I? -So yeah.
-I don't think you need to. -I'll get that backwards.
-(laughs) It's okay. -Oh my gosh.
Okay, let me just have one more sip of my coffee.
I cannot believe my numbers were backwards on that, okay.
So thank you.
So you're not, no one is presenting right now.
Okay, I'm gonna keep talking.
So sorry about that.
Yeah, so we've got a mix, five.
So again, so you all are actually in the right spot,
which is great and a review is good too.
All right, thanks Sherry.
Sorry about that.
So to dive in a little bit further
into these assessments that we'll cover,
you'll go to evaluation on our website
and you'll see they're all listed here.
So again, in the time that we have,
won't be able to go dive too heavily into each of these,
but please take some time.
This is where you'll find that information on our website.
The other thing that I wanted to point out too is PBIS,
all of these assessments are on PBIS apps.
And so what I would recommend is right here,
there's a demo link.
So click on the demo link.
You'll be able to access some of these surveys
and they'll have demo data
you can play around with it on your own.
Again, if you have any questions,
feel free to reach out to one of us
and we can certainly dive in
and support you in that work as well.
Okay, so first up we are going to look at the TFI.
So this is the Tiered Fidelity Inventory.
It is one of the surveys
that we ask all PBIS schools to complete.
And it's really, really about
assessing PBIS implementation across all three tiers.
So this is our huge fidelity measure.
If you're gonna complete anything,
we really hope that you're completing the TFI.
This is something that the leadership team completes
to really assess how you are implementing the key features
and key components of PBIS.
And so we ask that schools complete this once a year.
Schools are more than welcome
to do this multiple times a year.
It really depends on what your local needs are.
But again, this assessment is open now,
January 1st to the end of March.
If you need an extension on the window,
we can certainly extend that for you.
However, again, this is just a critical one
that we're really hoping that schools can do.
The TFI, and I'll show you this in a in a second.
The TFI also,
it's highly recommended that an external coach,
so somebody perhaps at the district level,
your SE coordinator
or even an external coach attend the meeting
to sort of check what the internal team is thinking
around PBIS implementation based on an outside perspective.
So it's, again,
and this external person can also do something
that I'll talk a little bit more about a walkthrough,
which is essentially going into the school ahead of time
before the TFI is completed to do a little mini assessment,
then bring that assessment data to the PBIS leadership team
when they do the TFI to really look at
what that little mini assessment was
and what the leadership team's perceptions are
around PBIS implementation fidelity.
So that is the TFI.
The TFI is really used as a formative assessment.
And how we do that is through progress monitoring, right?
It can also be used as an annual assessment
to help us sustain implementation.
You can look at it over time, which is really exciting.
So if you haven't yet done a TFI,
and hopefully, you'll continue to do that,
you can look at it over time to see how you're doing
across the various features.
And we also use the TFI for recognition
for schools implementing PBIS
at our annual PBIS forum as well.
So just keep that in mind,
really making sure that we are implementing
the practices that are intended
to give us the best outcomes.
There are three big ideas when you're completing the TFI,
and I'll show this in a little bit more detail
when we get to the graph, when I show you the graphs.
Really there's the teaming.
So you'll have a few questions on the TFI around teaming.
So do you have the right people at the table?
Do you have a representative group, right?
So thinking about your teaming structure,
because we know it takes more than just one person
or one advocate to get this work done.
It is a team, right?
So there's some questions around the value
and the fidelity needed to have a team
move this body of work forward.
You'll also have a chunk of questions
when you complete the TFI around implementation.
This is really about the implementation practices.
So, you know, are you doing what PBIS
has recommended that you do?
So again, thinking about how,
it's really the practices piece.
Do you have school-wide agreements, right?
All of those things.
And then there's a chunk of questions around evaluation.
And so those are the big three especially
that you'll see around the universal part of the TFI.
And I'll show you a little bit.
This is just quickly an example
of the walkthrough that I referred to earlier.
This is where that external coach
or an SU person could come in to the school
to do a little assessment.
And it's sort of an interview, I would say,
it's kind of an interview process
where this person would come into your school
who is also familiar with PBIS
as somebody's familiar with your school as well.
But do like a little short interviews
with your students and your staff.
And you'll see those questions listed here on the slide.
Sort of what are the, you know,
do your students understand what the school rules
or community agreements are,
what knowledge base does your staff have?
And that is really the kind of one point in time data
that will then be shared during your leadership team meeting
as you go through the TFI assessment.
So it's really to help inform your total score
and we'll get to the scoring in a second.
So after you do potentially the walkthrough
and the TFI together, right?
As the leadership team, you're gonna analyze the data.
And so I'm gonna get into that in a little bit.
But if you're implementing PBIS right now,
just at the universal level,
you would just do the universal level of the TFI.
So you do have access to the three levels.
So if you are implementing targeted,
if you're implementing PBIS at the intensive level,
you have an opportunity within that one assessment
to assess all three tiers, right?
So you're gonna look, there's all these different reports.
There's the total score report,
there's the scale report, the subscale report,
and the individual items report.
And I'm just mindful of time,
so I wanna keep going here.
So this is just a quick example.
Again, we're not gonna dive into it,
but you can see this school has done this twice,
for an example.
So you've got data from 2019, you've got data from 2020,
and you can see sort of your total score,
how well are you doing in implementing.
And so it takes all of those questions together
and gives you a total.
So you can look at it across
tier one, tier two, and tier three.
You can also look at the subscale.
So this is where I mentioned earlier,
the big idea is it's broken down for universal teams
implementation and then evaluation.
So tier two it looks at teaming interventions,
'cause again, at the targeted level and what interventions?
There's questions around interventions and then evaluation.
And then tier three, you're really looking at
sort of the resources available for those intensive plans
and a little bit more about
those individualized planning, some questions.
But you can see, it shows you graphically
a really easy way at a push of a button,
how you're doing across these various scales.
And then if you wanna drill down even further,
the TFI gives you the items report.
So here is where you can see
across the two years of completing the TFI.
So if you've only done this once,
you may not see the two different dates,
but you'll get to drill down a little bit
and see which questions, right?
How did you score,
how did your leadership team score the TFI based on
these specific questions?
And you can see the questions there.
So all of those are really important
aspects of completing the TFI.
The TFI also has,
there's a new TFI coming out in the future.
It's not out yet.
So much of what's in the integrated, the companion guide,
the integrated TFI inventory companion guide is,
will be in the new iteration of the TFI.
But right now what we recommend
is you look at this companion guide while you're looking,
while you're completing the TFI
because it's got some great questions around,
specifically around social emotional behavioral learning,
some about mental health.
So thinking about how are we bringing in those features
as well that aren't currently embedded in the TFI.
So just want you to be aware of that,
that that's a resource available to you as well.
You say three really, really quick things?
Sure, yeah, jump in.
This has been a validated tool that, you know,
thousands and thousands and thousands of schools do.
So it's changed over time to really
be a reliable and validated tool.
Tier one fidelity.
If you reach 70%,
it's considered that you're implementing with fidelity.
And I forget what the third thing was, thanks.
No, that's great, thank you.
Yeah, so this is the one, complete it if you can.
We are really, really putting a full court press,
if you will, would love schools to complete this,
'cause it also guides us in our planning
for how we can support you in your PBIS journey.
So the other one,
the other assessment is a Self-Assessment Survey.
So this is a survey that is also completed annually
and it's a really nice compliment to the TFI.
So the TFI is the something
that the leadership team completes.
The self-assessment survey is for your staff.
So your staff, it's an annual assessment
and it really allows your staff
to give you feedback on their perceptions
on PBIS implementation.
And so again, it's completed annually.
Now is the time to complete this.
Schedule a time to complete this with your staff.
It's relatively easy to complete.
You send out a link to your staff
and they're able to go on many schools,
do this at a staff meeting, bring your device,
bring a laptop, here's the link, let's complete this.
And it's really, really helpful for your action planning
because what we know in any innovation
or initiative that we're doing, voice matters.
And so this is an opportunity for you
to obtain voice of your staff
in their perceptions around PBIS implementation.
That's gonna then inform your annual action planning.
It helps you make your leadership team
internal decisions, right?
You may need to tweak your implementation.
If your staff is saying,
we're not really sure about X, Y, Z,
that may indicate to you we need to do some more PR
and more training to our staff
on a certain feature of that, right?
Team validation.
This is what I was saying,
it's a very nice compliment to the TFI
because, again, the TFI
is your leadership team's perceptions.
The SAS is your staff perceptions of PBIS implementation.
And so to compare and contrast both of those,
it's really powerful data
to see if what your leadership team thinks
is going really well compared to what your staff may think.
So again, it's a really helpful tool
and it's been around for a while.
So the two main questions that the SAS will cover
is what systems are in place now,
and then what systems are in most need of improvement?
And you'll see this specifically
when we get to this next slide.
So this will show you right here,
sort of your staff perceptions.
This is total score your staff perceptions
on what features are currently in place.
So right here, your staff is saying,
65% of your staff are saying, yeah,
these are in place, you know.
27% of your staff are saying,
gosh, they're partially in place.
7%, hmm, you know, not in place at all, right?
So again, this is just great data
to really inform your action planning.
When you look at this blue bar over here,
you'll notice this is,
it gives you sort of priority of improvement.
So your staff will say, yes, this is in place,
but maybe it's not that big of a priority, right?
And so this one that I'm showing you
is just looking at the category, the subcategory
of just school-wide implementation, right?
But you can break that down even further into
non-classroom settings and tier two and tier three.
So again, it's a really nice snapshot
of what your staff perceptions are.
Again, this is a little bit of the subscale
that I was just talking about.
So you've got your school-wide, what percent,
what do your staff think
about your school-wide implementation efforts, right?
Classroom efforts, targeted efforts, intensive efforts.
So again, lots of really, really helpful data
to help you in your planning.
And then similar to the TFI,
you can break it down by,
you can see the actual items.
So these are the questions that were asked,
and then what percentage
of your staff think they're in place
and what percent think they're not in place
or partially in place?
And then whether or not your staff are saying,
"Hey, this is a really big priority,
or no, hmm, it's really in place already.
So then it would be a low priority," right?
So again, lots of ways to dive into
the self-assessment survey.
Really, really helpful input.
And our schools love it.
We've had, you know,
many of our schools continue to use this.
It is honoring staff input.
One of the best things,
and I'll talk about this later, is sharing data.
It's great to share this
with your staff to say, "Hey, thank you.
This is what we're thinking, this is what you told us,
and this is how we're using that data
to inform our action planning."
I remember what I was gonna say.
Jump in Sherry, go for it.
So these are really nice deep explanations of the tools,
but just to put it in perspective,
the TFI at tier one,
the first time a school team does it,
it can take maybe 30 minutes
and then in subsequent years it would take
a shorter amount of time to complete tier one
as long as you've done the walkthrough first.
And the self-assessment survey is a link that you send
to your staff and that takes about 15 minutes.
So those are really nice features of these tools,
and then your reports are pretty robust.
So that's why I wanted to interrupt and say that.
No, thank you.
That's perfect.
And feel free to chime in with any questions.
We have a nice group, small group,
so let us know if something is coming up for you,
if you have any questions,
feel free to use the chat box,
raise your hand, jump in.
Okay, so we are about halfway there.
So we're gonna continue going on
and the next thing that we're gonna talk about
is the School Climate Survey.
Oh, we do have a question.
Thanks Kate.
Is SAS included as part of the walkthrough?
No, so the SAS is a separate tool,
however, it would be, you know,
when we get to analyzing your data
and putting it all together,
you'd want to look at the SAS data,
the walkthrough data, your TFI,
the walkthrough really informs the scores of the TFI,
but you can look at it as a separate tool as well.
So again, you just wanna make sure
you're pulling these all together.
I hope that was helpful.
Awesome.
Okay, and it looks like Adora,
you have a question about the SAS?
I do.
I'm sorry, I couldn't find the little hand raising icon.
Fell free, go for it.
I didn't think flapping would work.
I couldn't tell.
So my question with the SAS always is,
and this has been going on for years,
is about the priority aspect of it
and it seems like if you say,
people are always confused about if we're implementing it,
do we consider it then a priority?
I mean, if we're implementing it,
it's because we care about it,
but it's not a priority for us necessarily
to put a lot of energy into working on it more.
So the priority,
it's always confusing for us how we use the priority tool.
Do you understand my question?
Yes, yes, absolutely.
And I've actually, when I was working
as a PBIS school coordinator, that came up for us as well
because even though the staff says it's not a priority,
that's still a conversation to have, right?
Because you want maintenance,
it's all about maintenance, right?
So I guess, it can be tricky for staff at times.
Sometimes we would have to go over the questions
ahead of time with our staff
and sort of explain that,
it may be a low priority, it's your perception.
You may think it's a low priority,
but we're still gonna prioritize it right now
because that we know that's helping us move forward.
So it's more about a conversation from my experience,
I would open it up to others ideas.
Sherry, do you have thoughts on that?
Yeah, I do think
that it pretty much is like a priority for improvement.
So you might think it's fully in place,
but is it a priority for improvement?
And I guess maybe we differ Cassandra a little bit.
I don't know.
But that's how I would do that.
Yeah, you know, I don't know if there's a,
it is certainly, I think that's why there's confusion.
I think there's open for, you know, interpretation.
I think that it's certainly priority
for improvement in that feature.
So when you get to that item,
so just quickly to go back, this might.
Here, so when we go back to here, right?
Behavior expectations, right?
Does your school have a behavior expectations?
A 100% of your staff said yes,
this is just the sample, right?
Many of them also then said,
it's not a huge priority for improvement,
78% because it's already established.
They don't need to improve upon that, right?
And we look at multiple sources of data
to say that, yes, while that's an improvement
and our staff is saying
that's a low priority for improvement,
our data and our family data may suggest that
we need to really make sure we're communicating
what our school-wide agreements are more effectively.
So we do need to prioritize that.
I don't know if that helped
or made it a little more confusing.
I also like to look at the medium and high together
because it just means that some people think
it's a priority,
but they're not gonna make it a highest priority.
So a lot of times I like to combine those scores
and see how strong an issue that is.
And then the other thing Adora
and others might need to know is that
it's a new version of the self-assessment survey this year.
So the questions will not
necessarily line up with last year.
But the good news is
that the questions now line up with the TFI.
So you can look at what your leadership team
said about the TFI.
Oops, I think I'm going ahead in your presentation-
No great.
And the self assessment survey
and see if there's a difference
between what your team thinks
and what the others think in your school.
Yeah, thank you, Sherry.
Great questions, anything else?
Anything else coming up for all of you?
All right, well we're gonna keep plugging along here.
So the other tool that we wanna introduce you to,
if you're not very familiar with
is the PBIS School Climate Surveys and it is free.
So I know many of us are,
and many of our schools are using
other survey instruments, panoramas,
some of those can be prohibitively expensive.
If you are looking for an option that is free,
certainly consider,
we would certainly recommend
considering the School Climate Survey.
And so we're gonna get into a little bit
about what that entails.
The School Climate Survey really
is a great opportunity to get student staff
and family and caregiver input on school climate.
And there's four surveys.
There's actually five surveys, FYI,
there's an extended one for middle high school.
So you'll see that on the link if you go
and explore this on your own.
Highly recommend.
There's an extended longer version.
But essentially there's a survey
for students in grades three through five.
There's 11 questions.
So it's relatively short.
There's also one for students
in grades six through 12, nine questions,
their Staff Survey that you could give to your staff.
And the bullets underneath each of those
will indicate the categories of questions.
So the categories of questions are often
around school safety, the physical environment.
Many of the standard School Climate Survey questions
that you'll find across validated School Climate Surveys
around all over the place are in this.
So you're getting to the same data,
which is really helpful too.
Family members as well.
There's a survey that you could give
to your community, caregivers, families
around their perceptions on school climate.
And that's 21 questions.
That one also talks a little bit about parental involvement,
family engagement, which we know is critically important
and the staff one does as well.
So if you're looking for perceptions around that,
there are questions in the School Climate Survey.
Again, there's so many benefits to this as well.
You can look at,
you can compare across participants for the survey too.
So you can break it down.
I'll show you in a second what that looks like.
But gender, grade, race and ethnicity,
you can drill down to the individual person
who responded to that if you wanted to.
Again, it gives you an opportunity
to gather multiple perspectives
and it's relatively easy for folks to complete.
So there's a couple of readiness pieces
and the manual will go into this in much more detail
than I will during our time this morning.
But it'll give you opportunities
and templates for notifying parents that you're doing
and caregivers that you're doing
the School Climate Survey.
There's information, there's templates,
there's letters, lots of really great resources
if you wanted to just take this, grab it and go.
The manual is really helpful for that.
And again, you wanna really make sure
before you do any type of surveys
that you're really clear and you have sort of a rollout plan
with any surveys,
especially when you're surveying our students,
if you're surveying families,
really get them sort of what is your communication plan
so that they know what this is all about, right?
And then there's also,
you also wanna make sure that you're reviewing your results.
You have opportunities to look at the results,
multiple perspectives, multiple voices,
which we know is so critically important
to then inform our action planning.
And so in that manual you'll see
invitation letters, lots of different resources.
So certainly check those out.
And we just wanted to show you, excuse me,
just an example of some of the questions for the elementary.
So again, it's broken down by demographic information
that you'll be able to collect.
And then there's the survey questions.
And you'll notice these survey questions
are pretty standard School Climate Survey questions.
And they're relatively easy for our kiddos.
This is for students for elementary,
for our students to respond against more our students
in grades three and up,
three through five.
And then there's lots of different reports
that you're able to generate as well.
You can do it by grade and gender, race, ethnicity,
sexual orientation is also available
on the middle high school version
of the School Climate Survey.
And what's really nice about all of these surveys
that have been created through the PBIS network is
they're very similar in how the graphing works.
So you're always gonna get a total score,
you're always gonna be able to see the item score
and you'll always be able to see things
broken down by subscale score.
So that's for me, super helpful
when I'm thinking about analyzing the data.
And as mentioned previously,
individual responses can be broken down
for further analysis.
And I just monitoring the chat.
I see a question here, Adam, thank you.
As attendees move forward within their individual schools,
what would you recommend around
tool introduction and usage?
Use of them all, start with a TFI
and those are awesome questions.
Our recommendation, I mean, this is really up to your,
I guess how your school is
and what you think would be the most appropriate?
I think sometimes we do get into data overload, right?
So you wanna think critically.
If you're implementing PBIS,
we certainly would recommend starting with the TFI,
that will allow you to really
gain information on implementation of PBIS,
the fidelity, which is so important
because if that leads to,
I think, positive school climate outcomes, right?
So that is critically important.
I would start there.
Most schools also start with the Self-Assessment Survey
in conjunction with the TFI that Sherry had mentioned.
So again, those would be my personal recommendation.
If you're really starting out,
but certainly School Climate Survey
could be something you want to do as well.
As well as the Feedback and Input Surveys,
which we'll get to in a second.
Are there other thoughts from folks on the line
who are in schools,
do you have experiences in terms of data usage
and how much is too much?
Okay, well feel free again to use the chat or let us know.
Thank you, Adam.
That was a really great question,
and feel free to reach out
if you wanna dive deeper into that.
So then we just talked about the student survey.
So the other reports that you can get,
if you're using the School Climate Survey,
you have the school personnel report
and the family caregivers.
And again, very similar, you can break it down by gender,
race, total score, item score, subscale score.
And again, they can be broken down even further, right?
So this is just an example of
the School Climate Survey for elementary.
Again, this is your total, it's on a scale of one to four.
So your average score for the 12 data points.
So the 12 students potentially
that have completed this survey, in this example,
their average score is 2.79.
So middle of the road.
So that might be, you may wanna go down a little bit deeper
to investigate collectively
what's going on for specific students.
You can do that in this scores by items.
So in this graph,
you can't read exactly what the questions are,
but you can find that if you have the survey
in front of you, you can say,
okay, well question one is I like school.
So how is our school doing in terms of
students overall across the questions, right?
So it looks like, you know, that's relatively low.
The means score across those students,
in terms of liking school,
that seems to be the lowest across all the questions.
The highest is there's an adult
in my school who can help me.
Awesome.
We want that bar to be really, really high, right?
So again, this is a really great tool
for you in your leadership teams
to really dive into discussing
how this may inform your action planning.
If you've got a bunch of kids who are saying
they don't like school, what does that mean, right?
Key inform in interviews,
you may need to do a little bit more data dives
and maybe focus groups
with some kiddos if you're finding a pattern.
What's really great too is, as I mentioned previously,
you've got the total score, the subscale score,
and then you always have it by item.
So you're able to look at your items report.
And this one in particular shows you
that you can break it down question
by different demographics, right?
So you can see question one,
I just referred to as the question about liking school.
You can see based on demographic groupings,
what percentage, how are white students
liking school potentially
compared to other students and other categories?
You can also break it down by gender, right?
You can break it down by grade,
which is really helpful.
'Cause again, multiple data points allows you
to then make more targeted action plans, right?
Maybe it is third grade is not feeling great about school.
What do we need to do about third grade?
All the other grades think it's okay, right?
So again, really powerful data at your hands
with this School Climate Survey.
So with any survey, we wanna move to Action Planning,
but what's really great with the School Climate Survey
is we really want to think about celebrating it.
I mentioned it's on a one to four scale, right?
Four is really high, I love school.
It's awesome, right?
So we wanna celebrate the school climate, right?
What's going well in your school?
We wanna acknowledge that.
But then we also want to, as I mentioned earlier is
identify our areas for improvement.
What are our highest priorities?
If we're seeing lots of kiddos saying they don't like school
and the actual score is a one or a two,
that's a huge whoop.
Let's have a conversation.
Let's figure out what's going on.
Is it a group of students?
Is it one student in particular, right?
That's where we can really dive into,
lots of different things,
and I think it's important to share some of these successes
and celebrations with your communities,
with your staff as well as your students.
Student voice is huge.
Think about how to use your students in this as well.
Take some leadership roles and looking at this data too,
which could be really cool.
All right, we've got a few more minutes
and we've got one more instrument
I wanna introduce to all of you.
So thank you for your patience.
It's a lot of information.
So we're gonna go through this relatively quickly
so we get you back to where you need to be.
But the last one that we wanna cover
is the Feedback and Input Surveys.
So this is also relatively new and we're asking,
we're encouraging schools to definitely do the TFI
and one of the following,
one of the following is the Self-Assessment Survey,
a School Climate Survey,
or this new one, the Feedback and Input Survey.
Again, thinking about how we're triangulating data,
we're really encouraging our schools to do that.
I see another question here in the chat
and I just wanna honor that, Caitlyn, thank you.
Would it be fair to say
that data from the TFI is process data
to ensure processes are happening in order
in accordance to a goal,
whereas climate data would be more outcome data
to see if the product
evidence of a particular goal goal?
Yes, I mean I would see the TFI
as certainly as sort of process data, right?
Implementation as I mentioned.
So you're implementing it with fidelity, right?
You're monitoring it, right?
And then hopefully if you're implementing
PBIS with fidelity, we would see high outcome data.
So I think what you're saying is we would see really high,
hopefully high (chuckles) school climate results, right?
Because again, PBIS impacts school climate.
So we're implementing it with fidelity
and we're implementing it well,
hopefully we're seeing high scores in school climate,
not always the case, I'm sure there's variability in that,
but absolutely, that's a great,
-I need you to go- -Great way to look at it.
Okay, there's some other questions here.
Sorry, I wanna be mindful here.
Yeah, yep, absolutely Caitlyn, yep.
So again, all we do, it's a process, right?
We're doing things that lead to outcomes.
So the SAS for sure,
perceptions around how well we're doing it,
which is also leading to the outcomes, right?
So if we're implementing really well, our staff may say,
that's awesome, it's already in place, right?
And that's what we wanna see.
So yeah, that's a great connection.
And then, yeah, okay, so I'm gonna keep going.
I just wanna be mindful of time.
Really good thoughts, Caitlyn, thank you.
And Adam, thank you for your message as well.
I will make sure we follow up with that.
Okay, so Feedback and Input Surveys
in the last five minutes. (laughs)
So this is really a Feedback Survey.
So this is getting perceptions around
and actual feedback from your students,
staff, family members,
caregivers around your school system.
Now what's really cool about this
is it's also very qualitative, not only quantitative.
So the School Climate Survey is very quantitative.
There's not open-ended questions,
there's not open-ended opportunities for feedback.
That's where the Feedback and Input Surveys come in.
So it's a nice supplement as well
if you wanna dive a little bit deeper into it.
So there's lots of open-ended questions
that you can use in addition.
So if you're looking for both qualitative
and quantitative data,
you wanna use the Feedback and Input Surveys.
There's a variety.
One thing about the Feedback and Input Surveys
that I wanna put, and we have a little disclaimer.
We as a Vermont State PBIS Leadership Team,
we were diving into it and our language has evolved.
Our language is very collaborative
and welcoming and engaging for students' voice.
One of the things we noticed is that
some of the survey questions on the FIS
do not really align with our collaborative thinking.
So that doesn't mean it's not a great survey,
but it means that we created a manual with bubbles
and recommended considerations that align
the way that we do the work in Vermont.
And so just wanted to bring that to your attention
because sometimes you'll see the words in the survey,
it's a little bit compliancy based
and we're really moving beyond that
more collaborative reframe.
So I just wanted to put that out for all of you.
You can see it if you click that link on the presentation.
And the FIS subscales are really cool as well.
You'll be able to see these around satisfaction,
the discipline system, your acknowledgement systems,
a lot about connections.
And really quickly, just a couple of differences.
I already mentioned the climate surveys very quantitative.
If you want qualitative, you want people typing in,
giving you their feedback,
definitely check out the Feedback and Input Surveys.
And so those are critically and I'll let you read those.
I'm just wanna move on quickly here in our last two minutes.
Putting it all together.
We have an Action Planning Form.
You all probably have your own Action Planning Form,
but if you are looking for an Action Planning Form
that really puts all four of these assessments
together based on the TFI as the foundation,
certainly recommend you grabbing this.
You take it, make it your own, do what you want.
We really just wanted to put that out there,
'cause what we're finding is many schools
have various action plans
and we wanted to figure out a way
to sort of streamline it for you.
So what you'll have here in the action plan
is we've indicated here in this column,
surveys with related items.
So the base is the TFI,
you put your information on the TFI,
and then you're gonna write notes.
You're gonna say, okay, well team composition,
there are some questions on the SAS about team composition.
Let's look at the SAS.
So we're not only just looking at things separately,
we're trying to build it and bring it together.
So wanted to put that out for all of you as well.
So go for it.
Finally, Action Planning.
It's all about having the right data,
having your questions, looking for patterns,
and really coming up with a quality action plan.
Last but not least, which is critically important,
is once we have all of this data, we need to share it.
We need to share it.
How are we disseminating this information?
We really want to make sure that
we have collective ownership.
And so much of that is when we ask people for data,
it's so important to share it with them.
Let them know that their time is valuable, right?
Here's just a quick example presentation
we wanted to give to you
if you're looking for a presentation to share with staff.
And then finally, next step, schedule a time.
If you haven't to complete your TFI,
we would love you to do that.
Sometime now between March,
we would love you also to consider
completing one of the additional surveys
that we just shared with you today.
Talk to Anne Dubie if you have any questions
about opening some of the surveys,
the TFI and the SAS are already open.
So those are ready to go.
But if you need help, please contact Anne.
She's a guru at that.
And finally, I know that was a whirlwind.
Thank you so much for your time this morning.
Would love to end with any questions
and just wanna let you all know
you will be receiving a survey shortly.
Let us know how this worked for you this morning.
We love feedback, so please let us know what worked well,
anything we could do differently next time.
And once you complete that survey,
you'll be prompted to download
or print your certificate of attendance
for your time this morning.
So thanks again so much.
It's great to see all of you
and hope to see you soon at another event
and we will leave it open for any questions.