1 00:00:00,720 --> 00:00:02,190 We're gonna record. 2 00:00:02,190 --> 00:00:04,260 Thank you so much, Anne. 3 00:00:04,260 --> 00:00:05,820 So welcome. 4 00:00:05,820 --> 00:00:09,450 You are here because hopefully you are interested 5 00:00:09,450 --> 00:00:13,770 in learning about some of our PBIS Assessment Tools, 6 00:00:13,770 --> 00:00:15,180 so you're gonna be able 7 00:00:15,180 --> 00:00:17,820 to learn quite a bit in our hour this morning. 8 00:00:17,820 --> 00:00:19,200 My name is Cassandra Townshend, 9 00:00:19,200 --> 00:00:21,450 Co-Director of the Best project, 10 00:00:21,450 --> 00:00:24,270 and I am with my fabulous colleague, 11 00:00:24,270 --> 00:00:27,360 Sherry Schoenberg, who may be jumping in as well 12 00:00:27,360 --> 00:00:30,780 to support this content this morning 13 00:00:30,780 --> 00:00:33,533 as well as our fabulous, Anne Dubie, 14 00:00:33,533 --> 00:00:35,997 who holds the best project together. 15 00:00:35,997 --> 00:00:38,010 And so she will be monitoring the chat 16 00:00:38,010 --> 00:00:40,620 during our time together this morning. 17 00:00:40,620 --> 00:00:42,570 If you have any questions, 18 00:00:42,570 --> 00:00:45,240 go ahead feel free to raise your hand as well. 19 00:00:45,240 --> 00:00:46,830 A couple of nuts and bolts. 20 00:00:46,830 --> 00:00:49,290 I already mentioned this is recorded, 21 00:00:49,290 --> 00:00:51,990 and so if you do have to leave, 22 00:00:51,990 --> 00:00:53,655 you'll be able to access this webinar 23 00:00:53,655 --> 00:00:58,655 on our PBIS Vermont website, and we will get started. 24 00:01:02,370 --> 00:01:05,613 So here we go. 25 00:01:09,450 --> 00:01:12,300 So our learning objectives for our time together, 26 00:01:12,300 --> 00:01:14,220 it's really thinking about, 27 00:01:14,220 --> 00:01:17,070 we wanna talk a little bit about the context. 28 00:01:17,070 --> 00:01:19,530 We wanna talk a little bit about outcomes. 29 00:01:19,530 --> 00:01:20,790 We'll talk about outcomes, 30 00:01:20,790 --> 00:01:23,860 and really thinking about how we use outcomes 31 00:01:25,140 --> 00:01:27,330 for our action planning. 32 00:01:27,330 --> 00:01:31,530 A big chunk of this time is a lot of nuts and bolts 33 00:01:31,530 --> 00:01:36,060 and information sharing around the assessments. 34 00:01:36,060 --> 00:01:38,190 So we're gonna talk about the TFI, 35 00:01:38,190 --> 00:01:40,800 we're gonna talk about the School Assessment Survey. 36 00:01:40,800 --> 00:01:43,287 We'll talk about the Feedback and Input Surveys 37 00:01:43,287 --> 00:01:45,676 and School Climate Surveys. 38 00:01:45,676 --> 00:01:49,440 So lots of exploration during our time this morning 39 00:01:49,440 --> 00:01:51,360 as well as information sharing. 40 00:01:51,360 --> 00:01:53,763 So you're gonna get a lot at you. 41 00:01:55,470 --> 00:01:56,910 As a heads up, 42 00:01:56,910 --> 00:02:00,000 a lot of information will be coming at you. 43 00:02:00,000 --> 00:02:02,700 If you do have lots of, 44 00:02:02,700 --> 00:02:05,130 or are interested in setting up another time 45 00:02:05,130 --> 00:02:08,102 to have more conversation around the content 46 00:02:08,102 --> 00:02:10,015 that we're covering this morning, 47 00:02:10,015 --> 00:02:14,400 please reach out to myself to Sherry, Anne, 48 00:02:14,400 --> 00:02:16,440 will hook you up with one of our coaches 49 00:02:16,440 --> 00:02:18,960 who can certainly help you and your schools 50 00:02:18,960 --> 00:02:23,190 dive a little deeper into the content today. 51 00:02:23,190 --> 00:02:28,140 So we cannot have a webinar about data 52 00:02:28,140 --> 00:02:33,140 and PBIS without what we refer to as our famous tattoo. 53 00:02:34,890 --> 00:02:38,940 Pretty sure all of us have this now on ourselves, 54 00:02:38,940 --> 00:02:41,610 if not physically, spiritually. (laughs) 55 00:02:41,610 --> 00:02:43,920 And it's really the framework 56 00:02:43,920 --> 00:02:47,400 that holds our whole system together. 57 00:02:47,400 --> 00:02:50,910 So the reason why PBIS implementation has been 58 00:02:50,910 --> 00:02:54,780 so successful for so many years is this idea 59 00:02:54,780 --> 00:02:58,200 that we're not just focusing on one entity, 60 00:02:58,200 --> 00:03:00,390 we're focusing on this collaboration 61 00:03:00,390 --> 00:03:04,260 of overlapping supports and systems. 62 00:03:04,260 --> 00:03:06,479 We're looking at our practices, 63 00:03:06,479 --> 00:03:10,020 our systems allow us to identify what practices 64 00:03:10,020 --> 00:03:13,860 we might need and support those practices. 65 00:03:13,860 --> 00:03:18,060 And we also, the third leg of this tool is our data. 66 00:03:18,060 --> 00:03:20,130 Really, how are we looking at our data 67 00:03:20,130 --> 00:03:22,080 to inform what practices are 68 00:03:22,080 --> 00:03:25,108 and then how does all of that connect? 69 00:03:25,108 --> 00:03:28,410 And at the center of all that we do in PBIS 70 00:03:28,410 --> 00:03:30,630 and all of our work, whether it's PBS or not, 71 00:03:30,630 --> 00:03:34,080 or social emotional learning with our MTSS frameworks, 72 00:03:34,080 --> 00:03:37,050 it's really how are we centering equity. 73 00:03:37,050 --> 00:03:40,440 So really focusing on that is a critical aspect. 74 00:03:40,440 --> 00:03:45,150 And so we're often, you'll hear us refer to systems, data, 75 00:03:45,150 --> 00:03:48,633 and practices frequently in the work that we do. 76 00:03:51,270 --> 00:03:56,270 So to set the context for today, fidelity matters. 77 00:03:56,340 --> 00:03:59,490 Why are we having this presentation? 78 00:03:59,490 --> 00:04:02,340 What we know is that if we're going to do something, 79 00:04:02,340 --> 00:04:03,630 we need to do it well. 80 00:04:03,630 --> 00:04:05,490 We need to do it as intended. 81 00:04:05,490 --> 00:04:07,500 And that's what fidelity is all about. 82 00:04:07,500 --> 00:04:09,180 And you all know that. 83 00:04:09,180 --> 00:04:11,160 And so it's really important for us 84 00:04:11,160 --> 00:04:13,560 to just reiterate the importance of that. 85 00:04:13,560 --> 00:04:16,290 When we're doing PBIS implementation, 86 00:04:16,290 --> 00:04:20,280 there are certain expectations around 87 00:04:20,280 --> 00:04:22,885 what implementation looks like. 88 00:04:22,885 --> 00:04:25,955 And it's important that we are implementing 89 00:04:25,955 --> 00:04:30,090 those features or critical components with fidelity, 90 00:04:30,090 --> 00:04:31,560 it's research base, right? 91 00:04:31,560 --> 00:04:33,510 If we're gonna do it, we're gonna do it well. 92 00:04:33,510 --> 00:04:34,830 And we're gonna actually, 93 00:04:34,830 --> 00:04:36,810 if we are implementing with fidelity, 94 00:04:36,810 --> 00:04:38,790 we're going to have those positive outcomes 95 00:04:38,790 --> 00:04:42,303 for our students and our staff and our community. 96 00:04:43,440 --> 00:04:45,570 This webinar is very timely 97 00:04:45,570 --> 00:04:50,130 because now is the time for annual upcoming assessments. 98 00:04:50,130 --> 00:04:53,280 So that's why we're diving into these variety 99 00:04:53,280 --> 00:04:55,500 of assessments this morning. 100 00:04:55,500 --> 00:04:59,160 Also, we really need to use data, right? 101 00:04:59,160 --> 00:05:00,810 To guide our social emotional, 102 00:05:00,810 --> 00:05:03,450 behavioral learning, and wellbeing, right? 103 00:05:03,450 --> 00:05:06,017 So we need to make sure that we're looking at the data, 104 00:05:06,017 --> 00:05:10,890 and we know that not only fidelity matters, 105 00:05:10,890 --> 00:05:13,496 but perception data matters, right? 106 00:05:13,496 --> 00:05:15,450 We do not live in a vacuum. 107 00:05:15,450 --> 00:05:17,035 We could have our leadership team 108 00:05:17,035 --> 00:05:21,180 thinking we're doing the best job, but maybe we're not. 109 00:05:21,180 --> 00:05:23,790 We need to get information from our community, 110 00:05:23,790 --> 00:05:26,190 from our staff, from our students 111 00:05:26,190 --> 00:05:30,240 around what are their perceptions on implementation. 112 00:05:30,240 --> 00:05:32,070 And so that's really 113 00:05:32,070 --> 00:05:34,563 how we're gonna frame our time this morning. 114 00:05:37,350 --> 00:05:39,453 Big ideas about data. 115 00:05:40,290 --> 00:05:43,680 This probably is a quick review for many of you, 116 00:05:43,680 --> 00:05:47,370 but what we know is all data should serve a purpose. 117 00:05:47,370 --> 00:05:50,340 What we don't wanna see is we're collecting all this data, 118 00:05:50,340 --> 00:05:53,850 which is time, takes a lot of time and effort, right? 119 00:05:53,850 --> 00:05:55,620 And then have it sit in a cabinet. 120 00:05:55,620 --> 00:05:57,870 Sometimes we do see that. 121 00:05:57,870 --> 00:06:01,020 And so really we wanna collect data if it's meaningful, 122 00:06:01,020 --> 00:06:02,611 so that we can use that data 123 00:06:02,611 --> 00:06:05,460 to develop our action planning, right? 124 00:06:05,460 --> 00:06:06,750 We also, I just mentioned 125 00:06:06,750 --> 00:06:08,790 we wanna collect data with fidelity. 126 00:06:08,790 --> 00:06:11,700 So we wanna be consistent and know how we're collecting 127 00:06:11,700 --> 00:06:13,964 and use tools that will get us 128 00:06:13,964 --> 00:06:16,680 to the answers that we're looking for. 129 00:06:16,680 --> 00:06:18,780 And part of that is knowing what the questions are. 130 00:06:18,780 --> 00:06:20,910 We'll get into that in a minute. 131 00:06:20,910 --> 00:06:22,740 We also wanna be prompt, 132 00:06:22,740 --> 00:06:26,370 and we also know a huge idea around data 133 00:06:26,370 --> 00:06:28,650 is we wanna use multiple sources. 134 00:06:28,650 --> 00:06:30,540 We wanna triangulate our data. 135 00:06:30,540 --> 00:06:33,420 We don't wanna make huge systemic changes 136 00:06:33,420 --> 00:06:37,290 based on one assessment, one point in time. 137 00:06:37,290 --> 00:06:39,660 We know that's not accurate 138 00:06:39,660 --> 00:06:42,690 and will not lead to the outcomes that we're looking for. 139 00:06:42,690 --> 00:06:45,690 The other thing that is huge is data 140 00:06:45,690 --> 00:06:50,610 is used to support and not punish, right? 141 00:06:50,610 --> 00:06:52,140 It's not evaluative. 142 00:06:52,140 --> 00:06:56,160 This is really an opportunity for us to look, self-reflect, 143 00:06:56,160 --> 00:06:58,380 look at variety of sources of data to say, 144 00:06:58,380 --> 00:07:00,143 wow, what are our strengths? 145 00:07:00,143 --> 00:07:03,030 What are areas we need to improve upon? 146 00:07:03,030 --> 00:07:04,500 It's not to punish. 147 00:07:04,500 --> 00:07:08,223 And, you know, I think that's an important aspect of data, 148 00:07:09,300 --> 00:07:11,040 is really making sure that we're using it 149 00:07:11,040 --> 00:07:12,603 in that proactive way. 150 00:07:15,450 --> 00:07:17,490 So when we talk about data, 151 00:07:17,490 --> 00:07:20,580 we always wanna start with our outcomes, right? 152 00:07:20,580 --> 00:07:23,010 So a question that I hope all of you 153 00:07:23,010 --> 00:07:25,020 are thinking a little bit about, 154 00:07:25,020 --> 00:07:27,270 and I like to ask myself this, right? 155 00:07:27,270 --> 00:07:30,000 How will we know if PBIS is working, 156 00:07:30,000 --> 00:07:33,630 if we're not sure where it should be taking us, right? 157 00:07:33,630 --> 00:07:35,340 So think about those outcomes. 158 00:07:35,340 --> 00:07:37,870 What are the outcomes are you looking for? 159 00:07:37,870 --> 00:07:41,220 And making sure that we're addressing that. 160 00:07:41,220 --> 00:07:43,560 When we're talking about outcomes, 161 00:07:43,560 --> 00:07:46,050 they're very locally determined 162 00:07:46,050 --> 00:07:49,950 because all of us live in various environments. 163 00:07:49,950 --> 00:07:53,310 We have a different culture is where we are in the state, 164 00:07:53,310 --> 00:07:55,290 even in the state of Vermont, right? 165 00:07:55,290 --> 00:07:58,470 So we wanna make sure that they're locally determined 166 00:07:58,470 --> 00:08:02,730 by the folks who are actually impacted by the work, right? 167 00:08:02,730 --> 00:08:04,770 We also wanna think about contextual 168 00:08:04,770 --> 00:08:07,650 and culturally relevancy, right? 169 00:08:07,650 --> 00:08:10,380 So think about your own cultural context. 170 00:08:10,380 --> 00:08:14,400 We wanna make sure that these are very measurable, right? 171 00:08:14,400 --> 00:08:15,690 Outcomes are measurable. 172 00:08:15,690 --> 00:08:19,980 We wanna make sure that they're observable, right? 173 00:08:19,980 --> 00:08:24,120 And they really should be summarized in our goal statements. 174 00:08:24,120 --> 00:08:27,810 So that's really what we wanna make sure. 175 00:08:27,810 --> 00:08:28,830 Was there a question? 176 00:08:28,830 --> 00:08:31,503 I just wanna make sure I'm not missing anyone. 177 00:08:32,670 --> 00:08:34,530 Okay, let me know. 178 00:08:34,530 --> 00:08:36,510 And one of the things that we recommend 179 00:08:36,510 --> 00:08:39,300 that our schools use, if you're not already, 180 00:08:39,300 --> 00:08:41,160 we've heard of SMART right? 181 00:08:41,160 --> 00:08:43,515 We've heard of SMART goals. 182 00:08:43,515 --> 00:08:46,920 We wanna really think about smarty goals. 183 00:08:46,920 --> 00:08:49,590 So really thinking about the inclusive nature 184 00:08:49,590 --> 00:08:51,990 and the equitable aspects of the goals 185 00:08:51,990 --> 00:08:54,333 that we're creating based on our data. 186 00:08:56,700 --> 00:08:58,620 So here are some sample outcomes. 187 00:08:58,620 --> 00:09:02,761 So some of these may be very familiar to you, right? 188 00:09:02,761 --> 00:09:05,910 Maybe we wanna reduce interfering behaviors 189 00:09:05,910 --> 00:09:09,420 using our behavior observation data forms, right? 190 00:09:09,420 --> 00:09:13,440 Maybe we wanna reduce bullying like behavior. 191 00:09:13,440 --> 00:09:16,350 We want to improve school climate. 192 00:09:16,350 --> 00:09:18,390 You know, we wanna increase the fidelity 193 00:09:18,390 --> 00:09:21,120 and improve the fidelity of our interventions, right? 194 00:09:21,120 --> 00:09:24,660 We wanna increase community partners, right? 195 00:09:24,660 --> 00:09:27,060 So again, these are just some examples 196 00:09:27,060 --> 00:09:31,140 of some sample outcomes that we really need to think about 197 00:09:31,140 --> 00:09:34,470 in order to then think about the data 198 00:09:34,470 --> 00:09:36,870 in order to help us get to some of these outcomes 199 00:09:36,870 --> 00:09:39,320 and make decisions around some of these outcomes. 200 00:09:40,530 --> 00:09:42,030 So if you like some examples, 201 00:09:42,030 --> 00:09:44,610 I'm always a huge fan of samples 202 00:09:44,610 --> 00:09:47,070 or examples of outcome statements. 203 00:09:47,070 --> 00:09:49,230 So I'm not gonna read all of these. 204 00:09:49,230 --> 00:09:52,394 However, these are just some examples for you. 205 00:09:52,394 --> 00:09:55,500 Many of you are doing these, I'm sure, 206 00:09:55,500 --> 00:09:57,030 when you're doing your action planning, 207 00:09:57,030 --> 00:09:59,850 but this is really, really, really important, right? 208 00:09:59,850 --> 00:10:04,020 So for an example, it's not just about our school climate, 209 00:10:04,020 --> 00:10:07,503 but thinking about, you know, the work around DEI, 210 00:10:08,340 --> 00:10:09,570 we're really thinking 211 00:10:09,570 --> 00:10:12,150 thoughtfully around that as well, right? 212 00:10:12,150 --> 00:10:13,410 So for an example, 213 00:10:13,410 --> 00:10:15,390 given a monthly review of student outcome data 214 00:10:15,390 --> 00:10:17,850 disaggregated by race ethnicity, 215 00:10:17,850 --> 00:10:19,560 the rate of referrals for Black students 216 00:10:19,560 --> 00:10:21,840 will be even compared with all other groups 217 00:10:21,840 --> 00:10:23,700 by the end of the school year. 218 00:10:23,700 --> 00:10:25,486 That's critically important 219 00:10:25,486 --> 00:10:29,370 because we know what the research is telling us 220 00:10:29,370 --> 00:10:32,250 and what we're seeing across the country, 221 00:10:32,250 --> 00:10:36,210 disproportionality in our BIPOC students, right? 222 00:10:36,210 --> 00:10:40,650 In terms of discipline and outta school suspension data. 223 00:10:40,650 --> 00:10:42,599 So thinking about how are we, 224 00:10:42,599 --> 00:10:45,600 what are some of our outcomes that we wanna address. 225 00:10:45,600 --> 00:10:48,810 Again, locally determined within the cultural context 226 00:10:48,810 --> 00:10:51,273 of your schools and districts and districts. 227 00:10:51,273 --> 00:10:53,636 Can I just say one thing about the outcome statements? 228 00:10:53,636 --> 00:10:54,620 Sure, yeah. 229 00:10:54,620 --> 00:10:58,120 Is that all of those sample outcome statements 230 00:10:59,243 --> 00:11:00,720 match our tools. 231 00:11:00,720 --> 00:11:04,680 So we have the tools to be able to make those statements 232 00:11:04,680 --> 00:11:06,480 because we can collect that data 233 00:11:06,480 --> 00:11:08,318 and that's what Cassandra will be talking about, 234 00:11:08,318 --> 00:11:12,819 except she won't be talking about the data disaggregated, 235 00:11:12,819 --> 00:11:15,442 'cause that's in the Swiss, 236 00:11:15,442 --> 00:11:18,000 it's first looking at student data. 237 00:11:18,000 --> 00:11:20,460 But if you want some more information about that, 238 00:11:20,460 --> 00:11:23,553 just contact us about how to collect that data. 239 00:11:24,750 --> 00:11:25,583 Thank you, Sherry. 240 00:11:25,583 --> 00:11:29,280 Absolutely, yeah, we wanna make sure we have the data tool. 241 00:11:29,280 --> 00:11:31,830 It's like when you're writing an IEP, right? 242 00:11:31,830 --> 00:11:35,460 You look at how are you gonna measure progress, 243 00:11:35,460 --> 00:11:36,900 what is the tool you're using? 244 00:11:36,900 --> 00:11:37,770 So thank you, Sherry. 245 00:11:37,770 --> 00:11:40,230 Absolutely, making sure that that you have that. 246 00:11:40,230 --> 00:11:41,970 And we do have those, which is awesome. 247 00:11:41,970 --> 00:11:44,940 And you'll hear a little bit more about those, right? 248 00:11:44,940 --> 00:11:47,760 So types of data to consider. 249 00:11:47,760 --> 00:11:50,790 There's so much data out there, right? 250 00:11:50,790 --> 00:11:54,990 Some of it is more formal data, some of it is informal data. 251 00:11:54,990 --> 00:11:57,450 So again, some of it's more quantitative, 252 00:11:57,450 --> 00:11:59,280 some of it's more qualitative. 253 00:11:59,280 --> 00:12:00,840 You've got feedback data. 254 00:12:00,840 --> 00:12:03,360 So lots of variety of data. 255 00:12:03,360 --> 00:12:06,480 I think the key is thinking about within your MTSS system 256 00:12:06,480 --> 00:12:09,435 of support, your layers of support, 257 00:12:09,435 --> 00:12:13,230 thinking about what data do you have access to 258 00:12:13,230 --> 00:12:14,460 at the universal level? 259 00:12:14,460 --> 00:12:17,520 So school-wide, what are you looking at school-wide, 260 00:12:17,520 --> 00:12:19,890 what are you looking at to assess 261 00:12:19,890 --> 00:12:22,110 targeted level of interventions, right? 262 00:12:22,110 --> 00:12:23,910 And then also your intensive level. 263 00:12:23,910 --> 00:12:25,260 So students really needing 264 00:12:25,260 --> 00:12:28,350 that high level individualized support. 265 00:12:28,350 --> 00:12:31,680 So thinking about what kind of data that you have. 266 00:12:31,680 --> 00:12:33,240 The other thing that's really important 267 00:12:33,240 --> 00:12:35,880 with all of these data sources, 268 00:12:35,880 --> 00:12:37,950 many of you and all of us are involved 269 00:12:37,950 --> 00:12:39,960 in continuous improvement work. 270 00:12:39,960 --> 00:12:43,230 So how are we using these different data pieces 271 00:12:43,230 --> 00:12:46,710 and tools within our system that we have access to, 272 00:12:46,710 --> 00:12:48,480 to really connect the dots 273 00:12:48,480 --> 00:12:50,700 with our comprehensive needs assessments 274 00:12:50,700 --> 00:12:54,360 that really inform our continuous improvement plans. 275 00:12:54,360 --> 00:12:56,970 So it's not really separated, 276 00:12:56,970 --> 00:12:58,980 really thinking about how are we looking at 277 00:12:58,980 --> 00:13:00,840 these different data pieces 278 00:13:00,840 --> 00:13:05,840 to inform our overall school and district planning, right? 279 00:13:06,450 --> 00:13:08,893 And so just, those are important things 280 00:13:08,893 --> 00:13:10,770 I just wanted to point out. 281 00:13:10,770 --> 00:13:13,230 So I've talked for a little bit, 282 00:13:13,230 --> 00:13:17,070 not time for all of you to give me some information. 283 00:13:17,070 --> 00:13:20,430 So if you would be so kind in the chat box, 284 00:13:20,430 --> 00:13:23,910 just let us know based on the data you currently have, 285 00:13:23,910 --> 00:13:26,610 what are some of your outcomes that you're hoping to achieve 286 00:13:26,610 --> 00:13:30,060 with implementation this year with PBIS? 287 00:13:30,060 --> 00:13:32,040 And do you have action plans 288 00:13:32,040 --> 00:13:34,350 with steps to achieve these outcomes? 289 00:13:34,350 --> 00:13:39,240 So take a moment, type in the chat box, 290 00:13:39,240 --> 00:13:41,290 what are some of your outcomes this year? 291 00:14:01,820 --> 00:14:03,300 And while you're doing that, 292 00:14:03,300 --> 00:14:06,848 I wanna remind you this presentation 293 00:14:06,848 --> 00:14:11,553 is in the chat and it's also on our website. 294 00:14:13,155 --> 00:14:15,355 And I'll show you where that is in a minute. 295 00:14:16,650 --> 00:14:19,143 Okay, Adora, thank you so much for sharing. 296 00:14:20,010 --> 00:14:22,020 Given a monthly review of student outcome data, 297 00:14:22,020 --> 00:14:24,690 we will see a reduction in the number of HHB incidents 298 00:14:24,690 --> 00:14:26,190 by the end of the school year. 299 00:14:27,090 --> 00:14:29,853 Awesome, thank you. 300 00:14:31,800 --> 00:14:33,870 All right, and you're working on it, right? 301 00:14:33,870 --> 00:14:37,143 This is continuous improvement work, right? 302 00:14:37,143 --> 00:14:38,070 That's great. 303 00:14:38,070 --> 00:14:39,630 Thank you so much, Adora, for sharing. 304 00:14:39,630 --> 00:14:40,830 Any other thoughts 305 00:14:40,830 --> 00:14:43,710 or any other outcomes you all have out there 306 00:14:43,710 --> 00:14:44,860 that you're working on? 307 00:14:57,630 --> 00:14:58,823 All right, well we're gonna, 308 00:14:58,823 --> 00:15:02,400 I'm gonna keep going, but I'll still monitor the chat, 309 00:15:02,400 --> 00:15:06,030 so feel free to chime in, let us know your thinking. 310 00:15:06,030 --> 00:15:07,320 Oh, thanks Adam. 311 00:15:07,320 --> 00:15:10,680 Increase student connections with local community members. 312 00:15:10,680 --> 00:15:12,780 Love it, absolutely. 313 00:15:12,780 --> 00:15:16,260 And so much of our, what I'm about to talk about 314 00:15:16,260 --> 00:15:19,140 in terms of some of our assessments tools 315 00:15:19,140 --> 00:15:21,240 really ask and give perspective 316 00:15:21,240 --> 00:15:25,260 or give information around community, right? 317 00:15:25,260 --> 00:15:29,460 How do you get data from families and community members? 318 00:15:29,460 --> 00:15:30,783 So perfect. 319 00:15:32,040 --> 00:15:34,353 Awesome, thank you so much for sharing. 320 00:15:36,870 --> 00:15:40,680 All right, so we're gonna dive into some of the data, 321 00:15:40,680 --> 00:15:42,990 but again, I love this. 322 00:15:42,990 --> 00:15:44,100 This is something I like 323 00:15:44,100 --> 00:15:46,890 to have on my wall when I'm thinking about data. 324 00:15:46,890 --> 00:15:48,360 It's a good friendly reminder. 325 00:15:48,360 --> 00:15:51,000 Data helps us ask the right questions, 326 00:15:51,000 --> 00:15:54,600 but they don't provide the answers necessarily, right? 327 00:15:54,600 --> 00:15:58,503 That's where action planning comes into play. 328 00:15:59,670 --> 00:16:04,670 So before we dive into the various assessment tools, 329 00:16:04,860 --> 00:16:07,260 I'd love for all of you in the chat box 330 00:16:07,260 --> 00:16:10,410 to just give me a heads up, give us a heads up. 331 00:16:10,410 --> 00:16:13,770 To what extent are you knowledgeable about the TFI, SAS, 332 00:16:13,770 --> 00:16:16,860 School Climate Surveys and Feedback and Input Surveys? 333 00:16:16,860 --> 00:16:18,630 So one, you're very knowledgeable, 334 00:16:18,630 --> 00:16:21,036 five, not knowledgeable at all. 335 00:16:21,036 --> 00:16:22,590 Little bit in between. 336 00:16:22,590 --> 00:16:24,003 Let us know where you're at. 337 00:16:28,140 --> 00:16:31,173 Awesome, so we've got some threes and fours. 338 00:16:32,610 --> 00:16:35,550 Excellent, awesome. 339 00:16:35,550 --> 00:16:38,621 Okay, well, who wants to present next? 340 00:16:38,621 --> 00:16:39,930 Just kidding. 341 00:16:39,930 --> 00:16:42,180 You all seem very knowledgeable, which is great. 342 00:16:42,180 --> 00:16:44,692 So hopefully, that's awesome. 343 00:16:44,692 --> 00:16:45,990 Thank you so much. 344 00:16:45,990 --> 00:16:48,000 So this will be a little bit 345 00:16:48,000 --> 00:16:50,940 hopefully a refresher for some of you, 346 00:16:50,940 --> 00:16:52,980 but also a good review. 347 00:16:52,980 --> 00:16:54,330 It's always good to have a review 348 00:16:54,330 --> 00:16:55,680 and Sherry go for it, yeah. 349 00:16:55,680 --> 00:16:58,650 Well, no, just in terms of if you're framing 350 00:16:58,650 --> 00:17:02,730 the rest of the session, I think not knowledgeable. 351 00:17:02,730 --> 00:17:04,314 Oh my gosh, I got that backwards, 352 00:17:04,314 --> 00:17:05,147 -did I? -So yeah. 353 00:17:05,147 --> 00:17:07,808 -I don't think you need to. -I'll get that backwards. 354 00:17:07,808 --> 00:17:10,023 -(laughs) It's okay. -Oh my gosh. 355 00:17:11,310 --> 00:17:13,410 Okay, let me just have one more sip of my coffee. 356 00:17:13,410 --> 00:17:16,620 I cannot believe my numbers were backwards on that, okay. 357 00:17:16,620 --> 00:17:18,330 So thank you. 358 00:17:18,330 --> 00:17:21,660 So you're not, no one is presenting right now. 359 00:17:21,660 --> 00:17:23,110 Okay, I'm gonna keep talking. 360 00:17:24,390 --> 00:17:25,380 So sorry about that. 361 00:17:25,380 --> 00:17:27,450 Yeah, so we've got a mix, five. 362 00:17:27,450 --> 00:17:30,870 So again, so you all are actually in the right spot, 363 00:17:30,870 --> 00:17:34,187 which is great and a review is good too. 364 00:17:34,187 --> 00:17:35,400 All right, thanks Sherry. 365 00:17:35,400 --> 00:17:36,453 Sorry about that. 366 00:17:37,950 --> 00:17:40,783 So to dive in a little bit further 367 00:17:40,783 --> 00:17:44,335 into these assessments that we'll cover, 368 00:17:44,335 --> 00:17:48,180 you'll go to evaluation on our website 369 00:17:48,180 --> 00:17:51,000 and you'll see they're all listed here. 370 00:17:51,000 --> 00:17:53,550 So again, in the time that we have, 371 00:17:53,550 --> 00:17:58,140 won't be able to go dive too heavily into each of these, 372 00:17:58,140 --> 00:18:00,600 but please take some time. 373 00:18:00,600 --> 00:18:03,930 This is where you'll find that information on our website. 374 00:18:03,930 --> 00:18:08,040 The other thing that I wanted to point out too is PBIS, 375 00:18:08,040 --> 00:18:11,430 all of these assessments are on PBIS apps. 376 00:18:11,430 --> 00:18:15,240 And so what I would recommend is right here, 377 00:18:15,240 --> 00:18:16,920 there's a demo link. 378 00:18:16,920 --> 00:18:19,260 So click on the demo link. 379 00:18:19,260 --> 00:18:21,720 You'll be able to access some of these surveys 380 00:18:21,720 --> 00:18:22,860 and they'll have demo data 381 00:18:22,860 --> 00:18:25,320 you can play around with it on your own. 382 00:18:25,320 --> 00:18:27,240 Again, if you have any questions, 383 00:18:27,240 --> 00:18:29,370 feel free to reach out to one of us 384 00:18:29,370 --> 00:18:32,220 and we can certainly dive in 385 00:18:32,220 --> 00:18:34,803 and support you in that work as well. 386 00:18:36,780 --> 00:18:41,370 Okay, so first up we are going to look at the TFI. 387 00:18:41,370 --> 00:18:44,550 So this is the Tiered Fidelity Inventory. 388 00:18:44,550 --> 00:18:46,590 It is one of the surveys 389 00:18:46,590 --> 00:18:51,590 that we ask all PBIS schools to complete. 390 00:18:52,140 --> 00:18:54,780 And it's really, really about 391 00:18:54,780 --> 00:18:59,780 assessing PBIS implementation across all three tiers. 392 00:19:00,420 --> 00:19:03,360 So this is our huge fidelity measure. 393 00:19:03,360 --> 00:19:04,980 If you're gonna complete anything, 394 00:19:04,980 --> 00:19:08,400 we really hope that you're completing the TFI. 395 00:19:08,400 --> 00:19:11,920 This is something that the leadership team completes 396 00:19:12,810 --> 00:19:17,370 to really assess how you are implementing the key features 397 00:19:17,370 --> 00:19:20,070 and key components of PBIS. 398 00:19:20,070 --> 00:19:24,330 And so we ask that schools complete this once a year. 399 00:19:24,330 --> 00:19:26,430 Schools are more than welcome 400 00:19:26,430 --> 00:19:28,620 to do this multiple times a year. 401 00:19:28,620 --> 00:19:32,616 It really depends on what your local needs are. 402 00:19:32,616 --> 00:19:37,410 But again, this assessment is open now, 403 00:19:37,410 --> 00:19:39,360 January 1st to the end of March. 404 00:19:39,360 --> 00:19:41,610 If you need an extension on the window, 405 00:19:41,610 --> 00:19:44,190 we can certainly extend that for you. 406 00:19:44,190 --> 00:19:47,490 However, again, this is just a critical one 407 00:19:47,490 --> 00:19:51,000 that we're really hoping that schools can do. 408 00:19:51,000 --> 00:19:54,090 The TFI, and I'll show you this in a in a second. 409 00:19:54,090 --> 00:19:56,040 The TFI also, 410 00:19:56,040 --> 00:19:58,890 it's highly recommended that an external coach, 411 00:19:58,890 --> 00:20:01,140 so somebody perhaps at the district level, 412 00:20:01,140 --> 00:20:02,910 your SE coordinator 413 00:20:02,910 --> 00:20:07,170 or even an external coach attend the meeting 414 00:20:07,170 --> 00:20:12,170 to sort of check what the internal team is thinking 415 00:20:12,420 --> 00:20:17,420 around PBIS implementation based on an outside perspective. 416 00:20:17,670 --> 00:20:18,600 So it's, again, 417 00:20:18,600 --> 00:20:21,720 and this external person can also do something 418 00:20:21,720 --> 00:20:24,840 that I'll talk a little bit more about a walkthrough, 419 00:20:24,840 --> 00:20:29,640 which is essentially going into the school ahead of time 420 00:20:29,640 --> 00:20:34,500 before the TFI is completed to do a little mini assessment, 421 00:20:34,500 --> 00:20:39,500 then bring that assessment data to the PBIS leadership team 422 00:20:39,660 --> 00:20:42,780 when they do the TFI to really look at 423 00:20:42,780 --> 00:20:45,670 what that little mini assessment was 424 00:20:46,710 --> 00:20:49,140 and what the leadership team's perceptions are 425 00:20:49,140 --> 00:20:53,130 around PBIS implementation fidelity. 426 00:20:53,130 --> 00:20:55,650 So that is the TFI. 427 00:20:55,650 --> 00:20:58,890 The TFI is really used as a formative assessment. 428 00:20:58,890 --> 00:21:02,790 And how we do that is through progress monitoring, right? 429 00:21:02,790 --> 00:21:05,820 It can also be used as an annual assessment 430 00:21:05,820 --> 00:21:09,390 to help us sustain implementation. 431 00:21:09,390 --> 00:21:12,720 You can look at it over time, which is really exciting. 432 00:21:12,720 --> 00:21:16,053 So if you haven't yet done a TFI, 433 00:21:16,980 --> 00:21:19,020 and hopefully, you'll continue to do that, 434 00:21:19,020 --> 00:21:21,810 you can look at it over time to see how you're doing 435 00:21:21,810 --> 00:21:23,910 across the various features. 436 00:21:23,910 --> 00:21:28,140 And we also use the TFI for recognition 437 00:21:28,140 --> 00:21:30,797 for schools implementing PBIS 438 00:21:30,797 --> 00:21:34,140 at our annual PBIS forum as well. 439 00:21:34,140 --> 00:21:36,734 So just keep that in mind, 440 00:21:36,734 --> 00:21:40,110 really making sure that we are implementing 441 00:21:40,110 --> 00:21:42,060 the practices that are intended 442 00:21:42,060 --> 00:21:43,983 to give us the best outcomes. 443 00:21:45,300 --> 00:21:50,070 There are three big ideas when you're completing the TFI, 444 00:21:50,070 --> 00:21:51,870 and I'll show this in a little bit more detail 445 00:21:51,870 --> 00:21:55,440 when we get to the graph, when I show you the graphs. 446 00:21:55,440 --> 00:21:57,480 Really there's the teaming. 447 00:21:57,480 --> 00:22:01,560 So you'll have a few questions on the TFI around teaming. 448 00:22:01,560 --> 00:22:03,360 So do you have the right people at the table? 449 00:22:03,360 --> 00:22:05,610 Do you have a representative group, right? 450 00:22:05,610 --> 00:22:07,320 So thinking about your teaming structure, 451 00:22:07,320 --> 00:22:11,940 because we know it takes more than just one person 452 00:22:11,940 --> 00:22:14,610 or one advocate to get this work done. 453 00:22:14,610 --> 00:22:16,320 It is a team, right? 454 00:22:16,320 --> 00:22:18,360 So there's some questions around the value 455 00:22:18,360 --> 00:22:23,190 and the fidelity needed to have a team 456 00:22:23,190 --> 00:22:25,560 move this body of work forward. 457 00:22:25,560 --> 00:22:27,660 You'll also have a chunk of questions 458 00:22:27,660 --> 00:22:30,510 when you complete the TFI around implementation. 459 00:22:30,510 --> 00:22:33,480 This is really about the implementation practices. 460 00:22:33,480 --> 00:22:36,630 So, you know, are you doing what PBIS 461 00:22:36,630 --> 00:22:39,300 has recommended that you do? 462 00:22:39,300 --> 00:22:40,825 So again, thinking about how, 463 00:22:40,825 --> 00:22:43,200 it's really the practices piece. 464 00:22:43,200 --> 00:22:46,440 Do you have school-wide agreements, right? 465 00:22:46,440 --> 00:22:47,550 All of those things. 466 00:22:47,550 --> 00:22:50,850 And then there's a chunk of questions around evaluation. 467 00:22:50,850 --> 00:22:54,570 And so those are the big three especially 468 00:22:54,570 --> 00:22:59,160 that you'll see around the universal part of the TFI. 469 00:22:59,160 --> 00:23:00,933 And I'll show you a little bit. 470 00:23:02,250 --> 00:23:04,080 This is just quickly an example 471 00:23:04,080 --> 00:23:07,290 of the walkthrough that I referred to earlier. 472 00:23:07,290 --> 00:23:09,750 This is where that external coach 473 00:23:09,750 --> 00:23:14,750 or an SU person could come in to the school 474 00:23:14,880 --> 00:23:16,200 to do a little assessment. 475 00:23:16,200 --> 00:23:19,650 And it's sort of an interview, I would say, 476 00:23:19,650 --> 00:23:21,300 it's kind of an interview process 477 00:23:21,300 --> 00:23:23,910 where this person would come into your school 478 00:23:23,910 --> 00:23:26,610 who is also familiar with PBIS 479 00:23:26,610 --> 00:23:28,890 as somebody's familiar with your school as well. 480 00:23:28,890 --> 00:23:30,780 But do like a little short interviews 481 00:23:30,780 --> 00:23:32,280 with your students and your staff. 482 00:23:32,280 --> 00:23:37,280 And you'll see those questions listed here on the slide. 483 00:23:37,380 --> 00:23:38,910 Sort of what are the, you know, 484 00:23:38,910 --> 00:23:41,280 do your students understand what the school rules 485 00:23:41,280 --> 00:23:44,340 or community agreements are, 486 00:23:44,340 --> 00:23:46,890 what knowledge base does your staff have? 487 00:23:46,890 --> 00:23:51,480 And that is really the kind of one point in time data 488 00:23:51,480 --> 00:23:55,778 that will then be shared during your leadership team meeting 489 00:23:55,778 --> 00:23:59,430 as you go through the TFI assessment. 490 00:23:59,430 --> 00:24:04,330 So it's really to help inform your total score 491 00:24:07,734 --> 00:24:10,200 and we'll get to the scoring in a second. 492 00:24:10,200 --> 00:24:14,460 So after you do potentially the walkthrough 493 00:24:14,460 --> 00:24:16,560 and the TFI together, right? 494 00:24:16,560 --> 00:24:19,110 As the leadership team, you're gonna analyze the data. 495 00:24:19,110 --> 00:24:21,660 And so I'm gonna get into that in a little bit. 496 00:24:21,660 --> 00:24:24,630 But if you're implementing PBIS right now, 497 00:24:24,630 --> 00:24:27,120 just at the universal level, 498 00:24:27,120 --> 00:24:30,750 you would just do the universal level of the TFI. 499 00:24:30,750 --> 00:24:33,510 So you do have access to the three levels. 500 00:24:33,510 --> 00:24:36,150 So if you are implementing targeted, 501 00:24:36,150 --> 00:24:38,670 if you're implementing PBIS at the intensive level, 502 00:24:38,670 --> 00:24:41,970 you have an opportunity within that one assessment 503 00:24:41,970 --> 00:24:46,170 to assess all three tiers, right? 504 00:24:46,170 --> 00:24:49,500 So you're gonna look, there's all these different reports. 505 00:24:49,500 --> 00:24:51,030 There's the total score report, 506 00:24:51,030 --> 00:24:53,280 there's the scale report, the subscale report, 507 00:24:53,280 --> 00:24:56,100 and the individual items report. 508 00:24:56,100 --> 00:24:57,810 And I'm just mindful of time, 509 00:24:57,810 --> 00:25:00,990 so I wanna keep going here. 510 00:25:00,990 --> 00:25:02,460 So this is just a quick example. 511 00:25:02,460 --> 00:25:04,080 Again, we're not gonna dive into it, 512 00:25:04,080 --> 00:25:07,014 but you can see this school has done this twice, 513 00:25:07,014 --> 00:25:08,850 for an example. 514 00:25:08,850 --> 00:25:12,480 So you've got data from 2019, you've got data from 2020, 515 00:25:12,480 --> 00:25:15,510 and you can see sort of your total score, 516 00:25:15,510 --> 00:25:18,210 how well are you doing in implementing. 517 00:25:18,210 --> 00:25:20,340 And so it takes all of those questions together 518 00:25:20,340 --> 00:25:21,240 and gives you a total. 519 00:25:21,240 --> 00:25:22,620 So you can look at it across 520 00:25:22,620 --> 00:25:25,530 tier one, tier two, and tier three. 521 00:25:25,530 --> 00:25:27,270 You can also look at the subscale. 522 00:25:27,270 --> 00:25:30,060 So this is where I mentioned earlier, 523 00:25:30,060 --> 00:25:33,780 the big idea is it's broken down for universal teams 524 00:25:33,780 --> 00:25:36,161 implementation and then evaluation. 525 00:25:36,161 --> 00:25:39,420 So tier two it looks at teaming interventions, 526 00:25:39,420 --> 00:25:41,820 'cause again, at the targeted level and what interventions? 527 00:25:41,820 --> 00:25:45,000 There's questions around interventions and then evaluation. 528 00:25:45,000 --> 00:25:47,160 And then tier three, you're really looking at 529 00:25:47,160 --> 00:25:51,900 sort of the resources available for those intensive plans 530 00:25:51,900 --> 00:25:52,950 and a little bit more about 531 00:25:52,950 --> 00:25:55,500 those individualized planning, some questions. 532 00:25:55,500 --> 00:25:58,200 But you can see, it shows you graphically 533 00:25:58,200 --> 00:26:00,810 a really easy way at a push of a button, 534 00:26:00,810 --> 00:26:05,160 how you're doing across these various scales. 535 00:26:05,160 --> 00:26:07,890 And then if you wanna drill down even further, 536 00:26:07,890 --> 00:26:10,350 the TFI gives you the items report. 537 00:26:10,350 --> 00:26:12,870 So here is where you can see 538 00:26:12,870 --> 00:26:16,220 across the two years of completing the TFI. 539 00:26:16,220 --> 00:26:17,520 So if you've only done this once, 540 00:26:17,520 --> 00:26:20,880 you may not see the two different dates, 541 00:26:20,880 --> 00:26:22,590 but you'll get to drill down a little bit 542 00:26:22,590 --> 00:26:24,480 and see which questions, right? 543 00:26:24,480 --> 00:26:25,774 How did you score, 544 00:26:25,774 --> 00:26:29,100 how did your leadership team score the TFI based on 545 00:26:29,100 --> 00:26:30,810 these specific questions? 546 00:26:30,810 --> 00:26:32,610 And you can see the questions there. 547 00:26:33,480 --> 00:26:35,920 So all of those are really important 548 00:26:37,290 --> 00:26:39,870 aspects of completing the TFI. 549 00:26:39,870 --> 00:26:41,790 The TFI also has, 550 00:26:41,790 --> 00:26:44,220 there's a new TFI coming out in the future. 551 00:26:44,220 --> 00:26:45,600 It's not out yet. 552 00:26:45,600 --> 00:26:49,650 So much of what's in the integrated, the companion guide, 553 00:26:49,650 --> 00:26:54,000 the integrated TFI inventory companion guide is, 554 00:26:54,000 --> 00:26:56,850 will be in the new iteration of the TFI. 555 00:26:56,850 --> 00:26:58,710 But right now what we recommend 556 00:26:58,710 --> 00:27:01,680 is you look at this companion guide while you're looking, 557 00:27:01,680 --> 00:27:03,840 while you're completing the TFI 558 00:27:03,840 --> 00:27:06,369 because it's got some great questions around, 559 00:27:06,369 --> 00:27:10,680 specifically around social emotional behavioral learning, 560 00:27:10,680 --> 00:27:12,960 some about mental health. 561 00:27:12,960 --> 00:27:17,400 So thinking about how are we bringing in those features 562 00:27:17,400 --> 00:27:21,330 as well that aren't currently embedded in the TFI. 563 00:27:21,330 --> 00:27:24,210 So just want you to be aware of that, 564 00:27:24,210 --> 00:27:27,513 that that's a resource available to you as well. 565 00:27:28,357 --> 00:27:31,020 You say three really, really quick things? 566 00:27:31,020 --> 00:27:32,553 Sure, yeah, jump in. 567 00:27:33,720 --> 00:27:37,320 This has been a validated tool that, you know, 568 00:27:37,320 --> 00:27:39,930 thousands and thousands and thousands of schools do. 569 00:27:39,930 --> 00:27:42,503 So it's changed over time to really 570 00:27:42,503 --> 00:27:45,450 be a reliable and validated tool. 571 00:27:45,450 --> 00:27:47,010 Tier one fidelity. 572 00:27:47,010 --> 00:27:48,690 If you reach 70%, 573 00:27:48,690 --> 00:27:51,510 it's considered that you're implementing with fidelity. 574 00:27:51,510 --> 00:27:53,883 And I forget what the third thing was, thanks. 575 00:27:54,960 --> 00:27:56,493 No, that's great, thank you. 576 00:27:58,110 --> 00:28:01,110 Yeah, so this is the one, complete it if you can. 577 00:28:01,110 --> 00:28:04,170 We are really, really putting a full court press, 578 00:28:04,170 --> 00:28:07,770 if you will, would love schools to complete this, 579 00:28:07,770 --> 00:28:10,560 'cause it also guides us in our planning 580 00:28:10,560 --> 00:28:14,493 for how we can support you in your PBIS journey. 581 00:28:15,750 --> 00:28:16,860 So the other one, 582 00:28:16,860 --> 00:28:19,860 the other assessment is a Self-Assessment Survey. 583 00:28:19,860 --> 00:28:24,210 So this is a survey that is also completed annually 584 00:28:24,210 --> 00:28:28,080 and it's a really nice compliment to the TFI. 585 00:28:28,080 --> 00:28:30,720 So the TFI is the something 586 00:28:30,720 --> 00:28:33,420 that the leadership team completes. 587 00:28:33,420 --> 00:28:36,900 The self-assessment survey is for your staff. 588 00:28:36,900 --> 00:28:39,570 So your staff, it's an annual assessment 589 00:28:39,570 --> 00:28:41,940 and it really allows your staff 590 00:28:41,940 --> 00:28:46,940 to give you feedback on their perceptions 591 00:28:47,130 --> 00:28:49,680 on PBIS implementation. 592 00:28:49,680 --> 00:28:52,800 And so again, it's completed annually. 593 00:28:52,800 --> 00:28:54,330 Now is the time to complete this. 594 00:28:54,330 --> 00:28:57,270 Schedule a time to complete this with your staff. 595 00:28:57,270 --> 00:28:58,980 It's relatively easy to complete. 596 00:28:58,980 --> 00:29:00,750 You send out a link to your staff 597 00:29:00,750 --> 00:29:02,850 and they're able to go on many schools, 598 00:29:02,850 --> 00:29:05,940 do this at a staff meeting, bring your device, 599 00:29:05,940 --> 00:29:09,390 bring a laptop, here's the link, let's complete this. 600 00:29:09,390 --> 00:29:13,350 And it's really, really helpful for your action planning 601 00:29:13,350 --> 00:29:16,380 because what we know in any innovation 602 00:29:16,380 --> 00:29:19,830 or initiative that we're doing, voice matters. 603 00:29:19,830 --> 00:29:21,390 And so this is an opportunity for you 604 00:29:21,390 --> 00:29:24,480 to obtain voice of your staff 605 00:29:24,480 --> 00:29:27,600 in their perceptions around PBIS implementation. 606 00:29:27,600 --> 00:29:30,304 That's gonna then inform your annual action planning. 607 00:29:30,304 --> 00:29:32,580 It helps you make your leadership team 608 00:29:32,580 --> 00:29:34,020 internal decisions, right? 609 00:29:34,020 --> 00:29:35,820 You may need to tweak your implementation. 610 00:29:35,820 --> 00:29:37,712 If your staff is saying, 611 00:29:37,712 --> 00:29:40,439 we're not really sure about X, Y, Z, 612 00:29:40,439 --> 00:29:44,550 that may indicate to you we need to do some more PR 613 00:29:44,550 --> 00:29:45,990 and more training to our staff 614 00:29:45,990 --> 00:29:48,960 on a certain feature of that, right? 615 00:29:48,960 --> 00:29:50,310 Team validation. 616 00:29:50,310 --> 00:29:51,390 This is what I was saying, 617 00:29:51,390 --> 00:29:53,670 it's a very nice compliment to the TFI 618 00:29:53,670 --> 00:29:55,620 because, again, the TFI 619 00:29:55,620 --> 00:29:58,290 is your leadership team's perceptions. 620 00:29:58,290 --> 00:30:03,180 The SAS is your staff perceptions of PBIS implementation. 621 00:30:03,180 --> 00:30:06,180 And so to compare and contrast both of those, 622 00:30:06,180 --> 00:30:08,250 it's really powerful data 623 00:30:08,250 --> 00:30:11,200 to see if what your leadership team thinks 624 00:30:11,200 --> 00:30:15,780 is going really well compared to what your staff may think. 625 00:30:15,780 --> 00:30:18,210 So again, it's a really helpful tool 626 00:30:18,210 --> 00:30:21,480 and it's been around for a while. 627 00:30:21,480 --> 00:30:24,600 So the two main questions that the SAS will cover 628 00:30:24,600 --> 00:30:28,290 is what systems are in place now, 629 00:30:28,290 --> 00:30:31,710 and then what systems are in most need of improvement? 630 00:30:31,710 --> 00:30:34,110 And you'll see this specifically 631 00:30:34,110 --> 00:30:37,110 when we get to this next slide. 632 00:30:37,110 --> 00:30:40,380 So this will show you right here, 633 00:30:40,380 --> 00:30:42,240 sort of your staff perceptions. 634 00:30:42,240 --> 00:30:44,610 This is total score your staff perceptions 635 00:30:44,610 --> 00:30:47,220 on what features are currently in place. 636 00:30:47,220 --> 00:30:49,410 So right here, your staff is saying, 637 00:30:49,410 --> 00:30:51,390 65% of your staff are saying, yeah, 638 00:30:51,390 --> 00:30:53,490 these are in place, you know. 639 00:30:53,490 --> 00:30:55,320 27% of your staff are saying, 640 00:30:55,320 --> 00:30:57,090 gosh, they're partially in place. 641 00:30:57,090 --> 00:31:01,440 7%, hmm, you know, not in place at all, right? 642 00:31:01,440 --> 00:31:03,360 So again, this is just great data 643 00:31:03,360 --> 00:31:05,970 to really inform your action planning. 644 00:31:05,970 --> 00:31:08,880 When you look at this blue bar over here, 645 00:31:08,880 --> 00:31:09,900 you'll notice this is, 646 00:31:09,900 --> 00:31:12,330 it gives you sort of priority of improvement. 647 00:31:12,330 --> 00:31:16,410 So your staff will say, yes, this is in place, 648 00:31:16,410 --> 00:31:19,530 but maybe it's not that big of a priority, right? 649 00:31:19,530 --> 00:31:21,960 And so this one that I'm showing you 650 00:31:21,960 --> 00:31:25,380 is just looking at the category, the subcategory 651 00:31:25,380 --> 00:31:29,520 of just school-wide implementation, right? 652 00:31:29,520 --> 00:31:32,700 But you can break that down even further into 653 00:31:32,700 --> 00:31:37,700 non-classroom settings and tier two and tier three. 654 00:31:38,130 --> 00:31:41,190 So again, it's a really nice snapshot 655 00:31:41,190 --> 00:31:44,673 of what your staff perceptions are. 656 00:31:45,870 --> 00:31:48,840 Again, this is a little bit of the subscale 657 00:31:48,840 --> 00:31:50,700 that I was just talking about. 658 00:31:50,700 --> 00:31:53,400 So you've got your school-wide, what percent, 659 00:31:53,400 --> 00:31:55,470 what do your staff think 660 00:31:55,470 --> 00:31:59,040 about your school-wide implementation efforts, right? 661 00:31:59,040 --> 00:32:03,150 Classroom efforts, targeted efforts, intensive efforts. 662 00:32:03,150 --> 00:32:06,360 So again, lots of really, really helpful data 663 00:32:06,360 --> 00:32:07,810 to help you in your planning. 664 00:32:09,210 --> 00:32:14,190 And then similar to the TFI, 665 00:32:14,190 --> 00:32:16,530 you can break it down by, 666 00:32:16,530 --> 00:32:18,510 you can see the actual items. 667 00:32:18,510 --> 00:32:20,513 So these are the questions that were asked, 668 00:32:20,513 --> 00:32:22,590 and then what percentage 669 00:32:22,590 --> 00:32:24,450 of your staff think they're in place 670 00:32:24,450 --> 00:32:27,420 and what percent think they're not in place 671 00:32:27,420 --> 00:32:28,890 or partially in place? 672 00:32:28,890 --> 00:32:30,577 And then whether or not your staff are saying, 673 00:32:30,577 --> 00:32:33,060 "Hey, this is a really big priority, 674 00:32:33,060 --> 00:32:35,820 or no, hmm, it's really in place already. 675 00:32:35,820 --> 00:32:37,980 So then it would be a low priority," right? 676 00:32:37,980 --> 00:32:41,160 So again, lots of ways to dive into 677 00:32:41,160 --> 00:32:43,590 the self-assessment survey. 678 00:32:43,590 --> 00:32:45,930 Really, really helpful input. 679 00:32:45,930 --> 00:32:47,970 And our schools love it. 680 00:32:47,970 --> 00:32:48,803 We've had, you know, 681 00:32:48,803 --> 00:32:51,630 many of our schools continue to use this. 682 00:32:51,630 --> 00:32:54,448 It is honoring staff input. 683 00:32:54,448 --> 00:32:55,680 One of the best things, 684 00:32:55,680 --> 00:32:57,870 and I'll talk about this later, is sharing data. 685 00:32:57,870 --> 00:32:59,520 It's great to share this 686 00:32:59,520 --> 00:33:02,010 with your staff to say, "Hey, thank you. 687 00:33:02,010 --> 00:33:05,070 This is what we're thinking, this is what you told us, 688 00:33:05,070 --> 00:33:06,570 and this is how we're using that data 689 00:33:06,570 --> 00:33:08,577 to inform our action planning." 690 00:33:09,990 --> 00:33:12,120 I remember what I was gonna say. 691 00:33:12,120 --> 00:33:13,773 Jump in Sherry, go for it. 692 00:33:14,730 --> 00:33:19,730 So these are really nice deep explanations of the tools, 693 00:33:19,770 --> 00:33:21,480 but just to put it in perspective, 694 00:33:21,480 --> 00:33:24,030 the TFI at tier one, 695 00:33:24,030 --> 00:33:26,250 the first time a school team does it, 696 00:33:26,250 --> 00:33:28,530 it can take maybe 30 minutes 697 00:33:28,530 --> 00:33:30,404 and then in subsequent years it would take 698 00:33:30,404 --> 00:33:34,200 a shorter amount of time to complete tier one 699 00:33:34,200 --> 00:33:36,000 as long as you've done the walkthrough first. 700 00:33:36,000 --> 00:33:39,420 And the self-assessment survey is a link that you send 701 00:33:39,420 --> 00:33:43,710 to your staff and that takes about 15 minutes. 702 00:33:43,710 --> 00:33:48,030 So those are really nice features of these tools, 703 00:33:48,030 --> 00:33:50,160 and then your reports are pretty robust. 704 00:33:50,160 --> 00:33:53,520 So that's why I wanted to interrupt and say that. 705 00:33:53,520 --> 00:33:54,750 No, thank you. 706 00:33:54,750 --> 00:33:55,583 That's perfect. 707 00:33:55,583 --> 00:33:58,740 And feel free to chime in with any questions. 708 00:33:58,740 --> 00:34:00,360 We have a nice group, small group, 709 00:34:00,360 --> 00:34:04,530 so let us know if something is coming up for you, 710 00:34:04,530 --> 00:34:05,640 if you have any questions, 711 00:34:05,640 --> 00:34:06,900 feel free to use the chat box, 712 00:34:06,900 --> 00:34:09,633 raise your hand, jump in. 713 00:34:10,860 --> 00:34:15,690 Okay, so we are about halfway there. 714 00:34:15,690 --> 00:34:18,500 So we're gonna continue going on 715 00:34:18,500 --> 00:34:21,780 and the next thing that we're gonna talk about 716 00:34:21,780 --> 00:34:23,883 is the School Climate Survey. 717 00:34:25,170 --> 00:34:26,400 Oh, we do have a question. 718 00:34:26,400 --> 00:34:27,233 Thanks Kate. 719 00:34:27,233 --> 00:34:30,600 Is SAS included as part of the walkthrough? 720 00:34:30,600 --> 00:34:35,460 No, so the SAS is a separate tool, 721 00:34:35,460 --> 00:34:37,200 however, it would be, you know, 722 00:34:37,200 --> 00:34:39,720 when we get to analyzing your data 723 00:34:39,720 --> 00:34:41,490 and putting it all together, 724 00:34:41,490 --> 00:34:44,340 you'd want to look at the SAS data, 725 00:34:44,340 --> 00:34:46,470 the walkthrough data, your TFI, 726 00:34:46,470 --> 00:34:50,193 the walkthrough really informs the scores of the TFI, 727 00:34:51,030 --> 00:34:55,050 but you can look at it as a separate tool as well. 728 00:34:55,050 --> 00:34:56,940 So again, you just wanna make sure 729 00:34:56,940 --> 00:34:59,010 you're pulling these all together. 730 00:34:59,010 --> 00:35:00,633 I hope that was helpful. 731 00:35:01,890 --> 00:35:03,390 Awesome. 732 00:35:03,390 --> 00:35:04,590 Okay, and it looks like Adora, 733 00:35:04,590 --> 00:35:06,660 you have a question about the SAS? 734 00:35:06,660 --> 00:35:07,890 I do. 735 00:35:07,890 --> 00:35:11,295 I'm sorry, I couldn't find the little hand raising icon. 736 00:35:11,295 --> 00:35:12,128 Fell free, go for it. 737 00:35:12,128 --> 00:35:13,477 I didn't think flapping would work. 738 00:35:13,477 --> 00:35:15,630 I couldn't tell. 739 00:35:15,630 --> 00:35:18,720 So my question with the SAS always is, 740 00:35:18,720 --> 00:35:20,460 and this has been going on for years, 741 00:35:20,460 --> 00:35:24,280 is about the priority aspect of it 742 00:35:26,451 --> 00:35:30,150 and it seems like if you say, 743 00:35:30,150 --> 00:35:33,870 people are always confused about if we're implementing it, 744 00:35:33,870 --> 00:35:36,180 do we consider it then a priority? 745 00:35:36,180 --> 00:35:38,160 I mean, if we're implementing it, 746 00:35:38,160 --> 00:35:40,110 it's because we care about it, 747 00:35:40,110 --> 00:35:42,750 but it's not a priority for us necessarily 748 00:35:42,750 --> 00:35:45,900 to put a lot of energy into working on it more. 749 00:35:45,900 --> 00:35:47,520 So the priority, 750 00:35:47,520 --> 00:35:51,453 it's always confusing for us how we use the priority tool. 751 00:35:53,370 --> 00:35:54,780 Do you understand my question? 752 00:35:54,780 --> 00:35:56,850 Yes, yes, absolutely. 753 00:35:56,850 --> 00:35:59,070 And I've actually, when I was working 754 00:35:59,070 --> 00:36:02,080 as a PBIS school coordinator, that came up for us as well 755 00:36:03,180 --> 00:36:07,830 because even though the staff says it's not a priority, 756 00:36:07,830 --> 00:36:10,980 that's still a conversation to have, right? 757 00:36:10,980 --> 00:36:12,540 Because you want maintenance, 758 00:36:12,540 --> 00:36:14,070 it's all about maintenance, right? 759 00:36:14,070 --> 00:36:19,070 So I guess, it can be tricky for staff at times. 760 00:36:20,130 --> 00:36:23,370 Sometimes we would have to go over the questions 761 00:36:23,370 --> 00:36:25,710 ahead of time with our staff 762 00:36:25,710 --> 00:36:28,793 and sort of explain that, 763 00:36:28,793 --> 00:36:32,040 it may be a low priority, it's your perception. 764 00:36:32,040 --> 00:36:33,990 You may think it's a low priority, 765 00:36:33,990 --> 00:36:37,950 but we're still gonna prioritize it right now 766 00:36:37,950 --> 00:36:40,890 because that we know that's helping us move forward. 767 00:36:40,890 --> 00:36:44,670 So it's more about a conversation from my experience, 768 00:36:44,670 --> 00:36:47,100 I would open it up to others ideas. 769 00:36:47,100 --> 00:36:49,050 Sherry, do you have thoughts on that? 770 00:36:49,050 --> 00:36:50,940 Yeah, I do think 771 00:36:50,940 --> 00:36:54,090 that it pretty much is like a priority for improvement. 772 00:36:54,090 --> 00:36:56,010 So you might think it's fully in place, 773 00:36:56,010 --> 00:36:59,613 but is it a priority for improvement? 774 00:37:02,438 --> 00:37:05,280 And I guess maybe we differ Cassandra a little bit. 775 00:37:05,280 --> 00:37:06,694 I don't know. 776 00:37:06,694 --> 00:37:08,793 But that's how I would do that. 777 00:37:10,020 --> 00:37:15,020 Yeah, you know, I don't know if there's a, 778 00:37:15,450 --> 00:37:17,760 it is certainly, I think that's why there's confusion. 779 00:37:17,760 --> 00:37:21,030 I think there's open for, you know, interpretation. 780 00:37:21,030 --> 00:37:23,130 I think that it's certainly priority 781 00:37:23,130 --> 00:37:25,290 for improvement in that feature. 782 00:37:25,290 --> 00:37:27,900 So when you get to that item, 783 00:37:27,900 --> 00:37:30,663 so just quickly to go back, this might. 784 00:37:31,920 --> 00:37:35,673 Here, so when we go back to here, right? 785 00:37:37,380 --> 00:37:39,060 Behavior expectations, right? 786 00:37:39,060 --> 00:37:43,710 Does your school have a behavior expectations? 787 00:37:43,710 --> 00:37:45,810 A 100% of your staff said yes, 788 00:37:45,810 --> 00:37:48,243 this is just the sample, right? 789 00:37:49,920 --> 00:37:51,960 Many of them also then said, 790 00:37:51,960 --> 00:37:54,360 it's not a huge priority for improvement, 791 00:37:54,360 --> 00:37:57,150 78% because it's already established. 792 00:37:57,150 --> 00:38:00,093 They don't need to improve upon that, right? 793 00:38:03,720 --> 00:38:05,528 And we look at multiple sources of data 794 00:38:05,528 --> 00:38:09,267 to say that, yes, while that's an improvement 795 00:38:09,267 --> 00:38:11,370 and our staff is saying 796 00:38:11,370 --> 00:38:13,650 that's a low priority for improvement, 797 00:38:13,650 --> 00:38:17,640 our data and our family data may suggest that 798 00:38:17,640 --> 00:38:19,770 we need to really make sure we're communicating 799 00:38:19,770 --> 00:38:22,950 what our school-wide agreements are more effectively. 800 00:38:22,950 --> 00:38:24,933 So we do need to prioritize that. 801 00:38:26,760 --> 00:38:27,720 I don't know if that helped 802 00:38:27,720 --> 00:38:29,970 or made it a little more confusing. 803 00:38:29,970 --> 00:38:33,930 I also like to look at the medium and high together 804 00:38:33,930 --> 00:38:37,020 because it just means that some people think 805 00:38:37,020 --> 00:38:37,980 it's a priority, 806 00:38:37,980 --> 00:38:41,010 but they're not gonna make it a highest priority. 807 00:38:41,010 --> 00:38:43,500 So a lot of times I like to combine those scores 808 00:38:43,500 --> 00:38:46,710 and see how strong an issue that is. 809 00:38:46,710 --> 00:38:48,660 And then the other thing Adora 810 00:38:48,660 --> 00:38:52,260 and others might need to know is that 811 00:38:52,260 --> 00:38:56,250 it's a new version of the self-assessment survey this year. 812 00:38:56,250 --> 00:38:58,050 So the questions will not 813 00:38:58,050 --> 00:39:00,510 necessarily line up with last year. 814 00:39:00,510 --> 00:39:01,470 But the good news is 815 00:39:01,470 --> 00:39:04,410 that the questions now line up with the TFI. 816 00:39:04,410 --> 00:39:06,420 So you can look at what your leadership team 817 00:39:06,420 --> 00:39:07,470 said about the TFI. 818 00:39:07,470 --> 00:39:09,810 Oops, I think I'm going ahead in your presentation- 819 00:39:09,810 --> 00:39:10,643 No great. 820 00:39:10,643 --> 00:39:11,760 And the self assessment survey 821 00:39:11,760 --> 00:39:13,650 and see if there's a difference 822 00:39:13,650 --> 00:39:14,820 between what your team thinks 823 00:39:14,820 --> 00:39:16,953 and what the others think in your school. 824 00:39:18,660 --> 00:39:20,523 Yeah, thank you, Sherry. 825 00:39:21,630 --> 00:39:23,220 Great questions, anything else? 826 00:39:23,220 --> 00:39:25,170 Anything else coming up for all of you? 827 00:39:31,290 --> 00:39:36,290 All right, well we're gonna keep plugging along here. 828 00:39:36,540 --> 00:39:40,245 So the other tool that we wanna introduce you to, 829 00:39:40,245 --> 00:39:42,360 if you're not very familiar with 830 00:39:42,360 --> 00:39:47,100 is the PBIS School Climate Surveys and it is free. 831 00:39:47,100 --> 00:39:48,960 So I know many of us are, 832 00:39:48,960 --> 00:39:50,760 and many of our schools are using 833 00:39:50,760 --> 00:39:54,270 other survey instruments, panoramas, 834 00:39:54,270 --> 00:39:57,690 some of those can be prohibitively expensive. 835 00:39:57,690 --> 00:40:01,530 If you are looking for an option that is free, 836 00:40:01,530 --> 00:40:02,940 certainly consider, 837 00:40:02,940 --> 00:40:04,410 we would certainly recommend 838 00:40:04,410 --> 00:40:06,964 considering the School Climate Survey. 839 00:40:06,964 --> 00:40:09,150 And so we're gonna get into a little bit 840 00:40:09,150 --> 00:40:11,550 about what that entails. 841 00:40:11,550 --> 00:40:14,910 The School Climate Survey really 842 00:40:14,910 --> 00:40:19,320 is a great opportunity to get student staff 843 00:40:19,320 --> 00:40:23,340 and family and caregiver input on school climate. 844 00:40:23,340 --> 00:40:25,168 And there's four surveys. 845 00:40:25,168 --> 00:40:27,990 There's actually five surveys, FYI, 846 00:40:27,990 --> 00:40:32,040 there's an extended one for middle high school. 847 00:40:32,040 --> 00:40:34,230 So you'll see that on the link if you go 848 00:40:34,230 --> 00:40:35,640 and explore this on your own. 849 00:40:35,640 --> 00:40:37,380 Highly recommend. 850 00:40:37,380 --> 00:40:39,600 There's an extended longer version. 851 00:40:39,600 --> 00:40:41,760 But essentially there's a survey 852 00:40:41,760 --> 00:40:44,400 for students in grades three through five. 853 00:40:44,400 --> 00:40:45,510 There's 11 questions. 854 00:40:45,510 --> 00:40:47,190 So it's relatively short. 855 00:40:47,190 --> 00:40:48,720 There's also one for students 856 00:40:48,720 --> 00:40:51,690 in grades six through 12, nine questions, 857 00:40:51,690 --> 00:40:55,770 their Staff Survey that you could give to your staff. 858 00:40:55,770 --> 00:40:58,590 And the bullets underneath each of those 859 00:40:58,590 --> 00:41:02,160 will indicate the categories of questions. 860 00:41:02,160 --> 00:41:05,130 So the categories of questions are often 861 00:41:05,130 --> 00:41:08,700 around school safety, the physical environment. 862 00:41:08,700 --> 00:41:13,700 Many of the standard School Climate Survey questions 863 00:41:13,980 --> 00:41:18,300 that you'll find across validated School Climate Surveys 864 00:41:18,300 --> 00:41:21,180 around all over the place are in this. 865 00:41:21,180 --> 00:41:23,850 So you're getting to the same data, 866 00:41:23,850 --> 00:41:26,100 which is really helpful too. 867 00:41:26,100 --> 00:41:27,510 Family members as well. 868 00:41:27,510 --> 00:41:29,160 There's a survey that you could give 869 00:41:29,160 --> 00:41:32,130 to your community, caregivers, families 870 00:41:32,130 --> 00:41:35,220 around their perceptions on school climate. 871 00:41:35,220 --> 00:41:37,350 And that's 21 questions. 872 00:41:37,350 --> 00:41:40,650 That one also talks a little bit about parental involvement, 873 00:41:40,650 --> 00:41:43,470 family engagement, which we know is critically important 874 00:41:43,470 --> 00:41:45,870 and the staff one does as well. 875 00:41:45,870 --> 00:41:49,290 So if you're looking for perceptions around that, 876 00:41:49,290 --> 00:41:52,233 there are questions in the School Climate Survey. 877 00:41:53,790 --> 00:41:57,360 Again, there's so many benefits to this as well. 878 00:41:57,360 --> 00:41:58,953 You can look at, 879 00:41:59,820 --> 00:42:03,150 you can compare across participants for the survey too. 880 00:42:03,150 --> 00:42:04,110 So you can break it down. 881 00:42:04,110 --> 00:42:06,810 I'll show you in a second what that looks like. 882 00:42:06,810 --> 00:42:09,630 But gender, grade, race and ethnicity, 883 00:42:09,630 --> 00:42:12,390 you can drill down to the individual person 884 00:42:12,390 --> 00:42:15,360 who responded to that if you wanted to. 885 00:42:15,360 --> 00:42:16,920 Again, it gives you an opportunity 886 00:42:16,920 --> 00:42:19,206 to gather multiple perspectives 887 00:42:19,206 --> 00:42:23,850 and it's relatively easy for folks to complete. 888 00:42:23,850 --> 00:42:26,910 So there's a couple of readiness pieces 889 00:42:26,910 --> 00:42:30,060 and the manual will go into this in much more detail 890 00:42:30,060 --> 00:42:32,690 than I will during our time this morning. 891 00:42:32,690 --> 00:42:34,770 But it'll give you opportunities 892 00:42:34,770 --> 00:42:39,150 and templates for notifying parents that you're doing 893 00:42:39,150 --> 00:42:40,560 and caregivers that you're doing 894 00:42:40,560 --> 00:42:43,290 the School Climate Survey. 895 00:42:43,290 --> 00:42:45,270 There's information, there's templates, 896 00:42:45,270 --> 00:42:47,790 there's letters, lots of really great resources 897 00:42:47,790 --> 00:42:51,390 if you wanted to just take this, grab it and go. 898 00:42:51,390 --> 00:42:53,343 The manual is really helpful for that. 899 00:42:54,240 --> 00:42:56,190 And again, you wanna really make sure 900 00:42:56,190 --> 00:42:58,380 before you do any type of surveys 901 00:42:58,380 --> 00:43:02,333 that you're really clear and you have sort of a rollout plan 902 00:43:02,333 --> 00:43:04,530 with any surveys, 903 00:43:04,530 --> 00:43:07,680 especially when you're surveying our students, 904 00:43:07,680 --> 00:43:09,120 if you're surveying families, 905 00:43:09,120 --> 00:43:13,050 really get them sort of what is your communication plan 906 00:43:13,050 --> 00:43:15,753 so that they know what this is all about, right? 907 00:43:16,710 --> 00:43:18,330 And then there's also, 908 00:43:18,330 --> 00:43:22,410 you also wanna make sure that you're reviewing your results. 909 00:43:22,410 --> 00:43:25,590 You have opportunities to look at the results, 910 00:43:25,590 --> 00:43:27,900 multiple perspectives, multiple voices, 911 00:43:27,900 --> 00:43:29,820 which we know is so critically important 912 00:43:29,820 --> 00:43:31,950 to then inform our action planning. 913 00:43:31,950 --> 00:43:35,520 And so in that manual you'll see 914 00:43:35,520 --> 00:43:38,010 invitation letters, lots of different resources. 915 00:43:38,010 --> 00:43:40,590 So certainly check those out. 916 00:43:40,590 --> 00:43:43,890 And we just wanted to show you, excuse me, 917 00:43:43,890 --> 00:43:47,460 just an example of some of the questions for the elementary. 918 00:43:47,460 --> 00:43:51,270 So again, it's broken down by demographic information 919 00:43:51,270 --> 00:43:53,040 that you'll be able to collect. 920 00:43:53,040 --> 00:43:55,170 And then there's the survey questions. 921 00:43:55,170 --> 00:43:58,320 And you'll notice these survey questions 922 00:43:58,320 --> 00:44:02,550 are pretty standard School Climate Survey questions. 923 00:44:02,550 --> 00:44:06,780 And they're relatively easy for our kiddos. 924 00:44:06,780 --> 00:44:09,360 This is for students for elementary, 925 00:44:09,360 --> 00:44:14,360 for our students to respond against more our students 926 00:44:15,150 --> 00:44:17,040 in grades three and up, 927 00:44:17,040 --> 00:44:18,243 three through five. 928 00:44:19,860 --> 00:44:21,990 And then there's lots of different reports 929 00:44:21,990 --> 00:44:24,150 that you're able to generate as well. 930 00:44:24,150 --> 00:44:27,420 You can do it by grade and gender, race, ethnicity, 931 00:44:27,420 --> 00:44:29,940 sexual orientation is also available 932 00:44:29,940 --> 00:44:31,470 on the middle high school version 933 00:44:31,470 --> 00:44:33,000 of the School Climate Survey. 934 00:44:33,000 --> 00:44:35,880 And what's really nice about all of these surveys 935 00:44:35,880 --> 00:44:39,540 that have been created through the PBIS network is 936 00:44:39,540 --> 00:44:42,840 they're very similar in how the graphing works. 937 00:44:42,840 --> 00:44:44,700 So you're always gonna get a total score, 938 00:44:44,700 --> 00:44:47,040 you're always gonna be able to see the item score 939 00:44:47,040 --> 00:44:48,720 and you'll always be able to see things 940 00:44:48,720 --> 00:44:51,180 broken down by subscale score. 941 00:44:51,180 --> 00:44:54,300 So that's for me, super helpful 942 00:44:54,300 --> 00:44:56,417 when I'm thinking about analyzing the data. 943 00:44:56,417 --> 00:44:59,430 And as mentioned previously, 944 00:44:59,430 --> 00:45:01,680 individual responses can be broken down 945 00:45:01,680 --> 00:45:03,363 for further analysis. 946 00:45:05,310 --> 00:45:06,990 And I just monitoring the chat. 947 00:45:06,990 --> 00:45:10,260 I see a question here, Adam, thank you. 948 00:45:10,260 --> 00:45:13,530 As attendees move forward within their individual schools, 949 00:45:13,530 --> 00:45:14,880 what would you recommend around 950 00:45:14,880 --> 00:45:17,280 tool introduction and usage? 951 00:45:17,280 --> 00:45:19,800 Use of them all, start with a TFI 952 00:45:19,800 --> 00:45:22,443 and those are awesome questions. 953 00:45:23,460 --> 00:45:26,850 Our recommendation, I mean, this is really up to your, 954 00:45:26,850 --> 00:45:29,160 I guess how your school is 955 00:45:29,160 --> 00:45:32,190 and what you think would be the most appropriate? 956 00:45:32,190 --> 00:45:36,000 I think sometimes we do get into data overload, right? 957 00:45:36,000 --> 00:45:38,190 So you wanna think critically. 958 00:45:38,190 --> 00:45:39,510 If you're implementing PBIS, 959 00:45:39,510 --> 00:45:42,630 we certainly would recommend starting with the TFI, 960 00:45:42,630 --> 00:45:44,805 that will allow you to really 961 00:45:44,805 --> 00:45:49,260 gain information on implementation of PBIS, 962 00:45:49,260 --> 00:45:51,450 the fidelity, which is so important 963 00:45:51,450 --> 00:45:53,220 because if that leads to, 964 00:45:53,220 --> 00:45:56,160 I think, positive school climate outcomes, right? 965 00:45:56,160 --> 00:45:57,780 So that is critically important. 966 00:45:57,780 --> 00:45:58,946 I would start there. 967 00:45:58,946 --> 00:46:02,730 Most schools also start with the Self-Assessment Survey 968 00:46:02,730 --> 00:46:05,460 in conjunction with the TFI that Sherry had mentioned. 969 00:46:05,460 --> 00:46:10,023 So again, those would be my personal recommendation. 970 00:46:11,130 --> 00:46:14,610 If you're really starting out, 971 00:46:14,610 --> 00:46:17,220 but certainly School Climate Survey 972 00:46:17,220 --> 00:46:20,190 could be something you want to do as well. 973 00:46:20,190 --> 00:46:22,380 As well as the Feedback and Input Surveys, 974 00:46:22,380 --> 00:46:24,630 which we'll get to in a second. 975 00:46:24,630 --> 00:46:28,860 Are there other thoughts from folks on the line 976 00:46:28,860 --> 00:46:29,760 who are in schools, 977 00:46:29,760 --> 00:46:34,760 do you have experiences in terms of data usage 978 00:46:34,800 --> 00:46:37,233 and how much is too much? 979 00:46:44,705 --> 00:46:49,380 Okay, well feel free again to use the chat or let us know. 980 00:46:49,380 --> 00:46:50,213 Thank you, Adam. 981 00:46:50,213 --> 00:46:52,410 That was a really great question, 982 00:46:52,410 --> 00:46:53,610 and feel free to reach out 983 00:46:53,610 --> 00:46:55,360 if you wanna dive deeper into that. 984 00:46:56,220 --> 00:46:59,490 So then we just talked about the student survey. 985 00:46:59,490 --> 00:47:01,500 So the other reports that you can get, 986 00:47:01,500 --> 00:47:03,090 if you're using the School Climate Survey, 987 00:47:03,090 --> 00:47:05,370 you have the school personnel report 988 00:47:05,370 --> 00:47:06,870 and the family caregivers. 989 00:47:06,870 --> 00:47:11,460 And again, very similar, you can break it down by gender, 990 00:47:11,460 --> 00:47:15,660 race, total score, item score, subscale score. 991 00:47:15,660 --> 00:47:20,130 And again, they can be broken down even further, right? 992 00:47:20,130 --> 00:47:22,350 So this is just an example of 993 00:47:22,350 --> 00:47:25,620 the School Climate Survey for elementary. 994 00:47:25,620 --> 00:47:29,520 Again, this is your total, it's on a scale of one to four. 995 00:47:29,520 --> 00:47:33,810 So your average score for the 12 data points. 996 00:47:33,810 --> 00:47:35,610 So the 12 students potentially 997 00:47:35,610 --> 00:47:38,850 that have completed this survey, in this example, 998 00:47:38,850 --> 00:47:43,320 their average score is 2.79. 999 00:47:43,320 --> 00:47:45,180 So middle of the road. 1000 00:47:45,180 --> 00:47:47,940 So that might be, you may wanna go down a little bit deeper 1001 00:47:47,940 --> 00:47:50,310 to investigate collectively 1002 00:47:50,310 --> 00:47:53,220 what's going on for specific students. 1003 00:47:53,220 --> 00:47:58,220 You can do that in this scores by items. 1004 00:47:58,470 --> 00:47:59,970 So in this graph, 1005 00:47:59,970 --> 00:48:02,670 you can't read exactly what the questions are, 1006 00:48:02,670 --> 00:48:05,220 but you can find that if you have the survey 1007 00:48:05,220 --> 00:48:06,210 in front of you, you can say, 1008 00:48:06,210 --> 00:48:09,450 okay, well question one is I like school. 1009 00:48:09,450 --> 00:48:13,380 So how is our school doing in terms of 1010 00:48:13,380 --> 00:48:17,280 students overall across the questions, right? 1011 00:48:17,280 --> 00:48:20,790 So it looks like, you know, that's relatively low. 1012 00:48:20,790 --> 00:48:23,790 The means score across those students, 1013 00:48:23,790 --> 00:48:24,990 in terms of liking school, 1014 00:48:24,990 --> 00:48:27,450 that seems to be the lowest across all the questions. 1015 00:48:27,450 --> 00:48:28,920 The highest is there's an adult 1016 00:48:28,920 --> 00:48:30,360 in my school who can help me. 1017 00:48:30,360 --> 00:48:31,290 Awesome. 1018 00:48:31,290 --> 00:48:34,680 We want that bar to be really, really high, right? 1019 00:48:34,680 --> 00:48:36,810 So again, this is a really great tool 1020 00:48:36,810 --> 00:48:38,784 for you in your leadership teams 1021 00:48:38,784 --> 00:48:41,610 to really dive into discussing 1022 00:48:41,610 --> 00:48:44,070 how this may inform your action planning. 1023 00:48:44,070 --> 00:48:45,480 If you've got a bunch of kids who are saying 1024 00:48:45,480 --> 00:48:48,720 they don't like school, what does that mean, right? 1025 00:48:48,720 --> 00:48:49,860 Key inform in interviews, 1026 00:48:49,860 --> 00:48:52,800 you may need to do a little bit more data dives 1027 00:48:52,800 --> 00:48:54,480 and maybe focus groups 1028 00:48:54,480 --> 00:48:57,150 with some kiddos if you're finding a pattern. 1029 00:48:57,150 --> 00:49:00,282 What's really great too is, as I mentioned previously, 1030 00:49:00,282 --> 00:49:03,030 you've got the total score, the subscale score, 1031 00:49:03,030 --> 00:49:04,620 and then you always have it by item. 1032 00:49:04,620 --> 00:49:07,770 So you're able to look at your items report. 1033 00:49:07,770 --> 00:49:09,960 And this one in particular shows you 1034 00:49:09,960 --> 00:49:12,750 that you can break it down question 1035 00:49:12,750 --> 00:49:15,077 by different demographics, right? 1036 00:49:15,077 --> 00:49:17,670 So you can see question one, 1037 00:49:17,670 --> 00:49:21,180 I just referred to as the question about liking school. 1038 00:49:21,180 --> 00:49:25,530 You can see based on demographic groupings, 1039 00:49:25,530 --> 00:49:29,040 what percentage, how are white students 1040 00:49:29,040 --> 00:49:31,530 liking school potentially 1041 00:49:31,530 --> 00:49:34,200 compared to other students and other categories? 1042 00:49:34,200 --> 00:49:37,260 You can also break it down by gender, right? 1043 00:49:37,260 --> 00:49:39,720 You can break it down by grade, 1044 00:49:39,720 --> 00:49:40,950 which is really helpful. 1045 00:49:40,950 --> 00:49:43,650 'Cause again, multiple data points allows you 1046 00:49:43,650 --> 00:49:48,480 to then make more targeted action plans, right? 1047 00:49:48,480 --> 00:49:51,870 Maybe it is third grade is not feeling great about school. 1048 00:49:51,870 --> 00:49:54,330 What do we need to do about third grade? 1049 00:49:54,330 --> 00:49:57,090 All the other grades think it's okay, right? 1050 00:49:57,090 --> 00:50:01,350 So again, really powerful data at your hands 1051 00:50:01,350 --> 00:50:03,153 with this School Climate Survey. 1052 00:50:07,086 --> 00:50:11,820 So with any survey, we wanna move to Action Planning, 1053 00:50:11,820 --> 00:50:14,370 but what's really great with the School Climate Survey 1054 00:50:14,370 --> 00:50:17,850 is we really want to think about celebrating it. 1055 00:50:17,850 --> 00:50:20,782 I mentioned it's on a one to four scale, right? 1056 00:50:20,782 --> 00:50:23,850 Four is really high, I love school. 1057 00:50:23,850 --> 00:50:25,260 It's awesome, right? 1058 00:50:25,260 --> 00:50:28,320 So we wanna celebrate the school climate, right? 1059 00:50:28,320 --> 00:50:29,940 What's going well in your school? 1060 00:50:29,940 --> 00:50:32,130 We wanna acknowledge that. 1061 00:50:32,130 --> 00:50:35,820 But then we also want to, as I mentioned earlier is 1062 00:50:35,820 --> 00:50:38,370 identify our areas for improvement. 1063 00:50:38,370 --> 00:50:39,720 What are our highest priorities? 1064 00:50:39,720 --> 00:50:42,300 If we're seeing lots of kiddos saying they don't like school 1065 00:50:42,300 --> 00:50:45,990 and the actual score is a one or a two, 1066 00:50:45,990 --> 00:50:47,280 that's a huge whoop. 1067 00:50:47,280 --> 00:50:49,160 Let's have a conversation. 1068 00:50:49,160 --> 00:50:50,970 Let's figure out what's going on. 1069 00:50:50,970 --> 00:50:52,230 Is it a group of students? 1070 00:50:52,230 --> 00:50:54,540 Is it one student in particular, right? 1071 00:50:54,540 --> 00:50:56,550 That's where we can really dive into, 1072 00:50:56,550 --> 00:50:57,903 lots of different things, 1073 00:50:59,190 --> 00:51:02,520 and I think it's important to share some of these successes 1074 00:51:02,520 --> 00:51:05,070 and celebrations with your communities, 1075 00:51:05,070 --> 00:51:08,340 with your staff as well as your students. 1076 00:51:08,340 --> 00:51:10,380 Student voice is huge. 1077 00:51:10,380 --> 00:51:13,593 Think about how to use your students in this as well. 1078 00:51:14,520 --> 00:51:18,450 Take some leadership roles and looking at this data too, 1079 00:51:18,450 --> 00:51:19,800 which could be really cool. 1080 00:51:21,360 --> 00:51:23,760 All right, we've got a few more minutes 1081 00:51:23,760 --> 00:51:26,760 and we've got one more instrument 1082 00:51:26,760 --> 00:51:29,130 I wanna introduce to all of you. 1083 00:51:29,130 --> 00:51:30,810 So thank you for your patience. 1084 00:51:30,810 --> 00:51:32,310 It's a lot of information. 1085 00:51:32,310 --> 00:51:37,200 So we're gonna go through this relatively quickly 1086 00:51:37,200 --> 00:51:40,200 so we get you back to where you need to be. 1087 00:51:40,200 --> 00:51:42,300 But the last one that we wanna cover 1088 00:51:42,300 --> 00:51:44,910 is the Feedback and Input Surveys. 1089 00:51:44,910 --> 00:51:49,110 So this is also relatively new and we're asking, 1090 00:51:49,110 --> 00:51:54,110 we're encouraging schools to definitely do the TFI 1091 00:51:55,830 --> 00:51:58,830 and one of the following, 1092 00:51:58,830 --> 00:52:01,350 one of the following is the Self-Assessment Survey, 1093 00:52:01,350 --> 00:52:03,030 a School Climate Survey, 1094 00:52:03,030 --> 00:52:06,150 or this new one, the Feedback and Input Survey. 1095 00:52:06,150 --> 00:52:09,720 Again, thinking about how we're triangulating data, 1096 00:52:09,720 --> 00:52:12,933 we're really encouraging our schools to do that. 1097 00:52:12,933 --> 00:52:17,530 I see another question here in the chat 1098 00:52:19,719 --> 00:52:22,530 and I just wanna honor that, Caitlyn, thank you. 1099 00:52:22,530 --> 00:52:23,430 Would it be fair to say 1100 00:52:23,430 --> 00:52:26,640 that data from the TFI is process data 1101 00:52:26,640 --> 00:52:29,640 to ensure processes are happening in order 1102 00:52:29,640 --> 00:52:31,170 in accordance to a goal, 1103 00:52:31,170 --> 00:52:33,690 whereas climate data would be more outcome data 1104 00:52:33,690 --> 00:52:34,740 to see if the product 1105 00:52:36,840 --> 00:52:39,780 evidence of a particular goal goal? 1106 00:52:39,780 --> 00:52:43,530 Yes, I mean I would see the TFI 1107 00:52:43,530 --> 00:52:47,070 as certainly as sort of process data, right? 1108 00:52:47,070 --> 00:52:49,380 Implementation as I mentioned. 1109 00:52:49,380 --> 00:52:52,770 So you're implementing it with fidelity, right? 1110 00:52:52,770 --> 00:52:54,720 You're monitoring it, right? 1111 00:52:54,720 --> 00:52:57,490 And then hopefully if you're implementing 1112 00:52:58,396 --> 00:53:02,700 PBIS with fidelity, we would see high outcome data. 1113 00:53:02,700 --> 00:53:05,760 So I think what you're saying is we would see really high, 1114 00:53:05,760 --> 00:53:10,470 hopefully high (chuckles) school climate results, right? 1115 00:53:10,470 --> 00:53:14,520 Because again, PBIS impacts school climate. 1116 00:53:14,520 --> 00:53:16,290 So we're implementing it with fidelity 1117 00:53:16,290 --> 00:53:17,940 and we're implementing it well, 1118 00:53:17,940 --> 00:53:22,940 hopefully we're seeing high scores in school climate, 1119 00:53:23,070 --> 00:53:26,790 not always the case, I'm sure there's variability in that, 1120 00:53:26,790 --> 00:53:29,220 but absolutely, that's a great, 1121 00:53:29,220 --> 00:53:31,253 -I need you to go- -Great way to look at it. 1122 00:53:38,130 --> 00:53:40,620 Okay, there's some other questions here. 1123 00:53:40,620 --> 00:53:42,453 Sorry, I wanna be mindful here. 1124 00:53:46,470 --> 00:53:50,670 Yeah, yep, absolutely Caitlyn, yep. 1125 00:53:50,670 --> 00:53:54,750 So again, all we do, it's a process, right? 1126 00:53:54,750 --> 00:53:58,050 We're doing things that lead to outcomes. 1127 00:53:58,050 --> 00:54:00,062 So the SAS for sure, 1128 00:54:00,062 --> 00:54:03,660 perceptions around how well we're doing it, 1129 00:54:03,660 --> 00:54:06,510 which is also leading to the outcomes, right? 1130 00:54:06,510 --> 00:54:10,530 So if we're implementing really well, our staff may say, 1131 00:54:10,530 --> 00:54:13,110 that's awesome, it's already in place, right? 1132 00:54:13,110 --> 00:54:14,340 And that's what we wanna see. 1133 00:54:14,340 --> 00:54:16,533 So yeah, that's a great connection. 1134 00:54:19,260 --> 00:54:22,080 And then, yeah, okay, so I'm gonna keep going. 1135 00:54:22,080 --> 00:54:23,280 I just wanna be mindful of time. 1136 00:54:23,280 --> 00:54:25,320 Really good thoughts, Caitlyn, thank you. 1137 00:54:25,320 --> 00:54:30,320 And Adam, thank you for your message as well. 1138 00:54:30,540 --> 00:54:34,050 I will make sure we follow up with that. 1139 00:54:34,050 --> 00:54:36,030 Okay, so Feedback and Input Surveys 1140 00:54:36,030 --> 00:54:38,340 in the last five minutes. (laughs) 1141 00:54:38,340 --> 00:54:40,650 So this is really a Feedback Survey. 1142 00:54:40,650 --> 00:54:44,670 So this is getting perceptions around 1143 00:54:44,670 --> 00:54:49,670 and actual feedback from your students, 1144 00:54:49,800 --> 00:54:52,110 staff, family members, 1145 00:54:52,110 --> 00:54:57,030 caregivers around your school system. 1146 00:54:57,030 --> 00:54:59,918 Now what's really cool about this 1147 00:54:59,918 --> 00:55:04,918 is it's also very qualitative, not only quantitative. 1148 00:55:05,640 --> 00:55:09,690 So the School Climate Survey is very quantitative. 1149 00:55:09,690 --> 00:55:11,280 There's not open-ended questions, 1150 00:55:11,280 --> 00:55:14,640 there's not open-ended opportunities for feedback. 1151 00:55:14,640 --> 00:55:17,640 That's where the Feedback and Input Surveys come in. 1152 00:55:17,640 --> 00:55:19,560 So it's a nice supplement as well 1153 00:55:19,560 --> 00:55:22,260 if you wanna dive a little bit deeper into it. 1154 00:55:22,260 --> 00:55:25,080 So there's lots of open-ended questions 1155 00:55:25,080 --> 00:55:27,690 that you can use in addition. 1156 00:55:27,690 --> 00:55:30,180 So if you're looking for both qualitative 1157 00:55:30,180 --> 00:55:31,860 and quantitative data, 1158 00:55:31,860 --> 00:55:34,920 you wanna use the Feedback and Input Surveys. 1159 00:55:34,920 --> 00:55:36,720 There's a variety. 1160 00:55:36,720 --> 00:55:39,060 One thing about the Feedback and Input Surveys 1161 00:55:39,060 --> 00:55:41,913 that I wanna put, and we have a little disclaimer. 1162 00:55:42,810 --> 00:55:47,070 We as a Vermont State PBIS Leadership Team, 1163 00:55:47,070 --> 00:55:51,300 we were diving into it and our language has evolved. 1164 00:55:51,300 --> 00:55:53,850 Our language is very collaborative 1165 00:55:53,850 --> 00:55:57,300 and welcoming and engaging for students' voice. 1166 00:55:57,300 --> 00:55:58,650 One of the things we noticed is that 1167 00:55:58,650 --> 00:56:00,600 some of the survey questions on the FIS 1168 00:56:01,620 --> 00:56:06,210 do not really align with our collaborative thinking. 1169 00:56:06,210 --> 00:56:09,293 So that doesn't mean it's not a great survey, 1170 00:56:09,293 --> 00:56:14,293 but it means that we created a manual with bubbles 1171 00:56:15,780 --> 00:56:18,730 and recommended considerations that align 1172 00:56:20,130 --> 00:56:22,689 the way that we do the work in Vermont. 1173 00:56:22,689 --> 00:56:25,590 And so just wanted to bring that to your attention 1174 00:56:25,590 --> 00:56:29,160 because sometimes you'll see the words in the survey, 1175 00:56:29,160 --> 00:56:31,650 it's a little bit compliancy based 1176 00:56:31,650 --> 00:56:33,810 and we're really moving beyond that 1177 00:56:33,810 --> 00:56:35,250 more collaborative reframe. 1178 00:56:35,250 --> 00:56:37,200 So I just wanted to put that out for all of you. 1179 00:56:37,200 --> 00:56:40,740 You can see it if you click that link on the presentation. 1180 00:56:40,740 --> 00:56:44,430 And the FIS subscales are really cool as well. 1181 00:56:44,430 --> 00:56:48,240 You'll be able to see these around satisfaction, 1182 00:56:48,240 --> 00:56:51,960 the discipline system, your acknowledgement systems, 1183 00:56:51,960 --> 00:56:54,300 a lot about connections. 1184 00:56:54,300 --> 00:56:57,330 And really quickly, just a couple of differences. 1185 00:56:57,330 --> 00:57:00,960 I already mentioned the climate surveys very quantitative. 1186 00:57:00,960 --> 00:57:04,020 If you want qualitative, you want people typing in, 1187 00:57:04,020 --> 00:57:05,640 giving you their feedback, 1188 00:57:05,640 --> 00:57:09,123 definitely check out the Feedback and Input Surveys. 1189 00:57:11,250 --> 00:57:15,450 And so those are critically and I'll let you read those. 1190 00:57:15,450 --> 00:57:19,830 I'm just wanna move on quickly here in our last two minutes. 1191 00:57:19,830 --> 00:57:21,720 Putting it all together. 1192 00:57:21,720 --> 00:57:23,640 We have an Action Planning Form. 1193 00:57:23,640 --> 00:57:27,030 You all probably have your own Action Planning Form, 1194 00:57:27,030 --> 00:57:30,180 but if you are looking for an Action Planning Form 1195 00:57:30,180 --> 00:57:33,390 that really puts all four of these assessments 1196 00:57:33,390 --> 00:57:37,800 together based on the TFI as the foundation, 1197 00:57:37,800 --> 00:57:40,950 certainly recommend you grabbing this. 1198 00:57:40,950 --> 00:57:44,940 You take it, make it your own, do what you want. 1199 00:57:44,940 --> 00:57:46,590 We really just wanted to put that out there, 1200 00:57:46,590 --> 00:57:48,540 'cause what we're finding is many schools 1201 00:57:48,540 --> 00:57:50,130 have various action plans 1202 00:57:50,130 --> 00:57:51,810 and we wanted to figure out a way 1203 00:57:51,810 --> 00:57:53,310 to sort of streamline it for you. 1204 00:57:53,310 --> 00:57:55,920 So what you'll have here in the action plan 1205 00:57:55,920 --> 00:57:58,560 is we've indicated here in this column, 1206 00:57:58,560 --> 00:58:01,020 surveys with related items. 1207 00:58:01,020 --> 00:58:02,850 So the base is the TFI, 1208 00:58:02,850 --> 00:58:05,250 you put your information on the TFI, 1209 00:58:05,250 --> 00:58:06,900 and then you're gonna write notes. 1210 00:58:06,900 --> 00:58:08,970 You're gonna say, okay, well team composition, 1211 00:58:08,970 --> 00:58:12,600 there are some questions on the SAS about team composition. 1212 00:58:12,600 --> 00:58:14,040 Let's look at the SAS. 1213 00:58:14,040 --> 00:58:17,370 So we're not only just looking at things separately, 1214 00:58:17,370 --> 00:58:19,950 we're trying to build it and bring it together. 1215 00:58:19,950 --> 00:58:24,090 So wanted to put that out for all of you as well. 1216 00:58:24,090 --> 00:58:25,203 So go for it. 1217 00:58:26,730 --> 00:58:28,860 Finally, Action Planning. 1218 00:58:28,860 --> 00:58:31,650 It's all about having the right data, 1219 00:58:31,650 --> 00:58:34,650 having your questions, looking for patterns, 1220 00:58:34,650 --> 00:58:38,310 and really coming up with a quality action plan. 1221 00:58:38,310 --> 00:58:40,740 Last but not least, which is critically important, 1222 00:58:40,740 --> 00:58:43,710 is once we have all of this data, we need to share it. 1223 00:58:43,710 --> 00:58:44,543 We need to share it. 1224 00:58:44,543 --> 00:58:48,150 How are we disseminating this information? 1225 00:58:48,150 --> 00:58:49,990 We really want to make sure that 1226 00:58:51,150 --> 00:58:52,920 we have collective ownership. 1227 00:58:52,920 --> 00:58:56,490 And so much of that is when we ask people for data, 1228 00:58:56,490 --> 00:58:58,380 it's so important to share it with them. 1229 00:58:58,380 --> 00:59:02,103 Let them know that their time is valuable, right? 1230 00:59:03,120 --> 00:59:05,400 Here's just a quick example presentation 1231 00:59:05,400 --> 00:59:07,080 we wanted to give to you 1232 00:59:07,080 --> 00:59:10,200 if you're looking for a presentation to share with staff. 1233 00:59:10,200 --> 00:59:13,680 And then finally, next step, schedule a time. 1234 00:59:13,680 --> 00:59:15,960 If you haven't to complete your TFI, 1235 00:59:15,960 --> 00:59:18,360 we would love you to do that. 1236 00:59:18,360 --> 00:59:19,599 Sometime now between March, 1237 00:59:19,599 --> 00:59:22,260 we would love you also to consider 1238 00:59:22,260 --> 00:59:24,600 completing one of the additional surveys 1239 00:59:24,600 --> 00:59:27,210 that we just shared with you today. 1240 00:59:27,210 --> 00:59:29,190 Talk to Anne Dubie if you have any questions 1241 00:59:29,190 --> 00:59:31,560 about opening some of the surveys, 1242 00:59:31,560 --> 00:59:33,600 the TFI and the SAS are already open. 1243 00:59:33,600 --> 00:59:34,990 So those are ready to go. 1244 00:59:34,990 --> 00:59:38,100 But if you need help, please contact Anne. 1245 00:59:38,100 --> 00:59:40,290 She's a guru at that. 1246 00:59:40,290 --> 00:59:42,360 And finally, I know that was a whirlwind. 1247 00:59:42,360 --> 00:59:45,333 Thank you so much for your time this morning. 1248 00:59:46,200 --> 00:59:47,853 Would love to end with any questions 1249 00:59:47,853 --> 00:59:49,554 and just wanna let you all know 1250 00:59:49,554 --> 00:59:53,550 you will be receiving a survey shortly. 1251 00:59:53,550 --> 00:59:56,880 Let us know how this worked for you this morning. 1252 00:59:56,880 --> 01:00:00,840 We love feedback, so please let us know what worked well, 1253 01:00:00,840 --> 01:00:03,450 anything we could do differently next time. 1254 01:00:03,450 --> 01:00:05,253 And once you complete that survey, 1255 01:00:06,590 --> 01:00:09,060 you'll be prompted to download 1256 01:00:09,060 --> 01:00:11,940 or print your certificate of attendance 1257 01:00:11,940 --> 01:00:13,890 for your time this morning. 1258 01:00:13,890 --> 01:00:15,330 So thanks again so much. 1259 01:00:15,330 --> 01:00:16,560 It's great to see all of you 1260 01:00:16,560 --> 01:00:19,030 and hope to see you soon at another event 1261 01:00:20,970 --> 01:00:23,403 and we will leave it open for any questions.