- A little bit of measurement of it
and the components that are within it.
Thank you for muting.
I'm Sherry Schoenberg,
and I'm here with Amy Wheeler-Sutton and Anne Dubie.
And this is one of our fortunately free webinars
to support Vermont PBIS schools
and doing everything to support our staff,
our students and families
with social-emotional behavioral supports,
and to help with wellbeing,
which is really something we all need help with this year.
And Owen actually started us out a few minutes prior,
talking about his love initiative.
We should throw in a webinar about that
between now and the end of the year, that might be useful.
Great to see your faces today.
We're gonna put up the PowerPoint,
and Amy's going to be the, what is it,
the mover of the slides.
For a little while we're gonna switch off.
And this is a webinar
about Assessing, Completing and Analyzing
Results of the Tiered Fidelity Inventory
or fondly known in Vermont as the TFI,
the Self-Assessment Survey,
or we call it the SAS.
And we wanna talk about the School Climate Survey today,
which is another assessment
that we're hoping that you'll consider
as you're looking at measuring
and coming up with specific outcomes to try to achieve
of your students, staff and families.
We are part of the PBIS team,
and you can find the resources
at the link here on the slide.
And I'm hoping perhaps Anne or Amy
can put that link into the chat box,
because there are several resources
associated with today's webinar,
including this PowerPoint.
This PowerPoint is being recorded, just in case.
As I say, if you love our webinar,
like you got nothing to do this weekend,
feel free to pop it up on your computer
and you can watch it again
or for colleagues that may want it.
And there are also other materials
that we will be talking about that are on that link.
We expect that you'll be muted during this time.
It's not that large a group, there's 19.
We were anticipating they're 28.
So we'll see if anybody else comes on,
but if you really need to say something,
just unmute yourself and get our attention.
Best way to communicate
is likely through the chat box
that will be monitored by our team.
Okay, let's see what we're gonna talk about today.
Learning objectives.
First of all, we really need to acknowledge our contexts
that we've been in for almost a year now
and sort of what's different about our assessments
and our view of assessments
within the context that we're in.
We're going to talk about
establishing specific outcomes that we want to achieve,
either for this year
or between now and the end of this year.
What are you specifically hoping to get to
between now and the end?
We'll probably stand up ten o'clock
and jump around a little bit.
This webinar goes till 11:00,
and we actually might get done a little bit early,
but we'll be mindful of that.
So thanks for that question Anne.
We're gonna talk about the Tiered Fidelity Inventory
and the Self-Assessment Survey.
And many of you have already completed it several times
and some of you are just learning about it.
So we're hoping to differentiate
for those of you who've done this before
to get a sense of all it can do
and how you might go about using it most efficiently.
And then I'll spend a little time
exploring the School Climate Survey with you
and the modification
that has been developed for COVID times,
and we'll end with sort of action planning.
So that's what we're up to this morning.
And when we talk about context,
we're talking about our framework, our PBIS framework.
This is a great quote from Matt Young,
Principal at Peoples Academy Middle.
And I think some folks
from that school are here today.
And it's really telling us that
the use of the framework has really benefited the school
in that they were able to use the framework
to help with having the expectations taught
and practiced and reinforced.
There are so many new routines in buildings right now.
And with that framework available to you,
to those of you who have implemented with
to some level of fidelity,
you are able to create new routines
with the differing expectations
that happen in your different learning environments,
and hopefully those routines quickly formed into habits,
so you could really get to some of the other harder pieces.
So we really appreciate that
this was the experience of Matt
in the beginning of the year.
When we talk about PBIS and what makes it so sustainable,
we talk about systems, data, and practices
to achieve the outcomes that we're looking for.
And it's really what also makes up
a multi-tiered system of supports.
So if we have the systems,
which is the teaming infrastructure
and the priority in a school plan
to make these practices be in place with fidelity,
and we're using data
to look at how we're implementing the practices
and how the students are doing as a result,
then we have a sustainable system
to meet the outcomes we identify.
And today's focus is on the data.
And Amy, if you wanna click it one more time,
the data is just showing up larger here
so that we are using the data
to help us with our system and our practices.
So you may know that
those of you who are Vermont PBIS schools,
may know that every year between January and March,
we asked all Vermont PBIS schools
to complete the Tiered Fidelity Inventory
and the Self-Assessment Survey.
And so this is asking you to pause a little bit
and reflect on whether you're doing
the pieces of PBIS with fidelity and as intended,
because it will only be successful
if done to some level of competence,
so that you can really see if your results
are meeting what you're intending them to.
We are also recognizing
that this is a year that is so different.
And so some of our assessments that we have are like,
they're really not benchmark to a pandemic.
I think I'll say now,
that we've actually gotten some emails from schools,
they're very concerned about doing the TFI this year
or the Self-Assessment Survey,
because they know this year has been a challenge for them,
and they don't want to see their scores go down.
Please be reminded that the Tiered Fidelity Inventory
and the Self-Assessment Survey are for your use.
You may know also that every year
we give acknowledgements out,
merit awards and exemplar awards.
And last year and this year as well,
we will not be using the Tiered Fidelity Inventory scores
or the self-assessment scores
as a benchmark for getting that award status.
So if you're concerned about that,
we're gonna use a different process.
But it's also a time
where we really might be wanting
to look at different data sets
because our situations are different,
and we're really more concerned about connections
and relationships and meeting basic needs.
So we really got to examine different data.
And we wanna know how everybody's
sort of feeling about school and education this year.
And so we're gonna introduce to you
the School Climate Survey as an option for you.
Big ideas is we're talking about data,
is that all data should serve a purpose.
And I think a lot of us when we're sitting on teams
and we're trying to figure out
what the best things are to do in a school,
we can really come up with a great list of surveys perhaps
and questions that we wanna ask
that we find might be interesting,
but we might not be able to do anything with it right away,
especially this year,
we need to think about being more efficient,
and only really look at data, collect data, analyze data
that has a specific purpose in mind,
making sure that you collect it well,
and that you're getting the data out.
The end analysis is only good as the data that comes in.
And you wanna look at it pretty quickly
after you collect it.
I sort of equate this to Marzano's guidance around homework.
If homework isn't looked at within 48 hours,
the impact significantly has reduced on learning.
So we think about
the same way we think about Marzano and homework.
And we wanna use other sources of data, not just one.
Data is helping us to ask certain questions.
And especially in PBIS,
we're looking at data, not to punish,
but to figure out what we can do differently
to make it a better situation at the school.
And we're also thinking about starting with outcomes.
So that's one of the things that sometimes gets missed.
We think about why and how your schools
got started with PBIS,
what were you hoping to achieve in the first place?
What was your indicator
that you needed to have this infrastructure
in place of systems, data and practices,
and what are you hoping to achieve?
And this year in particular,
what do you hope for students
between now and the end of the year?
What do you hope for staff
and what do you hope for your families?
So when you go into doing your assessments,
be thinking about how they might be meeting the outcomes,
you determine within your context
between now and the end of the year,
'cause it's different this year.
And when you're looking at outcomes,
and a lot of you are already doing that
in your leadership teams,
it really should be specific to your school
and what's happening in and around it.
Some of you have great partner organizations
that are able to provide some of the ancillary supports
and meet basic needs.
And some of you are in schools
where you're doing a lot of the basic needs,
addressing those needs yourselves.
And you gotta be able to create outcomes
that you're gonna be able to see
if you've made a difference.
So you wanna be able to see them,
and you wanna be able to measure them
and summarize in goal statements.
We use something called the SMART Goal Format,
and it's a way to create outcome statements
that are specific enough,
that you can be looking at them after a period of time,
you make a plan and you look at them
and see if you've achieved them.
And the SMART goal is a mnemonic, I guess,
and it stands for Specific, Measurable, Achievable
Relevant, and Time measured.
So there's a template for creating a SMART goal
in your materials today.
So I encourage you if you're able to,
with your leadership team,
to think about what you know now
and what you're hoping to achieve
before you do your assessments,
so that you can see how these assessments
are helping you to answer some of the questions you have
so you can get to meeting those needs.
Some sample outcomes are reducing problem behaviors.
In the context this year
if you're doing a lot of remote learning,
you may not be able to understand
what's happening in your school well enough,
or with students well enough
by looking at office discipline referrals
or what we call in Vermont now,
behavior observation data forms.
That's always been an indicator
to look at problem behaviors
and see how they've changed over time.
And so a lot of you are using SWIS,
and a lot of you are reporting this behavior,
but it may be different.
So your outcome may be a little bit different.
You may be concerned about bullying.
This year, attendance and engagement are big ones.
In the beginning of the year,
we were hearing anywhere from 40% of students not engaged,
as high as 4% not engaged.
And so that was really great.
But if you're one of the schools
that has fewer students engaging,
that might be an outcome statement
that you wanna be working on and developing a plan around.
School climate is something we're always concerned about.
So you might wanna be approving that.
Your fidelity of the implementations you put in place,
a lot of you attend training around practices.
And the only way
you'll know if those practices are successful,
is if you're measuring your fidelity
of how you're implementing those practices,
looking at your academic scores
and increasing supports from community partners.
Those are just some samples
of the outcomes that you may be concerned about
when you're making your plan.
And here's some sample outcome statements,
"Given school-wide implementation of PBIS with fidelity,
we'll decrease the number of students suspensions
and expulsions by 10% by the end of the school year."
This is a statement that a team can work on,
because you have a measure of what exists now,
and you'll be able to create a plan to reduce that,
and you'll be able to measure that by the end of the year.
So that's really helpful.
However, we are likely
not suspending students so much this year.
So that might not be an outcome statement you're looking at.
However, you might be doing the School Climate Survey,
and as a result of completing that survey
for staff and students and family members,
you're gonna look at three priority areas
that you're going to improve
between now and the end of the year.
So the scores for the school climate surveys
go one through four.
So you're hoping that those three low areas
will get at least to be above a three.
So those are some examples of outcome statements
you might wanna create
for making sure that you're focusing on your priorities.
And there's a lot of data out there for PBIS.
And of course, we love our acronyms.
As you can see, we have family engagement surveys.
we have SWIS, attendance, grades, school climate,
leadership team, self-assessment.
There's a lot of different types of data.
And this is the year
where you might be really thinking about
what are the data points that are gonna help you the most
and what do you wanna be doing over time.
And I'm just curious,
if we could just take a moment,
I'd like to ask you
to just type into the chat box
the answer to this question,
are you this year using data
to assess social-emotional behavior learning
and wellbeing of students?
And if so, what data are you using?
Just take a moment to see if you are, and if so, what?
Dessa, wonderful.
Attendance, absolutely.
Panorama School Climate Survey, that's great.
Universal screeners.
Attendance, SWIS, grades and SWIS, universal screener.
It's really nice to see
so many of you using a screener this year.
Attendance and SWIS.
Excellent, thank you.
Attendance is really, really a concern for us,
and it's so good to see that
you're all looking at that data
to see what you can be doing
about helping students engage in school.
Oh, I was gonna change the slide myself.
And we got to recognize that data helps us
ask the right questions, they don't provide the answers.
All these things you identified, it's wonderful.
And it allows us to say,
okay, attendance is down for the last month,
right around the holiday, attendance is down.
Let's ask some questions,
why do we think it's down?
When are students not coming to school?
What are some of the other factors
that are contributing to attendance issues?
So that you collect a data point,
it allows you to begin to investigate further
what might be going on.
You don't wanna use just one data point.
So Amy is going to create a poll for you,
because we're gonna move on to the Tiered Fidelity Inventory
and the Self-Assessment Survey and ask,
to what extent are you knowledgeable
about the TFI and SAS?
Okay, Amy, I don't know if you can see the results
- I can.
We have 78% people chiming in.
Give you another 10 seconds.
I will share the results.
So most of us are totally new to the TFI and SAS,
so you came to the right place.
Six of you are somewhat familiar,
hoping to expand your knowledge.
Four of you are very familiar.
So hopefully you'll chime in with your knowledge.
And if you have questions about specific items
or other elements of completing the assessment
or analyzing the results,
feel free to type them into the chat box.
And one of us is familiar with one, but not the other.
So I'll stop sharing the results and get into it.
So we're gonna start with the Tiered Fidelity Inventory
and hopefully give you an overview
of both completing the assessment, what it looks like,
and what you might do with the results that you get.
So like Sherry mentioned,
we asked for all schools
to complete the Tiered Fidelity Inventory
between January and March.
And the Tiered Fidelity Inventory
is a really nice compact measure that is validated
and allows you to assess
all three tiers of implementation within one assessment.
Different schools do this different ways.
So if you are implementing PBIS at all three tiers,
how you choose to complete it might be different.
So let's say a tier one team
can meet on a Tuesday to complete the tier one section
and tier two is not gonna meet for another week,
it might be best
to actually do the whole assessment on paper,
record your results,
and then have one person be responsible
for going in and putting it all in.
So if you have questions
about how to complete the multiple tiers,
feel free to reach out to us,
and any questions of course, along the way.
But that's just something to be thinking about,
because we do ask you
to complete each tier that you are implementing.
So if you're implementing all three tiers,
you should come to be completing all three tiers
of the Tiered Fidelity Inventory
so that you can really see where you're at
with all of the tiers that you're implementing.
For those schools that are new to PBIS,
you will just be completing tier one.
However, if you want to go to tier two and tier three,
those sections of the charitability inventory,
it gives you a nice preview
of what those tiers of PBIS should look like.
And likely you are implementing parts of tier two
and tier three already without being trained,
because they're just necessary parts
of the school to be functioning.
So it can serve
as kind of a baseline assessment for you as well,
to see where you might be headed.
And we recommend
that you complete it at least once a year,
but you might think about
completing it more than once a year on a typical year.
This year you're probably not looking to do anything extra,
but let's say this year you complete it in March
and you identify three areas for improvement,
and you wanna look again in October
and see if those areas have made improvement,
because it's such a quick assessment.
That might be a really nice way
for you to kind of progress monitor
and see how things are going.
And all you need to do is email Anne
and she can open up your window at any time.
For those of you that are planning
on how to schedule these meetings
and how long it might take,
PBIS app says to anticipate 30.
So just depending on what your context looks like right now,
these elements might be a little bit different.
And so you can check out this guide
to be able to get more information
about what that looks like for your school this year.
And they did say,
if it's a decision between
not being able to do the TFI walk-through,
so not doing the TFI at all,
or skipping the TFI walk-through this year
and doing the TFI,
they would prefer for you to do the TFI,
even if it means
having to skip that walk-through portion this year.
So like I mentioned,
you might use the TFI before you're even implementing PBIS
or implementing PBIS at that level,
to be kind of a baseline assessment
before you launch implementation.
You can use it to progress monitor
as the year goes by.
And then really key
is that annual self-assessment,
to make some action plans for the following year
and see whether PPBI is being sustained in your school.
And like we mentioned, in past years,
we use it for state recognition.
So schools that completed both the TFI and the SAS
were eligible for merit.
Recognition and schools that got a 70% or above on the TFI,
which is what is considered fidelity,
were eligible for exemplar.
And we're also asked a few additional questions
to ensure that both behavioral
and academic growth were being made.
Last year, our recognition system
was different due to the pandemic.
I think we still were able to recognize like 20 schools
for their efforts last year in sustaining PBIS
even despite the pandemic.
And this year,
our recognition system
will probably look more similar to last year.
So not requiring a specific score
on your Tiered Fidelity Inventory.
We more so just want you to complete it
rather than getting a particular score.
So for those of you that are totally unfamiliar
with the Tiered Fidelity Inventory,
tier one is split into three sections,
so teaming, implementation, and evaluation.
So the big ideas to take away from the teaming section
are you want your team to be representative of your school
and made up of people with multiple skills and perspectives.
And when your team has those features,
it's much more likely
that PBIS is going to be implemented well.
So one of the items,
and the teams section deals with the makeup of your team,
and each question will give you kind of a rubric.
So what does a zero mean?
What does a one mean?
And what does a two mean?
So it's pretty easy
for your team to go through and interpret
which score makes sense for you right now.
And also helps the action planning process,
because it's pretty clear
why you gave yourself a zero, one or two
and what you need to do to get to the next level.
The other piece of teaming is not just who's on your team
but what are your team meetings actually look like.
How often are they happening?
And are you able to use data
and action plan accordingly?
In terms of implementation,
it's pretty much those five or six key components of PBIS
that you were trained in.
So do you have behavioral expectations?
Are you teaching them?
Are there operational definitions
for your problem behaviors?
Are responses consistent
when students do exhibit problem behaviors?
And are the staff consistent
with how they are implementing
those responses to problem behaviors?
Another key piece
is whether PBIS is happening in the classroom.
So sometimes when you're first trained at PBIS,
you're really focused
on those outside of the classroom settings,
making sure those are all consistent,
but have you gotten PBIS down into the classroom level
and do you have a strong acknowledgement system?
The other piece,
which is often the piece that schools fall short in
is actively engaging students, families, and faculty.
And I think we saw last year,
the schools that did have strong relationships
and were actively engaging families in their school systems
had a much easier transition to the virtual world.
So this is a piece that often is a zero
or one for our schools,
but I think it has always been part of the action plan,
and especially this last year and this year, a big focus.
- [Sherry] Amy, can I add something?
- Yeah.
- [Sherry] When we talked about family engagement in PBIS,
we actually created a spinoff survey
where the leadership team queries at least 10 families
and ask them to what extent they're familiar with PBIS,
the behavior expectations
and the matrix and things like that.
And the team also completes the same survey,
the same questions of a survey.
And whenever there's a difference
between the families and the leadership team,
there becomes an action plan item right there.
So that's also just another survey
that might be helpful to you
if you really want to dig deeper
around what families are aware of
and familiar with regarding PBIS,
because their support at home for your success in school
is really going to help students succeed.
Thank you.
- So this is the TFI walk-through tool
that I mentioned before
that now might be completed virtually.
So you can see there's just three questions for staff,
two questions for students.
And it kind of indicates how many students and staff
you would ask these questions to
in order to get a representative sample.
And that's included within the PDF of the TFI.
So you'll see on the materials,
all of the kind of
supplemental materials related to the TFI.
And then the last piece of tier one is evaluation.
So does your team have data and information
at the right time to make effective decisions?
Do the right people have access to the data?
Are you measuring fidelity data
so that you know whether you're implementing PBIS
the way it was intended?
And are you self-assessing and reporting that data
back to key stakeholders?
So something that we'll talk about
at the end of this webinar
is the importance of making sure any results
from your TFI, SAS and School Climate Survey
get back to the people that are affected by those.
So for instance,
if you do a school climate survey for families,
making sure that families
have an opportunity to see the results
of that school climate survey school-wide.
Moving on to tier two, this is just one item,
but it allows you to see what it looks like
when you're accessing the assessment.
So you can see on the left-hand side
is what is the feature
that you're concerned about in this item.
What are some possible data sources
that you could use to help assess
and figure out what score you deserve.
And then what's the scoring criteria.
So does a zero, one or two mean.
So for this one,
we're talking about inventory of targeted supports.
So does your team have multiple interventions
available for students,
and do those interventions have evidence of effectiveness,
and are they functioned-based,
are they matched to the student need?
So if your team came to tier two training
and developed your targeted inventory,
and you have multiple ones available,
you would be able to give yourself a two on this item.
And if you're not,
we have options for completing blank inventories
and filling out that inventory for your school,
and determining, do we have a function of behavior
that we don't have an intervention that matches it?
So for instance, if one of your functions is avoiding,
you might not have an intervention
that is easily accessible for students
who are exhibiting avoidant behaviors.
So that might be an area
where you could improve your inventory of targeted supports.
And then just an example from tier three,
it allows you to assess your student support team.
So at tier three, each student has a team around them,
and it gives some indication about
who should that team be made up of,
and how should that team function.
So that's what this item is getting at.
And kind of points out
that this team should be meeting regularly.
So just because you've met once
and designed an intervention for a student,
doesn't mean your work is over,
and that it should be using data to assess progress.
And then this is kind of a really in-depth tool
for assessing your tier three plans.
So it asks you to select three student plans
that have been used in the past 12 months,
and to assess them on these criteria.
So this might not be something
that your whole team completes,
it might be something
that someone particular on your tier three team
is assigned to do before your meeting.
And you can see which features
are kind of fed into this plan.
So something like,
does this plan include quality of life,
needs or goals and strengths, a zero, one or two?
So this is kind of one of those supplemental tools
that helps you get to your scores on the TFI for tier three.
So those were just some examples of the items.
Tier one, I believe has 15 items.
I'm not sure about the numbers for tier two and tier three,
but they're around 15.
And when you complete your TFI,
your results are available immediately.
When you complete the Self-Assessment Survey,
it takes 24 hours after the window is complete
for the results to be compiled,
but the TFI is available right away.
And I'm gonna show you what the different reports look like.
Yeah, I didn't include the first one,
and I probably should have, 'cause it trips people up.
But the first graph that shows up in PBIS assessment,
yeah, PBI assessment when you get your results
is called the total score report,
and that's actually averaging together all three tiers.
So for instance, if you only completed tier one,
it's averaging together a score of zero
for tier two and tier three.
So you might end up with a score of like 27%.
And when your team looks at that, they're thinking like,
"What, how did we get a 27% on this?"
But that's because it's the average of all three tiers.
So you wanna go to the next level of reporting,
which is the subscale report.
So that's broken down by tiers,
the subscale report is broken down by components,
and then the individual items report.
And I'm gonna show you what each of those look like.
And so then your job as a team
is to kind of celebrate your twos,
where and where those areas for success.
How did you get there?
And then take a closer look at your zeros and ones.
So I'm just gonna pause for a second
before we get into the reports, and just ask in the past,
how have you utilized your results of the TFI?
So were you more on the end of like,
"We completed it 'cause we had to,
but we didn't get a chance to do a lot with the results,"
or was your team able to do this process
of really analyzing your data?
So take a second just to type into the chat box
about what your experience has been in the past,
and last year might've been an aberration,
but maybe you can speak to, or type to,
what your typical experience is after the TFI.
Yeah, so Amanda, their team looked at low areas,
use those areas to talk about
and pick areas to focus on, new to with this year, yep.
We're on a good track,
but COVID kind of threw a wrench into the works,
but in the past we're analyzing,
moving forward to areas to focus on, great.
And that's really what we recommend,
even if you're a school that's just starting out,
so you have maybe nine items on tier one
that were not a two,
really narrowing it down to just a few
to focus on as the most important.
Yeah, I used it before implementing, have a baseline.
Yeah, so in typical years,
we would have used the school-wide evaluation tool, the set,
to do our pre-assessment,
but that included us going into school.
So that was not allowed last year.
So the schools who got trained in June
use the TFI as their baseline, which was new.
Great.
And that's our hope,
our hope was not that you would complete this assessment
and have it sit on a shelf for a year
and not use it yourselves.
So the scale report will look something like this.
This is a school that's been implementing,
I think for nine or 10 years.
So just take a minute to look at,
we have the dark green bar is 2019,
the green bar is June of 2020.
So keep that in mind when you're looking at this.
Some of our schools last year completed the TFI pre-COVID,
and so they could actually use it to compare year-to-year.
And just take a minute to type into the chat box,
what do you notice, so pure by sight,
so not reading anything into it,
what do you notice about their scores
over the years or within a year?
Yep, pretty consistent.
Other than tier one going down, decreased focus on tier one.
Yeah, so this was a school that in 2019
was scoring themselves as a 90% on tier one,
and that dropped to 70%.
70% is still implementing with fidelity,
but if you were a school that was at 90%,
70% might be concerning.
What do you wonder about the data?
Yeah, so just wondering
which areas of tier one changed.
So our next report will give us that information.
How was it affected by COVID?
Yeah, variations and who completed it year-to-year.
Maybe in 2019, just the administrator completed it,
and then the next year they did it as a complete team
and maybe have a more accurate assessment
of their real level of implementation.
Sorry about that.
I'm gonna get out of full screen view for just a second
'cause we can't see the numbers at the bottom.
I will just move those up.
So hopefully you should be able to see
that a little bit better now,
but it's a lot of data all on one page.
This is now breaking it down by tier
into those different sections.
So like I said,
tier one has teams, implementation, and evaluation,
tier two has teams, interventions, and evaluation,
and then tier three actually has four sections,
teams, resources, support, plan.
So that was that whole section I showed you
of evaluating your support plans and then evaluation.
So take a second to see what you notice.
And this is actually one of our Vermont schools.
Yeah, evaluation down in all three tiers.
And that might be attributed
to the fact that they didn't do their TFI
until June of that year.
So they might be kind of ranking themselves
lower than in the past
because they did it so late in the year,
that maybe they're not gonna have time
to report the results back out to stakeholders,
or really do anything with the data.
And in reference to, I think it was Jessa's wondering,
all three areas of tier one went down from the year before,
some more than others,
but it seems like a hit everywhere.
So it wasn't just one area that lost traction in 2020.
And then you're able to drill down to the item level.
So you can compare your score on each item
from year-to-year as well.
So you can see their 2019 score and their 2020 score.
You can see more years than that.
I just chose to simplify it and only show two years.
But you can see for teams,
2019, they gives them themselves a two,
2020, they gave themselves a one.
So maybe in the past,
their school administrator
was a really active member of their team,
and in 2020, that wasn't possible.
So they gave themselves a one.
And they really recommend completing it, not aspirationally.
So not saying, "Well, our administrator is on our team.
They really wanna be involved.
They just haven't been able to this year.
So we're giving ourselves a two
'cause we know we would be doing it if not for COVID."
Their recommendation is to complete it
based on your current reality
so that you can action plan from it.
And knowing that you're always gonna know
when you look back at your data over the years,
what this context was.
So you're not beating yourself up over a lower score,
and we are not using it
for our acknowledgement system this year.
There's really no reason
to kind of make yourself feel better
by giving yourself a two
in an area that's not actually a two this year.
It's more important to give yourself the accurate score
so that you can hone in on those areas,
that you might be able to make some changes.
And some of them, you just might not be able to this year,
but at least you'll know.
And then looking down at implementation, you can see...
So for teaching expectations in 2019,
they actually gave themselves a one,
in 2020, they give themselves a two.
So they might have found even greater importance
of teaching those expectations
in the new online environment.
Whereas in 2019, it might've been like,
"We've been doing PBIS forever,
we don't really need to do that beginning of the year."
Kickoff of teacher expectations in all our locations.
And then all of a sudden 2020 hit,
and it was really important.
And they felt really strongly about how they were able
to teach the expectations explicitly.
So that actually improved from 2019 to 2020.
So just really allows you in the item report
to drill down a little further
and get to that action planning piece.
So this is what the action planning form looks like.
And that's included in your materials on the website too.
So you can see the item.
It doesn't give you all the zero, one or two,
what those mean here,
so you'll go back to the assessment to see what those were,
your current score,
and whether any action steps need to be taken.
So some of these, you might have gotten a two, you're good.
Even a two might require something,
like if you're gonna have a new administrator,
reaching out to them and making sure
they are willing to be part of your team.
And then who's going to do it and by when,
so you actually have a firm action plan
with dates and people attached to them
so that the items don't get lost.
Any questions about the Tiered Fidelity Inventory?
Let's see what time, it's 9:51.
Sherry, should we take a stretch break now
before we get into the SAS or after the SAS?
- [Sherry] Now would be great.
Why don't we all step away from our screens somehow
or put your top of your computer down
and do your two most favorite movements or stretches
and then come back in two minutes.
- So I'm gonna move on to the SAS
if no one has any questions about the TFI,
and then we will get into the School Climate Survey.
So the Self-Assessment Survey
is given out to all staff members,
and they can complete it electronically.
And the purpose is to have staff be able to weigh in
on how they think PBIS is going in the building,
what features they think are in place or not,
and what the priorities for changes are.
So just like the TFI,
this really feeds into your annual PBIS action plan,
and gives all staff a chance.
I wanted to mention,
we actually did have a school last year, probably not 2020,
it's probably 2019,
have all of their staff complete the TFI.
So they put up each item of the TFI on chart paper
around the library during staff meeting,
and had staff write on Post-it Notes
any observations or thoughts about that item.
So they didn't necessarily have
the full staff score that item,
but they almost gave evidence
for where that item was alive within their school.
And did it as kind of a walk about activity.
And then the team took all of those chart paper
and were able to incorporate the full staff voice
into their conversation
around whether that item was in place or not.
So I thought that was a neat kind of spin on it
to be able to get staff input on the TFI as well.
So like I said, it's asking what systems are in place now
and what systems do you think
are most need of improvement.
And if you are someone like the school coordinator
who's trying to figure out
how do we get our link to the SAS,
when you log in on PBIS assessment,
which is your same login as SWIS,
if you have SWIS,
you're gonna see the Self-Assessment Survey
listed under your open survey windows,
and you won't actually have all those other surveys open.
It will likely just be the Self-Assessment Survey
and the TFI.
Maybe the SAS will be in there too.
You'll click on Self-Assessment Survey,
and then it's gonna show up
your school's name and your link.
And when you click on link, you can copy that link,
and that's what you would email out to all of your staff.
So you would send an email saying,
"We're looking to get some feedback
on how PBIS is going in our school.
Please take some time to take this Self-Assessment Survey."
Our best recommendation is for in a typical year...
I don't know what staff meeting looks like right now,
but for this to happen during staff meeting,
so that all staff have an opportunity to complete it,
and that they're not being expected
to do this on their own time
or time that would take away
from their prep or anything like that.
You'll wanna think through
what that looks like for paraprofessionals,
because you wanna get their feedback as well,
or any extra staff members that don't come to staff meeting.
So thinking that through as a leadership team
is an important step of this process of completing the SAS.
And it will be the same for the School Climate Survey
if you're giving the School Climate Survey to staff.
So thinking about how this
is not gonna add anything to their plate.
And then after all of the staff complete it, like I said,
right now the survey window is set to close March 31st,
if you want less time,
so let's say you know that all your staff
have already completed the Self-Assessment Survey
and you want your window closed now
so that you can see your results,
you can email Anne and ask her to do that.
Or let's say you wanna complete it
on your April 10th staff meeting
because that's the next time
you're gonna have the time to do it,
you can ask us to extend your window by a little bit.
24 hours after the window closes
is when you'll be able to go in and get your reports.
So you can see here next to take survey is view reports.
And when you get into the report section,
just like for the Tiered Fidelity Inventory,
you can kind of choose how you want your graphs to look.
So you can look at just this year,
last year and this year, however you like.
So this is actually also from a Vermont school,
they did it in April of 2019,
and then they had a new administrator
and wanted to do it again in November.
So they actually chose to do it
outside of our typical survey window in 2019.
So it's a pretty close togetherish,
April to November,
but you can see how there were changes from year-to-year.
So take a second to look at these school-wide graphs.
So these were any questions
that related to school-wide PBIS.
So not thinking about classrooms or individuals,
what do you notice about this data?
And just to clarify on the left-hand side
is whether those items were in place,
partially in place or not in place at all,
any items related to school-wide PBIS.
And on the right-hand side
is whether staff thought
that those were areas for improvement.
So a high need for improvement, medium or low levels.
So low would be,
we don't think this is an important area
for improvement right now.
Okay, so in April of 2019,
the staff were saying that 59% of the,
sorry, 59% of the staff
were rating those items as fully in place.
Come to November of 2019, only 32% were.
So actually for their school-wide systems was a decrease
in people's perception of their implementation.
Yeah, so Amanda is saying,
it looks like implementation went down, less was in place.
And like Jessa said,
the encouraging piece is,
staff were acknowledging
that this now is an area for priority.
So in April, only 12% were saying that
it was a high need for improving this area,
which could go either way.
60% in place is not great,
better than our 32% in place in November.
But now at least 50% of the staff are saying,
we really need to focus on our school-wide systems,
versus the previous year, 51% of staff were saying,
this is a low area for improvement.
So it's a little bit of confusing data.
You wonder what might've happened between April and November
for their implementation to decrease by so much,
but at least they are recognizing that
and are hoping for some improvements.
Something to know about this,
which you can't see on this graph
is that actually only nine staff completed it in 2019
and like 35 staff completed it in November of 2019.
So they're getting opinions
from a broader part of their staff.
So that's something to keep in mind,
how many staff actually completed it,
and is that representative of our school staff.
Maybe the previous year,
only their leadership team completed it,
and they thought we're doing pretty well,
and then when it was given to the full staff,
the results were very different.
Let's see, Jen is wondering,
I wonder that with greater knowledge
comes more scrutiny or higher expectations, definitely.
So sometimes we'll see a school
that's just rolling out their first year,
they might give themselves, let's say an 80%,
and then the following year when they really realize
what each of these items means and what it could look like,
they might go down to a 70% for a year,
'cause they're assessing themselves
with a little bit greater knowledge
and understanding what it truly takes.
And people get hard on themselves sometimes.
So sometimes I'll be sitting in on a TFI
and the team will say,
"I really just think we're a one,
'cause we're only reteaching every two months and whatever."
And I'm like,
"If you look at the item, you really are meeting it."
So sometimes schools are harder on themselves
than they need to be, sometimes the opposite.
And Amanda is saying,
sometimes with new admin
and comparing new ideas in life to a school,
they might be recognizing that this is a priority,
and maybe the administrator is saying it's a priority,
and that feeds into how staff are feeling.
And then we're asking,
is this all on one specific piece of data?
No, so it's not on one item.
I'm not sure exactly how many items
feed into this particular graph,
but it's any of the questions on those SAS
that applied to school-wide settings.
So I know one of them is,
do staff agree about
what behaviors should be managed in the classroom
versus managed outside of the classroom?
So that's one of the items on school-wide.
And Amanda's asking and the data shown from year-to-year
will tell you how many staff took it.
It tells you on the items report.
So it doesn't show up on this one, I don't believe,
but on the items one it definitely will.
And I think I have a picture of that.
And Mike is saying,
the only consistency we could get for the SAS
was to require all the staff to do the survey.
That tends to be the case.
The other piece of the SAS,
which kind of frees the team up
to take it with a grain of salt
is some of the items
the full staff just might not be aware of.
So one of the questions is something about,
like is there funding for,
like district funding for PBIS or something like that?
If I'm not connected closely with this work,
I may have no clue whether there's funding for it.
So I might say, no, there's no funding,
versus, if you're on the leadership team
or you're the administrator you know,
"Okay, we got x, y and z for best (indistinct) money.
And there's this part of the budget devoted to it."
So some of the questions, like when you look at the items,
you might say like,
"Okay, I can see why they rated that low,
but in actuality, this is where we're at."
So then the SAS,
reports can also be given to you by component
so you can see
where exactly they have fell shorter in November,
but really overall, all of those scores went down.
Like in that TFI we're looking at, some more than others,
and some maintained higher than others.
So for instance, expectations defined stayed pretty high,
even though there was a decline from year-to-year.
And then this is what the items report
looks like for the SAS.
So you can see in the middle,
we're looking at just the 2019.
So this is hard to see
because I covered it up with the bubble,
but let's say this is the November administration of it.
You can see that in November, they had 27 responses.
And if you were looking at the April one,
you'd see right there, it would say nine responses.
So it's just something to take into account
when you're analyzing your data
if you didn't have
consistent number of responses over the years.
And then you can see for each item,
whether it was in place, partially in place or not at all,
and what the level of improvement priority was.
And you can see that these are all the questions
under school-wide systems.
So Sherry, I think said there's 13 questions
in that particular section.
And so you can see, like, let's say number four,
problem behaviors are clearly defined.
They only said that that was 15% in place.
So that kind of tanked their school-wide systems
in that November administration.
And they're giving it a 67%,
are saying that it's a high priority for improvement.
So if you, as a leadership team saw that,
you would really wanna be honing in
on how can we go back to our problem behavior definitions
and get some clarity across the school around those.
I will say, I just was looking at a bunch of SAS reports,
and this number four, number five,
consequences for problem behaviors are clearly defined
is consistently low across Vermont,
and staff saying this is really important.
And I think there might be a piece to it
that is a communication issue.
So maybe the staff just don't really ever know
what happens when a behavior occurs
if the processing of that behavior
is happening outside the classroom,
and there's no communication
back to the adults that were involved
about what was discussed with the student
and what's going to happen.
So some of these are kind of a layered thing
that when your team is now analyzing the results,
you can kind of get deeper
into what does that really mean for our school?
Are the consequences not defined clearly?
Are they not being implemented with consistency?
So that's another item.
Or is it just that there's poor communication systems
that staff don't really know
what's happening after a behavior.
And Jen saying, yeah,
if staff are not coming from a restorative mindset
and are still kind of thinking like,
the hammer has got to come down on this kid
because of his behavior,
they might mark this
as the consequences are not clearly defined
when really it's just that
they might be coming from a mindset that
the consequences should look different than they do.
- I think this is a good example
of a question that allows you to ask more questions.
So you've got some data from the way this was worded
and then you need to ask, so what does this mean?
And further about reparation
and what do people think consequence means,
and going a little bit further.
So I like that as an example around,
it's not gonna be our answer,
it's gonna be our entree try to discover more about it.
- So there's also a tool that goes along with the SAS
that helps you kind of narrow down
your three areas of strength
and three areas in need of development
and what might you do.
So what activities might you take
to focus on and support improvement in those areas.
The tool itself is a little clunky and complicated.
So you might choose to use it or not,
or you might just choose
to kind of use the protocol associated with it
and create your own system
for identifying those areas that you wanna focus on.
But that SAS summary graph is included in the,
sorry, the SAS summary form is included in your materials.
So we're about to get into the School Climate Survey,
which is kind of an alternative to the SAS this year.
And so you might be wondering,
how do we choose between them?
Should we do both?
So we just wanted to kind of give some information
about why schools have liked the SAS in the past.
It is a longer than the School Climate Survey.
And like we mentioned,
some of the items are a little,
not worded in the most current way
because it's an older assessment.
However, it really honors
the input of all staff in PBIS implementation.
The School Climate Survey
is a little broader-reaching to school climate overall.
And their perceptions are really important,
even if they're a little skewed,
knowing what the perception is
is really helpful for the team.
And like we said,
we're hoping you're using
any of these assessments in your action planning,
and then reporting back out to staff about what you found
and how you're gonna use that data to make changes.
And that really is one of the key pieces
of contributing to buy-in,
is reporting data back to staff,
both fidelity data, perception data,
and student outcome data.
So I'm gonna turn it over to Sherry
to get into the School Climate Survey.
But if you have questions about the SAS,
feel free to type them into the chat box,
or if you just wanna share anything
about your experience doing the SAS over the past few years,
you can type that into the chat box as well.
- Okay, thank you.
I just want to remind folks that the Self-Assessment Survey
and the Tiered Fidelity Inventory are located on PBIS apps.
And if you are a coordinator
or a team member on that system,
you got an email
prompting you to complete the SAS and the TFI.
So if you have any questions about how to access it,
please contact Anne Dubie.
And we really like these for two reasons is,
one, it's really focusing on PBIS,
it allows you to prioritize.
And with the Self-Assessment Survey,
if you find staff are feeling a certain way
and you create an action plan
to address what staff are concerned about,
it really shows them that you're honoring their input
and you're using their feedback,
and that really contributes to buy-in.
So the SAS is an excellent tool for really promoting buy-in,
especially if the team is really concerned
with how the staff are feeling and do something about it.
So now let's talk about the School Climate Survey,
which as Amy said, it's sort of a broader sense
of how people are feeling about school in several areas.
And I'll go over that a little bit.
And this is also located on PBIS apps.
If you wanna complete the School Climate Survey,
either instead of the Self-Assessment Survey
or in addition to the Self-Assessment Survey,
there's an extra step,
you need to contact Anne Dubie
and let her know which subgroup
you want the School Climate Survey open for.
So we don't automatically open a window.
And as you'll see,
there are several different versions of the survey.
And so I'm gonna kind of repeat that again
after we go over the the Climate Survey.
The other thing is that there's now
a modified School Climate Survey that is not on PBIS apps
but it's modified for COVID,
because some of the questions on the School Climate Survey
ask about your environment,
your physical space in your school and other things.
So there is a modified version
that is not a validated measure at this point.
And that's why it's not on PBIS apps,
but there's a link
to how you can find out more about those surveys
and see what those surveys say, that's in our materials pod.
Or you can contact Anne Dubie,
she has the answer to all of these questions.
So just wanna explain there's two different surveys now,
and the School Climate modified version
is only for students grades three through 12.
There's two different types three through 12,
and it looks like they've created them for staff as well,
but it's not a link yet.
that's a web-based link yet.
So I think they're developing that and we'll stay tuned.
So it's very, very new.
- And it's a bit of a longer process.
So if you email Anne to open up the one on PBIS app,
she'll just open it within a day or two.
The modified one,
you're filling out this Google form that's pictured here,
and then they'll get back to you in two to three days
and then you'll get the link in seven to 10 days.
So it's a bit more of a drawn out process
because it's not typical right now.
- Let's talk about what it is.
There's four different kinds of surveys.
There's a survey for students grades three through five
and it has 11 questions.
And then there's a separate survey for students
grades six through 12, with nine questions.
If you're a K-8 or a pre-K-12,
you're gonna have to decide how you wanna do the survey.
If you're K-6, you can still do the elementary,
the three through five for grade six,
but I would not do it for grade seven.
And then what about younger students?
These surveys are not created
for students under third grade,
however, wonderful Monkton Elementary School
adapted the School Climate Survey.
And there is a Google Doc version of that survey
that we can send you if you're interested.
If you're K-12,
you could also take the two different surveys
and download them into an Excel,
so you can manipulate it
and create one school-wide report,
has just a little bit more work on your part.
It measures connectedness,
school safety, school orderliness,
and peer and adult relationships for the students.
There's a staff survey as well.
And that's an additional number of questions,
there's 29 questions.
And that looks a little bit more at connectedness
and how the adults, the teachers,
the adults in the school are feeling
in terms of supporting to do their teaching
and connections with their own peers, school safety,
again, the organization of the school and relationships,
as well as their perception
of family relationships with the school.
And then the family members version is 21 questions.
And it asks some very similar questions
as the staff and students,
but it's asking parents for the most part,
what their perception is
of their student's experience in school,
as well as their own connections with the school.
Oh, and I don't know if it says it on the slides.
I don't even remember what the slide say,
but they really generally take no more than 15 minutes.
For the students.,
they say it takes about 10 minutes to complete the survey,
and for staff and family members,
it's about 15 minutes to complete the survey.
And then there's the modified version
that has sort of an opening statement
about the different environments
that the students have been in.
It does sort of like the skip.
If you say that you're fully remote,
it skips some questions so that you can answer
just the questions that are relevant to you.
And that's the one that's not on PBIS apps,
that requires you to ask for it.
We really like these surveys
because they are very easy to access.
If you've done the Self-Assessment Survey before,
you know that there's a link that you send to your subgroup
that you want to complete the survey.
Once the surveys are complete,
there are some amazing reports,
and I'll show you the reports.
And what we like is also,
you're looking at the perceptions of staff
and students and family members
if you choose to do all the surveys,
so you can compare and contrast.
And also, it looks at subgroups
such as gender, grade, race, ethnicity,
and the different settings within the school.
We also like it
because the questions are general enough,
they're just about any school would find
that it would be useful to them.
So this took several years to become a validated measure,
and it is now on PBIS apps, and it's actively used.
So what we're learning is that it really can be used
across all different kinds of school configurations.
Amy, did you have something you wanted to say?
- [Amy] No.
- Okay, you lit up there for a second.
There's a guide, the school climate manual, I guess,
it's a school climate manual that's on the link,
it just has such a great
wealth of materials tools for you to use.
There's like notification and opt-out forms for families.
There's an invitation letter that you can adapt.
There's also a a letter
for an invitation for personnel to complete,
great ways to introduce the surveys to others.
So it is something that you can easily look at,
read quickly and turn into a process
that's gonna provide you
with a lot of information about perceptions
about how people are feeling about school.
Here's a quick example.
These are some of the questions of elementary school.
And for the younger students,
you may need adults
to help students answer questions about ethnicity.
So we are asking about ethnicity and race.
The guidance is to try to do this during class time
when an adult can be there
and help the students if they have any questions
about their ethnicity or other questions like that.
And here's the full 11 questions for the elementary survey.
I like school.
I feel like I do well in school.
My school wants me to do well.
My school has clear rules for behavior.
Teachers treat me with respect.
Good behavior is noticed at my school.
I get along with others.
I feel safe.
Students treat each other well.
There's an adult that I can go to.
And students in my class believe in-
- Behave.
- Behave so the teachers can teach.
And I need new glasses.
The samples are also in that guide.
Then there are all these wonderful reports.
There's the total score report.
You can look at it by gender,
you can look at it by sexual orientation.
If it's the middle school version,
we don't ask those questions to the younger students.
You can look by grade, item, and race, ethnicity,
and then you can look at a full item report.
So it really does provide a lot of information.
And it helps us look at
whether there's any disproportionality
that we need to be focusing on for change.
And we can go over some of that.
And then for the school personnel and families,
there are sub-scales, items scales, demographics,
and you can download all the items.
As I said,
there are the sub-scales, teaching and learning,
school safety, interpersonal relationships,
institutional environment.
So it's the parent's perception
about the school building itself.
And that's where the modified versions
might be helpful this year.
Parent involvement.
One subscale asked,
I think there's three questions
about their involvement with the student's education.
And also the personnel,
there are some questions about parent involvement.
That section of the School Climate Survey,
we've gotten some questions about it,
because one of the questions
is about volunteering in the school.
And I think perceptions of parent or family or caregiver
or primary caregiver involvement
have really changed over time.
So that question feels a little funny to us.
Like, do they volunteer?
And if the answer is no,
does that mean they're not involved in their education?
So I would say if we, as PBIS team
have questions about that survey,
that's the area where
we're just wondering a little bit.
In fact, one school we talked with recently,
we talked about the idea of perhaps
noting that in the introduction to the surveys
since we can't modify the survey itself,
just sort of,
this is how we feel about family involvement.
So when you complete the survey, mark it,
but we're not gonna be looking at that in particular.
I will say that if you do leave a question blank,
the survey is not considered at all.
So you can't really leave a blank,
you'll have to fill in every answer
in order for the survey to be used in the full reports.
And then we're asking, oops, sorry.
For school personnel,
we're asking about how adults feel
about their connections with other adults in the school.
Are they supported to be teachers and teaching their topics?
Do they have what they need to do the work?
Did they feel safe in school?
How do they feel
about the environment
as well as adult peer relationships and family involvement?
Is the family survey translated in other languages?
We have it in Spanish,
and I believe I heard that it might be in other languages.
Amanda, I can look that up,
but it's definitely a drop-down
where you can ask for it in Spanish.
I just don't know about other languages.
So we can talk about that.
Oh, Amy already answered that.
Okay, next slide.
So the scores are one through four.
And for the younger students,
the scores go from never to always,
and for the older students, the family and school personnel,
it goes from strongly disagree to strongly agree.
Here's a sample total score report.
We wanna look at a report like this and say,
what we can celebrate here.
So, as you saw in the previous slide,
the Likert scale is one through four.
And so this score
is doing a little bit above three at both time slots.
And so that's something to celebrate,
over three is considered pretty good.
The other thing to celebrate on this total score comparison
is the increase
in the number of people that completed the survey.
So in March of 2018, 210 completed the survey,
and in November of 2018, 456 people completed the survey,
and the score is higher.
So that's something to really celebrate.
That's your total score report.
This looks at the items from the questions.
So if you look down at the, is that the horizontal access,
you can see the questions Q1 through Q9.
So this is middle school, obviously.
And if you are looking at this report online,
if you hover your cursor over the Q,
it gives you the question.
I think it's unfortunate that you print it out
and you really can't see what the question is,
so you need some kind of reference back to it.
So if your team is looking at this
while looking at it on the application, on the web,
you can put your cursor over it
and can see what the question is.
So that's helpful there.
And here, we really wanna make sure
we're celebrating what's going well.
And question five, teachers treat me with respect,
and question nine,
I know an adult I can talk with at school if I need help
are to be celebrated,
so they're doing really well.
And then question seven though is pretty low.
Students are frequently recognized for good behavior.
So that's an area that this school
might be asking some more questions about
and building a plan around.
You can't see this, but we showed anyway,
I don't know why we do that.
This is your item score.
And on the left-hand side,
it is your demographic data, your subgroups,
your grades, your race, ethnicity, your sexual orientation
if it's middle school.
And we're looking at that question seven
from the previous slide by subgroups.
So it says,
students are frequently recognized for good behavior,
is a concern.
What this team found
when they looked at the scores
across the different subgroups
is that they're pretty much similar
across the different subgroups.
So automatically their first glance at this
is suggesting that
this is not necessarily specific to subgroup issue.
So if it were though, our plan would look different,
but we can see that if it is.
So, as I said, you wanna celebrate the three to four range
and share with staff and families and students.
Think about what your three areas are of concern
perhaps those that are below three
or those that are more relevant to you,
the outcomes you wanna achieve this year.
You can drill down to all the different subgroups
and create an action plan,
and then definitely report that out.
You definitely wanna share.
These are people that did the survey,
and they wanna know what the results are
and what you're planning to do about it.
So please, if you're completing one of these surveys,
make sure you share the results
and what your plan is around that.
Because then again, that contributes to the buy-in.
There's a question,
will the School Climate Survey
be available to use next year?
Yep, yep.
So we opened the window for annual surveys
for Vermont PBIS schools
from January through the end of March.
But anytime you wanna do any of these surveys,
contact Anne Dubie,
and she will open up the window
for a period of time for you.
And I'm just gonna reiterate that
for the School Climate Survey,
the decision is,
which groups you want the survey open for,
and when you wanted that survey open for,
what's that window of time,
because you really can't look at the results
until after the survey closes.
So please remember that
you're not gonna be sent a link from us
unless we hear from you what you're looking for.
- And also, do you want the modified one
or do you want the regular one?
- Right.
And the reports for the modified one
look a little bit different,
but you can get the same kind of information,
they just don't look exactly the same.
It's using Qualtrax, and it's a little different.
So here's an example of a concern that a team is working on,
students across all subgroups have reported
that students are not acknowledged for positive behavior.
So they have four action steps that they defined here.
Who's gonna do that?
And as you can see, the students are involved
in what the next steps might be
to help them feel like they've gotten positive feedback
or acknowledgement for following the expectations
that the school has determined to be,
what makes that school a great place.
And they're gonna do the school survey again,
and hope that their scores are three or above,
and they're gonna check progress using a school survey.
So this is a great template
for action planning for a school climate survey.
Question from Jessa,
also wondering if this could be something
that is done at the beginning of the year,
at the end of the year.
Yeah, that's definitely a recommendation.
I would wait for at least 45 days
once the school year starts
so that you can have some time orienting to the school
to see how you feel about it.
And again, in the last 45 days
would be the best time to do the second one.
That would be really great to do it twice.
- And Amanda is asking,
do you recommend the timeframe
be the same for all the parts of the survey?
- You mean the different sub-groups?
- [Amy] Yeah.
- I think that really depends
on what works best for your school.
I think it'd be neat to do it at the same time
so that you can compare across the groups
some similar concerns that might be noted in the reports.
But yeah, you can do families at a different time.
Another question we got from the school is,
we wanna do the School Climate Survey,
but we've been doing the SAS for a while
and we won't have that data
to compare between last year and this year.
I think that's a really great question.
So you can do a mix and match.
You can do the students and family surveys,
school climate surveys, and the Self-Assessment Survey.
This is just another option for you,
depending on where your school is at,
it's broader than PBIS-specific.
And we encourage you to do what you think is best.
- And if you decided
you wanna do the SAS in February
and you wanna do the School Climate Survey in May,
that's okay too.
- That's okay, too.
Just one thing, if you remember,
like to the beginning of this webinar,
what we show at every webinar,
the systems data and practices,
and we've been talking about the data,
which is equally as important
as the system and the practices,
and that's why we ask schools to complete
these perception and fidelity tools once a year, at least.
So that we're ensuring that
you're really doing the work of PBIS
and not putting a lot of...
Put it this way,
PBIS is all about effectiveness and efficiency.
So doing these surveys
really will help you be more efficient
at being effective on that.
- Okay, so this is the last section.
I'm just kind of pulling things together.
So thinking about when you're gonna be looking at your data,
what are your key subgroups?
Where do you wanna really pay attention?
What's already rising for people
in terms of themes and major problems
that people are concerned about,
and then considering
whether those show up in your data or not.
And what do you predict based on what you know?
So these are kind of illuminating for teams
to be able to compare their perceptions
of what they predict things are gonna look like
and then looking at the actual data.
And then for any of these assessments,
you're gonna wanna see,
are there any patterns between groups, within groups,
and then of course, across time,
keeping in mind that this year,
now both 2020 and 2021 may look different.
And then we wanna think about,
looking at our different data sources together.
So something like
looking at our behavior observation and data forms
or our suspensions alongside our school climate.
So for instance,
maybe our out-of-school suspensions have increased
for our ELL students,
and our ELL students
are the ones who are reporting the lowest perceptions
of peer adult relations.
Makes a lot of sense.
And what might we do about that?
What additional information might we need
to develop some action steps around that noticing?
And then like we've mentioned several times,
we're gonna celebrate the strengths
and target our concerns or areas for growth.
In terms of disseminating this data,
we have a few suggestions and resources for you.
You wanna think about
what questions you're looking to answer with your data,
thinking back to those proposed outcomes,
what were your goals beginning PBIS?
And who is your audience for this story?
So thinking about it as a storytelling device.
It's gonna look very different
if you are sharing this data with students
versus with the school board.
And how can you really display this data
in order to effectively convey your true story of PBIS?
So sometimes what we share publicly
might not fully encompass all of the PBIS work
that's happening in your building.
So how can you really tell the full story.
And what would success look like,
so that we know what we're measuring up against.
When we're thinking about
sharing data with different stakeholders,
the simpler, the better,
thinking about looking at one particular graph or table
and giving some descriptive text.
And we've given a staff presentation example
in the materials
for sharing back your SAS and your TFI data.
Your school climate survey
could follow the same template and format.
I just wanted to share one more thing,
for those of you
who have come to some of the coordinators meetings,
you've probably seen us share a video from Fletcher,
which is actually a video of their students
analyzing their data.
So at their school,
their school counselor does some lessons
with their behavior data given directly to the students.
And they've created a class climate and culture
where they are really comfortable
talking about the data objectively
and celebrating their growth.
So they noticed,
let's say last year their grade had 65 referrals,
and this year they've only had 17 referrals,
and they were able to drill down
just like we do as the adults,
and look at where were their locations and times of day,
and certain behaviors that were concerns.
And what strategies did they have for their fellow students
around those areas of concerns?
So I think sometimes
we're thinking about analyzing this data as adults,
especially with the School Climate Survey data
and the Behavior Observation, Data Form,
our students can be really active stakeholders
in that data analysis,
and what a great math lesson alongside it.
So just something to keep in mind.
So we will stay on and answer any questions,
even if they're particular to just your school, that's fine.
If they're more nitty-gritty,
like, can you add me to my PBIS assessment account,
you can email Anne,
or if you wanna have one of those surveys opened for you,
email Anne, and she's gonna email you after this webinar
with an evaluation survey,
so you can let us know how this went for you.
And before you hit submit,
there's a link to download your certificate of attendance
so that you can get any credit you need
for coming to this webinar.
So now I'll be quiet
so you can think of your questions.
- If you don't have any questions,
feel free to sign off and enjoy the rest of your day.
Thank you.
- [Amy] You're welcome.