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- A little bit of measurement of it

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and the components that are within it.

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Thank you for muting.

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I'm Sherry Schoenberg,

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and I'm here with Amy
Wheeler-Sutton and Anne Dubie.

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And this is one of our
fortunately free webinars

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to support Vermont PBIS schools

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and doing everything to support our staff,

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our students and families

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with social-emotional behavioral supports,

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and to help with wellbeing,

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which is really something we
all need help with this year.

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And Owen actually started
us out a few minutes prior,

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talking about his love initiative.

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We should throw in a webinar about that

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between now and the end of the
year, that might be useful.

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Great to see your faces today.

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We're gonna put up the PowerPoint,

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and Amy's going to be the, what is it,

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the mover of the slides.

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For a little while we're gonna switch off.

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And this is a webinar

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about Assessing, Completing and Analyzing

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Results of the Tiered Fidelity Inventory

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or fondly known in Vermont as the TFI,

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the Self-Assessment Survey,

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or we call it the SAS.

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And we wanna talk about the
School Climate Survey today,

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which is another assessment

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that we're hoping that you'll consider

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as you're looking at measuring

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and coming up with specific
outcomes to try to achieve

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of your students, staff and families.

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We are part of the PBIS team,

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and you can find the resources

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at the link here on the slide.

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And I'm hoping perhaps Anne or Amy

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can put that link into the chat box,

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because there are several resources

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associated with today's webinar,

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including this PowerPoint.

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This PowerPoint is being
recorded, just in case.

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As I say, if you love our webinar,

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like you got nothing to do this weekend,

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feel free to pop it up on your computer

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and you can watch it again

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or for colleagues that may want it.

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And there are also other materials

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that we will be talking
about that are on that link.

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We expect that you'll be
muted during this time.

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It's not that large a group, there's 19.

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We were anticipating they're 28.

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So we'll see if anybody else comes on,

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but if you really need to say something,

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just unmute yourself
and get our attention.

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Best way to communicate

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is likely through the chat box

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that will be monitored by our team.

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Okay, let's see what we're
gonna talk about today.

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Learning objectives.

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First of all, we really need
to acknowledge our contexts

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that we've been in for almost a year now

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and sort of what's different
about our assessments

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and our view of assessments

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within the context that we're in.

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We're going to talk about

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establishing specific outcomes
that we want to achieve,

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either for this year

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or between now and the end of this year.

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What are you specifically hoping to get to

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between now and the end?

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We'll probably stand up ten o'clock

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and jump around a little bit.

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This webinar goes till 11:00,

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and we actually might get
done a little bit early,

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but we'll be mindful of that.

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So thanks for that question Anne.

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We're gonna talk about the
Tiered Fidelity Inventory

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and the Self-Assessment Survey.

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And many of you have already
completed it several times

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and some of you are
just learning about it.

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So we're hoping to differentiate

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for those of you who've done this before

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to get a sense of all it can do

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and how you might go about
using it most efficiently.

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And then I'll spend a little time

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exploring the School
Climate Survey with you

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and the modification

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that has been developed for COVID times,

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and we'll end with sort
of action planning.

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So that's what we're up to this morning.

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And when we talk about context,

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we're talking about our
framework, our PBIS framework.

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This is a great quote from Matt Young,

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Principal at Peoples Academy Middle.

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And I think some folks

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from that school are here today.

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And it's really telling us that

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the use of the framework has
really benefited the school

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in that they were able
to use the framework

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to help with having
the expectations taught

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and practiced and reinforced.

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There are so many new routines
in buildings right now.

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And with that framework available to you,

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to those of you who have implemented with

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to some level of fidelity,

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you are able to create new routines

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with the differing expectations

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that happen in your different
learning environments,

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and hopefully those routines
quickly formed into habits,

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so you could really get to some
of the other harder pieces.

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So we really appreciate that

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this was the experience of Matt

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in the beginning of the year.

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When we talk about PBIS and
what makes it so sustainable,

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we talk about systems, data, and practices

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to achieve the outcomes
that we're looking for.

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And it's really what also makes up

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a multi-tiered system of supports.

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So if we have the systems,

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which is the teaming infrastructure

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and the priority in a school plan

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to make these practices
be in place with fidelity,

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and we're using data

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to look at how we're
implementing the practices

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and how the students
are doing as a result,

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then we have a sustainable system

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to meet the outcomes we identify.

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And today's focus is on the data.

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And Amy, if you wanna
click it one more time,

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the data is just showing up larger here

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so that we are using the data

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to help us with our
system and our practices.

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So you may know that

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those of you who are Vermont PBIS schools,

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may know that every year
between January and March,

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we asked all Vermont PBIS schools

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to complete the Tiered Fidelity Inventory

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and the Self-Assessment Survey.

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And so this is asking
you to pause a little bit

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and reflect on whether you're doing

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the pieces of PBIS with
fidelity and as intended,

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because it will only be successful

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if done to some level of competence,

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so that you can really see if your results

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are meeting what you're intending them to.

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We are also recognizing

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that this is a year that is so different.

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And so some of our assessments
that we have are like,

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they're really not
benchmark to a pandemic.

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I think I'll say now,

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that we've actually gotten
some emails from schools,

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they're very concerned about
doing the TFI this year

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or the Self-Assessment Survey,

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because they know this year
has been a challenge for them,

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and they don't want to
see their scores go down.

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Please be reminded that the
Tiered Fidelity Inventory

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and the Self-Assessment
Survey are for your use.

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You may know also that every year

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we give acknowledgements out,

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merit awards and exemplar awards.

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And last year and this year as well,

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we will not be using the Tiered
Fidelity Inventory scores

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or the self-assessment scores

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as a benchmark for
getting that award status.

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So if you're concerned about that,

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we're gonna use a different process.

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But it's also a time

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where we really might be wanting

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to look at different data sets

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because our situations are different,

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and we're really more
concerned about connections

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and relationships and meeting basic needs.

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So we really got to
examine different data.

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And we wanna know how everybody's

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sort of feeling about school
and education this year.

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And so we're gonna introduce to you

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the School Climate Survey
as an option for you.

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Big ideas is we're talking about data,

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is that all data should serve a purpose.

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And I think a lot of us
when we're sitting on teams

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and we're trying to figure out

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what the best things
are to do in a school,

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we can really come up with a
great list of surveys perhaps

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and questions that we wanna ask

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that we find might be interesting,

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but we might not be able to do
anything with it right away,

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especially this year,

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we need to think about
being more efficient,

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and only really look at data,
collect data, analyze data

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that has a specific purpose in mind,

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making sure that you collect it well,

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and that you're getting the data out.

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The end analysis is only good
as the data that comes in.

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And you wanna look at it pretty quickly

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after you collect it.

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I sort of equate this to Marzano's
guidance around homework.

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If homework isn't looked
at within 48 hours,

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the impact significantly
has reduced on learning.

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So we think about

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the same way we think
about Marzano and homework.

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And we wanna use other
sources of data, not just one.

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Data is helping us to
ask certain questions.

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And especially in PBIS,

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we're looking at data, not to punish,

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but to figure out what
we can do differently

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to make it a better
situation at the school.

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And we're also thinking
about starting with outcomes.

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So that's one of the things
that sometimes gets missed.

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We think about why and how your schools

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got started with PBIS,

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what were you hoping to
achieve in the first place?

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What was your indicator

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that you needed to have
this infrastructure

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in place of systems, data and practices,

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and what are you hoping to achieve?

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And this year in particular,

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what do you hope for students

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between now and the end of the year?

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What do you hope for staff

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and what do you hope for your families?

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So when you go into
doing your assessments,

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be thinking about how they
might be meeting the outcomes,

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you determine within your context

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between now and the end of the year,

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'cause it's different this year.

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And when you're looking at outcomes,

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and a lot of you are already doing that

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in your leadership teams,

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it really should be
specific to your school

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and what's happening in and around it.

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Some of you have great
partner organizations

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that are able to provide some
of the ancillary supports

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and meet basic needs.

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And some of you are in schools

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where you're doing a
lot of the basic needs,

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addressing those needs yourselves.

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And you gotta be able to create outcomes

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that you're gonna be able to see

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if you've made a difference.

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So you wanna be able to see them,

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and you wanna be able to measure them

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and summarize in goal statements.

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We use something called
the SMART Goal Format,

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and it's a way to create
outcome statements

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that are specific enough,

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that you can be looking at
them after a period of time,

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you make a plan and you look at them

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and see if you've achieved them.

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And the SMART goal is a mnemonic, I guess,

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and it stands for Specific,
Measurable, Achievable

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Relevant, and Time measured.

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So there's a template
for creating a SMART goal

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in your materials today.

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So I encourage you if you're able to,

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with your leadership team,

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to think about what you know now

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and what you're hoping to achieve

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before you do your assessments,

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so that you can see how these assessments

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are helping you to answer
some of the questions you have

262
00:12:27,710 --> 00:12:30,113
so you can get to meeting those needs.

263
00:12:31,880 --> 00:12:34,950
Some sample outcomes are
reducing problem behaviors.

264
00:12:34,950 --> 00:12:36,253
In the context this year

265
00:12:36,253 --> 00:12:38,445
if you're doing a lot of remote learning,

266
00:12:38,445 --> 00:12:43,445
you may not be able to understand

267
00:12:43,779 --> 00:12:46,550
what's happening in
your school well enough,

268
00:12:46,550 --> 00:12:47,956
or with students well enough

269
00:12:47,956 --> 00:12:50,530
by looking at office discipline referrals

270
00:12:50,530 --> 00:12:52,890
or what we call in Vermont now,

271
00:12:52,890 --> 00:12:55,088
behavior observation data forms.

272
00:12:55,088 --> 00:12:57,359
That's always been an indicator

273
00:12:57,359 --> 00:12:59,536
to look at problem behaviors

274
00:12:59,536 --> 00:13:01,559
and see how they've changed over time.

275
00:13:01,559 --> 00:13:05,750
And so a lot of you are using SWIS,

276
00:13:05,750 --> 00:13:08,430
and a lot of you are
reporting this behavior,

277
00:13:08,430 --> 00:13:09,368
but it may be different.

278
00:13:09,368 --> 00:13:12,340
So your outcome may be
a little bit different.

279
00:13:12,340 --> 00:13:14,810
You may be concerned about bullying.

280
00:13:14,810 --> 00:13:17,990
This year, attendance and
engagement are big ones.

281
00:13:17,990 --> 00:13:19,920
In the beginning of the year,

282
00:13:19,920 --> 00:13:24,920
we were hearing anywhere from
40% of students not engaged,

283
00:13:25,950 --> 00:13:29,590
as high as 4% not engaged.

284
00:13:29,590 --> 00:13:30,790
And so that was really great.

285
00:13:30,790 --> 00:13:32,270
But if you're one of the schools

286
00:13:32,270 --> 00:13:35,202
that has fewer students engaging,

287
00:13:35,202 --> 00:13:36,927
that might be an outcome statement

288
00:13:36,927 --> 00:13:41,130
that you wanna be working on
and developing a plan around.

289
00:13:41,130 --> 00:13:43,730
School climate is something
we're always concerned about.

290
00:13:43,730 --> 00:13:45,487
So you might wanna be approving that.

291
00:13:45,487 --> 00:13:48,990
Your fidelity of the
implementations you put in place,

292
00:13:48,990 --> 00:13:51,344
a lot of you attend
training around practices.

293
00:13:51,344 --> 00:13:53,150
And the only way

294
00:13:53,150 --> 00:13:55,162
you'll know if those
practices are successful,

295
00:13:55,162 --> 00:13:57,760
is if you're measuring your fidelity

296
00:13:57,760 --> 00:14:00,114
of how you're implementing
those practices,

297
00:14:00,114 --> 00:14:02,082
looking at your academic scores

298
00:14:02,082 --> 00:14:06,040
and increasing supports
from community partners.

299
00:14:06,040 --> 00:14:07,540
Those are just some samples

300
00:14:07,540 --> 00:14:09,681
of the outcomes that you
may be concerned about

301
00:14:09,681 --> 00:14:13,333
when you're making your plan.

302
00:14:14,550 --> 00:14:17,407
And here's some sample outcome statements,

303
00:14:17,407 --> 00:14:21,410
"Given school-wide implementation
of PBIS with fidelity,

304
00:14:21,410 --> 00:14:24,060
we'll decrease the number
of students suspensions

305
00:14:24,060 --> 00:14:28,290
and expulsions by 10% by
the end of the school year."

306
00:14:28,290 --> 00:14:30,960
This is a statement
that a team can work on,

307
00:14:30,960 --> 00:14:33,840
because you have a measure
of what exists now,

308
00:14:33,840 --> 00:14:37,100
and you'll be able to create
a plan to reduce that,

309
00:14:37,100 --> 00:14:39,380
and you'll be able to measure
that by the end of the year.

310
00:14:39,380 --> 00:14:40,420
So that's really helpful.

311
00:14:40,420 --> 00:14:43,010
However, we are likely

312
00:14:43,010 --> 00:14:45,720
not suspending students so much this year.

313
00:14:45,720 --> 00:14:49,070
So that might not be an outcome
statement you're looking at.

314
00:14:49,070 --> 00:14:52,690
However, you might be doing
the School Climate Survey,

315
00:14:52,690 --> 00:14:55,080
and as a result of completing that survey

316
00:14:55,080 --> 00:14:57,665
for staff and students and family members,

317
00:14:57,665 --> 00:15:00,083
you're gonna look at three priority areas

318
00:15:00,083 --> 00:15:01,790
that you're going to improve

319
00:15:01,790 --> 00:15:03,750
between now and the end of the year.

320
00:15:03,750 --> 00:15:06,640
So the scores for the
school climate surveys

321
00:15:06,640 --> 00:15:07,740
go one through four.

322
00:15:07,740 --> 00:15:10,109
So you're hoping that
those three low areas

323
00:15:10,109 --> 00:15:13,610
will get at least to be above a three.

324
00:15:13,610 --> 00:15:16,730
So those are some examples
of outcome statements

325
00:15:16,730 --> 00:15:18,180
you might wanna create

326
00:15:19,380 --> 00:15:24,380
for making sure that you're
focusing on your priorities.

327
00:15:28,160 --> 00:15:31,760
And there's a lot of
data out there for PBIS.

328
00:15:31,760 --> 00:15:33,963
And of course, we love our acronyms.

329
00:15:34,982 --> 00:15:38,570
As you can see, we have
family engagement surveys.

330
00:15:38,570 --> 00:15:41,730
we have SWIS, attendance,
grades, school climate,

331
00:15:41,730 --> 00:15:43,526
leadership team, self-assessment.

332
00:15:43,526 --> 00:15:47,146
There's a lot of different types of data.

333
00:15:47,146 --> 00:15:49,153
And this is the year

334
00:15:49,153 --> 00:15:51,330
where you might be really thinking about

335
00:15:51,330 --> 00:15:55,890
what are the data points that
are gonna help you the most

336
00:15:55,890 --> 00:15:59,170
and what do you wanna be doing over time.

337
00:15:59,170 --> 00:16:00,120
And I'm just curious,

338
00:16:00,120 --> 00:16:01,920
if we could just take a moment,

339
00:16:01,920 --> 00:16:03,160
I'd like to ask you

340
00:16:04,227 --> 00:16:07,890
to just type into the chat box

341
00:16:08,840 --> 00:16:10,970
the answer to this question,

342
00:16:10,970 --> 00:16:15,970
are you this year using data

343
00:16:15,970 --> 00:16:20,970
to assess social-emotional
behavior learning

344
00:16:21,120 --> 00:16:22,700
and wellbeing of students?

345
00:16:22,700 --> 00:16:25,950
And if so, what data are you using?

346
00:16:25,950 --> 00:16:30,950
Just take a moment to see
if you are, and if so, what?

347
00:16:41,136 --> 00:16:43,083
Dessa, wonderful.

348
00:16:45,050 --> 00:16:47,370
Attendance, absolutely.

349
00:16:47,370 --> 00:16:50,273
Panorama School Climate
Survey, that's great.

350
00:16:51,470 --> 00:16:52,993
Universal screeners.

351
00:16:54,070 --> 00:16:58,330
Attendance, SWIS, grades and
SWIS, universal screener.

352
00:16:58,330 --> 00:16:59,460
It's really nice to see

353
00:16:59,460 --> 00:17:01,703
so many of you using a screener this year.

354
00:17:03,400 --> 00:17:04,893
Attendance and SWIS.

355
00:17:06,840 --> 00:17:09,380
Excellent, thank you.

356
00:17:09,380 --> 00:17:12,070
Attendance is really,
really a concern for us,

357
00:17:12,070 --> 00:17:13,140
and it's so good to see that

358
00:17:13,140 --> 00:17:15,840
you're all looking at that data

359
00:17:15,840 --> 00:17:17,830
to see what you can be doing

360
00:17:17,830 --> 00:17:20,990
about helping students engage in school.

361
00:17:20,990 --> 00:17:23,830
Oh, I was gonna change the slide myself.

362
00:17:23,830 --> 00:17:26,170
And we got to recognize that data helps us

363
00:17:26,170 --> 00:17:29,221
ask the right questions, they
don't provide the answers.

364
00:17:29,221 --> 00:17:33,040
All these things you
identified, it's wonderful.

365
00:17:33,040 --> 00:17:34,600
And it allows us to say,

366
00:17:34,600 --> 00:17:38,470
okay, attendance is
down for the last month,

367
00:17:38,470 --> 00:17:41,420
right around the holiday,
attendance is down.

368
00:17:41,420 --> 00:17:43,208
Let's ask some questions,

369
00:17:43,208 --> 00:17:45,640
why do we think it's down?

370
00:17:45,640 --> 00:17:47,702
When are students not coming to school?

371
00:17:47,702 --> 00:17:52,030
What are some of the other factors

372
00:17:52,030 --> 00:17:54,320
that are contributing
to attendance issues?

373
00:17:54,320 --> 00:17:56,720
So that you collect a data point,

374
00:17:56,720 --> 00:18:00,560
it allows you to begin
to investigate further

375
00:18:00,560 --> 00:18:01,806
what might be going on.

376
00:18:01,806 --> 00:18:03,963
You don't wanna use just one data point.

377
00:18:07,160 --> 00:18:11,970
So Amy is going to create a poll for you,

378
00:18:11,970 --> 00:18:14,730
because we're gonna move on to
the Tiered Fidelity Inventory

379
00:18:14,730 --> 00:18:17,740
and the Self-Assessment Survey and ask,

380
00:18:17,740 --> 00:18:20,190
to what extent are you knowledgeable

381
00:18:20,190 --> 00:18:21,723
about the TFI and SAS?

382
00:18:29,996 --> 00:18:34,120
Okay, Amy, I don't know
if you can see the results

383
00:18:34,120 --> 00:18:34,953
- I can.

384
00:18:34,953 --> 00:18:38,993
We have 78% people chiming in.

385
00:18:42,950 --> 00:18:46,023
Give you another 10 seconds.

386
00:19:02,620 --> 00:19:04,860
I will share the results.

387
00:19:04,860 --> 00:19:08,020
So most of us are totally
new to the TFI and SAS,

388
00:19:08,020 --> 00:19:09,853
so you came to the right place.

389
00:19:10,860 --> 00:19:12,810
Six of you are somewhat familiar,

390
00:19:12,810 --> 00:19:14,920
hoping to expand your knowledge.

391
00:19:14,920 --> 00:19:17,260
Four of you are very familiar.

392
00:19:17,260 --> 00:19:18,534
So hopefully you'll chime
in with your knowledge.

393
00:19:18,534 --> 00:19:21,244
And if you have questions
about specific items

394
00:19:21,244 --> 00:19:26,244
or other elements of
completing the assessment

395
00:19:27,510 --> 00:19:28,760
or analyzing the results,

396
00:19:28,760 --> 00:19:31,750
feel free to type them into the chat box.

397
00:19:31,750 --> 00:19:35,050
And one of us is familiar
with one, but not the other.

398
00:19:35,050 --> 00:19:39,763
So I'll stop sharing the
results and get into it.

399
00:19:41,640 --> 00:19:44,196
So we're gonna start with
the Tiered Fidelity Inventory

400
00:19:44,196 --> 00:19:48,862
and hopefully give you an overview

401
00:19:48,862 --> 00:19:53,270
of both completing the
assessment, what it looks like,

402
00:19:53,270 --> 00:19:56,573
and what you might do with
the results that you get.

403
00:19:58,620 --> 00:19:59,819
So like Sherry mentioned,

404
00:19:59,819 --> 00:20:01,024
we asked for all schools

405
00:20:01,024 --> 00:20:03,210
to complete the Tiered Fidelity Inventory

406
00:20:03,210 --> 00:20:05,527
between January and March.

407
00:20:05,527 --> 00:20:08,520
And the Tiered Fidelity Inventory

408
00:20:08,520 --> 00:20:12,670
is a really nice compact
measure that is validated

409
00:20:12,670 --> 00:20:15,020
and allows you to assess

410
00:20:15,020 --> 00:20:20,020
all three tiers of implementation
within one assessment.

411
00:20:20,424 --> 00:20:23,460
Different schools do this different ways.

412
00:20:23,460 --> 00:20:26,302
So if you are implementing
PBIS at all three tiers,

413
00:20:26,302 --> 00:20:31,302
how you choose to complete
it might be different.

414
00:20:32,230 --> 00:20:35,020
So let's say a tier one team

415
00:20:35,020 --> 00:20:38,829
can meet on a Tuesday to
complete the tier one section

416
00:20:38,829 --> 00:20:41,787
and tier two is not gonna
meet for another week,

417
00:20:41,787 --> 00:20:42,953
it might be best

418
00:20:42,953 --> 00:20:46,270
to actually do the whole
assessment on paper,

419
00:20:46,270 --> 00:20:47,330
record your results,

420
00:20:47,330 --> 00:20:49,090
and then have one person be responsible

421
00:20:49,090 --> 00:20:51,600
for going in and putting it all in.

422
00:20:51,600 --> 00:20:52,433
So if you have questions

423
00:20:52,433 --> 00:20:54,636
about how to complete the multiple tiers,

424
00:20:54,636 --> 00:20:56,520
feel free to reach out to us,

425
00:20:56,520 --> 00:20:59,283
and any questions of
course, along the way.

426
00:21:00,320 --> 00:21:02,680
But that's just something
to be thinking about,

427
00:21:02,680 --> 00:21:03,900
because we do ask you

428
00:21:03,900 --> 00:21:07,440
to complete each tier
that you are implementing.

429
00:21:07,440 --> 00:21:09,410
So if you're implementing all three tiers,

430
00:21:09,410 --> 00:21:11,450
you should come to be
completing all three tiers

431
00:21:11,450 --> 00:21:12,664
of the Tiered Fidelity Inventory

432
00:21:12,664 --> 00:21:16,140
so that you can really see where you're at

433
00:21:16,140 --> 00:21:18,750
with all of the tiers
that you're implementing.

434
00:21:18,750 --> 00:21:21,870
For those schools that are new to PBIS,

435
00:21:21,870 --> 00:21:24,590
you will just be completing tier one.

436
00:21:24,590 --> 00:21:28,247
However, if you want to go
to tier two and tier three,

437
00:21:28,247 --> 00:21:31,023
those sections of the
charitability inventory,

438
00:21:31,023 --> 00:21:33,170
it gives you a nice preview

439
00:21:33,170 --> 00:21:36,479
of what those tiers of
PBIS should look like.

440
00:21:36,479 --> 00:21:41,479
And likely you are
implementing parts of tier two

441
00:21:41,830 --> 00:21:44,540
and tier three already
without being trained,

442
00:21:44,540 --> 00:21:46,140
because they're just necessary parts

443
00:21:46,140 --> 00:21:48,970
of the school to be functioning.

444
00:21:48,970 --> 00:21:50,240
So it can serve

445
00:21:50,240 --> 00:21:53,430
as kind of a baseline
assessment for you as well,

446
00:21:53,430 --> 00:21:55,163
to see where you might be headed.

447
00:21:56,104 --> 00:21:59,550
And we recommend

448
00:21:59,550 --> 00:22:01,570
that you complete it at least once a year,

449
00:22:01,570 --> 00:22:03,590
but you might think about

450
00:22:03,590 --> 00:22:06,960
completing it more than once
a year on a typical year.

451
00:22:06,960 --> 00:22:09,360
This year you're probably not
looking to do anything extra,

452
00:22:09,360 --> 00:22:13,500
but let's say this year
you complete it in March

453
00:22:13,500 --> 00:22:16,453
and you identify three
areas for improvement,

454
00:22:18,240 --> 00:22:21,860
and you wanna look again in October

455
00:22:21,860 --> 00:22:25,261
and see if those areas
have made improvement,

456
00:22:25,261 --> 00:22:27,777
because it's such a quick assessment.

457
00:22:27,777 --> 00:22:29,490
That might be a really nice way

458
00:22:29,490 --> 00:22:31,130
for you to kind of progress monitor

459
00:22:31,130 --> 00:22:32,769
and see how things are going.

460
00:22:32,769 --> 00:22:35,170
And all you need to do is email Anne

461
00:22:35,170 --> 00:22:37,750
and she can open up
your window at any time.

462
00:22:37,750 --> 00:22:39,256
For those of you that are planning

463
00:22:39,256 --> 00:22:42,082
on how to schedule these meetings

464
00:22:42,082 --> 00:22:43,587
and how long it might take,

465
00:22:43,587 --> 00:22:46,863
PBIS app says to anticipate 30.

466
00:22:47,960 --> 00:22:51,388
So just depending on what your
context looks like right now,

467
00:22:51,388 --> 00:22:54,760
these elements might be
a little bit different.

468
00:22:54,760 --> 00:22:56,671
And so you can check out this guide

469
00:22:56,671 --> 00:22:59,090
to be able to get more information

470
00:22:59,090 --> 00:23:01,733
about what that looks like
for your school this year.

471
00:23:03,710 --> 00:23:04,543
And they did say,

472
00:23:04,543 --> 00:23:06,910
if it's a decision between

473
00:23:09,400 --> 00:23:11,330
not being able to do the TFI walk-through,

474
00:23:11,330 --> 00:23:12,932
so not doing the TFI at all,

475
00:23:12,932 --> 00:23:15,540
or skipping the TFI walk-through this year

476
00:23:15,540 --> 00:23:16,947
and doing the TFI,

477
00:23:16,947 --> 00:23:19,984
they would prefer for you to do the TFI,

478
00:23:19,984 --> 00:23:21,330
even if it means

479
00:23:21,330 --> 00:23:23,903
having to skip that
walk-through portion this year.

480
00:23:25,057 --> 00:23:26,826
So like I mentioned,

481
00:23:26,826 --> 00:23:30,840
you might use the TFI before
you're even implementing PBIS

482
00:23:30,840 --> 00:23:33,350
or implementing PBIS at that level,

483
00:23:33,350 --> 00:23:36,845
to be kind of a baseline assessment

484
00:23:36,845 --> 00:23:40,170
before you launch implementation.

485
00:23:40,170 --> 00:23:41,800
You can use it to progress monitor

486
00:23:41,800 --> 00:23:44,497
as the year goes by.

487
00:23:44,497 --> 00:23:47,470
And then really key

488
00:23:47,470 --> 00:23:49,150
is that annual self-assessment,

489
00:23:49,150 --> 00:23:51,340
to make some action plans
for the following year

490
00:23:51,340 --> 00:23:55,255
and see whether PPBI is being
sustained in your school.

491
00:23:55,255 --> 00:23:57,480
And like we mentioned, in past years,

492
00:23:57,480 --> 00:23:59,606
we use it for state recognition.

493
00:23:59,606 --> 00:24:03,310
So schools that completed
both the TFI and the SAS

494
00:24:03,310 --> 00:24:05,053
were eligible for merit.

495
00:24:06,060 --> 00:24:10,400
Recognition and schools that
got a 70% or above on the TFI,

496
00:24:10,400 --> 00:24:12,294
which is what is considered fidelity,

497
00:24:12,294 --> 00:24:15,410
were eligible for exemplar.

498
00:24:15,410 --> 00:24:17,945
And we're also asked a
few additional questions

499
00:24:17,945 --> 00:24:21,520
to ensure that both behavioral

500
00:24:21,520 --> 00:24:23,730
and academic growth were being made.

501
00:24:23,730 --> 00:24:25,810
Last year, our recognition system

502
00:24:25,810 --> 00:24:29,210
was different due to the pandemic.

503
00:24:29,210 --> 00:24:32,843
I think we still were able
to recognize like 20 schools

504
00:24:32,843 --> 00:24:36,515
for their efforts last
year in sustaining PBIS

505
00:24:36,515 --> 00:24:39,315
even despite the pandemic.

506
00:24:39,315 --> 00:24:40,884
And this year,

507
00:24:40,884 --> 00:24:42,670
our recognition system

508
00:24:42,670 --> 00:24:46,288
will probably look more
similar to last year.

509
00:24:46,288 --> 00:24:48,630
So not requiring a specific score

510
00:24:48,630 --> 00:24:51,130
on your Tiered Fidelity Inventory.

511
00:24:51,130 --> 00:24:53,150
We more so just want you to complete it

512
00:24:53,150 --> 00:24:55,563
rather than getting a particular score.

513
00:24:57,986 --> 00:25:00,325
So for those of you that
are totally unfamiliar

514
00:25:00,325 --> 00:25:03,388
with the Tiered Fidelity Inventory,

515
00:25:03,388 --> 00:25:06,227
tier one is split into three sections,

516
00:25:06,227 --> 00:25:09,792
so teaming, implementation,
and evaluation.

517
00:25:09,792 --> 00:25:13,340
So the big ideas to take
away from the teaming section

518
00:25:13,340 --> 00:25:16,807
are you want your team to be
representative of your school

519
00:25:16,807 --> 00:25:20,900
and made up of people with
multiple skills and perspectives.

520
00:25:20,900 --> 00:25:23,965
And when your team has those features,

521
00:25:23,965 --> 00:25:25,540
it's much more likely

522
00:25:25,540 --> 00:25:28,020
that PBIS is going to be implemented well.

523
00:25:28,020 --> 00:25:29,460
So one of the items,

524
00:25:29,460 --> 00:25:32,838
and the teams section deals
with the makeup of your team,

525
00:25:32,838 --> 00:25:36,630
and each question will
give you kind of a rubric.

526
00:25:36,630 --> 00:25:38,140
So what does a zero mean?

527
00:25:38,140 --> 00:25:38,973
What does a one mean?

528
00:25:38,973 --> 00:25:40,160
And what does a two mean?

529
00:25:40,160 --> 00:25:41,160
So it's pretty easy

530
00:25:41,160 --> 00:25:43,410
for your team to go through and interpret

531
00:25:44,930 --> 00:25:47,463
which score makes sense for you right now.

532
00:25:48,624 --> 00:25:52,530
And also helps the
action planning process,

533
00:25:52,530 --> 00:25:53,840
because it's pretty clear

534
00:25:53,840 --> 00:25:56,820
why you gave yourself a zero, one or two

535
00:25:56,820 --> 00:25:59,527
and what you need to do
to get to the next level.

536
00:25:59,527 --> 00:26:03,710
The other piece of teaming is
not just who's on your team

537
00:26:03,710 --> 00:26:06,050
but what are your team
meetings actually look like.

538
00:26:06,050 --> 00:26:07,622
How often are they happening?

539
00:26:07,622 --> 00:26:12,100
And are you able to use data

540
00:26:12,100 --> 00:26:13,633
and action plan accordingly?

541
00:26:15,375 --> 00:26:17,500
In terms of implementation,

542
00:26:17,500 --> 00:26:21,850
it's pretty much those five
or six key components of PBIS

543
00:26:21,850 --> 00:26:23,246
that you were trained in.

544
00:26:23,246 --> 00:26:25,710
So do you have behavioral expectations?

545
00:26:25,710 --> 00:26:26,853
Are you teaching them?

546
00:26:26,853 --> 00:26:29,010
Are there operational definitions

547
00:26:29,010 --> 00:26:30,520
for your problem behaviors?

548
00:26:30,520 --> 00:26:32,200
Are responses consistent

549
00:26:32,200 --> 00:26:34,724
when students do exhibit
problem behaviors?

550
00:26:34,724 --> 00:26:37,773
And are the staff consistent

551
00:26:37,773 --> 00:26:39,680
with how they are implementing

552
00:26:39,680 --> 00:26:41,683
those responses to problem behaviors?

553
00:26:43,010 --> 00:26:44,500
Another key piece

554
00:26:44,500 --> 00:26:46,970
is whether PBIS is
happening in the classroom.

555
00:26:46,970 --> 00:26:49,101
So sometimes when you're
first trained at PBIS,

556
00:26:49,101 --> 00:26:50,490
you're really focused

557
00:26:50,490 --> 00:26:52,522
on those outside of
the classroom settings,

558
00:26:52,522 --> 00:26:54,462
making sure those are all consistent,

559
00:26:54,462 --> 00:26:58,260
but have you gotten PBIS
down into the classroom level

560
00:26:59,330 --> 00:27:02,683
and do you have a strong
acknowledgement system?

561
00:27:03,639 --> 00:27:04,920
The other piece,

562
00:27:04,920 --> 00:27:08,737
which is often the piece
that schools fall short in

563
00:27:08,737 --> 00:27:12,230
is actively engaging students,
families, and faculty.

564
00:27:12,230 --> 00:27:13,850
And I think we saw last year,

565
00:27:13,850 --> 00:27:17,470
the schools that did
have strong relationships

566
00:27:17,470 --> 00:27:21,890
and were actively engaging
families in their school systems

567
00:27:21,890 --> 00:27:26,340
had a much easier transition
to the virtual world.

568
00:27:26,340 --> 00:27:28,730
So this is a piece that often is a zero

569
00:27:28,730 --> 00:27:30,116
or one for our schools,

570
00:27:30,116 --> 00:27:33,500
but I think it has always
been part of the action plan,

571
00:27:33,500 --> 00:27:37,293
and especially this last year
and this year, a big focus.

572
00:27:38,850 --> 00:27:41,110
- [Sherry] Amy, can I add something?

573
00:27:41,110 --> 00:27:42,750
- Yeah.

574
00:27:42,750 --> 00:27:45,775
- [Sherry] When we talked about
family engagement in PBIS,

575
00:27:45,775 --> 00:27:48,918
we actually created a spinoff survey

576
00:27:48,918 --> 00:27:53,918
where the leadership team
queries at least 10 families

577
00:27:55,785 --> 00:28:00,785
and ask them to what extent
they're familiar with PBIS,

578
00:28:01,170 --> 00:28:02,980
the behavior expectations

579
00:28:02,980 --> 00:28:05,410
and the matrix and things like that.

580
00:28:05,410 --> 00:28:09,650
And the team also
completes the same survey,

581
00:28:09,650 --> 00:28:11,580
the same questions of a survey.

582
00:28:11,580 --> 00:28:13,112
And whenever there's a difference

583
00:28:13,112 --> 00:28:18,112
between the families
and the leadership team,

584
00:28:20,202 --> 00:28:23,560
there becomes an action
plan item right there.

585
00:28:23,560 --> 00:28:26,310
So that's also just another survey

586
00:28:26,310 --> 00:28:27,610
that might be helpful to you

587
00:28:27,610 --> 00:28:29,740
if you really want to dig deeper

588
00:28:29,740 --> 00:28:34,260
around what families are aware of

589
00:28:34,260 --> 00:28:36,340
and familiar with regarding PBIS,

590
00:28:36,340 --> 00:28:40,512
because their support at home
for your success in school

591
00:28:40,512 --> 00:28:44,840
is really going to help students succeed.

592
00:28:44,840 --> 00:28:45,673
Thank you.

593
00:28:48,640 --> 00:28:50,660
- So this is the TFI walk-through tool

594
00:28:50,660 --> 00:28:51,720
that I mentioned before

595
00:28:51,720 --> 00:28:54,538
that now might be completed virtually.

596
00:28:54,538 --> 00:28:57,820
So you can see there's just
three questions for staff,

597
00:28:57,820 --> 00:28:59,340
two questions for students.

598
00:28:59,340 --> 00:29:03,310
And it kind of indicates
how many students and staff

599
00:29:03,310 --> 00:29:04,840
you would ask these questions to

600
00:29:04,840 --> 00:29:07,203
in order to get a representative sample.

601
00:29:08,350 --> 00:29:12,330
And that's included
within the PDF of the TFI.

602
00:29:12,330 --> 00:29:14,343
So you'll see on the materials,

603
00:29:15,373 --> 00:29:16,750
all of the kind of

604
00:29:16,750 --> 00:29:20,673
supplemental materials related to the TFI.

605
00:29:21,853 --> 00:29:25,360
And then the last piece
of tier one is evaluation.

606
00:29:25,360 --> 00:29:29,650
So does your team have
data and information

607
00:29:29,650 --> 00:29:32,021
at the right time to
make effective decisions?

608
00:29:32,021 --> 00:29:34,716
Do the right people
have access to the data?

609
00:29:34,716 --> 00:29:37,078
Are you measuring fidelity data

610
00:29:37,078 --> 00:29:40,390
so that you know whether
you're implementing PBIS

611
00:29:40,390 --> 00:29:41,638
the way it was intended?

612
00:29:41,638 --> 00:29:45,410
And are you self-assessing
and reporting that data

613
00:29:45,410 --> 00:29:46,790
back to key stakeholders?

614
00:29:46,790 --> 00:29:48,130
So something that we'll talk about

615
00:29:48,130 --> 00:29:49,532
at the end of this webinar

616
00:29:49,532 --> 00:29:53,200
is the importance of
making sure any results

617
00:29:53,200 --> 00:29:56,153
from your TFI, SAS and
School Climate Survey

618
00:29:56,153 --> 00:30:00,810
get back to the people
that are affected by those.

619
00:30:00,810 --> 00:30:01,790
So for instance,

620
00:30:01,790 --> 00:30:05,460
if you do a school climate
survey for families,

621
00:30:05,460 --> 00:30:07,000
making sure that families

622
00:30:07,000 --> 00:30:09,257
have an opportunity to see the results

623
00:30:09,257 --> 00:30:11,973
of that school climate survey school-wide.

624
00:30:14,038 --> 00:30:19,038
Moving on to tier two,
this is just one item,

625
00:30:19,500 --> 00:30:22,219
but it allows you to
see what it looks like

626
00:30:22,219 --> 00:30:25,780
when you're accessing the assessment.

627
00:30:25,780 --> 00:30:27,278
So you can see on the left-hand side

628
00:30:27,278 --> 00:30:29,327
is what is the feature

629
00:30:29,327 --> 00:30:31,863
that you're concerned about in this item.

630
00:30:31,863 --> 00:30:34,060
What are some possible data sources

631
00:30:34,060 --> 00:30:36,200
that you could use to help assess

632
00:30:36,200 --> 00:30:38,477
and figure out what score you deserve.

633
00:30:38,477 --> 00:30:40,720
And then what's the scoring criteria.

634
00:30:40,720 --> 00:30:43,140
So does a zero, one or two mean.

635
00:30:43,140 --> 00:30:44,030
So for this one,

636
00:30:44,030 --> 00:30:49,030
we're talking about inventory
of targeted supports.

637
00:30:49,403 --> 00:30:53,580
So does your team have
multiple interventions

638
00:30:53,580 --> 00:30:54,888
available for students,

639
00:30:54,888 --> 00:30:59,141
and do those interventions
have evidence of effectiveness,

640
00:30:59,141 --> 00:31:01,350
and are they functioned-based,

641
00:31:01,350 --> 00:31:04,500
are they matched to the student need?

642
00:31:04,500 --> 00:31:07,020
So if your team came to tier two training

643
00:31:07,020 --> 00:31:09,083
and developed your targeted inventory,

644
00:31:09,083 --> 00:31:12,015
and you have multiple ones available,

645
00:31:12,015 --> 00:31:16,941
you would be able to give
yourself a two on this item.

646
00:31:16,941 --> 00:31:18,419
And if you're not,

647
00:31:18,419 --> 00:31:23,419
we have options for
completing blank inventories

648
00:31:26,590 --> 00:31:29,104
and filling out that
inventory for your school,

649
00:31:29,104 --> 00:31:32,610
and determining, do we
have a function of behavior

650
00:31:32,610 --> 00:31:35,850
that we don't have an
intervention that matches it?

651
00:31:35,850 --> 00:31:40,850
So for instance, if one of
your functions is avoiding,

652
00:31:42,592 --> 00:31:44,849
you might not have an intervention

653
00:31:44,849 --> 00:31:48,336
that is easily accessible for students

654
00:31:48,336 --> 00:31:52,330
who are exhibiting avoidant behaviors.

655
00:31:52,330 --> 00:31:54,200
So that might be an area

656
00:31:54,200 --> 00:31:57,743
where you could improve your
inventory of targeted supports.

657
00:31:59,850 --> 00:32:02,968
And then just an example from tier three,

658
00:32:02,968 --> 00:32:07,270
it allows you to assess
your student support team.

659
00:32:07,270 --> 00:32:11,200
So at tier three, each student
has a team around them,

660
00:32:11,200 --> 00:32:13,260
and it gives some indication about

661
00:32:13,260 --> 00:32:15,910
who should that team be made up of,

662
00:32:15,910 --> 00:32:18,277
and how should that team function.

663
00:32:18,277 --> 00:32:21,230
So that's what this item is getting at.

664
00:32:21,230 --> 00:32:26,230
And kind of points out

665
00:32:26,990 --> 00:32:29,310
that this team should
be meeting regularly.

666
00:32:29,310 --> 00:32:30,870
So just because you've met once

667
00:32:30,870 --> 00:32:32,581
and designed an
intervention for a student,

668
00:32:32,581 --> 00:32:34,610
doesn't mean your work is over,

669
00:32:34,610 --> 00:32:38,803
and that it should be using
data to assess progress.

670
00:32:41,813 --> 00:32:46,595
And then this is kind of
a really in-depth tool

671
00:32:46,595 --> 00:32:49,497
for assessing your tier three plans.

672
00:32:49,497 --> 00:32:53,567
So it asks you to select
three student plans

673
00:32:53,567 --> 00:32:57,030
that have been used in the past 12 months,

674
00:32:57,030 --> 00:32:59,970
and to assess them on these criteria.

675
00:32:59,970 --> 00:33:01,710
So this might not be something

676
00:33:01,710 --> 00:33:03,630
that your whole team completes,

677
00:33:03,630 --> 00:33:04,530
it might be something

678
00:33:04,530 --> 00:33:07,020
that someone particular
on your tier three team

679
00:33:07,020 --> 00:33:09,950
is assigned to do before your meeting.

680
00:33:09,950 --> 00:33:12,845
And you can see which features

681
00:33:12,845 --> 00:33:16,949
are kind of fed into this plan.

682
00:33:16,949 --> 00:33:18,509
So something like,

683
00:33:18,509 --> 00:33:23,170
does this plan include quality of life,

684
00:33:23,170 --> 00:33:26,303
needs or goals and strengths,
a zero, one or two?

685
00:33:27,550 --> 00:33:30,239
So this is kind of one of
those supplemental tools

686
00:33:30,239 --> 00:33:34,553
that helps you get to your
scores on the TFI for tier three.

687
00:33:37,176 --> 00:33:41,050
So those were just some
examples of the items.

688
00:33:41,050 --> 00:33:44,090
Tier one, I believe has 15 items.

689
00:33:44,090 --> 00:33:46,650
I'm not sure about the numbers
for tier two and tier three,

690
00:33:46,650 --> 00:33:49,070
but they're around 15.

691
00:33:49,070 --> 00:33:52,670
And when you complete your TFI,

692
00:33:52,670 --> 00:33:55,070
your results are available immediately.

693
00:33:55,070 --> 00:33:57,190
When you complete the
Self-Assessment Survey,

694
00:33:57,190 --> 00:34:00,130
it takes 24 hours after
the window is complete

695
00:34:00,130 --> 00:34:01,998
for the results to be compiled,

696
00:34:01,998 --> 00:34:05,134
but the TFI is available right away.

697
00:34:05,134 --> 00:34:09,280
And I'm gonna show you what the
different reports look like.

698
00:34:10,811 --> 00:34:12,672
Yeah, I didn't include the first one,

699
00:34:12,672 --> 00:34:16,370
and I probably should have,
'cause it trips people up.

700
00:34:16,370 --> 00:34:20,690
But the first graph that
shows up in PBIS assessment,

701
00:34:20,690 --> 00:34:23,848
yeah, PBI assessment
when you get your results

702
00:34:23,848 --> 00:34:26,912
is called the total score report,

703
00:34:26,912 --> 00:34:31,912
and that's actually averaging
together all three tiers.

704
00:34:32,130 --> 00:34:35,800
So for instance, if you
only completed tier one,

705
00:34:35,800 --> 00:34:38,170
it's averaging together a score of zero

706
00:34:38,170 --> 00:34:39,620
for tier two and tier three.

707
00:34:39,620 --> 00:34:43,488
So you might end up with
a score of like 27%.

708
00:34:43,488 --> 00:34:46,327
And when your team looks at
that, they're thinking like,

709
00:34:46,327 --> 00:34:50,160
"What, how did we get a 27% on this?"

710
00:34:50,160 --> 00:34:52,410
But that's because it's the
average of all three tiers.

711
00:34:52,410 --> 00:34:54,769
So you wanna go to the
next level of reporting,

712
00:34:54,769 --> 00:34:56,720
which is the subscale report.

713
00:34:56,720 --> 00:34:58,401
So that's broken down by tiers,

714
00:34:58,401 --> 00:35:02,010
the subscale report is
broken down by components,

715
00:35:02,010 --> 00:35:04,250
and then the individual items report.

716
00:35:04,250 --> 00:35:06,482
And I'm gonna show you what
each of those look like.

717
00:35:06,482 --> 00:35:09,290
And so then your job as a team

718
00:35:09,290 --> 00:35:11,727
is to kind of celebrate your twos,

719
00:35:11,727 --> 00:35:14,010
where and where those areas for success.

720
00:35:14,010 --> 00:35:15,850
How did you get there?

721
00:35:15,850 --> 00:35:19,450
And then take a closer look
at your zeros and ones.

722
00:35:19,450 --> 00:35:20,860
So I'm just gonna pause for a second

723
00:35:20,860 --> 00:35:24,640
before we get into the reports,
and just ask in the past,

724
00:35:24,640 --> 00:35:28,320
how have you utilized
your results of the TFI?

725
00:35:28,320 --> 00:35:30,887
So were you more on the end of like,

726
00:35:30,887 --> 00:35:32,440
"We completed it 'cause we had to,

727
00:35:32,440 --> 00:35:35,697
but we didn't get a chance to
do a lot with the results,"

728
00:35:35,697 --> 00:35:38,930
or was your team able to do this process

729
00:35:38,930 --> 00:35:41,460
of really analyzing your data?

730
00:35:41,460 --> 00:35:43,278
So take a second just to
type into the chat box

731
00:35:43,278 --> 00:35:47,170
about what your experience
has been in the past,

732
00:35:47,170 --> 00:35:49,230
and last year might've been an aberration,

733
00:35:49,230 --> 00:35:52,909
but maybe you can speak to, or type to,

734
00:35:52,909 --> 00:35:56,797
what your typical
experience is after the TFI.

735
00:36:12,700 --> 00:36:15,550
Yeah, so Amanda, their
team looked at low areas,

736
00:36:15,550 --> 00:36:17,090
use those areas to talk about

737
00:36:17,090 --> 00:36:21,413
and pick areas to focus on,
new to with this year, yep.

738
00:36:32,451 --> 00:36:34,050
We're on a good track,

739
00:36:34,050 --> 00:36:39,050
but COVID kind of threw
a wrench into the works,

740
00:36:39,670 --> 00:36:41,180
but in the past we're analyzing,

741
00:36:41,180 --> 00:36:45,220
moving forward to areas
to focus on, great.

742
00:36:45,220 --> 00:36:47,000
And that's really what we recommend,

743
00:36:47,000 --> 00:36:49,030
even if you're a school
that's just starting out,

744
00:36:49,030 --> 00:36:52,370
so you have maybe nine items on tier one

745
00:36:52,370 --> 00:36:53,971
that were not a two,

746
00:36:53,971 --> 00:36:56,799
really narrowing it down to just a few

747
00:36:56,799 --> 00:36:59,563
to focus on as the most important.

748
00:37:01,670 --> 00:37:04,763
Yeah, I used it before
implementing, have a baseline.

749
00:37:07,220 --> 00:37:08,490
Yeah, so in typical years,

750
00:37:08,490 --> 00:37:11,970
we would have used the school-wide
evaluation tool, the set,

751
00:37:11,970 --> 00:37:13,310
to do our pre-assessment,

752
00:37:13,310 --> 00:37:15,200
but that included us going into school.

753
00:37:15,200 --> 00:37:16,720
So that was not allowed last year.

754
00:37:16,720 --> 00:37:18,494
So the schools who got trained in June

755
00:37:18,494 --> 00:37:21,513
use the TFI as their
baseline, which was new.

756
00:37:22,670 --> 00:37:23,503
Great.

757
00:37:25,540 --> 00:37:26,563
And that's our hope,

758
00:37:26,563 --> 00:37:29,340
our hope was not that you
would complete this assessment

759
00:37:29,340 --> 00:37:31,052
and have it sit on a shelf for a year

760
00:37:31,052 --> 00:37:33,423
and not use it yourselves.

761
00:37:34,900 --> 00:37:37,543
So the scale report will
look something like this.

762
00:37:37,543 --> 00:37:39,530
This is a school that's been implementing,

763
00:37:39,530 --> 00:37:42,273
I think for nine or 10 years.

764
00:37:43,590 --> 00:37:45,620
So just take a minute to look at,

765
00:37:45,620 --> 00:37:48,809
we have the dark green bar is 2019,

766
00:37:48,809 --> 00:37:52,220
the green bar is June of 2020.

767
00:37:52,220 --> 00:37:56,360
So keep that in mind when
you're looking at this.

768
00:37:56,360 --> 00:37:59,480
Some of our schools last year
completed the TFI pre-COVID,

769
00:37:59,480 --> 00:38:02,332
and so they could actually use
it to compare year-to-year.

770
00:38:02,332 --> 00:38:06,420
And just take a minute to
type into the chat box,

771
00:38:06,420 --> 00:38:10,836
what do you notice, so pure by sight,

772
00:38:10,836 --> 00:38:13,278
so not reading anything into it,

773
00:38:13,278 --> 00:38:18,278
what do you notice about their scores

774
00:38:18,900 --> 00:38:21,150
over the years or within a year?

775
00:38:48,680 --> 00:38:50,480
Yep, pretty consistent.

776
00:38:50,480 --> 00:38:54,143
Other than tier one going down,
decreased focus on tier one.

777
00:38:55,527 --> 00:38:58,530
Yeah, so this was a school that in 2019

778
00:38:58,530 --> 00:39:03,180
was scoring themselves
as a 90% on tier one,

779
00:39:03,180 --> 00:39:05,120
and that dropped to 70%.

780
00:39:05,120 --> 00:39:07,460
70% is still implementing with fidelity,

781
00:39:07,460 --> 00:39:09,040
but if you were a school that was at 90%,

782
00:39:09,040 --> 00:39:11,873
70% might be concerning.

783
00:39:12,910 --> 00:39:14,923
What do you wonder about the data?

784
00:39:37,480 --> 00:39:38,660
Yeah, so just wondering

785
00:39:38,660 --> 00:39:41,650
which areas of tier one changed.

786
00:39:41,650 --> 00:39:45,500
So our next report will
give us that information.

787
00:39:45,500 --> 00:39:47,203
How was it affected by COVID?

788
00:39:54,245 --> 00:39:57,170
Yeah, variations and who
completed it year-to-year.

789
00:39:57,170 --> 00:40:00,900
Maybe in 2019, just the
administrator completed it,

790
00:40:00,900 --> 00:40:03,280
and then the next year they
did it as a complete team

791
00:40:03,280 --> 00:40:05,530
and maybe have a more accurate assessment

792
00:40:05,530 --> 00:40:09,503
of their real level of implementation.

793
00:40:17,490 --> 00:40:18,463
Sorry about that.

794
00:40:20,043 --> 00:40:22,500
I'm gonna get out of full
screen view for just a second

795
00:40:22,500 --> 00:40:25,610
'cause we can't see the
numbers at the bottom.

796
00:40:25,610 --> 00:40:27,233
I will just move those up.

797
00:40:33,550 --> 00:40:34,740
So hopefully you should be able to see

798
00:40:34,740 --> 00:40:35,730
that a little bit better now,

799
00:40:35,730 --> 00:40:37,823
but it's a lot of data all on one page.

800
00:40:38,863 --> 00:40:42,190
This is now breaking it down by tier

801
00:40:42,190 --> 00:40:43,850
into those different sections.

802
00:40:43,850 --> 00:40:44,683
So like I said,

803
00:40:44,683 --> 00:40:47,169
tier one has teams,
implementation, and evaluation,

804
00:40:47,169 --> 00:40:50,730
tier two has teams,
interventions, and evaluation,

805
00:40:50,730 --> 00:40:53,603
and then tier three
actually has four sections,

806
00:40:53,603 --> 00:40:56,270
teams, resources, support, plan.

807
00:40:56,270 --> 00:40:58,160
So that was that whole
section I showed you

808
00:40:58,160 --> 00:41:02,677
of evaluating your support
plans and then evaluation.

809
00:41:02,677 --> 00:41:06,203
So take a second to see what you notice.

810
00:41:10,700 --> 00:41:13,100
And this is actually one
of our Vermont schools.

811
00:41:29,847 --> 00:41:32,993
Yeah, evaluation down in all three tiers.

812
00:41:34,220 --> 00:41:35,970
And that might be attributed

813
00:41:35,970 --> 00:41:38,180
to the fact that they didn't do their TFI

814
00:41:38,180 --> 00:41:40,290
until June of that year.

815
00:41:40,290 --> 00:41:42,208
So they might be kind
of ranking themselves

816
00:41:42,208 --> 00:41:43,780
lower than in the past

817
00:41:43,780 --> 00:41:46,200
because they did it so late in the year,

818
00:41:46,200 --> 00:41:47,640
that maybe they're not gonna have time

819
00:41:47,640 --> 00:41:50,250
to report the results
back out to stakeholders,

820
00:41:50,250 --> 00:41:52,453
or really do anything with the data.

821
00:41:58,610 --> 00:42:03,190
And in reference to, I think
it was Jessa's wondering,

822
00:42:03,190 --> 00:42:07,396
all three areas of tier one
went down from the year before,

823
00:42:07,396 --> 00:42:09,023
some more than others,

824
00:42:09,023 --> 00:42:12,430
but it seems like a hit everywhere.

825
00:42:12,430 --> 00:42:17,430
So it wasn't just one area
that lost traction in 2020.

826
00:42:20,480 --> 00:42:24,287
And then you're able to
drill down to the item level.

827
00:42:24,287 --> 00:42:27,180
So you can compare your score on each item

828
00:42:27,180 --> 00:42:29,070
from year-to-year as well.

829
00:42:29,070 --> 00:42:32,340
So you can see their 2019
score and their 2020 score.

830
00:42:32,340 --> 00:42:34,710
You can see more years than that.

831
00:42:34,710 --> 00:42:38,160
I just chose to simplify
it and only show two years.

832
00:42:38,160 --> 00:42:41,463
But you can see for teams,

833
00:42:43,280 --> 00:42:45,200
2019, they gives them themselves a two,

834
00:42:45,200 --> 00:42:47,770
2020, they gave themselves a one.

835
00:42:47,770 --> 00:42:49,000
So maybe in the past,

836
00:42:49,000 --> 00:42:50,250
their school administrator

837
00:42:50,250 --> 00:42:52,320
was a really active member of their team,

838
00:42:52,320 --> 00:42:54,957
and in 2020, that wasn't possible.

839
00:42:54,957 --> 00:42:57,660
So they gave themselves a one.

840
00:42:57,660 --> 00:43:02,600
And they really recommend
completing it, not aspirationally.

841
00:43:04,400 --> 00:43:08,040
So not saying, "Well, our
administrator is on our team.

842
00:43:08,040 --> 00:43:09,970
They really wanna be involved.

843
00:43:09,970 --> 00:43:12,447
They just haven't been able to this year.

844
00:43:12,447 --> 00:43:14,920
So we're giving ourselves a two

845
00:43:14,920 --> 00:43:18,480
'cause we know we would be
doing it if not for COVID."

846
00:43:18,480 --> 00:43:20,870
Their recommendation is to complete it

847
00:43:20,870 --> 00:43:22,714
based on your current reality

848
00:43:22,714 --> 00:43:25,420
so that you can action plan from it.

849
00:43:25,420 --> 00:43:27,960
And knowing that you're always gonna know

850
00:43:27,960 --> 00:43:29,860
when you look back at
your data over the years,

851
00:43:29,860 --> 00:43:32,090
what this context was.

852
00:43:32,090 --> 00:43:34,780
So you're not beating yourself
up over a lower score,

853
00:43:34,780 --> 00:43:36,270
and we are not using it

854
00:43:36,270 --> 00:43:38,095
for our acknowledgement system this year.

855
00:43:38,095 --> 00:43:40,940
There's really no reason

856
00:43:40,940 --> 00:43:43,550
to kind of make yourself feel better

857
00:43:43,550 --> 00:43:44,720
by giving yourself a two

858
00:43:44,720 --> 00:43:47,850
in an area that's not
actually a two this year.

859
00:43:47,850 --> 00:43:50,250
It's more important to give
yourself the accurate score

860
00:43:50,250 --> 00:43:52,340
so that you can hone in on those areas,

861
00:43:52,340 --> 00:43:54,190
that you might be able
to make some changes.

862
00:43:54,190 --> 00:43:56,910
And some of them, you just
might not be able to this year,

863
00:43:56,910 --> 00:43:58,160
but at least you'll know.

864
00:44:00,780 --> 00:44:03,990
And then looking down at
implementation, you can see...

865
00:44:03,990 --> 00:44:06,500
So for teaching expectations in 2019,

866
00:44:06,500 --> 00:44:08,330
they actually gave themselves a one,

867
00:44:08,330 --> 00:44:10,750
in 2020, they give themselves a two.

868
00:44:10,750 --> 00:44:12,944
So they might have found
even greater importance

869
00:44:12,944 --> 00:44:14,544
of teaching those expectations

870
00:44:14,544 --> 00:44:17,000
in the new online environment.

871
00:44:17,000 --> 00:44:21,647
Whereas in 2019, it might've been like,

872
00:44:21,647 --> 00:44:23,030
"We've been doing PBIS forever,

873
00:44:23,030 --> 00:44:25,260
we don't really need to do
that beginning of the year."

874
00:44:25,260 --> 00:44:28,620
Kickoff of teacher expectations
in all our locations.

875
00:44:28,620 --> 00:44:30,600
And then all of a sudden 2020 hit,

876
00:44:30,600 --> 00:44:32,150
and it was really important.

877
00:44:32,150 --> 00:44:35,430
And they felt really strongly
about how they were able

878
00:44:35,430 --> 00:44:38,260
to teach the expectations explicitly.

879
00:44:38,260 --> 00:44:41,703
So that actually improved
from 2019 to 2020.

880
00:44:42,880 --> 00:44:45,210
So just really allows
you in the item report

881
00:44:45,210 --> 00:44:46,487
to drill down a little further

882
00:44:46,487 --> 00:44:49,483
and get to that action planning piece.

883
00:44:50,775 --> 00:44:53,460
So this is what the action
planning form looks like.

884
00:44:53,460 --> 00:44:56,527
And that's included in your
materials on the website too.

885
00:44:56,527 --> 00:44:58,860
So you can see the item.

886
00:44:58,860 --> 00:45:00,900
It doesn't give you all
the zero, one or two,

887
00:45:00,900 --> 00:45:02,030
what those mean here,

888
00:45:02,030 --> 00:45:05,983
so you'll go back to the
assessment to see what those were,

889
00:45:05,983 --> 00:45:07,920
your current score,

890
00:45:07,920 --> 00:45:10,280
and whether any action
steps need to be taken.

891
00:45:10,280 --> 00:45:13,730
So some of these, you might
have gotten a two, you're good.

892
00:45:13,730 --> 00:45:15,990
Even a two might require something,

893
00:45:15,990 --> 00:45:18,190
like if you're gonna
have a new administrator,

894
00:45:18,190 --> 00:45:19,700
reaching out to them and making sure

895
00:45:19,700 --> 00:45:22,549
they are willing to be part of your team.

896
00:45:22,549 --> 00:45:24,810
And then who's going to do it and by when,

897
00:45:24,810 --> 00:45:27,500
so you actually have a firm action plan

898
00:45:27,500 --> 00:45:31,319
with dates and people attached to them

899
00:45:31,319 --> 00:45:33,803
so that the items don't get lost.

900
00:45:35,545 --> 00:45:39,053
Any questions about the
Tiered Fidelity Inventory?

901
00:45:41,700 --> 00:45:44,460
Let's see what time, it's 9:51.

902
00:45:44,460 --> 00:45:46,750
Sherry, should we take a stretch break now

903
00:45:46,750 --> 00:45:49,423
before we get into the
SAS or after the SAS?

904
00:45:51,822 --> 00:45:53,410
- [Sherry] Now would be great.

905
00:45:53,410 --> 00:45:57,670
Why don't we all step away
from our screens somehow

906
00:45:57,670 --> 00:46:00,170
or put your top of your computer down

907
00:46:00,170 --> 00:46:03,860
and do your two most favorite
movements or stretches

908
00:46:03,860 --> 00:46:07,550
and then come back in two minutes.

909
00:46:43,590 --> 00:46:46,060
- So I'm gonna move on to the SAS

910
00:46:46,060 --> 00:46:49,560
if no one has any questions about the TFI,

911
00:46:49,560 --> 00:46:52,513
and then we will get into
the School Climate Survey.

912
00:46:55,340 --> 00:46:57,220
So the Self-Assessment Survey

913
00:46:57,220 --> 00:47:00,942
is given out to all staff members,

914
00:47:00,942 --> 00:47:04,255
and they can complete it electronically.

915
00:47:04,255 --> 00:47:08,350
And the purpose is to have
staff be able to weigh in

916
00:47:08,350 --> 00:47:11,450
on how they think PBIS
is going in the building,

917
00:47:11,450 --> 00:47:13,499
what features they think
are in place or not,

918
00:47:13,499 --> 00:47:17,570
and what the priorities for changes are.

919
00:47:17,570 --> 00:47:18,573
So just like the TFI,

920
00:47:18,573 --> 00:47:23,100
this really feeds into your
annual PBIS action plan,

921
00:47:23,100 --> 00:47:25,410
and gives all staff a chance.

922
00:47:25,410 --> 00:47:26,243
I wanted to mention,

923
00:47:26,243 --> 00:47:31,240
we actually did have a school
last year, probably not 2020,

924
00:47:32,270 --> 00:47:33,647
it's probably 2019,

925
00:47:33,647 --> 00:47:37,530
have all of their staff complete the TFI.

926
00:47:37,530 --> 00:47:42,240
So they put up each item
of the TFI on chart paper

927
00:47:42,240 --> 00:47:45,090
around the library during staff meeting,

928
00:47:45,090 --> 00:47:47,842
and had staff write on Post-it Notes

929
00:47:47,842 --> 00:47:52,842
any observations or
thoughts about that item.

930
00:47:53,360 --> 00:47:54,660
So they didn't necessarily have

931
00:47:54,660 --> 00:47:56,792
the full staff score that item,

932
00:47:56,792 --> 00:47:58,840
but they almost gave evidence

933
00:47:58,840 --> 00:48:01,940
for where that item was
alive within their school.

934
00:48:01,940 --> 00:48:05,312
And did it as kind of
a walk about activity.

935
00:48:05,312 --> 00:48:09,909
And then the team took
all of those chart paper

936
00:48:09,909 --> 00:48:14,660
and were able to incorporate
the full staff voice

937
00:48:14,660 --> 00:48:15,960
into their conversation

938
00:48:15,960 --> 00:48:18,494
around whether that item
was in place or not.

939
00:48:18,494 --> 00:48:21,665
So I thought that was a
neat kind of spin on it

940
00:48:21,665 --> 00:48:26,293
to be able to get staff
input on the TFI as well.

941
00:48:30,550 --> 00:48:33,700
So like I said, it's asking
what systems are in place now

942
00:48:33,700 --> 00:48:35,150
and what systems do you think

943
00:48:35,150 --> 00:48:37,533
are most need of improvement.

944
00:48:38,421 --> 00:48:41,610
And if you are someone
like the school coordinator

945
00:48:41,610 --> 00:48:43,100
who's trying to figure out

946
00:48:43,100 --> 00:48:45,613
how do we get our link to the SAS,

947
00:48:45,613 --> 00:48:48,452
when you log in on PBIS assessment,

948
00:48:48,452 --> 00:48:51,610
which is your same login as SWIS,

949
00:48:51,610 --> 00:48:52,929
if you have SWIS,

950
00:48:52,929 --> 00:48:56,070
you're gonna see the
Self-Assessment Survey

951
00:48:56,070 --> 00:48:58,440
listed under your open survey windows,

952
00:48:58,440 --> 00:49:01,300
and you won't actually have
all those other surveys open.

953
00:49:01,300 --> 00:49:03,470
It will likely just be
the Self-Assessment Survey

954
00:49:03,470 --> 00:49:05,330
and the TFI.

955
00:49:05,330 --> 00:49:07,563
Maybe the SAS will be in there too.

956
00:49:08,987 --> 00:49:11,730
You'll click on Self-Assessment Survey,

957
00:49:11,730 --> 00:49:12,870
and then it's gonna show up

958
00:49:12,870 --> 00:49:16,990
your school's name and your link.

959
00:49:16,990 --> 00:49:19,830
And when you click on link,
you can copy that link,

960
00:49:19,830 --> 00:49:22,820
and that's what you would
email out to all of your staff.

961
00:49:22,820 --> 00:49:24,054
So you would send an email saying,

962
00:49:24,054 --> 00:49:26,450
"We're looking to get some feedback

963
00:49:26,450 --> 00:49:28,808
on how PBIS is going in our school.

964
00:49:28,808 --> 00:49:33,110
Please take some time to take
this Self-Assessment Survey."

965
00:49:33,110 --> 00:49:36,380
Our best recommendation is
for in a typical year...

966
00:49:36,380 --> 00:49:38,116
I don't know what staff
meeting looks like right now,

967
00:49:38,116 --> 00:49:42,104
but for this to happen
during staff meeting,

968
00:49:42,104 --> 00:49:45,880
so that all staff have an
opportunity to complete it,

969
00:49:45,880 --> 00:49:47,230
and that they're not being expected

970
00:49:47,230 --> 00:49:49,250
to do this on their own time

971
00:49:49,250 --> 00:49:50,980
or time that would take away

972
00:49:50,980 --> 00:49:53,283
from their prep or anything like that.

973
00:49:54,760 --> 00:49:55,730
You'll wanna think through

974
00:49:55,730 --> 00:49:58,290
what that looks like
for paraprofessionals,

975
00:49:58,290 --> 00:50:00,604
because you wanna get
their feedback as well,

976
00:50:00,604 --> 00:50:05,129
or any extra staff members that
don't come to staff meeting.

977
00:50:05,129 --> 00:50:08,370
So thinking that through
as a leadership team

978
00:50:08,370 --> 00:50:11,950
is an important step of this
process of completing the SAS.

979
00:50:11,950 --> 00:50:14,360
And it will be the same for
the School Climate Survey

980
00:50:14,360 --> 00:50:17,210
if you're giving the School
Climate Survey to staff.

981
00:50:17,210 --> 00:50:19,020
So thinking about how this

982
00:50:19,020 --> 00:50:21,213
is not gonna add anything to their plate.

983
00:50:24,290 --> 00:50:27,643
And then after all of the
staff complete it, like I said,

984
00:50:29,020 --> 00:50:34,020
right now the survey window
is set to close March 31st,

985
00:50:34,700 --> 00:50:37,720
if you want less time,

986
00:50:37,720 --> 00:50:39,620
so let's say you know that all your staff

987
00:50:39,620 --> 00:50:41,577
have already completed
the Self-Assessment Survey

988
00:50:41,577 --> 00:50:44,260
and you want your window closed now

989
00:50:44,260 --> 00:50:45,840
so that you can see your results,

990
00:50:45,840 --> 00:50:48,906
you can email Anne and ask her to do that.

991
00:50:48,906 --> 00:50:51,490
Or let's say you wanna complete it

992
00:50:51,490 --> 00:50:54,580
on your April 10th staff meeting

993
00:50:54,580 --> 00:50:55,680
because that's the next time

994
00:50:55,680 --> 00:50:57,380
you're gonna have the time to do it,

995
00:50:57,380 --> 00:51:00,193
you can ask us to extend
your window by a little bit.

996
00:51:01,330 --> 00:51:03,300
24 hours after the window closes

997
00:51:03,300 --> 00:51:06,730
is when you'll be able to
go in and get your reports.

998
00:51:06,730 --> 00:51:11,730
So you can see here next to
take survey is view reports.

999
00:51:12,361 --> 00:51:14,857
And when you get into the report section,

1000
00:51:14,857 --> 00:51:17,619
just like for the Tiered
Fidelity Inventory,

1001
00:51:17,619 --> 00:51:21,060
you can kind of choose how
you want your graphs to look.

1002
00:51:21,060 --> 00:51:22,812
So you can look at just this year,

1003
00:51:22,812 --> 00:51:26,623
last year and this year, however you like.

1004
00:51:28,450 --> 00:51:32,500
So this is actually also
from a Vermont school,

1005
00:51:32,500 --> 00:51:35,248
they did it in April of 2019,

1006
00:51:35,248 --> 00:51:37,353
and then they had a new administrator

1007
00:51:37,353 --> 00:51:41,247
and wanted to do it again in November.

1008
00:51:41,247 --> 00:51:43,110
So they actually chose to do it

1009
00:51:43,110 --> 00:51:46,952
outside of our typical
survey window in 2019.

1010
00:51:46,952 --> 00:51:49,613
So it's a pretty close togetherish,

1011
00:51:50,782 --> 00:51:53,042
April to November,

1012
00:51:53,042 --> 00:51:58,042
but you can see how there were
changes from year-to-year.

1013
00:51:58,550 --> 00:52:01,930
So take a second to look at
these school-wide graphs.

1014
00:52:01,930 --> 00:52:03,088
So these were any questions

1015
00:52:03,088 --> 00:52:05,700
that related to school-wide PBIS.

1016
00:52:05,700 --> 00:52:09,544
So not thinking about
classrooms or individuals,

1017
00:52:09,544 --> 00:52:13,023
what do you notice about this data?

1018
00:52:33,570 --> 00:52:35,640
And just to clarify on the left-hand side

1019
00:52:35,640 --> 00:52:39,110
is whether those items were in place,

1020
00:52:39,110 --> 00:52:41,240
partially in place or not in place at all,

1021
00:52:41,240 --> 00:52:44,280
any items related to school-wide PBIS.

1022
00:52:44,280 --> 00:52:45,590
And on the right-hand side

1023
00:52:45,590 --> 00:52:47,150
is whether staff thought

1024
00:52:47,150 --> 00:52:49,820
that those were areas for improvement.

1025
00:52:49,820 --> 00:52:53,570
So a high need for improvement,
medium or low levels.

1026
00:52:53,570 --> 00:52:55,690
So low would be,

1027
00:52:55,690 --> 00:52:58,400
we don't think this is an important area

1028
00:52:58,400 --> 00:52:59,700
for improvement right now.

1029
00:53:40,860 --> 00:53:45,072
Okay, so in April of 2019,

1030
00:53:45,072 --> 00:53:50,072
the staff were saying that 59% of the,

1031
00:53:51,875 --> 00:53:53,900
sorry, 59% of the staff

1032
00:53:53,900 --> 00:53:57,640
were rating those items as fully in place.

1033
00:53:57,640 --> 00:54:01,980
Come to November of 2019, only 32% were.

1034
00:54:01,980 --> 00:54:06,980
So actually for their school-wide
systems was a decrease

1035
00:54:07,180 --> 00:54:10,600
in people's perception
of their implementation.

1036
00:54:10,600 --> 00:54:11,510
Yeah, so Amanda is saying,

1037
00:54:11,510 --> 00:54:15,030
it looks like implementation
went down, less was in place.

1038
00:54:15,030 --> 00:54:16,608
And like Jessa said,

1039
00:54:16,608 --> 00:54:19,840
the encouraging piece is,

1040
00:54:19,840 --> 00:54:21,890
staff were acknowledging

1041
00:54:21,890 --> 00:54:25,260
that this now is an area for priority.

1042
00:54:25,260 --> 00:54:30,260
So in April, only 12% were saying that

1043
00:54:30,440 --> 00:54:34,270
it was a high need for
improving this area,

1044
00:54:34,270 --> 00:54:37,170
which could go either way.

1045
00:54:37,170 --> 00:54:40,200
60% in place is not great,

1046
00:54:40,200 --> 00:54:44,164
better than our 32% in place in November.

1047
00:54:44,164 --> 00:54:48,780
But now at least 50% of
the staff are saying,

1048
00:54:48,780 --> 00:54:52,099
we really need to focus on
our school-wide systems,

1049
00:54:52,099 --> 00:54:56,221
versus the previous year,
51% of staff were saying,

1050
00:54:56,221 --> 00:54:58,830
this is a low area for improvement.

1051
00:54:58,830 --> 00:55:03,163
So it's a little bit of confusing data.

1052
00:55:04,560 --> 00:55:08,470
You wonder what might've happened
between April and November

1053
00:55:08,470 --> 00:55:11,274
for their implementation
to decrease by so much,

1054
00:55:11,274 --> 00:55:14,320
but at least they are recognizing that

1055
00:55:14,320 --> 00:55:17,173
and are hoping for some improvements.

1056
00:55:19,540 --> 00:55:20,880
Something to know about this,

1057
00:55:20,880 --> 00:55:22,278
which you can't see on this graph

1058
00:55:22,278 --> 00:55:26,768
is that actually only nine
staff completed it in 2019

1059
00:55:26,768 --> 00:55:31,768
and like 35 staff completed
it in November of 2019.

1060
00:55:32,580 --> 00:55:36,490
So they're getting opinions

1061
00:55:36,490 --> 00:55:40,705
from a broader part of their staff.

1062
00:55:40,705 --> 00:55:43,225
So that's something to keep in mind,

1063
00:55:43,225 --> 00:55:46,000
how many staff actually completed it,

1064
00:55:46,000 --> 00:55:49,200
and is that representative
of our school staff.

1065
00:55:49,200 --> 00:55:50,699
Maybe the previous year,

1066
00:55:50,699 --> 00:55:53,040
only their leadership team completed it,

1067
00:55:53,040 --> 00:55:54,818
and they thought we're doing pretty well,

1068
00:55:54,818 --> 00:55:57,378
and then when it was
given to the full staff,

1069
00:55:57,378 --> 00:56:00,003
the results were very different.

1070
00:56:02,410 --> 00:56:06,400
Let's see, Jen is wondering,

1071
00:56:06,400 --> 00:56:08,750
I wonder that with greater knowledge

1072
00:56:08,750 --> 00:56:11,200
comes more scrutiny or higher
expectations, definitely.

1073
00:56:11,200 --> 00:56:14,120
So sometimes we'll see a school

1074
00:56:14,120 --> 00:56:16,490
that's just rolling out their first year,

1075
00:56:16,490 --> 00:56:20,520
they might give themselves,
let's say an 80%,

1076
00:56:20,520 --> 00:56:23,080
and then the following year
when they really realize

1077
00:56:23,080 --> 00:56:26,632
what each of these items means
and what it could look like,

1078
00:56:26,632 --> 00:56:29,360
they might go down to a 70% for a year,

1079
00:56:29,360 --> 00:56:30,650
'cause they're assessing themselves

1080
00:56:30,650 --> 00:56:32,500
with a little bit greater knowledge

1081
00:56:32,500 --> 00:56:35,223
and understanding what it truly takes.

1082
00:56:36,314 --> 00:56:39,110
And people get hard on
themselves sometimes.

1083
00:56:39,110 --> 00:56:41,340
So sometimes I'll be sitting in on a TFI

1084
00:56:41,340 --> 00:56:42,477
and the team will say,

1085
00:56:42,477 --> 00:56:45,350
"I really just think we're a one,

1086
00:56:45,350 --> 00:56:50,160
'cause we're only reteaching
every two months and whatever."

1087
00:56:50,160 --> 00:56:51,398
And I'm like,

1088
00:56:51,398 --> 00:56:55,610
"If you look at the item,
you really are meeting it."

1089
00:56:55,610 --> 00:56:57,810
So sometimes schools
are harder on themselves

1090
00:56:57,810 --> 00:57:01,273
than they need to be,
sometimes the opposite.

1091
00:57:03,322 --> 00:57:04,155
And Amanda is saying,

1092
00:57:04,155 --> 00:57:05,230
sometimes with new admin

1093
00:57:05,230 --> 00:57:07,196
and comparing new ideas
in life to a school,

1094
00:57:07,196 --> 00:57:11,270
they might be recognizing
that this is a priority,

1095
00:57:11,270 --> 00:57:13,167
and maybe the administrator
is saying it's a priority,

1096
00:57:13,167 --> 00:57:16,020
and that feeds into how staff are feeling.

1097
00:57:16,020 --> 00:57:17,550
And then we're asking,

1098
00:57:17,550 --> 00:57:20,220
is this all on one specific piece of data?

1099
00:57:20,220 --> 00:57:22,220
No, so it's not on one item.

1100
00:57:22,220 --> 00:57:24,676
I'm not sure exactly how many items

1101
00:57:24,676 --> 00:57:29,613
feed into this particular graph,

1102
00:57:29,613 --> 00:57:33,034
but it's any of the questions on those SAS

1103
00:57:33,034 --> 00:57:37,080
that applied to school-wide settings.

1104
00:57:37,080 --> 00:57:38,843
So I know one of them is,

1105
00:57:40,999 --> 00:57:43,440
do staff agree about

1106
00:57:43,440 --> 00:57:46,097
what behaviors should be
managed in the classroom

1107
00:57:46,097 --> 00:57:49,230
versus managed outside of the classroom?

1108
00:57:49,230 --> 00:57:53,343
So that's one of the items on school-wide.

1109
00:57:55,460 --> 00:57:58,070
And Amanda's asking and the
data shown from year-to-year

1110
00:57:58,070 --> 00:57:59,950
will tell you how many staff took it.

1111
00:57:59,950 --> 00:58:02,610
It tells you on the items report.

1112
00:58:02,610 --> 00:58:05,703
So it doesn't show up on
this one, I don't believe,

1113
00:58:05,703 --> 00:58:07,630
but on the items one it definitely will.

1114
00:58:07,630 --> 00:58:09,480
And I think I have a picture of that.

1115
00:58:10,770 --> 00:58:12,120
And Mike is saying,

1116
00:58:12,120 --> 00:58:14,300
the only consistency we
could get for the SAS

1117
00:58:14,300 --> 00:58:16,733
was to require all the
staff to do the survey.

1118
00:58:18,399 --> 00:58:20,563
That tends to be the case.

1119
00:58:21,860 --> 00:58:23,790
The other piece of the SAS,

1120
00:58:23,790 --> 00:58:26,980
which kind of frees the team up

1121
00:58:26,980 --> 00:58:28,540
to take it with a grain of salt

1122
00:58:28,540 --> 00:58:29,947
is some of the items

1123
00:58:29,947 --> 00:58:32,460
the full staff just might not be aware of.

1124
00:58:32,460 --> 00:58:35,550
So one of the questions
is something about,

1125
00:58:35,550 --> 00:58:38,883
like is there funding for,

1126
00:58:40,020 --> 00:58:43,173
like district funding for
PBIS or something like that?

1127
00:58:44,510 --> 00:58:48,170
If I'm not connected
closely with this work,

1128
00:58:48,170 --> 00:58:52,410
I may have no clue whether
there's funding for it.

1129
00:58:52,410 --> 00:58:54,480
So I might say, no, there's no funding,

1130
00:58:54,480 --> 00:58:56,620
versus, if you're on the leadership team

1131
00:58:56,620 --> 00:58:58,203
or you're the administrator you know,

1132
00:58:58,203 --> 00:59:01,850
"Okay, we got x, y and z
for best (indistinct) money.

1133
00:59:01,850 --> 00:59:04,510
And there's this part of
the budget devoted to it."

1134
00:59:04,510 --> 00:59:06,940
So some of the questions, like
when you look at the items,

1135
00:59:06,940 --> 00:59:07,847
you might say like,

1136
00:59:07,847 --> 00:59:10,340
"Okay, I can see why they rated that low,

1137
00:59:10,340 --> 00:59:12,777
but in actuality, this is where we're at."

1138
00:59:15,200 --> 00:59:16,140
So then the SAS,

1139
00:59:16,140 --> 00:59:21,140
reports can also be
given to you by component

1140
00:59:21,770 --> 00:59:23,800
so you can see

1141
00:59:23,800 --> 00:59:28,800
where exactly they have
fell shorter in November,

1142
00:59:29,410 --> 00:59:33,883
but really overall, all
of those scores went down.

1143
00:59:35,400 --> 00:59:39,292
Like in that TFI we're looking
at, some more than others,

1144
00:59:39,292 --> 00:59:42,550
and some maintained higher than others.

1145
00:59:42,550 --> 00:59:47,230
So for instance, expectations
defined stayed pretty high,

1146
00:59:47,230 --> 00:59:50,573
even though there was a
decline from year-to-year.

1147
00:59:52,577 --> 00:59:55,120
And then this is what the items report

1148
00:59:55,120 --> 00:59:57,170
looks like for the SAS.

1149
00:59:57,170 --> 00:59:58,760
So you can see in the middle,

1150
00:59:58,760 --> 01:00:00,886
we're looking at just the 2019.

1151
01:00:00,886 --> 01:00:02,900
So this is hard to see

1152
01:00:02,900 --> 01:00:05,900
because I covered it up with the bubble,

1153
01:00:05,900 --> 01:00:10,900
but let's say this is the
November administration of it.

1154
01:00:13,730 --> 01:00:18,000
You can see that in November,
they had 27 responses.

1155
01:00:18,000 --> 01:00:21,610
And if you were looking at the April one,

1156
01:00:21,610 --> 01:00:24,760
you'd see right there, it
would say nine responses.

1157
01:00:24,760 --> 01:00:26,380
So it's just something
to take into account

1158
01:00:26,380 --> 01:00:27,620
when you're analyzing your data

1159
01:00:27,620 --> 01:00:28,480
if you didn't have

1160
01:00:28,480 --> 01:00:31,390
consistent number of
responses over the years.

1161
01:00:31,390 --> 01:00:33,993
And then you can see for each item,

1162
01:00:35,840 --> 01:00:38,560
whether it was in place,
partially in place or not at all,

1163
01:00:38,560 --> 01:00:42,410
and what the level of
improvement priority was.

1164
01:00:42,410 --> 01:00:44,760
And you can see that these
are all the questions

1165
01:00:44,760 --> 01:00:46,944
under school-wide systems.

1166
01:00:46,944 --> 01:00:49,680
So Sherry, I think said
there's 13 questions

1167
01:00:49,680 --> 01:00:51,613
in that particular section.

1168
01:00:53,380 --> 01:00:58,200
And so you can see, like,
let's say number four,

1169
01:00:58,200 --> 01:01:00,840
problem behaviors are clearly defined.

1170
01:01:00,840 --> 01:01:04,390
They only said that that was 15% in place.

1171
01:01:04,390 --> 01:01:08,353
So that kind of tanked
their school-wide systems

1172
01:01:08,353 --> 01:01:10,877
in that November administration.

1173
01:01:10,877 --> 01:01:14,438
And they're giving it a 67%,

1174
01:01:14,438 --> 01:01:18,050
are saying that it's a high
priority for improvement.

1175
01:01:18,050 --> 01:01:20,300
So if you, as a leadership team saw that,

1176
01:01:20,300 --> 01:01:22,310
you would really wanna be honing in

1177
01:01:22,310 --> 01:01:26,290
on how can we go back to our
problem behavior definitions

1178
01:01:26,290 --> 01:01:30,043
and get some clarity across
the school around those.

1179
01:01:31,360 --> 01:01:35,520
I will say, I just was looking
at a bunch of SAS reports,

1180
01:01:35,520 --> 01:01:38,820
and this number four, number five,

1181
01:01:38,820 --> 01:01:41,330
consequences for problem
behaviors are clearly defined

1182
01:01:41,330 --> 01:01:45,465
is consistently low across Vermont,

1183
01:01:45,465 --> 01:01:48,193
and staff saying this is really important.

1184
01:01:49,950 --> 01:01:52,600
And I think there might be a piece to it

1185
01:01:52,600 --> 01:01:56,200
that is a communication issue.

1186
01:01:56,200 --> 01:01:59,758
So maybe the staff just
don't really ever know

1187
01:01:59,758 --> 01:02:04,758
what happens when a behavior occurs

1188
01:02:05,600 --> 01:02:10,160
if the processing of that behavior

1189
01:02:10,160 --> 01:02:12,330
is happening outside the classroom,

1190
01:02:12,330 --> 01:02:13,730
and there's no communication

1191
01:02:13,730 --> 01:02:16,030
back to the adults that were involved

1192
01:02:16,030 --> 01:02:18,290
about what was discussed with the student

1193
01:02:18,290 --> 01:02:20,460
and what's going to happen.

1194
01:02:20,460 --> 01:02:23,760
So some of these are
kind of a layered thing

1195
01:02:23,760 --> 01:02:26,310
that when your team is
now analyzing the results,

1196
01:02:26,310 --> 01:02:27,750
you can kind of get deeper

1197
01:02:27,750 --> 01:02:30,830
into what does that really
mean for our school?

1198
01:02:30,830 --> 01:02:33,870
Are the consequences not defined clearly?

1199
01:02:33,870 --> 01:02:37,720
Are they not being
implemented with consistency?

1200
01:02:37,720 --> 01:02:39,093
So that's another item.

1201
01:02:39,990 --> 01:02:42,570
Or is it just that there's
poor communication systems

1202
01:02:42,570 --> 01:02:43,930
that staff don't really know

1203
01:02:43,930 --> 01:02:46,820
what's happening after a behavior.

1204
01:02:46,820 --> 01:02:48,370
And Jen saying, yeah,

1205
01:02:48,370 --> 01:02:52,230
if staff are not coming
from a restorative mindset

1206
01:02:52,230 --> 01:02:55,430
and are still kind of thinking like,

1207
01:02:55,430 --> 01:02:57,900
the hammer has got to
come down on this kid

1208
01:02:57,900 --> 01:02:59,343
because of his behavior,

1209
01:03:01,150 --> 01:03:03,160
they might mark this

1210
01:03:03,160 --> 01:03:06,110
as the consequences
are not clearly defined

1211
01:03:06,110 --> 01:03:08,260
when really it's just that

1212
01:03:08,260 --> 01:03:11,770
they might be coming from a mindset that

1213
01:03:11,770 --> 01:03:15,583
the consequences should
look different than they do.

1214
01:03:16,710 --> 01:03:18,130
- I think this is a good example

1215
01:03:18,130 --> 01:03:21,130
of a question that allows
you to ask more questions.

1216
01:03:21,130 --> 01:03:25,059
So you've got some data
from the way this was worded

1217
01:03:25,059 --> 01:03:27,960
and then you need to ask,
so what does this mean?

1218
01:03:27,960 --> 01:03:30,500
And further about reparation

1219
01:03:30,500 --> 01:03:33,050
and what do people
think consequence means,

1220
01:03:33,050 --> 01:03:35,688
and going a little bit further.

1221
01:03:35,688 --> 01:03:38,686
So I like that as an example around,

1222
01:03:38,686 --> 01:03:40,620
it's not gonna be our answer,

1223
01:03:40,620 --> 01:03:44,343
it's gonna be our entree try
to discover more about it.

1224
01:03:50,373 --> 01:03:54,429
- So there's also a tool
that goes along with the SAS

1225
01:03:54,429 --> 01:03:57,320
that helps you kind of narrow down

1226
01:03:57,320 --> 01:03:59,200
your three areas of strength

1227
01:03:59,200 --> 01:04:01,323
and three areas in need of development

1228
01:04:01,323 --> 01:04:05,280
and what might you do.

1229
01:04:05,280 --> 01:04:06,643
So what activities might you take

1230
01:04:06,643 --> 01:04:11,643
to focus on and support
improvement in those areas.

1231
01:04:12,580 --> 01:04:16,793
The tool itself is a little
clunky and complicated.

1232
01:04:16,793 --> 01:04:19,490
So you might choose to use it or not,

1233
01:04:19,490 --> 01:04:20,890
or you might just choose

1234
01:04:20,890 --> 01:04:23,540
to kind of use the
protocol associated with it

1235
01:04:23,540 --> 01:04:26,000
and create your own system

1236
01:04:26,000 --> 01:04:29,293
for identifying those areas
that you wanna focus on.

1237
01:04:30,810 --> 01:04:33,963
But that SAS summary
graph is included in the,

1238
01:04:35,690 --> 01:04:40,363
sorry, the SAS summary form
is included in your materials.

1239
01:04:43,070 --> 01:04:46,180
So we're about to get into
the School Climate Survey,

1240
01:04:46,180 --> 01:04:49,120
which is kind of an alternative
to the SAS this year.

1241
01:04:49,120 --> 01:04:50,367
And so you might be wondering,

1242
01:04:50,367 --> 01:04:53,310
how do we choose between them?

1243
01:04:53,310 --> 01:04:54,211
Should we do both?

1244
01:04:54,211 --> 01:04:57,040
So we just wanted to kind
of give some information

1245
01:04:57,040 --> 01:05:00,300
about why schools have
liked the SAS in the past.

1246
01:05:00,300 --> 01:05:03,083
It is a longer than the
School Climate Survey.

1247
01:05:03,083 --> 01:05:04,440
And like we mentioned,

1248
01:05:04,440 --> 01:05:06,600
some of the items are a little,

1249
01:05:06,600 --> 01:05:09,020
not worded in the most current way

1250
01:05:09,020 --> 01:05:11,542
because it's an older assessment.

1251
01:05:11,542 --> 01:05:13,670
However, it really honors

1252
01:05:13,670 --> 01:05:18,670
the input of all staff
in PBIS implementation.

1253
01:05:18,840 --> 01:05:19,880
The School Climate Survey

1254
01:05:19,880 --> 01:05:24,839
is a little broader-reaching
to school climate overall.

1255
01:05:24,839 --> 01:05:27,870
And their perceptions
are really important,

1256
01:05:27,870 --> 01:05:30,069
even if they're a little skewed,

1257
01:05:30,069 --> 01:05:32,080
knowing what the perception is

1258
01:05:32,080 --> 01:05:35,270
is really helpful for the team.

1259
01:05:35,270 --> 01:05:36,560
And like we said,

1260
01:05:36,560 --> 01:05:37,850
we're hoping you're using

1261
01:05:37,850 --> 01:05:40,060
any of these assessments
in your action planning,

1262
01:05:40,060 --> 01:05:43,660
and then reporting back out
to staff about what you found

1263
01:05:43,660 --> 01:05:48,090
and how you're gonna use
that data to make changes.

1264
01:05:48,090 --> 01:05:50,340
And that really is one of the key pieces

1265
01:05:50,340 --> 01:05:53,230
of contributing to buy-in,

1266
01:05:53,230 --> 01:05:55,250
is reporting data back to staff,

1267
01:05:55,250 --> 01:05:59,060
both fidelity data, perception data,

1268
01:05:59,060 --> 01:06:00,873
and student outcome data.

1269
01:06:02,960 --> 01:06:04,990
So I'm gonna turn it over to Sherry

1270
01:06:04,990 --> 01:06:07,040
to get into the School Climate Survey.

1271
01:06:07,040 --> 01:06:09,240
But if you have questions about the SAS,

1272
01:06:09,240 --> 01:06:12,075
feel free to type them into the chat box,

1273
01:06:12,075 --> 01:06:14,250
or if you just wanna share anything

1274
01:06:14,250 --> 01:06:18,951
about your experience doing the
SAS over the past few years,

1275
01:06:18,951 --> 01:06:21,493
you can type that into
the chat box as well.

1276
01:06:24,610 --> 01:06:26,950
- Okay, thank you.

1277
01:06:26,950 --> 01:06:30,610
I just want to remind folks
that the Self-Assessment Survey

1278
01:06:30,610 --> 01:06:35,610
and the Tiered Fidelity Inventory
are located on PBIS apps.

1279
01:06:38,720 --> 01:06:40,318
And if you are a coordinator

1280
01:06:40,318 --> 01:06:44,065
or a team member on that system,

1281
01:06:44,065 --> 01:06:45,362
you got an email

1282
01:06:45,362 --> 01:06:49,917
prompting you to complete
the SAS and the TFI.

1283
01:06:49,917 --> 01:06:52,890
So if you have any questions
about how to access it,

1284
01:06:52,890 --> 01:06:55,210
please contact Anne Dubie.

1285
01:06:55,210 --> 01:06:59,070
And we really like these
for two reasons is,

1286
01:06:59,070 --> 01:07:01,590
one, it's really focusing on PBIS,

1287
01:07:01,590 --> 01:07:02,848
it allows you to prioritize.

1288
01:07:02,848 --> 01:07:05,900
And with the Self-Assessment Survey,

1289
01:07:05,900 --> 01:07:09,630
if you find staff are
feeling a certain way

1290
01:07:09,630 --> 01:07:11,020
and you create an action plan

1291
01:07:11,020 --> 01:07:13,380
to address what staff are concerned about,

1292
01:07:13,380 --> 01:07:16,600
it really shows them that
you're honoring their input

1293
01:07:16,600 --> 01:07:17,990
and you're using their feedback,

1294
01:07:17,990 --> 01:07:21,310
and that really contributes to buy-in.

1295
01:07:21,310 --> 01:07:26,310
So the SAS is an excellent tool
for really promoting buy-in,

1296
01:07:27,700 --> 01:07:30,680
especially if the team is really concerned

1297
01:07:30,680 --> 01:07:33,670
with how the staff are feeling
and do something about it.

1298
01:07:33,670 --> 01:07:36,470
So now let's talk about
the School Climate Survey,

1299
01:07:36,470 --> 01:07:41,250
which as Amy said, it's
sort of a broader sense

1300
01:07:41,250 --> 01:07:44,360
of how people are feeling
about school in several areas.

1301
01:07:44,360 --> 01:07:46,290
And I'll go over that a little bit.

1302
01:07:46,290 --> 01:07:50,990
And this is also located on PBIS apps.

1303
01:07:50,990 --> 01:07:54,787
If you wanna complete the
School Climate Survey,

1304
01:07:54,787 --> 01:07:58,080
either instead of the
Self-Assessment Survey

1305
01:07:58,080 --> 01:08:00,446
or in addition to the
Self-Assessment Survey,

1306
01:08:00,446 --> 01:08:02,320
there's an extra step,

1307
01:08:02,320 --> 01:08:03,932
you need to contact Anne Dubie

1308
01:08:03,932 --> 01:08:06,540
and let her know which subgroup

1309
01:08:06,540 --> 01:08:10,773
you want the School
Climate Survey open for.

1310
01:08:10,773 --> 01:08:14,280
So we don't automatically open a window.

1311
01:08:14,280 --> 01:08:15,113
And as you'll see,

1312
01:08:15,113 --> 01:08:17,330
there are several different
versions of the survey.

1313
01:08:17,330 --> 01:08:19,640
And so I'm gonna kind of repeat that again

1314
01:08:19,640 --> 01:08:22,980
after we go over the the Climate Survey.

1315
01:08:22,980 --> 01:08:26,490
The other thing is that there's now

1316
01:08:26,490 --> 01:08:31,490
a modified School Climate
Survey that is not on PBIS apps

1317
01:08:32,367 --> 01:08:34,760
but it's modified for COVID,

1318
01:08:34,760 --> 01:08:37,330
because some of the questions
on the School Climate Survey

1319
01:08:37,330 --> 01:08:40,680
ask about your environment,

1320
01:08:40,680 --> 01:08:43,670
your physical space in your
school and other things.

1321
01:08:43,670 --> 01:08:46,160
So there is a modified version

1322
01:08:46,160 --> 01:08:49,370
that is not a validated
measure at this point.

1323
01:08:49,370 --> 01:08:52,240
And that's why it's not on PBIS apps,

1324
01:08:52,240 --> 01:08:53,943
but there's a link

1325
01:08:53,943 --> 01:08:56,650
to how you can find out
more about those surveys

1326
01:08:56,650 --> 01:09:00,603
and see what those surveys say,
that's in our materials pod.

1327
01:09:01,466 --> 01:09:03,990
Or you can contact Anne Dubie,

1328
01:09:03,990 --> 01:09:05,880
she has the answer to
all of these questions.

1329
01:09:05,880 --> 01:09:10,880
So just wanna explain there's
two different surveys now,

1330
01:09:11,710 --> 01:09:15,320
and the School Climate modified version

1331
01:09:15,320 --> 01:09:19,680
is only for students
grades three through 12.

1332
01:09:19,680 --> 01:09:21,970
There's two different
types three through 12,

1333
01:09:21,970 --> 01:09:26,040
and it looks like they've
created them for staff as well,

1334
01:09:26,040 --> 01:09:27,480
but it's not a link yet.

1335
01:09:27,480 --> 01:09:30,170
that's a web-based link yet.

1336
01:09:30,170 --> 01:09:33,270
So I think they're developing
that and we'll stay tuned.

1337
01:09:33,270 --> 01:09:35,430
So it's very, very new.

1338
01:09:35,430 --> 01:09:38,220
- And it's a bit of a longer process.

1339
01:09:38,220 --> 01:09:41,240
So if you email Anne to
open up the one on PBIS app,

1340
01:09:41,240 --> 01:09:43,543
she'll just open it within a day or two.

1341
01:09:44,612 --> 01:09:46,080
The modified one,

1342
01:09:46,080 --> 01:09:48,980
you're filling out this Google
form that's pictured here,

1343
01:09:48,980 --> 01:09:51,502
and then they'll get back
to you in two to three days

1344
01:09:51,502 --> 01:09:54,385
and then you'll get the
link in seven to 10 days.

1345
01:09:54,385 --> 01:09:57,660
So it's a bit more of a drawn out process

1346
01:09:57,660 --> 01:10:00,523
because it's not typical right now.

1347
01:10:03,060 --> 01:10:04,380
- Let's talk about what it is.

1348
01:10:04,380 --> 01:10:06,470
There's four different kinds of surveys.

1349
01:10:06,470 --> 01:10:09,960
There's a survey for students
grades three through five

1350
01:10:09,960 --> 01:10:12,220
and it has 11 questions.

1351
01:10:12,220 --> 01:10:14,460
And then there's a separate
survey for students

1352
01:10:14,460 --> 01:10:17,229
grades six through 12,
with nine questions.

1353
01:10:17,229 --> 01:10:21,216
If you're a K-8 or a pre-K-12,

1354
01:10:21,216 --> 01:10:25,689
you're gonna have to decide
how you wanna do the survey.

1355
01:10:25,689 --> 01:10:30,689
If you're K-6, you can
still do the elementary,

1356
01:10:31,020 --> 01:10:33,150
the three through five for grade six,

1357
01:10:33,150 --> 01:10:35,810
but I would not do it for grade seven.

1358
01:10:35,810 --> 01:10:38,690
And then what about younger students?

1359
01:10:38,690 --> 01:10:40,250
These surveys are not created

1360
01:10:40,250 --> 01:10:43,693
for students under third grade,

1361
01:10:43,693 --> 01:10:46,802
however, wonderful
Monkton Elementary School

1362
01:10:46,802 --> 01:10:50,240
adapted the School Climate Survey.

1363
01:10:50,240 --> 01:10:52,560
And there is a Google Doc
version of that survey

1364
01:10:52,560 --> 01:10:55,230
that we can send you if you're interested.

1365
01:10:55,230 --> 01:10:56,160
If you're K-12,

1366
01:10:56,160 --> 01:10:59,534
you could also take the
two different surveys

1367
01:10:59,534 --> 01:11:02,030
and download them into an Excel,

1368
01:11:02,030 --> 01:11:03,280
so you can manipulate it

1369
01:11:03,280 --> 01:11:05,830
and create one school-wide report,

1370
01:11:05,830 --> 01:11:09,830
has just a little bit
more work on your part.

1371
01:11:09,830 --> 01:11:11,320
It measures connectedness,

1372
01:11:11,320 --> 01:11:13,020
school safety, school orderliness,

1373
01:11:14,296 --> 01:11:17,280
and peer and adult
relationships for the students.

1374
01:11:17,280 --> 01:11:19,420
There's a staff survey as well.

1375
01:11:19,420 --> 01:11:21,910
And that's an additional
number of questions,

1376
01:11:21,910 --> 01:11:23,820
there's 29 questions.

1377
01:11:23,820 --> 01:11:26,620
And that looks a little
bit more at connectedness

1378
01:11:26,620 --> 01:11:28,540
and how the adults, the teachers,

1379
01:11:28,540 --> 01:11:30,090
the adults in the school are feeling

1380
01:11:30,090 --> 01:11:32,560
in terms of supporting
to do their teaching

1381
01:11:32,560 --> 01:11:36,141
and connections with their
own peers, school safety,

1382
01:11:36,141 --> 01:11:40,830
again, the organization of
the school and relationships,

1383
01:11:40,830 --> 01:11:43,450
as well as their perception

1384
01:11:43,450 --> 01:11:45,950
of family relationships with the school.

1385
01:11:45,950 --> 01:11:50,950
And then the family members
version is 21 questions.

1386
01:11:51,373 --> 01:11:55,710
And it asks some very similar questions

1387
01:11:55,710 --> 01:11:58,300
as the staff and students,

1388
01:11:58,300 --> 01:12:01,640
but it's asking parents for the most part,

1389
01:12:01,640 --> 01:12:03,624
what their perception is

1390
01:12:03,624 --> 01:12:07,210
of their student's experience in school,

1391
01:12:07,210 --> 01:12:09,833
as well as their own
connections with the school.

1392
01:12:12,087 --> 01:12:15,070
Oh, and I don't know if
it says it on the slides.

1393
01:12:15,070 --> 01:12:16,360
I don't even remember what the slide say,

1394
01:12:16,360 --> 01:12:20,320
but they really generally
take no more than 15 minutes.

1395
01:12:20,320 --> 01:12:21,200
For the students.,

1396
01:12:21,200 --> 01:12:24,860
they say it takes about 10
minutes to complete the survey,

1397
01:12:24,860 --> 01:12:26,546
and for staff and family members,

1398
01:12:26,546 --> 01:12:31,355
it's about 15 minutes
to complete the survey.

1399
01:12:31,355 --> 01:12:34,618
And then there's the modified version

1400
01:12:34,618 --> 01:12:37,270
that has sort of an opening statement

1401
01:12:37,270 --> 01:12:40,510
about the different environments

1402
01:12:40,510 --> 01:12:43,803
that the students have been in.

1403
01:12:45,390 --> 01:12:47,130
It does sort of like the skip.

1404
01:12:47,130 --> 01:12:49,510
If you say that you're fully remote,

1405
01:12:49,510 --> 01:12:52,430
it skips some questions
so that you can answer

1406
01:12:52,430 --> 01:12:54,350
just the questions that
are relevant to you.

1407
01:12:54,350 --> 01:12:56,912
And that's the one
that's not on PBIS apps,

1408
01:12:56,912 --> 01:12:59,633
that requires you to ask for it.

1409
01:13:03,660 --> 01:13:05,430
We really like these surveys

1410
01:13:05,430 --> 01:13:08,310
because they are very easy to access.

1411
01:13:08,310 --> 01:13:10,980
If you've done the
Self-Assessment Survey before,

1412
01:13:10,980 --> 01:13:14,500
you know that there's a link
that you send to your subgroup

1413
01:13:14,500 --> 01:13:16,410
that you want to complete the survey.

1414
01:13:16,410 --> 01:13:17,860
Once the surveys are complete,

1415
01:13:17,860 --> 01:13:19,350
there are some amazing reports,

1416
01:13:19,350 --> 01:13:21,400
and I'll show you the reports.

1417
01:13:21,400 --> 01:13:23,490
And what we like is also,

1418
01:13:23,490 --> 01:13:28,490
you're looking at the perceptions of staff

1419
01:13:28,630 --> 01:13:30,660
and students and family members

1420
01:13:30,660 --> 01:13:32,240
if you choose to do all the surveys,

1421
01:13:32,240 --> 01:13:36,050
so you can compare and contrast.

1422
01:13:36,050 --> 01:13:38,880
And also, it looks at subgroups

1423
01:13:38,880 --> 01:13:42,083
such as gender, grade, race, ethnicity,

1424
01:13:44,064 --> 01:13:47,500
and the different settings
within the school.

1425
01:13:47,500 --> 01:13:48,333
We also like it

1426
01:13:48,333 --> 01:13:49,583
because the questions are general enough,

1427
01:13:49,583 --> 01:13:52,110
they're just about any school would find

1428
01:13:52,110 --> 01:13:53,670
that it would be useful to them.

1429
01:13:53,670 --> 01:13:58,458
So this took several years to
become a validated measure,

1430
01:13:58,458 --> 01:14:02,600
and it is now on PBIS apps,
and it's actively used.

1431
01:14:02,600 --> 01:14:07,600
So what we're learning is
that it really can be used

1432
01:14:07,970 --> 01:14:10,900
across all different kinds
of school configurations.

1433
01:14:10,900 --> 01:14:15,200
Amy, did you have something
you wanted to say?

1434
01:14:15,200 --> 01:14:16,033
- [Amy] No.

1435
01:14:16,033 --> 01:14:18,780
- Okay, you lit up there for a second.

1436
01:14:18,780 --> 01:14:23,780
There's a guide, the school
climate manual, I guess,

1437
01:14:23,980 --> 01:14:26,968
it's a school climate
manual that's on the link,

1438
01:14:26,968 --> 01:14:29,740
it just has such a great

1439
01:14:29,740 --> 01:14:32,952
wealth of materials tools for you to use.

1440
01:14:32,952 --> 01:14:37,167
There's like notification and
opt-out forms for families.

1441
01:14:37,167 --> 01:14:40,706
There's an invitation
letter that you can adapt.

1442
01:14:40,706 --> 01:14:43,410
There's also a a letter

1443
01:14:43,410 --> 01:14:46,250
for an invitation for
personnel to complete,

1444
01:14:46,250 --> 01:14:50,040
great ways to introduce
the surveys to others.

1445
01:14:50,040 --> 01:14:54,110
So it is something that
you can easily look at,

1446
01:14:54,110 --> 01:14:57,940
read quickly and turn into a process

1447
01:14:57,940 --> 01:14:59,980
that's gonna provide you

1448
01:14:59,980 --> 01:15:02,040
with a lot of information
about perceptions

1449
01:15:02,040 --> 01:15:04,140
about how people are feeling about school.

1450
01:15:05,030 --> 01:15:06,285
Here's a quick example.

1451
01:15:06,285 --> 01:15:11,200
These are some of the
questions of elementary school.

1452
01:15:11,200 --> 01:15:13,300
And for the younger students,

1453
01:15:13,300 --> 01:15:15,270
you may need adults

1454
01:15:15,270 --> 01:15:20,270
to help students answer
questions about ethnicity.

1455
01:15:20,767 --> 01:15:25,443
So we are asking about ethnicity and race.

1456
01:15:26,623 --> 01:15:30,260
The guidance is to try to
do this during class time

1457
01:15:30,260 --> 01:15:31,570
when an adult can be there

1458
01:15:31,570 --> 01:15:33,630
and help the students if
they have any questions

1459
01:15:33,630 --> 01:15:38,630
about their ethnicity or
other questions like that.

1460
01:15:39,690 --> 01:15:44,690
And here's the full 11 questions
for the elementary survey.

1461
01:15:44,700 --> 01:15:46,033
I like school.

1462
01:15:47,920 --> 01:15:49,480
I feel like I do well in school.

1463
01:15:49,480 --> 01:15:51,810
My school wants me to do well.

1464
01:15:51,810 --> 01:15:54,140
My school has clear rules for behavior.

1465
01:15:54,140 --> 01:15:56,220
Teachers treat me with respect.

1466
01:15:56,220 --> 01:16:01,220
Good behavior is noticed at my school.

1467
01:16:02,050 --> 01:16:03,560
I get along with others.

1468
01:16:03,560 --> 01:16:05,130
I feel safe.

1469
01:16:05,130 --> 01:16:07,270
Students treat each other well.

1470
01:16:07,270 --> 01:16:09,350
There's an adult that I can go to.

1471
01:16:09,350 --> 01:16:13,820
And students in my class believe in-

1472
01:16:13,820 --> 01:16:14,653
- Behave.

1473
01:16:14,653 --> 01:16:16,800
- Behave so the teachers can teach.

1474
01:16:16,800 --> 01:16:18,213
And I need new glasses.

1475
01:16:20,280 --> 01:16:22,453
The samples are also in that guide.

1476
01:16:23,390 --> 01:16:25,260
Then there are all
these wonderful reports.

1477
01:16:25,260 --> 01:16:27,000
There's the total score report.

1478
01:16:27,000 --> 01:16:28,540
You can look at it by gender,

1479
01:16:28,540 --> 01:16:31,100
you can look at it by sexual orientation.

1480
01:16:31,100 --> 01:16:32,650
If it's the middle school version,

1481
01:16:32,650 --> 01:16:34,940
we don't ask those questions
to the younger students.

1482
01:16:34,940 --> 01:16:38,130
You can look by grade,
item, and race, ethnicity,

1483
01:16:38,130 --> 01:16:41,290
and then you can look
at a full item report.

1484
01:16:41,290 --> 01:16:44,058
So it really does provide
a lot of information.

1485
01:16:44,058 --> 01:16:46,262
And it helps us look at

1486
01:16:46,262 --> 01:16:48,666
whether there's any disproportionality

1487
01:16:48,666 --> 01:16:52,203
that we need to be focusing on for change.

1488
01:16:53,180 --> 01:16:54,970
And we can go over some of that.

1489
01:16:54,970 --> 01:16:58,450
And then for the school
personnel and families,

1490
01:16:58,450 --> 01:17:03,031
there are sub-scales,
items scales, demographics,

1491
01:17:03,031 --> 01:17:05,963
and you can download all the items.

1492
01:17:08,570 --> 01:17:09,610
As I said,

1493
01:17:09,610 --> 01:17:12,450
there are the sub-scales,
teaching and learning,

1494
01:17:12,450 --> 01:17:14,720
school safety,
interpersonal relationships,

1495
01:17:14,720 --> 01:17:16,160
institutional environment.

1496
01:17:16,160 --> 01:17:18,070
So it's the parent's perception

1497
01:17:18,070 --> 01:17:20,750
about the school building itself.

1498
01:17:20,750 --> 01:17:22,360
And that's where the modified versions

1499
01:17:22,360 --> 01:17:24,783
might be helpful this year.

1500
01:17:24,783 --> 01:17:26,723
Parent involvement.

1501
01:17:29,260 --> 01:17:30,333
One subscale asked,

1502
01:17:30,333 --> 01:17:32,170
I think there's three questions

1503
01:17:32,170 --> 01:17:34,329
about their involvement with
the student's education.

1504
01:17:34,329 --> 01:17:36,230
And also the personnel,

1505
01:17:36,230 --> 01:17:38,853
there are some questions
about parent involvement.

1506
01:17:40,191 --> 01:17:43,530
That section of the School Climate Survey,

1507
01:17:43,530 --> 01:17:45,010
we've gotten some questions about it,

1508
01:17:45,010 --> 01:17:46,090
because one of the questions

1509
01:17:46,090 --> 01:17:48,630
is about volunteering in the school.

1510
01:17:48,630 --> 01:17:52,980
And I think perceptions of
parent or family or caregiver

1511
01:17:52,980 --> 01:17:54,548
or primary caregiver involvement

1512
01:17:54,548 --> 01:17:57,850
have really changed over time.

1513
01:17:57,850 --> 01:18:01,120
So that question feels
a little funny to us.

1514
01:18:01,120 --> 01:18:02,570
Like, do they volunteer?

1515
01:18:02,570 --> 01:18:04,140
And if the answer is no,

1516
01:18:04,140 --> 01:18:06,090
does that mean they're not
involved in their education?

1517
01:18:06,090 --> 01:18:09,320
So I would say if we, as PBIS team

1518
01:18:09,320 --> 01:18:11,015
have questions about that survey,

1519
01:18:11,015 --> 01:18:12,840
that's the area where

1520
01:18:12,840 --> 01:18:15,270
we're just wondering a little bit.

1521
01:18:15,270 --> 01:18:18,180
In fact, one school we
talked with recently,

1522
01:18:18,180 --> 01:18:20,584
we talked about the idea of perhaps

1523
01:18:20,584 --> 01:18:24,060
noting that in the
introduction to the surveys

1524
01:18:24,060 --> 01:18:26,282
since we can't modify the survey itself,

1525
01:18:26,282 --> 01:18:27,179
just sort of,

1526
01:18:27,179 --> 01:18:30,518
this is how we feel
about family involvement.

1527
01:18:30,518 --> 01:18:35,518
So when you complete the survey, mark it,

1528
01:18:35,720 --> 01:18:38,033
but we're not gonna be
looking at that in particular.

1529
01:18:38,033 --> 01:18:42,440
I will say that if you do
leave a question blank,

1530
01:18:42,440 --> 01:18:45,200
the survey is not considered at all.

1531
01:18:45,200 --> 01:18:48,720
So you can't really leave a blank,

1532
01:18:48,720 --> 01:18:50,500
you'll have to fill in every answer

1533
01:18:50,500 --> 01:18:54,353
in order for the survey to
be used in the full reports.

1534
01:18:55,900 --> 01:18:58,093
And then we're asking, oops, sorry.

1535
01:18:59,861 --> 01:19:01,610
For school personnel,

1536
01:19:01,610 --> 01:19:03,940
we're asking about how adults feel

1537
01:19:03,940 --> 01:19:06,470
about their connections with
other adults in the school.

1538
01:19:06,470 --> 01:19:10,947
Are they supported to be teachers
and teaching their topics?

1539
01:19:14,643 --> 01:19:16,740
Do they have what they
need to do the work?

1540
01:19:16,740 --> 01:19:18,100
Did they feel safe in school?

1541
01:19:18,100 --> 01:19:18,933
How do they feel

1542
01:19:18,933 --> 01:19:20,180
about the environment

1543
01:19:20,180 --> 01:19:23,690
as well as adult peer relationships
and family involvement?

1544
01:19:23,690 --> 01:19:26,480
Is the family survey
translated in other languages?

1545
01:19:26,480 --> 01:19:28,350
We have it in Spanish,

1546
01:19:28,350 --> 01:19:33,350
and I believe I heard that it
might be in other languages.

1547
01:19:33,450 --> 01:19:35,190
Amanda, I can look that up,

1548
01:19:35,190 --> 01:19:37,090
but it's definitely a drop-down

1549
01:19:37,090 --> 01:19:38,550
where you can ask for it in Spanish.

1550
01:19:38,550 --> 01:19:41,030
I just don't know about other languages.

1551
01:19:41,030 --> 01:19:43,043
So we can talk about that.

1552
01:19:44,580 --> 01:19:46,260
Oh, Amy already answered that.

1553
01:19:46,260 --> 01:19:47,583
Okay, next slide.

1554
01:19:51,030 --> 01:19:53,730
So the scores are one through four.

1555
01:19:53,730 --> 01:19:55,150
And for the younger students,

1556
01:19:55,150 --> 01:19:57,333
the scores go from never to always,

1557
01:19:57,333 --> 01:20:02,333
and for the older students, the
family and school personnel,

1558
01:20:02,530 --> 01:20:06,513
it goes from strongly
disagree to strongly agree.

1559
01:20:09,360 --> 01:20:12,023
Here's a sample total score report.

1560
01:20:13,969 --> 01:20:16,980
We wanna look at a
report like this and say,

1561
01:20:16,980 --> 01:20:19,370
what we can celebrate here.

1562
01:20:19,370 --> 01:20:22,191
So, as you saw in the previous slide,

1563
01:20:22,191 --> 01:20:25,830
the Likert scale is one through four.

1564
01:20:25,830 --> 01:20:26,820
And so this score

1565
01:20:26,820 --> 01:20:31,260
is doing a little bit above
three at both time slots.

1566
01:20:31,260 --> 01:20:33,240
And so that's something to celebrate,

1567
01:20:33,240 --> 01:20:35,794
over three is considered pretty good.

1568
01:20:35,794 --> 01:20:39,720
The other thing to celebrate
on this total score comparison

1569
01:20:39,720 --> 01:20:42,480
is the increase

1570
01:20:42,480 --> 01:20:45,100
in the number of people
that completed the survey.

1571
01:20:45,100 --> 01:20:49,872
So in March of 2018, 210
completed the survey,

1572
01:20:49,872 --> 01:20:54,872
and in November of 2018, 456
people completed the survey,

1573
01:20:57,150 --> 01:20:59,040
and the score is higher.

1574
01:20:59,040 --> 01:21:00,880
So that's something to really celebrate.

1575
01:21:00,880 --> 01:21:02,623
That's your total score report.

1576
01:21:05,130 --> 01:21:08,552
This looks at the items
from the questions.

1577
01:21:08,552 --> 01:21:13,427
So if you look down at the,
is that the horizontal access,

1578
01:21:13,427 --> 01:21:18,427
you can see the questions Q1 through Q9.

1579
01:21:18,860 --> 01:21:21,160
So this is middle school, obviously.

1580
01:21:21,160 --> 01:21:26,160
And if you are looking
at this report online,

1581
01:21:26,450 --> 01:21:29,676
if you hover your cursor over the Q,

1582
01:21:29,676 --> 01:21:32,537
it gives you the question.

1583
01:21:32,537 --> 01:21:35,130
I think it's unfortunate
that you print it out

1584
01:21:35,130 --> 01:21:37,080
and you really can't see
what the question is,

1585
01:21:37,080 --> 01:21:39,067
so you need some kind
of reference back to it.

1586
01:21:39,067 --> 01:21:41,691
So if your team is looking at this

1587
01:21:41,691 --> 01:21:45,998
while looking at it on the
application, on the web,

1588
01:21:45,998 --> 01:21:48,070
you can put your cursor over it

1589
01:21:48,070 --> 01:21:50,180
and can see what the question is.

1590
01:21:50,180 --> 01:21:52,469
So that's helpful there.

1591
01:21:52,469 --> 01:21:56,070
And here, we really wanna make sure

1592
01:21:56,070 --> 01:21:57,840
we're celebrating what's going well.

1593
01:21:57,840 --> 01:22:00,470
And question five, teachers
treat me with respect,

1594
01:22:00,470 --> 01:22:01,460
and question nine,

1595
01:22:01,460 --> 01:22:04,337
I know an adult I can talk
with at school if I need help

1596
01:22:04,337 --> 01:22:06,460
are to be celebrated,

1597
01:22:06,460 --> 01:22:08,230
so they're doing really well.

1598
01:22:08,230 --> 01:22:10,740
And then question seven
though is pretty low.

1599
01:22:10,740 --> 01:22:13,840
Students are frequently
recognized for good behavior.

1600
01:22:13,840 --> 01:22:16,030
So that's an area that this school

1601
01:22:16,030 --> 01:22:18,150
might be asking some more questions about

1602
01:22:18,150 --> 01:22:20,793
and building a plan around.

1603
01:22:23,230 --> 01:22:25,800
You can't see this, but we showed anyway,

1604
01:22:25,800 --> 01:22:27,658
I don't know why we do that.

1605
01:22:27,658 --> 01:22:30,020
This is your item score.

1606
01:22:30,020 --> 01:22:31,810
And on the left-hand side,

1607
01:22:31,810 --> 01:22:36,100
it is your demographic
data, your subgroups,

1608
01:22:36,100 --> 01:22:39,290
your grades, your race,
ethnicity, your sexual orientation

1609
01:22:39,290 --> 01:22:40,750
if it's middle school.

1610
01:22:40,750 --> 01:22:44,750
And we're looking at that question seven

1611
01:22:44,750 --> 01:22:47,760
from the previous slide by subgroups.

1612
01:22:47,760 --> 01:22:48,593
So it says,

1613
01:22:48,593 --> 01:22:51,720
students are frequently
recognized for good behavior,

1614
01:22:51,720 --> 01:22:53,120
is a concern.

1615
01:22:53,120 --> 01:22:55,430
What this team found

1616
01:22:55,430 --> 01:22:56,720
when they looked at the scores

1617
01:22:56,720 --> 01:22:58,200
across the different subgroups

1618
01:22:58,200 --> 01:22:59,980
is that they're pretty much similar

1619
01:22:59,980 --> 01:23:01,580
across the different subgroups.

1620
01:23:01,580 --> 01:23:06,176
So automatically their
first glance at this

1621
01:23:06,176 --> 01:23:07,780
is suggesting that

1622
01:23:07,780 --> 01:23:12,780
this is not necessarily
specific to subgroup issue.

1623
01:23:12,880 --> 01:23:17,450
So if it were though, our
plan would look different,

1624
01:23:17,450 --> 01:23:19,493
but we can see that if it is.

1625
01:23:20,960 --> 01:23:23,700
So, as I said, you wanna
celebrate the three to four range

1626
01:23:23,700 --> 01:23:27,160
and share with staff and
families and students.

1627
01:23:27,160 --> 01:23:30,460
Think about what your
three areas are of concern

1628
01:23:30,460 --> 01:23:32,530
perhaps those that are below three

1629
01:23:32,530 --> 01:23:34,710
or those that are more relevant to you,

1630
01:23:34,710 --> 01:23:37,600
the outcomes you wanna achieve this year.

1631
01:23:37,600 --> 01:23:39,882
You can drill down to all
the different subgroups

1632
01:23:39,882 --> 01:23:42,330
and create an action plan,

1633
01:23:42,330 --> 01:23:45,460
and then definitely report that out.

1634
01:23:45,460 --> 01:23:46,870
You definitely wanna share.

1635
01:23:46,870 --> 01:23:49,350
These are people that did the survey,

1636
01:23:49,350 --> 01:23:50,727
and they wanna know what the results are

1637
01:23:50,727 --> 01:23:52,410
and what you're planning to do about it.

1638
01:23:52,410 --> 01:23:55,010
So please, if you're completing
one of these surveys,

1639
01:23:55,010 --> 01:23:57,090
make sure you share the results

1640
01:23:57,090 --> 01:23:58,900
and what your plan is around that.

1641
01:23:58,900 --> 01:24:01,483
Because then again, that
contributes to the buy-in.

1642
01:24:03,647 --> 01:24:04,950
There's a question,

1643
01:24:04,950 --> 01:24:06,250
will the School Climate Survey

1644
01:24:06,250 --> 01:24:08,230
be available to use next year?

1645
01:24:08,230 --> 01:24:09,640
Yep, yep.

1646
01:24:09,640 --> 01:24:14,080
So we opened the window for annual surveys

1647
01:24:14,080 --> 01:24:15,650
for Vermont PBIS schools

1648
01:24:15,650 --> 01:24:18,440
from January through the end of March.

1649
01:24:18,440 --> 01:24:21,140
But anytime you wanna
do any of these surveys,

1650
01:24:21,140 --> 01:24:22,505
contact Anne Dubie,

1651
01:24:22,505 --> 01:24:24,480
and she will open up the window

1652
01:24:24,480 --> 01:24:25,660
for a period of time for you.

1653
01:24:25,660 --> 01:24:27,727
And I'm just gonna reiterate that

1654
01:24:27,727 --> 01:24:29,680
for the School Climate Survey,

1655
01:24:29,680 --> 01:24:31,200
the decision is,

1656
01:24:31,200 --> 01:24:36,140
which groups you want the survey open for,

1657
01:24:36,140 --> 01:24:38,680
and when you wanted that survey open for,

1658
01:24:38,680 --> 01:24:40,880
what's that window of time,

1659
01:24:40,880 --> 01:24:42,710
because you really can't
look at the results

1660
01:24:42,710 --> 01:24:45,340
until after the survey closes.

1661
01:24:45,340 --> 01:24:48,850
So please remember that

1662
01:24:48,850 --> 01:24:50,441
you're not gonna be sent a link from us

1663
01:24:50,441 --> 01:24:52,841
unless we hear from you
what you're looking for.

1664
01:24:53,705 --> 01:24:57,330
- And also, do you want the modified one

1665
01:24:57,330 --> 01:25:00,097
or do you want the regular one?

1666
01:25:00,097 --> 01:25:01,023
- Right.

1667
01:25:02,393 --> 01:25:05,420
And the reports for the modified one

1668
01:25:05,420 --> 01:25:06,610
look a little bit different,

1669
01:25:06,610 --> 01:25:09,590
but you can get the same
kind of information,

1670
01:25:09,590 --> 01:25:12,060
they just don't look exactly the same.

1671
01:25:12,060 --> 01:25:15,140
It's using Qualtrax, and
it's a little different.

1672
01:25:15,140 --> 01:25:20,140
So here's an example of a concern
that a team is working on,

1673
01:25:20,910 --> 01:25:23,480
students across all
subgroups have reported

1674
01:25:23,480 --> 01:25:26,359
that students are not acknowledged
for positive behavior.

1675
01:25:26,359 --> 01:25:30,290
So they have four action
steps that they defined here.

1676
01:25:30,290 --> 01:25:31,297
Who's gonna do that?

1677
01:25:31,297 --> 01:25:33,694
And as you can see, the
students are involved

1678
01:25:33,694 --> 01:25:36,705
in what the next steps might be

1679
01:25:36,705 --> 01:25:41,705
to help them feel like they've
gotten positive feedback

1680
01:25:41,760 --> 01:25:45,920
or acknowledgement for
following the expectations

1681
01:25:45,920 --> 01:25:48,370
that the school has determined to be,

1682
01:25:48,370 --> 01:25:51,970
what makes that school a great place.

1683
01:25:51,970 --> 01:25:53,830
And they're gonna do
the school survey again,

1684
01:25:53,830 --> 01:25:56,560
and hope that their
scores are three or above,

1685
01:25:56,560 --> 01:25:59,050
and they're gonna check
progress using a school survey.

1686
01:25:59,050 --> 01:26:00,820
So this is a great template

1687
01:26:00,820 --> 01:26:03,483
for action planning for
a school climate survey.

1688
01:26:04,690 --> 01:26:06,310
Question from Jessa,

1689
01:26:06,310 --> 01:26:08,050
also wondering if this could be something

1690
01:26:08,050 --> 01:26:09,520
that is done at the beginning of the year,

1691
01:26:09,520 --> 01:26:10,580
at the end of the year.

1692
01:26:10,580 --> 01:26:12,690
Yeah, that's definitely a recommendation.

1693
01:26:12,690 --> 01:26:16,040
I would wait for at least 45 days

1694
01:26:17,844 --> 01:26:19,270
once the school year starts

1695
01:26:19,270 --> 01:26:23,570
so that you can have some
time orienting to the school

1696
01:26:23,570 --> 01:26:24,870
to see how you feel about it.

1697
01:26:24,870 --> 01:26:26,760
And again, in the last 45 days

1698
01:26:26,760 --> 01:26:29,904
would be the best time
to do the second one.

1699
01:26:29,904 --> 01:26:33,083
That would be really great to do it twice.

1700
01:26:33,940 --> 01:26:34,940
- And Amanda is asking,

1701
01:26:34,940 --> 01:26:36,220
do you recommend the timeframe

1702
01:26:36,220 --> 01:26:38,713
be the same for all the
parts of the survey?

1703
01:26:40,030 --> 01:26:41,811
- You mean the different sub-groups?

1704
01:26:41,811 --> 01:26:42,894
- [Amy] Yeah.

1705
01:26:46,030 --> 01:26:48,070
- I think that really depends

1706
01:26:48,070 --> 01:26:51,290
on what works best for your school.

1707
01:26:51,290 --> 01:26:54,210
I think it'd be neat to
do it at the same time

1708
01:26:54,210 --> 01:26:56,100
so that you can compare across the groups

1709
01:26:56,100 --> 01:27:00,343
some similar concerns that
might be noted in the reports.

1710
01:27:03,500 --> 01:27:07,010
But yeah, you can do
families at a different time.

1711
01:27:07,010 --> 01:27:10,053
Another question we
got from the school is,

1712
01:27:11,845 --> 01:27:14,610
we wanna do the School Climate Survey,

1713
01:27:14,610 --> 01:27:17,220
but we've been doing the SAS for a while

1714
01:27:17,220 --> 01:27:18,360
and we won't have that data

1715
01:27:18,360 --> 01:27:20,380
to compare between last
year and this year.

1716
01:27:20,380 --> 01:27:22,970
I think that's a really great question.

1717
01:27:22,970 --> 01:27:26,760
So you can do a mix and match.

1718
01:27:26,760 --> 01:27:30,860
You can do the students
and family surveys,

1719
01:27:30,860 --> 01:27:33,850
school climate surveys, and
the Self-Assessment Survey.

1720
01:27:33,850 --> 01:27:35,470
This is just another option for you,

1721
01:27:35,470 --> 01:27:37,020
depending on where your school is at,

1722
01:27:37,020 --> 01:27:39,503
it's broader than PBIS-specific.

1723
01:27:40,380 --> 01:27:45,380
And we encourage you to
do what you think is best.

1724
01:27:46,830 --> 01:27:47,663
- And if you decided

1725
01:27:47,663 --> 01:27:50,746
you wanna do the SAS in February

1726
01:27:50,746 --> 01:27:53,968
and you wanna do the School
Climate Survey in May,

1727
01:27:53,968 --> 01:27:56,330
that's okay too.

1728
01:27:56,330 --> 01:27:57,303
- That's okay, too.

1729
01:28:00,843 --> 01:28:02,220
Just one thing, if you remember,

1730
01:28:02,220 --> 01:28:04,966
like to the beginning of this webinar,

1731
01:28:04,966 --> 01:28:07,550
what we show at every webinar,

1732
01:28:07,550 --> 01:28:09,440
the systems data and practices,

1733
01:28:09,440 --> 01:28:11,780
and we've been talking about the data,

1734
01:28:11,780 --> 01:28:13,340
which is equally as important

1735
01:28:13,340 --> 01:28:15,330
as the system and the practices,

1736
01:28:15,330 --> 01:28:17,430
and that's why we ask schools to complete

1737
01:28:17,430 --> 01:28:21,680
these perception and fidelity
tools once a year, at least.

1738
01:28:21,680 --> 01:28:23,580
So that we're ensuring that

1739
01:28:23,580 --> 01:28:25,830
you're really doing the work of PBIS

1740
01:28:25,830 --> 01:28:28,466
and not putting a lot of...

1741
01:28:28,466 --> 01:28:30,224
Put it this way,

1742
01:28:30,224 --> 01:28:33,670
PBIS is all about
effectiveness and efficiency.

1743
01:28:33,670 --> 01:28:34,800
So doing these surveys

1744
01:28:34,800 --> 01:28:37,870
really will help you be more efficient

1745
01:28:37,870 --> 01:28:39,713
at being effective on that.

1746
01:28:42,860 --> 01:28:44,930
- Okay, so this is the last section.

1747
01:28:44,930 --> 01:28:47,403
I'm just kind of pulling things together.

1748
01:28:48,710 --> 01:28:52,310
So thinking about when you're
gonna be looking at your data,

1749
01:28:52,310 --> 01:28:54,948
what are your key subgroups?

1750
01:28:54,948 --> 01:28:57,223
Where do you wanna really pay attention?

1751
01:28:58,540 --> 01:29:00,990
What's already rising for people

1752
01:29:00,990 --> 01:29:03,060
in terms of themes and major problems

1753
01:29:03,060 --> 01:29:04,746
that people are concerned about,

1754
01:29:04,746 --> 01:29:07,250
and then considering

1755
01:29:07,250 --> 01:29:09,800
whether those show up in your data or not.

1756
01:29:09,800 --> 01:29:13,510
And what do you predict
based on what you know?

1757
01:29:13,510 --> 01:29:16,126
So these are kind of
illuminating for teams

1758
01:29:16,126 --> 01:29:19,980
to be able to compare their perceptions

1759
01:29:19,980 --> 01:29:21,823
of what they predict
things are gonna look like

1760
01:29:21,823 --> 01:29:24,767
and then looking at the actual data.

1761
01:29:24,767 --> 01:29:27,950
And then for any of these assessments,

1762
01:29:27,950 --> 01:29:29,130
you're gonna wanna see,

1763
01:29:29,130 --> 01:29:32,610
are there any patterns
between groups, within groups,

1764
01:29:32,610 --> 01:29:34,818
and then of course, across time,

1765
01:29:34,818 --> 01:29:38,670
keeping in mind that this year,

1766
01:29:38,670 --> 01:29:43,670
now both 2020 and 2021 may look different.

1767
01:29:44,662 --> 01:29:47,528
And then we wanna think about,

1768
01:29:47,528 --> 01:29:50,353
looking at our different
data sources together.

1769
01:29:50,353 --> 01:29:51,860
So something like

1770
01:29:51,860 --> 01:29:55,762
looking at our behavior
observation and data forms

1771
01:29:55,762 --> 01:29:59,950
or our suspensions alongside
our school climate.

1772
01:29:59,950 --> 01:30:00,954
So for instance,

1773
01:30:00,954 --> 01:30:04,250
maybe our out-of-school
suspensions have increased

1774
01:30:04,250 --> 01:30:05,946
for our ELL students,

1775
01:30:05,946 --> 01:30:07,790
and our ELL students

1776
01:30:07,790 --> 01:30:09,810
are the ones who are reporting
the lowest perceptions

1777
01:30:09,810 --> 01:30:12,120
of peer adult relations.

1778
01:30:12,120 --> 01:30:13,719
Makes a lot of sense.

1779
01:30:13,719 --> 01:30:16,773
And what might we do about that?

1780
01:30:19,260 --> 01:30:21,913
What additional information might we need

1781
01:30:21,913 --> 01:30:26,913
to develop some action
steps around that noticing?

1782
01:30:29,510 --> 01:30:31,730
And then like we've
mentioned several times,

1783
01:30:31,730 --> 01:30:33,100
we're gonna celebrate the strengths

1784
01:30:33,100 --> 01:30:35,713
and target our concerns
or areas for growth.

1785
01:30:37,080 --> 01:30:38,930
In terms of disseminating this data,

1786
01:30:38,930 --> 01:30:42,313
we have a few suggestions
and resources for you.

1787
01:30:43,180 --> 01:30:44,890
You wanna think about

1788
01:30:44,890 --> 01:30:47,934
what questions you're looking
to answer with your data,

1789
01:30:47,934 --> 01:30:50,703
thinking back to those proposed outcomes,

1790
01:30:52,958 --> 01:30:55,273
what were your goals beginning PBIS?

1791
01:30:56,250 --> 01:30:59,560
And who is your audience for this story?

1792
01:30:59,560 --> 01:31:02,693
So thinking about it as
a storytelling device.

1793
01:31:03,730 --> 01:31:05,310
It's gonna look very different

1794
01:31:05,310 --> 01:31:07,586
if you are sharing this data with students

1795
01:31:07,586 --> 01:31:10,520
versus with the school board.

1796
01:31:10,520 --> 01:31:14,020
And how can you really display this data

1797
01:31:14,020 --> 01:31:18,367
in order to effectively convey
your true story of PBIS?

1798
01:31:18,367 --> 01:31:22,840
So sometimes what we share publicly

1799
01:31:22,840 --> 01:31:26,410
might not fully encompass
all of the PBIS work

1800
01:31:26,410 --> 01:31:27,685
that's happening in your building.

1801
01:31:27,685 --> 01:31:30,730
So how can you really tell the full story.

1802
01:31:30,730 --> 01:31:34,573
And what would success look like,

1803
01:31:34,573 --> 01:31:37,123
so that we know what we're
measuring up against.

1804
01:31:38,900 --> 01:31:40,100
When we're thinking about

1805
01:31:40,100 --> 01:31:41,837
sharing data with different stakeholders,

1806
01:31:41,837 --> 01:31:44,170
the simpler, the better,

1807
01:31:44,170 --> 01:31:47,060
thinking about looking at
one particular graph or table

1808
01:31:47,060 --> 01:31:49,640
and giving some descriptive text.

1809
01:31:49,640 --> 01:31:52,360
And we've given a staff
presentation example

1810
01:31:52,360 --> 01:31:53,193
in the materials

1811
01:31:53,193 --> 01:31:56,260
for sharing back your
SAS and your TFI data.

1812
01:31:56,260 --> 01:31:57,400
Your school climate survey

1813
01:31:57,400 --> 01:32:00,233
could follow the same template and format.

1814
01:32:02,660 --> 01:32:04,440
I just wanted to share one more thing,

1815
01:32:04,440 --> 01:32:05,273
for those of you

1816
01:32:05,273 --> 01:32:06,892
who have come to some of
the coordinators meetings,

1817
01:32:06,892 --> 01:32:11,000
you've probably seen us
share a video from Fletcher,

1818
01:32:11,000 --> 01:32:13,525
which is actually a
video of their students

1819
01:32:13,525 --> 01:32:16,030
analyzing their data.

1820
01:32:16,030 --> 01:32:17,760
So at their school,

1821
01:32:17,760 --> 01:32:19,610
their school counselor does some lessons

1822
01:32:19,610 --> 01:32:23,500
with their behavior data given
directly to the students.

1823
01:32:23,500 --> 01:32:27,420
And they've created a
class climate and culture

1824
01:32:27,420 --> 01:32:28,962
where they are really comfortable

1825
01:32:28,962 --> 01:32:31,246
talking about the data objectively

1826
01:32:31,246 --> 01:32:34,904
and celebrating their growth.

1827
01:32:34,904 --> 01:32:36,212
So they noticed,

1828
01:32:36,212 --> 01:32:41,212
let's say last year their
grade had 65 referrals,

1829
01:32:41,810 --> 01:32:44,303
and this year they've
only had 17 referrals,

1830
01:32:44,303 --> 01:32:47,200
and they were able to drill down

1831
01:32:47,200 --> 01:32:48,670
just like we do as the adults,

1832
01:32:48,670 --> 01:32:53,350
and look at where were their
locations and times of day,

1833
01:32:53,350 --> 01:32:55,578
and certain behaviors that were concerns.

1834
01:32:55,578 --> 01:32:59,270
And what strategies did they
have for their fellow students

1835
01:32:59,270 --> 01:33:01,780
around those areas of concerns?

1836
01:33:01,780 --> 01:33:03,020
So I think sometimes

1837
01:33:04,472 --> 01:33:07,870
we're thinking about
analyzing this data as adults,

1838
01:33:07,870 --> 01:33:10,020
especially with the
School Climate Survey data

1839
01:33:10,020 --> 01:33:14,433
and the Behavior Observation, Data Form,

1840
01:33:15,605 --> 01:33:18,530
our students can be
really active stakeholders

1841
01:33:18,530 --> 01:33:19,818
in that data analysis,

1842
01:33:19,818 --> 01:33:24,180
and what a great math lesson alongside it.

1843
01:33:24,180 --> 01:33:26,223
So just something to keep in mind.

1844
01:33:27,504 --> 01:33:32,504
So we will stay on and
answer any questions,

1845
01:33:32,890 --> 01:33:35,926
even if they're particular to
just your school, that's fine.

1846
01:33:35,926 --> 01:33:38,210
If they're more nitty-gritty,

1847
01:33:38,210 --> 01:33:41,150
like, can you add me to my
PBIS assessment account,

1848
01:33:41,150 --> 01:33:42,604
you can email Anne,

1849
01:33:42,604 --> 01:33:47,189
or if you wanna have one of
those surveys opened for you,

1850
01:33:47,189 --> 01:33:51,940
email Anne, and she's gonna
email you after this webinar

1851
01:33:51,940 --> 01:33:54,695
with an evaluation survey,

1852
01:33:54,695 --> 01:33:57,460
so you can let us know
how this went for you.

1853
01:33:57,460 --> 01:33:59,569
And before you hit submit,

1854
01:33:59,569 --> 01:34:03,130
there's a link to download
your certificate of attendance

1855
01:34:03,130 --> 01:34:04,900
so that you can get any credit you need

1856
01:34:04,900 --> 01:34:06,273
for coming to this webinar.

1857
01:34:08,270 --> 01:34:09,103
So now I'll be quiet

1858
01:34:09,103 --> 01:34:10,810
so you can think of your questions.

1859
01:34:13,096 --> 01:34:14,570
- If you don't have any questions,

1860
01:34:14,570 --> 01:34:19,570
feel free to sign off and
enjoy the rest of your day.

1861
01:34:23,090 --> 01:34:23,923
Thank you.

1862
01:34:31,410 --> 01:34:32,560
- [Amy] You're welcome.