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So much for being here.

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As you just noticed, this
meeting will be recorded,

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so if you have to leave early,

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I know it's a busy time of year,

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we'll be able to put this on our website

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for you to review at your
leisure at a later time.

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My name's Cassandra Townsend,

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co-director of the BEST Project

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and State PBIS leadership team.

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Very excited to be here with several

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of our fabulous coaches, trainers,

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and all of you, our fabulous coordinators,

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whether you're at the building
level or the district level.

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Very excited that all of you
are here. Thank you, Sherry.

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You'll notice that, for today's webinar,

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we have materials posted.

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Sherry just put them in the chat as well,

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so you'll find the materials
that we reference on that link.

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You'll also notice today
during our presentation,

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there may be some other links
embedded in the presentation,

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so feel free to utilize those as well.

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So before we get into the agenda,

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it's always important
to start with the data,

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right, coordinators?

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We know this. We love data.

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Hopefully we've got some
data junkies out there,

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colleagues and friends
who love, love data.

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So we're very excited that
we have about 43 attendees,

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including our coaches with us today,

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and we did get some messages.

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Some of you will be
joining us a little later.

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That's totally fine.

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We also have many schools,

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many diverse schools represented
during our time today,

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which is really great.

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Awesome.

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So our agenda for this morning,

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we've got about two hours together,

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and we'd like to start off with,

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you know, your typical opening activity.

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We wanna talk a little bit
about some celebrations,

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community agreements.

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Our topic for today is really focusing

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on student/family/caregiver voice.

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This is a really great time to think

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about how are we engaging and
reflecting on our families

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and our caregivers and students
as we're reviewing our data,

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which is another topic we'll
get into as well, right?

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We know that having diverse voice

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is really helpful for us
in our action planning.

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So we're gonna round out
our time this morning

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with some assessment, information,
and friendly reminders.

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We have an action plan that's new

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that we'd love to share with all of you,

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and then many of you are in the
role of coordinators, right?

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So we have a "Coordinator Handbook."

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We also made some updates to that.

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So, pending our time this morning,

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we'll have an opportunity to
get in some breakout groups,

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review the handbook as well.

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As you know, this is really an opportunity

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for all of you to connect with each other.

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Back in the day if you've
been doing this for years,

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which I see some very familiar
faces on the line today,

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we used to have in
personal regional meetings.

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This is our opportunity together online.

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While not in person,
really wanna set the stage

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for cross pollination
of ideas, collaboration.

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So we see this as an opportunity
for all of you to jump in,

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share your lived experience as well,

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and feel free to do that a
couple of ways during our time.

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Feel free to go ahead
and type in the chat box

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or go ahead and raise your hand

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if something of interest
comes to you or you're like,

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"Wow, I've got this idea.

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I have to share it with my colleagues."

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That's really the vibe
we're going for this morning

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with our time.

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Again, the work that you do
is so incredibly valuable,

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and we learn from you,

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and we're hoping that all
of you will be in a position

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to learn from each other as well.

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So excited that you all are
able to join us this morning.

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Before we jump into some of the
content, would love to hear.

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We've had some cold
weather, right? Am I right?

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We've had some temperature dips.

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So what we thought would
be fun in the chat,

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or feel free to raise your hand,

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if you could just name one
thing that gave you joy

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or strength or maybe a coping strategy

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during that recent stretch
of sub-zero temperatures,

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anything that was interesting

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that you'd like to share for folks.

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Oh, paint and sip. Love it, Sherry.

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Good call. Yeah, oh, pottery.

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That's such a cool idea. Yes, Florida.

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Absolutely. Let's go to
Florida, right? (laughs)

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Or at least having a Florida
background, Lauralee.

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Thank you very much.

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You're channeling some warmth
right now on the webinar.

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Baking, ice rink. Yes, yes.

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I know, finally.

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We've had some friends with
homemade ice rinks they actually

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were able to freeze for the
first time, which is amazing.

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Hockey, awesome. Fuzzy blankets.

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Yes, fire, awesome. Thanks
everyone for sharing.

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Read a lot of baking. I love it.

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Type in any recipes, too,
anything that's exciting.

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Always people love to hear
new things, right? Awesome.

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Thanks, everyone, for
sharing. Appreciate it.

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So here are community agreements.

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Again, community agreements,
you're gonna hear us

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use the word living document a lot today

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during our time this morning.

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These should not be stagnant.

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These are things that evolve
and should be addressed

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as you and your leadership teams go

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through your teaming process.

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One of the things that we wanna
recommend is thinking about,

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you know, sort of our social
emotional agreements, right?

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Behavioral agreements as well

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as some of the procedural stuff,

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and so thinking about both sides
of those really lend itself

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to a productive meeting, as you all know.

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And so, again,

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this is just a friendly
reminder as you think

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about organizing your monthly
leadership team meetings

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as coordinators,

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what are your community
agreements that you have?

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And it's a great opportunity
to also pair that

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with roles, right?

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What are the roles?
Time is of the essence.

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Time is valuable. Your time is valuable.

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How are we making our time
together fun, efficient,

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and so everyone feels like they
feel a part of the process?

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And with that in mind,
I would love to know,

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if you are a new coordinator,

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if you wouldn't mind just
typing into the chat,

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we'd love to welcome you to this meeting.

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We also know there's been quite a bit

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of turnover in Vermont,

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and so if you are new to the
role of PBIS coordinator,

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let us know.

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We're excited to support you in this work,

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and I know many of you have
been coordinators for years.

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So if you are also a coordinator
and have been for years,

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if you wouldn't mind in the chat.

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Valcor, thank you so much. Welcome.

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Let us know how long you've
been a coordinator for.

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So jot in a number.

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Let us know how long you've
been in the coordinator role.

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Carrie, awesome. That's great.

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Welcome, Brad. Jacqueline, yay.

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Well, welcome to the coordinator family.

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Brina, that's wonderful.

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Well, we also have some
veterans on the line,

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so that's wonderful.

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Yeah, seven years. Awesome, Lisa and Abby.

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That's great. Very cool.

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So glad you all are
here. Nine years, Amanda.

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That's right. Wow, that's awesome.

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Woo hoo! Go, team.

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So we've got some newbies.
You've got some veterans.

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This is a great opportunity to connect.

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So welcome to all of
you. This is so exciting.

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All right, so for those
of you who are veterans

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and those of you who are new,

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you probably have seen this before.

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We love this. We call
this the tattoo, right?

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This is our tattoo that we
sort of (laughs) love to show.

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It's really what keeps
PBIS framework sustainable,

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always focusing, one,

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on equity as always at
the center of our work,

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but thinking about how do we build systems

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so that we can support the practices,

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and then how are we utilizing data

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to ensure that what
we're doing is working?

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And so what we have learned over the years

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with PBIS implementation
is that you really have

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to have this overlapping layers intact

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for sustainability and efficiency

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and efficacy of PBIS implementation.

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So systems, we're talking
about teaming structure.

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Who's on your leadership team, right?

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Do you have a schedule? Are
you meeting regularly, right?

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So all of those things are
so incredibly important

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to think about what sort of practices

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and the sustainability of
the practices as well, right?

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And then, of course, we're
always using that data.

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So we always have to focus
on data systems and practices

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and certainly with equity
at the center of what we do,

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and huge kudos.

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If you haven't heard,

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the National Center
Technical Assistance Center

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on PBIS received another five years

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of federal funding through 2028.

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So this has been funded.

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The center, I believe, has
been funded for about 25 years,

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maybe even more now with
this new round of funding.

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We wanted to share this with all of you

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because PBIS is bigger
than Vermont, right?

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People nationally, many of you know this,

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but this has really been a huge initiative

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that has the data behind it
that is influencing funding,

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and so it's really incredibly exciting

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to see that PBIS framework
and what we know has worked

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has been acknowledged over
the years with the TA Center.

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One thing I did wanna know

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is when the funding first came out,

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it was really predominantly funded

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through the Federal Office
of Special Ed, right?

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So it was sort of seen

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as a special ed initiative
in some regards,

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and what's really exciting,
the last two rounds of funding,

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I believe I'm correct on this,
especially this last round,

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it's not only been funded

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through the Federal Office
of Special Education,

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it's been co-funded by
the Office of Education.

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So we're thinking general fund, ed fund,

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as well as special ed, which
is a really nice blend,

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and it's signifying the
prioritization, I believe,

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of how we are building bridges between

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and supporting students
who need higher levels

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of intervention within
the general ed realm,

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and so that's very exciting.

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So wanted to put that out
there. Thanks to all of you.

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Sherry put in a link to lots of resources

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on PBIS website as well.

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The other thing that we
wanted to share as well is,

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while the BEST Project is
certainly engaged in a lot of work

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with PBIS implementation across the state,

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we're also doing some really creative

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and have been for a little bit

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and will be doing more in the future

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around how are we thinking
about early childhood, right?

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Many of you have been and heard
of Pyramid Model practices.

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If you go to Pyramid Model Consortium,

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they actually coin it
PBIS for early childhood.

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So thinking about how are
we building the bridge

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between early childhood centers,

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preschools in your buildings,

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and some of you are
already doing this work

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with aligning language and practices

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from preschool to your
school age population.

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And so you'll be hearing
a little bit more from us

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as we continue to embark on that work

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and build those bridges.

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The other opportunity that
we've had in the past few years

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and will continue on is thinking about,

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through Project AWARE,

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which is Advancing Wellness
and Resilience for Education.

252
00:12:42,968 --> 00:12:44,718
I believe I got that acronym right.

253
00:12:45,904 --> 00:12:48,300
Thinking about how are we intentionally

254
00:12:48,300 --> 00:12:52,450
aligning mental health and our
local mental health agencies

255
00:12:53,726 --> 00:12:56,443
and organizations and
practices and systems

256
00:12:56,443 --> 00:12:58,890
within our PBIS work
at the building level.

257
00:12:58,890 --> 00:13:01,570
And so, again, we know
that the PBIS framework

258
00:13:02,673 --> 00:13:06,250
is a framework in which we
embed various practices,

259
00:13:06,250 --> 00:13:08,434
and so we'll be looking more intentionally

260
00:13:08,434 --> 00:13:09,641
as the BEST Project

261
00:13:09,641 --> 00:13:13,142
to how are we aligning our
local mental health resources

262
00:13:13,142 --> 00:13:14,070
with the PBIS work that we're doing

263
00:13:14,070 --> 00:13:16,770
that all of you are doing in our schools.

264
00:13:16,770 --> 00:13:20,863
And so, again, very
exciting. Lots of cool stuff.

265
00:13:20,863 --> 00:13:22,080
Wanted to give you that heads up

266
00:13:22,080 --> 00:13:23,850
'cause you'll be hearing a lot more

267
00:13:23,850 --> 00:13:26,193
about that as we continue this work.

268
00:13:28,665 --> 00:13:29,523
What's new?

269
00:13:29,523 --> 00:13:31,118
Wanna let you all know that,

270
00:13:31,118 --> 00:13:34,004
when we're talking about changes,

271
00:13:34,004 --> 00:13:37,716
and for some of you who are
new, this may not be new to you

272
00:13:37,716 --> 00:13:40,985
because this is what you are experiencing

273
00:13:40,985 --> 00:13:44,550
is we've done a lot of work
as a state leadership team,

274
00:13:44,550 --> 00:13:48,234
thinking about how are we centering equity

275
00:13:48,234 --> 00:13:49,650
within the PBIS framework.

276
00:13:49,650 --> 00:13:52,773
How are we focusing on
culturally responsiveness?

277
00:13:54,157 --> 00:13:57,303
How are we thinking about the
transitioning from buy-in,

278
00:13:58,261 --> 00:14:00,261
which is often that transactional term,

279
00:14:00,261 --> 00:14:03,270
to really whole school
collective ownership

280
00:14:03,270 --> 00:14:05,640
of this framework?

281
00:14:05,640 --> 00:14:08,790
And so you'll see lots of resources there.

282
00:14:08,790 --> 00:14:11,343
Thank you. Sherry also put it in the chat.

283
00:14:12,879 --> 00:14:14,591
I just wanted to bring your attention.

284
00:14:14,591 --> 00:14:18,070
We've also done a lot of
work. Living document again.

285
00:14:18,070 --> 00:14:21,033
As we know more, we do better, right?

286
00:14:21,889 --> 00:14:24,181
And so we'll see some language changes

287
00:14:24,181 --> 00:14:26,281
that the state team has really focused on.

288
00:14:27,315 --> 00:14:30,090
Just for an example, when
we think about, you know,

289
00:14:30,090 --> 00:14:33,060
problem behavior, that
was what we used to say.

290
00:14:33,060 --> 00:14:36,603
Now we're really thinking about
it as interfering behavior.

291
00:14:37,585 --> 00:14:41,694
It just resets the frame
of all of us adults saying,

292
00:14:41,694 --> 00:14:44,250
"Gosh, what is getting
in the way of Cassandra,

293
00:14:44,250 --> 00:14:47,583
right, being successful
in math class, right?

294
00:14:48,460 --> 00:14:51,171
She's not a problem kid.
Cassandra's not a problem kid."

295
00:14:51,171 --> 00:14:52,363
Well, my husband only thinks so.

296
00:14:52,363 --> 00:14:54,216
However, that's a different conversation

297
00:14:54,216 --> 00:14:55,920
and a different webinar, but, right?

298
00:14:55,920 --> 00:15:00,713
It really gives that re-frame.
So that's just one example.

299
00:15:00,713 --> 00:15:03,480
You'll find lots of examples
of language changes as well

300
00:15:03,480 --> 00:15:07,610
on the website that Sherry had linked,

301
00:15:07,610 --> 00:15:09,870
but just wanted to, for your information,

302
00:15:09,870 --> 00:15:11,273
wanted to share that with all of you.

303
00:15:12,885 --> 00:15:13,718
And then the other thing

304
00:15:13,718 --> 00:15:17,212
is we've had our annual report
come out, which is amazing.

305
00:15:17,212 --> 00:15:19,159
We'll have another annual report come out.

306
00:15:19,159 --> 00:15:20,559
Thanks to all of you. Kudos.

307
00:15:21,457 --> 00:15:24,271
We rely on your data
for that annual report.

308
00:15:24,271 --> 00:15:28,590
We rely on your quotes, your
lived experience, your photos.

309
00:15:28,590 --> 00:15:30,839
So just a preview.

310
00:15:30,839 --> 00:15:34,212
We'll be looking and leaning
on many of you for resources

311
00:15:34,212 --> 00:15:37,890
as we embark on this current
year's annual report,

312
00:15:37,890 --> 00:15:42,141
but right now, just sort of
a little state of the union,

313
00:15:42,141 --> 00:15:44,523
we've had 15 learning events.

314
00:15:44,523 --> 00:15:46,830
We've had many participants at our events.

315
00:15:46,830 --> 00:15:50,293
Many different schools
have attended our trainings

316
00:15:50,293 --> 00:15:52,170
with really high rates of satisfaction.

317
00:15:52,170 --> 00:15:54,660
So, again, we could not do this work

318
00:15:54,660 --> 00:15:57,612
without the work that
all of you are doing,

319
00:15:57,612 --> 00:15:59,970
and so kudos to you for really helping all

320
00:15:59,970 --> 00:16:01,773
of us move this work forward.

321
00:16:04,591 --> 00:16:08,784
Again, we're gonna launch
into centering equity

322
00:16:08,784 --> 00:16:10,734
and centering student and family voice.

323
00:16:11,600 --> 00:16:12,690
One thing that I wanted
to share with all of you

324
00:16:12,690 --> 00:16:16,053
is we did a little bit of
an update to this visual.

325
00:16:17,271 --> 00:16:18,960
One of the things that
we talk about in PBIS

326
00:16:18,960 --> 00:16:22,140
is our system of support

327
00:16:22,140 --> 00:16:27,140
that is so critically
valuable for sustainability.

328
00:16:27,550 --> 00:16:31,170
So as a new coordinator,
as an existing coordinator,

329
00:16:31,170 --> 00:16:32,380
what you're seeing here

330
00:16:32,380 --> 00:16:35,400
is we have many state
level supports available

331
00:16:35,400 --> 00:16:39,410
to you to move this work forward.

332
00:16:39,410 --> 00:16:41,803
We have our state technical
assistance providers.

333
00:16:41,803 --> 00:16:43,489
We have trainers. We have coaches.

334
00:16:43,489 --> 00:16:45,239
Many of them are on the line today.

335
00:16:46,331 --> 00:16:47,580
Again, don't hesitate to reach out

336
00:16:47,580 --> 00:16:49,803
to your technical assistance provider.

337
00:16:51,254 --> 00:16:54,180
Super helpful, giving
information, a trainer,

338
00:16:54,180 --> 00:16:56,373
a coach, lots of supports as well.

339
00:16:57,363 --> 00:16:59,552
At the district level,
as many of you know,

340
00:16:59,552 --> 00:17:00,990
we have our coordinators, our
district level coordinators,

341
00:17:00,990 --> 00:17:02,310
and, again, you are the ones

342
00:17:02,310 --> 00:17:04,860
who are keeping this really visible

343
00:17:04,860 --> 00:17:07,110
and a priority at the district level,

344
00:17:07,110 --> 00:17:10,140
and then, of course, we have
our school level coordinators,

345
00:17:10,140 --> 00:17:12,573
many of you of which
are on the line today.

346
00:17:13,598 --> 00:17:15,674
Again, this system of support

347
00:17:15,674 --> 00:17:16,920
is really incredibly important,

348
00:17:16,920 --> 00:17:21,728
so appreciate that many new
coordinators are on the line

349
00:17:21,728 --> 00:17:23,490
and hoping that if there has been turnover

350
00:17:23,490 --> 00:17:27,580
in many of our schools, a
coordinator will be identified

351
00:17:27,580 --> 00:17:29,460
'cause your role is so valuable.

352
00:17:29,460 --> 00:17:32,134
One of the things that we've updated

353
00:17:32,134 --> 00:17:36,213
is that nice little yellow
half moon at the bottom,

354
00:17:38,231 --> 00:17:40,705
and this is a nice segue into our content

355
00:17:40,705 --> 00:17:42,633
around student/family/caregiver voice,

356
00:17:43,661 --> 00:17:47,684
is we need leadership
teams at all levels, right?

357
00:17:47,684 --> 00:17:49,822
Whether it's a district leadership team,

358
00:17:49,822 --> 00:17:52,079
whether it's a building-based
leadership team.

359
00:17:52,079 --> 00:17:53,760
We have a leadership team at the state.

360
00:17:53,760 --> 00:17:55,590
We really need to prioritize

361
00:17:55,590 --> 00:18:00,000
that we're making sure we
have all voices at that table

362
00:18:00,000 --> 00:18:03,364
on those teams to inform the process.

363
00:18:03,364 --> 00:18:06,103
So we've just added that to this

364
00:18:06,103 --> 00:18:10,193
because we realize it is a
priority, and while it hasn't,

365
00:18:10,193 --> 00:18:12,793
we've lived it and we've
mentioned that in the past.

366
00:18:13,925 --> 00:18:16,335
Realize we need to be more explicit.

367
00:18:16,335 --> 00:18:19,522
We need to focus and
prioritize the voices.

368
00:18:19,522 --> 00:18:21,772
Who's missing on our
leadership teams, right?

369
00:18:22,793 --> 00:18:24,821
Whose voice is not there?

370
00:18:24,821 --> 00:18:25,920
We need to start having
those conversations

371
00:18:25,920 --> 00:18:30,000
to make sure that our community
partners, invested partners,

372
00:18:30,000 --> 00:18:33,330
stakeholders, there's
lots of various terms,

373
00:18:33,330 --> 00:18:36,933
are really part of this
process moving forward.

374
00:18:38,245 --> 00:18:42,146
Before I dive in to the content,

375
00:18:42,146 --> 00:18:44,284
I'd love to just open it up,

376
00:18:44,284 --> 00:18:46,284
give you all an opportunity to chime in.

377
00:18:47,150 --> 00:18:51,393
Any questions so far, thoughts,
wonderings, anecdotes?

378
00:18:54,940 --> 00:18:58,893
And feel free to use the chat.
Feel free to raise your hand.

379
00:18:59,913 --> 00:19:04,699
Thank you, Chantelle.
Yes, parents, absolutely.

380
00:19:04,699 --> 00:19:07,334
It can be really hard at
times to include parents,

381
00:19:07,334 --> 00:19:12,078
and also what I've heard, too,
and I struggle with this is,

382
00:19:12,078 --> 00:19:14,589
oftentimes, we get the
same families, right?

383
00:19:14,589 --> 00:19:17,630
Or we get the same parent voices, right?

384
00:19:17,630 --> 00:19:22,630
So how are we engaging
families who are not there,

385
00:19:22,813 --> 00:19:24,513
who are not at the table?

386
00:19:24,513 --> 00:19:27,500
So absolutely. So thanks for sharing.

387
00:19:27,500 --> 00:19:32,497
Thanks, Amanda. Yeah, beyond surveys, yep.

388
00:19:37,921 --> 00:19:39,956
Awesome. Okay.

389
00:19:39,956 --> 00:19:41,310
Well, we're gonna keep rolling,

390
00:19:41,310 --> 00:19:44,098
but like I said, it's your time,

391
00:19:44,098 --> 00:19:45,898
so feel free to jump in, absolutely.

392
00:19:47,816 --> 00:19:49,675
Okay. Oh good, and Heather has a question.

393
00:19:49,675 --> 00:19:52,168
"Our team meets after
school, so can anyone help

394
00:19:52,168 --> 00:19:54,768
with how you're including
student/caregiver voices?"

395
00:19:55,665 --> 00:19:56,856
That's a great question.

396
00:19:56,856 --> 00:20:00,900
So feel free to chime in in
the chat. Help Heather out.

397
00:20:00,900 --> 00:20:05,187
Absolutely, and then that's great.

398
00:20:05,187 --> 00:20:07,971
Lisa just shared, "ELL
teachers are always trying

399
00:20:07,971 --> 00:20:10,437
to coordinate translation services."

400
00:20:11,425 --> 00:20:14,856
Right, absolutely. It's access.

401
00:20:14,856 --> 00:20:16,833
Access to information is important.

402
00:20:18,595 --> 00:20:20,190
So yeah, if anyone has thoughts

403
00:20:20,190 --> 00:20:22,898
or wanna share to help Heather,

404
00:20:22,898 --> 00:20:26,869
if there's any strategies for
including voice after school,

405
00:20:26,869 --> 00:20:28,769
please feel free to add into the chat.

406
00:20:31,630 --> 00:20:33,153
All right. Thanks, everyone.

407
00:20:36,239 --> 00:20:39,753
Okay, so centering
student/family/caregiver voice.

408
00:20:40,710 --> 00:20:43,565
We're gonna have you an
opportunity in a second

409
00:20:43,565 --> 00:20:46,860
to answer a question
thinking in the chat box,

410
00:20:46,860 --> 00:20:49,140
but just wanted to highlight a couple

411
00:20:49,140 --> 00:20:50,540
of resources for all of you.

412
00:20:51,408 --> 00:20:54,213
So the Vermont AOE has a
Family Engagement Toolkit,

413
00:20:55,131 --> 00:20:57,083
(clears throat) excuse
me, and self assessment,

414
00:20:58,016 --> 00:20:58,849
and some of the information

415
00:20:58,849 --> 00:21:02,163
that we're gonna share
is from that toolkit.

416
00:21:03,291 --> 00:21:07,277
It's pretty comprehensive, and
so certainly would recommend,

417
00:21:07,277 --> 00:21:09,971
if you're looking for a
resource, check it out.

418
00:21:09,971 --> 00:21:12,270
The other, you'll also
find lots of resources

419
00:21:12,270 --> 00:21:17,270
on family engagement on
the national PBIS website.

420
00:21:17,370 --> 00:21:21,102
We also have a family/caregiver resources

421
00:21:21,102 --> 00:21:22,470
on our website as well.

422
00:21:22,470 --> 00:21:24,450
Part of our work is thinking

423
00:21:24,450 --> 00:21:27,040
about how do we beef that up a little bit

424
00:21:27,998 --> 00:21:29,510
and also make some changes.

425
00:21:29,510 --> 00:21:31,890
So just keep in mind that our website also

426
00:21:31,890 --> 00:21:33,708
is a living document.

427
00:21:33,708 --> 00:21:34,541
You're gonna hear me say that.

428
00:21:35,584 --> 00:21:39,030
And so if there are resources
that you also come across,

429
00:21:39,030 --> 00:21:41,580
don't hesitate to to send them to us

430
00:21:41,580 --> 00:21:43,590
because we want this, our website,

431
00:21:43,590 --> 00:21:46,443
to be a resource for all of you,

432
00:21:49,129 --> 00:21:50,793
and I'm seeing some in the chat.

433
00:21:51,755 --> 00:21:55,484
Thank you so much, Lisa, for
sharing. All right, yeah.

434
00:21:55,484 --> 00:21:58,440
"Move to PBIS student
team into the school day

435
00:21:58,440 --> 00:21:59,273
and meet once a month."

436
00:21:59,273 --> 00:22:01,563
14 students on your team, Lisa!

437
00:22:02,869 --> 00:22:05,825
That's amazing. That's such a great idea.

438
00:22:05,825 --> 00:22:06,924
Yeah, thinking about the school,

439
00:22:06,924 --> 00:22:08,130
thinking about timing,
those little systems,

440
00:22:08,130 --> 00:22:11,073
things really do make
a difference as well.

441
00:22:12,355 --> 00:22:14,420
I also think about your existing calendar.

442
00:22:14,420 --> 00:22:16,798
When do you have open houses?
When do you have a concert?

443
00:22:16,798 --> 00:22:19,637
My son has his first band
concert tonight, 5th grade.

444
00:22:19,637 --> 00:22:22,256
I'm so excited! He plays the saxophone.

445
00:22:22,256 --> 00:22:24,638
Oh my gosh, I'm nervous.
That was a sidebar.

446
00:22:24,638 --> 00:22:27,430
But anyway, yes, think about
those opportunities for,

447
00:22:27,430 --> 00:22:30,513
you know, how can you get
input from families, right?

448
00:22:31,473 --> 00:22:34,983
Thank you for sharing. Okay,
enough of me chitchatting.

449
00:22:36,563 --> 00:22:37,890
In order to launch our conversation

450
00:22:37,890 --> 00:22:40,683
about family and caregiver engagement,

451
00:22:41,653 --> 00:22:42,486
what do you see as the difference

452
00:22:42,486 --> 00:22:45,573
between family engagement
and family involvement?

453
00:22:46,707 --> 00:22:48,813
So thinking about your experience,

454
00:22:51,448 --> 00:22:53,394
what have you seen as the difference

455
00:22:53,394 --> 00:22:55,823
between family engagement
and really involvement?

456
00:22:57,090 --> 00:22:59,690
So go ahead and type in the
chat box. Take a moment.

457
00:23:00,764 --> 00:23:03,453
Feel free to raise your
hand as well if you'd like,

458
00:23:04,945 --> 00:23:08,793
and I see Lauralee is also
putting information in the chat.

459
00:23:11,965 --> 00:23:14,555
All right, so yeah, do
you see a difference

460
00:23:14,555 --> 00:23:17,455
between those two family
engagement or family involvement?

461
00:23:35,556 --> 00:23:36,743
While you're doing that,

462
00:23:38,699 --> 00:23:42,813
I have this in the
slideshow mode in this view,

463
00:23:43,789 --> 00:23:47,517
just an FYI, so I can can
use the tabs to be able

464
00:23:47,517 --> 00:23:50,148
to toggle back in later
in the presentation.

465
00:23:50,148 --> 00:23:53,220
So I'm hoping that this
is an okay view for folks.

466
00:23:53,220 --> 00:23:56,190
Let me see if I can
make it a little better.

467
00:23:56,190 --> 00:23:57,608
Does that feel better?

468
00:23:57,608 --> 00:23:58,650
I just wanna make sure you're visually

469
00:23:59,706 --> 00:24:00,539
less black space around.

470
00:24:00,539 --> 00:24:02,223
Thank you for that prompt.

471
00:24:05,313 --> 00:24:08,490
Okay, so we're seeing some
folks type in the chat box.

472
00:24:08,490 --> 00:24:13,383
Thank you so much. Yes, I love that.

473
00:24:14,523 --> 00:24:17,883
Timoney, I hope I'm saying
pronouncing your name correctly.

474
00:24:18,780 --> 00:24:19,950
"Involvement is asking for their feedback

475
00:24:19,950 --> 00:24:22,473
or inviting them to events, right?

476
00:24:23,717 --> 00:24:26,577
Versus participation in
the creation of questions."

477
00:24:27,481 --> 00:24:30,873
Absolutely, yeah. Random, yeah.

478
00:24:31,854 --> 00:24:33,454
So what I'm hearing, absolutely.

479
00:24:34,424 --> 00:24:36,243
"Engage in the school," right?

480
00:24:38,176 --> 00:24:40,286
What I'm seeing from your responses

481
00:24:40,286 --> 00:24:42,236
is a little bit more of a depth, right?

482
00:24:43,131 --> 00:24:47,563
A depth in engagement
versus just involvement.

483
00:24:48,830 --> 00:24:51,116
Absolutely. I love that.

484
00:24:51,116 --> 00:24:52,411
"Family engagement,

485
00:24:52,411 --> 00:24:54,773
are those families
regularly participating?"

486
00:24:54,773 --> 00:24:58,503
Yes, yeah. So there seems
to be a timeframe, too.

487
00:24:59,603 --> 00:25:01,300
Absolutely, right?

488
00:25:01,300 --> 00:25:03,682
Like maybe once in a
while that's involvement.

489
00:25:03,682 --> 00:25:05,221
We've asked parents to do this,

490
00:25:05,221 --> 00:25:07,020
and they're gonna jump once
in a while, but really,

491
00:25:07,020 --> 00:25:10,833
that authentic collective ownership.

492
00:25:10,833 --> 00:25:13,380
We're in this journey together, right?

493
00:25:13,380 --> 00:25:15,873
It seems that many of you
are highlighting that.

494
00:25:17,593 --> 00:25:21,180
Yes, "Hands on, more present
engagement." Yeah, yes.

495
00:25:23,191 --> 00:25:24,958
I love that. Engagement.

496
00:25:24,958 --> 00:25:29,070
"Input into policies, procedures,
protocols." Absolutely.

497
00:25:29,070 --> 00:25:30,968
That's what we're talking about

498
00:25:30,968 --> 00:25:32,441
when we're talking about voice, right?

499
00:25:32,441 --> 00:25:34,740
How are we getting them at the point

500
00:25:34,740 --> 00:25:37,980
in which they're able to influence

501
00:25:37,980 --> 00:25:41,879
and be part of conversations
around protocols,

502
00:25:41,879 --> 00:25:43,979
procedures, those types of things?

503
00:25:43,979 --> 00:25:48,477
Love it. Yes, Jacqueline,
I love that point.

504
00:25:48,477 --> 00:25:51,183
"The first step to engagement
is involvement," right?

505
00:25:52,261 --> 00:25:55,137
"Getting folks involved
to see that value."

506
00:25:56,563 --> 00:25:58,113
Absolutely. I love that.

507
00:25:59,066 --> 00:26:01,073
That's a great way to look at it. Awesome.

508
00:26:05,330 --> 00:26:09,907
Okay, so this is from
the toolkit from the AOE,

509
00:26:11,842 --> 00:26:14,842
and again, many of you have
already highlighted this, right?

510
00:26:15,720 --> 00:26:18,054
I really like this first bullet.

511
00:26:18,054 --> 00:26:21,690
Really focuses on doing things
with rather than to families.

512
00:26:21,690 --> 00:26:24,573
We talk a lot about
that with our students.

513
00:26:25,832 --> 00:26:27,803
How can we collaborate with our kiddos

514
00:26:27,803 --> 00:26:29,461
to do things with them so they don't feel

515
00:26:29,461 --> 00:26:31,770
like things are having been done to them?

516
00:26:31,770 --> 00:26:33,573
It really is a nice reframe.

517
00:26:35,836 --> 00:26:37,230
Again, I'm not gonna
read all of the bullets,

518
00:26:37,230 --> 00:26:41,769
but you'll see that many
of what you all had shared

519
00:26:41,769 --> 00:26:42,930
is very similar, right?

520
00:26:42,930 --> 00:26:45,720
Thinking about the valuable contributions

521
00:26:45,720 --> 00:26:48,033
to education in school as a whole,

522
00:26:49,733 --> 00:26:52,263
that view of families as partners,

523
00:26:53,233 --> 00:26:55,230
and that they do have valuable information

524
00:26:55,230 --> 00:27:00,230
to contribute to the
school, so absolutely.

525
00:27:00,918 --> 00:27:04,590
So we're really kind of moving
from that potential initial,

526
00:27:04,590 --> 00:27:06,644
and you'll see another spectrum.

527
00:27:06,644 --> 00:27:07,477
We're gonna get into another spectrum,

528
00:27:07,477 --> 00:27:11,732
that much of what we discuss
in this world is, you know,

529
00:27:11,732 --> 00:27:14,010
moving from that initial
engagement or initial involvement

530
00:27:14,010 --> 00:27:19,010
to that authentic deep
engagement, and you'll see that.

531
00:27:19,454 --> 00:27:22,770
So absolutely, how are we moving towards,

532
00:27:22,770 --> 00:27:25,773
and what we know, there's
a lot of research,

533
00:27:25,773 --> 00:27:28,833
and this may not be new to
many of you, but it may.

534
00:27:30,209 --> 00:27:33,059
We have to prioritize
family/caregiver engagement, right?

535
00:27:34,396 --> 00:27:35,490
The research shows, as we know,

536
00:27:35,490 --> 00:27:38,223
it leads to positive academic outcomes.

537
00:27:39,191 --> 00:27:42,520
There's evidence to show
that it leads to decrease

538
00:27:42,520 --> 00:27:45,663
in social emotional challenges
or interfering behavior.

539
00:27:47,681 --> 00:27:49,731
We need to be partners with our families,

540
00:27:51,319 --> 00:27:53,550
and we can learn so much about what works

541
00:27:53,550 --> 00:27:55,680
for their kiddos at home, right?

542
00:27:55,680 --> 00:27:58,620
To inform what may work for their kiddo

543
00:27:58,620 --> 00:28:01,683
in our school environment,
and so absolutely.

544
00:28:03,657 --> 00:28:04,490
It's important.

545
00:28:05,709 --> 00:28:09,183
This is a visual from the
Family-School-Community Alliance.

546
00:28:12,109 --> 00:28:13,679
I love this, and I'm gonna read it,

547
00:28:13,679 --> 00:28:15,360
and then if anyone wants to chime in,

548
00:28:15,360 --> 00:28:19,560
but it's really that
this family engagement

549
00:28:19,560 --> 00:28:22,078
isn't in isolation.

550
00:28:22,078 --> 00:28:23,040
That's how I sort of, right?

551
00:28:23,040 --> 00:28:25,960
We need to align and
integrate systems of support

552
00:28:27,263 --> 00:28:31,509
for children to enhance their
developmental ecologies,

553
00:28:31,509 --> 00:28:33,480
promote mental health, and reduce the risk

554
00:28:33,480 --> 00:28:35,373
of later mental health concerns.

555
00:28:36,260 --> 00:28:40,583
So when we think about
outcomes of our kiddos,

556
00:28:40,583 --> 00:28:43,053
the family perspective
and family environment,

557
00:28:44,489 --> 00:28:48,131
that ecology of the family
is so incredibly important,

558
00:28:48,131 --> 00:28:50,340
as we know, and as you know, I imagine,

559
00:28:50,340 --> 00:28:52,833
to really promote overall health,

560
00:28:53,779 --> 00:28:57,630
not only physical health
but mental health as well.

561
00:28:57,630 --> 00:29:00,180
And we know through lots of research

562
00:29:00,180 --> 00:29:04,083
around family engagement
and school partners,

563
00:29:05,348 --> 00:29:06,448
when we work together,

564
00:29:07,375 --> 00:29:10,863
that can reduce later health concerns.

565
00:29:11,890 --> 00:29:14,230
This makes me think of
the ACEs study, right?

566
00:29:14,230 --> 00:29:16,333
Many of you have known about that, right?

567
00:29:16,333 --> 00:29:18,300
Adverse childhood experiences,

568
00:29:18,300 --> 00:29:21,942
how we need to really
partner with our communities,

569
00:29:21,942 --> 00:29:25,590
our families, our local
mental health agencies

570
00:29:25,590 --> 00:29:28,720
to mitigate some of
those adverse experiences

571
00:29:29,698 --> 00:29:33,569
so that we can have healthy
families and healthy kiddos

572
00:29:33,569 --> 00:29:35,319
and healthy staff in our buildings.

573
00:29:36,195 --> 00:29:41,195
So what we know also is
honoring family/caregiver voice

574
00:29:41,580 --> 00:29:44,613
is critically important, right?

575
00:29:45,954 --> 00:29:49,706
And so there's sort of strategies
at how we do this, right?

576
00:29:49,706 --> 00:29:52,650
Thinking about, yeah, we can
certainly make invitations,

577
00:29:52,650 --> 00:29:53,760
but are we doing that?

578
00:29:53,760 --> 00:29:57,654
Are we asking families to be involved?

579
00:29:57,654 --> 00:30:00,030
What does that look like to have for us

580
00:30:00,030 --> 00:30:03,104
to honor family and caregiver voice?

581
00:30:03,104 --> 00:30:06,109
So would love for you
all to think a little bit

582
00:30:06,109 --> 00:30:09,296
about how do you honor
families and caregiver voice?

583
00:30:09,296 --> 00:30:11,696
Feel free to raise your
hand or type in the chat

584
00:30:13,113 --> 00:30:16,512
or just would love you to
think a little bit about that.

585
00:30:16,512 --> 00:30:19,263
What are you doing to honor family voice?

586
00:30:25,832 --> 00:30:28,961
And I know many of you
have cited that as well,

587
00:30:28,961 --> 00:30:31,530
even going beyond just
the invitations, right?

588
00:30:31,530 --> 00:30:35,463
Having them as your
leadership team level, right?

589
00:30:39,464 --> 00:30:42,431
All right, so food for
thought. Think about that.

590
00:30:42,431 --> 00:30:44,681
How you're honoring
families/caregiver voice.

591
00:30:46,192 --> 00:30:48,330
The other thing we wanted to share

592
00:30:48,330 --> 00:30:53,330
is when you're thinking
about family/caregiver

593
00:30:53,577 --> 00:30:55,360
and school engagement,

594
00:30:55,360 --> 00:30:57,814
we can also think in that tattoo, right?

595
00:30:57,814 --> 00:31:00,404
We can think about the systems.
We can think about the data.

596
00:31:00,404 --> 00:31:04,110
We can think about the practices
that are heavily needed

597
00:31:04,110 --> 00:31:07,230
to foster positive school communities,

598
00:31:07,230 --> 00:31:10,023
especially around
family/caregiver-school engagement.

599
00:31:10,949 --> 00:31:15,434
(coughs) And so thinking
about what resources

600
00:31:15,434 --> 00:31:17,040
are available to families.

601
00:31:17,040 --> 00:31:18,720
Is there a place for families

602
00:31:18,720 --> 00:31:21,303
to hang out in your schools, right?

603
00:31:23,416 --> 00:31:24,778
A long time ago, there was a school

604
00:31:24,778 --> 00:31:29,399
that had a family resource
space in their school,

605
00:31:29,399 --> 00:31:30,660
which I thought was such
a great idea, right?

606
00:31:30,660 --> 00:31:35,064
So that families could go into
the school, see a bulletin,

607
00:31:35,064 --> 00:31:37,590
maybe bulletin board of
resources or information,

608
00:31:37,590 --> 00:31:40,170
have opportunities to engage with,

609
00:31:40,170 --> 00:31:42,780
you know, staff and families.

610
00:31:42,780 --> 00:31:47,020
There's certainly logistics
that may get in the way,

611
00:31:47,020 --> 00:31:48,690
but thinking about what are
the systems we're creating

612
00:31:48,690 --> 00:31:50,463
in our buildings to create that,

613
00:31:52,881 --> 00:31:56,097
and then how are we
measuring family engagement?

614
00:31:56,097 --> 00:31:57,090
And we're gonna get to some of that

615
00:31:57,090 --> 00:31:58,893
when we get to the assessment piece.

616
00:32:03,782 --> 00:32:07,260
All right. So I mentioned
a spectrum before.

617
00:32:07,260 --> 00:32:09,874
This is a little bit of a transition,

618
00:32:09,874 --> 00:32:13,020
not just thinking about family engagement

619
00:32:13,020 --> 00:32:15,070
and family/caregiver voice

620
00:32:16,097 --> 00:32:19,565
but thinking about student voice, right?

621
00:32:19,565 --> 00:32:20,398
And so a few of us went

622
00:32:20,398 --> 00:32:24,090
to the National PBIS
Leadership Forum in October,

623
00:32:24,090 --> 00:32:26,703
and we saw this slide,

624
00:32:27,722 --> 00:32:29,876
and we thought it would be
a really interesting thing

625
00:32:29,876 --> 00:32:33,750
to share with all of you
as we think about moving

626
00:32:33,750 --> 00:32:37,180
from our previous conversation
around involvement

627
00:32:38,516 --> 00:32:41,970
to deep, authentic engagement
and really thinking

628
00:32:41,970 --> 00:32:45,394
about what does that look
like for our students,

629
00:32:45,394 --> 00:32:47,266
our kiddos, and our buildings?

630
00:32:47,266 --> 00:32:51,603
This actually came from
Ruthie Payno-Simmons,

631
00:32:53,142 --> 00:32:58,142
and she cited these folks
here who created this spectrum

632
00:32:59,268 --> 00:33:02,100
and thinking about really going

633
00:33:02,100 --> 00:33:07,100
from sort of just this expression, right?

634
00:33:08,313 --> 00:33:11,920
So going from like we're
having students express, right?

635
00:33:11,920 --> 00:33:13,260
That's sort of an easy way to think about,

636
00:33:13,260 --> 00:33:18,260
to consultation, which is sort
of lower level involvement,

637
00:33:18,483 --> 00:33:21,873
I would say, based on the
spectrum, to full participation,

638
00:33:23,204 --> 00:33:25,710
transitioning to that
partnership with students

639
00:33:25,710 --> 00:33:30,063
to having students engage in
that problem solving together,

640
00:33:30,989 --> 00:33:32,613
and then really having students.

641
00:33:34,861 --> 00:33:37,245
So you can see through this spectrum,

642
00:33:37,245 --> 00:33:38,645
and it'll give you examples,

643
00:33:39,551 --> 00:33:41,610
but how do we sort of help our students

644
00:33:41,610 --> 00:33:44,550
and how do we engage our
students in this process

645
00:33:44,550 --> 00:33:47,040
of moving from this side
where it's just, you know,

646
00:33:47,040 --> 00:33:52,040
tell us what you need to actually
leading the work with us?

647
00:33:52,710 --> 00:33:55,045
Which is really, really, I think,

648
00:33:55,045 --> 00:33:58,353
exciting way to look at it as well.

649
00:33:59,753 --> 00:34:00,586
-And so-
-Cassandra,

650
00:34:00,586 --> 00:34:04,100
-I just wanted to say
-Jump in.

651
00:34:04,100 --> 00:34:07,539
that my observation here is that this

652
00:34:07,539 --> 00:34:09,779
is sort of the principles

653
00:34:09,779 --> 00:34:13,680
of restorative practices and
action, and it really is.

654
00:34:13,680 --> 00:34:17,662
And when we think about
restorative approaches,

655
00:34:17,662 --> 00:34:20,733
we think about moving from
a sort of compliance driven,

656
00:34:22,266 --> 00:34:25,923
"We'll tell you, you do it," to, you know,

657
00:34:26,795 --> 00:34:28,320
helping students have agency

658
00:34:28,320 --> 00:34:30,280
and then really being co-leaders

659
00:34:31,460 --> 00:34:33,240
in all the work of the school,

660
00:34:33,240 --> 00:34:35,900
and we just keep learning more and more

661
00:34:35,900 --> 00:34:38,703
that it contributes to
collective ownership.

662
00:34:38,703 --> 00:34:41,675
So, you know, people are more invested.

663
00:34:41,675 --> 00:34:44,052
The adults and the students
and the administration

664
00:34:44,052 --> 00:34:46,770
are more invested in what
happens with the school

665
00:34:46,770 --> 00:34:51,770
when they move closer to
leadership on the spectrum, so.

666
00:34:53,010 --> 00:34:54,120
Yeah. No, thank you, Sherry.

667
00:34:54,120 --> 00:34:56,883
I appreciate that. Absolutely, well said.

668
00:34:59,160 --> 00:35:01,170
You know, so we're not gonna do a poll,

669
00:35:01,170 --> 00:35:02,820
but I'd love for you all
to think a little bit

670
00:35:02,820 --> 00:35:05,380
about sort of where is your school

671
00:35:06,557 --> 00:35:10,890
on this spectrum continuum
of student voice?

672
00:35:10,890 --> 00:35:15,124
If you wouldn't mind just
typing in the chat box based

673
00:35:15,124 --> 00:35:19,695
on where you think you are
right now on this spectrum,

674
00:35:19,695 --> 00:35:23,281
and then after that, we are
gonna jump into breakout groups

675
00:35:23,281 --> 00:35:26,193
where we have a couple of
prompting questions for you all.

676
00:35:27,797 --> 00:35:29,072
But yeah, type in the chat box.

677
00:35:29,072 --> 00:35:30,771
Do you think you're at consultation?

678
00:35:30,771 --> 00:35:32,871
Do you think you're at some participation?

679
00:35:34,242 --> 00:35:35,992
Where do you think you are in that?

680
00:35:36,852 --> 00:35:38,670
And I also just wanted to
point out that there is a link

681
00:35:38,670 --> 00:35:43,273
to an activity that really allows you to,

682
00:35:44,829 --> 00:35:47,509
and we did this as a state
team and looked at it.

683
00:35:47,509 --> 00:35:49,300
It takes expression, consultation

684
00:35:50,400 --> 00:35:54,840
on the left-hand side of a document

685
00:35:54,840 --> 00:35:58,152
and then gives you an
opportunity to highlight,

686
00:35:58,152 --> 00:35:59,321
well, what are some examples?

687
00:35:59,321 --> 00:36:01,672
What does it look like from
an elementary perspective?

688
00:36:01,672 --> 00:36:02,760
What does it look like
middle, elementary, middle?

689
00:36:02,760 --> 00:36:05,266
What does it look like high school?

690
00:36:05,266 --> 00:36:06,570
So if this is something
you're interested in

691
00:36:06,570 --> 00:36:08,760
as a leadership team,

692
00:36:08,760 --> 00:36:11,700
certainly would recommend you doing this.

693
00:36:11,700 --> 00:36:14,548
It might be an interesting conversation

694
00:36:14,548 --> 00:36:17,940
for your leadership teams as
you think about action planning

695
00:36:17,940 --> 00:36:22,875
to move towards that really
getting students involved

696
00:36:22,875 --> 00:36:24,248
in the work.

697
00:36:24,248 --> 00:36:27,381
All right, awesome. Thank
you for participating.

698
00:36:27,381 --> 00:36:28,479
Yeah, it looks like a couple

699
00:36:28,479 --> 00:36:30,079
of you expression, consultation.

700
00:36:30,933 --> 00:36:32,883
I would imagine many schools are there.

701
00:36:33,873 --> 00:36:35,445
Lisa, thank you. Absolutely.

702
00:36:35,445 --> 00:36:36,278
Perfect, and, you know,

703
00:36:36,278 --> 00:36:38,323
I love that you're putting grades, right?

704
00:36:38,323 --> 00:36:43,323
Because this is a journey,
and it may not happen based

705
00:36:43,680 --> 00:36:46,173
on the entire school right now, right?

706
00:36:47,018 --> 00:36:50,396
It may be activism, as Lisa pointed out,

707
00:36:50,396 --> 00:36:52,443
really in the 3rd and 5th grade, right?

708
00:36:53,404 --> 00:36:54,347
Thinking about that.

709
00:36:54,347 --> 00:36:56,937
So thinking about what
might be developmentally

710
00:36:56,937 --> 00:36:58,933
and how you're gonna tweak it.

711
00:36:58,933 --> 00:37:01,860
So, awesome. Thank you,
Otter Creek Academy.

712
00:37:01,860 --> 00:37:05,121
Thanks for joining. Absolutely.

713
00:37:05,121 --> 00:37:10,121
So definitely some consultation,
expression. Awesome.

714
00:37:10,145 --> 00:37:10,978
Well, go ahead and check out that link

715
00:37:10,978 --> 00:37:13,143
to that activity if you're interested in.

716
00:37:14,607 --> 00:37:17,220
It might be a good thing for
you all to explore together

717
00:37:17,220 --> 00:37:20,020
as you think about action
planning around student voice.

718
00:37:21,390 --> 00:37:25,741
And so now we are at the point

719
00:37:25,741 --> 00:37:29,070
in which we will jump
into our breakout groups.

720
00:37:29,070 --> 00:37:31,680
So we are gonna take about 15 minutes

721
00:37:31,680 --> 00:37:33,480
in your breakout groups.

722
00:37:33,480 --> 00:37:37,502
I am going to see if
we can or if somebody,

723
00:37:37,502 --> 00:37:39,132
one of my fabulous colleagues,

724
00:37:39,132 --> 00:37:41,390
oh, Sherry's already got
it in there in the chat.

725
00:37:41,390 --> 00:37:43,173
Once you get into breakout groups,

726
00:37:44,250 --> 00:37:47,408
we'd love for you to
answer these two questions.

727
00:37:47,408 --> 00:37:50,820
What barriers have you
experienced in building, you know,

728
00:37:50,820 --> 00:37:53,103
student/family/caregiver-school
connections,

729
00:37:53,978 --> 00:37:55,009
building positive ones,

730
00:37:55,009 --> 00:37:57,370
and then thinking about
the practices or strategies

731
00:37:57,370 --> 00:37:58,860
that you found to be the most helpful.

732
00:37:58,860 --> 00:37:59,910
We love this topic.

733
00:37:59,910 --> 00:38:02,640
Really want to give all
of you an opportunity

734
00:38:02,640 --> 00:38:05,463
to engage in this topic.

735
00:38:06,523 --> 00:38:08,790
Once the breakout rooms happen,

736
00:38:08,790 --> 00:38:11,493
you will not be able to see this chat.

737
00:38:12,491 --> 00:38:15,600
So we're gonna repost the questions again

738
00:38:15,600 --> 00:38:18,603
once you are launched
into your breakout groups.

739
00:38:19,511 --> 00:38:22,260
So if at any point you wanna
pop out of the breakout group,

740
00:38:22,260 --> 00:38:23,403
just let me know.

741
00:38:24,259 --> 00:38:25,652
There's a way for you to do that.

742
00:38:25,652 --> 00:38:27,180
I believe I did enable that,

743
00:38:27,180 --> 00:38:30,213
and then feel free to ask any questions.

744
00:38:31,728 --> 00:38:33,984
Also take care of you,
do what you need to do,

745
00:38:33,984 --> 00:38:36,660
but we're gonna launch into
breakout groups right now,

746
00:38:36,660 --> 00:38:40,326
and we will see you in about 15 minutes,

747
00:38:40,326 --> 00:38:41,850
and I will send a prompt
which will let you know

748
00:38:41,850 --> 00:38:43,700
when we'll go back to the main group.

749
00:38:44,930 --> 00:38:49,063
Does anyone have any
questions before I launch you,

750
00:38:49,063 --> 00:38:51,973
hopefully launch you into
your groups? (laughs)

751
00:38:53,464 --> 00:38:55,569
All right, we're good? All right.

752
00:38:55,569 --> 00:38:59,330
So I'm gonna open up all rooms,
and I'm hoping that you are,

753
00:39:04,637 --> 00:39:06,069
are folks getting launched?

754
00:39:06,069 --> 00:39:07,373
I hope I did this correctly.

755
00:39:12,199 --> 00:39:14,899
I don't see people. Let me
just do this one more time.

756
00:39:17,497 --> 00:39:19,447
Okay, hold up. This happened last time.

757
00:39:20,469 --> 00:39:23,643
I'm gonna close. I always find
those are sometimes abrupt.

758
00:39:24,791 --> 00:39:26,443
Apologies. (laughs)

759
00:39:27,748 --> 00:39:29,298
We had a great breakout room.

760
00:39:30,319 --> 00:39:32,213
You did? Good, good.

761
00:39:32,213 --> 00:39:33,437
I hope that was helpful.

762
00:39:33,437 --> 00:39:37,906
I would love to hear any ahas
or any ideas or thoughts.

763
00:39:37,906 --> 00:39:40,964
(people speak indistinctly)

764
00:39:40,964 --> 00:39:42,356
Not to put her on the spot,

765
00:39:42,356 --> 00:39:45,603
but I wonder if Lauralee wants to share.

766
00:39:46,957 --> 00:39:48,933
About? (chuckles)

767
00:39:50,335 --> 00:39:54,831
Insights from our conversation.
Oh, Lauralee Keach.

768
00:39:54,831 --> 00:39:56,132
-There's two Lauralees.
-Oh, sorry.

769
00:39:56,132 --> 00:39:57,453
Oh, sorry. Thank you.

770
00:39:57,453 --> 00:39:59,957
(people laugh)

771
00:39:59,957 --> 00:40:00,790
I am happy to.

772
00:40:02,235 --> 00:40:06,130
So we talked about the
fact that getting this idea

773
00:40:12,505 --> 00:40:16,270
of student and family/caregiver engagement

774
00:40:18,070 --> 00:40:19,473
is really a mindset shift.

775
00:40:22,148 --> 00:40:24,159
Since the inception of
our education system,

776
00:40:24,159 --> 00:40:26,537
it really has been you
send your kid to school,

777
00:40:26,537 --> 00:40:28,537
we do our thing the way we do our thing,

778
00:40:29,447 --> 00:40:30,990
you can kind of take it or leave it,

779
00:40:30,990 --> 00:40:33,276
but it's how we go about our business,

780
00:40:33,276 --> 00:40:34,109
and there your kid goes home,

781
00:40:34,109 --> 00:40:35,340
and there's this really
distinct separation

782
00:40:35,340 --> 00:40:38,886
between home and school, and, again,

783
00:40:38,886 --> 00:40:40,457
students are meant to come to school,

784
00:40:40,457 --> 00:40:43,313
be compliant, do what adults
tell them to do, and go home.

785
00:40:44,377 --> 00:40:47,730
So this really is a
significant mindset shift

786
00:40:47,730 --> 00:40:52,730
in our education system and
really trying to figure out

787
00:40:53,946 --> 00:40:57,633
how do we bring people
along in that mindset shift?

788
00:40:59,183 --> 00:41:01,073
How do we go about that?

789
00:41:01,073 --> 00:41:06,073
And I kind of see it as there's
really three kind of pieces

790
00:41:08,455 --> 00:41:11,283
of information or sources
of information, if you will,

791
00:41:12,171 --> 00:41:16,372
to create really effective
education environments,

792
00:41:16,372 --> 00:41:18,510
and that's the school perspective,
the student perspective,

793
00:41:18,510 --> 00:41:20,360
and the family/caregiver perspective.

794
00:41:21,253 --> 00:41:22,860
So without the student
and family/caregiver,

795
00:41:22,860 --> 00:41:26,590
we're kind of missing like
2/3 of the information we need

796
00:41:27,760 --> 00:41:31,030
in order to create like a really effective

797
00:41:31,920 --> 00:41:34,443
and engaging learning
environment for students.

798
00:41:35,985 --> 00:41:39,835
So I don't know necessarily

799
00:41:39,835 --> 00:41:43,736
how to get people to change their mindset,

800
00:41:43,736 --> 00:41:44,730
but I think that's really what this is,

801
00:41:44,730 --> 00:41:46,230
and I think it is a process.

802
00:41:46,230 --> 00:41:48,273
I think the activities are helpful.

803
00:41:50,299 --> 00:41:51,132
I think that's a really great way

804
00:41:51,132 --> 00:41:53,272
versus just kind of sharing information,

805
00:41:53,272 --> 00:41:54,525
but like, let's do this activity.

806
00:41:54,525 --> 00:41:55,734
Let's see where we're at.

807
00:41:55,734 --> 00:41:56,880
Let's talk about what the benefits

808
00:41:56,880 --> 00:41:58,863
of getting student input would be.

809
00:41:59,756 --> 00:42:01,350
How is this gonna benefit our school

810
00:42:02,220 --> 00:42:04,270
and teachers and students and everything?

811
00:42:05,580 --> 00:42:07,792
I think that's really big.

812
00:42:07,792 --> 00:42:11,223
I did share that, at one
of our elementary schools,

813
00:42:12,540 --> 00:42:17,040
the agreements for shared
spaces have been created

814
00:42:17,040 --> 00:42:20,780
through a collateral problem
solving process with students.

815
00:42:20,780 --> 00:42:24,003
It's been very, very intentional,
slow but very intentional,

816
00:42:25,744 --> 00:42:28,350
and so students have actually
created the agreements

817
00:42:28,350 --> 00:42:29,760
and what they look like, sound like,

818
00:42:29,760 --> 00:42:33,895
feel like in those shared spaces based

819
00:42:33,895 --> 00:42:36,540
on that collaborative problem solving.

820
00:42:36,540 --> 00:42:41,366
So I was talking to Sherry and saying,

821
00:42:41,366 --> 00:42:43,350
"I might be able to, I can look and see,

822
00:42:43,350 --> 00:42:45,450
to get like almost like pre-post SWIS data

823
00:42:46,285 --> 00:42:49,235
and see like did that collaborative
problem solving process

824
00:42:51,372 --> 00:42:53,017
and having students create that

825
00:42:53,017 --> 00:42:57,300
and really be a part of those
discussions have an impact

826
00:42:57,300 --> 00:42:59,300
on the behavior in those shared spaces?"

827
00:43:02,799 --> 00:43:03,872
That's awesome, Lauralee.

828
00:43:03,872 --> 00:43:06,870
That would be really exciting
data to look at, absolutely.

829
00:43:06,870 --> 00:43:10,053
That's great. Thanks for sharing.

830
00:43:11,764 --> 00:43:13,864
It's certainly a mind shift change, right?

831
00:43:15,810 --> 00:43:20,810
Other thoughts or other ahas
or anything folks wanna share

832
00:43:20,880 --> 00:43:22,710
before we actually dive into data

833
00:43:22,710 --> 00:43:24,993
to talk about how can we get some voice?

834
00:43:25,955 --> 00:43:27,803
And I see some people putting in the chat,

835
00:43:29,155 --> 00:43:29,988
so thank you for that.

836
00:43:31,950 --> 00:43:34,555
In the group I was in, there
was some discussion about,

837
00:43:34,555 --> 00:43:36,074
you know, apparently a bunch of schools

838
00:43:36,074 --> 00:43:38,133
have hired family engagement specialists,

839
00:43:39,330 --> 00:43:40,761
you know, through their involvement

840
00:43:40,761 --> 00:43:42,353
with the McKinney-Vento Act stuff.

841
00:43:43,985 --> 00:43:44,818
So a lot of times,

842
00:43:44,818 --> 00:43:47,185
they're pretty much focused
on reaching out to families,

843
00:43:47,185 --> 00:43:49,260
you know, where there's
homelessness and, you know,

844
00:43:49,260 --> 00:43:51,010
not connected within the community,

845
00:43:52,234 --> 00:43:54,870
and that has some real value, obviously,

846
00:43:54,870 --> 00:43:58,136
in bringing some families
in and giving them voice.

847
00:43:58,136 --> 00:44:02,340
But we also talked about, you
know, really neutral spaces,

848
00:44:02,340 --> 00:44:05,342
meeting parents where they
are out in the community,

849
00:44:05,342 --> 00:44:06,175
a lot of working families

850
00:44:06,175 --> 00:44:07,140
that don't really have the capacity

851
00:44:07,140 --> 00:44:08,430
to come in during the school day,

852
00:44:08,430 --> 00:44:09,960
and you have to find a time and place

853
00:44:09,960 --> 00:44:13,913
where they're really
comfortable and, you know,

854
00:44:13,913 --> 00:44:15,120
time being the biggest barrier always,

855
00:44:15,120 --> 00:44:18,480
you know, and also when
you can make the time,

856
00:44:18,480 --> 00:44:20,181
it really works well.

857
00:44:20,181 --> 00:44:22,260
So also bringing people
in and serving food

858
00:44:24,103 --> 00:44:27,182
has been really successful as
families they don't see at all

859
00:44:27,182 --> 00:44:29,100
end up showing up and
being much more relaxed

860
00:44:29,963 --> 00:44:31,950
and engageable when you're
breaking bread together.

861
00:44:31,950 --> 00:44:33,772
And I'll just mention one of the things

862
00:44:33,772 --> 00:44:35,430
that came up for me yesterday,
I was in a training,

863
00:44:35,430 --> 00:44:38,550
and, you know, one of the
counselors was talking about,

864
00:44:38,550 --> 00:44:41,790
you know, the one really important way

865
00:44:41,790 --> 00:44:44,378
to engage families is very successful,

866
00:44:44,378 --> 00:44:46,161
and he does this part of
his practice all the time,

867
00:44:46,161 --> 00:44:47,490
is he always explores with parents

868
00:44:47,490 --> 00:44:50,910
and with families their
own experience of school,

869
00:44:50,910 --> 00:44:54,330
middle school and high school
because those get passed on.

870
00:44:54,330 --> 00:44:58,260
Those sort of attitudes and, you know,

871
00:44:58,260 --> 00:45:01,200
feelings about school get
really kind of passed on

872
00:45:01,200 --> 00:45:03,711
and relived often through kids.

873
00:45:03,711 --> 00:45:06,000
So he found that when
he engaged with families

874
00:45:06,000 --> 00:45:09,390
and explored a little bit of
their own school experience,

875
00:45:09,390 --> 00:45:12,210
that it really led to a
much more meaningful kind

876
00:45:12,210 --> 00:45:14,760
of interaction and much
more willingness to engage,

877
00:45:14,760 --> 00:45:18,690
you know, and also to work together,

878
00:45:18,690 --> 00:45:20,340
then to bring them into the partnership

879
00:45:20,340 --> 00:45:22,473
to support their kids in and outta school.

880
00:45:25,477 --> 00:45:27,173
It's a good go-to kind
of strategy, I think.

881
00:45:28,434 --> 00:45:29,880
Yeah, I love that, Ken, because,

882
00:45:29,880 --> 00:45:33,243
I think as Heather had
mentioned also in the chat,

883
00:45:34,179 --> 00:45:37,904
is what you're speaking of,
you know, families, caregivers,

884
00:45:37,904 --> 00:45:40,075
we all have our own experience, right?

885
00:45:40,075 --> 00:45:42,545
About how we were in middle school,

886
00:45:42,545 --> 00:45:43,980
high school, elementary school,

887
00:45:43,980 --> 00:45:48,020
and some of those experiences
were not so great, right?

888
00:45:48,020 --> 00:45:51,930
And so then our orientation
to school as a parent

889
00:45:51,930 --> 00:45:56,930
may be triggering at times
to our own past experiences,

890
00:45:57,610 --> 00:45:59,739
and so yeah, absolutely, Heather.

891
00:45:59,739 --> 00:46:01,689
You know, sometimes people
will hang up, right?

892
00:46:01,689 --> 00:46:02,963
I've had parents hang up on me,

893
00:46:05,378 --> 00:46:08,348
or parents will not have
positive interactions.

894
00:46:08,348 --> 00:46:10,050
So how do we think about rehelping

895
00:46:10,050 --> 00:46:12,240
and engaging in that
collaborative dialogue,

896
00:46:12,240 --> 00:46:17,169
as you mentioned, Ken, to
reshape that experience

897
00:46:17,169 --> 00:46:20,058
or reframe that it's gonna be
different or it is different?

898
00:46:20,058 --> 00:46:22,260
And so much of that when we
talk about PBIS implementation

899
00:46:22,260 --> 00:46:26,546
is how often are we making
those positive reach out

900
00:46:26,546 --> 00:46:27,793
to families, right?

901
00:46:27,793 --> 00:46:29,800
Instead of just waiting and reaching out

902
00:46:30,647 --> 00:46:33,630
when things go south,
let's flip the script.

903
00:46:33,630 --> 00:46:35,760
What are our systems in
place for reaching out

904
00:46:35,760 --> 00:46:38,913
to families when kids are rocking, right?

905
00:46:39,940 --> 00:46:40,773
I think that's so important

906
00:46:40,773 --> 00:46:43,110
to help reframe that potential narrative

907
00:46:43,110 --> 00:46:45,087
that many families have.

908
00:46:45,087 --> 00:46:47,165
So thanks, Heather, for bringing that up,

909
00:46:47,165 --> 00:46:50,613
and thank you also, Ken and
Sherry and others and Lauralee.

910
00:46:52,237 --> 00:46:54,235
Yeah. How can we make
it better or different?

911
00:46:54,235 --> 00:46:56,703
That's a great question,
right? Absolutely.

912
00:46:58,959 --> 00:47:01,890
Nice job, love it. Good
thinking, everyone.

913
00:47:01,890 --> 00:47:05,883
So now, and again, feel free to chime in.

914
00:47:07,108 --> 00:47:08,658
This is a lot for you all, too.

915
00:47:10,151 --> 00:47:12,870
So thinking about the next transition

916
00:47:12,870 --> 00:47:15,711
when we're talking about family engagement

917
00:47:15,711 --> 00:47:20,492
and caregiver voice is a lovely
transition into assessments

918
00:47:20,492 --> 00:47:24,571
(laughs) because, as
Lauralee mentioned, you know,

919
00:47:24,571 --> 00:47:26,070
it would be wonderful
to see if our efforts

920
00:47:26,070 --> 00:47:31,070
around family engagement
are working, are not.

921
00:47:32,305 --> 00:47:35,644
So we're gonna transition
into a variety of assessments

922
00:47:35,644 --> 00:47:37,794
because it's also
incredibly timely, right?

923
00:47:39,092 --> 00:47:39,925
So we're gonna talk a little bit

924
00:47:39,925 --> 00:47:42,363
about the Tiered Fidelity Inventory.

925
00:47:43,451 --> 00:47:48,280
This is our go-to assessment
that we're hoping all

926
00:47:48,280 --> 00:47:51,840
of our schools implementing
PBIS will really prioritize.

927
00:47:51,840 --> 00:47:53,190
I'll get into the nuts and bolts

928
00:47:53,190 --> 00:47:55,210
of what it entails in a minute

929
00:47:56,170 --> 00:48:00,150
but did wanna point out for
just our recent conversation

930
00:48:00,150 --> 00:48:02,829
is in the Tiered Fidelity Inventory,

931
00:48:02,829 --> 00:48:05,929
there is a feature that
your leadership team

932
00:48:05,929 --> 00:48:09,420
will assess on
student/family/community involvement.

933
00:48:09,420 --> 00:48:11,880
And so if this is an area,

934
00:48:11,880 --> 00:48:16,857
certainly think about making
sure you're looking at this,

935
00:48:16,857 --> 00:48:17,760
you're completing the TFI.

936
00:48:17,760 --> 00:48:22,760
It does have that feature around
family engagement for you.

937
00:48:26,951 --> 00:48:29,943
So here we go. Hold up, I think I froze.

938
00:48:34,220 --> 00:48:36,404
Oh, here we go. There we go.

939
00:48:36,404 --> 00:48:40,239
Duplicate slide for some reason.
So why is this important?

940
00:48:40,239 --> 00:48:42,372
It's timely for one, right?

941
00:48:42,372 --> 00:48:44,678
This is the time in which many of you,

942
00:48:44,678 --> 00:48:46,115
hopefully all of you are engaging

943
00:48:46,115 --> 00:48:49,722
in your annual assessments
because what we do know,

944
00:48:49,722 --> 00:48:51,450
especially with the TFI
and what the research says,

945
00:48:51,450 --> 00:48:52,890
is fidelity matters.

946
00:48:52,890 --> 00:48:55,530
Why are we doing something
if we're not gonna do it

947
00:48:55,530 --> 00:48:59,932
with the intended way in which will lead

948
00:48:59,932 --> 00:49:02,733
to the best outcomes
for our kiddos, right?

949
00:49:02,733 --> 00:49:04,742
So the TFI allows us to do that.

950
00:49:04,742 --> 00:49:07,267
It allows us an opportunity to really,

951
00:49:07,267 --> 00:49:09,621
in many of our assessments, fidelity,

952
00:49:09,621 --> 00:49:10,758
assessing how we're doing,

953
00:49:10,758 --> 00:49:13,663
how we're implementing
PBIS implementation.

954
00:49:13,663 --> 00:49:16,637
Certainly your assessments
are timely right now.

955
00:49:16,637 --> 00:49:19,248
If you haven't, get out
your calendars. (laughs)

956
00:49:19,248 --> 00:49:20,528
Oh, thank you, Sherry.

957
00:49:20,528 --> 00:49:22,710
Jargon buster, Tiered Fidelity Inventory.

958
00:49:22,710 --> 00:49:25,660
Get out your calendars, make
sure you have an opportunity.

959
00:49:25,660 --> 00:49:27,128
We'll be talking about the TFI,

960
00:49:27,128 --> 00:49:28,860
the Self-Assessment Survey,
and the School Climate Survey

961
00:49:28,860 --> 00:49:32,043
and the Feedback & Input Surveys as well.

962
00:49:33,168 --> 00:49:36,716
And what we know is we
need the data, right?

963
00:49:36,716 --> 00:49:38,641
When we talk about data systems practices,

964
00:49:38,641 --> 00:49:40,152
that Venn diagram,

965
00:49:40,152 --> 00:49:43,173
we need the data to really
guide what we're doing, right?

966
00:49:44,124 --> 00:49:44,957
And especially

967
00:49:44,957 --> 00:49:46,813
around the social emotional
behavioral learning

968
00:49:46,813 --> 00:49:50,210
and wellbeing of our kiddos,
and we also know that,

969
00:49:50,210 --> 00:49:51,043
while fidelity is important,

970
00:49:51,043 --> 00:49:54,753
perception data also is equally important,

971
00:49:56,040 --> 00:49:59,349
and what we're finding is
often our school perspective

972
00:49:59,349 --> 00:50:00,837
around something may differ

973
00:50:00,837 --> 00:50:02,490
than your family or
caregiver's perspective.

974
00:50:02,490 --> 00:50:05,970
So how are we gathering
various perspectives

975
00:50:05,970 --> 00:50:09,570
around PBIS implementation,
around family engagement

976
00:50:09,570 --> 00:50:12,873
so we can then really triangulate
the data and look at it?

977
00:50:15,115 --> 00:50:18,615
Wanted to let all of you
know is our goal this year

978
00:50:18,615 --> 00:50:21,480
is really hoping to
increase our assessments.

979
00:50:21,480 --> 00:50:26,480
As many even know, pre-COVID,
and I'll show this next graph,

980
00:50:28,083 --> 00:50:30,059
for the Tiered Fidelity Inventory,

981
00:50:30,059 --> 00:50:34,023
we had really high rates
of schools completing it.

982
00:50:35,341 --> 00:50:36,510
Certainly know that, you know,

983
00:50:36,510 --> 00:50:39,684
when COVID happened and pandemic,

984
00:50:39,684 --> 00:50:42,484
certainly dips in lots of
things happened in our school,

985
00:50:43,428 --> 00:50:46,203
not just schools implementing
PBIS but statewide,

986
00:50:47,117 --> 00:50:48,990
and so what we're really hoping for

987
00:50:48,990 --> 00:50:50,790
is that our schools were really focused

988
00:50:50,790 --> 00:50:54,930
on completing the Tiered
Fidelity Inventory

989
00:50:54,930 --> 00:50:57,330
in addition to the Self-Assessment Survey,

990
00:50:57,330 --> 00:51:00,850
and I'll get into that, and
the School Climate Survey

991
00:51:02,077 --> 00:51:03,936
or the Feedback & Input Survey,

992
00:51:03,936 --> 00:51:05,876
which is maybe new to some of you.

993
00:51:05,876 --> 00:51:07,959
So we're gonna talk a
little bit about that.

994
00:51:07,959 --> 00:51:12,696
So thinking about really
getting the TFI done this year

995
00:51:12,696 --> 00:51:14,730
in addition to one of
the other assessments,

996
00:51:14,730 --> 00:51:16,180
that's our hope and our goal.

997
00:51:18,540 --> 00:51:21,333
Before we get into sort
of the nuts and bolts,

998
00:51:22,399 --> 00:51:24,963
just a friendly reminder
about data, right?

999
00:51:25,917 --> 00:51:27,120
The reason we collect data

1000
00:51:27,120 --> 00:51:30,183
is because it serves a purpose, right?

1001
00:51:31,080 --> 00:51:32,430
We don't wanna just collect it

1002
00:51:32,430 --> 00:51:35,423
and let it sit in a cabinet, right?

1003
00:51:35,423 --> 00:51:37,050
We wanna also make sure
we're using the data

1004
00:51:37,050 --> 00:51:40,590
to inform our planning,
inform our practices.

1005
00:51:40,590 --> 00:51:42,396
We also wanna make sure

1006
00:51:42,396 --> 00:51:45,005
that we're collecting data with fidelity,

1007
00:51:45,005 --> 00:51:48,154
so thinking about how your systems are

1008
00:51:48,154 --> 00:51:49,800
for collecting any type of data.

1009
00:51:49,800 --> 00:51:51,480
Have you trained staff?

1010
00:51:51,480 --> 00:51:54,877
Have you taught staff
about the assessment?

1011
00:51:54,877 --> 00:51:57,559
Do they know what the
questions are, right?

1012
00:51:57,559 --> 00:52:00,180
So there's lots of things
that we wanna make sure,

1013
00:52:00,180 --> 00:52:01,982
and then, of course,

1014
00:52:01,982 --> 00:52:04,341
we always think about
triangulation of data.

1015
00:52:04,341 --> 00:52:05,940
We're not gonna make
huge systems change based

1016
00:52:05,940 --> 00:52:08,749
on one assessment, right?

1017
00:52:08,749 --> 00:52:10,350
Think about the academic
side of things, right?

1018
00:52:10,350 --> 00:52:13,909
One statewide assessment
doesn't necessarily mean we're

1019
00:52:13,909 --> 00:52:17,551
gonna re-shift or redo
our entire system, right?

1020
00:52:17,551 --> 00:52:20,370
We need to triangulate
the data with local data,

1021
00:52:20,370 --> 00:52:23,189
and so just really important to do that,

1022
00:52:23,189 --> 00:52:26,460
and what we also know is
we want data to be used

1023
00:52:26,460 --> 00:52:29,843
to be supportive and really not to punish.

1024
00:52:29,843 --> 00:52:32,103
So I know sometimes
when we talk about data,

1025
00:52:33,354 --> 00:52:35,730
and folks, you know, are fearful.

1026
00:52:35,730 --> 00:52:37,660
"Well, if I am honest on this survey,

1027
00:52:37,660 --> 00:52:40,290
does that mean some
ramifications or, you know,

1028
00:52:40,290 --> 00:52:44,482
retribution or any sort
of issue for me," right?

1029
00:52:44,482 --> 00:52:47,230
No, this is really supportive.
It's to guide the system.

1030
00:52:47,230 --> 00:52:49,324
And so how are you articulating that

1031
00:52:49,324 --> 00:52:52,269
and how are you ensuring that it really

1032
00:52:52,269 --> 00:52:53,943
is viewed as that supportive?

1033
00:52:56,368 --> 00:53:00,420
So in the chat box, what data do you use

1034
00:53:00,420 --> 00:53:04,110
to assess the effectiveness
of your systems or practices?

1035
00:53:04,110 --> 00:53:06,766
Do you have other data sources
that you're looking at?

1036
00:53:06,766 --> 00:53:08,189
Go ahead and type them in the chat.

1037
00:53:08,189 --> 00:53:09,833
Feel free to raise your hand, let us know,

1038
00:53:10,815 --> 00:53:11,648
and while you're doing that,

1039
00:53:11,648 --> 00:53:15,363
I'm just gonna look at the chat.

1040
00:53:16,373 --> 00:53:19,316
Okay, benchmarks of
quality. Yeah, that one.

1041
00:53:19,316 --> 00:53:23,493
We used to do that one
a while ago. Absolutely.

1042
00:53:28,432 --> 00:53:31,405
Yeah, and, yeah, we can
be in touch, Sherry.

1043
00:53:31,405 --> 00:53:33,023
Thanks for responding to Lauralee. Yeah.

1044
00:53:36,372 --> 00:53:37,774
Yeah, Russell Quaglia

1045
00:53:37,774 --> 00:53:40,293
has a good student engagement survey.

1046
00:53:43,478 --> 00:53:44,553
-TFI.
-Yep.

1047
00:53:45,769 --> 00:53:47,703
We've got SWIS, School Climate Survey.

1048
00:53:49,200 --> 00:53:53,763
Absolutely, so lots of
data out there as well.

1049
00:53:55,877 --> 00:53:57,350
And some of it can be more formal,

1050
00:53:57,350 --> 00:53:59,539
some of it can be more like informal,

1051
00:53:59,539 --> 00:54:01,337
progress monitoring data, right?

1052
00:54:01,337 --> 00:54:02,190
So there's lots of
different things. I love it.

1053
00:54:02,190 --> 00:54:05,847
-Nurse, attending.
-Panorama surveys. Oh, sorry.

1054
00:54:05,847 --> 00:54:09,285
Oh, Panorama, yeah, yeah.

1055
00:54:09,285 --> 00:54:11,753
A lot of schools are using
Panorama, we're hearing, as well.

1056
00:54:13,691 --> 00:54:17,253
So yeah, that's great. All
right, awesome, thank you.

1057
00:54:18,448 --> 00:54:22,176
So we're gonna launch
really quickly into a review

1058
00:54:22,176 --> 00:54:24,279
of the Tiered Fidelity Inventory.

1059
00:54:24,279 --> 00:54:26,613
Knowing that and mindful of time,

1060
00:54:27,692 --> 00:54:29,754
we're not gonna dive deep into this.

1061
00:54:29,754 --> 00:54:32,467
So this is sort of a
higher level overview.

1062
00:54:32,467 --> 00:54:33,690
We're not gonna get into the graphs.

1063
00:54:33,690 --> 00:54:36,633
If you need help, please
reach out to your TA,

1064
00:54:38,127 --> 00:54:40,514
and then, if you need
more additional help,

1065
00:54:40,514 --> 00:54:43,065
we have coaches available
that can support you more

1066
00:54:43,065 --> 00:54:45,564
on a long-term basis as well.

1067
00:54:45,564 --> 00:54:48,600
So I wanna say that
because we may kind of go

1068
00:54:48,600 --> 00:54:52,371
over this relatively quickly
to share the information,

1069
00:54:52,371 --> 00:54:55,348
but know that there's lots
of resources available to you

1070
00:54:55,348 --> 00:54:59,163
to support you in this work,

1071
00:55:01,003 --> 00:55:03,037
and somebody did have a
question about Panorama.

1072
00:55:03,037 --> 00:55:06,322
Thank you so much,
absolutely. There's a website.

1073
00:55:06,322 --> 00:55:09,092
It's a whole host of a variety of surveys

1074
00:55:09,092 --> 00:55:13,082
and platforms that schools
are using for data systems

1075
00:55:13,082 --> 00:55:15,053
as well as some universal screeners, so.

1076
00:55:16,285 --> 00:55:18,344
Okay, without further ado,

1077
00:55:18,344 --> 00:55:20,364
especially for those of you who are new,

1078
00:55:20,364 --> 00:55:23,610
get out your calendars, schedule
a time to complete the TFI.

1079
00:55:23,610 --> 00:55:26,100
This is our annual assessment

1080
00:55:26,100 --> 00:55:29,793
that our leadership teams complete, okay?

1081
00:55:31,050 --> 00:55:34,920
In the spring between
January 1st and March 31st.

1082
00:55:34,920 --> 00:55:36,813
If you do need an extension,

1083
00:55:37,907 --> 00:55:40,216
we're pretty flexible,
so just let us know.

1084
00:55:40,216 --> 00:55:42,051
We know February with the vacations,

1085
00:55:42,051 --> 00:55:43,680
it can be hard to squeeze things in,

1086
00:55:43,680 --> 00:55:45,510
but the goal is we really,

1087
00:55:45,510 --> 00:55:47,910
really want you to complete the TFI

1088
00:55:47,910 --> 00:55:52,401
because what it allows
you to do is it allows you

1089
00:55:52,401 --> 00:55:54,960
to assess your PBIS implementation

1090
00:55:54,960 --> 00:55:58,316
across the tiers of implementation.

1091
00:55:58,316 --> 00:56:00,372
So if you're a school who's implementing

1092
00:56:00,372 --> 00:56:02,760
at the universal level and
only at the universal level,

1093
00:56:02,760 --> 00:56:05,250
you're gonna do the
universal part of the TFI.

1094
00:56:05,250 --> 00:56:09,801
If you also have gone to a
targeted PBIS training, right?

1095
00:56:09,801 --> 00:56:11,400
And you're implementing targeted practices

1096
00:56:11,400 --> 00:56:13,148
at the targeted level,

1097
00:56:13,148 --> 00:56:16,500
you can do the universal
as well as the targeted

1098
00:56:16,500 --> 00:56:19,391
and so forth as well as the intensive.

1099
00:56:19,391 --> 00:56:21,690
So it gives you a really
helpful opportunity

1100
00:56:21,690 --> 00:56:25,470
for your leadership team to
kind of come to consensus

1101
00:56:25,470 --> 00:56:29,760
around what are the critical
features of PBIS implementation

1102
00:56:29,760 --> 00:56:31,630
and allows you to reflect on that

1103
00:56:32,614 --> 00:56:35,552
to then inform your action
planning for next year.

1104
00:56:35,552 --> 00:56:38,402
So we'll talk a little bit
about action planning as well.

1105
00:56:39,456 --> 00:56:42,600
One of the things that is
recommended with the TFI

1106
00:56:42,600 --> 00:56:46,684
is have somebody do a walkthrough,

1107
00:56:46,684 --> 00:56:49,767
and I'll show that in a
second what that looks like,

1108
00:56:49,767 --> 00:56:53,932
but a walkthrough is essentially
having an external coach.

1109
00:56:53,932 --> 00:56:55,715
It could be somebody
at the district level.

1110
00:56:55,715 --> 00:56:57,210
So if you're a district level coordinator,

1111
00:56:57,210 --> 00:57:00,390
you could take on this
role, go to your building,

1112
00:57:00,390 --> 00:57:04,487
look at the walkthrough
paperwork, and just,

1113
00:57:04,487 --> 00:57:07,946
it's basically a little
mini survey that you do

1114
00:57:07,946 --> 00:57:11,011
with students and staff during the day,

1115
00:57:11,011 --> 00:57:12,695
and you bring that information

1116
00:57:12,695 --> 00:57:14,245
to the school's leadership team

1117
00:57:15,142 --> 00:57:18,000
while they're completing the the TFI,

1118
00:57:18,000 --> 00:57:21,192
and so they're looking at
the walkthrough information,

1119
00:57:21,192 --> 00:57:23,640
which is kind of a point
in time interview protocol

1120
00:57:23,640 --> 00:57:27,393
with the leadership team's
perspective on the questions.

1121
00:57:28,276 --> 00:57:29,920
And it's really nice 'cause you're getting

1122
00:57:29,920 --> 00:57:33,180
both an outside potential
perspective on implementation

1123
00:57:33,180 --> 00:57:35,816
as well as what the leadership team is.

1124
00:57:35,816 --> 00:57:37,403
So they work really nicely together.

1125
00:57:38,756 --> 00:57:42,180
It's not required per se,
but it is highly recommended.

1126
00:57:42,180 --> 00:57:44,973
Some of our coaches are
able to do that as well.

1127
00:57:46,370 --> 00:57:48,066
Our TAs may be able to do that.

1128
00:57:48,066 --> 00:57:50,571
So if this is something
you're interested in

1129
00:57:50,571 --> 00:57:53,302
or brainstorming how to
build capacity around,

1130
00:57:53,302 --> 00:57:54,480
please reach out as well.

1131
00:57:54,480 --> 00:57:55,920
It's just a really nice complement,

1132
00:57:55,920 --> 00:58:00,007
and for those of you who have
been implementing for a while,

1133
00:58:00,007 --> 00:58:02,933
it's very similar to what
was called the SET, right?

1134
00:58:02,933 --> 00:58:04,020
The School-wide Evaluation Tool

1135
00:58:04,020 --> 00:58:07,827
where we'd go into the school
pre-training and post-training

1136
00:58:07,827 --> 00:58:10,087
and we'd ask your students some questions

1137
00:58:10,087 --> 00:58:11,726
about school-wide agreements.

1138
00:58:11,726 --> 00:58:13,830
We'd ask your staff some
questions around protocols.

1139
00:58:13,830 --> 00:58:16,830
It's very similar to
that in a lot of ways,

1140
00:58:16,830 --> 00:58:20,850
and so the way that our
schools are using the TFI

1141
00:58:20,850 --> 00:58:24,332
is it's really that formative assessment,

1142
00:58:24,332 --> 00:58:26,658
and the way that we're doing
that is progress monitoring.

1143
00:58:26,658 --> 00:58:29,158
While we're asking everyone
to do this once a year

1144
00:58:30,733 --> 00:58:33,453
as part of our PBIS plan,

1145
00:58:34,680 --> 00:58:37,363
some schools wanna do it twice a year.

1146
00:58:37,363 --> 00:58:38,363
So just let us know.

1147
00:58:39,444 --> 00:58:41,733
We can open up a window for that as well.

1148
00:58:43,124 --> 00:58:45,946
We do use this for our
state acknowledgement system

1149
00:58:45,946 --> 00:58:47,034
and our recognition,

1150
00:58:47,034 --> 00:58:49,117
which we're revamping
a little bit right now.

1151
00:58:49,117 --> 00:58:52,903
So stay tuned for that, and
then what you're gonna find

1152
00:58:52,903 --> 00:58:56,926
with the TFI is it breaks things
down into these categories.

1153
00:58:56,926 --> 00:58:59,092
There's a bunch of
questions around teaming,

1154
00:58:59,092 --> 00:59:00,674
and this is the universal level.

1155
00:59:00,674 --> 00:59:03,210
It differs slightly when you
do the targeted and intensive,

1156
00:59:03,210 --> 00:59:05,373
but just for the general purposes here,

1157
00:59:06,240 --> 00:59:08,776
for the universal when you do the TFI,

1158
00:59:08,776 --> 00:59:11,031
there's a bunch of questions
that are gonna ask you

1159
00:59:11,031 --> 00:59:12,641
around your fidelity of implementation

1160
00:59:12,641 --> 00:59:14,566
around teaming structures, right?

1161
00:59:14,566 --> 00:59:15,660
Then there's gonna be
a series of questions

1162
00:59:15,660 --> 00:59:19,170
that'll ask that'll
refer to implementation.

1163
00:59:19,170 --> 00:59:20,970
Then there's a series of questions

1164
00:59:20,970 --> 00:59:25,136
that will ask you about
your evaluation as well.

1165
00:59:25,136 --> 00:59:28,113
So, again, not gonna
dive too much into that

1166
00:59:28,113 --> 00:59:30,876
but wanted to let you know
that that is a priority,

1167
00:59:30,876 --> 00:59:33,270
and we're excited to see
that number shoot up.

1168
00:59:33,270 --> 00:59:37,210
So tell your colleagues. Tell
your neighboring schools.

1169
00:59:37,210 --> 00:59:38,043
Really looking for to seeing some

1170
00:59:38,043 --> 00:59:40,922
of that data this year
for our annual report

1171
00:59:40,922 --> 00:59:42,360
and celebrating all the work you're doing.

1172
00:59:42,360 --> 00:59:44,850
This is just a quick snapshot

1173
00:59:44,850 --> 00:59:47,880
of what the walkthrough tool looks like.

1174
00:59:47,880 --> 00:59:51,244
You'll see an interview
protocol on the bottom.

1175
00:59:51,244 --> 00:59:52,740
Again, it's very tiny.

1176
00:59:52,740 --> 00:59:55,534
Maybe we could put the link in somewhere.

1177
00:59:55,534 --> 00:59:58,546
You can find it on TBIS
apps if one of my colleagues

1178
00:59:58,546 --> 01:00:01,073
could just put that in there
if you wanna explore that.

1179
01:00:02,340 --> 01:00:05,525
The other part that is
really important to use

1180
01:00:05,525 --> 01:00:08,370
when you're doing the TFI
is the "Companion Guide."

1181
01:00:08,370 --> 01:00:10,440
This is really helpful for schools

1182
01:00:10,440 --> 01:00:14,850
to think about categories or areas

1183
01:00:14,850 --> 01:00:18,483
that are not necessarily
represented in the current TFI.

1184
01:00:19,621 --> 01:00:23,100
So thinking about mental
health, thinking about some

1185
01:00:23,100 --> 01:00:25,923
social emotional behavioral interventions.

1186
01:00:26,904 --> 01:00:28,500
The "Companion Guide" is a great place

1187
01:00:28,500 --> 01:00:33,500
to help reflect on those
activities as well.

1188
01:00:33,840 --> 01:00:38,840
There is a new TFI 3.0 coming
out in the near future.

1189
01:00:39,674 --> 01:00:40,863
It's under validation.

1190
01:00:40,863 --> 01:00:43,438
I will send all of you after this webinar

1191
01:00:43,438 --> 01:00:44,880
if you're interested in participating,

1192
01:00:44,880 --> 01:00:46,980
but the new iteration of the TFI

1193
01:00:46,980 --> 01:00:50,520
will embed some of the features

1194
01:00:50,520 --> 01:00:54,000
that are in this "Companion
Guide" into it in one survey.

1195
01:00:54,000 --> 01:00:56,910
Instead of having to
use supplemental tools

1196
01:00:56,910 --> 01:01:01,878
to help inform your TFI, it'll
be much more comprehensive,

1197
01:01:01,878 --> 01:01:05,377
and we will certainly let
you know when that comes out,

1198
01:01:05,377 --> 01:01:08,277
and I'll send more information
about that at a later date.

1199
01:01:09,507 --> 01:01:10,340
Can I interrupt for a second?

1200
01:01:10,340 --> 01:01:13,530
-Go. Yep, go for it.
-So the TFI's

1201
01:01:13,530 --> 01:01:15,649
been around for a little while,

1202
01:01:15,649 --> 01:01:17,880
and it's a validated instrument,
and it measures, you know,

1203
01:01:17,880 --> 01:01:21,393
what is supposed to happen
with PBIS, like Cassandra said.

1204
01:01:22,424 --> 01:01:26,015
But as time has evolved and
we've recognized, you know,

1205
01:01:26,015 --> 01:01:28,026
how we really need to
keep equity at the center

1206
01:01:28,026 --> 01:01:30,390
and be culturally responsive
and integrate mental health,

1207
01:01:30,390 --> 01:01:33,330
this particular guide came out,

1208
01:01:33,330 --> 01:01:37,967
and it provides elaborations
to the particular questions

1209
01:01:37,967 --> 01:01:39,970
that you're trying to address as a team

1210
01:01:41,045 --> 01:01:44,070
when you're completing the TFI assessment.

1211
01:01:44,070 --> 01:01:49,070
So the recommendation really
is that somebody have the TFI,

1212
01:01:51,480 --> 01:01:54,753
this integrated TFI
inventory "Companion Guide"

1213
01:01:56,655 --> 01:02:01,387
also right at hand to see
what the elaborations are

1214
01:02:01,387 --> 01:02:03,453
for each question at tier one.

1215
01:02:05,167 --> 01:02:06,000
I hope I didn't make it more confusing,

1216
01:02:06,000 --> 01:02:08,243
-but anyway, thanks.
-No,

1217
01:02:08,243 --> 01:02:11,587
I think you clarified what I was saying.

1218
01:02:11,587 --> 01:02:14,850
So certainly when you're
doing the TFI, check this out.

1219
01:02:14,850 --> 01:02:17,468
There'll be prompting elaborations

1220
01:02:17,468 --> 01:02:19,168
as well for your team to consider.

1221
01:02:20,463 --> 01:02:22,193
Yeah, thank you, Sherry.
I appreciate that.

1222
01:02:23,217 --> 01:02:26,100
And there was a question
about the TFI 3.0.

1223
01:02:26,100 --> 01:02:28,177
It's under study right now.

1224
01:02:28,177 --> 01:02:30,219
So they have to get enough schools.

1225
01:02:30,219 --> 01:02:32,672
So the sooner schools participate
in the validation study,

1226
01:02:32,672 --> 01:02:33,505
the sooner we'll have it.

1227
01:02:33,505 --> 01:02:36,329
So that's why this national PBIS

1228
01:02:36,329 --> 01:02:38,430
is really encouraging
schools to participate in it.

1229
01:02:38,430 --> 01:02:41,861
So I'll send you more information on that,

1230
01:02:41,861 --> 01:02:43,080
and yes, Lisa, thank
you for that reminder.

1231
01:02:43,080 --> 01:02:46,198
It focuses some of those equity questions.

1232
01:02:46,198 --> 01:02:49,190
The elaborations in the "Companion
Guide" will be in there.

1233
01:02:49,190 --> 01:02:51,776
So you'll get questions around equity,

1234
01:02:51,776 --> 01:02:54,633
more questions around mental
health collaborations,

1235
01:02:55,657 --> 01:02:57,757
and various things, so thank you for that.

1236
01:03:00,554 --> 01:03:01,530
And we're gonna jump in really quickly

1237
01:03:01,530 --> 01:03:04,020
with the Self-Assessment Survey,

1238
01:03:04,020 --> 01:03:06,978
and then after this little part,

1239
01:03:06,978 --> 01:03:08,980
I'm gonna then open it up for questions.

1240
01:03:08,980 --> 01:03:11,636
So if you do have questions
right now about the TFI

1241
01:03:11,636 --> 01:03:13,668
and you're holding onto them,
there'll be an opportunity.

1242
01:03:13,668 --> 01:03:14,978
Also, if you have questions

1243
01:03:14,978 --> 01:03:17,580
about the Self-Assessment
Survey, jot them down.

1244
01:03:17,580 --> 01:03:19,863
I'll open it up for question minute.

1245
01:03:21,722 --> 01:03:22,950
So the Self-Assessment Survey,

1246
01:03:22,950 --> 01:03:26,620
for those of you who've
been around for a while

1247
01:03:27,757 --> 01:03:30,156
and for those of you who are new,

1248
01:03:30,156 --> 01:03:32,184
this has been around for a while.

1249
01:03:32,184 --> 01:03:36,323
What essentially the
Self-Assessment Survey does,

1250
01:03:36,323 --> 01:03:37,923
it's a survey for all your staff

1251
01:03:39,594 --> 01:03:43,710
to think about the perceptions
around what's in place

1252
01:03:43,710 --> 01:03:47,637
and whether or not what's
currently in place is a priority,

1253
01:03:47,637 --> 01:03:48,900
what level of priority.

1254
01:03:48,900 --> 01:03:52,853
Wanted to point out, and
it's on our website as well,

1255
01:03:52,853 --> 01:03:54,617
there's new SAS.

1256
01:03:54,617 --> 01:03:57,543
It's called SAS 4.0. So
again, things evolve.

1257
01:03:58,620 --> 01:04:03,620
And so one of the things
you'll notice on the newer SAS

1258
01:04:03,632 --> 01:04:08,632
is it somewhat aligns, the
categories align with the TFI

1259
01:04:10,317 --> 01:04:13,997
and which makes it a
little bit user friendly

1260
01:04:13,997 --> 01:04:15,780
because if you think about it,

1261
01:04:15,780 --> 01:04:19,818
the TFI is the leadership team, right?

1262
01:04:19,818 --> 01:04:22,470
That's the group of people
who complete the TFI.

1263
01:04:22,470 --> 01:04:27,220
The Self-Assessment Survey
is for your entire staff

1264
01:04:28,275 --> 01:04:32,039
to complete and asks
somewhat similar questions

1265
01:04:32,039 --> 01:04:35,400
around school-wide agreements
in place or not in place,

1266
01:04:35,400 --> 01:04:36,900
and so it's a really nice.

1267
01:04:36,900 --> 01:04:39,990
There's a nice complement to each other

1268
01:04:39,990 --> 01:04:42,240
so that the leadership team can dive

1269
01:04:42,240 --> 01:04:45,250
into what the staff perceptions are

1270
01:04:46,206 --> 01:04:48,600
around PBIS implementation as well

1271
01:04:48,600 --> 01:04:51,670
as what the leadership
team perceptions are

1272
01:04:52,555 --> 01:04:54,660
around PBIS implementation.

1273
01:04:54,660 --> 01:04:56,760
So it's certainly recommended

1274
01:04:56,760 --> 01:05:00,630
that schools certainly do the TFI

1275
01:05:00,630 --> 01:05:05,630
but also do the Self-Assessment
Survey for these reasons.

1276
01:05:06,437 --> 01:05:09,263
It's really nice because it
informs your action planning.

1277
01:05:11,370 --> 01:05:16,370
I love this because it allows
staff also an opportunity

1278
01:05:18,005 --> 01:05:19,755
to give voice, talking about voice,

1279
01:05:20,996 --> 01:05:22,646
staff voice is important as well,

1280
01:05:24,150 --> 01:05:27,483
regarding what are the
features of PBIS, right?

1281
01:05:29,042 --> 01:05:30,930
And so that's really important.

1282
01:05:30,930 --> 01:05:33,380
So again, you're looking
at staff perception data

1283
01:05:34,223 --> 01:05:38,073
and then around PBIS and
then leadership team data,

1284
01:05:39,331 --> 01:05:41,790
and so you're able to see over time,

1285
01:05:41,790 --> 01:05:44,163
what is the staff thinking?

1286
01:05:44,163 --> 01:05:46,906
How will that inform
our action plan, right?

1287
01:05:46,906 --> 01:05:48,870
'Cause maybe you're doing great, right?

1288
01:05:48,870 --> 01:05:51,706
But maybe there's a communication issue

1289
01:05:51,706 --> 01:05:53,310
where the staff doesn't
really understand a piece

1290
01:05:53,310 --> 01:05:56,486
of the implementation
that you're doing, right?

1291
01:05:56,486 --> 01:05:57,792
So there's lots of opportunities

1292
01:05:57,792 --> 01:05:59,423
to compare and contrast with those.

1293
01:06:01,382 --> 01:06:03,832
The other thing that I
mentioned this previously,

1294
01:06:04,731 --> 01:06:05,564
there's two main questions

1295
01:06:05,564 --> 01:06:08,392
that the Self-Assessment
Survey will ask, and it's,

1296
01:06:08,392 --> 01:06:10,526
"What systems are in place,

1297
01:06:10,526 --> 01:06:14,427
and which ones are priority
for improvement," right?

1298
01:06:14,427 --> 01:06:16,560
So you'll get lots of data,

1299
01:06:16,560 --> 01:06:20,220
colorful graphs on what your staff thinks

1300
01:06:20,220 --> 01:06:24,753
around PBIS features that
are implemented, yeah.

1301
01:06:26,900 --> 01:06:29,819
Yes. SAS honors the input of staff.

1302
01:06:29,819 --> 01:06:32,478
Absolutely, and it's so
important to share the data

1303
01:06:32,478 --> 01:06:35,190
with staff and engage them
in the action planning

1304
01:06:35,190 --> 01:06:37,413
as it relates to the SAS results.

1305
01:06:38,572 --> 01:06:40,253
Thank you, Kym, for that. Absolutely.

1306
01:06:41,280 --> 01:06:43,647
Yeah, take it to a staff meeting.

1307
01:06:43,647 --> 01:06:47,218
Again, why do a survey if
you're not gonna share it?

1308
01:06:47,218 --> 01:06:50,292
I know that if I do a survey,
I'm more likely to do it again

1309
01:06:50,292 --> 01:06:52,663
if I get to see the results, right?

1310
01:06:52,663 --> 01:06:54,540
Because that means somebody
cares about my voice

1311
01:06:54,540 --> 01:06:57,377
and I'm psyched to see
what's happening, right?

1312
01:06:57,377 --> 01:06:59,853
So keep that in mind. It's a great tool.

1313
01:07:00,990 --> 01:07:04,020
The other thing we've already
talked a little bit about this

1314
01:07:04,020 --> 01:07:06,783
is it does honor all staff input.

1315
01:07:07,963 --> 01:07:09,263
Perceptions are important.

1316
01:07:11,901 --> 01:07:14,612
Feel free to steal some
of these slides, right?

1317
01:07:14,612 --> 01:07:16,993
This could be why you're doing
it for your staff, right?

1318
01:07:16,993 --> 01:07:20,843
We value your perceptions.
We honor your input, right?

1319
01:07:20,843 --> 01:07:23,504
So if you're thinking
about introducing this,

1320
01:07:23,504 --> 01:07:25,650
if you're new or continuing on,

1321
01:07:25,650 --> 01:07:26,846
it might be a nice opportunity

1322
01:07:26,846 --> 01:07:28,583
to steal some of these slides as well.

1323
01:07:29,957 --> 01:07:31,757
And then, as I mentioned previously,

1324
01:07:32,862 --> 01:07:36,472
it more closely aligns with
the subscale, so the category.

1325
01:07:36,472 --> 01:07:38,463
So when you're doing a
comparing and contrasting

1326
01:07:38,463 --> 01:07:41,130
of the TFI and with the SAS,

1327
01:07:41,130 --> 01:07:45,280
they more closely align
around school-wide systems

1328
01:07:47,032 --> 01:07:48,263
and various subcategories.

1329
01:07:49,999 --> 01:07:54,834
So, questions, comments,
wonderings about the TFI or SAS

1330
01:07:54,834 --> 01:07:55,667
before we dive into School Climate

1331
01:07:55,667 --> 01:07:57,663
and the Feedback & Input surveys?

1332
01:08:01,618 --> 01:08:04,623
And thanks, Sherry, for
putting in the instructions.

1333
01:08:06,695 --> 01:08:11,695
Appreciate that. Okay, I'm
just looking for hands.

1334
01:08:12,455 --> 01:08:17,455
Any hands up? All right, and
just feel free to use the chat.

1335
01:08:17,940 --> 01:08:20,400
-Thank you.
-Participants

1336
01:08:20,400 --> 01:08:22,549
can correct me if I'm wrong,

1337
01:08:22,549 --> 01:08:26,155
but it's my understanding that
the Self-Assessment Survey,

1338
01:08:26,155 --> 01:08:28,050
the SAS only takes about 15 minutes

1339
01:08:28,050 --> 01:08:29,613
for somebody to complete.

1340
01:08:31,128 --> 01:08:34,950
So, you know, both of these
tools are very efficient

1341
01:08:34,950 --> 01:08:38,883
in terms of time and give
you a lot of information.

1342
01:08:41,246 --> 01:08:42,079
Yeah, and, Sherry, thanks.

1343
01:08:42,079 --> 01:08:45,930
The new iteration of this SAS
is completed much more quickly

1344
01:08:45,930 --> 01:08:47,973
than the old iteration of this SAS,

1345
01:08:48,808 --> 01:08:50,273
and I think it's much more intuitive.

1346
01:08:53,702 --> 01:08:56,890
Thanks, and while we're at
it, if you have strategies

1347
01:08:58,036 --> 01:09:00,992
for getting your staff to complete it,

1348
01:09:00,992 --> 01:09:03,090
feel free to share with
each other in the chat

1349
01:09:03,090 --> 01:09:04,413
or raise your hand.

1350
01:09:06,035 --> 01:09:08,622
I remember we used to
have just a staff meeting.

1351
01:09:08,622 --> 01:09:10,470
"Everybody bring your
laptop. Bring a device.

1352
01:09:10,470 --> 01:09:12,320
We're gonna do it together."

1353
01:09:12,320 --> 01:09:14,215
So once you think about the systems

1354
01:09:14,215 --> 01:09:18,639
and aligning and prioritizing
time and space with surveys,

1355
01:09:18,639 --> 01:09:20,005
you're certainly gonna get,

1356
01:09:20,005 --> 01:09:22,107
I would imagine, a higher response rate.

1357
01:09:22,107 --> 01:09:23,640
So if you have any other creative ideas,

1358
01:09:23,640 --> 01:09:25,770
feel free to type them in the chat box

1359
01:09:25,770 --> 01:09:28,083
about how do we get our staff to do it.

1360
01:09:30,729 --> 01:09:33,171
(laughs) Good chocolate, yes!

1361
01:09:33,171 --> 01:09:36,543
(laughs) Bribe them or we incentivize.

1362
01:09:38,941 --> 01:09:40,988
Certainly. We all love treats.

1363
01:09:40,988 --> 01:09:42,319
That's a great idea.

1364
01:09:42,319 --> 01:09:43,493
Thanks, Lisa. Thanks for sharing.

1365
01:09:46,470 --> 01:09:51,470
Okay. All right, just mindful of time.

1366
01:09:52,006 --> 01:09:53,580
Got a few more things to get through.

1367
01:09:53,580 --> 01:09:56,073
This is the School Climate Survey.

1368
01:09:57,140 --> 01:09:59,670
We really would love for folks to think

1369
01:09:59,670 --> 01:10:02,700
about doing a School Climate Survey.

1370
01:10:02,700 --> 01:10:06,330
We think this one is pretty easy

1371
01:10:06,330 --> 01:10:10,110
because it's part of the
system, the PBIS app system,

1372
01:10:10,110 --> 01:10:13,050
so many of our schools
are familiar with it.

1373
01:10:13,050 --> 01:10:16,424
One thing to note with this survey,

1374
01:10:16,424 --> 01:10:17,700
the School Climate Survey, well,

1375
01:10:17,700 --> 01:10:19,290
I'll get into the details in a second

1376
01:10:19,290 --> 01:10:20,690
about the different surveys,

1377
01:10:22,232 --> 01:10:25,943
we have heard through our schools

1378
01:10:25,943 --> 01:10:27,510
that some of the language
is not as welcoming

1379
01:10:27,510 --> 01:10:31,200
and collaborative as we are going for.

1380
01:10:31,200 --> 01:10:34,083
This is developed on the national level,

1381
01:10:35,040 --> 01:10:37,500
and, you know, making
changes at that level

1382
01:10:37,500 --> 01:10:39,626
for survey instruments,

1383
01:10:39,626 --> 01:10:41,790
as you can probably imagine, takes time.

1384
01:10:41,790 --> 01:10:43,263
I like to think that Vermont,

1385
01:10:44,102 --> 01:10:45,819
we're ahead of the game, it seems,

1386
01:10:45,819 --> 01:10:49,863
in our reframing and welcoming
and collaborative language,

1387
01:10:50,721 --> 01:10:54,430
moving away from the compliance

1388
01:10:55,324 --> 01:10:57,060
to that more collaborative lens,

1389
01:10:57,060 --> 01:10:59,580
and so I just wanted to put that out there

1390
01:10:59,580 --> 01:11:01,541
as a mini disclaimer that,

1391
01:11:01,541 --> 01:11:03,690
while the language may
not feel as welcoming

1392
01:11:03,690 --> 01:11:05,951
as what we're hearing from the field

1393
01:11:05,951 --> 01:11:08,463
or maybe a little bit
more compliance based,

1394
01:11:08,463 --> 01:11:10,872
it's still a relatively good tool.

1395
01:11:10,872 --> 01:11:14,143
It's data for you to get information on.

1396
01:11:14,143 --> 01:11:16,110
So if you are looking for
a School Climate Survey,

1397
01:11:16,110 --> 01:11:20,190
certainly take a moment and look at that.

1398
01:11:20,190 --> 01:11:22,143
There's actually five surveys.

1399
01:11:23,174 --> 01:11:25,115
We usually just highlight the four.

1400
01:11:25,115 --> 01:11:26,910
There's an extended survey.

1401
01:11:26,910 --> 01:11:30,780
That's what the fifth one is
for, high school students,

1402
01:11:30,780 --> 01:11:33,828
but that's several mini questions.

1403
01:11:33,828 --> 01:11:36,453
So again, for the purpose of our work,

1404
01:11:36,453 --> 01:11:39,240
we certainly recommend using one

1405
01:11:39,240 --> 01:11:41,913
or two or a couple of these surveys.

1406
01:11:41,913 --> 01:11:44,190
You'll find surveys for younger students,

1407
01:11:44,190 --> 01:11:46,444
grades three through five,

1408
01:11:46,444 --> 01:11:48,930
and they're relatively
short questions as well,

1409
01:11:48,930 --> 01:11:53,930
and they're really based on
many School Climate Surveys.

1410
01:11:54,480 --> 01:11:55,470
So if you're using Panorama,

1411
01:11:55,470 --> 01:11:58,110
there's certain School Climate Surveys

1412
01:11:58,110 --> 01:12:00,270
that have been validated,

1413
01:12:00,270 --> 01:12:01,500
questions that have been validated over

1414
01:12:01,500 --> 01:12:04,620
and over again and that are reliable,

1415
01:12:04,620 --> 01:12:07,770
and so you'll notice probably
some of these questions

1416
01:12:07,770 --> 01:12:10,500
are very similar to other
School Climate Survey questions

1417
01:12:10,500 --> 01:12:11,760
just because the sheer nature

1418
01:12:11,760 --> 01:12:13,773
of it being valid and reliable.

1419
01:12:15,030 --> 01:12:16,260
You'll also have a survey

1420
01:12:16,260 --> 01:12:18,453
for students in grades six through 12.

1421
01:12:19,827 --> 01:12:22,080
What's great is there are
staff questions as well,

1422
01:12:22,080 --> 01:12:23,823
and you can do family members.

1423
01:12:25,001 --> 01:12:26,400
So if you are looking for a tool

1424
01:12:26,400 --> 01:12:30,153
that would assess family/caregiver
voice or perceptions,

1425
01:12:31,859 --> 01:12:33,783
this could serve that purpose for you.

1426
01:12:34,874 --> 01:12:36,403
It's also free.

1427
01:12:36,403 --> 01:12:39,633
So if you're looking just to
dive in and get some feedback,

1428
01:12:39,633 --> 01:12:42,558
this is a free tool, so
certainly would recommend that.

1429
01:12:42,558 --> 01:12:43,560
And underneath each of these bullets,

1430
01:12:43,560 --> 01:12:45,180
again, I'm not gonna read each one,

1431
01:12:45,180 --> 01:12:49,421
but you'll see the
categories or sub-domains

1432
01:12:49,421 --> 01:12:51,963
in which the questions are organized by.

1433
01:12:52,863 --> 01:12:54,300
So for family members, there's a question

1434
01:12:54,300 --> 01:12:57,802
around their perceptions
around school safety,

1435
01:12:57,802 --> 01:12:58,908
several questions, right?

1436
01:12:58,908 --> 01:13:00,240
So again, if you want more details,

1437
01:13:00,240 --> 01:13:02,970
certainly you can go to the link.

1438
01:13:02,970 --> 01:13:06,759
Some of the benefits of this
are that it's really efficient,

1439
01:13:06,759 --> 01:13:09,090
it's easy, you get multiple perspectives.

1440
01:13:09,090 --> 01:13:11,340
There are unique features in this

1441
01:13:11,340 --> 01:13:15,000
in which you can compare
across participants.

1442
01:13:15,000 --> 01:13:17,766
So if you go to the manual,
you can see, I think,

1443
01:13:17,766 --> 01:13:21,120
an example of that where you can look

1444
01:13:21,120 --> 01:13:25,950
at how students who have
identified as female

1445
01:13:25,950 --> 01:13:29,340
are responding to the
School Climate Survey.

1446
01:13:29,340 --> 01:13:31,080
You can break it down by students

1447
01:13:31,080 --> 01:13:34,800
who are identified as BIPOC students

1448
01:13:34,800 --> 01:13:38,178
or students of African American descent.

1449
01:13:38,178 --> 01:13:39,210
Like they can be broken down

1450
01:13:39,210 --> 01:13:41,760
into those sub-categories as well.

1451
01:13:41,760 --> 01:13:45,723
And when we're thinking about,
you know, centering equity,

1452
01:13:46,645 --> 01:13:49,655
these kind of questions are
really important, right?

1453
01:13:49,655 --> 01:13:51,870
For us to really prioritize.

1454
01:13:51,870 --> 01:13:53,703
Kym, thanks for raising your hand.

1455
01:13:58,018 --> 01:14:00,350
And I'm gonna ask for other people

1456
01:14:01,967 --> 01:14:03,270
to maybe chime in on this,

1457
01:14:03,270 --> 01:14:05,910
but I'm pretty sure
there's sometimes concern

1458
01:14:05,910 --> 01:14:09,947
about de-identifying versus identifying.

1459
01:14:09,947 --> 01:14:11,940
Like if you have a really small cohort

1460
01:14:11,940 --> 01:14:15,060
of students represented by
a particular demographic

1461
01:14:15,060 --> 01:14:18,356
that you want to ensure that, you know,

1462
01:14:18,356 --> 01:14:19,860
if you have two kids
that identify as BIPOC,

1463
01:14:19,860 --> 01:14:21,390
you wanna ensure that you don't know

1464
01:14:21,390 --> 01:14:24,309
who those two kids necessarily are

1465
01:14:24,309 --> 01:14:27,024
if they are not sharing that information.

1466
01:14:27,024 --> 01:14:28,020
Rebecca, I'm kind of looking
to you 'cause you seem

1467
01:14:28,020 --> 01:14:31,530
to really grasp all of
these surveys really well.

1468
01:14:31,530 --> 01:14:33,618
Isn't there a cutoff?

1469
01:14:33,618 --> 01:14:35,324
Like if there's only a
certain amount of students,

1470
01:14:35,324 --> 01:14:37,140
let's say, in 5th grade,
that there's some way

1471
01:14:37,140 --> 01:14:39,843
that that information is de-identified?

1472
01:14:42,466 --> 01:14:45,122
I can't speak to that today

1473
01:14:45,122 --> 01:14:47,728
having not looked at this
for a long time, but-

1474
01:14:47,728 --> 01:14:50,278
Carrie or anybody? Or I
can look into it further.

1475
01:14:53,972 --> 01:14:55,306
I can't remember off the top of my head,

1476
01:14:55,306 --> 01:14:57,240
but absolutely, we wanna be very mindful

1477
01:14:57,240 --> 01:15:00,240
when we're looking at data
that is de-identifiable,

1478
01:15:00,240 --> 01:15:02,920
and I believe it's either five,

1479
01:15:02,920 --> 01:15:05,782
if there's five or 10 students, I think.

1480
01:15:05,782 --> 01:15:08,404
I can't remember exactly,
and we can follow up.

1481
01:15:08,404 --> 01:15:12,240
-I think it's 10, Sherry.
-If it's nine or less,

1482
01:15:12,240 --> 01:15:14,894
-Nine or less.
-the state will support it.

1483
01:15:14,894 --> 01:15:17,820
But I don't know if the
School Climate Survey

1484
01:15:17,820 --> 01:15:20,933
does that automatically and eliminates it

1485
01:15:20,933 --> 01:15:22,620
if it's two people or less.

1486
01:15:22,620 --> 01:15:23,453
You do have the option

1487
01:15:23,453 --> 01:15:25,320
of not filling out those demographics,

1488
01:15:25,320 --> 01:15:30,320
but I don't know if the reports
protect that small number

1489
01:15:32,100 --> 01:15:35,223
of students because you can
(speaks indistinctly) student.

1490
01:15:36,105 --> 01:15:37,247
-Yeah.
-Yeah.

1491
01:15:37,247 --> 01:15:38,080
-I don't think it does.
-That's a good-

1492
01:15:40,708 --> 01:15:43,339
What we'll do is we'll
follow up with that,

1493
01:15:43,339 --> 01:15:44,172
and I think it would be helpful for us

1494
01:15:44,172 --> 01:15:46,893
to put that information
on our website as well.

1495
01:15:48,098 --> 01:15:49,080
So under School Climate Survey,

1496
01:15:49,080 --> 01:15:53,400
we can share accurate
information around that.

1497
01:15:53,400 --> 01:15:55,080
Most surveys do.

1498
01:15:55,080 --> 01:16:00,080
If there is a low end size,
they will not report it.

1499
01:16:00,365 --> 01:16:01,350
So you might have an asterisk

1500
01:16:02,204 --> 01:16:06,582
on your actual report potentially,
but we'll look into that.

1501
01:16:06,582 --> 01:16:07,415
That's a great question,

1502
01:16:07,415 --> 01:16:10,234
and I don't wanna say
something that's not accurate.

1503
01:16:10,234 --> 01:16:11,460
And maybe that can go in the next reminder

1504
01:16:11,460 --> 01:16:14,613
so it's fairly current, just, yeah.

1505
01:16:15,520 --> 01:16:17,040
-Thank you.
-No, thank you.

1506
01:16:17,040 --> 01:16:21,539
That's a really good point and
relevant for Vermont, right?

1507
01:16:21,539 --> 01:16:24,622
In our size and our
population in our schools.

1508
01:16:24,622 --> 01:16:26,613
Gotta be thoughtful. Rebecca?

1509
01:16:26,613 --> 01:16:28,692
Just one other thing to consider,

1510
01:16:28,692 --> 01:16:29,867
I did put it in the chat,

1511
01:16:29,867 --> 01:16:33,813
is in the staff and the family surveys,

1512
01:16:35,128 --> 01:16:37,680
there are some items
about family involvement,

1513
01:16:37,680 --> 01:16:41,589
and they kind of indicate
the family involvement

1514
01:16:41,589 --> 01:16:44,317
is people actually showing
up for things at school.

1515
01:16:44,317 --> 01:16:45,990
And again, I haven't looked
at this super recently,

1516
01:16:45,990 --> 01:16:48,990
but it's like they come to
conferences, they come to events.

1517
01:16:50,261 --> 01:16:52,727
So I know when I've worked
with schools before,

1518
01:16:52,727 --> 01:16:55,927
we've talked about like
saying to staff, like,

1519
01:16:55,927 --> 01:16:59,669
"Okay, you know, this
is not what it means.

1520
01:16:59,669 --> 01:17:00,502
This is not

1521
01:17:00,502 --> 01:17:05,502
what we think family/caregiver
involvement engagement is."

1522
01:17:05,670 --> 01:17:07,230
These questions are here,

1523
01:17:07,230 --> 01:17:11,224
and the teams have decided
we're not gonna use that data

1524
01:17:11,224 --> 01:17:14,250
because it's not really
getting at what we think really

1525
01:17:14,250 --> 01:17:15,963
is involvement and engagement,

1526
01:17:16,860 --> 01:17:19,833
and then having some way of, you know,

1527
01:17:21,212 --> 01:17:23,244
letting family/caregivers know that.

1528
01:17:23,244 --> 01:17:26,642
Like there's these questions,
but this, you know,

1529
01:17:26,642 --> 01:17:30,360
the current version of
this survey we don't think

1530
01:17:30,360 --> 01:17:32,970
is culturally responsive
in these questions

1531
01:17:32,970 --> 01:17:34,590
or whatever they say, you know,

1532
01:17:34,590 --> 01:17:37,055
just to be aware of that because,

1533
01:17:37,055 --> 01:17:39,002
if you go an action plan around that

1534
01:17:39,002 --> 01:17:42,078
or you've just reinforced the mindset

1535
01:17:42,078 --> 01:17:43,928
that some staff have that this parent

1536
01:17:44,943 --> 01:17:46,440
or family/caregiver is not engaged

1537
01:17:46,440 --> 01:17:49,320
because they don't come to things,

1538
01:17:49,320 --> 01:17:52,313
which is often a mindset that has existed.

1539
01:17:52,313 --> 01:17:57,313
So I think that's a tricky
thing to just be aware of,

1540
01:17:57,600 --> 01:18:00,570
and, you know, we can wait
for the next iteration

1541
01:18:00,570 --> 01:18:02,995
of this School Climate Survey.

1542
01:18:02,995 --> 01:18:06,600
I'm sure that that will be
addressed, but right now,

1543
01:18:06,600 --> 01:18:09,093
just being upfront about
it I think is important.

1544
01:18:10,375 --> 01:18:12,087
-Yeah-
-The other stuff in there,

1545
01:18:12,087 --> 01:18:13,230
other stuff you can get
really good information,

1546
01:18:13,230 --> 01:18:15,723
but this just reinforces that mindset.

1547
01:18:16,831 --> 01:18:20,015
And like if you're trying
to engage a family/caregiver

1548
01:18:20,015 --> 01:18:22,149
and they finally are
filling out a survey, yay,

1549
01:18:22,149 --> 01:18:24,408
they're filling out a survey and they say,

1550
01:18:24,408 --> 01:18:28,109
"Oh no, I'm not actually a
valued member of this community,"

1551
01:18:28,109 --> 01:18:29,393
by those questions, it's yucky.

1552
01:18:30,542 --> 01:18:32,816
Yeah, absolutely. Yeah.

1553
01:18:32,816 --> 01:18:37,089
So certainly with any of these
surveys, you know, take 'em.

1554
01:18:37,089 --> 01:18:40,113
Do what you think is best for
your climate, your culture,

1555
01:18:42,504 --> 01:18:43,337
and you'll see in the feedback

1556
01:18:43,337 --> 01:18:47,162
and input survey a little
disclaimer as well.

1557
01:18:47,162 --> 01:18:49,140
So again, we're thinking about
how can we influence some

1558
01:18:49,140 --> 01:18:53,220
of this from the Vermont
state level knowing

1559
01:18:53,220 --> 01:18:55,170
that these are created nationally?

1560
01:18:55,170 --> 01:18:59,283
But again, if you're looking
for something, right,

1561
01:19:00,415 --> 01:19:03,890
it might be helpful to consider
the School Climate Survey.

1562
01:19:03,890 --> 01:19:04,723
The other thing that you'll notice

1563
01:19:04,723 --> 01:19:06,379
with the School Climate Survey

1564
01:19:06,379 --> 01:19:07,965
is you just wanna think about readiness.

1565
01:19:07,965 --> 01:19:09,570
So whenever you do School Climate Surveys,

1566
01:19:09,570 --> 01:19:12,453
there's lots of readiness
steps you wanna consider,

1567
01:19:14,003 --> 01:19:16,110
thinking about opt in, opt out,

1568
01:19:16,110 --> 01:19:18,933
what is your school policy
or procedure around that.

1569
01:19:19,880 --> 01:19:21,540
You really wanna introduce
your community and families

1570
01:19:21,540 --> 01:19:24,883
and students and staff
to the survey itself.

1571
01:19:24,883 --> 01:19:25,863
What are they doing?

1572
01:19:25,863 --> 01:19:27,844
And then really just thinking about,

1573
01:19:27,844 --> 01:19:29,749
well, once you have the data,

1574
01:19:29,749 --> 01:19:31,110
how are you gonna action plan around that?

1575
01:19:31,110 --> 01:19:35,070
How will that impact the
work that you're doing? Kym?

1576
01:19:36,640 --> 01:19:38,020
Yeah, sorry, I don't mean to belabor it,

1577
01:19:38,020 --> 01:19:39,975
but I pulled an excerpt outta the manual

1578
01:19:39,975 --> 01:19:42,948
from the School Climate
Survey and put it in the chat

1579
01:19:42,948 --> 01:19:44,970
that says, "To preserve
anonymity of respondents,

1580
01:19:44,970 --> 01:19:47,854
if a racial or ethnic subgroup has fewer

1581
01:19:47,854 --> 01:19:50,007
than five respondents in a school,

1582
01:19:50,007 --> 01:19:51,270
results cannot be viewed for that group

1583
01:19:51,270 --> 01:19:54,624
or have their subgroup
identified in the data download.

1584
01:19:54,624 --> 01:19:55,650
However the responses will be included

1585
01:19:55,650 --> 01:20:00,129
-in the overall reports."
-Thank you, Kym.

1586
01:20:00,129 --> 01:20:01,898
I'm not seeing it in the chat right now,

1587
01:20:01,898 --> 01:20:03,113
-but maybe I missed that.
-Really?

1588
01:20:05,047 --> 01:20:06,712
Oh, well, how about that?

1589
01:20:06,712 --> 01:20:08,083
-What if I push enter?
-Oh, there you go.

1590
01:20:08,083 --> 01:20:11,040
Yeah, just push enter.
Yeah, thank you so much!

1591
01:20:11,040 --> 01:20:13,943
See? Look at this, teaming already.

1592
01:20:13,943 --> 01:20:15,243
Go, team. Thank you.

1593
01:20:16,607 --> 01:20:18,426
That's really helpful. So it's five.

1594
01:20:18,426 --> 01:20:21,480
Cool, okay, so just, you know,

1595
01:20:21,480 --> 01:20:23,446
if you're thinking about school climate,

1596
01:20:23,446 --> 01:20:24,450
lots of readiness things.

1597
01:20:24,450 --> 01:20:26,167
There's lots of examples in the manual.

1598
01:20:26,167 --> 01:20:27,000
So if you're looking for
an invitation letter,

1599
01:20:27,000 --> 01:20:28,800
you're looking for different resources,

1600
01:20:28,800 --> 01:20:31,773
they've created several of those for you.

1601
01:20:32,730 --> 01:20:36,930
The other new resource that
came out relatively recently,

1602
01:20:36,930 --> 01:20:38,814
about a year ago, almost
two years ago now,

1603
01:20:38,814 --> 01:20:39,783
gosh, January 2024,

1604
01:20:41,313 --> 01:20:44,827
is this "School Climate and
Survey for Families: Resource."

1605
01:20:44,827 --> 01:20:46,980
So it's a little bit of
information if you're interested

1606
01:20:46,980 --> 01:20:51,760
on how schools are using
the School Climate Survey

1607
01:20:52,702 --> 01:20:53,535
for families and parents.

1608
01:20:53,535 --> 01:20:56,510
So just wanted to think
about if you're looking

1609
01:20:56,510 --> 01:20:58,890
for resources, there's one for you,

1610
01:20:58,890 --> 01:21:01,980
and then the other survey
that we're introducing

1611
01:21:01,980 --> 01:21:06,033
and we're hoping schools may consider is,

1612
01:21:07,343 --> 01:21:09,766
it's called the Feedback & Input Surveys.

1613
01:21:09,766 --> 01:21:14,766
Now this is also free
for any of you to use.

1614
01:21:15,690 --> 01:21:18,630
It came out in April of 2022.

1615
01:21:18,630 --> 01:21:22,115
If you're interested in this
after learning more about it,

1616
01:21:22,115 --> 01:21:24,534
it's not a survey that's
automatically open for you,

1617
01:21:24,534 --> 01:21:27,150
so you'd have to just let
a fabulous Anne Dubie know,

1618
01:21:27,150 --> 01:21:29,730
and she will go online and work her magic

1619
01:21:29,730 --> 01:21:31,380
and open it up for you.

1620
01:21:31,380 --> 01:21:35,520
But what this really does is
it allows your teams, again,

1621
01:21:35,520 --> 01:21:39,420
to gather more information
around how schools,

1622
01:21:39,420 --> 01:21:42,017
students, family/caregivers

1623
01:21:42,017 --> 01:21:44,467
are experiencing your
school-wide systems, right?

1624
01:21:45,360 --> 01:21:46,741
So there's four different surveys.

1625
01:21:46,741 --> 01:21:47,574
There's an elementary, secondary,

1626
01:21:47,574 --> 01:21:49,590
school personnel, family as well.

1627
01:21:49,590 --> 01:21:51,540
What's unique about this one,

1628
01:21:51,540 --> 01:21:53,760
which may be of interest to you,

1629
01:21:53,760 --> 01:21:58,760
is that there are
quantitative questions, right?

1630
01:22:00,473 --> 01:22:03,628
But also some open-ended
qualitative questions.

1631
01:22:03,628 --> 01:22:06,100
So if you're looking for people to type in

1632
01:22:06,934 --> 01:22:08,490
and give you their lived experience

1633
01:22:08,490 --> 01:22:13,490
or give you feedback outside
of the yes-no response system,

1634
01:22:17,256 --> 01:22:20,040
this may be a good tool
for you to consider,

1635
01:22:20,040 --> 01:22:22,588
and thank you for putting it in the link.

1636
01:22:22,588 --> 01:22:24,233
You'll learn more about it on our website.

1637
01:22:25,280 --> 01:22:28,050
Whereas the School Climate
Surveys very quantitative,

1638
01:22:28,050 --> 01:22:32,576
this one is both qualitative
and quantitative.

1639
01:22:32,576 --> 01:22:34,803
So interesting as well.

1640
01:22:35,992 --> 01:22:38,733
This is our Vermont disclaimer
because we're evolving.

1641
01:22:40,214 --> 01:22:42,054
One of the things that our state team,

1642
01:22:42,054 --> 01:22:43,626
we were reviewing this recently.

1643
01:22:43,626 --> 01:22:45,693
We were like, "Hmm, some of the language

1644
01:22:45,693 --> 01:22:48,060
and some of the wording choices

1645
01:22:48,060 --> 01:22:50,760
are not as collaborative or welcoming

1646
01:22:50,760 --> 01:22:54,897
as we wanting the language to be."

1647
01:22:56,194 --> 01:22:59,194
It doesn't mean that it's, you
know, not a good tool to use,

1648
01:23:00,989 --> 01:23:03,086
and we may consider this for
the School Climate Survey.

1649
01:23:03,086 --> 01:23:05,523
What we ended up doing,
and if you click here,

1650
01:23:06,446 --> 01:23:08,790
you'll see a document of the survey

1651
01:23:08,790 --> 01:23:13,790
with suggested language changes
or suggested considerations.

1652
01:23:13,920 --> 01:23:18,508
So while we can't make a
big change with this survey

1653
01:23:18,508 --> 01:23:20,100
because we didn't create this,

1654
01:23:20,100 --> 01:23:24,213
what we did is we added
additional considerations.

1655
01:23:25,197 --> 01:23:26,370
So if your team is looking at this,

1656
01:23:26,370 --> 01:23:27,570
you might wanna think about some

1657
01:23:27,570 --> 01:23:29,820
of these considerations
as you go through it.

1658
01:23:31,520 --> 01:23:34,170
So again, just another option for you,

1659
01:23:34,170 --> 01:23:39,170
and our hope is that, yes, TFI, check,

1660
01:23:41,354 --> 01:23:45,737
and we want you all to do one or more

1661
01:23:47,474 --> 01:23:49,923
but definitely one perception measure,

1662
01:23:50,801 --> 01:23:54,003
so either a Self-Assessment
Survey, a School Climate Survey,

1663
01:23:54,856 --> 01:23:56,580
and if it's not one of these,
let us know what you're doing

1664
01:23:56,580 --> 01:23:58,500
'cause we'd love to learn

1665
01:23:58,500 --> 01:24:00,813
or a Feedback & Input Survey as well.

1666
01:24:01,678 --> 01:24:02,970
So kind of pick your own adventure,

1667
01:24:02,970 --> 01:24:07,157
but really hoping that
schools will do the TFI

1668
01:24:07,157 --> 01:24:10,230
or TFI and one of the
other perception measures.

1669
01:24:10,230 --> 01:24:13,410
And then this is just a quick comparison

1670
01:24:13,410 --> 01:24:16,540
between sort of the School Climate Survey

1671
01:24:16,540 --> 01:24:18,663
versus the Feedback & Input Surveys.

1672
01:24:19,792 --> 01:24:20,954
As Sherry mentioned,

1673
01:24:20,954 --> 01:24:23,474
the climate survey is
really a formal measure.

1674
01:24:23,474 --> 01:24:25,795
There's evidence behind
it being a reliable

1675
01:24:25,795 --> 01:24:30,343
and valid measure and tool, you know,

1676
01:24:30,343 --> 01:24:32,779
and again, much more quantitative.

1677
01:24:32,779 --> 01:24:33,612
The Feedback & Input Surveys

1678
01:24:33,612 --> 01:24:35,918
are quantitative and qualitative.

1679
01:24:35,918 --> 01:24:37,170
So you're gonna get some other things

1680
01:24:38,100 --> 01:24:39,600
that might be helpful for you.

1681
01:24:42,267 --> 01:24:46,118
Okay, questions, comments, wonderings

1682
01:24:46,118 --> 01:24:49,118
about the School Climate Survey
or Feedback & Input Surveys?

1683
01:24:52,700 --> 01:24:54,713
Did I miss anything, team?
Feel free to jump in.

1684
01:24:58,049 --> 01:25:00,663
You're all hanging in
there. Love it, thank you.

1685
01:25:02,873 --> 01:25:05,463
All right, we're gonna
keep going if you're cool.

1686
01:25:07,932 --> 01:25:12,249
So putting it all together,
one of the things we realized

1687
01:25:12,249 --> 01:25:15,697
is there's so many tools out
there, and we're thinking,

1688
01:25:15,697 --> 01:25:17,763
"Gosh, how do we action plan together,

1689
01:25:19,712 --> 01:25:21,987
or how do we have an action planning form

1690
01:25:21,987 --> 01:25:24,487
that puts these assessments
that we just mentioned

1691
01:25:25,396 --> 01:25:27,412
and a few other in one place?"

1692
01:25:27,412 --> 01:25:29,040
And so if you click on this link,

1693
01:25:29,040 --> 01:25:33,453
you'll be able to see
this action planning form,

1694
01:25:34,380 --> 01:25:36,720
and what this looks like, essentially,

1695
01:25:36,720 --> 01:25:41,720
is an opportunity for
you to start with TFI.

1696
01:25:43,758 --> 01:25:46,600
So action plan, these are
the features of the TFI

1697
01:25:47,664 --> 01:25:49,794
that you can add your TFI score,

1698
01:25:49,794 --> 01:25:52,494
and one of the things that
we wanted to prompt you all

1699
01:25:52,494 --> 01:25:55,833
to consider is what are other
surveys with related items?

1700
01:25:57,096 --> 01:25:59,143
So in the SAS,

1701
01:25:59,143 --> 01:26:02,043
there is a question around
team composition, right?

1702
01:26:02,907 --> 01:26:05,777
So you might wanna consider using,

1703
01:26:05,777 --> 01:26:07,710
if you're looking for an
action planning template,

1704
01:26:07,710 --> 01:26:09,840
using this one because it'll allow you

1705
01:26:09,840 --> 01:26:13,333
to start with the TFI, which is, again,

1706
01:26:13,333 --> 01:26:15,150
the fidelity tool for
your leadership team,

1707
01:26:15,150 --> 01:26:17,070
and we know fidelity matters.

1708
01:26:17,070 --> 01:26:20,310
We also know the other
perception tools matter as well.

1709
01:26:20,310 --> 01:26:24,153
So while you do the TFI
and use this as your base,

1710
01:26:25,140 --> 01:26:27,700
we've prompted you here in this column

1711
01:26:29,042 --> 01:26:33,863
to other perception data
tools that have related items.

1712
01:26:35,457 --> 01:26:37,702
Okay? And there's instructions here.

1713
01:26:37,702 --> 01:26:39,714
So we just wanted to point that out.

1714
01:26:39,714 --> 01:26:44,580
If you are looking for one
tool that can meet lots

1715
01:26:44,580 --> 01:26:49,143
of different goals and really consolidate,

1716
01:26:50,021 --> 01:26:51,753
that's something we recommend.

1717
01:26:55,013 --> 01:26:58,653
Right, let me just fix
my screen here. Okay.

1718
01:27:01,720 --> 01:27:05,499
So I'm mindful of time.

1719
01:27:05,499 --> 01:27:07,193
I have a few more things to get through.

1720
01:27:08,277 --> 01:27:11,313
How about a two-minute stand up,

1721
01:27:12,631 --> 01:27:15,630
get a sip of water, do
a dance little break?

1722
01:27:15,630 --> 01:27:18,663
Does that seem okay for
folks right now? I love it.

1723
01:27:19,851 --> 01:27:22,690
Progress monitoring, thumbs up.
Thank you for that feedback.

1724
01:27:22,690 --> 01:27:25,123
Two minutes, we'll see
you right back here,

1725
01:27:25,123 --> 01:27:27,107
and we'll launch into the
"Coordinators' Handbook."

1726
01:27:28,709 --> 01:27:32,963
That was a fast two minutes, I
say. I did try to keep track.

1727
01:27:38,905 --> 01:27:40,388
All right,

1728
01:27:40,388 --> 01:27:42,440
I know I just gotta note
some people have to leave,

1729
01:27:42,440 --> 01:27:44,206
so that's totally fine.

1730
01:27:44,206 --> 01:27:45,706
Like I said, this is recorded.

1731
01:27:48,876 --> 01:27:50,723
Certainly have an opportunity to watch it,

1732
01:27:52,706 --> 01:27:55,576
but we wanna round out just knowing we

1733
01:27:55,576 --> 01:27:57,510
have a few more minutes together.

1734
01:27:57,510 --> 01:28:01,016
We have some important information
that we wanted to share,

1735
01:28:01,016 --> 01:28:03,393
so we are going to keep going.

1736
01:28:06,984 --> 01:28:11,103
Okay, so if you are a new coordinator,

1737
01:28:12,870 --> 01:28:16,696
this is our "Coordinators' Handbook."

1738
01:28:16,696 --> 01:28:17,529
Welcome.

1739
01:28:17,529 --> 01:28:21,700
This is your guide to the various roles

1740
01:28:24,274 --> 01:28:26,700
in our system of support and
also gives you an opportunity

1741
01:28:26,700 --> 01:28:31,167
to think about what are some of the things

1742
01:28:31,167 --> 01:28:35,337
that you may need to attend
to on a monthly basis,

1743
01:28:35,337 --> 01:28:38,608
and I'll show you what that
looks like in a second.

1744
01:28:38,608 --> 01:28:41,828
You can find it at that
link on the presentation,

1745
01:28:41,828 --> 01:28:45,300
and I imagine one of our
colleagues will put it in the chat.

1746
01:28:45,300 --> 01:28:48,391
Also, just to note, this
is a living document.

1747
01:28:48,391 --> 01:28:50,316
It is always changing.

1748
01:28:50,316 --> 01:28:51,390
So we've just made some changes

1749
01:28:51,390 --> 01:28:55,665
to update our practices
and our recommendations.

1750
01:28:55,665 --> 01:28:56,498
But if you as a coordinator

1751
01:28:56,498 --> 01:28:58,940
are finding you're doing
something and you're like,

1752
01:28:58,940 --> 01:29:00,915
"God, I think all
coordinators should do this,"

1753
01:29:00,915 --> 01:29:03,270
let us know 'cause we'd
love to always update

1754
01:29:03,270 --> 01:29:07,585
and add this document to this
"Coordinators' Handbook."

1755
01:29:07,585 --> 01:29:08,790
So this is our table of contents

1756
01:29:08,790 --> 01:29:10,440
for the "Coordinators' Handbook,"

1757
01:29:12,247 --> 01:29:13,410
and so if you're an SU coordinator,

1758
01:29:13,410 --> 01:29:16,381
you're gonna have a
nice little description

1759
01:29:16,381 --> 01:29:20,600
around your role as well
as some responsibilities,

1760
01:29:20,600 --> 01:29:22,670
like around a checklist, right?

1761
01:29:22,670 --> 01:29:25,626
And as a school coordinator,
you're gonna have the same.

1762
01:29:25,626 --> 01:29:28,740
That's how it's organized,
and then you'll also have

1763
01:29:28,740 --> 01:29:31,593
what we call the Calendar of Activities.

1764
01:29:32,625 --> 01:29:34,621
Now this is what I was just referring to.

1765
01:29:34,621 --> 01:29:39,066
This is not an exhaustive
list by all means

1766
01:29:39,066 --> 01:29:41,428
because you all do so much,

1767
01:29:41,428 --> 01:29:44,102
and if we were to add
every single thing you do

1768
01:29:44,102 --> 01:29:47,553
on a monthly basis, we'd have
a probably 50-page novel here,

1769
01:29:48,510 --> 01:29:52,013
but these are the highly
recommended activities,

1770
01:29:52,013 --> 01:29:54,924
as a school coordinator
or an SU coordinator,

1771
01:29:54,924 --> 01:29:57,179
we recommend you attend to.

1772
01:29:57,179 --> 01:29:58,804
So if you're looking for a roadmap,

1773
01:29:58,804 --> 01:30:00,447
I remember when I was a coordinator.

1774
01:30:00,447 --> 01:30:02,524
"What am I supposed to be doing, right?"

1775
01:30:02,524 --> 01:30:04,424
We hope this is a helpful tool for you

1776
01:30:05,442 --> 01:30:09,857
to think about what some
of the activities involve

1777
01:30:11,505 --> 01:30:12,783
in your role are, right?

1778
01:30:15,098 --> 01:30:17,280
Awesome. Some important reminders.

1779
01:30:17,280 --> 01:30:19,738
Well, before we go on,
are there any questions?

1780
01:30:19,738 --> 01:30:20,670
Feel free to let me know
if you have questions

1781
01:30:20,670 --> 01:30:24,243
about the "Coordinators'
Handbook" or thoughts.

1782
01:30:26,160 --> 01:30:30,715
All right, "One of my favorite
tools after nine years."

1783
01:30:30,715 --> 01:30:33,513
Well, that's an endorsement,
Chantelle. Thank you.

1784
01:30:34,398 --> 01:30:35,987
Absolutely. It's super helpful.

1785
01:30:35,987 --> 01:30:38,250
So we're hoping it's helpful to you.

1786
01:30:38,250 --> 01:30:41,640
So certainly let us know if
you do have any questions

1787
01:30:41,640 --> 01:30:42,893
or anything that does come up.

1788
01:30:43,909 --> 01:30:45,570
A couple of friendly reminders here

1789
01:30:45,570 --> 01:30:50,013
as we transition from our
time together this morning,

1790
01:30:50,999 --> 01:30:53,823
again, the SAS and the TFI
surveys are currently open.

1791
01:30:55,113 --> 01:30:56,846
Hoping folks will do them.

1792
01:30:56,846 --> 01:30:58,712
Definitely TFI! Go for it.

1793
01:30:58,712 --> 01:31:00,570
I hope I've said that enough, (laughs)

1794
01:31:00,570 --> 01:31:05,310
and then we also wanna
encourage schools to do the SAS,

1795
01:31:05,310 --> 01:31:06,330
School Climate Survey,

1796
01:31:06,330 --> 01:31:09,573
or the Feedback & Input Surveys as well.

1797
01:31:10,946 --> 01:31:12,978
We have an FBA training,

1798
01:31:12,978 --> 01:31:14,250
so just a little highlight
with our calendar.

1799
01:31:14,250 --> 01:31:16,195
Later on you'll see a link

1800
01:31:16,195 --> 01:31:18,030
to our professional development calendar.

1801
01:31:18,030 --> 01:31:23,030
But if you're looking at
building your internal capacity

1802
01:31:23,549 --> 01:31:25,930
for folks to be able to do a simple FBA

1803
01:31:26,790 --> 01:31:30,452
to then create a student support plan,

1804
01:31:30,452 --> 01:31:33,452
we're offering a training at
the Franklin Center in Rutland.

1805
01:31:34,685 --> 01:31:36,613
So hope to see many of you there.

1806
01:31:36,613 --> 01:31:38,101
We've done a lot of updating,

1807
01:31:38,101 --> 01:31:40,255
thanks to Lauralee and Jeremy

1808
01:31:40,255 --> 01:31:43,917
and team really evolving
our thinking around that,

1809
01:31:43,917 --> 01:31:48,917
and so there'll be some more
trauma-informed perspectives

1810
01:31:48,930 --> 01:31:51,030
introduced into that new
iteration of the training.

1811
01:31:51,030 --> 01:31:53,194
So if you went several years ago,

1812
01:31:53,194 --> 01:31:56,790
you may wanna jump back in
'cause it's certainly updated

1813
01:31:56,790 --> 01:31:59,433
and really relevant for folks.

1814
01:32:00,420 --> 01:32:02,951
The Summer Institute
I'll get to in a minute

1815
01:32:02,951 --> 01:32:03,784
because I have a very
exciting save the date

1816
01:32:03,784 --> 01:32:04,803
on the next slide.

1817
01:32:06,282 --> 01:32:08,872
We also have (laughs) core training.

1818
01:32:08,872 --> 01:32:11,772
So if you're interested in
going to the next level of PBIS

1819
01:32:12,724 --> 01:32:15,081
or you've gone through universal,

1820
01:32:15,081 --> 01:32:17,657
maybe targeted and you're
looking for refresher,

1821
01:32:17,657 --> 01:32:18,990
we have an opportunity for you to do that,

1822
01:32:18,990 --> 01:32:22,731
not only at the Summer
Institute but in March.

1823
01:32:22,731 --> 01:32:25,481
So that'll be on our professional
development calendar.

1824
01:32:26,398 --> 01:32:27,754
We also are encouraging schools

1825
01:32:27,754 --> 01:32:30,873
to let us know for our state planning.

1826
01:32:30,873 --> 01:32:33,601
So if you're on the call
today and you happen to know,

1827
01:32:33,601 --> 01:32:34,624
type it in the chat box.

1828
01:32:34,624 --> 01:32:36,894
Let us know what training
you're thinking about going,

1829
01:32:36,894 --> 01:32:38,884
your leadership team's
thinking about attending.

1830
01:32:38,884 --> 01:32:39,773
Would be super helpful.

1831
01:32:40,616 --> 01:32:42,237
If you don't know right now,

1832
01:32:42,237 --> 01:32:44,467
please get back to us, let us know.

1833
01:32:44,467 --> 01:32:47,167
We also have another
coordinators meeting on May 10th.

1834
01:32:48,392 --> 01:32:52,500
Stay tuned for information
for all of our coordinators

1835
01:32:52,500 --> 01:32:55,305
'cause we'd like to also get your input

1836
01:32:55,305 --> 01:32:58,953
to inform that May meeting,
so stay tuned for that,

1837
01:33:00,374 --> 01:33:05,103
and here's our fancy save the
date for our Summer Institute.

1838
01:33:05,103 --> 01:33:06,607
If you don't know already,

1839
01:33:06,607 --> 01:33:10,230
it's June 24th through 27th
at the Killington Grand,

1840
01:33:10,230 --> 01:33:12,903
again in Killington,
Vermont, centrally located.

1841
01:33:14,082 --> 01:33:16,816
It's been a wonderful
place for the institute,

1842
01:33:16,816 --> 01:33:18,720
and our theme this year
is really capitalizing

1843
01:33:18,720 --> 01:33:23,720
on A Place of Belonging:
Cultivating School Communities

1844
01:33:23,790 --> 01:33:27,213
Where Strengths are Valued,
Nurtured, and Embraced,

1845
01:33:28,115 --> 01:33:31,523
and so you'll see that theme threaded

1846
01:33:31,523 --> 01:33:34,260
through the Summer Institute this year.

1847
01:33:34,260 --> 01:33:38,707
And to note, registration
opens on March 6th.

1848
01:33:39,787 --> 01:33:42,408
So we wanna make sure that you all

1849
01:33:42,408 --> 01:33:45,600
will have enough information
and ready to push the button.

1850
01:33:45,600 --> 01:33:49,230
We anticipate it's gonna be
pretty crowded this summer,

1851
01:33:49,230 --> 01:33:52,806
so make sure that's on your
list, and just so you know,

1852
01:33:52,806 --> 01:33:55,050
the save the date and
the link to the website,

1853
01:33:55,050 --> 01:33:58,506
which will show you anticipated strands,

1854
01:33:58,506 --> 01:34:01,273
I'll show it in a second,
will also give you a sense

1855
01:34:01,273 --> 01:34:04,023
of what we're offering at
this year's Summer Institute.

1856
01:34:04,930 --> 01:34:05,853
So very excited.

1857
01:34:06,926 --> 01:34:09,880
We're also really thrilled
to give you an inside scoop

1858
01:34:10,792 --> 01:34:13,140
on our keynote presenters this year.

1859
01:34:13,140 --> 01:34:15,412
We have Trevor Muir.

1860
01:34:15,412 --> 01:34:18,787
Many of you may have
seen some of his videos

1861
01:34:18,787 --> 01:34:21,270
that he did during the pandemic.

1862
01:34:21,270 --> 01:34:24,810
Very creative. He's an educator.

1863
01:34:24,810 --> 01:34:28,180
Very inspirational around our role

1864
01:34:29,338 --> 01:34:30,627
as educators in sharing stories

1865
01:34:30,627 --> 01:34:34,473
and how we can support
students sharing their stories.

1866
01:34:35,896 --> 01:34:37,003
So it's very encouraging.

1867
01:34:37,003 --> 01:34:39,263
If you wanna look him up,
definitely Google him.

1868
01:34:40,117 --> 01:34:43,423
That'll be great. We
also are thrilled Nese.

1869
01:34:43,423 --> 01:34:45,173
She's from University of Oregon,

1870
01:34:45,173 --> 01:34:46,770
has done a lot of work on social justice

1871
01:34:46,770 --> 01:34:49,443
and student voice and equity,

1872
01:34:50,439 --> 01:34:53,430
and so she'll be giving us
really practical information

1873
01:34:53,430 --> 01:34:56,253
and a lot of national data,
too, around equity work,

1874
01:34:57,259 --> 01:34:58,570
and then last but not least,

1875
01:34:58,570 --> 01:34:59,936
we cannot have a Summer Institute

1876
01:34:59,936 --> 01:35:02,236
without our fabulous Joelle van Lent,

1877
01:35:02,236 --> 01:35:04,620
and she will be, you
know, bringing it home

1878
01:35:04,620 --> 01:35:07,770
with an active session on Thursday,

1879
01:35:07,770 --> 01:35:12,010
really reflecting on our
wellness and our wellbeing

1880
01:35:13,353 --> 01:35:15,944
in connection to our
students and our staff,

1881
01:35:15,944 --> 01:35:17,513
and so that's very exciting.

1882
01:35:17,513 --> 01:35:18,946
So stay tuned for that.

1883
01:35:18,946 --> 01:35:20,340
A sneak peek of some of the offerings.

1884
01:35:20,340 --> 01:35:22,530
This is not an exhaustive list,

1885
01:35:22,530 --> 01:35:27,530
but we're really excited
to, you know, embrace.

1886
01:35:28,004 --> 01:35:29,310
We've got some equity strands.

1887
01:35:29,310 --> 01:35:31,151
We're gonna do some restorative justice,

1888
01:35:31,151 --> 01:35:33,191
restorative practices work.

1889
01:35:33,191 --> 01:35:36,034
We're also gonna bring
back Charles Appelstein,

1890
01:35:36,034 --> 01:35:37,537
I don't know if you remember him.

1891
01:35:37,537 --> 01:35:41,723
He did some great work about
strengths-based practices,

1892
01:35:41,723 --> 01:35:43,415
and so he'll be joining us this year.

1893
01:35:43,415 --> 01:35:44,513
Very excited about that,

1894
01:35:45,746 --> 01:35:48,330
and then here are some
workshop offerings as well.

1895
01:35:48,330 --> 01:35:52,354
We're excited to have a
really a variety this year

1896
01:35:52,354 --> 01:35:55,155
of workshops as well as some that people

1897
01:35:55,155 --> 01:35:56,890
are really excited to see again.

1898
01:35:56,890 --> 01:35:58,387
So you'll see a little bit of a mix,

1899
01:35:58,387 --> 01:36:01,983
so, again, stay tuned for those.

1900
01:36:03,497 --> 01:36:07,555
And if you are looking at
anything in the near future,

1901
01:36:07,555 --> 01:36:10,005
we have a lot of learning
events still to happen.

1902
01:36:10,915 --> 01:36:14,790
So the PD calendar is the
best place to look for that,

1903
01:36:14,790 --> 01:36:17,973
and save the date.

1904
01:36:17,973 --> 01:36:22,230
Our annual PBIS Forum this
year will be on October 16th.

1905
01:36:24,060 --> 01:36:26,519
So mark your calendars.
Would love to see you.

1906
01:36:26,519 --> 01:36:28,587
It's very celebratory opportunity

1907
01:36:28,587 --> 01:36:30,461
to acknowledge you as coordinators,

1908
01:36:30,461 --> 01:36:31,723
to acknowledge our schools,

1909
01:36:31,723 --> 01:36:33,384
and all of the wonderful
work you're doing.

1910
01:36:33,384 --> 01:36:34,560
So put that in your calendar.

1911
01:36:34,560 --> 01:36:35,793
More to come,

1912
01:36:37,184 --> 01:36:42,184
and then certainly stay
tuned to stay connected.

1913
01:36:43,426 --> 01:36:45,940
We are also hoping to increase

1914
01:36:48,348 --> 01:36:51,183
on our website Vermont PBIS great ideas.

1915
01:36:52,656 --> 01:36:54,017
It's one of our little goals.

1916
01:36:54,017 --> 01:36:56,310
So if you have a PBIS great idea,

1917
01:36:56,310 --> 01:37:00,103
a presentation you've done, a resource,

1918
01:37:00,103 --> 01:37:03,028
something that's aligned your efforts

1919
01:37:03,028 --> 01:37:05,760
within your MTSS system, academic,

1920
01:37:05,760 --> 01:37:07,086
social emotional behavioral,

1921
01:37:07,086 --> 01:37:10,306
anything that you think would
be of benefit to the field,

1922
01:37:10,306 --> 01:37:13,704
really, please don't hesitate to send us.

1923
01:37:13,704 --> 01:37:15,030
We love to hear from you

1924
01:37:15,030 --> 01:37:17,437
because you all have
such wonderful examples

1925
01:37:17,437 --> 01:37:18,683
and are doing such great work.

1926
01:37:19,710 --> 01:37:24,363
I want to open it up to any questions

1927
01:37:24,363 --> 01:37:26,850
or comments that you all may have

1928
01:37:26,850 --> 01:37:31,850
in our last couple of minutes (laughs)

1929
01:37:31,913 --> 01:37:33,723
before we launch you into your day.

1930
01:37:34,710 --> 01:37:36,672
So if you have questions,

1931
01:37:36,672 --> 01:37:39,173
feel free to type in the
chat box or raise your hand.

1932
01:37:40,043 --> 01:37:42,792
While you're formulating
any questions you may have

1933
01:37:42,792 --> 01:37:46,907
or comments, after this,
you will receive a survey,

1934
01:37:48,157 --> 01:37:49,260
and attached to that will be a certificate

1935
01:37:49,260 --> 01:37:52,136
of attendance for your time with us today.

1936
01:37:52,136 --> 01:37:55,150
So please take a moment to do that.

1937
01:37:55,150 --> 01:37:57,630
We really value your input,
and please stay tuned

1938
01:37:57,630 --> 01:38:00,513
for some information
that we'll send to you.

1939
01:38:01,585 --> 01:38:02,735
So questions, thoughts?

1940
01:38:21,605 --> 01:38:25,217
All right, thank you all
so much. Enjoy your day.

1941
01:38:25,217 --> 01:38:27,645
It's great to see so many
of you. We'll see you again.

1942
01:38:27,645 --> 01:38:30,456
And welcome new coordinators!
Welcome to the family.

1943
01:38:30,456 --> 01:38:31,493
We're excited you're here.

1944
01:38:32,778 --> 01:38:34,893
-Bye, everybody.
-Thank you.