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Of the best project with
Cassandra Townshend,

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who's on today, and will
be doing the second half

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of the webinar.

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And Anne Dubie, of course,
many of you already know,

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will be helping us today

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with any tech challenges or questions.

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And I'm just gonna put
a link to the slideshow

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in the chat box for you and get rolling.

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So this is actually a
new offering this year.

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We typically would only
do an in-person full day,

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what we call Data Day.

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And this year, we decided to
kind of have a precursor step

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to that in-person day,

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which some of you might
be registered for or not.

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We'll talk more about it in a little bit.

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But this is really kind of step
one of really understanding

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what data does your school
and your team have access to,

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or your district, and how can you identify

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and kind of map out
what you're looking at,

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what data is being collected
and maybe not used,

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what data is being collected

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and maybe not as efficiently
or effectively used,

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and how can you kind of improve

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some of those systems around your data.

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So we've pulled a lot of our materials

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from the PBISApps website.

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There's a great blog on there
that comes out once a month,

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I think, called "Teach by Design."

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If you're not already getting
that sent to your email,

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that's a great resource

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and you can sign up to get
it sent directly to you

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on the PBISApps website.

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And then, of course, the Center on PBIS

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and National PBIS Center.

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And all that we've learned from all of you

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in schools in Vermont.

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So we are gonna start
with a little activity

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in the chat box.

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For those of you who are
in the room together,

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if you're not on your own computer,

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if you just wanna answer for everybody,

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or if you wanna unmute and answer,

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where are you guys
feeling like your school

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or district falls on this continuum

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from "I have no idea what data
we collect or how it's used,"

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up to "We collect just
the right amount of data

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and analyze it on a regular basis."

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So just take a second to read over

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all of those kind of
variations on the continuum

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and pick which color matches
your current experience

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and then write it in the chat box.

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So some yellows, yellowish-green.

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Yellowish-orange.

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All right, so we're hoping that

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some of what we give you today

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will shift you a little
further on this continuum.

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And then if you were able to come

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to that full day in-person training,

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that would shift you even further

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and get into that really

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kind of more formalized data-based
decision-making process,

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called TIPS, Team-Initiated
Problem Solving.

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So for this one hour today,

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we're hoping to just kind
of give you a process

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for how you might develop a data inventory

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in your school or district,

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and determine what data
you're already collecting

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and how might you use it

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in more effective and efficient ways.

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So we're gonna look at
some different data sources

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you may or may not
already be familiar with.

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We're hoping that you will share

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which particular instruments you're using.

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For instance, we'll talk a little bit

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about universal screening,
and people are always curious

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what screeners different
schools are using.

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Some schools are assessing students

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on their SEL competencies.

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Things like that, we'll
ask you for some examples.

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We're gonna look at some data inventory

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examples and templates.

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Like I said, hopefully
hear from one another

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about how you're using data,

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and then create probably
just one next step

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to take back to your school or district.

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So we always kind of ground everything

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in implementation science

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and recognizing the fact

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that this is actually
not a linear process,

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it's more a circular process,
where we're starting out,

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we're exploring what does it
mean to be implementing PBIS,

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what does it mean to really

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be having data-based decision-making

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up and running in our schools,

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what do we need in order for that to work

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in that installation phase,

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what teaming structures do we need,

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what data software do we need

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in order to be able to
look at data effectively,

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initial implementation,
which many of you are in,

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or full implementation.

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And then, hopefully,
moving into the innovation

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and sustainability phase.

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But with COVID, many of us
have been knocked back down

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to exploration or installation again

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and are really kind of circling
back through this process.

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So we're glad you're here today,

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regardless of what stage
you're in right now,

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and hopefully we can help
you continue to progress.

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So many of you are
probably already familiar

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with this visual,

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but this is another kind of one
of our grounding principles,

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that we're really looking
at the system's data

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and practices and how
they interact together.

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So some other programs are
really focused on the practices

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and building really strong practices.

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And what we hope you get
out of the PBIS framework

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is really looking at those practices,

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thinking about which systems are necessary

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to be in place in order to
support the staff behavior

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and to make those practices
be implemented with fidelity.

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And what data are you looking at

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to be able to support
your decision making,

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both student outcome
data and fidelity data,

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which we'll talk about today,

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in order to get the outcomes
that you were looking at

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while keeping equity at the
center of everything we do.

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So when we're thinking
about data and equity,

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we're thinking about
disaggregating our data

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to make sure that all
of our student groups

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are being affected by the practices

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we're putting into place, positively.

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And also thinking about
how are we inviting student

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and family and caregiver
and community voice

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into our work in order to make sure

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that the practices are reflective

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of the community in front of us.

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So before we can kind of
get to the data piece,

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and before you as a team might
wanna get to the data piece,

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it's really important to
think about the systems

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and the practices.

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So we have two small visuals here for you

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that we can link on the website.

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The first one is the Working
Smarter, Not Harder Matrix.

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If you guys can raise
your hand either on Zoom,

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or in your video, do you know

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if your teams did a Working
Smarter, Not Harder Matrix,

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or it's maybe outdated now from years ago,

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or where are you kind of at

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with that working smarter,
not harder process?

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Feel free to type into the chat box too.

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It looks like it's that group
who's together in that room,

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Kathryn, yeah.

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So you guys came to
universal fairly recently

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and probably worked on that process.

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Do you wanna talk about it?

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Yeah, we did it.

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We were just saying we
did it a few years ago,

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but we have had some staff changes

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so we probably need to revisit it

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and make sure that it's
up to date currently.

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Yeah. (mumbles)

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I'm glad you mentioned that, Kathryn,

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or I'm not sure who just said that,

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but these are sort of like
those living documents, right?

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Where we continually update them

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and they change over
time due to new staffing.

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So yeah, absolutely.

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It might be time to re-look at that.

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And probably due to recovery planning.

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So that may have created
some new committees or teams

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or work groups that, at this
point, you might be finding

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are duplicative of some
of your other groups.

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And so the working smarter,
not harder protocol

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that we'll link kind of guides your team

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through this process of looking
at what teams are in place

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or committees and really analyzing

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whether all of them are necessary,

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whether there are any
that could be combined

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to really optimize people's time

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in the limited time that
everyone has right now,

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and always, but especially right now.

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So that's a really great place to start.

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And then we also have a
similar looking inventory

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for your practices.

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So this would be something
like Second Step or, you know,

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school counseling lessons
that happen in the classroom,

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going through this process of looking at

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is this an evidence-based practice?

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What purpose is it serving in our school?

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What outcomes are we hoping to see

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as a result of this
practice being in place?

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Are students involved in
the kind of development

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of this practice and what
students are affected by this?

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So is it a small group, is it
full, full class, full school,

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is it just the fourth graders?

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What staff are involved?

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And what school action
plan goal is it addressing?

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And this could be things
like, I don't think,

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do they still call it Girls on the Run

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or is it now like Kids on the Run?

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Things like that that you might
not automatically think of

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as a practice that's in
place in your school,

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but it is contributing to the
social-emotional-behavioral

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learning of your students
and your school climate.

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So really doing kind
of a comprehensive look

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at what are the practices
and interventions

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that are in place that contribute

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to that SEL and school climate.

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So Cassandra put the link
to the Working Smarter,

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Not Harder Matrix in and the
link to this practices one,

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I think I texted it to you,
so that can be hard to find,

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but it's actually on the-

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It's a Word document too,
it downloads directly.

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Yeah, it downloads directly
as a Word document,

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so I can find it on the website.

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Yeah, we shared it at a
coordinator's meeting a few,

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probably a few years ago now.

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I think it was in person, maybe 2019.

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[Cassandra] Ah, okay, great.

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So I mentioned this before,

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right as we were getting started,

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but as we're going through
this data inventory process,

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we wanna think about are all
of our data serving a purpose

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or is this something
that we are collecting

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just because we've always collected it?

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So for instance, we recently
kind of did this ourselves

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for our team and we discovered

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we had a family engagement checklist

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that we used several years ago,

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which really served a purpose at the time.

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And now that PBISApps has
developed some more robust tools

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around family engagement,

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we're gonna share one
with you in a few minutes,

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our tool kind of became a
little bit more obsolete.

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And so we've eliminated
that from our website

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to kind of streamline
and not confuse teams

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that we've kind of
directed in a different way

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to be looking at family engagement.

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So really, when you're
going through this process,

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thinking about does this
source of data serve a purpose

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for our school?

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Are we collecting it with fidelity?

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And if not, what can we do to improve

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the fidelity of the collection?

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So this conversation often comes
about with behavioral data.

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I think most of your
schools are using SWIS.

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There often will be the remark of "Well,

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we can't trust this data
'cause certain people are not

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collecting it and not writing down

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when behaviors are occurring."

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Okay, well that's data too.

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So how can we improve the, you know,

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how can we calibrate to make sure

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that we are looking at
the data in the same way,

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looking at behaviors in the same way,

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and documenting them the same

258
00:12:47,250 --> 00:12:50,223
so that we get to a place
where we have usable data.

259
00:12:51,840 --> 00:12:54,210
How can we make sure we're
looking at it quickly

260
00:12:54,210 --> 00:12:57,780
and acting on it and not letting it sit?

261
00:12:57,780 --> 00:13:01,200
So especially for things
like universal screening,

262
00:13:01,200 --> 00:13:02,100
our SWIS data,

263
00:13:02,100 --> 00:13:05,280
we wanna make sure that it's
not just kind of sitting

264
00:13:05,280 --> 00:13:07,950
in a repository and
someone's having to remember

265
00:13:07,950 --> 00:13:09,210
to go and look at it.

266
00:13:09,210 --> 00:13:12,030
You want it to be part of someone's job

267
00:13:12,030 --> 00:13:15,210
and part of their
responsibilities and schedule

268
00:13:15,210 --> 00:13:17,250
to be looking at it.

269
00:13:17,250 --> 00:13:19,740
And for universal screening,
there's a whole kind of like

270
00:13:19,740 --> 00:13:21,630
detailed process of what
that would look like

271
00:13:21,630 --> 00:13:24,630
so that we make sure
we're not sitting on data

272
00:13:24,630 --> 00:13:29,630
that really could be dangerous, you know,

273
00:13:30,840 --> 00:13:32,070
if a student is expressing

274
00:13:32,070 --> 00:13:34,863
that they have suicide
ideation, for example.

275
00:13:36,210 --> 00:13:37,980
Like I mentioned, we're
gonna be thinking about

276
00:13:37,980 --> 00:13:41,250
disaggregating data for
equity considerations.

277
00:13:41,250 --> 00:13:44,343
And if you are a school
that is using SWIS,

278
00:13:45,210 --> 00:13:47,310
you are now able to do that within SWIS

279
00:13:47,310 --> 00:13:50,580
if you have put the equity
information in on the front end.

280
00:13:50,580 --> 00:13:55,320
So if you have input into
SWIS was how many students

281
00:13:55,320 --> 00:13:57,300
fall into different categories,

282
00:13:57,300 --> 00:14:01,830
and then when a student's
referral information is entered,

283
00:14:01,830 --> 00:14:03,300
it's on that side too,

284
00:14:03,300 --> 00:14:05,520
then you're able to look
at those equity reports,

285
00:14:05,520 --> 00:14:07,020
which are really helpful.

286
00:14:07,020 --> 00:14:09,750
And if you haven't done that yet,

287
00:14:09,750 --> 00:14:12,600
there's a lot of materials
on the PBISApps website

288
00:14:12,600 --> 00:14:14,130
to guide you through that.

289
00:14:14,130 --> 00:14:19,023
And the SWIS webinar that we
did in September or August,

290
00:14:20,190 --> 00:14:23,250
someone from, I think
it was Southwest Vermont

291
00:14:23,250 --> 00:14:26,130
Supervisor Union, shared
how they are using

292
00:14:26,130 --> 00:14:29,313
their equity data, so kind
of a Vermont example of that.

293
00:14:30,270 --> 00:14:32,820
And then we wanna be able to use our data

294
00:14:32,820 --> 00:14:35,700
to tell a story, to disseminate it.

295
00:14:35,700 --> 00:14:38,460
We can use it to gain
collective ownership,

296
00:14:38,460 --> 00:14:40,290
which is what we are calling buy-in

297
00:14:40,290 --> 00:14:43,860
because it really is
about all of your staff

298
00:14:43,860 --> 00:14:45,960
kind of owning this work

299
00:14:45,960 --> 00:14:48,120
and your school community
owning this work.

300
00:14:48,120 --> 00:14:51,630
So how can we use data to engage people?

301
00:14:51,630 --> 00:14:54,600
How can we report back data
that they have given us?

302
00:14:54,600 --> 00:14:56,430
For example, in a School Climate Survey

303
00:14:56,430 --> 00:14:58,320
or the Self-Assessment Survey,

304
00:14:58,320 --> 00:15:00,990
so that they know the team
is really looking at it

305
00:15:00,990 --> 00:15:03,870
and using it to make an action plan.

306
00:15:03,870 --> 00:15:07,530
That really, that leads
to collective ownership.

307
00:15:07,530 --> 00:15:09,780
And how can we always be
thinking about using data

308
00:15:09,780 --> 00:15:12,330
to support and not to punish?

309
00:15:12,330 --> 00:15:15,240
So we don't want staff to be fearful

310
00:15:15,240 --> 00:15:17,590
to fill out a referral form

311
00:15:18,570 --> 00:15:21,540
because they're going to
be seen as a bad teacher

312
00:15:21,540 --> 00:15:22,373
or something like that.

313
00:15:22,373 --> 00:15:25,920
How can we really develop this
culture of looking at data

314
00:15:25,920 --> 00:15:28,800
in a supportive way rather
than in a punishing way,

315
00:15:28,800 --> 00:15:32,160
both for the students and for the staff?

316
00:15:32,160 --> 00:15:34,863
In a similar way that
we would for academics.

317
00:15:37,650 --> 00:15:41,430
So I was looking recently
at this guide that came out

318
00:15:41,430 --> 00:15:44,230
from the the US Department of Ed

319
00:15:45,120 --> 00:15:47,520
around supporting students

320
00:15:47,520 --> 00:15:50,280
and children's social,
emotional, and behavioral health

321
00:15:50,280 --> 00:15:51,180
and mental health.

322
00:15:52,230 --> 00:15:54,180
And they had this term "usable data,"

323
00:15:54,180 --> 00:15:55,830
which I thought might be helpful.

324
00:15:56,730 --> 00:15:59,370
And kind of this checklist for you

325
00:15:59,370 --> 00:16:01,950
for each of your data sources
that you'll be going through

326
00:16:01,950 --> 00:16:04,140
in this data inventory process.

327
00:16:04,140 --> 00:16:06,390
Do we believe that the data is accurate,

328
00:16:06,390 --> 00:16:09,480
is it readily available,
and is it comprehensive?

329
00:16:09,480 --> 00:16:11,760
So we're gonna talk a
little bit about using data

330
00:16:11,760 --> 00:16:13,140
to kind of triangulate

331
00:16:13,140 --> 00:16:17,820
and not be relying on one
data source to tell the story.

332
00:16:17,820 --> 00:16:21,063
So are we really getting a
comprehensive look at the issue?

333
00:16:22,590 --> 00:16:23,880
So I wanted to ask,

334
00:16:23,880 --> 00:16:27,210
what do you think your
biggest barriers are

335
00:16:27,210 --> 00:16:30,570
to accessing data that is
usable, so that is accurate,

336
00:16:30,570 --> 00:16:33,090
readily available, and comprehensive?

337
00:16:33,090 --> 00:16:37,470
So these are just some examples
that they gave in that guide

338
00:16:37,470 --> 00:16:41,700
that schools and districts
are experiencing barriers,

339
00:16:41,700 --> 00:16:44,130
but what are some that
you have encountered

340
00:16:44,130 --> 00:16:49,130
that's kind of slowing down
or putting some roadblocks

341
00:16:50,490 --> 00:16:53,643
in this data analysis process for you?

342
00:17:07,500 --> 00:17:10,500
Hmm, all of the above. (laughs)

343
00:17:10,500 --> 00:17:12,570
Sorry, Jennifer. (laughs)

344
00:17:12,570 --> 00:17:13,713
I don't mean to laugh.

345
00:17:28,500 --> 00:17:29,333
Yep.

346
00:17:35,430 --> 00:17:38,820
Yeah, we've seen some
districts really come together,

347
00:17:38,820 --> 00:17:42,180
and even if they're not all PBIS schools,

348
00:17:42,180 --> 00:17:43,230
that, for instance,

349
00:17:43,230 --> 00:17:47,070
they all used the PBIS
School Climate Survey.

350
00:17:47,070 --> 00:17:50,610
So even if the high school
was not implementing

351
00:17:50,610 --> 00:17:53,550
or one of the elementary
schools was not implementing,

352
00:17:53,550 --> 00:17:55,950
they decided we're still all gonna use

353
00:17:55,950 --> 00:17:57,420
the same school climate survey

354
00:17:57,420 --> 00:18:00,750
because the school climate
survey that's in PBISApps

355
00:18:00,750 --> 00:18:04,020
doesn't actually ask anything about PBIS.

356
00:18:04,020 --> 00:18:06,543
It's pretty generic to school climate.

357
00:18:07,500 --> 00:18:11,100
So things like that that you
can help bring your district

358
00:18:11,100 --> 00:18:13,410
together around when there's a need

359
00:18:13,410 --> 00:18:17,620
to have a district-wide system
for certain data sources

360
00:18:18,840 --> 00:18:22,290
can happen, (chuckles)
it's not impossible.

361
00:18:22,290 --> 00:18:24,180
We've seen it happen.

362
00:18:24,180 --> 00:18:26,820
Yeah, and I think insufficient
staffing this year,

363
00:18:26,820 --> 00:18:30,840
you know, the article that
they got these barriers from

364
00:18:30,840 --> 00:18:33,570
came from 2016, before COVID,

365
00:18:33,570 --> 00:18:37,830
and now many of these things
have just been amplified,

366
00:18:37,830 --> 00:18:39,333
in particular, staffing,

367
00:18:40,320 --> 00:18:43,020
and just that fast-paced nature of schools

368
00:18:43,020 --> 00:18:45,640
where we don't have a
lot of time to slow down

369
00:18:46,680 --> 00:18:49,050
and really dig deeply into the data,

370
00:18:49,050 --> 00:18:54,050
which is why we suggest these
kind of quarterly data dives

371
00:18:54,480 --> 00:18:57,810
or Data Days where we
really get the right people

372
00:18:57,810 --> 00:19:00,720
in the room with the
right data in their hands

373
00:19:00,720 --> 00:19:03,810
to be able to look school-wide,

374
00:19:03,810 --> 00:19:05,580
academic and behavioral,

375
00:19:05,580 --> 00:19:09,873
and really brainstorm and
get to some solutions.

376
00:19:13,470 --> 00:19:15,780
Thanks, Cassandra, for all those links.

377
00:19:15,780 --> 00:19:17,853
And we'll put them on the website too.

378
00:19:19,500 --> 00:19:21,420
If Anne can make a note to remind us

379
00:19:21,420 --> 00:19:23,103
to put them on the website.

380
00:19:24,480 --> 00:19:26,650
Whenever I say things like
that in a webinar, I'm like,

381
00:19:26,650 --> 00:19:28,650
"Ooh, I better not say that too loudly

382
00:19:28,650 --> 00:19:32,337
or I'm gonna forget because
I'm also multitasking."

383
00:19:33,750 --> 00:19:36,630
So we're not gonna spend a ton of time

384
00:19:36,630 --> 00:19:37,830
on outcomes right now.

385
00:19:37,830 --> 00:19:39,690
If you come to the full day Data Day,

386
00:19:39,690 --> 00:19:42,420
we would be really diving into this.

387
00:19:42,420 --> 00:19:45,000
But any of this, you can
kind of take this back

388
00:19:45,000 --> 00:19:47,430
and slow it down and do it with your team

389
00:19:47,430 --> 00:19:49,263
at the pace that makes sense.

390
00:19:50,340 --> 00:19:54,180
Sherry Schoenberg and I also
did a in-person workshop

391
00:19:54,180 --> 00:19:58,080
at the forum on this topic
that went a little bit deeper

392
00:19:58,080 --> 00:19:59,820
'cause it was an hour and 45 minutes.

393
00:19:59,820 --> 00:20:03,240
And that is on our website
under the Leadership forum

394
00:20:03,240 --> 00:20:05,550
and it comes with a workbook as well.

395
00:20:05,550 --> 00:20:07,860
So that's a great thing
to take back to your team

396
00:20:07,860 --> 00:20:10,593
if you're not able to get
to that full day Data Day.

397
00:20:12,090 --> 00:20:14,580
But we really wanna come
back to what outcomes

398
00:20:14,580 --> 00:20:17,640
are we looking for in our social,

399
00:20:17,640 --> 00:20:20,880
emotional, and behavioral
work in our schools.

400
00:20:20,880 --> 00:20:22,500
So developing those locally,

401
00:20:22,500 --> 00:20:26,700
we can't just kind of pull
them from a bank of outcomes,

402
00:20:26,700 --> 00:20:29,070
they have to be contextual
to our environment,

403
00:20:29,070 --> 00:20:31,620
culturally relevant for our population,

404
00:20:31,620 --> 00:20:33,210
observable and measurable,

405
00:20:33,210 --> 00:20:35,230
so we're looking for those SMART goals

406
00:20:36,521 --> 00:20:38,070
and in-goal statements,

407
00:20:38,070 --> 00:20:42,030
and we're looking at this
new acronym called SMARTIE,

408
00:20:42,030 --> 00:20:47,030
so adding that inclusive and
equitable lens to our goals.

409
00:20:47,100 --> 00:20:49,500
Are we really thinking
about all of our students

410
00:20:49,500 --> 00:20:52,143
when developing our outcome statements?

411
00:20:53,160 --> 00:20:54,990
So these are just some examples

412
00:20:54,990 --> 00:20:57,030
of what we're kind of talking about

413
00:20:57,030 --> 00:21:00,775
when we're talking about outcome
statements related to PBIS.

414
00:21:00,775 --> 00:21:02,700
So you might be looking at decreasing

415
00:21:02,700 --> 00:21:05,550
student suspensions and expulsions.

416
00:21:05,550 --> 00:21:09,250
You might be looking at
improving staff climate data

417
00:21:10,320 --> 00:21:12,390
and how you're gonna get to that.

418
00:21:12,390 --> 00:21:14,580
So you're gonna give staff
opportunities to reflect

419
00:21:14,580 --> 00:21:18,210
with each other, for leadership
to validate concerns,

420
00:21:18,210 --> 00:21:20,760
have a plan to address staffing supports,

421
00:21:20,760 --> 00:21:23,820
and those things would
be what would lead us

422
00:21:23,820 --> 00:21:25,833
to an improved school climate.

423
00:21:27,180 --> 00:21:29,880
And then you might be
digging into that data,

424
00:21:29,880 --> 00:21:32,490
those equity reports in SWIS,

425
00:21:32,490 --> 00:21:34,597
to be able to get to a statement like

426
00:21:34,597 --> 00:21:37,980
"When we review our data
monthly by race and ethnicity,

427
00:21:37,980 --> 00:21:41,190
our referral rate for our
Black students will be even

428
00:21:41,190 --> 00:21:44,043
compared to all other
groups by," a certain date.

429
00:21:46,470 --> 00:21:50,790
So back with your team,
looking at your Tiered Fidelity

430
00:21:50,790 --> 00:21:52,740
Inventory, your Self-Assessment Survey,

431
00:21:52,740 --> 00:21:56,220
your School Climate Survey,
your student outcome data,

432
00:21:56,220 --> 00:21:57,780
and any of these other data sources

433
00:21:57,780 --> 00:21:59,730
we're about to go through in this webinar,

434
00:21:59,730 --> 00:22:03,630
to come back and develop some succinct

435
00:22:03,630 --> 00:22:05,253
SMART goal statements.

436
00:22:07,170 --> 00:22:08,970
So I've mentioned a few times,

437
00:22:08,970 --> 00:22:13,200
we wanna be looking at fidelity
and outcome data together

438
00:22:13,200 --> 00:22:17,220
because we know if we are not
implementing the practices

439
00:22:17,220 --> 00:22:19,650
with fidelity, we are not very likely

440
00:22:19,650 --> 00:22:21,960
to get the outcomes we are looking for.

441
00:22:21,960 --> 00:22:24,900
And if we do, we're kind of just lucky.

442
00:22:24,900 --> 00:22:29,280
So that's that first
quadrant of this matrix.

443
00:22:29,280 --> 00:22:33,330
If we have low fidelity and high outcomes,

444
00:22:33,330 --> 00:22:34,890
we don't really know how we got there,

445
00:22:34,890 --> 00:22:37,020
it's unlikely we're gonna
be able to get there again

446
00:22:37,020 --> 00:22:39,393
because we don't know what got us there.

447
00:22:40,230 --> 00:22:43,140
We don't wanna be in that lucky quadrant,

448
00:22:43,140 --> 00:22:45,090
we wanna be in the sustaining quadrant

449
00:22:45,090 --> 00:22:48,270
where our fidelity of
implementation is high

450
00:22:48,270 --> 00:22:50,250
and our outcomes are high.

451
00:22:50,250 --> 00:22:51,960
And then we know we can do it again

452
00:22:51,960 --> 00:22:55,050
because we know what
we're doing is working

453
00:22:55,050 --> 00:22:57,050
and we know what it is that we're doing.

454
00:22:59,430 --> 00:23:04,430
So I talked a few times
about kind of examining

455
00:23:05,670 --> 00:23:08,790
all of the possible data
sources we might wanna look at,

456
00:23:08,790 --> 00:23:10,890
and this is not us saying

457
00:23:10,890 --> 00:23:14,190
you should be looking at
all of these, necessarily,

458
00:23:14,190 --> 00:23:17,370
but these, we wanna
kind of broaden the lens

459
00:23:17,370 --> 00:23:18,840
of what you could be looking at

460
00:23:18,840 --> 00:23:21,690
that might be helpful for
your schools right now,

461
00:23:21,690 --> 00:23:23,670
or help you narrow down,

462
00:23:23,670 --> 00:23:26,070
if you have a list that's
even longer than this,

463
00:23:27,120 --> 00:23:28,860
what might make sense.

464
00:23:28,860 --> 00:23:30,450
So in order to do this,

465
00:23:30,450 --> 00:23:33,420
we're gonna try to have you annotate.

466
00:23:33,420 --> 00:23:35,820
So if you haven't done that before,

467
00:23:35,820 --> 00:23:38,910
if you go, in Zoom, to your toolbar,

468
00:23:38,910 --> 00:23:43,230
where it says "Amy Wheeler-Sutton
is screen sharing,"

469
00:23:43,230 --> 00:23:48,000
there should be something
that says, "View options,"

470
00:23:48,000 --> 00:23:49,400
what does it say, Cassandra?

471
00:23:51,120 --> 00:23:52,290
Yep, "View options."

472
00:23:52,290 --> 00:23:53,290
Do you all see that?

473
00:23:55,020 --> 00:23:55,860
Okay, great.

474
00:23:55,860 --> 00:23:57,720
If you click on "View options,"

475
00:23:57,720 --> 00:24:01,200
you should see something
under, maybe in the middle,

476
00:24:01,200 --> 00:24:02,517
that says "Annotate."

477
00:24:05,400 --> 00:24:09,573
If you click on that,
you'll see a new toolbar,

478
00:24:11,310 --> 00:24:13,677
and if you click on "Stamp,"

479
00:24:15,210 --> 00:24:19,350
you'll have an option of
selecting a checkbox, a heart,

480
00:24:19,350 --> 00:24:22,143
a question mark, an X, a star, an arrow.

481
00:24:23,220 --> 00:24:26,970
So as I go through these,

482
00:24:26,970 --> 00:24:30,450
if you can heart the
ones that you are using

483
00:24:30,450 --> 00:24:33,420
and find useful to your team,

484
00:24:33,420 --> 00:24:37,290
a question mark next to the
ones that you are not using

485
00:24:37,290 --> 00:24:39,030
or you wanna learn more about,

486
00:24:39,030 --> 00:24:42,930
and maybe a check mark next
to ones that you are using,

487
00:24:42,930 --> 00:24:45,930
but don't necessarily find very useful.

488
00:24:45,930 --> 00:24:47,910
So yeah, we're getting, we're doing it,

489
00:24:47,910 --> 00:24:50,490
but we aren't really looking at the data

490
00:24:50,490 --> 00:24:52,090
or we don't think it's accurate.

491
00:24:53,670 --> 00:24:56,460
So as I'm kind of going through these,

492
00:24:56,460 --> 00:24:59,130
you can be doing that
annotating of the heart,

493
00:24:59,130 --> 00:25:01,560
we use it and we find it useful,

494
00:25:01,560 --> 00:25:02,850
the check mark, we're using it

495
00:25:02,850 --> 00:25:04,920
but not finding it that useful,

496
00:25:04,920 --> 00:25:07,410
and a question mark, we
wanna learn more about that.

497
00:25:07,410 --> 00:25:10,260
And Cassandra's putting
those into the chat box.

498
00:25:10,260 --> 00:25:13,050
So the first one is the
Tiered Fidelity Inventory.

499
00:25:13,050 --> 00:25:14,610
Based on who I'm seeing on the call,

500
00:25:14,610 --> 00:25:16,470
I think many of you are already familiar

501
00:25:16,470 --> 00:25:18,900
with the Tiered Fidelity Inventory,

502
00:25:18,900 --> 00:25:22,700
but that assesses all three tiers of PBIS

503
00:25:22,700 --> 00:25:24,660
in a pretty brief, succinct way

504
00:25:24,660 --> 00:25:26,433
for your leadership team to do.

505
00:25:27,810 --> 00:25:31,920
And we ask that schools complete
it at least once per year,

506
00:25:31,920 --> 00:25:33,873
usually from January to March,

507
00:25:34,710 --> 00:25:37,260
and we are gonna be pushing pretty hard

508
00:25:37,260 --> 00:25:38,610
for that to happen this year.

509
00:25:38,610 --> 00:25:43,290
We've kind of given schools
some grace and understanding

510
00:25:43,290 --> 00:25:45,660
the past few years, during COVID,

511
00:25:45,660 --> 00:25:47,100
that things are really challenging

512
00:25:47,100 --> 00:25:49,470
and it's hard to get that done,

513
00:25:49,470 --> 00:25:52,950
but we just feel like it
will be so useful for teams

514
00:25:52,950 --> 00:25:55,770
to get back, and really, it helps you

515
00:25:55,770 --> 00:26:00,150
kind of get back to the basics
of what is PBIS, really,

516
00:26:00,150 --> 00:26:03,570
and what are we hoping to see?

517
00:26:03,570 --> 00:26:06,330
The TFI Learning Walk, some
of you are familiar with

518
00:26:06,330 --> 00:26:08,643
because you're part of
the Project AWARE work,

519
00:26:09,870 --> 00:26:12,840
and we were able to
complete Learning Walks

520
00:26:12,840 --> 00:26:14,130
in four of the schools

521
00:26:14,130 --> 00:26:18,332
that are part of the Project
AWARE grant last year.

522
00:26:18,332 --> 00:26:20,220
And that's a really more in-depth process

523
00:26:20,220 --> 00:26:25,220
where an outside person
comes in, so a coach or a TA,

524
00:26:25,740 --> 00:26:29,550
a district coordinator if
they've been trained in this,

525
00:26:29,550 --> 00:26:33,300
and really do an interview
and a walkthrough process

526
00:26:33,300 --> 00:26:36,210
and give you some more detailed feedback

527
00:26:36,210 --> 00:26:39,150
that is tied to the TFI.

528
00:26:39,150 --> 00:26:40,680
So that's the TFI Learning Walk,

529
00:26:40,680 --> 00:26:42,510
and we're trying to figure out a way

530
00:26:42,510 --> 00:26:46,890
that schools can access that
if they have an interest

531
00:26:46,890 --> 00:26:48,870
in having one of us come and do that

532
00:26:48,870 --> 00:26:52,350
in a way that is effective and efficient

533
00:26:52,350 --> 00:26:55,290
and financially feasible.

534
00:26:55,290 --> 00:26:56,640
So we're working on that.

535
00:26:56,640 --> 00:26:58,860
But if you are interested
in having someone

536
00:26:58,860 --> 00:27:00,720
come and do a TFI Learning Walk,

537
00:27:00,720 --> 00:27:02,100
feel free to reach out to us

538
00:27:02,100 --> 00:27:04,623
and we'll kinda put you
at the top of the list.

539
00:27:06,270 --> 00:27:07,500
The Self-Assessment Survey,

540
00:27:07,500 --> 00:27:09,840
many of you are probably
familiar with as well.

541
00:27:09,840 --> 00:27:12,210
And this year and last year,

542
00:27:12,210 --> 00:27:15,030
we gave the option of doing
the Self-Assessment Survey

543
00:27:15,030 --> 00:27:16,470
or the School Climate Survey.

544
00:27:16,470 --> 00:27:20,130
So some schools did both, some
schools did one or the other.

545
00:27:20,130 --> 00:27:22,920
But the Self-Assessment Survey
is a chance for the staff

546
00:27:22,920 --> 00:27:26,340
to weigh in on whether they
feel like PBIS practices

547
00:27:26,340 --> 00:27:28,620
are being implemented with fidelity

548
00:27:28,620 --> 00:27:30,663
in a variety of different areas.

549
00:27:31,590 --> 00:27:33,090
So that's the SAS.

550
00:27:33,090 --> 00:27:35,430
And then of course, our behavioral data,

551
00:27:35,430 --> 00:27:38,700
whether you house that in
SWIS or somewhere else,

552
00:27:38,700 --> 00:27:42,000
including your in-school and
out-of-school suspension data,

553
00:27:42,000 --> 00:27:44,800
expulsion data, hopefully you
don't have expulsion data.

554
00:27:46,110 --> 00:27:51,090
And this is an area that
is really foundational

555
00:27:51,090 --> 00:27:55,290
to making sure that we are
targeting our interventions

556
00:27:55,290 --> 00:27:58,240
to the places that they really
need them within the school.

557
00:27:59,220 --> 00:28:01,383
Attendance data, of course.

558
00:28:02,370 --> 00:28:05,910
And we often are not
looking at attendance data

559
00:28:05,910 --> 00:28:09,060
alongside some of these other things.

560
00:28:09,060 --> 00:28:11,610
So we're gonna show an example

561
00:28:11,610 --> 00:28:15,910
from Champlain Valley Supervisory District

562
00:28:17,070 --> 00:28:19,380
in a few minutes, where they were able

563
00:28:19,380 --> 00:28:22,440
to look at some of this
data side by side by side.

564
00:28:22,440 --> 00:28:26,220
And attendance, I think, is
one of those key data points

565
00:28:26,220 --> 00:28:27,660
to put in that side by side,

566
00:28:27,660 --> 00:28:29,650
because if our students are not here

567
00:28:30,810 --> 00:28:33,570
and they're not feeling
connected to school,

568
00:28:33,570 --> 00:28:35,760
it's likely that some of these other areas

569
00:28:35,760 --> 00:28:38,130
are gonna fall down as
well, including grades,

570
00:28:38,130 --> 00:28:40,530
of course, which is the next one.

571
00:28:40,530 --> 00:28:41,970
Again, school climate.

572
00:28:41,970 --> 00:28:43,770
We've talked a lot about
the School Climate Survey

573
00:28:43,770 --> 00:28:46,140
already today, but for those of you

574
00:28:46,140 --> 00:28:48,000
who don't know, in PBISApps,

575
00:28:48,000 --> 00:28:51,240
there's a school climate
survey that's pretty brief

576
00:28:51,240 --> 00:28:54,210
for staff, students, and
families or caregivers.

577
00:28:54,210 --> 00:28:58,110
I know OSSU had developed
their own school climate survey

578
00:28:58,110 --> 00:29:02,703
in the past, and other districts
have as well, or schools.

579
00:29:04,372 --> 00:29:08,910
And let's see, was there one
more thing I was gonna say

580
00:29:08,910 --> 00:29:13,103
about school climate
survey? (clicks tongue)

581
00:29:14,340 --> 00:29:15,173
I can't remember, Cassandra,

582
00:29:15,173 --> 00:29:16,650
were you thinking of anything else

583
00:29:16,650 --> 00:29:18,510
that maybe was what I was thinking?

584
00:29:18,510 --> 00:29:20,623
Okay. (laughs)

585
00:29:21,870 --> 00:29:24,870
Then SE, oh, sorry, I
think I was gonna say

586
00:29:24,870 --> 00:29:27,480
many of our schools
are also using Panorama

587
00:29:27,480 --> 00:29:29,253
for school climate surveys.

588
00:29:31,560 --> 00:29:34,380
And SEL competence assessments,

589
00:29:34,380 --> 00:29:38,160
so some schools are actually looking at,

590
00:29:38,160 --> 00:29:41,100
sometimes tied to the CASEL competencies,

591
00:29:41,100 --> 00:29:44,910
how are your students
exhibiting certain SEL skills?

592
00:29:44,910 --> 00:29:48,960
And this could be a student
rating of their own skills

593
00:29:48,960 --> 00:29:50,400
or it could be teacher rating

594
00:29:50,400 --> 00:29:53,523
of observing the students
exhibiting those skills or not.

595
00:29:54,630 --> 00:29:58,350
We recently discovered
this SEL Walkthrough,

596
00:29:58,350 --> 00:30:01,473
which is actually kind of
similar to the TFI Learning Walk,

597
00:30:02,490 --> 00:30:05,643
but that is linked there from,
I think it was from CASEL.

598
00:30:06,480 --> 00:30:08,160
And that would be a really great tool

599
00:30:08,160 --> 00:30:13,160
for like a district SEL
coach kind of person to use,

600
00:30:13,320 --> 00:30:15,120
where they're looking through the, sorry,

601
00:30:15,120 --> 00:30:18,030
walking through the building
and looking for indicators

602
00:30:18,030 --> 00:30:21,870
that SEL is being taught

603
00:30:21,870 --> 00:30:24,300
and implemented throughout the school.

604
00:30:24,300 --> 00:30:26,550
So that's a great one to check out

605
00:30:26,550 --> 00:30:28,110
if you're in a role like that

606
00:30:28,110 --> 00:30:30,360
or you wanna share with
someone who's in a role

607
00:30:30,360 --> 00:30:33,420
like an SEL coach or a
district PBIS coordinator

608
00:30:33,420 --> 00:30:35,613
kind of person, like Kelly.

609
00:30:37,560 --> 00:30:39,030
Counselor and nurse visits,

610
00:30:39,030 --> 00:30:44,030
time outside the classroom,
that can be tracked in SWIS now.

611
00:30:44,640 --> 00:30:49,640
So there's a place where you
can put the amount of minutes

612
00:30:49,800 --> 00:30:51,510
that a student was out,
you might not wanna use it

613
00:30:51,510 --> 00:30:53,160
for a counselor or nurse visit purpose,

614
00:30:53,160 --> 00:30:57,903
but they do have kind of
that numerical category now.

615
00:30:58,860 --> 00:31:02,040
But some other way to track
counselor or nurse visits

616
00:31:02,040 --> 00:31:04,650
and how much time is
being spent out of class,

617
00:31:04,650 --> 00:31:07,050
whether students are using
that as kind of a crutch

618
00:31:07,050 --> 00:31:10,173
or an escape mechanism.

619
00:31:11,310 --> 00:31:13,860
My daughter's a big fan of
the Band-Aids at her school

620
00:31:13,860 --> 00:31:15,540
'cause they're sparkly and shiny and like,

621
00:31:15,540 --> 00:31:17,220
oh, that nurse is gonna learn real quick

622
00:31:17,220 --> 00:31:18,720
she's gotta get boring Band-Aids

623
00:31:18,720 --> 00:31:20,970
or Claire's gonna be in
her office every day.

624
00:31:22,860 --> 00:31:24,930
And we're really excited

625
00:31:24,930 --> 00:31:27,150
about the Feedback & Input Survey.

626
00:31:27,150 --> 00:31:29,640
So that is, the acronym is the FIS,

627
00:31:29,640 --> 00:31:32,400
so we've got another
acronym to add to the mix,

628
00:31:32,400 --> 00:31:34,590
and I always forget
what the FIS stands for,

629
00:31:34,590 --> 00:31:36,153
so I'm glad we have it here.

630
00:31:37,470 --> 00:31:42,470
That is a survey that is
available for families to fill out

631
00:31:44,850 --> 00:31:47,940
and students, and the benefit of it

632
00:31:47,940 --> 00:31:49,590
over the School Climate Survey,

633
00:31:49,590 --> 00:31:51,360
or why it serves a different purpose

634
00:31:51,360 --> 00:31:53,070
than the School Climate Survey would,

635
00:31:53,070 --> 00:31:58,070
is it has places for comment boxes,

636
00:31:58,410 --> 00:32:02,130
and it really allows
students and families,

637
00:32:02,130 --> 00:32:03,570
there might be a staff
version too, actually,

638
00:32:03,570 --> 00:32:06,570
but definitely students
and families to weigh in

639
00:32:06,570 --> 00:32:08,430
on your expectations.

640
00:32:08,430 --> 00:32:11,610
Do they feel like those resonate for them?

641
00:32:11,610 --> 00:32:15,390
Are they aware of what
your expectations are?

642
00:32:15,390 --> 00:32:19,500
And really brings people kind
of through the school day

643
00:32:19,500 --> 00:32:21,933
and allows them to actually have feedback,

644
00:32:22,950 --> 00:32:25,920
give feedback and have
input on different elements

645
00:32:25,920 --> 00:32:28,380
of your PBIS implementation.

646
00:32:28,380 --> 00:32:33,380
So if you look at our, oh
shoot, I was gonna put,

647
00:32:33,690 --> 00:32:36,340
I think it was Killington
Elementary used this

648
00:32:37,500 --> 00:32:39,690
and has this really nice kind of narrative

649
00:32:39,690 --> 00:32:43,410
around how they put it
out to their families

650
00:32:43,410 --> 00:32:46,413
and how they use the information
that they got from it.

651
00:32:47,400 --> 00:32:52,400
But it's really, I think,
reinforcing for staff

652
00:32:52,890 --> 00:32:55,450
to read some of those narrative responses

653
00:32:56,340 --> 00:32:58,560
that really give a more full picture

654
00:32:58,560 --> 00:33:01,260
of how families are really feeling.

655
00:33:01,260 --> 00:33:05,760
Because, in that school at least,

656
00:33:05,760 --> 00:33:08,700
the families really thought
hard about the questions

657
00:33:08,700 --> 00:33:09,540
that were being asked

658
00:33:09,540 --> 00:33:11,763
and gave some really meaningful feedback.

659
00:33:13,170 --> 00:33:15,120
So that is linked there as well.

660
00:33:15,120 --> 00:33:17,970
And then we have a new page on our website

661
00:33:17,970 --> 00:33:20,760
called "Engagement,
Feedback, and Input Surveys,"

662
00:33:20,760 --> 00:33:23,373
which kind of collect all
of those together for you.

663
00:33:25,470 --> 00:33:28,530
So while we're on this
universal data slide,

664
00:33:28,530 --> 00:33:32,130
are there other data
sources that we've missed

665
00:33:32,130 --> 00:33:35,550
that you are looking at
at the universal level

666
00:33:35,550 --> 00:33:39,123
for all students or all
staff or all families?

667
00:33:40,350 --> 00:33:43,323
Feel free to unmute or type
them into the chat box.

668
00:33:52,800 --> 00:33:57,800
Or if you have examples of
either systems that you're using

669
00:33:59,130 --> 00:34:02,250
to collect this data or even
systems that you're using

670
00:34:02,250 --> 00:34:05,040
to look at this data side by side.

671
00:34:05,040 --> 00:34:06,690
So I found a great one last night,

672
00:34:06,690 --> 00:34:08,100
which now I'm forgetting the name.

673
00:34:08,100 --> 00:34:10,800
Cassandra, do you remember
the one I emailed you?

674
00:34:10,800 --> 00:34:12,690
We had never heard of it before.

675
00:34:12,690 --> 00:34:14,700
I'm like, "How is there
still things out there

676
00:34:14,700 --> 00:34:17,670
that we're hearing about
for the first time?"

677
00:34:17,670 --> 00:34:21,030
But I'm sure it's expensive,

678
00:34:21,030 --> 00:34:23,553
but it was a really kind of slick.

679
00:34:25,770 --> 00:34:28,230
You're talking about
the DESSA SEL Inventory?

680
00:34:28,230 --> 00:34:33,230
No, it was a different
one I sent you yesterday.

681
00:34:35,130 --> 00:34:37,590
There were so many, the
one with the SMARTIE goals?

682
00:34:37,590 --> 00:34:38,580
No.

683
00:34:38,580 --> 00:34:39,978
[Cassandra] Okay.

684
00:34:39,978 --> 00:34:40,811
You can tell how much we email.

685
00:34:40,811 --> 00:34:42,750
We're like looking at
research all the time,

686
00:34:42,750 --> 00:34:46,320
going back and forth, "What
about this, what about that?"

687
00:34:46,320 --> 00:34:47,310
We're a little bit of a-

688
00:34:47,310 --> 00:34:49,740
When you're presenting,
I'll try to look it up.

689
00:34:49,740 --> 00:34:50,573
Okay, cool.

690
00:34:52,470 --> 00:34:54,960
It, of course, does not have
the price on the website,

691
00:34:54,960 --> 00:34:57,630
so I'm like, "Huh,
that's not a good sign."

692
00:34:57,630 --> 00:35:01,383
But I did ask for a demo so
I can chat with the people.

693
00:35:02,790 --> 00:35:03,623
But yeah, like I said,

694
00:35:03,623 --> 00:35:05,400
a lot of people are using Panoramas

695
00:35:05,400 --> 00:35:07,770
for some of these purposes.

696
00:35:07,770 --> 00:35:09,510
We're not super familiar with it yet,

697
00:35:09,510 --> 00:35:11,820
but we do have a coach on
our team who's familiar,

698
00:35:11,820 --> 00:35:14,973
so we're hoping to get
up to speed on that too.

699
00:35:17,430 --> 00:35:18,540
All right, well, if you think of any,

700
00:35:18,540 --> 00:35:20,490
feel free to type them into the chat box

701
00:35:20,490 --> 00:35:22,320
as we keep on going.

702
00:35:22,320 --> 00:35:25,990
And I'm gonna clear the annotations

703
00:35:27,030 --> 00:35:30,753
and try to remember how
to clear the annotations.

704
00:35:32,730 --> 00:35:36,423
There's disable, oh shoot, I
should have practiced again.

705
00:35:38,850 --> 00:35:40,200
Oh, there we go.

706
00:35:40,200 --> 00:35:42,963
Annotate and clear.

707
00:35:44,250 --> 00:35:46,833
Okay, so now we can annotate
again on this slide.

708
00:35:48,420 --> 00:35:50,820
So at the targeted level,

709
00:35:50,820 --> 00:35:53,640
we know this is data that
we would be looking at

710
00:35:53,640 --> 00:35:55,200
for just some students,

711
00:35:55,200 --> 00:35:59,880
and it allows us to get a
little bit deeper into the data

712
00:35:59,880 --> 00:36:03,240
because we're not looking
at it school-wide.

713
00:36:03,240 --> 00:36:05,310
So again, there's the
Tiered Fidelity Inventory

714
00:36:05,310 --> 00:36:08,550
for Tier 2, SWIS has SWIS-CICO,

715
00:36:08,550 --> 00:36:09,750
which allows you to track

716
00:36:09,750 --> 00:36:12,093
Check-In/Check-Out data for students.

717
00:36:13,500 --> 00:36:15,030
If you've been trained
at the targeted level,

718
00:36:15,030 --> 00:36:16,320
you're really familiar with that.

719
00:36:16,320 --> 00:36:19,920
If not, and you want more information,

720
00:36:19,920 --> 00:36:22,560
they have a demo on the PBISApps website

721
00:36:22,560 --> 00:36:23,790
so that you can play around

722
00:36:23,790 --> 00:36:25,773
and look at what SWIS-CICO does.

723
00:36:26,940 --> 00:36:30,150
Your EST data, which you're
hopefully are looking at

724
00:36:30,150 --> 00:36:32,400
every four to six weeks for students,

725
00:36:32,400 --> 00:36:35,100
are they making improvement on their plan

726
00:36:35,100 --> 00:36:36,180
so that we don't have students

727
00:36:36,180 --> 00:36:39,003
just stuck on EST plans indefinitely.

728
00:36:40,650 --> 00:36:42,240
Functional behavioral assessment

729
00:36:42,240 --> 00:36:46,800
or behavior support planning
data is a huge piece

730
00:36:46,800 --> 00:36:49,890
of the behavior support
plan so that you can modify

731
00:36:49,890 --> 00:36:53,610
and make adjustments to
make the plan more effective

732
00:36:53,610 --> 00:36:56,070
and the data collection on the front end

733
00:36:56,070 --> 00:36:57,930
in order to get to your plan

734
00:36:57,930 --> 00:37:00,900
within the functional
behavioral assessment process.

735
00:37:00,900 --> 00:37:05,900
We do have a FBA/BSP
training coming up that,

736
00:37:06,000 --> 00:37:09,540
the date, I'm gonna forget,
maybe November 13th,

737
00:37:09,540 --> 00:37:11,040
something like that.

738
00:37:11,040 --> 00:37:12,060
Anne might know.

739
00:37:12,060 --> 00:37:13,140
[Tracy] November 10th.

740
00:37:13,140 --> 00:37:14,370
[Amy] November 10th.

741
00:37:14,370 --> 00:37:15,510
Thank you, Tracy.

742
00:37:15,510 --> 00:37:17,580
[Tracy] And then December
8th is the second part.

743
00:37:17,580 --> 00:37:20,313
Yes, it's a two-parter, in person.

744
00:37:21,360 --> 00:37:23,610
So that's a great one if you are in a role

745
00:37:23,610 --> 00:37:28,320
that is responsible for FBAs or BSPs

746
00:37:28,320 --> 00:37:30,780
or you wanna learn more about it.

747
00:37:30,780 --> 00:37:34,770
Universal screening, which
we talked briefly about,

748
00:37:34,770 --> 00:37:39,090
but the reason that this
is in the targeted slide,

749
00:37:39,090 --> 00:37:41,340
and it should be on the
universal slide too,

750
00:37:41,340 --> 00:37:45,210
is once we have our
universal screening data in,

751
00:37:45,210 --> 00:37:48,900
that allows us to look at
students who may be in need

752
00:37:48,900 --> 00:37:51,000
of some targeted supports.

753
00:37:51,000 --> 00:37:53,850
We also wanna be looking at
our universal screening data

754
00:37:53,850 --> 00:37:57,150
school-wide or district-wide
to identify areas

755
00:37:57,150 --> 00:38:00,870
that maybe all students
could use some support in.

756
00:38:00,870 --> 00:38:04,200
For instance, anxiety or depression.

757
00:38:04,200 --> 00:38:06,510
We might be seeing rates,

758
00:38:06,510 --> 00:38:08,970
you know, above 40% of our students

759
00:38:08,970 --> 00:38:11,400
are looking at challenges
in those areas right now,

760
00:38:11,400 --> 00:38:13,470
so we really need to push those supports

761
00:38:13,470 --> 00:38:14,870
down to the universal level.

762
00:38:15,840 --> 00:38:18,990
And then we wanna be
looking at things like

763
00:38:18,990 --> 00:38:21,210
Check-In/Check-Out, things like mentoring,

764
00:38:21,210 --> 00:38:23,100
things like social skills groups.

765
00:38:23,100 --> 00:38:26,220
Are we actually monitoring fidelity?

766
00:38:26,220 --> 00:38:29,070
So do we know what those interventions

767
00:38:29,070 --> 00:38:30,420
are supposed to look like

768
00:38:30,420 --> 00:38:33,180
and are we implementing them with fidelity

769
00:38:33,180 --> 00:38:35,190
and are we seeing success?

770
00:38:35,190 --> 00:38:38,370
So do we have students that
are just in Check-In/Check-Out

771
00:38:38,370 --> 00:38:42,330
for the whole year because
we never are looking to see

772
00:38:42,330 --> 00:38:45,180
whether that intervention's
actually working for them,

773
00:38:45,180 --> 00:38:47,823
trying to fade them from
it if it is working,

774
00:38:48,780 --> 00:38:52,740
or change the intervention if
it's not working for students.

775
00:38:52,740 --> 00:38:54,870
So this is sometimes a
piece that gets missed

776
00:38:54,870 --> 00:38:57,960
is that intervention fidelity

777
00:38:57,960 --> 00:39:01,230
and looking at whether
that progress monitoring

778
00:39:01,230 --> 00:39:02,733
for students is happening.

779
00:39:04,080 --> 00:39:07,530
And in terms of the intervention fidelity,

780
00:39:07,530 --> 00:39:10,080
something that we have
seen for Check-In/Check-Out

781
00:39:10,080 --> 00:39:13,920
is actually encouraging teachers to assess

782
00:39:13,920 --> 00:39:17,340
whether they did Check-In/Check-Out
that day with fidelity.

783
00:39:17,340 --> 00:39:19,770
So did they wait until the end of the day

784
00:39:19,770 --> 00:39:22,170
to finally score students on reading,

785
00:39:22,170 --> 00:39:24,780
which was at 9:10 in the morning?

786
00:39:24,780 --> 00:39:26,730
Or are they really
checking in with students

787
00:39:26,730 --> 00:39:28,920
after each time period,

788
00:39:28,920 --> 00:39:31,350
giving them that positive
specific feedback,

789
00:39:31,350 --> 00:39:33,120
and also some constructive feedback

790
00:39:33,120 --> 00:39:35,400
for them to do better the next time.

791
00:39:35,400 --> 00:39:37,710
So asking the teacher
to self-rate, you know,

792
00:39:37,710 --> 00:39:39,540
how'd you do today on this?

793
00:39:39,540 --> 00:39:43,200
And again, that culture of
support and not punishment.

794
00:39:43,200 --> 00:39:45,873
How can we make this easier for you to do?

795
00:39:46,740 --> 00:39:48,720
Allowing teachers to brainstorm together

796
00:39:48,720 --> 00:39:50,520
about how they can improve

797
00:39:50,520 --> 00:39:52,320
the fidelity of their interventions.

798
00:39:53,940 --> 00:39:56,070
So I forgot to ask you to annotate,

799
00:39:56,070 --> 00:39:57,630
but if you wanna annotate again,

800
00:39:57,630 --> 00:40:00,030
hearting the ones that you are using

801
00:40:00,030 --> 00:40:02,730
and finding useful, question
marks next to the ones

802
00:40:02,730 --> 00:40:04,380
you wanna learn more about,

803
00:40:04,380 --> 00:40:09,210
and check marking the
ones that you are using

804
00:40:09,210 --> 00:40:10,683
but don't find very useful.

805
00:40:16,050 --> 00:40:18,933
And adding any in the chat
box that that we forgot.

806
00:40:34,380 --> 00:40:37,170
Kelly Latz, hearting them up. (laughs)

807
00:40:37,170 --> 00:40:40,093
I can see who does the. (laughs)

808
00:41:01,590 --> 00:41:03,063
Oh, sorry, Tracy.

809
00:41:05,190 --> 00:41:10,190
If you go, can you find the
toolbar that has like "Chat"

810
00:41:10,890 --> 00:41:14,940
and "Participants" and then
there should be a green box

811
00:41:14,940 --> 00:41:16,777
that says, is it green, Cassandra?

812
00:41:16,777 --> 00:41:18,717
"Amy Wheeler-Sutton is sharing."

813
00:41:20,190 --> 00:41:21,660
[Cassandra] Yep.

814
00:41:21,660 --> 00:41:23,310
It should be the box.

815
00:41:23,310 --> 00:41:26,257
There's a little black box
right next to that green one.

816
00:41:26,257 --> 00:41:27,270
"View options."

817
00:41:27,270 --> 00:41:29,610
If you click the down
arrow about halfway down,

818
00:41:29,610 --> 00:41:31,800
you'll see "Annotate."

819
00:41:31,800 --> 00:41:34,293
[Tracy] Yeah, I don't
have a view option here.

820
00:41:35,718 --> 00:41:38,250
Oh, are you on a Chromebook?

821
00:41:38,250 --> 00:41:39,990
[Tracy] I am, I am.

822
00:41:39,990 --> 00:41:43,890
And so all I have is
"Participants," "Chat," and "Share."

823
00:41:43,890 --> 00:41:44,723
So I'm like,

824
00:41:44,723 --> 00:41:47,250
I've been around this
thing like 7 million times.

825
00:41:47,250 --> 00:41:48,090
Like where's my heart?

826
00:41:48,090 --> 00:41:49,284
Where's my heart?

827
00:41:49,284 --> 00:41:52,260
Aw, sorry, I forgot to mention-

828
00:41:52,260 --> 00:41:53,910
[Tracy] Well you know
Amy, where are hearts?

829
00:41:53,910 --> 00:41:56,396
Where are hearts? (laughs)

830
00:41:56,396 --> 00:41:59,160
(Amy laughing)

831
00:41:59,160 --> 00:42:04,160
Okay, and we actually do
have a tool from Midwest PBIS

832
00:42:04,890 --> 00:42:08,430
that helps you track intervention
fidelity and success.

833
00:42:08,430 --> 00:42:11,910
I don't know, Cassandra,
if you have it handy,

834
00:42:11,910 --> 00:42:15,480
but if you wanna put that
one into the chat box too.

835
00:42:15,480 --> 00:42:17,160
It's a little complicated,

836
00:42:17,160 --> 00:42:19,050
so we didn't wanna share it
today and confuse people,

837
00:42:19,050 --> 00:42:21,690
but if that's a resource
you're looking for,

838
00:42:21,690 --> 00:42:23,103
that is also out there.

839
00:42:24,480 --> 00:42:29,480
Okay, I'm gonna clear the
annotations and keep on rolling.

840
00:42:30,540 --> 00:42:32,793
I'm a little behind time, sorry.

841
00:42:37,282 --> 00:42:38,130
Okay.

842
00:42:38,130 --> 00:42:40,355
Oops, now I'm annotating.

843
00:42:40,355 --> 00:42:41,640
(chuckles) There we go.

844
00:42:41,640 --> 00:42:43,740
And then at the intensive level, again,

845
00:42:43,740 --> 00:42:47,910
TFI at the Tier 3 level, there is I-SWIS

846
00:42:47,910 --> 00:42:50,790
within the PBISApps suite.

847
00:42:50,790 --> 00:42:53,910
And more and more schools are
actually looking into that.

848
00:42:53,910 --> 00:42:57,690
Your EST data, again,
your FBA data, IEP data,

849
00:42:57,690 --> 00:42:59,640
and again, looking at those,

850
00:42:59,640 --> 00:43:02,250
the fidelity and success of interventions

851
00:43:02,250 --> 00:43:03,963
rather than just letting them lie.

852
00:43:05,970 --> 00:43:07,410
So I'm gonna keep on going.

853
00:43:07,410 --> 00:43:09,720
If you still have your annotate box up,

854
00:43:09,720 --> 00:43:12,270
if you can click the little red X

855
00:43:12,270 --> 00:43:14,640
so that you're not accidentally hearting

856
00:43:14,640 --> 00:43:15,873
on the next few slides.

857
00:43:17,190 --> 00:43:19,890
And I'm gonna turn it, oh, no, sorry,

858
00:43:19,890 --> 00:43:22,830
is this you now, Cassandra,
or am I doing this one too?

859
00:43:22,830 --> 00:43:23,940
I can't remember.

860
00:43:23,940 --> 00:43:26,190
I think you're on this one
and I'll jump in after.

861
00:43:26,190 --> 00:43:28,899
Thanks, I'm just looking for
that resource you shared.

862
00:43:28,899 --> 00:43:29,982
[Amy] Okay.

863
00:43:33,090 --> 00:43:36,540
So the Vermont MTSS survey

864
00:43:36,540 --> 00:43:38,430
that the AOE puts out every year,

865
00:43:38,430 --> 00:43:40,650
the results just came out recently,

866
00:43:40,650 --> 00:43:44,640
and I think, I don't know,

867
00:43:44,640 --> 00:43:45,720
I don't know whether I'm surprised

868
00:43:45,720 --> 00:43:46,890
by this data point or not,

869
00:43:46,890 --> 00:43:50,370
but fewer than half of the principals

870
00:43:50,370 --> 00:43:53,130
who filled out the survey
indicated that student voice

871
00:43:53,130 --> 00:43:57,000
was included in decisions
around intervention plans,

872
00:43:57,000 --> 00:43:59,283
instruction, or the school system.

873
00:44:00,210 --> 00:44:03,300
And so that is pretty concerning to us,

874
00:44:03,300 --> 00:44:07,830
kind of that idea of
nothing for us without us

875
00:44:07,830 --> 00:44:10,110
and how can we really increase

876
00:44:10,110 --> 00:44:14,010
the voice and choice that students have.

877
00:44:14,010 --> 00:44:17,790
A really simple example of this
is with Check-In/Check-Out.

878
00:44:17,790 --> 00:44:21,690
The difference between calling
a student down to, you know,

879
00:44:21,690 --> 00:44:24,727
the Check-In/Check-Out
coordinator's office saying,

880
00:44:24,727 --> 00:44:26,130
"We see you're struggling,

881
00:44:26,130 --> 00:44:28,350
we know that this might work for you.

882
00:44:28,350 --> 00:44:30,600
You're gonna be on a
Check-In/Check-Out plan.

883
00:44:30,600 --> 00:44:33,180
Here are are your goals, off you go,"

884
00:44:33,180 --> 00:44:36,930
to really intentionally engaging
students in that process,

885
00:44:36,930 --> 00:44:39,660
learning from them what's
working and not working for them

886
00:44:39,660 --> 00:44:43,200
at school, giving them maybe some choice

887
00:44:43,200 --> 00:44:45,240
about who they're gonna
check in with in the morning,

888
00:44:45,240 --> 00:44:47,390
if that's a possibility
within your school,

889
00:44:48,360 --> 00:44:51,030
is a really different
feel and allows students

890
00:44:51,030 --> 00:44:53,763
to have that voice in
their own intervention.

891
00:44:54,600 --> 00:44:57,393
So we really wanna be thinking about that.

892
00:44:58,440 --> 00:45:00,210
And then same thing for families.

893
00:45:00,210 --> 00:45:02,853
There was slightly more
level of involvement,

894
00:45:03,780 --> 00:45:07,020
but less engagement around decisions

895
00:45:07,020 --> 00:45:09,240
regarding students or school.

896
00:45:09,240 --> 00:45:14,240
So that Vermont MTSS survey
data is on the AOE website,

897
00:45:14,820 --> 00:45:17,190
but these ones kind of jumped out to us

898
00:45:17,190 --> 00:45:19,803
related to our topic today.

899
00:45:22,530 --> 00:45:23,363
Oops.

900
00:45:25,020 --> 00:45:25,853
Oh, sorry.

901
00:45:25,853 --> 00:45:27,330
It might work, Cassandra.

902
00:45:27,330 --> 00:45:29,940
It's asking me to go into
like some computer settings,

903
00:45:29,940 --> 00:45:31,800
so you can try.

904
00:45:31,800 --> 00:45:33,150
If not, I'll click for you.

905
00:45:34,530 --> 00:45:35,363
Did it work?

906
00:45:36,570 --> 00:45:39,093
Okay, and you're on mute.

907
00:45:42,570 --> 00:45:44,198
Okay, sorry, I was gonna do-

908
00:45:44,198 --> 00:45:45,720
There we go. (laughs)

909
00:45:45,720 --> 00:45:46,553
All right, everybody,

910
00:45:46,553 --> 00:45:49,380
we have a few more minutes
and so what we're gonna do

911
00:45:49,380 --> 00:45:51,600
is I just wanna kind of bring it down

912
00:45:51,600 --> 00:45:53,310
to sort of the concrete a little bit

913
00:45:53,310 --> 00:45:57,030
and show you some examples
of some inventories.

914
00:45:57,030 --> 00:45:58,890
Quickly, raise your hand, how many of you,

915
00:45:58,890 --> 00:46:01,380
if you could raise your
hand either using the symbol

916
00:46:01,380 --> 00:46:03,060
or your actual physical hand,

917
00:46:03,060 --> 00:46:07,260
how many of you have an inventory
set up where you outline

918
00:46:07,260 --> 00:46:11,400
all of your data sources
and really what the goal is?

919
00:46:11,400 --> 00:46:13,443
All of that, just to get a sense here.

920
00:46:15,120 --> 00:46:17,073
I'm not seeing many hands.

921
00:46:17,910 --> 00:46:19,320
Well good, you're in the right spot

922
00:46:19,320 --> 00:46:23,400
because I'm about to show you
some examples, okay? (laughs)

923
00:46:23,400 --> 00:46:26,550
So really, the purpose,
we really wanna make sure

924
00:46:26,550 --> 00:46:29,340
that we have an inventory

925
00:46:29,340 --> 00:46:31,410
because we need to
really organize our data.

926
00:46:31,410 --> 00:46:33,690
We wanna streamline our
data, as Amy mentioned.

927
00:46:33,690 --> 00:46:36,180
We also wanna collect data
that we're going to use.

928
00:46:36,180 --> 00:46:38,100
Oftentimes, we collect data

929
00:46:38,100 --> 00:46:40,380
that we're not actually looking at.

930
00:46:40,380 --> 00:46:42,630
Stop that, right?

931
00:46:42,630 --> 00:46:46,200
We have to be efficient and
work smarter, not harder.

932
00:46:46,200 --> 00:46:50,340
And really having data
inventory in one place is,

933
00:46:50,340 --> 00:46:52,560
it really helps with
efficiency in your meeting.

934
00:46:52,560 --> 00:46:54,840
So during the full day training,

935
00:46:54,840 --> 00:46:57,270
we'll get into this in more specificity

936
00:46:57,270 --> 00:47:00,690
around the TIPS model for analyzing data

937
00:47:00,690 --> 00:47:02,400
and meeting protocols.

938
00:47:02,400 --> 00:47:03,720
But again, you wanna make sure

939
00:47:03,720 --> 00:47:06,840
that you have this
information readily available.

940
00:47:06,840 --> 00:47:09,720
And it's also, again, a living document.

941
00:47:09,720 --> 00:47:11,640
You wanna also think about inventories

942
00:47:11,640 --> 00:47:15,360
not only at the school level,
but at the district level.

943
00:47:15,360 --> 00:47:17,820
Many of you are at the district level,

944
00:47:17,820 --> 00:47:19,980
who are at the district level.

945
00:47:19,980 --> 00:47:22,830
During ESR, there was
a lot of conversations

946
00:47:22,830 --> 00:47:25,290
with your continuous improvement plans

947
00:47:25,290 --> 00:47:29,717
and funding in how are
you analyzing your data

948
00:47:29,717 --> 00:47:31,080
in the aggregate,

949
00:47:31,080 --> 00:47:33,870
so at the district level
across all schools.

950
00:47:33,870 --> 00:47:37,980
How do we know that all
students in your K-8 buildings

951
00:47:37,980 --> 00:47:40,710
across your district are doing okay

952
00:47:40,710 --> 00:47:44,280
around social and emotional
indicators, as well as academic?

953
00:47:44,280 --> 00:47:46,500
So again, you wanna make
sure you're thinking

954
00:47:46,500 --> 00:47:49,410
not only at the building
level in terms of an inventory

955
00:47:49,410 --> 00:47:50,880
and what data you're looking at,

956
00:47:50,880 --> 00:47:52,980
but how does that inventory and data

957
00:47:52,980 --> 00:47:56,470
also channel up to sort
of the district level

958
00:47:57,390 --> 00:47:58,737
collection process as well.

959
00:47:58,737 --> 00:48:00,270
And as always, you wanna make sure

960
00:48:00,270 --> 00:48:02,430
your team is representative.

961
00:48:02,430 --> 00:48:03,783
So next slide, please.

962
00:48:05,910 --> 00:48:08,640
So the next few slides are
just a couple of examples

963
00:48:08,640 --> 00:48:10,560
of data inventories.

964
00:48:10,560 --> 00:48:15,450
So this one is from Missouri PBIS.

965
00:48:15,450 --> 00:48:17,573
And essentially, what
you're going to wanna do

966
00:48:17,573 --> 00:48:20,460
is look at your, this one's
actually innovation neutral,

967
00:48:20,460 --> 00:48:22,530
meaning it doesn't necessarily have to be

968
00:48:22,530 --> 00:48:24,810
for your SEL-only data, right?

969
00:48:24,810 --> 00:48:27,240
This could be where
you house your academic

970
00:48:27,240 --> 00:48:29,280
and your social-emotional learning data.

971
00:48:29,280 --> 00:48:32,400
Because what we know is in
order to get a whole picture

972
00:48:32,400 --> 00:48:34,530
of a student or groups of students,

973
00:48:34,530 --> 00:48:39,300
we also need to look at both data sets.

974
00:48:39,300 --> 00:48:42,840
So, but for an example here,
you always wanna make sure

975
00:48:42,840 --> 00:48:44,460
you know what you're measuring, right?

976
00:48:44,460 --> 00:48:45,293
What is the measure?

977
00:48:45,293 --> 00:48:46,126
What's the tool?

978
00:48:46,126 --> 00:48:47,370
How do you know students

979
00:48:47,370 --> 00:48:49,290
or groups of students are proficient?

980
00:48:49,290 --> 00:48:51,090
What is that cut score?

981
00:48:51,090 --> 00:48:53,520
Is it a zero, one, two, three?

982
00:48:53,520 --> 00:48:54,750
You wanna think about that.

983
00:48:54,750 --> 00:48:58,560
This also helps you identify
sort of who might be at risk.

984
00:48:58,560 --> 00:49:00,720
What does high risk mean, right?

985
00:49:00,720 --> 00:49:02,220
How are you identifying students

986
00:49:02,220 --> 00:49:04,410
who may fit into that high risk category.

987
00:49:04,410 --> 00:49:08,880
If they're in that high risk
category based on your data,

988
00:49:08,880 --> 00:49:10,410
who's gonna be the point person,

989
00:49:10,410 --> 00:49:12,810
who's gonna circle around that student

990
00:49:12,810 --> 00:49:13,950
or groups of students,

991
00:49:13,950 --> 00:49:15,660
if we're talking about more targeted level

992
00:49:15,660 --> 00:49:18,000
interventions versus intensive.

993
00:49:18,000 --> 00:49:19,950
And then again, in your data inventory,

994
00:49:19,950 --> 00:49:22,860
you always wanna have some
sort of actionable item.

995
00:49:22,860 --> 00:49:26,730
Next steps, a date to
review, anything like that.

996
00:49:26,730 --> 00:49:27,663
The next one.

997
00:49:29,280 --> 00:49:32,430
This one is a little bit more
about the social-emotional

998
00:49:32,430 --> 00:49:34,590
learning efforts at your school,

999
00:49:34,590 --> 00:49:36,960
where you're really inventorying

1000
00:49:36,960 --> 00:49:39,210
sort of what are your universal practices?

1001
00:49:39,210 --> 00:49:40,407
What are your targeted practices?

1002
00:49:40,407 --> 00:49:42,840
And what are your intensive practices

1003
00:49:42,840 --> 00:49:45,060
around social-emotional learning?

1004
00:49:45,060 --> 00:49:47,700
So for an example, this one has,

1005
00:49:47,700 --> 00:49:49,170
these headings are pretty common,

1006
00:49:49,170 --> 00:49:51,570
so feel free to pick and
choose what works for you

1007
00:49:51,570 --> 00:49:54,420
if you're in the process
of creating something.

1008
00:49:54,420 --> 00:49:56,430
But again, classroom circles, what is,

1009
00:49:56,430 --> 00:49:57,930
you have this program,

1010
00:49:57,930 --> 00:50:00,090
but really, what is the
goal of that program, right?

1011
00:50:00,090 --> 00:50:02,130
Have those conversations with your team.

1012
00:50:02,130 --> 00:50:03,420
Sometimes we just say, "Oh,

1013
00:50:03,420 --> 00:50:05,850
we're gonna sign up for Second Step,"

1014
00:50:05,850 --> 00:50:08,040
but we don't really have
the data that's telling us

1015
00:50:08,040 --> 00:50:10,350
what lessons might be most beneficial

1016
00:50:10,350 --> 00:50:12,720
for certain groups of students, right?

1017
00:50:12,720 --> 00:50:14,880
So again, you wanna make
sure you're looking at

1018
00:50:14,880 --> 00:50:16,980
what is the goal of the program?

1019
00:50:16,980 --> 00:50:19,800
Who's involved, who's
your target audience?

1020
00:50:19,800 --> 00:50:21,000
When are you doing this?

1021
00:50:21,000 --> 00:50:22,470
Is it a one-stop shop?

1022
00:50:22,470 --> 00:50:24,840
Is it once in the beginning of the year?

1023
00:50:24,840 --> 00:50:27,180
Or more likely, is it a continuous plan

1024
00:50:27,180 --> 00:50:28,080
throughout your year?

1025
00:50:28,080 --> 00:50:29,850
And you have an assessment calendar,

1026
00:50:29,850 --> 00:50:32,010
not only with your academic supports,

1027
00:50:32,010 --> 00:50:35,250
you have an assessment calendar
or an activities calendar

1028
00:50:35,250 --> 00:50:37,170
for your social-emotional learning.

1029
00:50:37,170 --> 00:50:39,810
And how do you combine those two?

1030
00:50:39,810 --> 00:50:42,180
I've seen that work out really well

1031
00:50:42,180 --> 00:50:44,580
in a district that I was previously in.

1032
00:50:44,580 --> 00:50:47,550
And what it did is it prioritized

1033
00:50:47,550 --> 00:50:49,830
the importance of
social-emotional learning

1034
00:50:49,830 --> 00:50:52,230
with the academics, right?

1035
00:50:52,230 --> 00:50:55,080
So again, even thinking about
how do you have an inventory

1036
00:50:55,080 --> 00:50:57,750
that supports both of those assessments,

1037
00:50:57,750 --> 00:51:00,660
those data, that practices.

1038
00:51:00,660 --> 00:51:01,503
Next one.

1039
00:51:02,520 --> 00:51:04,320
And then I just wanted to share quickly,

1040
00:51:04,320 --> 00:51:06,900
here are some just other things
that you may wanna consider

1041
00:51:06,900 --> 00:51:09,480
when you're creating a data inventory.

1042
00:51:09,480 --> 00:51:12,690
So again, Amy talked a
lot about fidelity, right?

1043
00:51:12,690 --> 00:51:14,430
You can have lots of data,

1044
00:51:14,430 --> 00:51:18,000
but your data may be variable
depending on how your staff

1045
00:51:18,000 --> 00:51:20,190
is trained or how folks are trained

1046
00:51:20,190 --> 00:51:22,050
in implementing the practice

1047
00:51:22,050 --> 00:51:24,210
in which you're getting the data from.

1048
00:51:24,210 --> 00:51:26,640
That's not to say if you
have any sort of data,

1049
00:51:26,640 --> 00:51:30,300
you wanna look at it anyway
'cause data that doesn't,

1050
00:51:30,300 --> 00:51:33,480
that isn't necessarily 100% accurate,

1051
00:51:33,480 --> 00:51:34,950
it still tells a story.

1052
00:51:34,950 --> 00:51:37,170
It may tell you that, "Oh,

1053
00:51:37,170 --> 00:51:38,700
we need to look into more questions,

1054
00:51:38,700 --> 00:51:40,290
we need to figure this out,

1055
00:51:40,290 --> 00:51:41,820
we need to get more information.

1056
00:51:41,820 --> 00:51:43,590
This doesn't seem right anecdotally,

1057
00:51:43,590 --> 00:51:45,450
I don't think that sounds right to me,"

1058
00:51:45,450 --> 00:51:46,410
if our data's saying.

1059
00:51:46,410 --> 00:51:50,580
So again, you wanna think about
sort of the quality of data.

1060
00:51:50,580 --> 00:51:55,080
You also might want to think
about reporting of the data.

1061
00:51:55,080 --> 00:52:00,080
Data isn't something that's to
be housed in one small team.

1062
00:52:01,500 --> 00:52:04,470
You wanna be able to share the
data for actionable outcomes.

1063
00:52:04,470 --> 00:52:05,553
Next slide.

1064
00:52:06,840 --> 00:52:08,520
So I know I'm speaking very fast,

1065
00:52:08,520 --> 00:52:10,500
but I'm also mindful of time.

1066
00:52:10,500 --> 00:52:14,790
So the database, this is a
database example, actually,

1067
00:52:14,790 --> 00:52:18,420
that, if you're looking for a way to,

1068
00:52:18,420 --> 00:52:19,950
and we'll go into this in more detail,

1069
00:52:19,950 --> 00:52:22,200
but I wanna just highlight it for you now,

1070
00:52:22,200 --> 00:52:24,990
but at the full day we'll
go into this in more detail,

1071
00:52:24,990 --> 00:52:27,000
but this is essentially like a database

1072
00:52:27,000 --> 00:52:30,510
where you can put your
academic data per student

1073
00:52:30,510 --> 00:52:34,980
in by grade and then
also align and include

1074
00:52:34,980 --> 00:52:38,820
some of the social-emotional
learning indicators

1075
00:52:38,820 --> 00:52:40,500
into your data system.

1076
00:52:40,500 --> 00:52:42,480
So again, you're creating one document

1077
00:52:42,480 --> 00:52:46,320
that has a very comprehensive
view of the whole child.

1078
00:52:46,320 --> 00:52:48,450
And again, I don't have
time to get into too much

1079
00:52:48,450 --> 00:52:51,720
information, but this is
where, as Amy had said earlier,

1080
00:52:51,720 --> 00:52:54,120
attendance would be a perfect indicator.

1081
00:52:54,120 --> 00:52:55,920
The other part of this
chart that you don't see

1082
00:52:55,920 --> 00:52:59,640
is whether or not this
student is on an IEP or a 504

1083
00:52:59,640 --> 00:53:01,590
or any sort of EST plan.

1084
00:53:01,590 --> 00:53:06,150
So again, it's a really great
way to look comprehensively

1085
00:53:06,150 --> 00:53:09,450
at your data across both
social-emotional learning

1086
00:53:09,450 --> 00:53:12,330
and behavior supports,
as well as academics.

1087
00:53:12,330 --> 00:53:13,380
Next one.

1088
00:53:13,380 --> 00:53:14,610
And then resources.

1089
00:53:14,610 --> 00:53:17,250
So this is a lot at you very quickly.

1090
00:53:17,250 --> 00:53:21,480
When you google "data inventory templates

1091
00:53:21,480 --> 00:53:22,740
around social-emotional learning,"

1092
00:53:22,740 --> 00:53:24,780
you will come up with a ton.

1093
00:53:24,780 --> 00:53:29,010
Definitely check out PBIS
World if you haven't, CASEL,

1094
00:53:29,010 --> 00:53:32,010
the Collaborative for Academic
and Social-Emotional Learning

1095
00:53:32,010 --> 00:53:35,220
is a great resource.

1096
00:53:35,220 --> 00:53:37,530
On our website, we also
have the assessments

1097
00:53:37,530 --> 00:53:41,760
and procedures documents for
schools implementing PBIS,

1098
00:53:41,760 --> 00:53:44,310
which is really those,
gives you that reason why

1099
00:53:44,310 --> 00:53:45,840
you're doing the TFI.

1100
00:53:45,840 --> 00:53:47,340
It really gives you opportunities

1101
00:53:47,340 --> 00:53:49,170
to look at when we need to do it.

1102
00:53:49,170 --> 00:53:51,360
So it's a great reminder document.

1103
00:53:51,360 --> 00:53:52,260
When I was in schools,

1104
00:53:52,260 --> 00:53:54,450
I'd print this out and I'd
put it right next to my desk

1105
00:53:54,450 --> 00:53:57,000
in my calendar so I would
remember when things are coming,

1106
00:53:57,000 --> 00:53:59,490
'cause I really wanted to prioritize data.

1107
00:53:59,490 --> 00:54:01,350
Next slide.

1108
00:54:01,350 --> 00:54:03,240
So where we're gonna go from here

1109
00:54:03,240 --> 00:54:06,780
is if you haven't started an inventory,

1110
00:54:06,780 --> 00:54:08,490
if you could start one,

1111
00:54:08,490 --> 00:54:09,900
I don't know if many of you are planning

1112
00:54:09,900 --> 00:54:12,300
to go to the full day on November 8th,

1113
00:54:12,300 --> 00:54:14,460
but let us know or register.

1114
00:54:14,460 --> 00:54:15,990
We'll dive into this in more detail,

1115
00:54:15,990 --> 00:54:16,950
but that'll be a really,

1116
00:54:16,950 --> 00:54:21,210
a day for us to really roll
up our sleeves with our data.

1117
00:54:21,210 --> 00:54:24,450
We don't often get time
out of our building,

1118
00:54:24,450 --> 00:54:27,957
a good chunk of time to actually
analyze our data together.

1119
00:54:27,957 --> 00:54:31,140
And so we'll be able to do that as well.

1120
00:54:31,140 --> 00:54:32,223
Next slide.

1121
00:54:33,870 --> 00:54:36,150
And again, November
8th, that's our big day.

1122
00:54:36,150 --> 00:54:38,550
If you wanna come join us,
that would be fabulous.

1123
00:54:38,550 --> 00:54:39,870
We'd love to see you there.

1124
00:54:39,870 --> 00:54:40,923
Love data.

1125
00:54:41,880 --> 00:54:43,980
And then there's a
universal screening webinar

1126
00:54:43,980 --> 00:54:47,100
on December 9th, and earlier
I put in the link in the chat

1127
00:54:47,100 --> 00:54:50,310
for other professional
development calendar,

1128
00:54:50,310 --> 00:54:54,960
which includes a variety of
other items and upcoming events.

1129
00:54:54,960 --> 00:54:57,750
And if you wanna type into the chat box,

1130
00:54:57,750 --> 00:54:59,640
if that November 8th date,

1131
00:54:59,640 --> 00:55:01,470
like if you're really excited about data

1132
00:55:01,470 --> 00:55:05,550
and you really wanted to
come to a full day Data Day,

1133
00:55:05,550 --> 00:55:07,830
but are not able to come on November 8th

1134
00:55:07,830 --> 00:55:10,860
or not able to register by November 1st,

1135
00:55:10,860 --> 00:55:12,360
if you wanna type it in the chat box,

1136
00:55:12,360 --> 00:55:16,890
like what month of the
year seems realistic,

1137
00:55:16,890 --> 00:55:20,100
if we were to reschedule this day,

1138
00:55:20,100 --> 00:55:22,980
that you think it might be realistic

1139
00:55:22,980 --> 00:55:26,193
for you to come in person
to something like that.

1140
00:55:27,390 --> 00:55:29,133
Yeah, thanks Amy.

1141
00:55:29,970 --> 00:55:32,190
And always action planning, right?

1142
00:55:32,190 --> 00:55:33,210
We look at the data

1143
00:55:33,210 --> 00:55:35,250
so that we can come up
with an action plan.

1144
00:55:35,250 --> 00:55:39,333
So with the TFI, we have lots
of standard action plans.

1145
00:55:41,126 --> 00:55:46,126
There's the TFI, oh my
gosh, I'm blanking too, Amy.

1146
00:55:46,770 --> 00:55:47,700
Companion guide.

1147
00:55:47,700 --> 00:55:48,840
[Cassandra] Companion guide, that's right.

1148
00:55:48,840 --> 00:55:50,580
There's so many, there's
so many walkthrough stuff.

1149
00:55:50,580 --> 00:55:52,410
Anyway, companion guide.

1150
00:55:52,410 --> 00:55:55,860
But in that guide, you'll
see different TFI items

1151
00:55:55,860 --> 00:55:58,500
and they've actually helped
you identify other things

1152
00:55:58,500 --> 00:56:00,930
you should consider to elaborate

1153
00:56:00,930 --> 00:56:03,000
and also gives you the rationale.

1154
00:56:03,000 --> 00:56:05,550
So really thinking about
how we're incorporating

1155
00:56:05,550 --> 00:56:08,910
not only just the features
of PBIS implementation,

1156
00:56:08,910 --> 00:56:11,130
but taking into account mental health

1157
00:56:11,130 --> 00:56:12,750
and wellbeing of our students as well,

1158
00:56:12,750 --> 00:56:16,230
how do we elaborate on
that, which is fabulous.

1159
00:56:16,230 --> 00:56:18,003
So definitely check that out.

1160
00:56:18,870 --> 00:56:21,810
This is just a fun little
nugget for you to remember.

1161
00:56:21,810 --> 00:56:23,880
Data helps us ask the the right questions.

1162
00:56:23,880 --> 00:56:26,010
They do not provide the answers, right?

1163
00:56:26,010 --> 00:56:29,790
We never look at just one data
point and completely revamp

1164
00:56:29,790 --> 00:56:33,210
our school playground procedures, right?

1165
00:56:33,210 --> 00:56:35,850
Which is sometimes, I've seen people do,

1166
00:56:35,850 --> 00:56:37,890
and I've done two actually.

1167
00:56:37,890 --> 00:56:39,630
All right, next one.

1168
00:56:39,630 --> 00:56:42,540
Here are some more resources again,

1169
00:56:42,540 --> 00:56:44,940
check these out on your own.

1170
00:56:44,940 --> 00:56:48,780
We also have TA providers, next slide,

1171
00:56:48,780 --> 00:56:52,440
who can support you in your data journey.

1172
00:56:52,440 --> 00:56:54,930
We have a lot of data junkies on our team,

1173
00:56:54,930 --> 00:56:58,890
so if you wanna join us, any
of our data conversations,

1174
00:56:58,890 --> 00:57:00,930
we'd love to geek out with you.

1175
00:57:00,930 --> 00:57:03,810
So feel free to be in contact with us.

1176
00:57:03,810 --> 00:57:06,090
We also have coaching support,

1177
00:57:06,090 --> 00:57:08,970
so if you do need somebody
to come to your school

1178
00:57:08,970 --> 00:57:11,340
and provide a data dive with your team

1179
00:57:11,340 --> 00:57:13,050
or anything like that, please,

1180
00:57:13,050 --> 00:57:14,160
there's opportunities for that.

1181
00:57:14,160 --> 00:57:16,560
It's on our website and we have a list

1182
00:57:16,560 --> 00:57:18,450
of state approved coaches as well.

1183
00:57:18,450 --> 00:57:21,060
And you can use your BEST/Act 230 funds

1184
00:57:21,060 --> 00:57:23,430
to pay for these supports.

1185
00:57:23,430 --> 00:57:24,750
So stay tuned for that.

1186
00:57:24,750 --> 00:57:26,700
Again, we put updates in our,

1187
00:57:26,700 --> 00:57:29,790
we put information in
our updates about that.

1188
00:57:29,790 --> 00:57:32,730
And so, to end, very quickly,

1189
00:57:32,730 --> 00:57:35,460
if you wanna either
type into the chat box,

1190
00:57:35,460 --> 00:57:37,200
based on what you've learned today,

1191
00:57:37,200 --> 00:57:40,380
what's one action step
you are walking away with,

1192
00:57:40,380 --> 00:57:42,870
or one thing that you're
thinking about doing next?

1193
00:57:42,870 --> 00:57:45,900
If you all could just either
type into the chat box

1194
00:57:45,900 --> 00:57:48,120
or raise your hand or unmute,

1195
00:57:48,120 --> 00:57:49,830
let us know what's one thing

1196
00:57:49,830 --> 00:57:51,483
that you're thinking about doing.

1197
00:57:57,390 --> 00:58:00,150
Yes, inventory, excellent.

1198
00:58:00,150 --> 00:58:02,400
And feel free to email Amy and I.

1199
00:58:02,400 --> 00:58:03,990
Awesome.

1200
00:58:03,990 --> 00:58:05,340
Feel free to email us.

1201
00:58:05,340 --> 00:58:08,760
We can give you some
other examples as well

1202
00:58:08,760 --> 00:58:11,210
and we'll try to, we'll
link them on our website.

1203
00:58:13,170 --> 00:58:14,003
Awesome.

1204
00:58:15,630 --> 00:58:16,590
All right, everyone.

1205
00:58:16,590 --> 00:58:19,950
Well we are a minute,
a slight minute over.

1206
00:58:19,950 --> 00:58:23,100
Thank you so much for your time today.

1207
00:58:23,100 --> 00:58:24,240
We really appreciate it.

1208
00:58:24,240 --> 00:58:26,220
Here's our email information.

1209
00:58:26,220 --> 00:58:30,030
And as always, we will be
sending you a certificate

1210
00:58:30,030 --> 00:58:31,890
of attendance as well as a survey.

1211
00:58:31,890 --> 00:58:34,170
So please let us know how this
worked for you this morning.

1212
00:58:34,170 --> 00:58:35,430
We'd love your feedback.

1213
00:58:35,430 --> 00:58:37,950
It helps inform our future webinars.

1214
00:58:37,950 --> 00:58:39,540
And once you complete that,

1215
00:58:39,540 --> 00:58:41,580
you'll have an opportunity
to print or download

1216
00:58:41,580 --> 00:58:43,110
your certificate of attendance.

1217
00:58:43,110 --> 00:58:45,060
So thanks again, everyone.

1218
00:58:45,060 --> 00:58:47,010
We look forward to seeing you soon.

1219
00:58:47,010 --> 00:58:48,393
Enjoy this day.

1220
00:58:50,430 --> 00:58:51,333
Bye.