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- Good to see some of
you back with us again

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this morning on a Thursday.

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It's a little bit warmer
today, which is nice.

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So welcome.

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This is the Coordinator
Orientation for PBIS

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at the Intensive Level.

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It looks like some of
you attended yesterday,

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which was the targeted.

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And a couple of you
also attended on Tuesday

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for the universal.

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So this is great.

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What we're gonna do is,

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I'm not sure how many folks
we'll have joining us today,

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but I think what we'll do

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is we're gonna just go for
this presentation right now.

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If you do need to leave for any reason,

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there is a recorded version
on our Vermont PBIS website

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that was done last year.

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So just wanted to put
that out for all of you,

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knowing that we do have a small group.

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So don't worry.

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There's no offense

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if you really don't have
the time this morning.

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But I guess we'll just I'll continue on.

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And so thanks a lot for being here.

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My name's Cassandra Townshend.

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I am one of the new co-directors
for the Vermont PBIS

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and BEST project.

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And I am here with my amazing colleagues,

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Anne Dubie and Sherry Schoenberg,

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who is also now our PBIS BEST consultant.

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So we're psyched to have her.

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She's gonna be helping me
out with presentation today,

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so we will get started.

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Is there anything else, Anne or Sherry,

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that I should mention?

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- No, I think we're all set.

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This is an orientation
for anybody interested in

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implementation at the
intensive level of PBIS,

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which sort of implies that
you're implementing universal

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and or targeted levels
of PBIS at this point.

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But no, that's it.

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I'm just gonna jump in every now and then

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as the torch gets passed
to our new co-director.

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- Awesome. Thank you so much, Sherry.

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One thing I also wanna note is that

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you will be muted during this session.

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Please feel free to use the chat box

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if you have any questions.

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We have a nice small group

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so feel free to raise
your hand, use the chat.

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We can have more of a
conversation during this

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if you have specific questions as well.

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Let us know.

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I also wanna note that
some of you had indicated,

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because this is recorded,

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some of you had indicated that
you did not want your visual,

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your face, to be recorded.

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So make sure your monitor is off

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if you are one of those
participants who indicated

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that you did not want that
to be recorded with us.

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So let's get started.

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So for this morning,

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our agenda really is in giving
you updates and information

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on really what is the
intensive level of PBIS,

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and then we're gonna
talk a little bit about

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some of the important readiness steps.

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Are you ready for this training

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that's coming up in April or June?

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And really the way that we're
gonna guide this conversation

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this morning is we're gonna
look at the practices,

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we're gonna look at data, systems,

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and then really those next steps.

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So this is really an opportunity
for you to learn exactly

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what you need to do to get ready to embark

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on this next level of PBIS.

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Before we begin,

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I wanna always acknowledge that this work

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is collective effort from
the National PBIS Center

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and the Northeast PBIS Center as well.

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and Vermont PBIS, and
folks like you as well.

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We love hearing your stories
and what's working well.

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So presentation's a compilation

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of all the great research out there

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that we have done collaboratively.

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So this is a slide to show
that this is hard stuff.

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Here comes the really hard part.

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When we're thinking about embarking on

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the intensive level of PBIS,
it's really important for us

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to really be intentional
around bridging our tier one

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and tier two services and supports

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with the tier three.

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Oftentimes they're sometimes
siloed or isolated,

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having just recently come from a school.

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They're often separate.

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Often students on IEPs are receiving

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tier three intensive supports.

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And what we're finding
sometimes, not all the time,

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is that often sometimes
students who are receiving

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intensive levels of supports

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may not actually be receiving

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or have access to universal
or targeted levels of support.

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So we wanna make sure that
that's really clear that

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even though a student at this level

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who really needs that highly
individualized support

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is also having access
to universal practices

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as well as some targeted
level of supports.

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So that's really important.

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As you know,

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we would be remiss not
to have a presentation

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without a triangle, of course,

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talking about the various levels.

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So you're here because
you most likely have

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implemented the universal training.

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You have your expectations for students.

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You're giving students feedback.

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You hopefully have also
implemented targeted features

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of PBIS, whether that's
Check-In Check Outs,

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some small group social skills,
social cognition groups.

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And then really the
intensive is all about that

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one to 5% of students who
might need something more.

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These are the students who have access

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to all universal practices
and interventions.

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They may have a small social skills group,

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like Second Step for an example.

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And yet they might still need,

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based on those layers of
intervention and support,

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they may need something a
little bit more individualized.

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And typically when we talk
about what percentage that is,

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as I mentioned, that's about
one to 5% of your population.

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This is, as I mentioned yesterday,

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and you may have seen this

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and we joke about this is our tattoo.

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One of the things that
makes PBIS sustainable

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is this overlapping system of supports.

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So we really focus, as
teams, on the system.

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So how are we supporting this initiative,

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this effort, this framework?

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What does our teaming structure look like?

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And then we're utilizing
evidence-based practices

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to then impact the
students that we work with.

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So we wanna identify what are
the practices we're using.

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And then finally,

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we wanna think about the data.

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We wanna think about how are
we measuring what we're doing,

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and how is it having an effect

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on our students across all tiers?

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We use measures across universal, targeted

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and the intensive level as well.

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And really at the center
of all of this is equity.

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We had Elena Aguilar come
to the Summer Institute,

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and we really like her quote here around,

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what does educational equity mean?

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And I'm just gonna read it
'cause I think it's so powerful.

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"Educational equity means
that every child receives

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"whatever she, he, they need
to develop her, his, their

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"full academic and social potential

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"and to thrive academically
and social-emotionally."

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And simply stated, "Every
child, every day. Period."

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And so that's really
where we're focusing on

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the intensive level, the targeted level,

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all aspects of PBIS.

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We need to make sure we're addressing

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and focusing on equity.

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So how do we do this?

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So the foundation of all of this work

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really starts at the universal level.

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We cannot implement intensive or targeted

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without having a strong,
equitable foundation

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for all students to access.

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So what we're gonna be looking at

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and what we hope that
you all are looking at

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when you're thinking about implementation

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and sustaining PBIS is access.

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So do students have access to
all the universal supports?

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When we're talking about
the universal as well,

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thinking about student choice and voice,

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do you have representation?

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That's number two, representation.

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Are they on?

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Do you have students that
are on your committee,

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on your universal team?

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Do you have family members
who can participate?

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And again, meaningful
participation is huge.

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And then as always,

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we're looking at making sure that we have,

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we're equitable about high
expectations for all students

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and really leading to those high outcomes.

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We want all students to be successful.

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So we wanna really focus on
that universal, equitable,

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school-wide foundation,

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because that is the strength
that will then allow us

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to build upon the targeted and intensive,

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and will ensure that targeted

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and intensive levels of
support are also equitable.

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So those are really key, key features.

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One of the things that we're
really focusing on as well

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is, in addition to equity,
is restorative practices,

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restorative approaches within.

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We're moving beyond sort
of the punitive approaches

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going towards the restorative approaches,

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and really thinking about,

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how do we build a safe, respectful,

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productive learning environment?

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We have positive relationships.

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So throughout all of this,

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we all have the same goals
in mind across the tiers

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and whatever we're implementing.

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We're thinking about
strength-based approach.

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We're all learners. We're
all gonna make mistakes.

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How do we teach our children?

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How do we learn as adults
to do things differently

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in a way that is more
productive and successful?

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So again, and restorative approaches

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really does depend on an
equitable learning environment.

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So making sure that, as I said previously,

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we're really focusing on
equity at the universal level.

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And the best way that we
can do this is making sure

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that our schools are also
culturally responsive.

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So there's some key features to this.

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There's we wanna make sure
there's representation, access,

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voice, and choice.

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In our curriculum,

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do we see the various students
represented in our work

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that we're sharing?

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So those are some examples.

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And really PBIS is not fully implemented

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until it is culturally responsive.

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I talked yesterday, and
I'll share this again,

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PBIS is a framework.

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It's not a canned curriculum.

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It's not something you pull off a shelf.

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So of your school to determine

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how PBIS addresses cultural responsiveness

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and is culturally responsive.

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One of the resources that we do have

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is the Cultural Responsive
TFI field guide.

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If you haven't checked that out,

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please check it out.

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There's a link on this presentation,

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and it's just a really good...

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It walks you through the TFI,

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through that cultural responsiveness lens.

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Really helpful resource.

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And one thing we always wanna mention here

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is the continuum of
student support for Dylan.

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So again, we wanna focus on, in PBIS,

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focusing on the behavior,

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not necessarily labeling the students.

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Some students such as Dylan

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may struggle with anger management
or emotional management.

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But guess what, he's
awesome at peer interaction.

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His attendance is phenomenal.

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So Dylan is not necessarily
an intensive kid.

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He is a student who needs
intensive support in math

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or in emotion management.

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So think about that as
just a friendly reminder

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that we're still focusing on that.

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We often, when we go into
schools, still see and hear folks

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referring to kids as, "Oh,
that's an intensive kid,"

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and that doesn't really
define who Dylan is fully,

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nor would it define me
as an intensive adult

263
00:12:05,527 --> 00:12:08,460
who may need intensive
supports getting motivated

264
00:12:08,460 --> 00:12:10,003
to work out every day.

265
00:12:10,950 --> 00:12:13,740
I need a little incentive.
I need some encouragement.

266
00:12:13,740 --> 00:12:15,380
I need some acknowledgement.

267
00:12:15,380 --> 00:12:19,503
So really wanna focus on
that as we continue this.

268
00:12:20,350 --> 00:12:23,930
So tier two, tier three training sequence.

269
00:12:23,930 --> 00:12:27,610
So I'm showing you the
sequence that we have.

270
00:12:27,610 --> 00:12:30,740
Tier three is really the
wraparound facilitator training.

271
00:12:30,740 --> 00:12:33,200
In recent years, we
haven't done much of this.

272
00:12:33,200 --> 00:12:35,750
If you are interested
in learning about that,

273
00:12:35,750 --> 00:12:38,330
that's certainly something
we can talk about,

274
00:12:38,330 --> 00:12:42,050
but primarily we'll be
focusing on really tier three

275
00:12:42,050 --> 00:12:43,650
within your schools.

276
00:12:43,650 --> 00:12:47,660
So how do you build tier
three intensive supports

277
00:12:47,660 --> 00:12:49,300
within your schools?

278
00:12:49,300 --> 00:12:51,846
Wraparound, as you may already know,

279
00:12:51,846 --> 00:12:55,830
it's a little bit more intensive at times.

280
00:12:55,830 --> 00:12:59,010
It's a lot of collaboration
between external agencies,

281
00:12:59,010 --> 00:13:02,150
your designated agencies,
your mental health agencies,

282
00:13:02,150 --> 00:13:04,864
all of those folks really wrapping around,

283
00:13:04,864 --> 00:13:07,740
and it's a highly intensive process.

284
00:13:07,740 --> 00:13:11,660
But right now, this training
will help you develop

285
00:13:11,660 --> 00:13:14,970
your intensive training within
the scope of your school.

286
00:13:14,970 --> 00:13:17,820
And it may include school social workers,

287
00:13:17,820 --> 00:13:18,930
folks with mental health.

288
00:13:18,930 --> 00:13:21,360
So these are all things
that you're gonna consider

289
00:13:21,360 --> 00:13:23,060
when you go through this training.

290
00:13:24,960 --> 00:13:27,930
So you are here, you're here
at the intensive webinar.

291
00:13:27,930 --> 00:13:30,820
We're gonna go through all
of the different features.

292
00:13:30,820 --> 00:13:33,260
You'll complete the
TFI Readiness Checklist

293
00:13:33,260 --> 00:13:34,350
and other activities.

294
00:13:34,350 --> 00:13:38,240
And then hopefully you'll attend
the April or June training.

295
00:13:38,240 --> 00:13:40,790
And then what we have is
we've adopted a system

296
00:13:40,790 --> 00:13:44,330
for providing ongoing
coaching and data support

297
00:13:44,330 --> 00:13:45,503
for your teams.

298
00:13:46,610 --> 00:13:51,610
So right now I wanna talk
about a quick question for you.

299
00:13:51,710 --> 00:13:54,520
What types of intensive
individualized supports

300
00:13:54,520 --> 00:13:56,340
do you offer students now?

301
00:13:56,340 --> 00:13:57,970
So go ahead in the chat box,

302
00:13:57,970 --> 00:14:00,270
take a quick few moments.

303
00:14:00,270 --> 00:14:01,920
What kind intensive interventions

304
00:14:01,920 --> 00:14:05,510
are you currently implementing
in your schools, if any?

305
00:14:05,510 --> 00:14:08,410
And if you don't have
any, that's totally fine.

306
00:14:08,410 --> 00:14:09,593
Just wanna get a pulse.

307
00:14:25,270 --> 00:14:28,940
Okay. So I'm gonna move on.

308
00:14:28,940 --> 00:14:31,000
That's okay if you don't
have any right now.

309
00:14:31,000 --> 00:14:32,640
That's totally fine.

310
00:14:32,640 --> 00:14:36,530
An example of it could be
individualized counseling,

311
00:14:36,530 --> 00:14:38,650
perhaps, in addition to

312
00:14:38,650 --> 00:14:40,980
some really intensive
behavior programming.

313
00:14:40,980 --> 00:14:41,880
Those types of things.

314
00:14:41,880 --> 00:14:46,270
You can actually also
individualize Second Step,

315
00:14:46,270 --> 00:14:47,480
if you really wanted to.

316
00:14:47,480 --> 00:14:49,080
So Second Step is something,

317
00:14:49,080 --> 00:14:51,700
an evidence-based
curriculum that you can use

318
00:14:51,700 --> 00:14:52,860
at the universal level

319
00:14:52,860 --> 00:14:56,080
to give students that
broad sweep of the lesson.

320
00:14:56,080 --> 00:14:58,550
You can also use it at a targeted
for students who may need

321
00:14:58,550 --> 00:14:59,870
a little bit extra.

322
00:14:59,870 --> 00:15:01,199
And then really those students

323
00:15:01,199 --> 00:15:04,740
who are really, really struggling

324
00:15:04,740 --> 00:15:06,760
may need more of a one-on-one,

325
00:15:06,760 --> 00:15:08,930
highly individualized Second Step lesson.

326
00:15:08,930 --> 00:15:10,800
So as you can see,

327
00:15:10,800 --> 00:15:13,790
there's various ways to
take existing interventions

328
00:15:13,790 --> 00:15:15,580
that you may be currently doing

329
00:15:15,580 --> 00:15:17,901
and really intensifying them

330
00:15:17,901 --> 00:15:21,460
as you develop your
intensive interventions.

331
00:15:21,460 --> 00:15:24,330
Great. Sue had shared, "We have
individualized counseling."

332
00:15:24,330 --> 00:15:26,040
Thank you, Sue.

333
00:15:26,040 --> 00:15:27,440
Maureen had just shared

334
00:15:27,440 --> 00:15:29,500
Washington County mental health analysts.

335
00:15:29,500 --> 00:15:30,470
Great.

336
00:15:30,470 --> 00:15:31,470
That's an awesome.

337
00:15:31,470 --> 00:15:33,930
That's really great you
have that connection already

338
00:15:33,930 --> 00:15:37,060
because that will be the
connection you'll wanna create

339
00:15:37,060 --> 00:15:39,710
at this training as well.

340
00:15:39,710 --> 00:15:41,090
So thank you for sharing those.

341
00:15:41,090 --> 00:15:43,710
Those are really helpful.

342
00:15:43,710 --> 00:15:47,710
- I'd just like to add
one example just to this.

343
00:15:47,710 --> 00:15:52,710
Some clarity to the seamlessness of PBIS

344
00:15:52,920 --> 00:15:57,150
is one intensive level or
individualized intervention

345
00:15:57,150 --> 00:16:01,010
would be something we call
like Check-In Check Out plus,

346
00:16:01,010 --> 00:16:03,470
where you've got a Check-In
Check Out system in place,

347
00:16:03,470 --> 00:16:05,660
and you've got a lot of
students that are accessing

348
00:16:05,660 --> 00:16:09,620
this more frequent
interval of reinforcement

349
00:16:09,620 --> 00:16:11,970
for following expectations,

350
00:16:11,970 --> 00:16:16,210
but some students might
need more specific to them

351
00:16:16,210 --> 00:16:17,720
Check-In Check Out situation.

352
00:16:17,720 --> 00:16:21,530
So that would be an individualized
tier two intervention.

353
00:16:21,530 --> 00:16:23,460
So it's like a tier two, tier three.

354
00:16:23,460 --> 00:16:25,960
So that's just one example.

355
00:16:25,960 --> 00:16:30,937
And I'm sure you all have
students that are on IEPs

356
00:16:32,580 --> 00:16:33,720
or 504 plans.

357
00:16:33,720 --> 00:16:36,860
Those are individualized
interventions as well.

358
00:16:36,860 --> 00:16:40,650
PBIS, it does not necessarily mean

359
00:16:40,650 --> 00:16:43,970
that students are on IEPs or 504 plans,

360
00:16:43,970 --> 00:16:46,220
but that is an another example

361
00:16:46,220 --> 00:16:48,180
of individualized intervention.

362
00:16:48,180 --> 00:16:49,100
Thanks.

363
00:16:49,100 --> 00:16:49,933
- Thank you, Sherry.

364
00:16:49,933 --> 00:16:50,810
Yeah, that's a great one.

365
00:16:50,810 --> 00:16:52,793
I had forgotten about that. Thank you.

366
00:16:53,910 --> 00:16:58,180
So now we're gonna talk a
little bit about the practices.

367
00:16:58,180 --> 00:17:02,060
And Sherry done a nice example of sort of

368
00:17:02,060 --> 00:17:05,040
what a tier three intervention is.

369
00:17:05,040 --> 00:17:09,200
So again, when you're thinking
about distinguishing students

370
00:17:09,200 --> 00:17:11,630
who may need tier two, tier three,

371
00:17:11,630 --> 00:17:13,550
you're really for students
in tier three, again,

372
00:17:13,550 --> 00:17:16,920
we talk about one to
5% of your population,

373
00:17:16,920 --> 00:17:19,370
'cause hopefully if they're in tier two,

374
00:17:19,370 --> 00:17:24,160
that may be sufficient
for them to be successful.

375
00:17:24,160 --> 00:17:27,490
And it's less resource
heavy or labor intensive.

376
00:17:27,490 --> 00:17:29,830
But again, you wanna think about students

377
00:17:29,830 --> 00:17:32,640
with serious or challenging behaviors

378
00:17:32,640 --> 00:17:35,760
that require those
individual interventions.

379
00:17:35,760 --> 00:17:39,540
You also want to have
a pretty robust system

380
00:17:39,540 --> 00:17:44,400
of collecting data and also
determining function of behavior

381
00:17:44,400 --> 00:17:48,083
to inform your behavior support plan.

382
00:17:49,170 --> 00:17:53,120
And then there's lots of
coordination with the home, school,

383
00:17:53,120 --> 00:17:54,940
and community resources.

384
00:17:54,940 --> 00:17:57,050
So those are sort of the key features

385
00:17:57,050 --> 00:18:00,443
of a tier three intensive intervention.

386
00:18:01,960 --> 00:18:05,700
And this is one thing you'll
go through at the training.

387
00:18:05,700 --> 00:18:07,930
You'll spend a lot of time on this.

388
00:18:07,930 --> 00:18:10,550
This is a process

389
00:18:10,550 --> 00:18:13,450
really for planning for
individual students.

390
00:18:13,450 --> 00:18:16,570
So students who are identified

391
00:18:16,570 --> 00:18:18,080
as needing intensive supports,

392
00:18:18,080 --> 00:18:21,060
you're gonna think about
who are the best folks

393
00:18:21,060 --> 00:18:22,990
to be on that student team?

394
00:18:22,990 --> 00:18:24,440
What are the student goals?

395
00:18:24,440 --> 00:18:26,606
How are you gonna do the assessment?

396
00:18:26,606 --> 00:18:30,810
What type of intervention
might be the best

397
00:18:30,810 --> 00:18:32,500
to meet the student's needs?

398
00:18:32,500 --> 00:18:34,550
And then you're gonna evaluate.

399
00:18:34,550 --> 00:18:37,977
This is a book that we highly recommend.

400
00:18:37,977 --> 00:18:42,530
"Prevent, Teach, Reinforce,"
by Dunlap and others.

401
00:18:42,530 --> 00:18:44,290
And it's a great resource,

402
00:18:44,290 --> 00:18:47,600
if you're looking for
a resource to, again,

403
00:18:47,600 --> 00:18:48,433
I'm not sure...

404
00:18:48,433 --> 00:18:52,040
Do we have these at the
intensive training, Sherry?

405
00:18:52,040 --> 00:18:54,380
- Well, they became really expensive,

406
00:18:54,380 --> 00:18:59,380
and so we sort of used
this book as our framework

407
00:18:59,900 --> 00:19:03,130
for putting together this training.

408
00:19:03,130 --> 00:19:05,060
And we also use like

409
00:19:05,060 --> 00:19:09,690
the function behavior
support plan protocol.

410
00:19:09,690 --> 00:19:11,300
So we use a bunch of different things.

411
00:19:11,300 --> 00:19:13,610
But this is a really great book

412
00:19:14,460 --> 00:19:16,730
to help people easily understand

413
00:19:16,730 --> 00:19:18,460
the function-based process

414
00:19:18,460 --> 00:19:20,580
of developing an
individualized support plan.

415
00:19:20,580 --> 00:19:22,060
It's very friendly.

416
00:19:22,060 --> 00:19:24,763
It's like 50 bucks.

417
00:19:26,660 --> 00:19:27,590
- Okay, thanks Sherry.

418
00:19:27,590 --> 00:19:30,170
Yeah, I forgot how much it was,

419
00:19:30,170 --> 00:19:32,060
but I do remember it
being be super helpful.

420
00:19:32,060 --> 00:19:34,480
So just as a resource, it's not required.

421
00:19:34,480 --> 00:19:36,930
We've taken all of this
stuff for this training.

422
00:19:36,930 --> 00:19:39,523
But if you are interested
in that resource,

423
00:19:39,523 --> 00:19:42,470
it's here for you to look at.

424
00:19:42,470 --> 00:19:46,070
So let me dive into a
little bit of just sort of

425
00:19:46,070 --> 00:19:49,260
a very quick overview of sort of

426
00:19:49,260 --> 00:19:52,930
the difference between tier
two, tier three and wraparound.

427
00:19:52,930 --> 00:19:55,400
I'm not gonna go through
each one of these tiers.

428
00:19:55,400 --> 00:19:57,760
You certainly have the presentation,

429
00:19:57,760 --> 00:20:02,510
and I believe had linked
it into the chat box,

430
00:20:02,510 --> 00:20:05,290
but I really wanna focus
on the middle column here

431
00:20:06,800 --> 00:20:10,730
regarding tier three and
the intensive process.

432
00:20:10,730 --> 00:20:12,190
So the one thing you're
gonna wanna think about,

433
00:20:12,190 --> 00:20:14,983
number one, is those student teams.

434
00:20:14,983 --> 00:20:18,310
So these aren't just random teams.

435
00:20:18,310 --> 00:20:20,110
These are student-specific teams.

436
00:20:20,110 --> 00:20:22,330
So you may have the student on this team.

437
00:20:22,330 --> 00:20:24,350
It depends obviously on the developmental.

438
00:20:24,350 --> 00:20:26,673
You're gonna think about
parent involvement.

439
00:20:28,390 --> 00:20:30,240
Definitely great to have admin support

440
00:20:30,240 --> 00:20:31,810
because at this point,

441
00:20:31,810 --> 00:20:35,830
what I have found schools
is really you wanna have

442
00:20:35,830 --> 00:20:38,810
a really tight team and a consistent team

443
00:20:38,810 --> 00:20:41,850
because oftentimes at this level,

444
00:20:41,850 --> 00:20:44,130
without this level of support,

445
00:20:44,130 --> 00:20:46,317
teams may be having the conversations,

446
00:20:46,317 --> 00:20:48,940
"Oh, let's think about another placement,"

447
00:20:48,940 --> 00:20:50,500
or "Let's think about something else."

448
00:20:50,500 --> 00:20:53,620
So we really wanna focus on the team

449
00:20:53,620 --> 00:20:55,860
who's really invested in that student

450
00:20:55,860 --> 00:20:58,850
to come up with those
intensive interventions

451
00:20:58,850 --> 00:21:00,990
that would help the student be successful

452
00:21:00,990 --> 00:21:02,970
in their home, school, community.

453
00:21:02,970 --> 00:21:05,490
The other thing you wanna
think about is the goals.

454
00:21:05,490 --> 00:21:09,427
So you wanna develop goals
like we would do for academics.

455
00:21:09,427 --> 00:21:12,010
What are the learning
targets? What are the goals?

456
00:21:12,010 --> 00:21:13,310
How are you gonna measure those?

457
00:21:13,310 --> 00:21:15,424
So again, you wanna think about

458
00:21:15,424 --> 00:21:18,550
one to two specific problem behaviors.

459
00:21:18,550 --> 00:21:19,740
Oftentimes if you pick

460
00:21:19,740 --> 00:21:21,930
the most significant problem behavior,

461
00:21:21,930 --> 00:21:25,240
that may actually
minimize other behaviors,

462
00:21:25,240 --> 00:21:28,360
other behaviors that you
were also concerned at,

463
00:21:28,360 --> 00:21:30,840
especially if you think functionally

464
00:21:30,840 --> 00:21:34,350
and you're really attending
to the function of behavior,

465
00:21:34,350 --> 00:21:36,380
which is, here we go, assessment.

466
00:21:36,380 --> 00:21:39,860
So you wanna really think about an FBA,

467
00:21:39,860 --> 00:21:43,900
and really doing a
comprehensive FBA at this point,

468
00:21:43,900 --> 00:21:47,610
making sure that you have
somebody on your staff

469
00:21:47,610 --> 00:21:50,590
who's able to do a functional
behavioral assessment.

470
00:21:50,590 --> 00:21:52,990
That often includes
observations of the student

471
00:21:52,990 --> 00:21:54,760
in the learning environment,

472
00:21:54,760 --> 00:21:56,860
in both the areas and the context

473
00:21:56,860 --> 00:21:58,490
in which the student is struggling,

474
00:21:58,490 --> 00:22:01,950
and the areas in which
the student is successful,

475
00:22:01,950 --> 00:22:04,910
because there's obviously some
reasons why certain students

476
00:22:04,910 --> 00:22:06,197
are successful in different environments.

477
00:22:06,197 --> 00:22:10,550
So you really wanna get to
that as part of this process.

478
00:22:10,550 --> 00:22:12,450
What is that function?

479
00:22:12,450 --> 00:22:15,290
And then you're gonna start
thinking about interventions.

480
00:22:15,290 --> 00:22:17,743
So you're gonna talk a little bit about,

481
00:22:18,710 --> 00:22:20,618
what's working right now for the student?

482
00:22:20,618 --> 00:22:21,940
What interventions?

483
00:22:21,940 --> 00:22:23,370
You'll do like a little inventory

484
00:22:23,370 --> 00:22:26,300
of what interventions are
working well for the student,

485
00:22:26,300 --> 00:22:28,280
what are things we need to do?

486
00:22:28,280 --> 00:22:31,240
And you're gonna develop
a behavior support plan

487
00:22:31,240 --> 00:22:33,530
based on the function of behavior.

488
00:22:33,530 --> 00:22:35,610
And that often includes a safety plan,

489
00:22:35,610 --> 00:22:38,680
because at this level, if a
student typically needs this

490
00:22:38,680 --> 00:22:39,910
level of support,

491
00:22:39,910 --> 00:22:42,320
there often is a safety concern.

492
00:22:42,320 --> 00:22:44,360
And previously, as an administrator,

493
00:22:44,360 --> 00:22:46,920
this is always our priority is making sure

494
00:22:46,920 --> 00:22:49,940
the student felt safe and
everyone was feeling safe

495
00:22:49,940 --> 00:22:51,500
in the school.

496
00:22:51,500 --> 00:22:53,770
And then you're gonna evaluate.

497
00:22:53,770 --> 00:22:55,540
We can't do anything without evaluating.

498
00:22:55,540 --> 00:22:57,250
We don't just implement something and say,

499
00:22:57,250 --> 00:22:59,500
ah, we think it's gonna work.

500
00:22:59,500 --> 00:23:02,380
We spend a lot of time looking
at our data and saying,

501
00:23:02,380 --> 00:23:06,110
and perhaps in six to eight weeks cycles,

502
00:23:06,110 --> 00:23:08,190
intervention cycles, looking at the data

503
00:23:08,190 --> 00:23:09,910
even more frequently at this level.

504
00:23:09,910 --> 00:23:13,160
We actually recommend that
teams meet weekly if possible.

505
00:23:13,160 --> 00:23:15,010
I know how difficult
that can be, but again,

506
00:23:15,010 --> 00:23:18,600
we wanna look at the data
as frequently as possible

507
00:23:18,600 --> 00:23:21,740
to then make plan changes

508
00:23:21,740 --> 00:23:24,273
so that we're meeting the
students where they're at.

509
00:23:25,200 --> 00:23:26,470
And the process,

510
00:23:26,470 --> 00:23:28,960
when we're talking about
the intensive level,

511
00:23:28,960 --> 00:23:31,020
the same features exist.

512
00:23:31,020 --> 00:23:33,670
The process is essentially the same.

513
00:23:33,670 --> 00:23:35,550
Your teams, if you're in a small school,

514
00:23:35,550 --> 00:23:38,450
your teams may be the same

515
00:23:38,450 --> 00:23:40,200
with the addition of additional folks

516
00:23:40,200 --> 00:23:42,530
who may have more mental health expertise

517
00:23:42,530 --> 00:23:43,550
at the intensive level

518
00:23:43,550 --> 00:23:46,450
versus the tier two
level or targeted level.

519
00:23:46,450 --> 00:23:48,150
But really the process is the same

520
00:23:48,150 --> 00:23:49,970
whether you're in tier two, tier three,

521
00:23:49,970 --> 00:23:52,130
or even considering wraparound services.

522
00:23:52,130 --> 00:23:52,963
You've got your team.

523
00:23:52,963 --> 00:23:55,730
You've got this awesome
team who's ready to meet

524
00:23:55,730 --> 00:23:56,960
and have conversations.

525
00:23:56,960 --> 00:23:58,760
You're looking at goals, your assessment,

526
00:23:58,760 --> 00:24:01,260
your intervention, and also evaluation.

527
00:24:01,260 --> 00:24:04,340
So, in a way, I find that comforting.

528
00:24:04,340 --> 00:24:08,440
You're not developing a
completely new process.

529
00:24:08,440 --> 00:24:11,280
So think about what currently
exists in your building

530
00:24:11,280 --> 00:24:15,980
and build off of that,
which can be really helpful.

531
00:24:15,980 --> 00:24:18,920
So how are these five
steps similar or different

532
00:24:18,920 --> 00:24:21,730
from individualized delivery
of supports and services

533
00:24:21,730 --> 00:24:22,930
in your school?

534
00:24:22,930 --> 00:24:24,020
So quick question.

535
00:24:24,020 --> 00:24:27,080
Anyone have ideas or thoughts
are these five steps.

536
00:24:27,080 --> 00:24:28,470
And when I talk about five steps,

537
00:24:28,470 --> 00:24:30,630
I'm talking about the teaming,
the goals, the assessment,

538
00:24:30,630 --> 00:24:32,360
intervention, and evaluation.

539
00:24:32,360 --> 00:24:35,360
Is there an area that you
would think that your team

540
00:24:35,360 --> 00:24:40,360
would need to work on during
the intensive training?

541
00:24:40,380 --> 00:24:42,400
Or is there an area that you've got,

542
00:24:42,400 --> 00:24:43,543
you're good to go?

543
00:24:44,710 --> 00:24:46,290
Something that's working well for you.

544
00:24:46,290 --> 00:24:48,693
I'll just give you a minute
it to type in the chat.

545
00:24:55,380 --> 00:24:57,250
observation.

546
00:24:57,250 --> 00:24:58,083
Awesome, Sue.

547
00:24:59,130 --> 00:25:02,293
Yeah, that's so, so incredibly important.

548
00:25:03,330 --> 00:25:05,350
Making sure you're observing the student

549
00:25:05,350 --> 00:25:07,220
in the environment.

550
00:25:07,220 --> 00:25:08,780
Awesome, Ashley.

551
00:25:08,780 --> 00:25:10,370
Observation. Great.

552
00:25:10,370 --> 00:25:12,023
Yeah, that is critical,

553
00:25:13,120 --> 00:25:15,350
to have your eyes on a student,

554
00:25:15,350 --> 00:25:17,650
because you may also
realize there's environment.

555
00:25:17,650 --> 00:25:22,260
Remember we talk about
we're not fixing kids.

556
00:25:22,260 --> 00:25:25,167
Much of what we're doing is
thinking about our environment

557
00:25:25,167 --> 00:25:28,507
and how are we modifying our environment

558
00:25:28,507 --> 00:25:31,370
and the way that the adults behave

559
00:25:31,370 --> 00:25:34,860
and do things to improve
the outcomes of our kiddos.

560
00:25:34,860 --> 00:25:35,860
So thank you for that.

561
00:25:35,860 --> 00:25:37,053
Observation's great.

562
00:25:38,790 --> 00:25:40,810
So this is step one.

563
00:25:40,810 --> 00:25:41,770
So during the training,

564
00:25:41,770 --> 00:25:43,130
you're gonna talk a little bit about

565
00:25:43,130 --> 00:25:45,410
your individual student teams.

566
00:25:45,410 --> 00:25:47,770
Maureen, thank you for
adding that as well,

567
00:25:47,770 --> 00:25:49,190
as well as developing goals.

568
00:25:49,190 --> 00:25:50,120
Excellent.

569
00:25:50,120 --> 00:25:52,480
And many of our schools
are excellent with goals,

570
00:25:52,480 --> 00:25:55,980
especially if you're a
student who is on an IEP.

571
00:25:55,980 --> 00:25:59,180
We spend a lot of time
developing IEP goals.

572
00:25:59,180 --> 00:26:01,460
It's very similar in a lot of ways.

573
00:26:01,460 --> 00:26:03,620
So thanks for sharing that, Maureen.

574
00:26:03,620 --> 00:26:06,673
So you wanna think about your
individual student teams.

575
00:26:07,820 --> 00:26:10,980
Again, you wanna think
about a variety of people

576
00:26:10,980 --> 00:26:15,890
who may help determine and think about

577
00:26:15,890 --> 00:26:19,780
what intervention might
be the most helpful.

578
00:26:19,780 --> 00:26:21,160
And at this level,

579
00:26:21,160 --> 00:26:24,160
it may actually be support for the family.

580
00:26:24,160 --> 00:26:26,200
I've been on teams at this level where

581
00:26:27,106 --> 00:26:29,040
the family really needs some support.

582
00:26:29,040 --> 00:26:32,130
Maybe we need to be a better
communicator with the family

583
00:26:32,130 --> 00:26:35,160
around what we're doing so
that we can build consistency

584
00:26:35,160 --> 00:26:38,180
in response in school and in home.

585
00:26:38,180 --> 00:26:40,990
So essentially you want
people who are invested

586
00:26:40,990 --> 00:26:43,300
in the student, who
care about this student,

587
00:26:43,300 --> 00:26:48,300
who really want to see the
student thrive and be successful.

588
00:26:48,390 --> 00:26:50,640
And you want folks who know the student,

589
00:26:50,640 --> 00:26:53,970
people who are invested, who
are also actively involved.

590
00:26:53,970 --> 00:26:56,300
So it's a whole diverse group of folks.

591
00:26:56,300 --> 00:27:01,300
So again, many minds at
this point are often helpful

592
00:27:02,015 --> 00:27:05,340
to help think about creatively
and out of the box thinking

593
00:27:05,340 --> 00:27:06,960
to support the student.

594
00:27:06,960 --> 00:27:08,250
And student voice.

595
00:27:08,250 --> 00:27:10,690
Again, developmentally
appropriate, of course,

596
00:27:10,690 --> 00:27:13,940
but how can we support
students to let us know

597
00:27:13,940 --> 00:27:15,030
really what they need?

598
00:27:15,030 --> 00:27:17,780
Sometimes they'll tell
us with how they behave.

599
00:27:17,780 --> 00:27:20,180
As we know, behavior is
a form of communication.

600
00:27:21,690 --> 00:27:23,740
Your general team meeting structures,

601
00:27:23,740 --> 00:27:25,640
and many of you probably
have team meetings

602
00:27:25,640 --> 00:27:27,850
that are structured this way already.

603
00:27:27,850 --> 00:27:29,800
But again, you're gonna
look at all sorts of data.

604
00:27:29,800 --> 00:27:31,420
You're gonna brainstorm ideas.

605
00:27:31,420 --> 00:27:33,720
That's where that think tank comes in.

606
00:27:33,720 --> 00:27:35,210
You're gonna prioritize.

607
00:27:35,210 --> 00:27:37,540
You're gonna make decisions based on data.

608
00:27:37,540 --> 00:27:42,540
And really there has to be
consistency across implementation

609
00:27:43,240 --> 00:27:44,690
at this level.

610
00:27:44,690 --> 00:27:47,450
Kids, it's like whack-a-mole.

611
00:27:47,450 --> 00:27:48,720
Kids identify.

612
00:27:48,720 --> 00:27:52,640
They will identify whether
or not an adult on their team

613
00:27:52,640 --> 00:27:55,970
understands what they're
supposed to say in response.

614
00:27:55,970 --> 00:27:58,630
So we all have to, as
adults, think of a circle,

615
00:27:58,630 --> 00:28:01,320
we all need to be consistent
in how we respond,

616
00:28:01,320 --> 00:28:02,460
whether it's a script

617
00:28:02,460 --> 00:28:04,890
or something that we've
all agreed up upon,

618
00:28:04,890 --> 00:28:07,460
but we really need that consistency

619
00:28:07,460 --> 00:28:11,390
so that students understand
that we're all on the same page

620
00:28:11,390 --> 00:28:13,800
and we're all gonna
respond in the same way.

621
00:28:13,800 --> 00:28:15,490
That's how we're gonna
be able to help with

622
00:28:15,490 --> 00:28:18,410
some of the behavior change, for sure.

623
00:28:18,410 --> 00:28:20,580
Family engagement strategies.

624
00:28:20,580 --> 00:28:24,440
Again, how do we currently
communicate with families?

625
00:28:24,440 --> 00:28:27,470
Oftentimes, from my experience recently

626
00:28:27,470 --> 00:28:28,590
as a special ed director,

627
00:28:28,590 --> 00:28:33,060
there's a lot of families
who are not fond of schools.

628
00:28:33,060 --> 00:28:34,870
They've had poor experiences

629
00:28:34,870 --> 00:28:38,450
with their own experience in school.

630
00:28:38,450 --> 00:28:39,830
Maybe they had a learning disability,

631
00:28:39,830 --> 00:28:41,770
maybe they struggled in school.

632
00:28:41,770 --> 00:28:44,530
And so how do we help build that bridge?

633
00:28:44,530 --> 00:28:48,540
And that we're working with
them to support their child.

634
00:28:48,540 --> 00:28:50,810
We're not doing anything to them.

635
00:28:50,810 --> 00:28:52,264
So again, think about

636
00:28:52,264 --> 00:28:55,150
how are you providing
information to families.

637
00:28:55,150 --> 00:28:57,100
Are you acknowledging the family's voice?

638
00:28:57,100 --> 00:29:00,040
How often do you get their voice?

639
00:29:00,040 --> 00:29:02,590
You may have a team meeting.
Can they join the team meeting?

640
00:29:02,590 --> 00:29:04,260
How can they give you the information

641
00:29:04,260 --> 00:29:06,600
if they're unable to join a team meeting?

642
00:29:06,600 --> 00:29:08,090
Maybe they don't have technology.

643
00:29:08,090 --> 00:29:10,858
What are other opportunities
and ways for us to create

644
00:29:10,858 --> 00:29:14,750
collaboration between families?

645
00:29:14,750 --> 00:29:16,090
Goal setting is step two.

646
00:29:16,090 --> 00:29:17,970
So you'll spend some time with this.

647
00:29:17,970 --> 00:29:21,290
And at the training, I'll get
to this a little bit later,

648
00:29:21,290 --> 00:29:22,970
but I'll just share now, at the training,

649
00:29:22,970 --> 00:29:25,830
you'll come with a student in mind.

650
00:29:25,830 --> 00:29:26,860
So when you're in this training,

651
00:29:26,860 --> 00:29:28,060
you'll come with a student in mind

652
00:29:28,060 --> 00:29:30,050
and we're gonna go through
these different things.

653
00:29:30,050 --> 00:29:34,460
So you'll think about setting
goals for your student.

654
00:29:34,460 --> 00:29:38,020
But again, you often wanna
start with broad goals

655
00:29:38,020 --> 00:29:39,420
that are identified.

656
00:29:39,420 --> 00:29:41,950
There might be short term goals,

657
00:29:41,950 --> 00:29:43,790
especially in the behavior support plan.

658
00:29:43,790 --> 00:29:46,150
What are the behaviors you wanna increase?

659
00:29:46,150 --> 00:29:48,313
What are the behaviors you wanna decrease?

660
00:29:49,248 --> 00:29:50,420
So you're gonna think a
little bit about that.

661
00:29:50,420 --> 00:29:53,250
And then you're also gonna
think about what kind of data

662
00:29:53,250 --> 00:29:55,110
will you use to track some of those.

663
00:29:55,110 --> 00:29:56,727
So an example of a broad goal.

664
00:29:56,727 --> 00:29:59,687
"Jonathan will follow
instructions by teachers, staff,

665
00:29:59,687 --> 00:30:01,230
"and other adults."

666
00:30:01,230 --> 00:30:03,813
That's a general broad goal.

667
00:30:03,813 --> 00:30:05,920
But then you might get a
little bit more specific.

668
00:30:05,920 --> 00:30:08,773
What does that look like for
Jonathan in the classroom?

669
00:30:09,615 --> 00:30:11,920
So maybe one way he's demonstrating

670
00:30:11,920 --> 00:30:14,490
that he's not following
instructions in the classroom

671
00:30:14,490 --> 00:30:15,610
by other adults,

672
00:30:15,610 --> 00:30:17,700
is he blurts out or walks away.

673
00:30:17,700 --> 00:30:20,863
So that may be the behavior,
the short term goal,

674
00:30:23,160 --> 00:30:26,100
the behavior you wanna decrease
is that student walking away

675
00:30:26,100 --> 00:30:27,880
when adults give instructions.

676
00:30:27,880 --> 00:30:30,280
So you're gonna think a
little bit of this broad goal,

677
00:30:30,280 --> 00:30:34,720
and then also specifically
sort of that short term.

678
00:30:34,720 --> 00:30:36,090
And then steps three and four

679
00:30:36,090 --> 00:30:39,060
are really that assessment
piece and that intervention.

680
00:30:39,060 --> 00:30:40,570
It's like a puzzle.

681
00:30:40,570 --> 00:30:43,230
Hopefully you've tried all of
these different interventions

682
00:30:43,230 --> 00:30:46,430
and have kept data on the
previous interventions.

683
00:30:46,430 --> 00:30:48,710
'Cause if you know
something hasn't worked,

684
00:30:48,710 --> 00:30:50,330
you don't necessarily wanna do it again,

685
00:30:50,330 --> 00:30:53,260
unless there's been a
significant change or something.

686
00:30:53,260 --> 00:30:55,860
But again, thinking about
that function, it's a mystery.

687
00:30:55,860 --> 00:30:58,440
You wanna figure out what
that function of the behavior.

688
00:30:58,440 --> 00:31:00,030
It's that big why!

689
00:31:00,030 --> 00:31:01,940
Why is this student walking away

690
00:31:01,940 --> 00:31:06,003
every time an adult gives an
instruction or a direction?

691
00:31:06,970 --> 00:31:09,820
What is the student trying
to get out of that behavior?

692
00:31:09,820 --> 00:31:12,790
Because something must
be making that student

693
00:31:12,790 --> 00:31:15,590
want to do that, and it's reinforcing.

694
00:31:15,590 --> 00:31:19,030
So you start with that, the
big wondering of the big why,

695
00:31:19,030 --> 00:31:21,449
and then you pick your intervention

696
00:31:21,449 --> 00:31:23,510
and develop your intervention

697
00:31:23,510 --> 00:31:25,920
based on the function of behavior.

698
00:31:25,920 --> 00:31:27,590
So you're thinking about,

699
00:31:27,590 --> 00:31:30,300
when you build your behavior support plan,

700
00:31:30,300 --> 00:31:31,530
you're gonna think about, well,

701
00:31:31,530 --> 00:31:33,520
we need to de decrease this behavior,

702
00:31:33,520 --> 00:31:37,140
but we wanna also increase this behavior..

703
00:31:37,140 --> 00:31:39,610
And we know that the
function of the student

704
00:31:39,610 --> 00:31:42,180
is to escape class,

705
00:31:42,180 --> 00:31:45,700
so then how do we make class
more exciting or more engaging?

706
00:31:45,700 --> 00:31:48,430
Or how do we think about
some different strategies

707
00:31:48,430 --> 00:31:51,626
to really engage that kiddo?

708
00:31:51,626 --> 00:31:54,810
And really all of you, all of our schools,

709
00:31:54,810 --> 00:31:58,570
should have the capacity or personnel

710
00:31:58,570 --> 00:32:02,180
to be able to do a complex or simple FBA.

711
00:32:02,180 --> 00:32:04,230
I know many of our special educators

712
00:32:04,230 --> 00:32:06,580
have received training in this.

713
00:32:06,580 --> 00:32:08,870
There's other behavior
systems coordinators

714
00:32:08,870 --> 00:32:10,180
in many of our schools.

715
00:32:10,180 --> 00:32:13,000
So think about who is the person or people

716
00:32:13,000 --> 00:32:17,100
or group of people who really
have that level of expertise.

717
00:32:17,100 --> 00:32:21,640
And if you're looking to
increase this level of expertise

718
00:32:21,640 --> 00:32:24,290
because it's essential
at this intensive level

719
00:32:24,290 --> 00:32:26,150
and also to bring this person with you

720
00:32:26,150 --> 00:32:27,530
to the intensive training,

721
00:32:27,530 --> 00:32:29,760
we do have an FBA training coming up.

722
00:32:29,760 --> 00:32:33,200
Fingers crossed it'll be
in person, February 10th

723
00:32:33,200 --> 00:32:34,430
and March 10th.

724
00:32:34,430 --> 00:32:35,480
So at that training,

725
00:32:35,480 --> 00:32:39,830
you also get to dive
into functional behavior.

726
00:32:39,830 --> 00:32:41,200
You go back to your school,

727
00:32:41,200 --> 00:32:43,290
you do a little data at your school,

728
00:32:43,290 --> 00:32:45,690
and then you come back
and you share your results

729
00:32:45,690 --> 00:32:48,380
with colleagues and
other training attendees.

730
00:32:48,380 --> 00:32:51,390
So highly recommend
that for folks who feel

731
00:32:51,390 --> 00:32:55,130
that having somebody with
FBA is a weakness right now

732
00:32:55,130 --> 00:32:56,150
in your school,

733
00:32:56,150 --> 00:32:58,450
definitely have somebody
attend that training.

734
00:32:59,600 --> 00:33:01,260
Simple versus complex FBA.

735
00:33:01,260 --> 00:33:03,370
This training will talk a lot about it.

736
00:33:03,370 --> 00:33:05,250
Again, not gonna get into too much detail

737
00:33:05,250 --> 00:33:08,550
for the purpose of our work today,

738
00:33:08,550 --> 00:33:11,610
but simple FBA is I could simply do that

739
00:33:11,610 --> 00:33:13,240
as a classroom teacher.

740
00:33:13,240 --> 00:33:15,150
What are the patterns of behavior

741
00:33:15,150 --> 00:33:17,380
that the student is always showing?

742
00:33:17,380 --> 00:33:21,220
That might get to, what's
going on for that student?

743
00:33:21,220 --> 00:33:24,490
And when you think about SWIS
and our universal system,

744
00:33:24,490 --> 00:33:26,390
we recommend that you ask

745
00:33:26,390 --> 00:33:29,200
that teachers start thinking functionally.

746
00:33:29,200 --> 00:33:31,850
And when they're filling out
those behavior observation

747
00:33:31,850 --> 00:33:33,020
and data forms,

748
00:33:33,020 --> 00:33:35,793
formerly known as office
discipline referrals,

749
00:33:36,650 --> 00:33:40,820
we ask teachers to identify
what their best guess is

750
00:33:40,820 --> 00:33:42,360
for the function of behavior.

751
00:33:42,360 --> 00:33:45,280
So that in and of itself is a simple FBA.

752
00:33:45,280 --> 00:33:50,280
A more complex FBA is
often when students are

753
00:33:50,650 --> 00:33:55,650
really at that point of
significant challenging behaviors

754
00:33:56,450 --> 00:33:57,880
where they may have

755
00:33:57,880 --> 00:34:02,880
more office behavior observation
data forms, referrals.

756
00:34:03,212 --> 00:34:07,930
And so again, we can do simple
and we can do more complex.

757
00:34:07,930 --> 00:34:10,520
And so to be able to have
the capacity in your school

758
00:34:10,520 --> 00:34:12,870
to be able to navigate both of those

759
00:34:12,870 --> 00:34:16,280
is really critical at this level as well.

760
00:34:16,280 --> 00:34:17,370
You'll learn a lot about this

761
00:34:17,370 --> 00:34:20,060
if you do attend the FBA training.

762
00:34:20,060 --> 00:34:24,140
Again, this is us sort
of a way to remember...

763
00:34:25,040 --> 00:34:26,890
Oh, good, Sue. You're doing it!

764
00:34:26,890 --> 00:34:28,000
Awesome!

765
00:34:28,000 --> 00:34:28,943
That's great, Sue.

766
00:34:30,492 --> 00:34:32,140
So, sorry, Sue just mentioned in the chat

767
00:34:32,140 --> 00:34:34,410
that she's gonna attend the FBA training.

768
00:34:34,410 --> 00:34:35,700
Awesome.

769
00:34:35,700 --> 00:34:37,430
But this is just a way to also remember,

770
00:34:37,430 --> 00:34:38,263
you'll learn about this.

771
00:34:38,263 --> 00:34:39,850
So whenever we talk about FBA,

772
00:34:39,850 --> 00:34:41,510
we wanna define the behavior first.

773
00:34:41,510 --> 00:34:43,450
We wanna also interview, ask questions,

774
00:34:43,450 --> 00:34:44,930
and then we wanna observe the behavior.

775
00:34:44,930 --> 00:34:47,850
We need to see it in the
environment in which is happening

776
00:34:47,850 --> 00:34:50,500
as well as the environment
in which it's not happening,

777
00:34:50,500 --> 00:34:52,650
'cause that can also give us a good idea.

778
00:34:52,650 --> 00:34:54,610
And then we wanna hypothesize.

779
00:34:54,610 --> 00:34:58,643
So this is where we sort of
do our best thinking around,

780
00:34:58,643 --> 00:35:00,220
why is this happening?

781
00:35:00,220 --> 00:35:01,470
Where and when?

782
00:35:01,470 --> 00:35:05,340
And so you'll get the training as well.

783
00:35:05,340 --> 00:35:06,640
Once you do all of that,

784
00:35:06,640 --> 00:35:09,020
you're gonna come up
with a really nice tight

785
00:35:09,020 --> 00:35:10,820
behavior support plan.

786
00:35:10,820 --> 00:35:14,410
And we have examples of
these on our website.

787
00:35:14,410 --> 00:35:19,070
There's the F-BSP protocol
that really shows you how

788
00:35:19,070 --> 00:35:22,520
to think functionally and
really concrete steps on

789
00:35:22,520 --> 00:35:26,880
how to do this, how to do an
FBA, and then how to develop.

790
00:35:26,880 --> 00:35:31,460
How does that FBA inform
your behavior support plan?

791
00:35:31,460 --> 00:35:32,820
Oftentimes in schools they'll say,

792
00:35:32,820 --> 00:35:35,030
oh, I have a behavior
support plan for a student

793
00:35:35,030 --> 00:35:37,910
and I have an incentive system
and I have all of this stuff.

794
00:35:37,910 --> 00:35:38,950
And then I'll say, well,

795
00:35:38,950 --> 00:35:40,640
can you tell me about
the function of behavior?

796
00:35:40,640 --> 00:35:43,010
Let's talk about the FBA.
Can I look at the FBA?

797
00:35:43,010 --> 00:35:46,100
And what I have found is
that sometimes people jump

798
00:35:46,100 --> 00:35:49,350
to the plan without
actually doing the work

799
00:35:49,350 --> 00:35:52,210
that you necessarily,
and is required to do,

800
00:35:52,210 --> 00:35:54,363
to make sure that plan is successful.

801
00:35:55,240 --> 00:35:57,610
You gotta do the homework
and the plan before

802
00:35:57,610 --> 00:35:59,903
so that it is very
successful for our kiddos.

803
00:36:00,930 --> 00:36:03,155
And then this is something
you'll also notice

804
00:36:03,155 --> 00:36:04,840
at the FBA training.

805
00:36:04,840 --> 00:36:06,320
And we'll talk a little bit about this

806
00:36:06,320 --> 00:36:07,600
at the intensive training.

807
00:36:07,600 --> 00:36:10,510
So this is a really quick preview of it.

808
00:36:10,510 --> 00:36:14,200
But thinking about what
is the problem behavior,

809
00:36:14,200 --> 00:36:16,130
we always wanna start with that.

810
00:36:16,130 --> 00:36:18,430
We wanna think about
what are the antecedents,

811
00:36:18,430 --> 00:36:22,920
the setting events or conditions,
those types of things.

812
00:36:22,920 --> 00:36:24,730
And then we also wanna think about, well,

813
00:36:24,730 --> 00:36:26,510
what is our desired
behavior for the kiddo?

814
00:36:26,510 --> 00:36:27,680
And what is the replacement?

815
00:36:27,680 --> 00:36:29,910
What is the behavior
that we can live with?

816
00:36:29,910 --> 00:36:32,680
What's the behavior that's
gonna be less disruptive

817
00:36:32,680 --> 00:36:35,500
for the learning environment
in the classroom,

818
00:36:35,500 --> 00:36:38,020
but also gets the student
to feel pretty good

819
00:36:38,020 --> 00:36:42,910
and also have them have that
access to that function,

820
00:36:42,910 --> 00:36:44,480
like why they're doing it?

821
00:36:44,480 --> 00:36:46,500
And then you kind of go through.

822
00:36:46,500 --> 00:36:49,740
So how are you gonna maintain
that desired behavior?

823
00:36:49,740 --> 00:36:52,400
And then that's really where you get to,

824
00:36:52,400 --> 00:36:53,510
what is the function?

825
00:36:53,510 --> 00:36:56,510
So this is sort of your
competing behavior pathway

826
00:36:56,510 --> 00:36:58,200
that you'll dive into

827
00:36:58,200 --> 00:37:00,340
when you're really thinking
about your student.

828
00:37:00,340 --> 00:37:03,820
And at this training, we'll
really dive into this,

829
00:37:03,820 --> 00:37:06,440
to think about the
function for the student

830
00:37:06,440 --> 00:37:08,170
that you bring to the training.

831
00:37:08,170 --> 00:37:11,040
And when I say, "bring the
student to the training,"

832
00:37:11,040 --> 00:37:14,030
we don't typically have the
student attend this training.

833
00:37:14,030 --> 00:37:15,660
We have in the very past.

834
00:37:15,660 --> 00:37:17,690
We had like a team with the student.

835
00:37:17,690 --> 00:37:22,220
But this is really you
wanna bring the information

836
00:37:22,220 --> 00:37:23,130
on the student,

837
00:37:23,130 --> 00:37:25,360
not necessarily the student itself.

838
00:37:25,360 --> 00:37:26,360
But if you have questions about that,

839
00:37:26,360 --> 00:37:28,010
we can certainly talk about that.

840
00:37:29,680 --> 00:37:32,240
And again, this is just
another way to look at it

841
00:37:32,240 --> 00:37:33,260
that we'll go over.

842
00:37:33,260 --> 00:37:36,950
These are the strategies based on FBA.

843
00:37:36,950 --> 00:37:38,650
So we wanna make sure we're looking at

844
00:37:38,650 --> 00:37:41,460
the setting of them strategies
or the setting events.

845
00:37:41,460 --> 00:37:43,160
What are the antecedent strategies?

846
00:37:43,160 --> 00:37:44,480
So right before the behavior,

847
00:37:44,480 --> 00:37:47,480
how can we change the
environment or how can we prompt

848
00:37:47,480 --> 00:37:50,830
or pre-correct before an actual behavior?

849
00:37:50,830 --> 00:37:52,180
So you're gonna think about.

850
00:37:52,180 --> 00:37:53,500
And then the teaching strategy.

851
00:37:53,500 --> 00:37:56,090
So once you have all of
those things figured out

852
00:37:56,090 --> 00:37:57,790
in the function of behavior,

853
00:37:57,790 --> 00:37:58,720
then you're gonna go through,

854
00:37:58,720 --> 00:38:00,790
okay, now we know the
function of the behavior

855
00:38:00,790 --> 00:38:02,890
is to escape math class.

856
00:38:02,890 --> 00:38:03,980
What are we gonna do?

857
00:38:03,980 --> 00:38:06,220
What are our setting event strategies?

858
00:38:06,220 --> 00:38:08,530
What are our antecedent strategies

859
00:38:08,530 --> 00:38:12,160
that we're gonna now put in
place to support that student

860
00:38:12,160 --> 00:38:13,963
not escaping math class?

861
00:38:14,880 --> 00:38:17,700
And we'll get into that a
lot during the training.

862
00:38:17,700 --> 00:38:22,500
So step five, evaluation.
So we evaluate everything.

863
00:38:22,500 --> 00:38:25,854
We're pretty good at this as educators.

864
00:38:25,854 --> 00:38:27,610
It's a feedback loop.

865
00:38:27,610 --> 00:38:30,610
We wanna make sure we're
constantly looking at data to say,

866
00:38:30,610 --> 00:38:32,150
is this working?

867
00:38:32,150 --> 00:38:34,700
You also wanna think about
fidelity of implementation.

868
00:38:34,700 --> 00:38:37,070
I've also seen some of my teams.

869
00:38:37,070 --> 00:38:39,850
They put something in place
for six to eight weeks,

870
00:38:39,850 --> 00:38:41,790
and they look at the
data on a weekly basis,

871
00:38:41,790 --> 00:38:43,877
and they're like, "Oh, that's not working.

872
00:38:43,877 --> 00:38:46,880
"We're gonna switch to
another intervention."

873
00:38:46,880 --> 00:38:50,610
And yet when we start having
conversations of fidelity,

874
00:38:50,610 --> 00:38:53,860
well, did Mrs. Smith
actually follow the script

875
00:38:53,860 --> 00:38:56,230
that we had taught her previously?

876
00:38:56,230 --> 00:39:00,520
Or did Mr. John not?

877
00:39:00,520 --> 00:39:01,870
So you wanna think about that

878
00:39:01,870 --> 00:39:03,200
because that's where I'm talking about

879
00:39:03,200 --> 00:39:05,900
that consistency of implementation.

880
00:39:05,900 --> 00:39:09,410
That is a must, must,
must, must at this level!

881
00:39:09,410 --> 00:39:12,340
I can't emphasize that enough.

882
00:39:12,340 --> 00:39:15,460
Because otherwise you're
wasting a lot of time

883
00:39:15,460 --> 00:39:17,830
and effort if only half of your team

884
00:39:17,830 --> 00:39:18,860
or half of your folks

885
00:39:18,860 --> 00:39:22,180
are actually implementing
the practice with fidelity.

886
00:39:22,180 --> 00:39:24,860
And then that leads you to an outcome

887
00:39:24,860 --> 00:39:27,670
or a decision that may
not actually be true,

888
00:39:27,670 --> 00:39:29,700
because if everyone had implemented

889
00:39:29,700 --> 00:39:32,450
the behavior support plan with fidelity,

890
00:39:32,450 --> 00:39:34,330
the outcome could have
been very different.

891
00:39:34,330 --> 00:39:37,310
So again, a lot of is on us as the adults,

892
00:39:37,310 --> 00:39:41,510
as much as it is on really
supporting the student.

893
00:39:41,510 --> 00:39:44,420
And then we're always using
data. So just keep that in mind.

894
00:39:44,420 --> 00:39:45,770
How are you collecting the data?

895
00:39:45,770 --> 00:39:47,330
And at the intensive training,

896
00:39:47,330 --> 00:39:49,703
we'll dive into that quite a bit as well.

897
00:39:50,990 --> 00:39:52,435
Again, short term goals.

898
00:39:52,435 --> 00:39:54,053
You wanna increase.

899
00:39:55,360 --> 00:39:56,960
What is it you wanna increase?

900
00:39:56,960 --> 00:39:59,280
The number of times he
responds appropriately

901
00:40:00,200 --> 00:40:02,720
instead of walking to the room.

902
00:40:02,720 --> 00:40:05,290
What are the behaviors you wanna decrease?

903
00:40:05,290 --> 00:40:07,790
And then here are the things
that we're gonna look at

904
00:40:07,790 --> 00:40:08,860
when we're measuring.

905
00:40:08,860 --> 00:40:10,260
So you've got your broad goal.

906
00:40:10,260 --> 00:40:12,670
You've got your short term goals.

907
00:40:12,670 --> 00:40:14,410
What are the things we're looking at?

908
00:40:14,410 --> 00:40:17,600
So we wanna look at the
frequency of behavior.

909
00:40:17,600 --> 00:40:19,410
We wanna look at the duration of it,

910
00:40:19,410 --> 00:40:22,580
so time in class, time
out of class perhaps.

911
00:40:22,580 --> 00:40:26,590
Length of time maintaining in the class.

912
00:40:26,590 --> 00:40:29,600
We wanna look at the intensity as well.

913
00:40:29,600 --> 00:40:33,382
We can often use Likert
scales as well to say,

914
00:40:33,382 --> 00:40:37,760
as let's say I'm a para
educator working with a student,

915
00:40:37,760 --> 00:40:39,960
I have a Likert scale the student did.

916
00:40:39,960 --> 00:40:41,340
To what extent did this student

917
00:40:41,340 --> 00:40:44,300
do this activity
independently, for an example.

918
00:40:44,300 --> 00:40:45,133
Likert scale.

919
00:40:45,133 --> 00:40:47,620
One meaning not independent at all.

920
00:40:47,620 --> 00:40:49,770
Five meaning super independent.

921
00:40:49,770 --> 00:40:52,570
So again, think of ways to track.

922
00:40:52,570 --> 00:40:56,080
There's also perception data
out there that we can look at.

923
00:40:56,080 --> 00:40:57,250
What are your observations?

924
00:40:57,250 --> 00:41:00,650
And that's really important
for the classroom teacher

925
00:41:00,650 --> 00:41:04,730
as well as the team to meet frequently

926
00:41:04,730 --> 00:41:07,730
to really share those
perception data pieces.

927
00:41:07,730 --> 00:41:09,280
And then also you wanna reflect on

928
00:41:09,280 --> 00:41:11,270
fidelity of implementation.

929
00:41:11,270 --> 00:41:15,180
And these are just some examples
of how you could measure

930
00:41:15,180 --> 00:41:18,090
task engagement versus tantrums.

931
00:41:18,090 --> 00:41:21,780
So if you're trying to
increase task engagement

932
00:41:21,780 --> 00:41:26,060
for a student, you may wanna
do something like this.

933
00:41:26,060 --> 00:41:28,310
Amount of time Johnny remains in his seat

934
00:41:28,310 --> 00:41:30,533
with eyes focused on the teacher.

935
00:41:31,799 --> 00:41:33,170
So think about that.

936
00:41:33,170 --> 00:41:36,860
What does it look like for
the student to be engaged

937
00:41:36,860 --> 00:41:37,693
in the task?

938
00:41:37,693 --> 00:41:39,410
And then how are you measuring it?

939
00:41:39,410 --> 00:41:41,080
Tantrums, similar.

940
00:41:41,080 --> 00:41:43,550
You wanna decrease the number of tantrums.

941
00:41:43,550 --> 00:41:45,070
So number of tantrums Johnny

942
00:41:45,070 --> 00:41:47,400
engages in screaming, da da da da.

943
00:41:47,400 --> 00:41:48,840
So again, think about that.

944
00:41:48,840 --> 00:41:50,140
How do you measure that?

945
00:41:50,140 --> 00:41:52,070
'Cause really we want those to decrease

946
00:41:52,070 --> 00:41:54,830
and we task engagement to increase.

947
00:41:54,830 --> 00:41:59,830
And what we often see in
schools is awesome visuals.

948
00:42:00,250 --> 00:42:02,150
I love a good visual.

949
00:42:02,150 --> 00:42:06,190
How do we take that data and
put it in a user-friendly way

950
00:42:06,190 --> 00:42:08,390
so that we can have real conversations

951
00:42:08,390 --> 00:42:10,530
around what's going on for this kid

952
00:42:10,530 --> 00:42:13,380
in a way that looks at trends over time?

953
00:42:13,380 --> 00:42:15,860
It's one thing to look at
sort of two days of data

954
00:42:15,860 --> 00:42:17,830
and make a significant plan change

955
00:42:17,830 --> 00:42:21,840
versus looking at a week or two
months worth of data to see.

956
00:42:21,840 --> 00:42:23,890
So this is where we need
to not only look at it

957
00:42:23,890 --> 00:42:25,750
in the short term with perception data,

958
00:42:25,750 --> 00:42:28,050
but also in the long term,

959
00:42:28,050 --> 00:42:31,020
thinking about, what are the
trends for Johnny over time?

960
00:42:31,020 --> 00:42:34,229
And what we ideally wanna
see is you'll what notice

961
00:42:34,229 --> 00:42:39,229
in this graph is that up
here at the very, very top

962
00:42:40,090 --> 00:42:42,740
when tantrums were really, really high

963
00:42:42,740 --> 00:42:45,030
on January 29th for Johnny,

964
00:42:45,030 --> 00:42:47,093
his task engagement was low.

965
00:42:48,120 --> 00:42:50,130
So what we wanna do is implement a plan

966
00:42:50,130 --> 00:42:54,040
at that point in time so
that we are decreasing,

967
00:42:54,040 --> 00:42:55,540
this is what we wanna see.

968
00:42:55,540 --> 00:42:58,230
As Johnny's tantrums decrease,

969
00:42:58,230 --> 00:43:01,960
we're seeing an increase
in task engagement.

970
00:43:01,960 --> 00:43:04,030
And so these are the
conversations you'll be having

971
00:43:04,030 --> 00:43:06,270
at the intensive training
and with your teams.

972
00:43:06,270 --> 00:43:09,143
How are you measuring those data pieces?

973
00:43:10,870 --> 00:43:12,500
One of the tools that we have.

974
00:43:12,500 --> 00:43:14,870
Many of you may use SWIS already.

975
00:43:14,870 --> 00:43:18,210
I hope you do 'cause it's
an easy platform to use.

976
00:43:18,210 --> 00:43:21,630
You hopefully are also using
Check-In Check Out system.

977
00:43:21,630 --> 00:43:24,500
But the good news is there is a system

978
00:43:24,500 --> 00:43:27,120
that is with SWIS called I-SWIS.

979
00:43:27,120 --> 00:43:31,730
And essentially it's like
an online filing cabinet

980
00:43:31,730 --> 00:43:36,730
for all of your FBAs, your
behavior support plans,

981
00:43:36,950 --> 00:43:41,140
all of those different things
that can be housed in SWIS.

982
00:43:41,140 --> 00:43:42,190
And it's just really helpful

983
00:43:42,190 --> 00:43:44,400
so that the three different versions

984
00:43:44,400 --> 00:43:46,290
can somewhat talk to each other.

985
00:43:46,290 --> 00:43:48,730
So you can start thinking
about, well, this student,

986
00:43:48,730 --> 00:43:50,530
Johnny had an office discipline referral

987
00:43:50,530 --> 00:43:55,530
or a behavior observation
data form on October 23rd,

988
00:43:57,181 --> 00:44:02,181
and we also noticed there
was a spike in tantrums

989
00:44:02,970 --> 00:44:03,803
during that time.

990
00:44:03,803 --> 00:44:06,500
So again, just consider that.

991
00:44:06,500 --> 00:44:07,630
If you're interested,

992
00:44:07,630 --> 00:44:10,290
definitely check out the PBIS apps website

993
00:44:10,290 --> 00:44:12,290
for more information.

994
00:44:12,290 --> 00:44:15,090
There's a few great resources on there

995
00:44:15,090 --> 00:44:17,770
if that's something you're interested in.

996
00:44:17,770 --> 00:44:19,526
- And I just wanna mention that

997
00:44:19,526 --> 00:44:24,526
if you find that you're looking
for a system for capturing

998
00:44:24,670 --> 00:44:29,670
your individual support data using SWIS,

999
00:44:30,030 --> 00:44:31,540
just contact Anne Dubie.

1000
00:44:31,540 --> 00:44:36,540
There's also, I'll post
the page on our website

1001
00:44:37,200 --> 00:44:41,400
that shows the process for getting I-SWIS.

1002
00:44:41,400 --> 00:44:45,180
And so just stay tuned. I
gotta grab it and I'll post it.

1003
00:44:45,180 --> 00:44:47,030
- Awesome. Thank you so much, Sherry.

1004
00:44:47,997 --> 00:44:50,810
And then at this level
of the intensive level,

1005
00:44:50,810 --> 00:44:54,021
remember I had mentioned
it's really for students,

1006
00:44:54,021 --> 00:44:58,410
one to 5%, who have significant behaviors.

1007
00:44:58,410 --> 00:45:02,880
Oftentimes and what I've
seen most is a crisis plan.

1008
00:45:02,880 --> 00:45:05,180
You will always most likely at this level,

1009
00:45:05,180 --> 00:45:07,960
if a student needs this level of support,

1010
00:45:07,960 --> 00:45:12,023
it's important to have
a crisis plan in place.

1011
00:45:13,142 --> 00:45:14,330
And that could also be written

1012
00:45:14,330 --> 00:45:16,630
into your behavior support plan.

1013
00:45:16,630 --> 00:45:18,580
And this is where

1014
00:45:18,580 --> 00:45:21,050
when you're thinking about
your teaming structure,

1015
00:45:21,050 --> 00:45:25,450
to make sure you have
folks who are well versed

1016
00:45:25,450 --> 00:45:26,700
in CPI training.

1017
00:45:26,700 --> 00:45:28,670
That's the one that we recommend.

1018
00:45:28,670 --> 00:45:31,650
There's a variety of
different programs out there

1019
00:45:31,650 --> 00:45:35,880
for holding students who are
at risk of harming themselves

1020
00:45:35,880 --> 00:45:38,940
or others, only as a last resort.

1021
00:45:38,940 --> 00:45:41,870
But you wanna think about
your building capacity

1022
00:45:41,870 --> 00:45:43,450
for that as well.

1023
00:45:43,450 --> 00:45:48,450
So oftentimes we will have
people who are trained in CPI

1024
00:45:49,190 --> 00:45:51,278
come to these trainings as well

1025
00:45:51,278 --> 00:45:53,610
to help develop the crisis plan.

1026
00:45:53,610 --> 00:45:56,540
Hopefully we never have
to use the crisis plan,

1027
00:45:56,540 --> 00:46:00,010
but it's always best to have it in place.

1028
00:46:00,010 --> 00:46:02,800
And really making sure
that we know what to do

1029
00:46:02,800 --> 00:46:06,600
if one of our students elopes
and goes into the road.

1030
00:46:06,600 --> 00:46:07,600
Or what if there's

1031
00:46:07,600 --> 00:46:10,750
a really significant physical altercation.

1032
00:46:10,750 --> 00:46:13,690
So you always wanna prepare for the worst,

1033
00:46:13,690 --> 00:46:15,240
hoping it never happens.

1034
00:46:15,240 --> 00:46:17,070
However, you'll be spending some time

1035
00:46:17,070 --> 00:46:19,438
thinking about what is your crisis plan.

1036
00:46:19,438 --> 00:46:24,150
Your crisis plan also, it's
not just for this student.

1037
00:46:24,150 --> 00:46:25,760
You should also think about,

1038
00:46:25,760 --> 00:46:29,580
and hopefully all of you
have a universal crisis plan

1039
00:46:29,580 --> 00:46:31,470
in place for everyone,

1040
00:46:31,470 --> 00:46:33,620
because at any point in time

1041
00:46:33,620 --> 00:46:38,620
any student could have
a significant behavior.

1042
00:46:39,310 --> 00:46:42,230
It may be a student who's
not on our radar right now.

1043
00:46:42,230 --> 00:46:45,580
So we wanna make sure we
have the universal plan.

1044
00:46:45,580 --> 00:46:47,950
So make sure you have
that information as well.

1045
00:46:47,950 --> 00:46:49,771
What is your universal plan?

1046
00:46:49,771 --> 00:46:51,580
How do you alert somebody?

1047
00:46:51,580 --> 00:46:53,210
Do you have a walkie talkie system?

1048
00:46:53,210 --> 00:46:56,870
Do you say, "Support is needed
for safety in room 212"?

1049
00:46:56,870 --> 00:46:59,260
And then whoever gets that call

1050
00:46:59,260 --> 00:47:02,970
knows to go to that situation
to support the adults

1051
00:47:02,970 --> 00:47:04,400
as well as the student.

1052
00:47:04,400 --> 00:47:07,440
So again, what is your
universal system for crisis?

1053
00:47:07,440 --> 00:47:11,896
And then also, what is a
specific plan for the student

1054
00:47:11,896 --> 00:47:14,850
who may need it at this level?

1055
00:47:14,850 --> 00:47:16,590
And they should build off of each other.

1056
00:47:16,590 --> 00:47:18,260
Again, working smarter, not harder.

1057
00:47:18,260 --> 00:47:20,920
You don't wanna make a
completely separate crisis plan

1058
00:47:20,920 --> 00:47:22,780
if you have a really good one already

1059
00:47:22,780 --> 00:47:24,350
that can be used for any student,

1060
00:47:24,350 --> 00:47:27,373
even a student who needs
intensive or targeted supports.

1061
00:47:29,064 --> 00:47:32,440
Again, I already talked
a little bit about this,

1062
00:47:32,440 --> 00:47:34,070
but it starts with prevention,

1063
00:47:34,070 --> 00:47:37,120
making sure that all of
your staff are well aware

1064
00:47:37,120 --> 00:47:39,650
of your school-wide sort of crisis plan.

1065
00:47:39,650 --> 00:47:43,380
I know having recently been in schools,

1066
00:47:43,380 --> 00:47:45,560
we missed a lot of
professional development,

1067
00:47:45,560 --> 00:47:47,690
a lot of the normal
professional development

1068
00:47:47,690 --> 00:47:49,910
that we would typically do
at the beginning of the year

1069
00:47:49,910 --> 00:47:52,580
because of COVID or being at home.

1070
00:47:52,580 --> 00:47:54,080
We really didn't dive in.

1071
00:47:54,080 --> 00:47:55,670
So it's almost like
we're playing catch up.

1072
00:47:55,670 --> 00:47:59,190
Many of us are playing catch
up during our weekly PD time.

1073
00:47:59,190 --> 00:48:01,210
So just think about

1074
00:48:01,210 --> 00:48:03,850
how we're getting our
staff trained as well.

1075
00:48:03,850 --> 00:48:05,420
And it may not be your responsibility,

1076
00:48:05,420 --> 00:48:07,210
but if you're one of those folks,

1077
00:48:07,210 --> 00:48:11,291
just say, "Hey, what is
our universal crisis plan?"

1078
00:48:11,291 --> 00:48:14,160
Because it has been a little
wonky these past two years.

1079
00:48:14,160 --> 00:48:15,103
Absolutely.

1080
00:48:16,590 --> 00:48:19,270
And then you wanna think
about these are sort of

1081
00:48:19,270 --> 00:48:22,333
the features of the crisis plan.

1082
00:48:23,850 --> 00:48:28,206
And again, we'll talk a lot
more about this in person

1083
00:48:28,206 --> 00:48:32,140
as you develop and
think about your student

1084
00:48:32,140 --> 00:48:35,300
who may benefit from
intensive interventions.

1085
00:48:35,300 --> 00:48:38,470
And you're gonna think
about contingency plans.

1086
00:48:38,470 --> 00:48:40,840
What if you can't get
in touch with somebody?

1087
00:48:40,840 --> 00:48:43,290
Who's gonna be the second
on the list to call?

1088
00:48:43,290 --> 00:48:45,870
When would you need to
call the emergency room?

1089
00:48:45,870 --> 00:48:47,230
Like what are the conditions?

1090
00:48:47,230 --> 00:48:49,340
Do you always call the emergency room?

1091
00:48:49,340 --> 00:48:50,410
Probably not.

1092
00:48:50,410 --> 00:48:54,220
But what would constitute your
team to make that decision?

1093
00:48:54,220 --> 00:48:58,420
So this includes a lot of
the "what if" conversations.

1094
00:48:58,420 --> 00:48:59,890
We'll play the what if game.

1095
00:48:59,890 --> 00:49:03,930
What if Johnny runs
outside da, da, da, da?

1096
00:49:03,930 --> 00:49:05,850
So you're gonna wanna
think about that as a team

1097
00:49:05,850 --> 00:49:07,980
at this training as well.

1098
00:49:07,980 --> 00:49:10,710
And now I just wanna talk
very briefly about data,

1099
00:49:10,710 --> 00:49:12,830
and then we're gonna wrap this up

1100
00:49:12,830 --> 00:49:17,550
and get you on your way
on this warmer Thursday.

1101
00:49:17,550 --> 00:49:21,087
So there's lots of
types of data out there.

1102
00:49:21,087 --> 00:49:23,860
We always talk about data.

1103
00:49:23,860 --> 00:49:25,510
We collect it.

1104
00:49:25,510 --> 00:49:26,783
Now we have to use it.

1105
00:49:27,670 --> 00:49:30,140
So think about your individual
student data that you have.

1106
00:49:30,140 --> 00:49:34,422
You've got your behavior
observation and data forms,

1107
00:49:34,422 --> 00:49:35,480
as I mentioned.

1108
00:49:35,480 --> 00:49:38,180
Formally office discipline referral forms.

1109
00:49:38,180 --> 00:49:40,340
You may have some screeners.

1110
00:49:40,340 --> 00:49:42,460
You may have the school climate survey,

1111
00:49:42,460 --> 00:49:46,650
the PBIS school climate survey,
which is an awesome tool.

1112
00:49:46,650 --> 00:49:49,210
I would highly recommend
folks start using that

1113
00:49:49,210 --> 00:49:51,180
if you're not using it already.

1114
00:49:51,180 --> 00:49:53,500
In fact, if you're interested,
let Anne Dubie know.

1115
00:49:53,500 --> 00:49:55,220
She can open the window for you.

1116
00:49:55,220 --> 00:49:58,053
It's online. Check it
out on the PBIS website.

1117
00:49:59,041 --> 00:50:02,030
But again, think about academic data.

1118
00:50:02,030 --> 00:50:04,560
How are things going for
the student academically?

1119
00:50:04,560 --> 00:50:08,400
Have they missed a lot of
school? Are they fully engaged?

1120
00:50:08,400 --> 00:50:10,260
You really wanna think
about the strengths.

1121
00:50:10,260 --> 00:50:13,740
If we can think about strengths
and then build off strengths

1122
00:50:13,740 --> 00:50:17,810
and encourage environments
where the student thrives,

1123
00:50:17,810 --> 00:50:20,250
that is often huge.

1124
00:50:20,250 --> 00:50:22,030
We also wanna look at
the needs of the student.

1125
00:50:22,030 --> 00:50:25,510
We always want all of these
to be connected to the goals.

1126
00:50:25,510 --> 00:50:26,670
And then fidelity,

1127
00:50:26,670 --> 00:50:29,090
which is specific to the interventions.

1128
00:50:29,090 --> 00:50:32,570
And then we have sort
of that systems level,

1129
00:50:32,570 --> 00:50:35,200
which is the readiness checklist.

1130
00:50:35,200 --> 00:50:36,930
There's the Tiered Fidelity Inventory

1131
00:50:36,930 --> 00:50:39,270
that I mentioned previously.

1132
00:50:39,270 --> 00:50:42,875
That's really assessing your
fidelity of implementation

1133
00:50:42,875 --> 00:50:45,860
of PBIS across all three tiers,

1134
00:50:45,860 --> 00:50:48,680
so your teaming structures
and all those systems pieces

1135
00:50:48,680 --> 00:50:52,540
that goes along with implementing
tier one and tier two

1136
00:50:52,540 --> 00:50:54,400
and tier three with fidelity.

1137
00:50:54,400 --> 00:50:57,103
And then we have outcomes
and progress monitoring.

1138
00:50:59,120 --> 00:51:01,300
And this is just a little cheat sheet.

1139
00:51:01,300 --> 00:51:04,700
If you're ever looking for
a tool or a way to focus,

1140
00:51:04,700 --> 00:51:06,390
which I really like this because sometimes

1141
00:51:06,390 --> 00:51:08,300
we'll have a meeting and people say,

1142
00:51:08,300 --> 00:51:10,750
well, I don't know which
students would benefit

1143
00:51:10,750 --> 00:51:13,550
from targeted intervention or,
eh, I don't know which ones.

1144
00:51:13,550 --> 00:51:16,370
You have it anecdotally
in your head maybe,

1145
00:51:16,370 --> 00:51:19,210
but this is really helpful
for you, I think, to focus.

1146
00:51:19,210 --> 00:51:23,210
So if you look at your own
triangle in your school,

1147
00:51:23,210 --> 00:51:27,200
and let's say you have more
than 5% of your students

1148
00:51:27,200 --> 00:51:32,200
receiving five or more behavior
observation data forms,

1149
00:51:32,320 --> 00:51:36,640
that really may skew your triangle.

1150
00:51:36,640 --> 00:51:41,400
You have too much of your
population, in a way,

1151
00:51:41,400 --> 00:51:42,930
needing intensive level.

1152
00:51:42,930 --> 00:51:44,970
So what we would say actually,

1153
00:51:44,970 --> 00:51:46,870
which sometimes is counterintuitive

1154
00:51:46,870 --> 00:51:50,580
because especially now in the pandemic

1155
00:51:50,580 --> 00:51:52,960
and the current context in which we live,

1156
00:51:52,960 --> 00:51:57,240
we're feeling that we have
many, many kiddos in crisis.

1157
00:51:57,240 --> 00:52:00,180
We have many adults in
crisis for that matter.

1158
00:52:00,180 --> 00:52:03,790
Our red part of our triangle's
really, really heavy.

1159
00:52:03,790 --> 00:52:07,700
And while we want to address
the acute needs of our students

1160
00:52:07,700 --> 00:52:08,850
and our staff,

1161
00:52:08,850 --> 00:52:10,910
but we really should be focusing on

1162
00:52:11,880 --> 00:52:16,160
if we're over weighted
on that end of the scale,

1163
00:52:16,160 --> 00:52:18,310
really focusing on our
targeted interventions.

1164
00:52:18,310 --> 00:52:20,340
If we have so many students at this level,

1165
00:52:20,340 --> 00:52:21,990
that intensive level,

1166
00:52:21,990 --> 00:52:24,480
maybe we could implement
some targeted supports

1167
00:52:24,480 --> 00:52:26,930
for those students in the group setting.

1168
00:52:26,930 --> 00:52:28,540
Less resource heavy.

1169
00:52:28,540 --> 00:52:30,230
Really effective.

1170
00:52:30,230 --> 00:52:33,260
And minimize the students
needing that higher level.

1171
00:52:33,260 --> 00:52:35,950
So I would challenge
each of you to go back,

1172
00:52:35,950 --> 00:52:37,310
to look at your SWIS data

1173
00:52:37,310 --> 00:52:39,310
in preparation for the intensive training.

1174
00:52:39,310 --> 00:52:41,960
And if not, we can do it at the training.

1175
00:52:41,960 --> 00:52:44,030
But right now, look at your students

1176
00:52:44,030 --> 00:52:46,480
and see what percent of
your student population

1177
00:52:46,480 --> 00:52:49,750
based on your behavior
observation data forms

1178
00:52:49,750 --> 00:52:52,940
are really rising to the level

1179
00:52:52,940 --> 00:52:56,970
of needing intensive
supports versus targeted.

1180
00:52:56,970 --> 00:52:59,530
It's a really interesting
conversation had.

1181
00:52:59,530 --> 00:53:01,980
We actually just had that previously,

1182
00:53:01,980 --> 00:53:03,970
in my previous role, this fall,

1183
00:53:03,970 --> 00:53:06,200
and it was really eye opening

1184
00:53:06,200 --> 00:53:08,010
and we were able to think about, okay,

1185
00:53:08,010 --> 00:53:11,130
let's really beef up our targeted

1186
00:53:11,130 --> 00:53:14,130
and see what we can do
to support those kiddos.

1187
00:53:14,130 --> 00:53:17,323
- And I would just add
specifically Check-In Check Out.

1188
00:53:19,100 --> 00:53:23,890
That is the most effective
evidence-based intervention

1189
00:53:23,890 --> 00:53:26,630
to support kids to become more successful.

1190
00:53:26,630 --> 00:53:30,100
So if you're already
implementing Check-In Check Out,

1191
00:53:30,100 --> 00:53:33,810
up to 10 to 12% of
students at a given time

1192
00:53:33,810 --> 00:53:36,550
can really benefit from
Check-In Check Out.

1193
00:53:36,550 --> 00:53:38,870
There's been more research done on that.

1194
00:53:38,870 --> 00:53:41,190
And then you can begin to individualize.

1195
00:53:41,190 --> 00:53:44,330
So it's a good pause for your team to make

1196
00:53:44,330 --> 00:53:48,430
to look at how are you
doing at the targeted level

1197
00:53:48,430 --> 00:53:50,110
in terms of supporting students

1198
00:53:50,110 --> 00:53:54,090
with fewer intensive resources

1199
00:53:54,090 --> 00:53:55,510
to help you be more efficient.

1200
00:53:55,510 --> 00:53:57,860
So just a plug for that. Thank you.

1201
00:53:57,860 --> 00:53:58,970
- Yeah. Thanks, Sherry.

1202
00:53:58,970 --> 00:53:59,820
Absolutely.

1203
00:53:59,820 --> 00:54:04,820
And hopefully, you are
working on Check-In Check Out.

1204
00:54:04,950 --> 00:54:07,760
If you need support, just let us know.

1205
00:54:07,760 --> 00:54:09,980
And oftentimes at this training,

1206
00:54:09,980 --> 00:54:11,750
folks will attend the intensive training

1207
00:54:11,750 --> 00:54:12,583
and then they'll say,

1208
00:54:12,583 --> 00:54:15,720
oh gosh, we need to also
beef up our targeted

1209
00:54:15,720 --> 00:54:16,840
and our Check-In Check Out.

1210
00:54:16,840 --> 00:54:20,740
So again, sort of pick your
own adventure at times.

1211
00:54:20,740 --> 00:54:23,189
We wanna make these
trainings work for you.

1212
00:54:23,189 --> 00:54:25,890
But hopefully you have
some system in place,

1213
00:54:25,890 --> 00:54:27,840
and Check-In Check Out is our go-to.

1214
00:54:27,840 --> 00:54:29,743
Thank you, Sherry, for that reminder.

1215
00:54:30,680 --> 00:54:33,410
Now I just wanna end with some systems,

1216
00:54:33,410 --> 00:54:35,750
a little bit more about the systems.

1217
00:54:35,750 --> 00:54:38,290
And then we'll talk about next steps.

1218
00:54:38,290 --> 00:54:40,870
So huge systems pieces.

1219
00:54:40,870 --> 00:54:42,940
And I talked a little
bit about this before,

1220
00:54:42,940 --> 00:54:47,540
but this is really thinking
about what kind of conversations

1221
00:54:47,540 --> 00:54:49,030
and your teaming structure.

1222
00:54:49,030 --> 00:54:51,560
So, as I mentioned previously,

1223
00:54:51,560 --> 00:54:53,840
many of you, if you come
from a small school,

1224
00:54:53,840 --> 00:54:56,581
you may have one team that discusses

1225
00:54:56,581 --> 00:55:00,100
sort of the systems
components at universal level

1226
00:55:00,100 --> 00:55:01,930
of PBIS implementation.

1227
00:55:01,930 --> 00:55:04,480
You might also have to then
have a conversation about

1228
00:55:04,480 --> 00:55:07,070
your targeted Check-In Check Out system.

1229
00:55:07,070 --> 00:55:09,620
Who's doing it, how often,

1230
00:55:09,620 --> 00:55:10,860
which students are enrolled.

1231
00:55:10,860 --> 00:55:12,180
Those types of things.

1232
00:55:12,180 --> 00:55:16,010
And then this same team might
very well have conversations

1233
00:55:16,010 --> 00:55:18,410
around students that are individualized.

1234
00:55:18,410 --> 00:55:21,510
Again, it'll be up to you and your team

1235
00:55:21,510 --> 00:55:23,640
to think about what your
current structure is

1236
00:55:23,640 --> 00:55:28,640
and decide if you need to add
any sort of teaming structures

1237
00:55:29,370 --> 00:55:31,160
to make this more efficient,

1238
00:55:31,160 --> 00:55:34,380
or if you already have
everything in place.

1239
00:55:34,380 --> 00:55:37,750
And perhaps, if it is a
small team, you say, okay,

1240
00:55:37,750 --> 00:55:39,630
now we're gonna have a conversation around

1241
00:55:39,630 --> 00:55:41,110
our targeted supports.

1242
00:55:41,110 --> 00:55:42,590
Now we're gonna have a conversation around

1243
00:55:42,590 --> 00:55:45,280
our individual supports.

1244
00:55:45,280 --> 00:55:49,370
And so EST often falls in here somewhere

1245
00:55:49,370 --> 00:55:51,260
when we're talking about targeted.

1246
00:55:51,260 --> 00:55:55,710
So if you have a really great
EST process that both focuses

1247
00:55:55,710 --> 00:55:59,660
on academics and behavior, awesome!

1248
00:55:59,660 --> 00:56:01,150
Use that perhaps,

1249
00:56:01,150 --> 00:56:03,360
and maybe have some other members

1250
00:56:03,360 --> 00:56:07,300
who then are part of those
intensive conversations,

1251
00:56:07,300 --> 00:56:10,330
those student teaming
conversations, again,

1252
00:56:10,330 --> 00:56:13,100
to build the thread across all tiers.

1253
00:56:13,100 --> 00:56:14,410
It's often...

1254
00:56:14,410 --> 00:56:15,243
Excuse me.

1255
00:56:15,243 --> 00:56:17,850
it's often helpful to have some crossover

1256
00:56:17,850 --> 00:56:19,300
in team membership.

1257
00:56:19,300 --> 00:56:21,700
It helps with just
communication around that,

1258
00:56:21,700 --> 00:56:22,730
those types of things.

1259
00:56:22,730 --> 00:56:25,234
So again, you wanna think about

1260
00:56:25,234 --> 00:56:28,343
your teaming structures as well.

1261
00:56:30,080 --> 00:56:32,090
And this takes a long time.

1262
00:56:32,090 --> 00:56:36,210
Many of you are or you all
have been implementing PBIS.

1263
00:56:36,210 --> 00:56:38,040
We go through implementation dips.

1264
00:56:38,040 --> 00:56:39,563
Totally normal.

1265
00:56:40,430 --> 00:56:43,080
But again, when you're implementing,

1266
00:56:43,080 --> 00:56:47,160
it's just helpful to know
that this does take time

1267
00:56:47,160 --> 00:56:49,710
and it's important to be committed to it

1268
00:56:49,710 --> 00:56:51,690
and to stick with it.

1269
00:56:51,690 --> 00:56:55,907
If you try it and you feel
discouraged, that's where we say

1270
00:56:55,907 --> 00:56:58,600
let's get some encouragement, keep going,

1271
00:56:58,600 --> 00:57:02,150
because you gotta work through
some of those growing pains

1272
00:57:02,150 --> 00:57:06,110
to get to the end, to really
see those positive outcomes

1273
00:57:06,110 --> 00:57:08,670
for our students, really across all tiers.

1274
00:57:08,670 --> 00:57:10,930
So this isn't something
you're just gonna do in April

1275
00:57:10,930 --> 00:57:13,570
or in June, and you're gonna
say, oh, we're all set.

1276
00:57:13,570 --> 00:57:15,060
This is a process.

1277
00:57:15,060 --> 00:57:17,250
You're gonna continue to
have these conversations.

1278
00:57:17,250 --> 00:57:20,370
And we will be with you for your journey

1279
00:57:20,370 --> 00:57:22,470
and supporting you in any way that we can.

1280
00:57:23,550 --> 00:57:25,790
So the Readiness Checklist,

1281
00:57:25,790 --> 00:57:29,265
these are questions you're
gonna ask yourselves.

1282
00:57:29,265 --> 00:57:31,740
So one of the things
that you'll think about

1283
00:57:31,740 --> 00:57:35,670
prior to the intensive training
is the Readiness Checklist.

1284
00:57:35,670 --> 00:57:39,670
So we really want schools who
are implementing universal

1285
00:57:39,670 --> 00:57:40,830
and targeted levels.

1286
00:57:40,830 --> 00:57:43,790
It gives you that really
strong foundation.

1287
00:57:43,790 --> 00:57:46,430
So if you're at that level, awesome!

1288
00:57:46,430 --> 00:57:49,480
You may now have to do a
little homework ahead of time

1289
00:57:49,480 --> 00:57:52,260
to really get to that level if you need

1290
00:57:52,260 --> 00:57:54,240
before the intensive training.

1291
00:57:54,240 --> 00:57:56,780
But the best thing is really making sure

1292
00:57:56,780 --> 00:57:59,170
you have a solid universal and targeted.

1293
00:57:59,170 --> 00:58:01,230
So I would just encourage
you to reflect on that,

1294
00:58:01,230 --> 00:58:03,563
and that's also in the
Readiness Checklist.

1295
00:58:05,530 --> 00:58:07,000
You also wanna make sure

1296
00:58:07,000 --> 00:58:11,050
that you have the capacity
of somebody in your building

1297
00:58:11,050 --> 00:58:14,573
who knows how to do a functional
behavioral assessment,

1298
00:58:15,690 --> 00:58:19,740
because that's, again, a
critical component to this.

1299
00:58:19,740 --> 00:58:22,810
All of our plans that we
develop for our students

1300
00:58:22,810 --> 00:58:25,340
depends on an FBA,

1301
00:58:25,340 --> 00:58:27,550
really getting to the
function of behavior.

1302
00:58:27,550 --> 00:58:30,500
And so hopefully all of you
have somebody in your buildings

1303
00:58:30,500 --> 00:58:31,440
who are able to do this.

1304
00:58:31,440 --> 00:58:33,877
Like I said, many special educators

1305
00:58:33,877 --> 00:58:35,730
recently from my experience

1306
00:58:35,730 --> 00:58:40,643
have experience in doing
FBAs as well as behavior.

1307
00:58:42,101 --> 00:58:43,590
Folks in your building,

1308
00:58:43,590 --> 00:58:46,330
there's a variety of titles out there now.

1309
00:58:46,330 --> 00:58:48,550
So think about who you
might be able to tag

1310
00:58:48,550 --> 00:58:52,670
to attend this training with
you who does understand FBA,

1311
00:58:52,670 --> 00:58:55,223
'cause that will really
help you with your planning.

1312
00:58:56,180 --> 00:58:57,470
You also wanna make sure

1313
00:58:57,470 --> 00:58:59,920
that you have a leadership team set up.

1314
00:58:59,920 --> 00:59:01,690
So you'll be asked this question as well

1315
00:59:01,690 --> 00:59:03,760
in the Readiness Checklist.

1316
00:59:03,760 --> 00:59:05,380
Do you have an admin?

1317
00:59:05,380 --> 00:59:07,740
Admins are so critically important.

1318
00:59:07,740 --> 00:59:10,400
Even if you're not
necessarily on the team,

1319
00:59:10,400 --> 00:59:14,370
your support in your team is critical.

1320
00:59:14,370 --> 00:59:17,110
Your job is to make this visible,

1321
00:59:17,110 --> 00:59:22,110
to think about resources,
really be the cheerleader

1322
00:59:22,140 --> 00:59:24,760
and advocate for this team.

1323
00:59:24,760 --> 00:59:26,910
And it would be ideal
to attend the meetings.

1324
00:59:26,910 --> 00:59:29,810
However, I totally get and understand

1325
00:59:29,810 --> 00:59:32,720
that you have so many
things on your plate,

1326
00:59:32,720 --> 00:59:35,154
especially these past two years.

1327
00:59:35,154 --> 00:59:36,950
But again, you're gonna want somebody

1328
00:59:36,950 --> 00:59:38,410
with behavioral expertise.

1329
00:59:38,410 --> 00:59:40,320
It's really helpful to
have a teacher as well.

1330
00:59:40,320 --> 00:59:41,890
You want that classroom experience.

1331
00:59:41,890 --> 00:59:43,810
If you think about it, most of the time,

1332
00:59:43,810 --> 00:59:44,643
majority of the day,

1333
00:59:44,643 --> 00:59:46,220
students are with their
classroom teachers.

1334
00:59:46,220 --> 00:59:49,200
So how do we bring a
teacher into this fold?

1335
00:59:49,200 --> 00:59:50,960
A school counselor would also be helpful.

1336
00:59:50,960 --> 00:59:51,960
Special educators.

1337
00:59:51,960 --> 00:59:54,710
Special educators are really
great at goal setting.

1338
00:59:54,710 --> 00:59:58,060
They have that expertise. So
how do we in involve them?

1339
00:59:58,060 --> 01:00:03,060
And then you wanna think about
a family member of a student.

1340
01:00:04,840 --> 01:00:06,210
And then here are the steps.

1341
01:00:06,210 --> 01:00:07,410
So you all are here.

1342
01:00:07,410 --> 01:00:09,540
You're at the webinar, which is awesome.

1343
01:00:09,540 --> 01:00:10,910
First step.

1344
01:00:10,910 --> 01:00:13,830
So after this, you're
gonna look at the TFI,

1345
01:00:13,830 --> 01:00:16,570
which the window is open now.

1346
01:00:16,570 --> 01:00:20,160
So again, we ask that
all of our PBIS schools

1347
01:00:20,160 --> 01:00:21,700
complete the TFI.

1348
01:00:21,700 --> 01:00:23,510
We also ask that you complete

1349
01:00:23,510 --> 01:00:25,780
either the self-assessment survey

1350
01:00:25,780 --> 01:00:27,620
or the school climate survey.

1351
01:00:27,620 --> 01:00:29,010
So totally your choice on that.

1352
01:00:29,010 --> 01:00:30,990
But those two assessments
are open right now.

1353
01:00:30,990 --> 01:00:33,380
And you're also gonna attend
to the Readiness Checklist.

1354
01:00:33,380 --> 01:00:36,000
So I just highlighted a few
features of that checklist.

1355
01:00:36,000 --> 01:00:38,533
So make sure you get that.

1356
01:00:39,800 --> 01:00:42,170
And then you're gonna either
attend the April training

1357
01:00:42,170 --> 01:00:43,570
or the June.

1358
01:00:43,570 --> 01:00:47,050
And then we'll have some
follow up coaching support.

1359
01:00:47,050 --> 01:00:49,090
And we also have another couple of events

1360
01:00:49,090 --> 01:00:52,050
that I mentioned previously,
the FBA training.

1361
01:00:52,050 --> 01:00:54,270
And I realize I am almost out of time,

1362
01:00:54,270 --> 01:00:55,130
actually, in two minutes.

1363
01:00:55,130 --> 01:00:56,950
So I'm gonna go through
these relatively quickly.

1364
01:00:56,950 --> 01:00:58,010
Thanks for your patience.

1365
01:00:58,010 --> 01:01:01,060
If you have to sign off,
I totally understand.

1366
01:01:01,060 --> 01:01:04,530
So we wanna confirm that
your school has participated.

1367
01:01:04,530 --> 01:01:06,880
We wanna make sure you complete
the Readiness Checklist,

1368
01:01:06,880 --> 01:01:09,493
and then we'll connect
you with your state TA.

1369
01:01:10,540 --> 01:01:11,530
What we encourage you to do

1370
01:01:11,530 --> 01:01:14,180
is also watch the Family
Engagement webinar.

1371
01:01:14,180 --> 01:01:16,700
There's the checklist
and a few more things.

1372
01:01:16,700 --> 01:01:19,100
And think about one to
two or three students

1373
01:01:19,100 --> 01:01:20,620
that you wanna bring.

1374
01:01:20,620 --> 01:01:23,740
Again, all of our resources
are here on our website.

1375
01:01:23,740 --> 01:01:25,690
Feel free to check them out.

1376
01:01:25,690 --> 01:01:27,240
And then this year,

1377
01:01:27,240 --> 01:01:30,290
the Summer Institute is
really going to be unique,

1378
01:01:30,290 --> 01:01:32,750
and we're really focusing
on you as educators.

1379
01:01:32,750 --> 01:01:36,000
It's been a really tough couple of years.

1380
01:01:36,000 --> 01:01:37,270
The amount of work that you've done

1381
01:01:37,270 --> 01:01:41,870
has been incredible and admirable,

1382
01:01:41,870 --> 01:01:45,100
and it's time for us to support you

1383
01:01:45,100 --> 01:01:47,550
and reclaiming your passion for education.

1384
01:01:47,550 --> 01:01:49,450
So check out the Summer Institute.

1385
01:01:49,450 --> 01:01:50,490
It's gonna be a lot of fun.

1386
01:01:50,490 --> 01:01:52,930
Save the date. It's coming out soon.

1387
01:01:52,930 --> 01:01:57,310
And registration materials
will be out on March 7th.

1388
01:01:57,310 --> 01:01:58,510
So definitely check that out.

1389
01:01:58,510 --> 01:02:00,060
And as always, stay connected.

1390
01:02:00,060 --> 01:02:01,220
We love to hear from you.

1391
01:02:01,220 --> 01:02:06,220
We love to hear pictures and
stories, and stay connected.

1392
01:02:06,830 --> 01:02:09,450
We really hope to stay connected that way,

1393
01:02:09,450 --> 01:02:11,120
and we'd love to hear from you.

1394
01:02:11,120 --> 01:02:14,015
So thank you all so much for
taking the time this morning

1395
01:02:14,015 --> 01:02:16,260
on your Thursday.

1396
01:02:16,260 --> 01:02:18,110
Hopefully you get outside.
It's a little warmer.

1397
01:02:18,110 --> 01:02:20,310
But I did wanna open
it up to any questions

1398
01:02:20,310 --> 01:02:21,790
that you all may have.

1399
01:02:21,790 --> 01:02:24,180
And again, apologies for
going over a little bit

1400
01:02:24,180 --> 01:02:25,223
for this training.

1401
01:02:29,426 --> 01:02:30,259
All right. Thank you, Ashley.

1402
01:02:30,259 --> 01:02:31,980
Thanks for attending.

1403
01:02:31,980 --> 01:02:34,060
Thank you, Sue, so much for the feedback.

1404
01:02:34,060 --> 01:02:35,680
Really appreciate it.

1405
01:02:35,680 --> 01:02:36,540
Awesome, Maureen.

1406
01:02:36,540 --> 01:02:37,610
Thanks so much.

1407
01:02:37,610 --> 01:02:38,910
And just so you all know,

1408
01:02:38,910 --> 01:02:42,090
you will be receiving
an email from Anne Dubie

1409
01:02:42,090 --> 01:02:43,370
with a survey.

1410
01:02:43,370 --> 01:02:45,510
Let us know how this worked
for you this morning.

1411
01:02:45,510 --> 01:02:47,640
And also your certificate of attendance.

1412
01:02:47,640 --> 01:02:50,233
So thank you, all, again
for taking the time.