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- Orientation webinar.

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This webinar is one hour long,

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so not much interaction I'm
going to speak pretty quick.

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And the purpose of it today is

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to give you an overview of
PBIS at the targeted level.

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So if you're with a school team

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that is thinking about
installing this level

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of implementation you'll
have a sense of sort of what

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it is and some readiness
steps that are involved.

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My name's Sherry Schoenberg,

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and I'm here with Amy Wheeler
Sutton and, Ann Doobie.

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And we are the staff of Vermont PBIS.

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So welcome to this webinar today.

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You've all been on so many
zooms and other platforms,

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but just to give us all sort

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of equitable overview here.

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Everybody's microphones will
be muted while we're on this.

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It's not that big a group.

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So if you have something
burning, you want to say,

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please unmute to get our attention.

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The best way to communicate
though is through the chatbox.

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And it's up to you,

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whether you want to show inside your video

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it's great to see your faces,

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but even with my PowerPoint on,

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I can't really see you anyway.

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So whatever's most comfortable for you.

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We will be recording this session

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in case you have nothing
to do over the weekend,

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and you want to view it again.

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Or if your colleagues

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who were planning on coming can come.

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Anyone who's planning to be a coordinator

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of PBIS at the targeted
level should really view this

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to get the sense of what
we are talking about.

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And there are some materials.

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This PowerPoint, the recording will be

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at this link that Amy
and Ann will keep posting

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in the chatbox,

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and some readiness steps
are also in that length.

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When we do training at the targeted level,

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we have two sets of materials.

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And one is an activity workbook.

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All of our PBIS trainings
are for leadership teams that

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are representative of school staff.

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And so when you attend the training,

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there's a workbook to work
out some of the activities,

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but ultimately many

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of the activities get
finalized into a staff handbook

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as a result so that when you're
done when your school team

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is done with targeted level training,

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you have the makings are
an almost complete handbook

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so that you can orient others

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in your school about the
targeted level of PBIS.

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So we go back and forth
between these two documents

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when we're doing the training

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and those documents are posted online.

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There's a Google doc version,
as well as a word doc version.

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So when you hear reference
to do this activity

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in your workbook, you'll look for that.

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And then you'll be also
putting some things

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in writing into the handbook.

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We have a lot to talk about in
a very short period of time.

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So I am going to have
to keep track of time.

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We're going to talk about what
the targeted level of PBIS

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is within an MTSS.

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And that anytime we're
talking about the next level

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or a second tier

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to the work that we're doing,

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we have to make sure that we have a very,

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very strong foundation
at the universal level.

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So we will be sort of looping back

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to the universal level a bit.

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I'm going to be looking
at the systems that need

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to be in place to have a really effective

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and efficient target level
of implementation, who needs

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to be involved.

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Talk about a targeted inventory

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of interventions that you may already have

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in place so that you can identify gaps.

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And we're really talking

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about explicitly listing
interventions that work

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for some students that you can
use across your population.

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So we'll be talking about that.

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And then when we do
targeted level training,

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check-in, check out is our
default intervention that we want

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to make sure that our
teams that participate

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in training with us end up
leaving with the capacity

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to install this more formalized

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intentional check-in,
check-out intervention.

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I'll go over that a little bit.

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What needs to happen for readiness

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for the targeted training a little bit

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about just letting you know about SWIS

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that has a check-in,
check-out part of its suite,

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where you can be recording
and reporting data

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and some next steps.

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All right, that's all we have

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to talk about the webinars over, okay?

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PBIS,

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those of you,

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actually, I'd like to
do that quick poll, Amy.

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All right, what's your reason

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for attending this
orientation webinar today?

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Just want to get a sense of,
you know, why you're here.

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So if you can let us know by
seeing which answer fits you.

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We have several, none of the aboves, okay?

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Exploring PBIS at the targeted level,

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thinking about training this year.

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Nice cross-section.

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- I'm not sure.

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- Well, welcome.

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All right, 314, okay?

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Well, we great.

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This is great that you just
want some of you just want

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to learn about it, and I
really appreciate that.

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And some of you are in the position where

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you're considering
installation at this level,

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and some of you are ready
to bring a team to training.

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Thank you.

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Wait, can they see that?

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Share results.

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- Yup now they can see.

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- All right, great.

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So let's go back to PBIS and what it is

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because it really encompasses anything

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that really fits this description.

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PbIS is a framework.

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It's not a set of practices.

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It's a framework to install
evidence-based practices

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at all levels so that
students can be academically,

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socially, and behaviorally successful,

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and it's for all students.

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So we have certain go-to practices

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in PBIS that have the
best evidence of success.

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But many, many things can
fit within this framework.

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And so we're just sharing

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with you sort of the top of

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the list of things that
we think will really fill

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your framework well.

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And within PBIS some of you,

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I saw attended yesterday's training,

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several of our trainings where we talk

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about this particular visual

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because one of the things
that makes PBIS sustainable

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and successful is that it's not just

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about certain practices
that have evidence.

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It's about a system, an infrastructure,

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a teaming infrastructure,
where people are collaborating

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and the administrator is a big part of it.

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And they support all the adults

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in the building to
implement these practices

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that were chosen

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because data has shown
that they were needed.

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So, as you can see, it's systems, data,

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and practices in this bend
diagram with a funny word,

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saying eqiity in the
middle, I spelled it wrong.

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We are certainly this year,

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ensuring that we're looking
at our system's data

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and practices so that everybody
has access to interventions,

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all students, regardless of disability

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or race,

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or ethnicity.

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And so this year, in particular,

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we want to make sure that
equity is in the middle of that.

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And that's what makes it sustainable.

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We spend just as much time

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on your teaming
infrastructure and your system

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to support the staff as
we do on the practices.

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And the only way we know whether

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we're making a difference

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is if we have the data that we can analyze

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to see what we need to do differently

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or to let us know how things are going.

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And that all of that fits
within Vermont's vision

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of an MTSS framework.

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So I don't know if you have seen

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this particular visual before,

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but PBIS is a framework
within what Vermont

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is trying to support all
schools and making sure

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that they have in place.

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So it's not whether you're
implementing Vermont MTSS

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or PBIS.

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PBIS fits all of that.

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Every school in Vermont is
expected to have an MTSS.

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There's this guidebook

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that has these particular
features on the logo here,

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and PBIS fits within that.

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So it's all compatible.

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PBIS if we break down
MTSS a little bit further,

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we have a prevention-based
intervention approach

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with layers of support.

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So we always start with
the best first practices

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in whether we're doing
academics or behavior or social,

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emotional learning.

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We have the best first
instruction practices

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that we can build upon for
students who might need more.

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We screen all students to see who might be

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at risk and what the
strengths are in our school.

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We do some progress monitoring,

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and we use data for problem-solving

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and only implement practices

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that we know have evidence
of being successful.

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If we're putting all this effort

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into putting some practices in place,

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let there be research behind that,

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to show that they have benefited students.

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And we really try to match students' need

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to where they're at.

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So we really we don't want to over

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intervene and we don't
want to under intervene.

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And so that's why we have all these

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other things like screening

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and progress monitoring, et cetera.

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I'm not going to do this poll
just for indifference of time,

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but be thinking about which pieces

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of these bullets you already have in place

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because that's going to help you

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in building out your
targeted level of PBIS

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And PBI, I'm sure many of you
have seen a triangle before.

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PBIS is in place to support all students.

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And at the universal level,

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you see how the green kinda
hides behind the yellow

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and the red there.

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Every student has access to
all universal interventions.

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And in PBIS at the universal level,

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those evidence-based interventions

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are to have expectations
that are explicitly taught

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to students who receive positive feedback.

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And that there are some
consistent methods of responding

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to problems or concerns
throughout the school.

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So everybody has access

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to that really rich, universal system.

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Some students are going
to need a little bit more,

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and we only want to
intervene with students

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who are not thriving
at the universal level,

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and they need something a little bit more.

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So it's always in addition to,

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and the same thing

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with the students who have
the more complex needs

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they're going to need, not
only the universal level

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of supports but perhaps
some targeted interventions,

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which is the yellow.

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And then those targeted
interventions may need

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to be individualized for these students.

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So with a really rich,

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universal system data
and practices in place,

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we're only addressing the needs

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of students who really need more instead

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of who have fallen through the cracks,

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because those universal
supports were not in place.

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And the same thing at

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the intensive level.

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So if we really do have the best practices

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in place about 80% of your students should

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be pretty successful

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with the universal supports
that you've put in place.

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10 to 15% of your students
are going to need something

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in addition to,

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and only one of 5% of
students might need more.

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And what we find with a lot of schools

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is that there are a lot
more students than 5% who

263
00:12:41,940 --> 00:12:46,860
are on individualized
different kinds of plans.

264
00:12:46,860 --> 00:12:48,090
And that's why we really want

265
00:12:48,090 --> 00:12:51,960
to build out a really
robust targeted system

266
00:12:51,960 --> 00:12:54,710
so that we can it's a lot,

267
00:12:54,710 --> 00:12:57,110
a lot of effort at the intensive level.

268
00:12:57,110 --> 00:12:58,960
So we really want to have a robust system

269
00:12:58,960 --> 00:12:59,860
at the target level.

270
00:12:59,860 --> 00:13:02,333
And I'll talk about what
that might look like.

271
00:13:03,490 --> 00:13:06,310
We're also really concerned
when we talk about PBIS,

272
00:13:06,310 --> 00:13:08,350
especially lately that

273
00:13:08,350 --> 00:13:11,590
we're really not targeting students

274
00:13:11,590 --> 00:13:15,820
to be intensive level
students or tier two students

275
00:13:15,820 --> 00:13:17,300
or anything like that.

276
00:13:17,300 --> 00:13:20,390
All students have a tremendous
amount of strengths,

277
00:13:20,390 --> 00:13:22,590
and some of them have
some pretty complex needs

278
00:13:22,590 --> 00:13:23,530
along the way.

279
00:13:23,530 --> 00:13:25,680
So this is actually a quote

280
00:13:25,680 --> 00:13:29,730
from the Vermont MTSS field guide

281
00:13:29,730 --> 00:13:34,730
that is really important to
think about and to play a role,

282
00:13:35,560 --> 00:13:38,230
to be almost a steward
with your colleagues

283
00:13:38,230 --> 00:13:41,440
about refraining from calling
students, tier two students,

284
00:13:41,440 --> 00:13:42,480
or tier three students,

285
00:13:42,480 --> 00:13:45,760
because once they're labeled that,

286
00:13:45,760 --> 00:13:48,470
it's very hard to think
of them as something else,

287
00:13:48,470 --> 00:13:50,910
a tier-three student in my class,

288
00:13:50,910 --> 00:13:53,260
my goodness, or how about Johnny

289
00:13:53,260 --> 00:13:56,660
who's really good at
making friends with others,

290
00:13:56,660 --> 00:13:58,320
but he has some anger management issues,

291
00:13:58,320 --> 00:14:01,300
and we really got to have
a specific plan for that.

292
00:14:01,300 --> 00:14:04,170
So I definitely invite you

293
00:14:04,170 --> 00:14:05,900
to review this with your colleagues

294
00:14:05,900 --> 00:14:07,260
so that you can be thinking

295
00:14:07,260 --> 00:14:11,690
about not the student
as a tier-three student,

296
00:14:11,690 --> 00:14:14,870
but a student that may have a
tier two or tier three need.

297
00:14:14,870 --> 00:14:17,510
And we're just going to play
this out a little bit further

298
00:14:17,510 --> 00:14:19,300
with our student, Dylan,

299
00:14:19,300 --> 00:14:23,000
who as you can see,

300
00:14:23,000 --> 00:14:27,020
Dylan has a really, really strong

301
00:14:27,020 --> 00:14:28,280
with universal supports.

302
00:14:28,280 --> 00:14:31,790
He interacts really well with his peers,

303
00:14:31,790 --> 00:14:34,140
reading he's very, very good at reading,

304
00:14:34,140 --> 00:14:38,820
he shows up at school, he's
pretty, pretty closely connected

305
00:14:39,880 --> 00:14:40,713
with adults.

306
00:14:40,713 --> 00:14:42,720
Science is a little bit of a challenge.

307
00:14:42,720 --> 00:14:44,480
Math is a little bit harder for him.

308
00:14:44,480 --> 00:14:48,220
He might need some
targeted supports for math,

309
00:14:48,220 --> 00:14:50,320
not necessarily peer
interactions or reading,

310
00:14:50,320 --> 00:14:54,250
but math, but he's got a wicked
anger management problem.

311
00:14:54,250 --> 00:14:56,270
So we have all these
strengths to build on,

312
00:14:56,270 --> 00:14:58,920
to develop an individualized
intervention plan for him.

313
00:14:58,920 --> 00:15:00,560
And so we really just want to make sure

314
00:15:00,560 --> 00:15:02,450
that we're looking at the whole student

315
00:15:02,450 --> 00:15:04,740
and not putting them into a category,

316
00:15:04,740 --> 00:15:07,823
with labeling the
behavior, not the student.

317
00:15:09,530 --> 00:15:13,050
Okay, so when do we can
consider targeted interventions?

318
00:15:13,050 --> 00:15:16,960
As I said, when we have
a really great foundation

319
00:15:16,960 --> 00:15:20,580
of universal practices
and systems and data,

320
00:15:20,580 --> 00:15:22,910
and the student is still not doing well,

321
00:15:22,910 --> 00:15:25,480
we might want to consider
requesting assistance

322
00:15:25,480 --> 00:15:26,313
for that student

323
00:15:26,313 --> 00:15:28,530
to get that student something more.

324
00:15:28,530 --> 00:15:31,520
Chronic patterns of problematic
or different behavior,

325
00:15:31,520 --> 00:15:33,850
things that we're worried about.

326
00:15:33,850 --> 00:15:35,110
Sometimes you go home and you have

327
00:15:35,110 --> 00:15:36,290
that little pit in your belly

328
00:15:36,290 --> 00:15:37,760
'cause you're worried about Sarah,

329
00:15:37,760 --> 00:15:39,900
and you're not sure exactly
what's going on with her,

330
00:15:39,900 --> 00:15:41,430
but you're worried about her.

331
00:15:41,430 --> 00:15:43,560
You might want to request assistance

332
00:15:43,560 --> 00:15:46,820
to consider targeted
interventions or exploring further

333
00:15:46,820 --> 00:15:48,463
what Sarah might need.

334
00:15:50,940 --> 00:15:53,230
But if you're going to training,

335
00:15:53,230 --> 00:15:56,010
and several of you
answered that you're not,

336
00:15:56,010 --> 00:15:58,523
you're just wanting to
learn more about this.

337
00:16:00,370 --> 00:16:02,640
We make sure

338
00:16:02,640 --> 00:16:04,500
that we revisit

339
00:16:04,500 --> 00:16:07,000
and we're gonna revisit this all the time,

340
00:16:07,000 --> 00:16:10,470
our universal level of PBIS.

341
00:16:10,470 --> 00:16:13,450
So we're doing that

342
00:16:13,450 --> 00:16:16,510
by looking at a sustainability plan

343
00:16:16,510 --> 00:16:18,760
for PBIS at the universal level.

344
00:16:18,760 --> 00:16:19,950
And a lot of you are

345
00:16:19,950 --> 00:16:20,783
in the middle

346
00:16:20,783 --> 00:16:25,783
of perhaps completing your
tiered fidelity inventory.

347
00:16:25,840 --> 00:16:29,690
That would be part of
examining how you're doing

348
00:16:29,690 --> 00:16:30,670
at the universal level

349
00:16:30,670 --> 00:16:34,323
because the stronger universal level is,

350
00:16:37,510 --> 00:16:38,880
the easier it will be

351
00:16:38,880 --> 00:16:41,740
to put your targeted level in place.

352
00:16:41,740 --> 00:16:46,090
And we also are now going
deeper around family engagement,

353
00:16:46,090 --> 00:16:47,450
because as students are showing

354
00:16:47,450 --> 00:16:49,820
that they need a little bit more,

355
00:16:49,820 --> 00:16:51,230
we need to really be thinking

356
00:16:51,230 --> 00:16:53,370
about how well we're
engaging with families.

357
00:16:53,370 --> 00:16:57,180
So the Vermont family
network actually developed

358
00:16:57,180 --> 00:16:58,430
a little bit of a module

359
00:16:58,430 --> 00:17:01,540
for us at the targeted level for teams

360
00:17:01,540 --> 00:17:04,800
to review prior to
participating in the training.

361
00:17:04,800 --> 00:17:07,210
So these are like pre-requisite steps

362
00:17:07,210 --> 00:17:09,063
to targeted training.

363
00:17:10,600 --> 00:17:12,180
So Just a little bit more about

364
00:17:12,180 --> 00:17:13,690
which students might benefit.

365
00:17:13,690 --> 00:17:15,150
And, you know, as I said, you know,

366
00:17:15,150 --> 00:17:16,550
sometimes you just go home at night

367
00:17:16,550 --> 00:17:18,410
and you're really worried about Sally.

368
00:17:18,410 --> 00:17:20,010
That's definitely a student

369
00:17:20,010 --> 00:17:22,790
that you might want some assistance with.

370
00:17:22,790 --> 00:17:24,900
But a lot of us are also

371
00:17:24,900 --> 00:17:28,260
at least pre-pandemic
focusing on problem behaviors

372
00:17:28,260 --> 00:17:31,290
that we see, and if you're using SWIS,

373
00:17:31,290 --> 00:17:32,540
or some other system

374
00:17:32,540 --> 00:17:34,660
to document problem behaviors

375
00:17:35,740 --> 00:17:38,770
then you have two or more
office discipline referrals

376
00:17:38,770 --> 00:17:42,400
for student or observations
of problem behavior,

377
00:17:42,400 --> 00:17:45,720
you may want to look a little deeper

378
00:17:45,720 --> 00:17:47,180
about that student's needs

379
00:17:47,180 --> 00:17:49,490
and see if they might need something more,

380
00:17:49,490 --> 00:17:51,100
attendance could be an issue.

381
00:17:51,100 --> 00:17:53,100
Students who are
chronically not attending.

382
00:17:53,100 --> 00:17:55,260
And again, with the pandemic,

383
00:17:55,260 --> 00:17:57,950
it could be not only not attending

384
00:17:57,950 --> 00:17:59,990
on the virtual cloud platform,

385
00:17:59,990 --> 00:18:02,530
but not engaging if you're keeping track

386
00:18:02,530 --> 00:18:04,990
of whether they're actually online

387
00:18:04,990 --> 00:18:07,450
or they have their video showing.

388
00:18:07,450 --> 00:18:09,130
That's data that you can use

389
00:18:09,130 --> 00:18:11,570
to see whether they need supports.

390
00:18:11,570 --> 00:18:14,420
Nursing visits is definitely a screen

391
00:18:14,420 --> 00:18:16,130
for targeted interventions.

392
00:18:16,130 --> 00:18:18,760
Trying to understand if
there's an avoidance issue,

393
00:18:18,760 --> 00:18:21,540
homework, you could do targeted
interventions for academics,

394
00:18:21,540 --> 00:18:25,890
as well as you do behavior and
social, emotional learning,

395
00:18:25,890 --> 00:18:29,540
and students that may be withdrawing

396
00:18:29,540 --> 00:18:33,810
that you're not seeing
some of these behaviors,

397
00:18:33,810 --> 00:18:36,053
but again, that's that pit in the belly.

398
00:18:37,180 --> 00:18:40,630
So this is like an old SWIS report.

399
00:18:40,630 --> 00:18:44,390
And we're looking at 25
students, 59 referrals.

400
00:18:44,390 --> 00:18:48,580
These students that are
circled here would be

401
00:18:48,580 --> 00:18:53,010
for a team in your school
to review those students,

402
00:18:53,010 --> 00:18:56,580
to see perhaps if there's
something that they might need,

403
00:18:56,580 --> 00:18:58,803
some additional support
that they may need.

404
00:18:59,780 --> 00:19:01,300
These students here

405
00:19:01,300 --> 00:19:04,550
that have more than five
office discipline referrals,

406
00:19:04,550 --> 00:19:07,220
they may benefit from
targeted interventions,

407
00:19:07,220 --> 00:19:10,690
but they're likely going to
need an individualized plan.

408
00:19:10,690 --> 00:19:14,020
And so we want to capture the needs

409
00:19:14,020 --> 00:19:14,853
of the students

410
00:19:14,853 --> 00:19:17,940
that have the fewer office
discipline referrals early

411
00:19:17,940 --> 00:19:22,030
that's the idea is to capture,
to try to intervene early.

412
00:19:22,030 --> 00:19:25,550
And there has been some
research done that if students

413
00:19:25,550 --> 00:19:26,383
are not

414
00:19:29,130 --> 00:19:31,650
by October students that have two

415
00:19:31,650 --> 00:19:34,560
or more office discipline referrals,

416
00:19:34,560 --> 00:19:36,820
is very likely by the end of the year,

417
00:19:36,820 --> 00:19:40,280
they're going to have over 10
office discipline referrals

418
00:19:40,280 --> 00:19:45,230
if no consideration of
interventions comes into play.

419
00:19:45,230 --> 00:19:48,880
And that's a really powerful
piece of information.

420
00:19:48,880 --> 00:19:51,690
It's like students with two offices

421
00:19:51,690 --> 00:19:53,430
phone referrals are likely

422
00:19:53,430 --> 00:19:55,870
to have over 10 office
discipline referrals

423
00:19:55,870 --> 00:19:57,480
by the end of the year.

424
00:19:57,480 --> 00:20:01,323
And that's why we encourage
schools to look at that data,

425
00:20:03,280 --> 00:20:05,580
in October in particular,

426
00:20:05,580 --> 00:20:08,040
to see if there are some
small things you can put

427
00:20:08,040 --> 00:20:11,500
in place before things get
a little bit out of control.

428
00:20:11,500 --> 00:20:14,330
And I'm going to correct
myself right now and say,

429
00:20:14,330 --> 00:20:17,160
I keep saying office discipline referrals.

430
00:20:17,160 --> 00:20:19,230
And we're trying to change that language

431
00:20:19,230 --> 00:20:24,230
to be behavior observations,

432
00:20:24,260 --> 00:20:26,020
problem behavior observations,

433
00:20:26,020 --> 00:20:29,050
and instead of office
discipline referral forms,

434
00:20:29,050 --> 00:20:34,050
talking about behavior
observation data forms,

435
00:20:35,520 --> 00:20:39,350
because it's really not
necessarily about referring

436
00:20:39,350 --> 00:20:40,320
to the office.

437
00:20:40,320 --> 00:20:42,923
It's about observing behavior.

438
00:20:45,460 --> 00:20:46,720
So what we can,

439
00:20:46,720 --> 00:20:48,810
what we'll we want to
do is change that trend.

440
00:20:48,810 --> 00:20:50,970
You see, I put that line in there

441
00:20:50,970 --> 00:20:55,150
so that we can address
needs earlier instead

442
00:20:55,150 --> 00:20:56,690
of have to spend all

443
00:20:56,690 --> 00:20:59,110
of our time intervening
around problem behavior,

444
00:20:59,110 --> 00:21:01,113
as time goes on if we don't do anything.

445
00:21:03,060 --> 00:21:05,870
Universal screening also comes into play

446
00:21:05,870 --> 00:21:07,860
at the targeted level.

447
00:21:07,860 --> 00:21:11,680
Once you've got the universal
foundation in place,

448
00:21:11,680 --> 00:21:12,600
it's really time

449
00:21:12,600 --> 00:21:17,600
for a school to consider
either in non-pandemic times,

450
00:21:18,340 --> 00:21:19,810
some sort of formal screener

451
00:21:20,710 --> 00:21:23,970
to assess all students

452
00:21:23,970 --> 00:21:26,500
to see if there are any
that are showing up at risk,

453
00:21:26,500 --> 00:21:29,210
especially those with
internalizing concerns,

454
00:21:29,210 --> 00:21:33,473
where we might not see that
Susie has her head down.

455
00:21:34,530 --> 00:21:37,080
And we can do that with
a degree of accuracy.

456
00:21:37,080 --> 00:21:39,480
This year we've rolled out a lot of

457
00:21:41,610 --> 00:21:43,170
more informal screeners

458
00:21:43,170 --> 00:21:44,090
to connect with students,

459
00:21:44,090 --> 00:21:46,890
to just find out how they're doing.

460
00:21:46,890 --> 00:21:49,320
And in non-pandemic times,

461
00:21:49,320 --> 00:21:51,680
these universal screeners

462
00:21:51,680 --> 00:21:53,630
and there's a whole training on that

463
00:21:55,990 --> 00:22:00,720
are really fit in well so
that we can help students

464
00:22:00,720 --> 00:22:02,470
by intervening early.

465
00:22:02,470 --> 00:22:05,080
So consider universal
screening when you're thinking

466
00:22:05,080 --> 00:22:08,760
about the targeted level
of PBIS implementation.

467
00:22:08,760 --> 00:22:11,280
Are there any questions I am not able

468
00:22:11,280 --> 00:22:14,350
to see the chatbox very easily?

469
00:22:14,350 --> 00:22:16,743
Does anybody have any questions?

470
00:22:19,470 --> 00:22:22,600
Feel free to type any
questions into the chatbox.

471
00:22:24,780 --> 00:22:28,840
Okay, so a targeted intervention,

472
00:22:28,840 --> 00:22:32,320
it's better to say what
it isn't than what it is.

473
00:22:32,320 --> 00:22:35,320
It's not a referral to
somebody to do something,

474
00:22:35,320 --> 00:22:37,350
to help the students so
the student can come back

475
00:22:37,350 --> 00:22:39,830
to the class and everything's okay.

476
00:22:39,830 --> 00:22:41,210
A targeted intervention

477
00:22:41,210 --> 00:22:44,530
is known by all staff in the building.

478
00:22:44,530 --> 00:22:47,310
They all know, and they
all play a small part,

479
00:22:47,310 --> 00:22:48,490
maybe not a big part,

480
00:22:48,490 --> 00:22:52,610
but a small part in helping
the student be successful.

481
00:22:52,610 --> 00:22:55,860
So there's a misconception that when

482
00:22:55,860 --> 00:22:57,680
we're referring a student

483
00:22:57,680 --> 00:23:01,460
for targeted intervention
that somebody else

484
00:23:01,460 --> 00:23:02,520
is gonna do something.

485
00:23:02,520 --> 00:23:07,460
So that's just some clarity
to create around the supports

486
00:23:07,460 --> 00:23:09,050
that we're gonna put in place.

487
00:23:09,050 --> 00:23:13,170
And they can be supportive
around academic, organizational,

488
00:23:13,170 --> 00:23:14,670
social support areas.

489
00:23:14,670 --> 00:23:15,503
In middle school

490
00:23:15,503 --> 00:23:20,503
we see a lot of targeted
supports around organization

491
00:23:21,010 --> 00:23:23,020
and making a plan and being prepared

492
00:23:23,020 --> 00:23:24,670
and having your homework done.

493
00:23:24,670 --> 00:23:26,530
And so we might create

494
00:23:29,430 --> 00:23:30,970
some targeted supports

495
00:23:30,970 --> 00:23:32,850
around those particular issues.

496
00:23:32,850 --> 00:23:35,590
So you can really apply it across.

497
00:23:35,590 --> 00:23:37,960
And you're all implementing
targeted interventions

498
00:23:37,960 --> 00:23:40,180
to some extent, but it
may not be explicit,

499
00:23:40,180 --> 00:23:41,750
it may not be as intentional.

500
00:23:41,750 --> 00:23:43,420
And that's some of the work that we do

501
00:23:43,420 --> 00:23:45,360
at the targeted level of the training

502
00:23:45,360 --> 00:23:47,080
is to develop our inventory,

503
00:23:47,080 --> 00:23:49,410
which I'm going to talk
about in a little bit.

504
00:23:49,410 --> 00:23:51,130
And I think I've already made this point

505
00:23:51,130 --> 00:23:53,300
that targeted interventions are best

506
00:23:53,300 --> 00:23:57,773
for some of the lower-level concerns.

507
00:23:59,750 --> 00:24:03,440
One way to respond to
those O level concerns

508
00:24:03,440 --> 00:24:05,320
is to cross our fingers, cross our toes,

509
00:24:05,320 --> 00:24:08,000
and really hope that everything's okay.

510
00:24:08,000 --> 00:24:11,680
But another way is to try
to do something early.

511
00:24:11,680 --> 00:24:14,440
And so that's what we're trying to hope

512
00:24:14,440 --> 00:24:16,730
that we have some really simple, easy

513
00:24:16,730 --> 00:24:18,550
to implement interventions in place

514
00:24:18,550 --> 00:24:22,640
for students that we'd been
maybe crossing our fingers,

515
00:24:22,640 --> 00:24:24,410
and then come February,

516
00:24:24,410 --> 00:24:26,953
March we have some big
issues on our hands.

517
00:24:28,200 --> 00:24:31,150
And they should be
similar across students.

518
00:24:31,150 --> 00:24:34,580
So it's like one of my colleagues likes

519
00:24:34,580 --> 00:24:36,910
to refer to targeted
interventions as these

520
00:24:36,910 --> 00:24:39,280
are off the shelf interventions.

521
00:24:39,280 --> 00:24:42,390
Things that don't necessarily
need to be individualized

522
00:24:42,390 --> 00:24:45,230
at first, but it's an
intervention that works

523
00:24:45,230 --> 00:24:46,830
for a group of students.

524
00:24:46,830 --> 00:24:50,350
Maybe it's not a group,
maybe it's, you know,

525
00:24:50,350 --> 00:24:52,350
Sally gets this intervention,

526
00:24:52,350 --> 00:24:54,860
Johnny gets this intervention,
same intervention,

527
00:24:54,860 --> 00:24:57,090
but not necessarily
they're meeting as a group

528
00:24:57,090 --> 00:24:59,090
to have that intervention.

529
00:24:59,090 --> 00:25:02,260
And we're really hoping that we're going

530
00:25:02,260 --> 00:25:04,690
to increase our problem behaviors so

531
00:25:04,690 --> 00:25:07,393
that students have greater
access to academics.

532
00:25:09,250 --> 00:25:11,140
Characterized by

533
00:25:12,810 --> 00:25:14,780
rapid access to intervention.

534
00:25:14,780 --> 00:25:16,500
And that's why we really want these sort

535
00:25:16,500 --> 00:25:20,120
of off the shelf things that
we know we are successful

536
00:25:20,120 --> 00:25:23,590
for certain students that
demonstrate certain concerns.

537
00:25:23,590 --> 00:25:26,170
So less than a week of the time a student

538
00:25:26,170 --> 00:25:28,770
is there's a request for a student

539
00:25:30,630 --> 00:25:34,450
for support we have something in place.

540
00:25:34,450 --> 00:25:38,958
It's also positive we want
to support the students.

541
00:25:38,958 --> 00:25:41,250
Students agreed to participate

542
00:25:41,250 --> 00:25:44,090
and though those two bullets
of positive system support

543
00:25:44,090 --> 00:25:45,900
and students agree to participate,

544
00:25:45,900 --> 00:25:48,910
non-example of that is
a school very early on

545
00:25:48,910 --> 00:25:51,520
in our PBIS life in Vermont.

546
00:25:51,520 --> 00:25:53,557
We trained a school at the targeted level

547
00:25:53,557 --> 00:25:55,880
and the way they described it a year later

548
00:25:55,880 --> 00:26:00,600
was that they would quote-unquote,

549
00:26:00,600 --> 00:26:04,820
write up students who were misbehaving

550
00:26:04,820 --> 00:26:08,490
and warn them if they didn't,

551
00:26:08,490 --> 00:26:10,660
if they got another write-up,

552
00:26:10,660 --> 00:26:14,160
they would have to go into
a targeted intervention.

553
00:26:14,160 --> 00:26:17,780
That is a non-example of PBIS

554
00:26:17,780 --> 00:26:18,940
at the targeted level,

555
00:26:18,940 --> 00:26:22,610
really supposed to be
supportive and positive focused

556
00:26:22,610 --> 00:26:25,450
and really emphasis on supported.

557
00:26:25,450 --> 00:26:28,200
As I said earlier, all staff are involved

558
00:26:28,200 --> 00:26:32,090
to some extent and it can be flexible

559
00:26:32,090 --> 00:26:34,460
and it's based on the
function of behavior.

560
00:26:34,460 --> 00:26:38,330
We try to do a simple sort
of functional thinking

561
00:26:38,330 --> 00:26:40,800
about our concerns around students

562
00:26:40,800 --> 00:26:43,480
so that we can make sure we
match the right intervention

563
00:26:43,480 --> 00:26:48,350
with the concern and the
administrator to be available.

564
00:26:48,350 --> 00:26:50,830
We're always looking at data around that

565
00:26:50,830 --> 00:26:54,610
and the administrator has to
support the team in meetings.

566
00:26:54,610 --> 00:26:57,940
So those are the critical
features of the targeted level.

567
00:26:57,940 --> 00:27:01,470
And, basically, if you are from a school

568
00:27:01,470 --> 00:27:05,950
that is considering intently
installing the target level

569
00:27:05,950 --> 00:27:08,390
of PBIS you're going to be working on that

570
00:27:08,390 --> 00:27:10,300
for the rest of your careers,

571
00:27:10,300 --> 00:27:12,370
because this is the greater

572
00:27:12,370 --> 00:27:14,210
that we have interventions we can put

573
00:27:14,210 --> 00:27:17,970
in place quickly that have
evidence, that are supported,

574
00:27:17,970 --> 00:27:19,900
that are positive,

575
00:27:19,900 --> 00:27:21,400
the more that we have,

576
00:27:21,400 --> 00:27:24,400
the more we're going to be able
to help students earlier on.

577
00:27:25,900 --> 00:27:28,280
And so we try to match the interventions

578
00:27:28,280 --> 00:27:29,660
with the function of behavior.

579
00:27:29,660 --> 00:27:31,790
And again, I'm not gonna
spend much time on this,

580
00:27:31,790 --> 00:27:35,910
but we have some examples here

581
00:27:35,910 --> 00:27:38,530
of different interventions that match

582
00:27:38,530 --> 00:27:39,960
the function of behavior.

583
00:27:39,960 --> 00:27:41,930
And we don't need to be psychologists

584
00:27:41,930 --> 00:27:46,330
to do a really simple FBA on a student.

585
00:27:46,330 --> 00:27:49,010
If you're using SWIS

586
00:27:49,010 --> 00:27:52,280
and you are keeping track

587
00:27:52,280 --> 00:27:55,820
of the motivation behind
the problem behavior

588
00:27:55,820 --> 00:27:57,460
you're recording,

589
00:27:57,460 --> 00:28:00,470
that is a simple FBA.

590
00:28:00,470 --> 00:28:02,100
And it's based on your best thinking

591
00:28:02,100 --> 00:28:06,120
about why the student is
demonstrating this concern.

592
00:28:06,120 --> 00:28:08,980
So for students who may

593
00:28:08,980 --> 00:28:12,750
be demonstrating some problem behaviors,

594
00:28:12,750 --> 00:28:15,490
is because they're looking
for adult attention,

595
00:28:15,490 --> 00:28:18,510
check-in, check out, and
adult mentoring programs seem

596
00:28:18,510 --> 00:28:20,660
to match that really well.

597
00:28:20,660 --> 00:28:24,460
Students who are acting out
to access pure attention,

598
00:28:24,460 --> 00:28:26,160
social skills instruction,

599
00:28:26,160 --> 00:28:28,730
like a second step program that

600
00:28:28,730 --> 00:28:31,810
is individualized a little bit or that,

601
00:28:31,810 --> 00:28:36,050
is a small group pre-training
would be really effective

602
00:28:36,050 --> 00:28:37,130
or peer mentoring.

603
00:28:37,130 --> 00:28:41,350
Peer mentoring done with
fidelity can be very successful

604
00:28:41,350 --> 00:28:44,630
for students who are acting
out for peer attention.

605
00:28:44,630 --> 00:28:46,690
And then you all probably have some sort

606
00:28:46,690 --> 00:28:48,340
of targeted interventions

607
00:28:48,340 --> 00:28:50,700
in place for students
around homework issues

608
00:28:50,700 --> 00:28:52,860
or academic skill support.

609
00:28:52,860 --> 00:28:55,360
These are familiar to you,
homework planning support,

610
00:28:55,360 --> 00:28:56,970
or a homework completion club,

611
00:28:56,970 --> 00:28:59,723
or a white table in one of
the schools I work with.

612
00:29:00,600 --> 00:29:02,640
And avoidance self-monitoring

613
00:29:02,640 --> 00:29:04,780
and relaxation and mindfulness,

614
00:29:04,780 --> 00:29:07,270
because there may be some
anxiety attached to that.

615
00:29:07,270 --> 00:29:09,060
So it's just sort of a sampling

616
00:29:09,060 --> 00:29:12,020
of interventions that you would try

617
00:29:12,020 --> 00:29:15,170
to have in your inventory
that you can match

618
00:29:15,170 --> 00:29:16,853
to the function of the concern.

619
00:29:17,930 --> 00:29:20,040
And we go over that a little bit more.

620
00:29:20,040 --> 00:29:21,980
This, I already said enough,

621
00:29:21,980 --> 00:29:23,830
it's not that these
interventions are going

622
00:29:23,830 --> 00:29:25,070
to fix the student.

623
00:29:25,070 --> 00:29:28,047
And then the classroom
teacher just says, okay,

624
00:29:28,047 --> 00:29:29,397
"Welcome back to the classroom

625
00:29:29,397 --> 00:29:31,990
"because everything's all set now."

626
00:29:31,990 --> 00:29:34,640
All staff play a role in
supporting the students

627
00:29:34,640 --> 00:29:37,470
to be successful through
these interventions.

628
00:29:37,470 --> 00:29:41,780
And I'm not sure if you have engaged

629
00:29:41,780 --> 00:29:44,510
in restorative practices,

630
00:29:44,510 --> 00:29:46,870
learning about and installing
restorative practices

631
00:29:46,870 --> 00:29:48,050
within your school.

632
00:29:48,050 --> 00:29:49,920
Our team has been working really hard over

633
00:29:49,920 --> 00:29:54,387
the last few years to really move all

634
00:29:54,387 --> 00:29:58,210
of what we support schools around PBIS

635
00:29:58,210 --> 00:30:01,880
to do to be more within the principles

636
00:30:01,880 --> 00:30:04,160
of the restorative approach.

637
00:30:04,160 --> 00:30:08,960
So characteristic of that
is voluntary participation.

638
00:30:08,960 --> 00:30:12,880
So students would agree to
engage in the intervention.

639
00:30:12,880 --> 00:30:14,270
They know about it.

640
00:30:14,270 --> 00:30:16,670
Relationships are critical that the adults

641
00:30:16,670 --> 00:30:18,260
that are supporting the student need

642
00:30:18,260 --> 00:30:20,630
to have a positive
connection with the student

643
00:30:20,630 --> 00:30:22,280
and it needs to be meaningful,

644
00:30:22,280 --> 00:30:23,941
and the students are involved

645
00:30:23,941 --> 00:30:28,080
in monitoring and decision-making.

646
00:30:28,080 --> 00:30:30,700
And so all of the interventions
that we talk about,

647
00:30:30,700 --> 00:30:32,200
we need to be talking about it

648
00:30:33,120 --> 00:30:35,243
with these principles in mind.

649
00:30:36,240 --> 00:30:41,210
And what we're trying to do is move away

650
00:30:41,210 --> 00:30:46,150
from anything that is more
like, you need to do this,

651
00:30:46,150 --> 00:30:48,690
or you're in trouble now it's punitive,

652
00:30:48,690 --> 00:30:53,220
or if you don't do this ultimatum kinds

653
00:30:53,220 --> 00:30:57,460
of things more toward
exploring relationships

654
00:30:57,460 --> 00:30:59,570
and participating together,

655
00:30:59,570 --> 00:31:01,660
being restorative and repairing harms.

656
00:31:01,660 --> 00:31:04,840
So one of the activities
we do in our training

657
00:31:04,840 --> 00:31:07,870
is we ask teams that are
engaged in these trainings

658
00:31:07,870 --> 00:31:11,510
to think about where some
of their interventions

659
00:31:11,510 --> 00:31:14,090
are along this continuum.

660
00:31:14,090 --> 00:31:15,940
And things that they can do

661
00:31:15,940 --> 00:31:19,480
with some of the go-to
interventions they have now

662
00:31:19,480 --> 00:31:22,320
to be a little bit more on the right side,

663
00:31:22,320 --> 00:31:23,580
so that we're really doing

664
00:31:23,580 --> 00:31:28,203
this with students instead
of four or two students.

665
00:31:29,570 --> 00:31:31,730
- Renee just had a question
about what if students

666
00:31:31,730 --> 00:31:33,713
are unwilling to participate.

667
00:31:35,000 --> 00:31:39,680
And I think getting at the
reasons behind that resistance

668
00:31:40,820 --> 00:31:45,820
and coming to an agreement
about these behaviors,

669
00:31:46,160 --> 00:31:48,400
whichever they might be
are getting in your way

670
00:31:48,400 --> 00:31:51,200
of you being successful at school.

671
00:31:51,200 --> 00:31:53,290
Here's one idea that we had

672
00:31:53,290 --> 00:31:55,793
for something that's
worked for some other kids.

673
00:31:56,810 --> 00:31:59,750
If you don't think this is
something that will work for you,

674
00:31:59,750 --> 00:32:02,600
what are some of your
ideas about what might work

675
00:32:02,600 --> 00:32:04,840
or would you be willing to try it

676
00:32:04,840 --> 00:32:07,550
for two weeks and see how it goes?

677
00:32:07,550 --> 00:32:09,960
So it's kind of getting them

678
00:32:09,960 --> 00:32:11,390
to a place where they understand the

679
00:32:11,390 --> 00:32:14,330
why behind that intervention.

680
00:32:14,330 --> 00:32:17,903
Know that other kids have used
it, and I have seen success,

681
00:32:19,500 --> 00:32:24,390
and get at some of their maybe
fears or concerns about that.

682
00:32:24,390 --> 00:32:25,240
So for instance,

683
00:32:25,240 --> 00:32:27,910
like for check-in check-out a student

684
00:32:27,910 --> 00:32:30,320
who's really aware of social

685
00:32:31,670 --> 00:32:33,920
connections with other
students might think, well,

686
00:32:33,920 --> 00:32:36,300
I don't want to have this sheet attached

687
00:32:36,300 --> 00:32:37,290
to me that other kids

688
00:32:37,290 --> 00:32:39,290
are gonna know I'm working on something.

689
00:32:40,940 --> 00:32:42,440
So thinking about alternatives

690
00:32:42,440 --> 00:32:44,100
to that maybe they check in

691
00:32:44,100 --> 00:32:46,750
on an iPad that other kids don't even know

692
00:32:46,750 --> 00:32:48,360
what they're doing at that time,

693
00:32:48,360 --> 00:32:50,140
or the teacher is doing it

694
00:32:51,540 --> 00:32:54,830
at maybe a less frequent check-in,

695
00:32:54,830 --> 00:32:56,080
so it's not as obvious,

696
00:32:56,080 --> 00:32:58,960
or there are lots of
different ways to adapt it,

697
00:32:58,960 --> 00:33:00,590
that the student might feel

698
00:33:02,100 --> 00:33:05,053
more willing to try that intervention.

699
00:33:08,540 --> 00:33:09,923
- Thank you, excellent.

700
00:33:11,070 --> 00:33:13,770
And that's what we're
really, really trying

701
00:33:13,770 --> 00:33:16,740
to shift that focus so
that it is voluntary

702
00:33:16,740 --> 00:33:19,610
and may seem more time-intensive,

703
00:33:19,610 --> 00:33:22,040
but we know when people are disagreeing

704
00:33:22,040 --> 00:33:25,910
about what should be done
there isn't much success.

705
00:33:25,910 --> 00:33:30,250
So negotiating making
it out to be a positive,

706
00:33:30,250 --> 00:33:33,080
supportive thing to help
the student be successful

707
00:33:33,080 --> 00:33:35,210
because perhaps some
of their other methods

708
00:33:35,210 --> 00:33:37,200
of getting attention aren't working

709
00:33:37,200 --> 00:33:40,537
is really the direction
that we're trying to go in.

710
00:33:40,537 --> 00:33:41,410
And once we have some

711
00:33:41,410 --> 00:33:45,140
of these really good go-to
targeted interventions in place,

712
00:33:45,140 --> 00:33:46,880
we can start individualizing

713
00:33:46,880 --> 00:33:49,810
and tweaking to be really more aligned

714
00:33:49,810 --> 00:33:53,163
with what the student would be
welcoming and interested in.

715
00:33:54,235 --> 00:33:55,820
I'm going to pass that up.

716
00:33:55,820 --> 00:33:58,280
So I'm gonna move a little
bit to the system that needs

717
00:33:58,280 --> 00:34:00,420
to be in place at the targeted level.

718
00:34:00,420 --> 00:34:04,420
There's two pieces of the system

719
00:34:04,420 --> 00:34:07,680
when you get to the target
level of PBIS, anyway.

720
00:34:07,680 --> 00:34:11,435
There's looking at your
inventory of supports

721
00:34:11,435 --> 00:34:14,180
and who's on a team

722
00:34:14,180 --> 00:34:15,820
and really not looking

723
00:34:15,820 --> 00:34:19,490
at specific students and their
names, but to really look at,

724
00:34:19,490 --> 00:34:22,680
do we have the right interventions
based on our screening,

725
00:34:22,680 --> 00:34:25,160
or are the staff familiar with the request

726
00:34:25,160 --> 00:34:27,660
for assistance process and all that stuff.

727
00:34:27,660 --> 00:34:29,780
And then the second function

728
00:34:29,780 --> 00:34:32,470
is the individual student
planning and monitoring.

729
00:34:32,470 --> 00:34:36,010
And that's where you're
really looking at some data

730
00:34:36,010 --> 00:34:37,960
and you're keeping track
of how the students

731
00:34:37,960 --> 00:34:40,060
are doing on particular interventions

732
00:34:40,060 --> 00:34:43,350
and interacting around specific students.

733
00:34:43,350 --> 00:34:48,350
So the targeted system is gonna
be creating the procedures,

734
00:34:48,670 --> 00:34:49,840
as I said, for request

735
00:34:49,840 --> 00:34:52,910
for assistance communicates

736
00:34:52,910 --> 00:34:55,680
what some of these interventions
are with staff and families

737
00:34:55,680 --> 00:34:57,380
in a general sort of way.

738
00:34:57,380 --> 00:35:01,557
And it is a link between
the targeted level of PBIS

739
00:35:01,557 --> 00:35:04,860
and the universal level of PBIS.

740
00:35:04,860 --> 00:35:08,090
And so there's big
schools and small schools,

741
00:35:08,090 --> 00:35:10,053
mostly small schools in Vermont.

742
00:35:11,130 --> 00:35:13,260
And so in some of the
really small schools,

743
00:35:13,260 --> 00:35:16,010
there are only so many
people to be on a team.

744
00:35:16,010 --> 00:35:18,100
So it could be

745
00:35:18,100 --> 00:35:23,100
a situation where if you're
implementing universal PBIS

746
00:35:24,080 --> 00:35:27,420
and you have a team that's
representative of staff,

747
00:35:27,420 --> 00:35:31,180
making sure that you have
membership on that team,

748
00:35:31,180 --> 00:35:34,110
somebody who has some sort
of behavioral expertise

749
00:35:34,110 --> 00:35:37,950
or is aspiring to develop
some behavioral expertise.

750
00:35:37,950 --> 00:35:40,160
Perhaps your mental
health clinician could be

751
00:35:40,160 --> 00:35:42,380
on the systems level team.

752
00:35:42,380 --> 00:35:43,810
And perhaps,

753
00:35:43,810 --> 00:35:47,700
if you've got really good
universal teaming infrastructure

754
00:35:47,700 --> 00:35:49,770
in place, this may be

755
00:35:51,432 --> 00:35:53,150
the same group of people

756
00:35:54,410 --> 00:35:56,640
that just changes intentionally makes

757
00:35:56,640 --> 00:36:00,120
a change between the universal
school-wide conversation

758
00:36:00,120 --> 00:36:02,280
and the targeted level of conversation.

759
00:36:02,280 --> 00:36:05,510
And I always like to envision
wearing a different hat.

760
00:36:05,510 --> 00:36:06,800
You've got your green hat on,

761
00:36:06,800 --> 00:36:08,170
and then you put your yellow hat on

762
00:36:08,170 --> 00:36:10,610
and you're switching conversations.

763
00:36:10,610 --> 00:36:12,690
Administrators should be
involved in all of this.

764
00:36:12,690 --> 00:36:14,730
And as I said someone,

765
00:36:14,730 --> 00:36:16,000
a mental health person that's

766
00:36:16,000 --> 00:36:18,340
in your school would be an ideal person

767
00:36:18,340 --> 00:36:19,953
to be sitting on this team.

768
00:36:20,930 --> 00:36:23,630
And someone or others involved

769
00:36:23,630 --> 00:36:27,303
in with some behavioral
expertise should be on that team.

770
00:36:28,690 --> 00:36:32,940
Per student planning,
that's the smaller group,

771
00:36:32,940 --> 00:36:35,240
and I'm going to talk about
check-in check-out in a minute.

772
00:36:35,240 --> 00:36:37,400
And the coordinator of the role

773
00:36:37,400 --> 00:36:38,770
of the check-in check-out coordinator,

774
00:36:38,770 --> 00:36:41,550
that person should be on
the student planning team.

775
00:36:41,550 --> 00:36:43,880
They're gonna meet regularly

776
00:36:45,200 --> 00:36:46,360
and look at data

777
00:36:46,360 --> 00:36:48,040
and look at progress around student

778
00:36:48,040 --> 00:36:52,993
and communicate the changes
of the plan that happened.

779
00:36:54,090 --> 00:36:57,070
So there's two different
kinds of meetings.

780
00:36:57,070 --> 00:36:59,100
The first one, we're not
really talking about students

781
00:36:59,100 --> 00:37:01,850
in particular like Johnny or Sally,

782
00:37:01,850 --> 00:37:04,780
we're talking about our
system of interventions

783
00:37:04,780 --> 00:37:06,050
and making sure the staff knows.

784
00:37:06,050 --> 00:37:09,340
And this one is really
about the specific students.

785
00:37:09,340 --> 00:37:11,800
So the people on that should be the

786
00:37:11,800 --> 00:37:15,390
check-in check-out
coordinator, representatives

787
00:37:15,390 --> 00:37:17,230
from the systems level team,

788
00:37:17,230 --> 00:37:19,670
and again, the administrator
really does need

789
00:37:19,670 --> 00:37:22,080
to know what all the interventions are.

790
00:37:22,080 --> 00:37:26,490
Administrator is the face of the school

791
00:37:26,490 --> 00:37:27,490
and so

792
00:37:29,760 --> 00:37:31,270
would be the person like being

793
00:37:31,270 --> 00:37:32,680
in touch with families.

794
00:37:32,680 --> 00:37:34,330
So that person really does need

795
00:37:34,330 --> 00:37:36,950
to have his or her pulse
on what's happening

796
00:37:36,950 --> 00:37:38,753
at all levels of PBIS.

797
00:37:40,430 --> 00:37:43,430
So it might sound a little
bit familiar to you,

798
00:37:43,430 --> 00:37:48,090
these teams and we wonder about your EST

799
00:37:49,300 --> 00:37:53,310
and whether that would serve well for you.

800
00:37:53,310 --> 00:37:55,600
When you're intentionally implementing

801
00:37:55,600 --> 00:37:59,270
the targeted level there
are certain pieces that need

802
00:37:59,270 --> 00:38:03,660
to be in place that I just
described that could be your EST.

803
00:38:03,660 --> 00:38:05,540
And we think that it makes sense

804
00:38:08,133 --> 00:38:09,170
from where we sit

805
00:38:10,490 --> 00:38:12,350
that the EST also serves

806
00:38:12,350 --> 00:38:14,140
as at least the system level

807
00:38:14,140 --> 00:38:16,810
of the targeted team

808
00:38:16,810 --> 00:38:18,753
but also could be the

809
00:38:20,860 --> 00:38:23,300
student level targeted team.

810
00:38:23,300 --> 00:38:25,840
And so we do have a little poll here, Amy,

811
00:38:25,840 --> 00:38:27,540
if we could just get that up

812
00:38:28,510 --> 00:38:30,000
to ask people

813
00:38:30,000 --> 00:38:33,830
to what extent your EST functions,

814
00:38:33,830 --> 00:38:38,830
could function as your
targeted level team for PBIS.

815
00:38:46,570 --> 00:38:48,803
Okay, some features.

816
00:38:55,060 --> 00:38:59,560
Okay, so the idea, thank you for that.

817
00:38:59,560 --> 00:39:04,300
The idea is that we want
to be able to work smarter.

818
00:39:05,951 --> 00:39:06,784
And,

819
00:39:08,130 --> 00:39:08,963
thank you.

820
00:39:10,530 --> 00:39:14,700
And so if our EST is
most of the way there,

821
00:39:14,700 --> 00:39:18,930
perhaps your EST can do some additions

822
00:39:18,930 --> 00:39:22,730
and some modifications
to its structure so that

823
00:39:22,730 --> 00:39:27,000
it really meets the needs
of the targeted PBIS team.

824
00:39:27,000 --> 00:39:28,780
The Vermont Agency of Education,

825
00:39:28,780 --> 00:39:33,380
just put out a really good
practice document on ESTs

826
00:39:33,380 --> 00:39:36,567
with a rubric of what a
highly functioning EST is,

827
00:39:36,567 --> 00:39:38,160
and that would serve really well

828
00:39:38,160 --> 00:39:40,030
for the targeted level of PBIS.

829
00:39:40,030 --> 00:39:43,060
So I think I posted that
in the materials as well

830
00:39:43,060 --> 00:39:44,910
if you want to take a look at that.

831
00:39:44,910 --> 00:39:46,900
And I don't know if you
remember the very beginning

832
00:39:46,900 --> 00:39:48,180
of this webinar,

833
00:39:48,180 --> 00:39:49,730
where I was emphasizing

834
00:39:52,481 --> 00:39:53,833
what was I emphasizing?

835
00:39:54,682 --> 00:39:58,920
That we spend as much
time on the practices

836
00:39:58,920 --> 00:40:01,520
as we do with the systems and the data.

837
00:40:01,520 --> 00:40:03,510
So this is that system's piece,

838
00:40:03,510 --> 00:40:06,430
and it's really, really
important to have that in place.

839
00:40:06,430 --> 00:40:10,910
And what we have found anecdotally
is that schools that had

840
00:40:10,910 --> 00:40:13,030
a really strong teaming infrastructure

841
00:40:13,030 --> 00:40:15,300
or the systems part of systems data

842
00:40:15,300 --> 00:40:18,610
and practices were much

843
00:40:19,650 --> 00:40:23,290
better equipped to address
all these big changes

844
00:40:23,290 --> 00:40:25,050
that have happened during the pandemic.

845
00:40:25,050 --> 00:40:28,990
And so we really want to
emphasize a lot that this

846
00:40:28,990 --> 00:40:32,020
is definitely worth organizing

847
00:40:32,020 --> 00:40:34,963
around that teaming
infrastructure, that system.

848
00:40:35,840 --> 00:40:37,673
Okay, I'm gonna end this.

849
00:40:41,090 --> 00:40:44,073
Okay, I've pretty much talked
about the administrator.

850
00:40:45,570 --> 00:40:48,410
So you have a school-based coordinator

851
00:40:48,410 --> 00:40:52,550
and most schools that
are implementing PBIS

852
00:40:52,550 --> 00:40:54,650
are within a district or supervisory union

853
00:40:54,650 --> 00:40:58,360
that has an SUSD PBIS coordinator,

854
00:40:58,360 --> 00:41:01,790
somebody who is concerned
about whether the schools

855
00:41:01,790 --> 00:41:03,270
are getting the right resources

856
00:41:03,270 --> 00:41:06,030
and professional
development opportunities.

857
00:41:06,030 --> 00:41:09,980
And so that person should be connecting

858
00:41:09,980 --> 00:41:14,020
with your universal and
targeted level team.

859
00:41:14,020 --> 00:41:14,950
And so we really want

860
00:41:14,950 --> 00:41:17,550
to make sure that that
person either is able

861
00:41:17,550 --> 00:41:19,600
to participate in the training

862
00:41:19,600 --> 00:41:21,930
for your team or can connect

863
00:41:21,930 --> 00:41:24,280
with your team around
all that's happening so

864
00:41:24,280 --> 00:41:26,330
that they can be an advocate

865
00:41:26,330 --> 00:41:28,370
and support you in doing
the work that you need

866
00:41:28,370 --> 00:41:29,503
and look at your data.

867
00:41:30,930 --> 00:41:33,860
I talked about the school
coordinator there's again,

868
00:41:33,860 --> 00:41:35,760
if you're implementing
at the universal level,

869
00:41:35,760 --> 00:41:38,770
very similar at the targeted level

870
00:41:38,770 --> 00:41:41,550
and that person really does sort

871
00:41:41,550 --> 00:41:46,220
of cross the universal team,
the targeted systems team,

872
00:41:46,220 --> 00:41:48,830
and the individual student team.

873
00:41:48,830 --> 00:41:52,490
So that might be the
existing PBIS coordinator

874
00:41:52,490 --> 00:41:55,830
in your school or another person.

875
00:41:55,830 --> 00:41:58,140
Again, I also just want to throw it out

876
00:41:58,140 --> 00:42:01,340
to consider the role of the
mental health clinicians

877
00:42:01,340 --> 00:42:02,750
in your building,

878
00:42:02,750 --> 00:42:07,750
and are they able to pick up
some of the pieces of this work

879
00:42:10,630 --> 00:42:12,740
because they do have the capacity

880
00:42:12,740 --> 00:42:14,800
with success beyond six right now,

881
00:42:14,800 --> 00:42:17,700
to be able to sit on
some system-level team.

882
00:42:17,700 --> 00:42:19,280
So if you're really concerned about who

883
00:42:19,280 --> 00:42:20,610
those people should be,

884
00:42:20,610 --> 00:42:22,810
think about the mental health
clinician in your building,

885
00:42:22,810 --> 00:42:24,890
and they bring a different lens to it

886
00:42:25,790 --> 00:42:28,523
that really might benefit your educators.

887
00:42:30,170 --> 00:42:32,210
So one of the activities to do prior

888
00:42:32,210 --> 00:42:35,180
to attending a targeted level training

889
00:42:35,180 --> 00:42:37,330
is to think about who's on your team,

890
00:42:37,330 --> 00:42:39,090
who's on your system-level team,

891
00:42:39,090 --> 00:42:42,710
and who's on your individual
student level team.

892
00:42:42,710 --> 00:42:44,320
And so with what I described,

893
00:42:44,320 --> 00:42:47,250
you might want to be sorting
out how that might all begin

894
00:42:47,250 --> 00:42:48,780
to work for you in the role of EST

895
00:42:48,780 --> 00:42:53,360
and whether it's part of EST
and how it fits with universal.

896
00:42:53,360 --> 00:42:57,350
So this is an activity
in the staff handbook

897
00:42:57,350 --> 00:43:00,360
because you'll want to
produce that handbook

898
00:43:00,360 --> 00:43:01,870
and share that with everybody else,

899
00:43:01,870 --> 00:43:05,240
so everybody else knows
who's on that team as well.

900
00:43:05,240 --> 00:43:06,640
So when we get to the training,

901
00:43:06,640 --> 00:43:09,230
we'll be talking about
that a little bit further.

902
00:43:09,230 --> 00:43:10,380
And the other piece of work

903
00:43:10,380 --> 00:43:11,820
to do in advance of the training

904
00:43:11,820 --> 00:43:15,540
is to begin putting
together your inventory

905
00:43:15,540 --> 00:43:19,070
of targeted practices that
you already have in place.

906
00:43:19,070 --> 00:43:22,100
And you all are doing
something like lunch punches

907
00:43:22,100 --> 00:43:24,180
or friendship clubs, or, well,

908
00:43:24,180 --> 00:43:26,423
I don't know about or maybe virtual.

909
00:43:28,420 --> 00:43:30,850
You'll have some things that you're doing

910
00:43:30,850 --> 00:43:33,540
and to begin to put that down

911
00:43:33,540 --> 00:43:36,860
and identify a little bit about

912
00:43:38,410 --> 00:43:41,610
why but what the purpose
of the intervention is,

913
00:43:41,610 --> 00:43:45,600
who's involved, how does
a student get referred

914
00:43:45,600 --> 00:43:47,550
to this particular intervention

915
00:43:47,550 --> 00:43:50,330
and how do you know if a student's
being successful on that?

916
00:43:50,330 --> 00:43:54,320
So we're asking you to
begin this as a team prior

917
00:43:54,320 --> 00:43:56,190
to the training and spend
a little bit more time

918
00:43:56,190 --> 00:43:57,450
at the training when we go

919
00:43:57,450 --> 00:44:00,650
into sort of a deeper level understanding

920
00:44:00,650 --> 00:44:02,060
of target interventions.

921
00:44:02,060 --> 00:44:03,920
But then you build on it

922
00:44:03,920 --> 00:44:07,650
and build on it for
indefinitely until you retire

923
00:44:07,650 --> 00:44:09,860
so you have a really robust list.

924
00:44:09,860 --> 00:44:12,010
And here's an example

925
00:44:12,010 --> 00:44:14,833
of a list that you really
can't read right now.

926
00:44:17,820 --> 00:44:19,410
This is a school that's been involved

927
00:44:19,410 --> 00:44:21,380
with PBIS for quite a while.

928
00:44:21,380 --> 00:44:25,300
And over time they built
in all these interventions.

929
00:44:25,300 --> 00:44:27,270
You can see Check-In/Check-Out, mentoring,

930
00:44:27,270 --> 00:44:30,500
lunch date, everyone wins,
social skills groups,

931
00:44:30,500 --> 00:44:34,890
and they were able to identify
what function of behavior,

932
00:44:34,890 --> 00:44:38,010
these particular interventions meet

933
00:44:38,010 --> 00:44:41,060
so that we're gonna get to
that level of sophistication,

934
00:44:41,060 --> 00:44:44,060
so that we're really
matching student concerns

935
00:44:44,060 --> 00:44:45,900
with the interventions we have in place.

936
00:44:45,900 --> 00:44:47,960
How does a student access it?

937
00:44:47,960 --> 00:44:51,360
What is the dosage of intervention?

938
00:44:51,360 --> 00:44:53,770
You know, the staffing
involved and how we're checking

939
00:44:53,770 --> 00:44:57,130
for progress and measuring success,

940
00:44:57,130 --> 00:44:58,660
and then the exit criteria.

941
00:44:58,660 --> 00:45:01,140
And you can see this
school was still working

942
00:45:01,140 --> 00:45:05,030
on their exit criteria
when we stole this example

943
00:45:05,030 --> 00:45:06,113
to share with you.

944
00:45:07,490 --> 00:45:08,713
Any questions?

945
00:45:18,130 --> 00:45:19,670
And feel free to type in the chatbox.

946
00:45:19,670 --> 00:45:20,993
People are monitoring it.

947
00:45:22,040 --> 00:45:24,840
So when we get to the practices,

948
00:45:24,840 --> 00:45:26,340
we're, as I said earlier,

949
00:45:26,340 --> 00:45:29,880
we're going to work with school teams

950
00:45:29,880 --> 00:45:31,380
to ensure that they come out

951
00:45:31,380 --> 00:45:34,250
of our training pretty much ready

952
00:45:34,250 --> 00:45:37,530
to roll out a more formalized

953
00:45:37,530 --> 00:45:42,060
Check-In/Check-Out
intervention or Teacher Check,

954
00:45:42,060 --> 00:45:44,410
Connect and Expect.

955
00:45:44,410 --> 00:45:46,690
So we,

956
00:45:46,690 --> 00:45:49,540
you know, there are a lot
of interventions out there,

957
00:45:49,540 --> 00:45:53,340
a lot of evidence-based
interventions that meets groups

958
00:45:53,340 --> 00:45:54,693
of students' needs.

959
00:45:55,660 --> 00:45:57,560
And you don't need all of them,

960
00:45:57,560 --> 00:46:01,180
but we really, really support the thinking

961
00:46:01,180 --> 00:46:04,930
that all schools need some
form of Check-In/Check-Out

962
00:46:04,930 --> 00:46:07,010
or Teacher Check, Connect and Expect.

963
00:46:07,010 --> 00:46:08,830
And that's why we spend
a lot of time on it.

964
00:46:08,830 --> 00:46:10,910
And I'll tell you a little
bit about what the difference

965
00:46:10,910 --> 00:46:14,490
is between the two and
share about what it is,

966
00:46:14,490 --> 00:46:17,270
but also wanna bring your attention

967
00:46:17,270 --> 00:46:20,150
to this book that

968
00:46:20,150 --> 00:46:22,420
it's called "Responding To
Problem Behaviors In Schools."

969
00:46:22,420 --> 00:46:24,810
And it describes Check-In/Check-Out

970
00:46:24,810 --> 00:46:28,150
in pretty great detail
with some example forms

971
00:46:28,150 --> 00:46:30,580
and some parent notification,

972
00:46:30,580 --> 00:46:33,250
and the rationale behind it.

973
00:46:33,250 --> 00:46:34,820
It's a very easy to read book.

974
00:46:34,820 --> 00:46:36,370
I even could read it.

975
00:46:36,370 --> 00:46:39,250
And I don't like to read
those kinds of books.

976
00:46:39,250 --> 00:46:42,980
Every team will get a copy of this book,

977
00:46:42,980 --> 00:46:45,790
any team that registers to
attend targeted training.

978
00:46:45,790 --> 00:46:50,790
And so we would likely send
that to your team leader,

979
00:46:51,020 --> 00:46:53,040
who you designate as your team leader

980
00:46:53,040 --> 00:46:54,660
so that your team can share it.

981
00:46:54,660 --> 00:46:55,790
And it's a great reference

982
00:46:55,790 --> 00:47:00,790
for you when you start getting
into Check-In/Check-Out.

983
00:47:01,220 --> 00:47:03,163
Let's see, it looks like something.

984
00:47:07,500 --> 00:47:11,020
What if you already have a tier two team

985
00:47:11,020 --> 00:47:12,730
that has been functioning for two years,

986
00:47:12,730 --> 00:47:14,493
including Check-In/Check-Out?

987
00:47:16,070 --> 00:47:17,600
That's great we'll be operating a span

988
00:47:17,600 --> 00:47:18,690
of the Summer Institute that

989
00:47:18,690 --> 00:47:22,210
is expanding your
targeted inventory if that

990
00:47:22,210 --> 00:47:23,440
is what you're looking for.

991
00:47:23,440 --> 00:47:25,160
Great, thank you for answering that.

992
00:47:25,160 --> 00:47:30,160
But I also want to add
that Check-In/Check-Out

993
00:47:30,850 --> 00:47:34,910
is really adaptable
because Check-In/Check-Out

994
00:47:34,910 --> 00:47:37,230
is an intervention.

995
00:47:37,230 --> 00:47:38,360
And this is great timing

996
00:47:38,360 --> 00:47:39,193
'cause that's what I'm gonna talk

997
00:47:39,193 --> 00:47:43,160
about that has more frequent intervals

998
00:47:43,160 --> 00:47:45,050
where students have the opportunity

999
00:47:45,050 --> 00:47:49,730
to practice the behaviors or responses

1000
00:47:49,730 --> 00:47:53,330
that we're trying to
support students in having

1001
00:47:55,250 --> 00:47:56,940
and get that positive feedback.

1002
00:47:56,940 --> 00:47:59,800
So it's more frequent
intervals of recognition

1003
00:47:59,800 --> 00:48:02,570
or positive feedback for
demonstrating certain behaviors.

1004
00:48:02,570 --> 00:48:04,400
And it's really, really highly effective

1005
00:48:04,400 --> 00:48:07,530
for students who are
having problem behaviors

1006
00:48:07,530 --> 00:48:10,500
with the function of
seeking adult attention.

1007
00:48:10,500 --> 00:48:12,730
Which is at any given time about 12%

1008
00:48:12,730 --> 00:48:14,570
of our school population.

1009
00:48:14,570 --> 00:48:19,360
So anything, where you
have frequent intervals

1010
00:48:19,360 --> 00:48:24,193
of acknowledging students
for following expectations,

1011
00:48:25,180 --> 00:48:26,420
can be adapted.

1012
00:48:26,420 --> 00:48:29,450
And so if you have a really
strong Check-In/Check-Out,

1013
00:48:29,450 --> 00:48:30,567
there are many things you can do.

1014
00:48:30,567 --> 00:48:33,550
And the research is showing
that now students who

1015
00:48:33,550 --> 00:48:36,450
are internalizing and trying

1016
00:48:36,450 --> 00:48:38,550
to avoid that there

1017
00:48:38,550 --> 00:48:41,650
are some really great
Check-In/Check-Out modifications

1018
00:48:41,650 --> 00:48:45,800
that you can do to help
students engage more effectively

1019
00:48:45,800 --> 00:48:47,393
in learning and instruction.

1020
00:48:48,520 --> 00:48:52,960
So Check-in/Check-Out and Teacher
Check, Connect and Expect.

1021
00:48:52,960 --> 00:48:57,680
The only difference is that
with Check-In/Check-Out,

1022
00:48:57,680 --> 00:49:00,473
let me see if the next
slide helps me explain this.

1023
00:49:01,500 --> 00:49:03,740
There is with both of them,

1024
00:49:03,740 --> 00:49:05,190
there's a morning check-in

1025
00:49:06,810 --> 00:49:09,000
and with Check-In/Check-Out,

1026
00:49:09,000 --> 00:49:10,760
there is somebody designated

1027
00:49:10,760 --> 00:49:12,570
as a Check-In/Check-Out coordinator.

1028
00:49:12,570 --> 00:49:15,680
There's somebody who

1029
00:49:15,680 --> 00:49:17,990
for up to 10% of the students

1030
00:49:17,990 --> 00:49:20,110
at a given time who checks
in with the students

1031
00:49:20,110 --> 00:49:23,040
in the morning, this could
be multiple coordinators.

1032
00:49:23,040 --> 00:49:24,580
If you have a really large school,

1033
00:49:24,580 --> 00:49:27,003
and you're talking about
20, 30, 40 students.

1034
00:49:28,380 --> 00:49:30,800
And it's very positive with the student

1035
00:49:30,800 --> 00:49:32,180
in the beginning of the day

1036
00:49:32,180 --> 00:49:37,180
and sets them off on track to
have a really positive day.

1037
00:49:37,690 --> 00:49:41,760
And there's a little report
form that the student shares

1038
00:49:41,760 --> 00:49:44,020
at different intervals throughout the day

1039
00:49:45,540 --> 00:49:48,880
with the adult that the
student is with during the day.

1040
00:49:48,880 --> 00:49:50,590
And then at the end of the day,

1041
00:49:50,590 --> 00:49:54,080
they check out with the coordinator.

1042
00:49:54,080 --> 00:49:56,750
For Teacher Check, Connect and Expect

1043
00:49:56,750 --> 00:50:00,110
the check-in the intervals during the day,

1044
00:50:00,110 --> 00:50:03,820
and the check-out are
with the same person.

1045
00:50:03,820 --> 00:50:06,810
So it might be more effective or efficient

1046
00:50:06,810 --> 00:50:08,450
for you with younger students

1047
00:50:08,450 --> 00:50:11,200
who just see one educator during the day

1048
00:50:11,200 --> 00:50:12,310
for that educator

1049
00:50:12,310 --> 00:50:15,350
to be doing something called Teacher,

1050
00:50:15,350 --> 00:50:16,800
Check Connect, and Expect,

1051
00:50:16,800 --> 00:50:20,290
'cause, it's with the teacher
and it's that one person.

1052
00:50:20,290 --> 00:50:24,690
The advantages of Check-In/Check-Out

1053
00:50:24,690 --> 00:50:27,090
is that there's more research done

1054
00:50:27,090 --> 00:50:30,450
on that to be an effective intervention.

1055
00:50:30,450 --> 00:50:31,760
With Teacher Check, Connect

1056
00:50:31,760 --> 00:50:35,790
and Expect there's only
one individual doing that,

1057
00:50:35,790 --> 00:50:37,290
and if they've already started

1058
00:50:37,290 --> 00:50:39,590
with a weird dynamic between the adult

1059
00:50:39,590 --> 00:50:42,320
and the student that may not necessarily

1060
00:50:42,320 --> 00:50:45,260
be a positive intervention, so
you just have to be careful.

1061
00:50:45,260 --> 00:50:46,650
And many of our schools,

1062
00:50:46,650 --> 00:50:48,920
especially our elementary schools

1063
00:50:48,920 --> 00:50:52,820
or our pre-K through 12 schools have both

1064
00:50:52,820 --> 00:50:54,760
because it's is sort of the same process,

1065
00:50:54,760 --> 00:50:58,663
but the Check-In and Check-Out
maybe a little bit different.

1066
00:51:00,050 --> 00:51:02,510
So what happens at the beginning

1067
00:51:02,510 --> 00:51:06,300
of the day, you're following
your school-wide expectations,

1068
00:51:06,300 --> 00:51:10,410
which let's say are safety,
responsibility, and respect,

1069
00:51:10,410 --> 00:51:12,570
and the student starts out

1070
00:51:12,570 --> 00:51:15,900
and the adult and student check-in

1071
00:51:15,900 --> 00:51:17,080
at these different intervals,

1072
00:51:17,080 --> 00:51:18,980
let's say it's five or
six different intervals.

1073
00:51:18,980 --> 00:51:23,570
And the adult and the student agreed

1074
00:51:23,570 --> 00:51:28,320
to what the score might be,
either zero, one, or two points.

1075
00:51:28,320 --> 00:51:29,983
And then at the end of the day,

1076
00:51:32,660 --> 00:51:36,690
you count up all your
points and hope to achieve,

1077
00:51:36,690 --> 00:51:40,710
let's say 80% of total points possible.

1078
00:51:40,710 --> 00:51:42,440
And it's also really effective

1079
00:51:42,440 --> 00:51:46,040
because it just sort of
set up to be supportive

1080
00:51:46,040 --> 00:51:48,100
because let's say

1081
00:51:48,100 --> 00:51:50,603
it's Dexter,

1082
00:51:52,870 --> 00:51:54,880
there's a real concern around safety.

1083
00:51:54,880 --> 00:51:55,713
And that was one

1084
00:51:55,713 --> 00:51:57,760
of the reasons why they
were requesting assistance

1085
00:51:57,760 --> 00:51:59,140
for him to be on Check-In/Check-Out

1086
00:51:59,140 --> 00:52:02,590
because he's really just not being safe.

1087
00:52:02,590 --> 00:52:05,800
And so, but he's very respectful
and he's very responsible.

1088
00:52:05,800 --> 00:52:08,330
So already, if those
are your expectations,

1089
00:52:08,330 --> 00:52:12,630
he's getting positive
feedback and responsible

1090
00:52:12,630 --> 00:52:15,710
and respect and really
working hard on safety.

1091
00:52:15,710 --> 00:52:18,720
So is there sort of a built-in
positive feedback piece

1092
00:52:18,720 --> 00:52:20,133
for a lot of students.

1093
00:52:21,930 --> 00:52:23,240
So at the end of the day,

1094
00:52:23,240 --> 00:52:26,890
the check-out you go over that progress

1095
00:52:26,890 --> 00:52:29,450
and you tell your points,
and you reward it,

1096
00:52:29,450 --> 00:52:30,800
and then there's a way to graph it.

1097
00:52:30,800 --> 00:52:33,410
If you use Check-In/Check-Out, SWISS,

1098
00:52:33,410 --> 00:52:35,140
it's a really nice reporting system

1099
00:52:35,140 --> 00:52:37,053
that gives you great information.

1100
00:52:37,890 --> 00:52:40,110
And then the student takes the copy

1101
00:52:40,110 --> 00:52:42,530
of that daily progress report home,

1102
00:52:42,530 --> 00:52:45,393
and it's signed by the caregivers at home.

1103
00:52:46,380 --> 00:52:48,810
And that's something we do a lot

1104
00:52:48,810 --> 00:52:52,610
of planning during the two-day training

1105
00:52:52,610 --> 00:52:54,840
or 10 to 12-hour training that we have

1106
00:52:54,840 --> 00:52:57,650
with teams around how that might work.

1107
00:52:57,650 --> 00:53:00,460
And then the student comes
back the next morning,

1108
00:53:00,460 --> 00:53:03,170
is greeted by the very positive person.

1109
00:53:03,170 --> 00:53:06,030
And that positive person should be chosen.

1110
00:53:06,030 --> 00:53:08,140
Someone who the students like,

1111
00:53:08,140 --> 00:53:13,140
who is positive and who can
really encourage students

1112
00:53:14,593 --> 00:53:16,890
to go for it and have a wonderful day.

1113
00:53:16,890 --> 00:53:18,930
So you be thinking about if it's,

1114
00:53:18,930 --> 00:53:19,960
Check-In/Check-Out who

1115
00:53:19,960 --> 00:53:22,660
that Check-In/Check-Out
coordinator could possibly be.

1116
00:53:24,070 --> 00:53:26,680
When you go to team training,

1117
00:53:26,680 --> 00:53:28,830
and I'll address this
question in a minute.

1118
00:53:29,824 --> 00:53:32,950
These are the pieces you'll
spend a good part of a day on

1119
00:53:33,930 --> 00:53:36,560
with your team, which is how,

1120
00:53:36,560 --> 00:53:37,700
whether you're going to implement,

1121
00:53:37,700 --> 00:53:39,570
Check-In/Check-Out, or Teacher Check,

1122
00:53:39,570 --> 00:53:41,030
Connect and Expect,

1123
00:53:41,030 --> 00:53:44,910
or both developing this recording system,

1124
00:53:44,910 --> 00:53:48,110
which we call the DPR or
daily progress report.

1125
00:53:48,110 --> 00:53:50,930
What your positive
reinforcement system will be

1126
00:53:50,930 --> 00:53:52,480
for students

1127
00:53:52,480 --> 00:53:54,930
who are on Check-In/Check-Out,
what the request

1128
00:53:54,930 --> 00:53:57,740
for assistance or
referral system would be.

1129
00:53:57,740 --> 00:53:59,430
We're trying to change our terminology

1130
00:53:59,430 --> 00:54:02,630
to request for assistance
instead of referral

1131
00:54:02,630 --> 00:54:05,000
because assistance means
you're also looking

1132
00:54:05,000 --> 00:54:06,350
for help with this.

1133
00:54:06,350 --> 00:54:10,090
It's not referring to somebody
else, but I miss that one.

1134
00:54:10,090 --> 00:54:13,450
You're gonna come up with your
system for managing the data,

1135
00:54:13,450 --> 00:54:16,330
how to fade students
off, how to train staff,

1136
00:54:16,330 --> 00:54:19,120
and how to make sure
you're letting students

1137
00:54:19,120 --> 00:54:22,870
and families know what
Check-In/Check-Out is.

1138
00:54:22,870 --> 00:54:25,937
So Tina is asking,

1139
00:54:25,937 --> 00:54:29,680
"What's a good tool to
use when celebrating,"

1140
00:54:29,680 --> 00:54:31,457
I'm sorry, my cursor,

1141
00:54:31,457 --> 00:54:33,127
"when celebrating one kid reaching

1142
00:54:33,127 --> 00:54:35,017
"their goal for the day,
but another child not?

1143
00:54:35,017 --> 00:54:36,367
"I had someone get upset

1144
00:54:36,367 --> 00:54:38,577
"at Check-In/Check-Out since the kiddo

1145
00:54:38,577 --> 00:54:41,277
"in front of them reached
their goal, but he had not."

1146
00:54:44,090 --> 00:54:45,180
There are oftentimes

1147
00:54:46,260 --> 00:54:47,800
more often than not

1148
00:54:48,970 --> 00:54:51,810
there needs to be some privacy around

1149
00:54:51,810 --> 00:54:52,710
the Check-In/Check-Out,

1150
00:54:52,710 --> 00:54:55,510
so it could be how you do that

1151
00:54:55,510 --> 00:54:58,870
and where you do that and
who that's being done with.

1152
00:54:58,870 --> 00:55:01,780
If it's very public it
could definitely backfire.

1153
00:55:01,780 --> 00:55:04,180
So this would be something
we would strategize

1154
00:55:04,180 --> 00:55:06,413
at a training or with coaching support.

1155
00:55:07,697 --> 00:55:09,767
"What's a good time for frame

1156
00:55:09,767 --> 00:55:11,517
"for fading students off intervention,

1157
00:55:11,517 --> 00:55:13,957
"six weeks or longer if they need it

1158
00:55:13,957 --> 00:55:15,987
"or revamp what you're doing?"

1159
00:55:17,750 --> 00:55:19,580
We like to see you know,

1160
00:55:19,580 --> 00:55:22,920
there is no fast rule, hard and fast rule,

1161
00:55:22,920 --> 00:55:24,170
but three to four weeks

1162
00:55:24,170 --> 00:55:27,860
of success on Check-In/Check-Out
may prompt you

1163
00:55:27,860 --> 00:55:30,350
to begin thinking about
what fading might look like.

1164
00:55:30,350 --> 00:55:32,150
And that could be different intervals,

1165
00:55:32,150 --> 00:55:34,240
it could be checking
in or out with a peer,

1166
00:55:34,240 --> 00:55:36,850
it could be self-monitoring.

1167
00:55:36,850 --> 00:55:39,760
So there's lots of different ways to fade

1168
00:55:39,760 --> 00:55:41,900
and your data will help you decide whether

1169
00:55:41,900 --> 00:55:44,053
that was successful for you or not.

1170
00:55:45,120 --> 00:55:47,120
So the good question, Renee,

1171
00:55:47,120 --> 00:55:50,430
and not really like a perfect answer

1172
00:55:50,430 --> 00:55:55,370
other than being thinking
about different fading options,

1173
00:55:55,370 --> 00:55:58,420
so that that will work for you.

1174
00:55:58,420 --> 00:56:03,420
And knowing that your painting
might not be as beautiful

1175
00:56:03,930 --> 00:56:08,460
as we hope sometimes some
students stay on it for a while,

1176
00:56:08,460 --> 00:56:12,110
and we find that that's
actually more effective than

1177
00:56:16,549 --> 00:56:17,743
them trying to fade.

1178
00:56:20,810 --> 00:56:23,500
As I mentioned earlier,
and this is the data piece,

1179
00:56:23,500 --> 00:56:25,770
which isn't really getting
much attention now.

1180
00:56:25,770 --> 00:56:27,870
There is Check-In/Check-Out SWIS,

1181
00:56:27,870 --> 00:56:31,000
and it allows us to look at

1182
00:56:31,000 --> 00:56:34,070
how all the students in
Check-In/Check-Out are doing.

1183
00:56:34,070 --> 00:56:39,070
And it allows you to enter
your data from the DPR.

1184
00:56:39,400 --> 00:56:41,310
So there would be a person
that would be assigned

1185
00:56:41,310 --> 00:56:43,160
to plug in the data

1186
00:56:44,080 --> 00:56:46,530
and it produces some great graphs

1187
00:56:46,530 --> 00:56:50,680
for all the students that
are on Check-In/Check-Out

1188
00:56:50,680 --> 00:56:55,310
and for individual students by period.

1189
00:56:55,310 --> 00:56:57,200
So you can see how they're
doing different periods

1190
00:56:57,200 --> 00:56:59,300
of the day, and you can look deeper

1191
00:56:59,300 --> 00:57:01,150
at a particular period of the day.

1192
00:57:01,150 --> 00:57:05,500
So, it's a really nice
system designed specifically

1193
00:57:05,500 --> 00:57:07,480
for Check-In/Check-Out.

1194
00:57:07,480 --> 00:57:09,820
So if your team is

1195
00:57:09,820 --> 00:57:13,170
engaging in this particular intervention

1196
00:57:13,170 --> 00:57:16,040
whether you use SWIS or not,

1197
00:57:16,040 --> 00:57:20,170
the features of SWIS
that are used to track

1198
00:57:20,170 --> 00:57:23,780
and report on a Check-In/Check-Out
would be how you want

1199
00:57:23,780 --> 00:57:25,193
to set up your data system.

1200
00:57:27,690 --> 00:57:30,060
So here are some next steps for your team.

1201
00:57:30,060 --> 00:57:33,500
If you're one of those
attending this webinar

1202
00:57:33,500 --> 00:57:36,990
with hopes to attend a targeted
team training coming up

1203
00:57:36,990 --> 00:57:38,400
in April or in June

1204
00:57:39,310 --> 00:57:41,481
that family engagement module I talked

1205
00:57:41,481 --> 00:57:44,360
about 100 minutes ago.

1206
00:57:44,360 --> 00:57:46,340
And your plan for sustainability

1207
00:57:46,340 --> 00:57:48,550
at the universal level

1208
00:57:48,550 --> 00:57:49,660
in your workbook

1209
00:57:49,660 --> 00:57:53,470
and in the handbook looking
at your team profile,

1210
00:57:53,470 --> 00:57:55,060
who's on the systems level team,

1211
00:57:55,060 --> 00:57:57,330
and who's on the individual
student level team

1212
00:57:57,330 --> 00:58:00,310
and begin your inventory
of targeted supports,

1213
00:58:00,310 --> 00:58:05,310
knowing that you're going to
be building on that over time.

1214
00:58:06,050 --> 00:58:09,560
There's a handy dandy VRT yeah.

1215
00:58:09,560 --> 00:58:10,870
Got a couple of typos.

1216
00:58:10,870 --> 00:58:13,030
There's a handy dandy checklist

1217
00:58:13,030 --> 00:58:15,720
of readiness activities that's also linked

1218
00:58:15,720 --> 00:58:18,380
on the webpage and materials,

1219
00:58:18,380 --> 00:58:21,800
and that will help you keep
track of the different parts

1220
00:58:21,800 --> 00:58:24,320
and pieces of things that need to be done

1221
00:58:24,320 --> 00:58:26,680
to build your

1222
00:58:27,730 --> 00:58:31,980
ability to install the
targeted level of PBIS.

1223
00:58:31,980 --> 00:58:35,710
So here we have one final poll

1224
00:58:35,710 --> 00:58:39,593
about what you're thinking
about for training this year.

1225
00:58:40,790 --> 00:58:44,023
And Amy, do you want to let you.

1226
00:58:45,407 --> 00:58:47,837
- [Amy] "Will your school be participating

1227
00:58:47,837 --> 00:58:50,587
"in BTPS targeted training this year?"

1228
00:58:52,110 --> 00:58:54,120
- We have, yes for April.

1229
00:58:54,120 --> 00:58:57,240
This really helps us
plan our trainers too.

1230
00:58:57,240 --> 00:58:59,400
So it's looking like

1231
00:59:00,490 --> 00:59:05,490
several of you are thinking
about training in April

1232
00:59:05,830 --> 00:59:08,050
and perhaps not June

1233
00:59:08,050 --> 00:59:10,583
and several not sure yet, thank you.

1234
00:59:11,680 --> 00:59:12,913
That was really helpful.

1235
00:59:14,470 --> 00:59:17,060
So I think

1236
00:59:20,390 --> 00:59:21,823
that,

1237
00:59:27,120 --> 00:59:31,090
yeah, that concludes the formal portion

1238
00:59:31,090 --> 00:59:33,110
of our webinar.

1239
00:59:33,110 --> 00:59:34,520
I will stay on the line

1240
00:59:34,520 --> 00:59:37,990
and see if you have any
questions or comments.

1241
00:59:37,990 --> 00:59:41,270
You will get an email from Anne Doobie

1242
00:59:41,270 --> 00:59:43,690
in a little while asking
you how this went for you.

1243
00:59:43,690 --> 00:59:45,880
And you have the opportunity

1244
00:59:45,880 --> 00:59:48,510
when you're filling out
the feedback form to

1245
00:59:50,030 --> 00:59:52,310
click on a link that will get you

1246
00:59:52,310 --> 00:59:55,760
to your certificate of
attendance for your time today.

1247
00:59:55,760 --> 00:59:57,510
And we really appreciate
you taking the time

1248
00:59:57,510 --> 00:59:58,950
to visit with us.

1249
00:59:58,950 --> 01:00:01,760
We know it's a busy time
and a very distracting day

1250
01:00:01,760 --> 01:00:03,113
for many of us as well.

1251
01:00:05,390 --> 01:00:06,793
Yeah, thanks for coming.