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- Okay, so I'm Amy Wheeler-Sutton,

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I'm the co-coordinator of the BEST Project

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with Sherry Schoenberg
who's also here today

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and will be helping you
out in the chat box.

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And we're also here today with Anne Dubie,

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our BEST Project extrordinaire.

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And many of you I think are
pretty familiar with our project

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and our work but this
is our second webinar

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of the new school year.

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And we have about 28 more events
throughout the school year

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helping schools to develop
systems, data and practices

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to help support students who have

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or who are at risk of having social

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emotional behavioral challenges.

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So this morning we are really focused

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on helping keep the focus

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on social emotional learning,
wellness and mental health

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as we head into this next school year.

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So we will have you stay
muted unless you wanna

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raise your hand and
say something out loud.

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We're a pretty small group
so that should be fine.

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Or you can utilize the chat box.

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We are recording this session.

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We did have a little bit of an issue

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recording a previous session.

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So we're hopeful it's really recording

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and that we'll be able to
post it on our website.

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And feel free to show or
hide your video this morning.

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We know you've probably
got a lot going on,

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still being summer
vacation for most of you.

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Sherry put the link to the
materials in the chat box.

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So it's just this Google Slides,

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which has tons and tons of links in it.

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And then another document
with just the links.

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And you'll find there are
some resources linked here

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that I'm actually not even
going to address in this webinar

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because it's only an hour long

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but I'm hoping this Google Slides document

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can kind of be a treasure trove for you

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in terms of coming back to it

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and finding resources as
you find that you need them.

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So hopefully this will be
something you come back to.

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So we're gonna start with
a short opening activity.

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We're gonna then begin
our content thinking about

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how equity and SEL are interconnected

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and then we're gonna
start at the adult level.

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So how can we work to
build a strong culture

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of wellness for the
adults in the building?

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What teaming aspects need to be in place

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in order for this work to do well

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and for staff to really feel supported,

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how can we really intentionally
build relationships

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with not just students
but also among staff

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and with family members.

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What are some of the key SEL
skills that both the adults

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and the youth in our
buildings need this year

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and how can we prioritize so
that we're not overwhelmed

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by everything that trying to
do for students and adults.

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And then really thinking
about how we can integrate SEL

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into academic content.

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So in a year that teachers
might be even more concerned

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than they usually are

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in addressing lots and
lots of academic content,

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how can we really build this
SEL work into the academic work

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they're already doing.

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And then just give you a heads up

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of some future opportunities.

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So hopefully this agenda meets your needs.

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And as you're looking at it,

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I just want you to think for yourself,

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who are you here for today?

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So you woke up to be at
a nine o'clock webinar,

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probably on your summer vacation,

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who are you here for today?

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Are you an administrator
who's here for your teachers?

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Are you a teacher who is
here for your students?

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Are you here to gain
knowledge for yourself?

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Are you here for a particular
student that you have in mind?

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So just kind of set an
intention for yourself

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about who are you here for today.

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And you don't have to
share in the chat box,

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it's just for you.

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And just kind of hold that
person or group of people

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in your thoughts as
you're going through this.

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Some of this content
might not be new for you

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but thinking about how you
can bring it to your staff

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or to your students or
to your paraprofessionals

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that you supervise, who might
it be that you're hoping

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gains knowledge as a result of this.

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So we did our introductions.

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Just as a quick connection activity

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I would love for you to think back

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to your own school experience
and think back to a project

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that you were asked to
complete, either a group project

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or an individual project that
really has stayed with you,

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the memories of working on
that project to this day

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and just type into the chat
box, what was the project?

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So for instance, like the eighth grade

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bridge building project or in 10th grade,

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we did like a music video
to some Jennifer Lopez song.

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And I don't remember the connection

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to the content right now
but what was it for you?

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One of those projects that
really sticks in your mind

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and if you can't think of one

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from your own school experience,

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what is a project that you
assigned to your students

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that you think will be the
one that they would remember

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if they were asked this question?

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And you can type into the chat box.

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(chuckles)

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Jeanette was really rosy,
still remembered the songs,

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the lines, that each of the grades did.

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That's awesome, a whole school musical.

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And as people are typing
also be thinking about

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and also type into the chat box,

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what social emotional
learning related skills

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do you think were required of that project

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in order for you to be successful?

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So even if those weren't directly taught

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but that part of the
project wasn't explicit,

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what skills do you think
you or your group needed

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to complete that project?

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Wow, Ryan designed a horse stable

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for a resident of the
town, that's awesome.

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Sherry contributed to an
international dinner, French pass.

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(chuckles)

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Awesome.

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The egg drop, yeah, my
daughter actually just did

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the egg drop with her babysitter.

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(chuckles)

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Yeah, group science experiments,

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decorate the room as the country

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and took your passports around the world.

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Yeah, we did something
similar in third grade,

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we had like a trunk that we would open up

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and there would be all artifacts

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from that country in the trunk.

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Research and learn about other places

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as well as their foods.

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(chuckles)

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Yeah, that cups song was pretty popular

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among my students too.

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It was a mental challenge as well as fun.

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(chuckles)

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Awesome.

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So yeah, Ryan's thinking
about some of those SEL skills

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that were related to that project, right?

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Being able to communicate ideas,

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identify needs of the residents.

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So maybe using some
empathy to put yourself

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in the shoes of that resident
and what might they need.

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Nicole coordinated a
performance for senior year

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talent show song from Greece.

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Old school plays, thanksgiving feast,

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sing a song for a person who
was retiring changed the words.

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Yeah, so I'm sure you're
designing a lot of these projects

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and experiences for your students.

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And in the past if you've
been teaching for a while

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you might not necessarily
have been explicitly thinking

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about the SEL skills and
standards that are connected

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with that unit or that project.

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But when you go back and think about it,

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probably what your students
remember from those projects

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or what maybe was most
challenging for them

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was those SEL skills.

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So thinking about how they can be taught

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in the midst of what
you're already teaching

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and also how they can
be taught on their own.

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So feel free to keep
typing your experiences

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into the chat box as we get going.

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I think that was really great
for me to help frame for me.

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And as we go through,
we're gonna use these two

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kind of overarching structure.

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So many of you are probably
familiar with the visual

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on the left are systems data
practices, visual from PBIS

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where we're keeping equity at the center

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and really thinking about high outcomes

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for all of our students and
how can we design our systems

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to embed those evidence-based
practices and be thinking

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about what data sources we have
to know whether our students

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are successful and whether our systems

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are being implemented with fidelity.

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And then on the right hand side
is the newly updated visual

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from CASEL whose acronym
I'm gonna forget right now,

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of course, maybe Sherry can
type it into the chat box

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but many of you are probably
familiar with CASEL.

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And they recently in 2020
updated both their visual

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and their materials to centrally locate

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identity development, educational equity

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and adult student co-creation
of the learning environment

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to work to create more just communities.

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So you'll see down below
authentic partnerships

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and really thinking about

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before there wasn't a ring
of families and caregivers

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and that was added as well.

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So we're always learning
and evolving in this world.

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And CASEL has kind of led the
way with that in some ways.

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So we're gonna be keeping these
two overarching frameworks

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in mind as we talk for
the rest of our time.

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So when we think about
SEL at the tier one level,

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which is really what we're
gonna be talking about today,

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that is an equitable practice.

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So ensuring that all students
have access to high quality,

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social emotional learning
curriculum and experiences

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increases educational equity.

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So if your schools are struggling with,

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we're really focused on equity this year,

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do we have time to focus on SEL?

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Do we have the resources?

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Focusing on SEL is gonna
lead you in your equity work.

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So some barriers to that
equitable access to SEL

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are things like poverty.

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So schools that are less well resourced

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and are serving students
who are living in poverty

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can be a challenge.

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Exclusionary discipline
practices and policies.

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So if your practices and
policies are still very punitive

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and exclusionary and on the other hand

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you're doing all of this great SEL work,

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it's very confusing for students.

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So they are learning how
to manage their emotions.

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And they're learning that all of this

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is kind of a learning experience,

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we're all getting better at this

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but then they're being punished

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when they're not able to do it,

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it's kind of a big disconnect.

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So while we're working on SEL,

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we also need to be working on
making sure that our practices

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and policies are
inclusionary and preventative

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and proactive rather than
punitive and exclusionary.

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When staff are not engaged in learning

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about trauma informed practices

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that can be a barrier to SEL.

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Implicit bias in staff,
which is a guarantee,

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we all have implicit bias but when staff

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haven't been given an
opportunity to examine

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their implicit biases and learn
some neutralizing routines

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that allow them to step
past those implicit biases

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when they're working with
students or families.

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And educators level of stress and burnout.

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So thinking about where
your educators are at

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headed into this school year
and what their capacity is

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for ensuring equitable access to SEL

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and what needs to be done to help

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with that level of
educator stress and burnout

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so that they can be ready
to provide equitable access

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to SEL for their students.

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So this quote from,

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I'm not sure how to
pronounce their name, Jagers,

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I thought was important to include

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because sometimes we feel like

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when we're doing SEL really well,

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we've kind of checked that
box and we're good to go.

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We're doing the best we
can for our students.

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00:14:45,130 --> 00:14:48,590
But what they're saying
is that most forms of SEL

257
00:14:48,590 --> 00:14:51,690
while they are necessary
and we should be doing them,

258
00:14:51,690 --> 00:14:54,560
they are not sufficient
to advance an equitable

259
00:14:54,560 --> 00:14:57,750
multi-cultural, multi-lingual society.

260
00:14:57,750 --> 00:15:02,100
So even if we're doing the best
we can with SEL in schools,

261
00:15:02,100 --> 00:15:04,380
if we're not doing these four things

262
00:15:04,380 --> 00:15:08,000
and working on these as a larger society,

263
00:15:08,000 --> 00:15:10,820
the SEL work we're doing
within one school building

264
00:15:10,820 --> 00:15:13,310
or within one district

265
00:15:13,310 --> 00:15:15,960
is not gonna move us forward as a society.

266
00:15:15,960 --> 00:15:19,050
So things like examining our biases,

267
00:15:19,050 --> 00:15:20,760
working to address inequities.

268
00:15:20,760 --> 00:15:23,420
So not just kind of
ameliorate what happens

269
00:15:23,420 --> 00:15:27,100
as a result of the
inequity but thinking about

270
00:15:27,100 --> 00:15:30,480
where inequities lie within
education, within health

271
00:15:30,480 --> 00:15:34,250
and all of these have
become a lot more apparent

272
00:15:34,250 --> 00:15:35,923
in the past 18 months.

273
00:15:36,920 --> 00:15:39,330
Looking at the root causes of inequities.

274
00:15:39,330 --> 00:15:43,100
So what kinds of structural
oppression exists

275
00:15:43,100 --> 00:15:47,480
and that has been internalized
by organizations and schools

276
00:15:47,480 --> 00:15:52,120
and then working to interrupt
those inequitable practices.

277
00:15:52,120 --> 00:15:57,120
So just a bit of a lofty
goal but the idea is

278
00:15:57,800 --> 00:16:00,020
we can't just say we're doing SEL

279
00:16:00,020 --> 00:16:02,683
and think we're gonna
change the world basically.

280
00:16:05,740 --> 00:16:08,740
So you'll see these themes kind of emerge

281
00:16:08,740 --> 00:16:11,390
through the prompting questions
that I'm gonna provide

282
00:16:11,390 --> 00:16:12,963
for you throughout today.

283
00:16:13,890 --> 00:16:15,970
But these are the kind of pillars

284
00:16:15,970 --> 00:16:18,817
for how we can promote equity through SEL.

285
00:16:19,860 --> 00:16:22,360
So really strong classroom
community building.

286
00:16:22,360 --> 00:16:24,600
We're gonna talk a little bit
about relationship building

287
00:16:24,600 --> 00:16:27,010
and how to do that intentionally.

288
00:16:27,010 --> 00:16:28,930
Using curriculum in the classroom

289
00:16:28,930 --> 00:16:31,010
that encourages student reflection

290
00:16:31,010 --> 00:16:33,770
on their own lives and society.

291
00:16:33,770 --> 00:16:36,590
So working on that identity work,

292
00:16:36,590 --> 00:16:40,603
cultural integration into the curriculum,

293
00:16:42,550 --> 00:16:45,480
promoting their racial and
ethnic identity development,

294
00:16:45,480 --> 00:16:47,290
learning who they are,

295
00:16:47,290 --> 00:16:51,720
who they are connected
to with their history,

296
00:16:51,720 --> 00:16:55,620
integrating equity content into
the academic subject areas.

297
00:16:55,620 --> 00:16:59,680
So not having separate
units about diversity,

298
00:16:59,680 --> 00:17:03,780
equity, inclusion and then that work

299
00:17:03,780 --> 00:17:05,090
that we were talking about earlier,

300
00:17:05,090 --> 00:17:08,340
those project based experiential
learning experiences

301
00:17:09,446 --> 00:17:12,797
are another way to promote
equity through SEL.

302
00:17:13,840 --> 00:17:16,470
So many of these you're
probably already doing

303
00:17:16,470 --> 00:17:19,080
and you'll see these
themes continue to emerge

304
00:17:19,080 --> 00:17:19,930
as we talk today.

305
00:17:23,290 --> 00:17:25,860
So like I said, we're gonna
start with building a culture

306
00:17:25,860 --> 00:17:27,403
of wellness for adults.

307
00:17:28,589 --> 00:17:32,070
And so I want you to think
back to this past school year

308
00:17:32,070 --> 00:17:34,710
and just name in the chat
box some of the things

309
00:17:34,710 --> 00:17:39,643
that your school did to
work on adult wellness.

310
00:17:41,960 --> 00:17:44,560
Because probably this last school year

311
00:17:44,560 --> 00:17:47,130
more than any other school year,

312
00:17:47,130 --> 00:17:51,303
hopefully this was a priority
in your school or district.

313
00:17:59,170 --> 00:18:00,730
Great, so Brook's school was using

314
00:18:00,730 --> 00:18:03,150
circles of faculty meetings,

315
00:18:03,150 --> 00:18:07,990
allowing staff some time and
space probably to reflect

316
00:18:07,990 --> 00:18:10,593
and process what was going on.

317
00:18:30,543 --> 00:18:32,820
Ryan's school used circles as well,

318
00:18:32,820 --> 00:18:34,850
walk and talks outside in small groups.

319
00:18:34,850 --> 00:18:37,530
I love that idea, I heard
that somewhere else recently

320
00:18:37,530 --> 00:18:40,400
and I think for students as well

321
00:18:42,220 --> 00:18:46,290
rather than I think
opening up that opportunity

322
00:18:46,290 --> 00:18:49,950
for conversation as you're
walking can really allow students

323
00:18:49,950 --> 00:18:52,903
to engage in a way they might
not be able to otherwise.

324
00:18:54,140 --> 00:18:57,610
Connection times, small group discussions,

325
00:18:57,610 --> 00:19:00,570
opportunities for physical
well-being, retreat room,

326
00:19:00,570 --> 00:19:03,600
beginning meetings with touching base,

327
00:19:03,600 --> 00:19:07,830
wellness walks, covering a classroom.

328
00:19:07,830 --> 00:19:11,160
Yeah, I would have that
suggestion in here too.

329
00:19:11,160 --> 00:19:14,720
Walk and talk with a
colleague, adult wellness area,

330
00:19:14,720 --> 00:19:17,224
massage chairs, coffee jars.

331
00:19:17,224 --> 00:19:18,470
(chuckles)

332
00:19:18,470 --> 00:19:21,150
Path wellness challenges, yeah.

333
00:19:21,150 --> 00:19:26,003
Staff breakfast, massages,
group lunches, yeah.

334
00:19:29,270 --> 00:19:33,160
Soup club was my favorite
thing at my school.

335
00:19:33,160 --> 00:19:35,950
Everyone would bring
soup, salad or breads,

336
00:19:35,950 --> 00:19:37,703
recipe shares, awesome.

337
00:19:38,580 --> 00:19:41,610
And we'll save the chat box from today.

338
00:19:41,610 --> 00:19:45,130
So if you see some ideas fly
by that you're interested

339
00:19:45,130 --> 00:19:50,130
in taking back, we'll post
the link to the saved chat

340
00:19:51,890 --> 00:19:53,973
in the materials for the webinar.

341
00:19:56,140 --> 00:19:59,720
Awesome, thank you guys
so much for sharing.

342
00:19:59,720 --> 00:20:02,520
And if things come to you as I'm talking,

343
00:20:02,520 --> 00:20:05,180
feel free to put them into
the chat box then as well.

344
00:20:07,450 --> 00:20:09,920
So there's a lot of words
on many of these slides

345
00:20:09,920 --> 00:20:12,480
and I'm not gonna read
them all but like I said,

346
00:20:12,480 --> 00:20:15,640
hopefully this will be a
resource for you to come back to

347
00:20:15,640 --> 00:20:18,950
hopefully with your team
and kind of go through

348
00:20:18,950 --> 00:20:20,720
some of these prompting questions

349
00:20:20,720 --> 00:20:22,483
and do some action planning.

350
00:20:23,770 --> 00:20:26,540
But when we're thinking
about staff wellness,

351
00:20:26,540 --> 00:20:29,990
we really wanna be thinking
about all of our staff.

352
00:20:29,990 --> 00:20:32,530
So did your paraprofessionals have access

353
00:20:32,530 --> 00:20:36,080
to those spaces or activities?

354
00:20:36,080 --> 00:20:38,730
What about people like the bus drivers

355
00:20:38,730 --> 00:20:43,033
and the cafeteria monitors and the,

356
00:20:44,290 --> 00:20:45,560
I'm forgetting what you call the people

357
00:20:45,560 --> 00:20:47,392
who cook the food in the cafeteria.

358
00:20:47,392 --> 00:20:49,040
(chuckles)

359
00:20:49,040 --> 00:20:52,580
Do all of your staff have
access to those wellness

360
00:20:52,580 --> 00:20:55,250
and resilience supports or not?

361
00:20:55,250 --> 00:20:59,973
And if not, what can you do
to increase their access.

362
00:21:02,670 --> 00:21:05,510
And thinking about those of
you who are PBIS schools,

363
00:21:05,510 --> 00:21:08,700
what role can your PBIS team play

364
00:21:08,700 --> 00:21:12,750
in assessing what supports are available,

365
00:21:12,750 --> 00:21:16,200
providing supports, making
people aware of those supports

366
00:21:17,440 --> 00:21:21,150
and figuring out what
staff really do need.

367
00:21:21,150 --> 00:21:23,400
So Sherry put some links into the chat box

368
00:21:24,742 --> 00:21:28,010
of some kind of assessment
tools you could use

369
00:21:28,010 --> 00:21:29,870
with your staff to kind of figure out

370
00:21:29,870 --> 00:21:32,990
where are people headed
into this school year.

371
00:21:32,990 --> 00:21:35,030
Did people have a chance to kind of relax

372
00:21:35,030 --> 00:21:37,970
and rejuvenate this summer and
prepare themselves mentally

373
00:21:37,970 --> 00:21:39,530
for this school year?

374
00:21:39,530 --> 00:21:42,893
Or are they entering the
school year in a rough place?

375
00:21:44,090 --> 00:21:46,700
And thinking about your staff supports

376
00:21:46,700 --> 00:21:48,370
just like you do your students.

377
00:21:48,370 --> 00:21:50,640
So what do all staff need?

378
00:21:50,640 --> 00:21:52,860
What are a few staff gonna need or sorry,

379
00:21:52,860 --> 00:21:54,290
what are some staff kind of need?

380
00:21:54,290 --> 00:21:57,150
And what are a few staff gonna need?

381
00:21:57,150 --> 00:22:00,470
So we don't necessarily need to provide

382
00:22:00,470 --> 00:22:03,400
intensive level supports
for all of our staff

383
00:22:03,400 --> 00:22:05,450
but we likely are gonna have to push

384
00:22:05,450 --> 00:22:09,400
those intensive level supports
down the pyramid a bit

385
00:22:09,400 --> 00:22:13,990
compared to past years,
just from everything

386
00:22:13,990 --> 00:22:17,260
that we've experienced
over the past 18 months,

387
00:22:17,260 --> 00:22:20,320
your staff are likely needing
a higher level of support

388
00:22:20,320 --> 00:22:21,793
than they have in the past.

389
00:22:24,363 --> 00:22:27,850
And thinking about how
relationships among staff

390
00:22:27,850 --> 00:22:30,570
can contribute to that
strong culture of wellness.

391
00:22:30,570 --> 00:22:34,610
So how can you build
relationships, connections

392
00:22:34,610 --> 00:22:37,230
and relational trust among your staff

393
00:22:37,230 --> 00:22:39,910
even if they're not seeing
each other during the day.

394
00:22:39,910 --> 00:22:42,240
So I know that was one of
the challenges of last year

395
00:22:42,240 --> 00:22:45,930
was staff who typically would
have connected in person

396
00:22:45,930 --> 00:22:49,180
were not allowed to
due to safety concerns.

397
00:22:49,180 --> 00:22:52,260
And so how can you still
build those connections

398
00:22:52,260 --> 00:22:55,493
in spite of the safety regulations?

399
00:22:56,640 --> 00:22:58,950
How can you build in
collaborative opportunities

400
00:22:58,950 --> 00:22:59,783
for your staff?

401
00:22:59,783 --> 00:23:03,270
So I think I saw, I'm
forgetting maybe it was Jeanette

402
00:23:03,270 --> 00:23:07,080
mentioning opportunities for
staff to connect in that way.

403
00:23:07,080 --> 00:23:10,520
And then really those
opportunities for reflection.

404
00:23:10,520 --> 00:23:14,083
So I know several people
mentioned staff circles,

405
00:23:15,270 --> 00:23:20,270
that reflective work really
is what helps improve staff,

406
00:23:20,580 --> 00:23:23,413
help staff improve their practices.

407
00:23:25,990 --> 00:23:29,500
Great, so these are just
some strategies to consider.

408
00:23:29,500 --> 00:23:31,850
Again, I'm not gonna
go through all of them

409
00:23:31,850 --> 00:23:35,743
but anything that's underlined
is a link here for you.

410
00:23:36,670 --> 00:23:38,780
So there's an example of a staff circle

411
00:23:38,780 --> 00:23:41,730
and this is one from last
year but looking it over,

412
00:23:41,730 --> 00:23:45,410
I was like, unfortunately, this
is still a really relevant,

413
00:23:45,410 --> 00:23:47,693
some really relevant prompts and quotes.

414
00:23:50,410 --> 00:23:53,630
One of you mentioned this
opportunity for staff

415
00:23:53,630 --> 00:23:55,910
to take a break when they need it.

416
00:23:55,910 --> 00:23:59,230
So both scheduled breaks but
also some kind of protocol

417
00:23:59,230 --> 00:24:01,670
for when teachers need an unexpected break

418
00:24:01,670 --> 00:24:05,020
and just kind of normalizing
asking for assistance,

419
00:24:05,020 --> 00:24:08,083
some kind of tap in tap out protocol.

420
00:24:09,877 --> 00:24:12,800
And like I mentioned we
might not necessarily know

421
00:24:12,800 --> 00:24:14,440
where staff are right now

422
00:24:14,440 --> 00:24:16,420
and what their biggest concerns are

423
00:24:16,420 --> 00:24:18,540
but thinking about some kind of survey

424
00:24:18,540 --> 00:24:22,900
and then prioritizing
those concerns first.

425
00:24:22,900 --> 00:24:26,603
So again, there's lots of
other ideas listed down below.

426
00:24:29,810 --> 00:24:32,720
So take a second just to jot
down either something that

427
00:24:32,720 --> 00:24:35,720
someone else mentioned in the chat box

428
00:24:35,720 --> 00:24:40,140
or something from this slide
that you wanna come back to

429
00:24:40,140 --> 00:24:43,253
or that you think your
team should prioritize.

430
00:24:45,000 --> 00:24:49,270
And if you're here as
just an individual teacher

431
00:24:49,270 --> 00:24:52,530
who's not part of PBIS
team or leadership team

432
00:24:52,530 --> 00:24:54,093
or recovery planning team,

433
00:24:55,180 --> 00:24:58,430
thinking about how you can
do these things for yourself

434
00:24:58,430 --> 00:25:01,880
if they're not part of your school system

435
00:25:01,880 --> 00:25:05,620
or how you can bring these
ideas to whatever team

436
00:25:05,620 --> 00:25:06,810
might be responsible

437
00:25:06,810 --> 00:25:10,133
for improving staff wellness and culture.

438
00:25:15,302 --> 00:25:19,802
I'll give me just one more
second to jot down an idea.

439
00:25:25,130 --> 00:25:29,500
Okay, so directly connected
to what I was just saying,

440
00:25:29,500 --> 00:25:31,080
you're gonna have the most success

441
00:25:31,080 --> 00:25:33,680
with everything that
we're talking about today

442
00:25:33,680 --> 00:25:36,180
if you're doing this
work as part of a team.

443
00:25:36,180 --> 00:25:38,950
So if you're just here
as a classroom teacher

444
00:25:38,950 --> 00:25:41,280
and ready to do this work on your own,

445
00:25:41,280 --> 00:25:45,170
nothing is stopping, hopefully
nothing is stopping you.

446
00:25:45,170 --> 00:25:48,330
Hopefully administrators are
fully supportive of SEL work

447
00:25:48,330 --> 00:25:52,380
this year but as part of a
team you're gonna be able

448
00:25:52,380 --> 00:25:56,160
to systematize this work so
that all students have access

449
00:25:56,160 --> 00:25:58,253
to this high quality SEL work.

450
00:25:59,210 --> 00:26:01,970
And so that you have the
support and resources

451
00:26:01,970 --> 00:26:02,893
that you need.

452
00:26:04,520 --> 00:26:08,720
So think about what team
or teams have been holding

453
00:26:08,720 --> 00:26:11,520
this work in the past, last year,

454
00:26:11,520 --> 00:26:13,800
during the recovery planning process.

455
00:26:13,800 --> 00:26:18,400
What's the communication
been like between those teams

456
00:26:18,400 --> 00:26:20,300
and maybe your PBIS team?

457
00:26:20,300 --> 00:26:23,350
Sorry, there's a type of there,
should say during re-entry

458
00:26:26,051 --> 00:26:29,920
and have all voices been
represented during that planning.

459
00:26:29,920 --> 00:26:33,740
So maybe for instance, you're a K-8 school

460
00:26:33,740 --> 00:26:37,450
and whenever SEL conversations
have been happening,

461
00:26:37,450 --> 00:26:40,380
you have representation
from your K-5 staff

462
00:26:40,380 --> 00:26:43,800
but your middle school
teachers are represented

463
00:26:43,800 --> 00:26:45,960
on those teams and
maybe don't have a voice

464
00:26:45,960 --> 00:26:49,680
in what they think will work
for the middle school students.

465
00:26:49,680 --> 00:26:51,890
So making sure those
teams are representative

466
00:26:51,890 --> 00:26:54,823
and have a variety of voices.

467
00:26:56,150 --> 00:26:58,680
And then does whatever
team we're talking about

468
00:26:58,680 --> 00:27:00,880
have what they need in
order to do this work.

469
00:27:00,880 --> 00:27:04,560
So are they given the time and resources

470
00:27:04,560 --> 00:27:07,473
to be able to do SEL work well?

471
00:27:09,150 --> 00:27:12,460
And then if you're an
administrator thinking about,

472
00:27:12,460 --> 00:27:15,290
are you sending the message this year

473
00:27:15,290 --> 00:27:16,700
that SEL is a priority?

474
00:27:16,700 --> 00:27:19,650
And if so, what's that message sound like?

475
00:27:19,650 --> 00:27:20,690
Who's getting it?

476
00:27:20,690 --> 00:27:22,900
And is it believable?

477
00:27:22,900 --> 00:27:26,610
Is it coming alongside
SEL as the most important?

478
00:27:26,610 --> 00:27:28,940
And now we're having a new math curriculum

479
00:27:28,940 --> 00:27:32,460
and we're gonna have a 90
minute science block every day

480
00:27:32,460 --> 00:27:33,530
or whatever it might be.

481
00:27:33,530 --> 00:27:36,280
So thinking about what the messaging is

482
00:27:36,280 --> 00:27:38,500
and whether staff are really gonna believe

483
00:27:38,500 --> 00:27:42,623
and be able to sit with SEL
being a priority this year.

484
00:27:44,220 --> 00:27:46,220
And then if you're a staff member,

485
00:27:46,220 --> 00:27:50,610
what messages have you
received about SEL this year?

486
00:27:50,610 --> 00:27:53,270
Have you received the
message that it's a priority

487
00:27:53,270 --> 00:27:56,970
and do you feel supported
and know what that means

488
00:27:56,970 --> 00:27:58,970
to be able to do this work?

489
00:27:58,970 --> 00:28:00,970
And as you all probably know,

490
00:28:00,970 --> 00:28:03,360
it is one of the three focus areas

491
00:28:03,360 --> 00:28:05,070
of the recovery planning work.

492
00:28:05,070 --> 00:28:09,390
So it should be well resourced,
it should be a priority

493
00:28:09,390 --> 00:28:12,340
but whether that's the reality
in your district or school

494
00:28:12,340 --> 00:28:14,853
or not is something to think about.

495
00:28:16,840 --> 00:28:19,580
And then like I mentioned
really thinking about

496
00:28:19,580 --> 00:28:22,730
what data sources you have
to understand what the staff

497
00:28:22,730 --> 00:28:25,030
and student needs are this year.

498
00:28:25,030 --> 00:28:28,070
And who's gonna review
that data, how often

499
00:28:28,070 --> 00:28:30,930
and when is that gonna happen?

500
00:28:30,930 --> 00:28:34,970
And then hopefully you
have an action plan,

501
00:28:34,970 --> 00:28:36,770
either your school-wide action plan

502
00:28:36,770 --> 00:28:40,670
or a PBIS team action plan or both.

503
00:28:40,670 --> 00:28:42,450
And has that been updated?

504
00:28:42,450 --> 00:28:47,010
Do you have time during teacher
in service to do that work

505
00:28:47,010 --> 00:28:50,323
so that you have some clear
SEL goals for the year.

506
00:28:53,650 --> 00:28:58,650
So the idea here is that
if you have a strong team

507
00:28:59,350 --> 00:29:01,660
that is able to support one another,

508
00:29:01,660 --> 00:29:04,460
hopefully that strong team
is then able to support

509
00:29:04,460 --> 00:29:07,460
your staff and with a strong staff,

510
00:29:07,460 --> 00:29:09,400
you'll be able to support your students

511
00:29:09,400 --> 00:29:13,030
and families during yet
another really challenging

512
00:29:13,030 --> 00:29:16,863
and confusing and scary and hard year.

513
00:29:17,710 --> 00:29:21,980
So thinking kind of up the
ladder of how you can make

514
00:29:21,980 --> 00:29:25,100
each of these levels really strong

515
00:29:25,100 --> 00:29:28,023
and have what they need to do the work.

516
00:29:29,000 --> 00:29:33,700
So if you are just a classroom teacher,

517
00:29:33,700 --> 00:29:36,500
which I don't think of you as just

518
00:29:37,370 --> 00:29:40,193
but if you're feeling out
on an island alone on this,

519
00:29:41,740 --> 00:29:44,760
how can you advocate up to the next level

520
00:29:44,760 --> 00:29:47,863
to remind of the importance
of this, especially this year?

521
00:29:49,970 --> 00:29:54,670
Okay, so take another second
thinking about teaming.

522
00:29:54,670 --> 00:29:57,740
What's something that we've
talked about in this section

523
00:29:57,740 --> 00:30:01,820
that feels most relevant
for you or for your school

524
00:30:01,820 --> 00:30:05,313
that you want to take back and prioritize.

525
00:30:24,833 --> 00:30:28,760
Okay and I just happened
this morning as I was

526
00:30:28,760 --> 00:30:33,010
Twitter scrolling to notice
that Colchester School District

527
00:30:33,010 --> 00:30:36,160
yesterday actually was
doing some work around

528
00:30:36,160 --> 00:30:39,250
identifying their why
of engaging in social

529
00:30:39,250 --> 00:30:41,720
emotional learning work this year.

530
00:30:41,720 --> 00:30:45,640
So you can see they're being
led through an activity

531
00:30:45,640 --> 00:30:48,850
around how are social
emotional learning skills

532
00:30:48,850 --> 00:30:50,443
and academics linked.

533
00:30:52,045 --> 00:30:54,823
So I thought that was
really encouraging to see.

534
00:30:57,730 --> 00:31:02,173
So I think in this
relationship building section,

535
00:31:03,040 --> 00:31:04,640
many of you who are on this call

536
00:31:04,640 --> 00:31:06,450
are probably very comfortable

537
00:31:06,450 --> 00:31:08,300
building relationships with students.

538
00:31:09,220 --> 00:31:11,940
This is something that
might come naturally to you

539
00:31:12,800 --> 00:31:16,490
but we wanna think about
how we can intentionally

540
00:31:16,490 --> 00:31:19,210
build relationship building
into each classroom

541
00:31:19,210 --> 00:31:22,180
and across the building so that all staff

542
00:31:22,180 --> 00:31:23,360
have this as a skill.

543
00:31:23,360 --> 00:31:25,700
And that all students are accessing adults

544
00:31:25,700 --> 00:31:28,593
that are strong at relationship building.

545
00:31:30,120 --> 00:31:32,440
We did some focus groups
with some students

546
00:31:32,440 --> 00:31:35,870
and family members this past June.

547
00:31:35,870 --> 00:31:38,310
And one of the things that someone

548
00:31:38,310 --> 00:31:42,360
from Chamberlain Elementary said was

549
00:31:42,360 --> 00:31:45,460
when her child is walking
through the building

550
00:31:46,460 --> 00:31:49,710
all of the teachers in the
building know her child.

551
00:31:49,710 --> 00:31:51,930
So they know her name, they
know a little something

552
00:31:51,930 --> 00:31:56,930
about her and just the kind
of joy and comfort that comes

553
00:31:58,020 --> 00:32:01,620
with the people around
you knowing who you are

554
00:32:01,620 --> 00:32:06,380
really made an impact on
both her daughter and the mom

555
00:32:06,380 --> 00:32:09,187
to know that her daughter
is walking into a building

556
00:32:09,187 --> 00:32:10,703
where people know her.

557
00:32:12,960 --> 00:32:15,110
So Nicole is asking about suggestions

558
00:32:15,110 --> 00:32:16,810
for how to collect data from staff

559
00:32:16,810 --> 00:32:18,460
that doesn't add to their to-do list

560
00:32:18,460 --> 00:32:20,370
but can be done pretty regularly

561
00:32:20,370 --> 00:32:23,180
and give team good feedback, yeah.

562
00:32:23,180 --> 00:32:27,500
So I don't know how successful
this has been at UVM

563
00:32:27,500 --> 00:32:32,400
but we get a weekly
email and in that email

564
00:32:32,400 --> 00:32:36,040
there's a link to probably
two or three question survey

565
00:32:36,040 --> 00:32:38,220
just about like where are you at?

566
00:32:38,220 --> 00:32:39,463
How are you doing?

567
00:32:41,398 --> 00:32:43,720
And so I'm sure there might be somebody

568
00:32:43,720 --> 00:32:48,720
who fills it out every week
but likely every so often

569
00:32:48,750 --> 00:32:50,740
somebody will click on it
probably when they're feeling

570
00:32:50,740 --> 00:32:53,210
either really good or not so great.

571
00:32:53,210 --> 00:32:56,140
So the data is probably
skewed to both of those.

572
00:32:56,140 --> 00:32:57,610
I don't know that anybody's clicking on it

573
00:32:57,610 --> 00:32:59,210
when they're like, no, I'm fine.

574
00:33:00,640 --> 00:33:03,270
But it might give a temperature gauge.

575
00:33:03,270 --> 00:33:05,880
So maybe there's an
opportunity in somebody,

576
00:33:05,880 --> 00:33:10,880
maybe in your Nicole's or your
principal's email signature

577
00:33:11,700 --> 00:33:15,340
to just click how are you feeling today

578
00:33:16,500 --> 00:33:20,430
and could go to a survey
that might be families,

579
00:33:20,430 --> 00:33:23,100
might be students, might be
maybe not students for you guys,

580
00:33:23,100 --> 00:33:25,580
'cause you're K-2, I don't
know how many students

581
00:33:25,580 --> 00:33:29,340
are getting emails from
the principal or staff

582
00:33:31,270 --> 00:33:34,870
and have two or three quick questions.

583
00:33:34,870 --> 00:33:38,860
So building it in as always
being an option for people

584
00:33:38,860 --> 00:33:41,360
and then maybe once a month pushing it out

585
00:33:41,360 --> 00:33:43,450
as we'd really love to hear from everybody

586
00:33:43,450 --> 00:33:47,340
this week about this,
so that's just one idea.

587
00:33:47,340 --> 00:33:49,500
Other people probably
did something last year.

588
00:33:49,500 --> 00:33:51,430
If you wanna put into the chat box

589
00:33:53,180 --> 00:33:55,970
how you did that in a
way that didn't burden

590
00:33:55,970 --> 00:33:57,740
the staff further.

591
00:33:57,740 --> 00:34:01,760
It also might be, we do
so much electronically

592
00:34:01,760 --> 00:34:03,880
and so many emails that
are coming flying by.

593
00:34:03,880 --> 00:34:07,020
It might be something
that is more successful

594
00:34:07,020 --> 00:34:12,020
as a post-it note into a little coffee jar

595
00:34:12,770 --> 00:34:16,690
or something that gets passed
around at staff meeting

596
00:34:16,690 --> 00:34:17,790
or something like that

597
00:34:18,829 --> 00:34:22,270
to break up the monotony
of everything being online.

598
00:34:22,270 --> 00:34:23,910
Although I don't know if
you're having staff meeting

599
00:34:23,910 --> 00:34:24,923
in person this year.

600
00:34:28,240 --> 00:34:30,800
So some questions for
your team to consider

601
00:34:30,800 --> 00:34:35,800
about relationship
building, thinking about

602
00:34:35,990 --> 00:34:40,420
how your PBIS efforts contribute
to relationship building.

603
00:34:40,420 --> 00:34:45,420
So when students are taught
the expectations prompted

604
00:34:46,730 --> 00:34:49,830
to be able to remember the expectations

605
00:34:49,830 --> 00:34:52,630
and acknowledging when they're
meeting those expectations,

606
00:34:52,630 --> 00:34:55,410
that contributes to a
strong classroom community.

607
00:34:55,410 --> 00:34:57,130
So helping staff see the link

608
00:34:57,130 --> 00:35:01,300
between those strong
classroom practices in PBIS

609
00:35:01,300 --> 00:35:05,100
to developing their strong
classroom communities.

610
00:35:05,100 --> 00:35:07,810
And then this is kind of
referencing what Nicole

611
00:35:07,810 --> 00:35:11,277
was talking about but how
will we know which students

612
00:35:11,277 --> 00:35:14,410
and families are feeling that
they have strong relationships

613
00:35:14,410 --> 00:35:19,410
with the staff and for students
amongst the students, right?

614
00:35:20,110 --> 00:35:25,110
So peer relationships as well,
how will we know which staff

615
00:35:25,150 --> 00:35:27,403
have strong relationships
with one another?

616
00:35:28,720 --> 00:35:31,170
How are we making sure our
staff, students and families

617
00:35:31,170 --> 00:35:32,560
all feel safe?

618
00:35:32,560 --> 00:35:36,393
And that's both physical
safeness and emotional.

619
00:35:37,564 --> 00:35:40,230
And then this kind of
references back to the piece

620
00:35:40,230 --> 00:35:42,590
I was talking about before
about that disconnect

621
00:35:42,590 --> 00:35:46,700
between kind of punitive
exclusionary discipline

622
00:35:46,700 --> 00:35:49,540
and trying to work on strong
classroom communities.

623
00:35:49,540 --> 00:35:53,250
So thinking about how we are responding

624
00:35:53,250 --> 00:35:57,080
when concerning behaviors
are occurring in the moment

625
00:35:57,080 --> 00:35:59,610
and also in terms of consequences

626
00:35:59,610 --> 00:36:04,220
and how does that contribute
to either developing

627
00:36:04,220 --> 00:36:06,790
strong relationships or
damaging relationships

628
00:36:06,790 --> 00:36:11,790
both with students and with
families and with staff, right?

629
00:36:11,950 --> 00:36:14,500
If staff don't feel supported
in the way that behaviors

630
00:36:14,500 --> 00:36:17,690
are being responded to by administrators

631
00:36:17,690 --> 00:36:20,290
or by people outside of the classroom,

632
00:36:20,290 --> 00:36:22,743
that can damage
relationships amongst staff.

633
00:36:24,330 --> 00:36:26,910
And Sherry's giving some
great ideas in the chat box

634
00:36:26,910 --> 00:36:30,190
in reference to Nicole's
question about collecting data

635
00:36:30,190 --> 00:36:32,763
from staff in ways that are manageable.

636
00:36:36,160 --> 00:36:38,090
So positive greetings at the doors

637
00:36:38,090 --> 00:36:41,450
seems like the simplest
strategy in the world

638
00:36:41,450 --> 00:36:43,180
but they actually did research

639
00:36:43,180 --> 00:36:46,010
on positive greetings at the door.

640
00:36:46,010 --> 00:36:49,390
So using student's
name, making eye contact

641
00:36:49,390 --> 00:36:52,670
with them every morning,
giving a quick check-in

642
00:36:52,670 --> 00:36:55,330
before they head into the classroom

643
00:36:55,330 --> 00:36:59,527
actually increased both on task work

644
00:37:00,890 --> 00:37:02,390
or on task behavior

645
00:37:02,390 --> 00:37:04,750
as soon as students entered the classroom

646
00:37:04,750 --> 00:37:09,450
and feelings of classroom
culture and climate.

647
00:37:09,450 --> 00:37:11,670
So really simple strategy.

648
00:37:11,670 --> 00:37:16,160
And during COVID the one
thing we heard resoundingly

649
00:37:16,160 --> 00:37:21,160
from families was having
someone outside greeting them,

650
00:37:21,530 --> 00:37:23,890
the family and the student

651
00:37:23,890 --> 00:37:26,190
first thing in the morning was huge.

652
00:37:26,190 --> 00:37:31,190
And being able to give
your child to another adult

653
00:37:31,310 --> 00:37:33,870
rather than just sending
them in the building

654
00:37:33,870 --> 00:37:37,690
was really, really powerful
for a lot of families.

655
00:37:37,690 --> 00:37:40,080
So thinking about how things like that

656
00:37:40,080 --> 00:37:44,963
can be mimicked this year so
that that connection maintains.

657
00:37:47,220 --> 00:37:49,890
Some opportunities for a
little bit more in-depth

658
00:37:49,890 --> 00:37:52,170
daily check-in with each student

659
00:37:52,170 --> 00:37:55,070
and then things of course
like morning meeting,

660
00:37:55,070 --> 00:37:58,650
advisory, community building
circles really go a long way

661
00:37:58,650 --> 00:38:02,560
in helping students to
feel a sense of belonging

662
00:38:03,736 --> 00:38:06,830
and trust in the adults and their peers

663
00:38:06,830 --> 00:38:10,020
and develop much stronger relationships.

664
00:38:10,020 --> 00:38:12,320
And then the last
strategy I wanted to give

665
00:38:12,320 --> 00:38:16,360
around relationship
building comes from Harvard,

666
00:38:16,360 --> 00:38:17,760
it's called relationship mapping.

667
00:38:17,760 --> 00:38:20,610
And some of you have probably
done this in your building

668
00:38:20,610 --> 00:38:23,500
where you have every student listed,

669
00:38:23,500 --> 00:38:27,170
either in a digital way or on chart paper

670
00:38:27,170 --> 00:38:32,170
and adults are asked to indicate
which students they feel

671
00:38:32,840 --> 00:38:35,080
they have some kind of connection with

672
00:38:35,080 --> 00:38:37,160
and you could give them
a way to measure that.

673
00:38:37,160 --> 00:38:40,960
So do they know something about

674
00:38:40,960 --> 00:38:43,380
what this kid likes to
do outside of school?

675
00:38:43,380 --> 00:38:47,700
Or do they know a family member's name

676
00:38:47,700 --> 00:38:48,790
or something like that.

677
00:38:48,790 --> 00:38:52,710
And the link that's here
gives you a protocol

678
00:38:52,710 --> 00:38:54,810
for how to go through this process.

679
00:38:54,810 --> 00:38:57,320
But the idea is you've mapped now

680
00:38:57,320 --> 00:38:59,880
which students in the building
have lots of connections

681
00:38:59,880 --> 00:39:01,890
and relationships with other adults

682
00:39:01,890 --> 00:39:04,290
and which students might not have any.

683
00:39:04,290 --> 00:39:06,330
And then what are you gonna do about that.

684
00:39:06,330 --> 00:39:08,470
So one of the strategies
for what are you gonna do

685
00:39:08,470 --> 00:39:11,050
about that is called silent mentoring.

686
00:39:11,050 --> 00:39:14,190
And so adults in the building volunteer

687
00:39:14,190 --> 00:39:16,590
to be a silent mentor for a student,

688
00:39:16,590 --> 00:39:18,930
which basically means
the student doesn't know

689
00:39:18,930 --> 00:39:21,320
that they've been assigned a mentor

690
00:39:21,320 --> 00:39:23,940
but the adult is now intentionally,

691
00:39:23,940 --> 00:39:25,970
I think it's three times a week,

692
00:39:25,970 --> 00:39:28,340
going to make a connection
with that student

693
00:39:28,340 --> 00:39:30,683
about something outside of school.

694
00:39:31,820 --> 00:39:36,070
And so they are kind of
in a more natural way

695
00:39:36,070 --> 00:39:38,800
and a less time intensive
way for the adults

696
00:39:38,800 --> 00:39:41,020
than a formal mentoring relationship.

697
00:39:41,020 --> 00:39:43,840
I'm gonna make a connection with a student

698
00:39:43,840 --> 00:39:47,980
who has been identified as
needing additional connections.

699
00:39:47,980 --> 00:39:50,190
I believe there's also a protocol on there

700
00:39:50,190 --> 00:39:52,000
for doing it the opposite way.

701
00:39:52,000 --> 00:39:54,960
So having the students assess
whether they have an adult

702
00:39:54,960 --> 00:39:57,110
in the building that they
have a connection with.

703
00:39:57,110 --> 00:39:59,930
And it's really interesting to compare.

704
00:39:59,930 --> 00:40:03,217
So some students in the
building, the adults might say,

705
00:40:03,217 --> 00:40:05,450
"Yes, I have a connection
with this student"

706
00:40:05,450 --> 00:40:06,727
and the student identify as

707
00:40:06,727 --> 00:40:08,210
"No, there's no adult in the building

708
00:40:08,210 --> 00:40:09,690
I have a connection with."

709
00:40:09,690 --> 00:40:13,360
So really helpful data to have.

710
00:40:13,360 --> 00:40:17,460
So take a second to jot down for yourself

711
00:40:17,460 --> 00:40:19,470
something that you heard in the chat box

712
00:40:19,470 --> 00:40:23,630
or something on this side
that you think your team

713
00:40:23,630 --> 00:40:27,053
should prioritize this year
or you as an individual.

714
00:40:31,190 --> 00:40:34,490
And if you have any ideas
that we haven't mentioned

715
00:40:34,490 --> 00:40:39,080
that you use in your classroom
or in your school to develop

716
00:40:39,080 --> 00:40:41,820
strong relationships
with students or families

717
00:40:41,820 --> 00:40:45,320
please jot them in the chat box.

718
00:40:45,320 --> 00:40:48,540
One idea I think I mentioned
last year on this webinar

719
00:40:49,590 --> 00:40:54,160
is the idea of a parent expertise survey.

720
00:40:54,160 --> 00:40:57,640
So asking parents what they
might have an expertise in

721
00:40:57,640 --> 00:41:01,100
that they could present to the classroom.

722
00:41:01,100 --> 00:41:01,980
And obviously this year,

723
00:41:01,980 --> 00:41:04,550
it probably have to be done virtually

724
00:41:05,700 --> 00:41:10,650
but they might be really
great at baking blueberry pies

725
00:41:10,650 --> 00:41:15,650
or maybe they study reptiles for their job

726
00:41:16,040 --> 00:41:17,300
or whatever it might be,

727
00:41:17,300 --> 00:41:22,300
something that they could
bring into the classroom,

728
00:41:22,530 --> 00:41:27,400
maybe a piece of their
culture that could both

729
00:41:28,560 --> 00:41:30,320
help your students gain some knowledge

730
00:41:30,320 --> 00:41:32,400
about something they might
not know anything about

731
00:41:32,400 --> 00:41:35,220
but also draw your
families into the classroom

732
00:41:35,220 --> 00:41:38,640
in a way that they might
feel really empowered

733
00:41:38,640 --> 00:41:41,653
to share something that
they feel strongly about.

734
00:41:46,100 --> 00:41:49,520
So this is a video from
Aimee Randall at Jericho

735
00:41:49,520 --> 00:41:51,610
talking about how she worked

736
00:41:51,610 --> 00:41:54,183
to build classroom community last year.

737
00:41:56,100 --> 00:41:59,273
So I'm gonna just minimize here.

738
00:42:04,650 --> 00:42:06,650
- [Aimee] Eight weeks of school every...

739
00:42:09,080 --> 00:42:12,910
Building new class community
takes a lot of time.

740
00:42:12,910 --> 00:42:17,380
I definitely followed the first
six to eight weeks of school

741
00:42:17,380 --> 00:42:20,103
every year and it's time well spent.

742
00:42:21,550 --> 00:42:24,250
I definitely had a more challenging time

743
00:42:24,250 --> 00:42:25,623
as we all did this year.

744
00:42:30,310 --> 00:42:31,610
Meeting is crucial.

745
00:42:31,610 --> 00:42:35,810
Part of our morning message is a quote

746
00:42:35,810 --> 00:42:39,370
often from Kindness Rocks,
from the Kindness Rock Project.

747
00:42:39,370 --> 00:42:41,870
We have student generated
walk-up songs where we dance.

748
00:42:41,870 --> 00:42:43,830
We have memes that the kids create,

749
00:42:43,830 --> 00:42:46,273
then and now photos that they submit.

750
00:42:47,120 --> 00:42:49,010
We also wrote a book together

751
00:42:49,010 --> 00:42:51,950
based on our work with growth mindset.

752
00:42:51,950 --> 00:42:53,500
We use the Second Step curriculum.

753
00:42:53,500 --> 00:42:57,303
I teach all of the units in
ClassDojo, big idea resources,

754
00:42:58,270 --> 00:43:00,290
Foreign variable in
building classroom community

755
00:43:00,290 --> 00:43:01,470
are common challenges.

756
00:43:01,470 --> 00:43:04,670
So breakout EDU, science
labs, STEM discovery,

757
00:43:04,670 --> 00:43:07,103
wondering Wednesdays, all are important.

758
00:43:08,120 --> 00:43:11,150
In addition, while all of that's
going on in the classroom,

759
00:43:11,150 --> 00:43:14,850
I'm also going out into
the field, so to speak,

760
00:43:14,850 --> 00:43:17,140
to get to know kids on different levels.

761
00:43:17,140 --> 00:43:19,090
So I'm attending their soccer games,

762
00:43:19,090 --> 00:43:22,460
going to their dance recitals,
going to their ski races

763
00:43:22,460 --> 00:43:24,810
and that all helps build community.

764
00:43:24,810 --> 00:43:29,450
One of our favorite, as you
can see is our trail Tuesday.

765
00:43:29,450 --> 00:43:34,450
So every Tuesday we hike into
the forest, our class leader

766
00:43:34,960 --> 00:43:38,160
knocks on the forest tree
to ask permission to enter.

767
00:43:38,160 --> 00:43:41,310
And we go into our
outdoor forest classroom.

768
00:43:41,310 --> 00:43:43,630
We have a meeting space,

769
00:43:43,630 --> 00:43:48,630
each clan team of four or
five kids builds their name,

770
00:43:49,460 --> 00:43:54,460
their motto and they build
their own little mini community.

771
00:43:54,690 --> 00:43:57,540
They have multiple science challenges

772
00:43:57,540 --> 00:44:01,650
well outside during our
mornings on Tuesdays

773
00:44:01,650 --> 00:44:05,560
they've fort built here
and they're super proud

774
00:44:05,560 --> 00:44:09,683
of all their efforts all while
building community together.

775
00:44:21,050 --> 00:44:23,640
Shared experiences are
great to build community.

776
00:44:23,640 --> 00:44:25,300
So this is a Buddycheck peer support.

777
00:44:25,300 --> 00:44:28,070
We also have a K-Buddy Project

778
00:44:28,070 --> 00:44:29,220
where we support kindergarteners.

779
00:44:29,220 --> 00:44:32,170
And of course we're always
adding rocks to kindness garden.

780
00:44:36,470 --> 00:44:38,190
Read aloud is another shared experience

781
00:44:38,190 --> 00:44:39,460
that helps build community.

782
00:44:39,460 --> 00:44:41,670
Highly recommend the "Flight
of the Puffin" by Anne Braden

783
00:44:41,670 --> 00:44:43,320
who's a Vermont author.

784
00:44:43,320 --> 00:44:47,650
Her books connect with
our Kindness Rock Project

785
00:44:47,650 --> 00:44:49,820
that we are big into
as a classroom family.

786
00:44:49,820 --> 00:44:51,800
We also built a little free library

787
00:44:51,800 --> 00:44:53,730
and we are in charge of filling that

788
00:44:53,730 --> 00:44:56,163
to help build community within our school.

789
00:45:00,740 --> 00:45:03,230
Book clubs are another
way to talk about texts

790
00:45:03,230 --> 00:45:05,370
and the world around us.

791
00:45:05,370 --> 00:45:07,270
My students also made t-shirts

792
00:45:07,270 --> 00:45:09,770
so everyone made their own t-shirt.

793
00:45:09,770 --> 00:45:11,800
They worked together in
their clans to design

794
00:45:11,800 --> 00:45:13,860
and it united us as a classroom family.

795
00:45:13,860 --> 00:45:15,210
We wear them every Tuesday.

796
00:45:17,510 --> 00:45:21,080
And challenges are another
way to build collaboration

797
00:45:21,080 --> 00:45:23,920
and cooperation through robotics.

798
00:45:23,920 --> 00:45:27,160
And we also do mystery
meets where we work together

799
00:45:27,160 --> 00:45:29,893
to find out where in the
world another class is.

800
00:45:32,290 --> 00:45:35,870
Common challenges, low stakes
competitions are a great way

801
00:45:35,870 --> 00:45:37,800
for kids to challenge
themselves individually

802
00:45:37,800 --> 00:45:39,330
and as a classroom family.

803
00:45:39,330 --> 00:45:41,010
Common goal and supporting each other.

804
00:45:41,010 --> 00:45:45,320
We use Greg Tang Math,
Sumdog and Epic Reads.

805
00:45:45,320 --> 00:45:49,300
Riding Buddies is a great
way for students to receive

806
00:45:49,300 --> 00:45:51,473
and give feedback in a safe environment.

807
00:45:53,150 --> 00:45:55,540
This year we started a
what's on your mind jar,

808
00:45:55,540 --> 00:45:58,790
and it's a simple PostNet
that kids can write on

809
00:45:58,790 --> 00:46:02,170
whatever's on their mind,
big ideas, small things

810
00:46:02,170 --> 00:46:04,640
and a Y for yes, they
wanna have a classroom

811
00:46:04,640 --> 00:46:08,300
family discussion about
it or no, they do not.

812
00:46:08,300 --> 00:46:12,110
And it's actually sparked
many thought provoking

813
00:46:12,110 --> 00:46:14,403
and transformative class discussion.

814
00:46:15,620 --> 00:46:18,250
Highlighting and honoring
students' strengths

815
00:46:18,250 --> 00:46:21,130
is important in building
a classroom community.

816
00:46:21,130 --> 00:46:25,680
One of our students is
an incredible artist

817
00:46:25,680 --> 00:46:29,610
and she is also extremely
thoughtful and caring.

818
00:46:29,610 --> 00:46:34,110
And she spent the year
interviewing her classmates

819
00:46:34,110 --> 00:46:37,850
and creating a personalized
poster for each student

820
00:46:37,850 --> 00:46:40,830
and gave it to them on one
of the last days of school

821
00:46:40,830 --> 00:46:45,190
as a goodbye and a thank
you for being a friend.

822
00:46:45,190 --> 00:46:47,620
One of the challenges for
any teacher is to build

823
00:46:47,620 --> 00:46:51,620
and continue to build that
positive classroom community

824
00:46:51,620 --> 00:46:54,420
when students are often moving
in and out of your classroom.

825
00:46:54,420 --> 00:46:57,650
So we spend a lot of time
welcoming new students

826
00:46:57,650 --> 00:46:59,330
like with these post-it notes

827
00:46:59,330 --> 00:47:01,250
that are similar to Kindness Rocks

828
00:47:01,250 --> 00:47:04,550
with messages of belonging and welcoming.

829
00:47:04,550 --> 00:47:07,400
And we like to get together
often to celebrate.

830
00:47:07,400 --> 00:47:11,290
We celebrate often and
it's always student driven.

831
00:47:11,290 --> 00:47:16,030
So they have a voice in what
we do and how we celebrate

832
00:47:16,030 --> 00:47:17,340
together as a classroom family.

833
00:47:17,340 --> 00:47:22,340
There's true ownership
and it really helps foster

834
00:47:23,400 --> 00:47:28,400
kindness and life lasting relationships.

835
00:47:32,380 --> 00:47:35,650
- So thanks to Aimee for
sharing that video with us.

836
00:47:35,650 --> 00:47:38,770
I know that was kind of jam
packed with different ideas.

837
00:47:38,770 --> 00:47:42,420
And so Brook let me know
the sharing settings

838
00:47:42,420 --> 00:47:44,730
on the sideshow are not
right so I'll fix that

839
00:47:44,730 --> 00:47:49,550
as soon as we sign off
but you'll see down below

840
00:47:49,550 --> 00:47:51,810
there's the link to Aimee's video there

841
00:47:51,810 --> 00:47:55,563
and she said, feel free
to share it as you please.

842
00:47:56,580 --> 00:47:58,190
So I will re-present.

843
00:48:04,571 --> 00:48:07,330
Okay, so like I mentioned,
you're gonna kind of have

844
00:48:07,330 --> 00:48:11,110
to prioritize what knowledge
and skills and attitudes

845
00:48:11,110 --> 00:48:14,400
you're looking for adults
and youth to gain this year.

846
00:48:14,400 --> 00:48:15,940
So you're not gonna be able to read this

847
00:48:15,940 --> 00:48:19,460
but this references
back to our CASEL visual

848
00:48:19,460 --> 00:48:24,460
and they have grouped the SEL skills

849
00:48:24,830 --> 00:48:27,460
into five different categories.

850
00:48:27,460 --> 00:48:30,110
So you'll be thinking about
these categories and skills

851
00:48:30,110 --> 00:48:33,330
as you're building your lesson plans

852
00:48:33,330 --> 00:48:35,970
both kind of individual SEL lessons

853
00:48:35,970 --> 00:48:39,490
but also within your academic curriculum.

854
00:48:39,490 --> 00:48:42,770
But thinking about this
year, what is really critical

855
00:48:42,770 --> 00:48:46,010
for students and adults to
gain in terms of knowledge,

856
00:48:46,010 --> 00:48:47,930
skills and attitudes.

857
00:48:47,930 --> 00:48:50,840
So thinking about the
context that we're in,

858
00:48:50,840 --> 00:48:53,900
what would you prioritize as skills?

859
00:48:53,900 --> 00:48:56,800
So maybe some of these
would be nice to have

860
00:48:56,800 --> 00:49:00,423
in typical years but in
this year are critical.

861
00:49:01,280 --> 00:49:02,800
How are you gonna teach and make sure

862
00:49:02,800 --> 00:49:04,890
that students are learning those skills?

863
00:49:04,890 --> 00:49:07,000
How, if you're an
administrator or a coach,

864
00:49:07,000 --> 00:49:10,150
can you support staff and
strengthening these competencies

865
00:49:10,150 --> 00:49:13,150
in themselves so that adult SEL work

866
00:49:13,150 --> 00:49:15,173
could be its own webinar?

867
00:49:16,280 --> 00:49:18,650
And then are these linked
to standards in any way?

868
00:49:18,650 --> 00:49:23,650
So this is Koi Valley's
Supervisory District

869
00:49:25,360 --> 00:49:27,320
recently did a lot of work with CASEL

870
00:49:27,320 --> 00:49:31,860
to develop district-wide
SEL standards K-12.

871
00:49:31,860 --> 00:49:34,560
So in this slideshow, when
you have access to it,

872
00:49:34,560 --> 00:49:36,510
this is a link to their presentation

873
00:49:36,510 --> 00:49:39,470
from the summer institute
where they detailed

874
00:49:39,470 --> 00:49:41,350
how they got to that place of having

875
00:49:41,350 --> 00:49:43,403
district-wide SEL standards.

876
00:49:45,800 --> 00:49:48,540
So thinking about which
skills you wanna prioritize,

877
00:49:48,540 --> 00:49:50,880
how can you use your PBIS framework

878
00:49:50,880 --> 00:49:54,890
and the teaching work that
already exists within PBIS

879
00:49:54,890 --> 00:49:57,460
to promote that teaching and learning?

880
00:49:57,460 --> 00:50:01,133
What might your matrix look
like if it had SEL skills in it?

881
00:50:02,214 --> 00:50:06,350
And then that adult SEL work
of the adults in the building

882
00:50:06,350 --> 00:50:09,270
gaining awareness of their
own strengths and needs

883
00:50:09,270 --> 00:50:11,270
in this area.

884
00:50:11,270 --> 00:50:13,010
So like I said, that's its own webinar.

885
00:50:13,010 --> 00:50:16,350
There are many recorded
webinars out there not from us

886
00:50:16,350 --> 00:50:20,027
but from other organizations
like CASEL about adult SEL.

887
00:50:22,420 --> 00:50:27,150
So this is just an
example of what some boxes

888
00:50:27,150 --> 00:50:29,870
you might take to fill in your matrix

889
00:50:29,870 --> 00:50:32,030
if you're including SEL skills

890
00:50:32,030 --> 00:50:34,210
rather than just kind of those routines

891
00:50:34,210 --> 00:50:37,640
like being respectful in the bathroom

892
00:50:37,640 --> 00:50:42,640
is not looking through the
stall doors or something,

893
00:50:42,670 --> 00:50:44,860
that's a very procedural thing

894
00:50:44,860 --> 00:50:48,170
or where you put your
tray in the cafeteria

895
00:50:48,170 --> 00:50:50,980
but kind of moving beyond
that in your matrix

896
00:50:50,980 --> 00:50:54,000
to including some of these SEL skills

897
00:50:54,000 --> 00:50:55,960
that you aspirationally would like

898
00:50:55,960 --> 00:50:58,623
your students to be able to do.

899
00:51:00,410 --> 00:51:02,420
And then I think the most critical piece

900
00:51:02,420 --> 00:51:04,590
is how can we integrate this SEL work

901
00:51:04,590 --> 00:51:06,740
into our academic content?

902
00:51:06,740 --> 00:51:08,640
So having teachers think about

903
00:51:09,915 --> 00:51:13,340
where are the places
the SEL fits naturally?

904
00:51:13,340 --> 00:51:14,920
If you're an administrator or a coach,

905
00:51:14,920 --> 00:51:17,000
how can we support teachers to know

906
00:51:17,000 --> 00:51:19,470
that this is not another new thing

907
00:51:19,470 --> 00:51:20,930
that they're already doing this

908
00:51:20,930 --> 00:51:22,660
and we just wanna help them do it better

909
00:51:22,660 --> 00:51:24,300
and more intentionally.

910
00:51:24,300 --> 00:51:27,030
And then how can we provide
teachers with the support

911
00:51:27,030 --> 00:51:29,000
they need in order to be able to do this?

912
00:51:29,000 --> 00:51:30,950
So are we giving them common planning

913
00:51:30,950 --> 00:51:33,640
and reflection time around this?

914
00:51:33,640 --> 00:51:35,880
So we're doing that
around math and literacy.

915
00:51:35,880 --> 00:51:37,970
Are we doing it for SEL?

916
00:51:37,970 --> 00:51:42,840
Are we giving teachers a chance
to observe other classrooms?

917
00:51:42,840 --> 00:51:45,840
So just think about what a
teacher within Aimee's building

918
00:51:45,840 --> 00:51:48,600
could learn just from
observing a 20 minute section

919
00:51:48,600 --> 00:51:49,610
within her classroom,

920
00:51:49,610 --> 00:51:52,460
where she's doing morning
meeting, for instance.

921
00:51:52,460 --> 00:51:54,940
And is there an opportunity for coaching,

922
00:51:54,940 --> 00:51:58,023
like there is for literacy and math.

923
00:51:58,910 --> 00:52:01,510
And then how can we model integrating SEL?

924
00:52:01,510 --> 00:52:05,090
So when someone is
presenting in staff meeting

925
00:52:05,090 --> 00:52:08,350
about a math topic or a literacy topic,

926
00:52:08,350 --> 00:52:11,760
how can they be integrating
SEL into what they're doing

927
00:52:11,760 --> 00:52:13,663
to be able to model that for staff?

928
00:52:15,650 --> 00:52:17,690
So there's a great resource called

929
00:52:17,690 --> 00:52:21,020
the Classroom Integrated
Academics and Behavior Brief.

930
00:52:21,020 --> 00:52:23,440
I'm not gonna go into this in detail

931
00:52:23,440 --> 00:52:26,100
but basically we wanna
be able to weave together

932
00:52:26,100 --> 00:52:29,410
that academic and behavioral
instruction so that students

933
00:52:29,410 --> 00:52:32,220
are experiencing it as one thing

934
00:52:32,220 --> 00:52:33,940
because it's not a dichotomy.

935
00:52:33,940 --> 00:52:37,310
We don't have to choose
between focusing on SEL

936
00:52:37,310 --> 00:52:41,550
or focusing on academics,
we can do them both together

937
00:52:42,500 --> 00:52:44,533
in order to reach our academic goals.

938
00:52:45,690 --> 00:52:48,330
So breaking it down
into those competencies,

939
00:52:48,330 --> 00:52:50,270
those five CASEL areas,

940
00:52:50,270 --> 00:52:53,420
thinking about where in your
lesson plan or your routine

941
00:52:53,420 --> 00:52:56,890
can you address those five areas.

942
00:52:56,890 --> 00:52:59,110
How can you prompt the
skills in the moment?

943
00:52:59,110 --> 00:53:00,830
So that's kind of generalizing that

944
00:53:00,830 --> 00:53:03,553
to outside of the
curriculum and the lesson.

945
00:53:04,990 --> 00:53:08,360
How can you always be making
connections between the content

946
00:53:08,360 --> 00:53:09,750
and the SEL competencies?

947
00:53:09,750 --> 00:53:11,650
So even if it's not part of the lesson

948
00:53:11,650 --> 00:53:13,770
but you're reading a book about something

949
00:53:15,150 --> 00:53:19,100
that sparks your remembering
one of these competencies,

950
00:53:19,100 --> 00:53:21,600
how can you draw that
connection for the students?

951
00:53:22,540 --> 00:53:25,210
And I think I know I
already said something else

952
00:53:25,210 --> 00:53:27,360
that's most critical but I
think this is most critical

953
00:53:27,360 --> 00:53:29,180
is modeling these skills.

954
00:53:29,180 --> 00:53:31,490
So when you're feeling
frustrated as an adult

955
00:53:31,490 --> 00:53:32,927
in the building saying,

956
00:53:32,927 --> 00:53:37,730
"Whoa, I am feeling really
overwhelmed and frustrated.

957
00:53:37,730 --> 00:53:39,960
I can't get my computer to work.

958
00:53:39,960 --> 00:53:42,790
I'm gonna take three deep breaths.

959
00:53:42,790 --> 00:53:44,410
I'm trying to get to the green zone."

960
00:53:44,410 --> 00:53:46,710
Whatever your language
might be that you're using

961
00:53:46,710 --> 00:53:49,830
within your SEL lessons, drawing that out

962
00:53:49,830 --> 00:53:54,200
and narrating out loud
how you're self-regulating

963
00:53:54,200 --> 00:53:57,413
can help the students see
that adults do this too.

964
00:54:01,670 --> 00:54:03,950
So there's lots of different
ways to embed it, right?

965
00:54:03,950 --> 00:54:06,340
You might have a explicit SEL curriculum,

966
00:54:06,340 --> 00:54:08,763
something like Second Step or Open Circle.

967
00:54:10,131 --> 00:54:13,480
And that's great but we wanna think about

968
00:54:13,480 --> 00:54:18,480
how you can draw that language
throughout your lesson plans

969
00:54:18,950 --> 00:54:21,573
throughout the natural flow of your day.

970
00:54:23,517 --> 00:54:24,350
And then thinking about

971
00:54:24,350 --> 00:54:25,933
how some of your instructional practices

972
00:54:25,933 --> 00:54:28,830
that you're already using
are helping students

973
00:54:28,830 --> 00:54:30,550
to improve their SEL skills.

974
00:54:30,550 --> 00:54:34,760
So things like thinking pair
share, jigsaw group work,

975
00:54:34,760 --> 00:54:38,130
all of those things are
helping students naturally

976
00:54:38,130 --> 00:54:39,823
improve their SEL skills.

977
00:54:42,130 --> 00:54:43,780
So we're gonna skip this activity

978
00:54:43,780 --> 00:54:46,970
but I'm sure if you think of
your favorite book that you use

979
00:54:46,970 --> 00:54:49,640
in your classroom or in your school,

980
00:54:49,640 --> 00:54:53,190
there are countless SEL
competencies that you might address

981
00:54:53,190 --> 00:54:55,700
as part of talking about
the content of that book

982
00:54:55,700 --> 00:54:58,483
and the characters and
what they are experiencing.

983
00:55:00,040 --> 00:55:02,450
So I'm also gonna skip this for right now,

984
00:55:02,450 --> 00:55:04,670
if we have time at the
end, I'll come back to it.

985
00:55:04,670 --> 00:55:07,930
But it's a great example of a high school.

986
00:55:07,930 --> 00:55:10,150
Many of our high schools kind of struggle

987
00:55:10,150 --> 00:55:13,060
with what does SEL look like
at the high school level.

988
00:55:13,060 --> 00:55:17,950
And this is a great example
of them building SEL skills

989
00:55:17,950 --> 00:55:22,253
through their academic
curriculum during advisory.

990
00:55:24,650 --> 00:55:28,200
So this link here where it says examples

991
00:55:28,200 --> 00:55:33,200
comes from Berkeley and it's
a gigantic list of example

992
00:55:33,700 --> 00:55:38,010
learning targets in that
we can kind of language

993
00:55:38,970 --> 00:55:43,970
that would be really great
to embed within your lessons.

994
00:55:45,280 --> 00:55:47,660
So that's an awesome resource.

995
00:55:47,660 --> 00:55:50,450
And then you've probably, if
you're familiar with CASEL,

996
00:55:50,450 --> 00:55:53,250
you're probably familiar with
the three signature practices,

997
00:55:53,250 --> 00:55:56,440
which is three really simple practices

998
00:55:56,440 --> 00:55:58,663
that every classroom should have.

999
00:55:59,700 --> 00:56:01,550
And this playbook that guides you through

1000
00:56:01,550 --> 00:56:04,060
how to develop those in your classroom.

1001
00:56:04,060 --> 00:56:05,280
So it could be something

1002
00:56:05,280 --> 00:56:08,653
you could spend time on
during teacher in service.

1003
00:56:10,190 --> 00:56:13,210
So when teachers are struggling with,

1004
00:56:13,210 --> 00:56:14,600
I don't have time for this,

1005
00:56:14,600 --> 00:56:16,910
we wanna be reminding that this work

1006
00:56:16,910 --> 00:56:19,620
is actually gonna save
teachers time in the long run.

1007
00:56:19,620 --> 00:56:22,930
So when students are
explicitly taught these skills

1008
00:56:22,930 --> 00:56:24,970
and they experience really engaging

1009
00:56:24,970 --> 00:56:27,710
differentiated instruction,

1010
00:56:27,710 --> 00:56:30,490
they're less likely to
exhibit challenging behaviors

1011
00:56:30,490 --> 00:56:32,700
that often waste time in the classroom.

1012
00:56:32,700 --> 00:56:35,923
So there's some research and
some more ideas from CASEL.

1013
00:56:37,930 --> 00:56:39,640
So coming up, we have our coordinators

1014
00:56:39,640 --> 00:56:41,840
welcome back webinar on September 9th.

1015
00:56:41,840 --> 00:56:44,380
So if you are a PBIS coordinator,

1016
00:56:44,380 --> 00:56:46,800
either at the school
level or district level,

1017
00:56:46,800 --> 00:56:51,020
that is a great webinar to
get the latest and greatest

1018
00:56:51,020 --> 00:56:53,950
information about PBIS this year.

1019
00:56:53,950 --> 00:56:56,670
If you're new to PBIS or
you have staff members

1020
00:56:56,670 --> 00:56:58,200
who wanna learn more,

1021
00:56:58,200 --> 00:57:02,020
there's the PBIS in 60 Minutes
webinar on September 14th.

1022
00:57:02,020 --> 00:57:07,020
And then we will have our
annual forum on October 7th,

1023
00:57:07,150 --> 00:57:10,190
which will be a full day
learning opportunity with,

1024
00:57:10,190 --> 00:57:15,190
I think we counted yesterday,
like 15 workshop options,

1025
00:57:15,400 --> 00:57:16,890
some ignite sessions.

1026
00:57:16,890 --> 00:57:19,710
And that's also where we
do our acknowledgements.

1027
00:57:19,710 --> 00:57:20,973
So really a great day.

1028
00:57:21,880 --> 00:57:24,360
There's some references
here for you at the end.

1029
00:57:24,360 --> 00:57:28,840
And then if you can,
oh, 10 o'clock exactly.

1030
00:57:28,840 --> 00:57:29,873
Oh my goodness.

1031
00:57:30,830 --> 00:57:32,820
If you can type into the chat box,

1032
00:57:32,820 --> 00:57:35,560
one commitment that
you will make this year

1033
00:57:35,560 --> 00:57:37,910
to prioritizing SEL.

1034
00:57:37,910 --> 00:57:41,430
And then if you have
any remaining questions

1035
00:57:41,430 --> 00:57:43,500
and as soon as we get signed off here,

1036
00:57:43,500 --> 00:57:46,620
I will open up the PowerPoint
to be shared with all of you.

1037
00:57:46,620 --> 00:57:48,243
I just forgot that step.

1038
00:57:49,150 --> 00:57:51,040
And like Sherry said in the chat box,

1039
00:57:51,040 --> 00:57:54,240
you will get a email from Anne shortly

1040
00:57:54,240 --> 00:57:55,760
with a link to a feedback survey.

1041
00:57:55,760 --> 00:57:58,670
So let us know how this
webinar went for you.

1042
00:57:58,670 --> 00:58:02,260
And at the end of the survey,
before you click submit,

1043
00:58:02,260 --> 00:58:04,960
you'll see a link that allows
you to download a certificate

1044
00:58:04,960 --> 00:58:06,980
of attendance for today.

1045
00:58:06,980 --> 00:58:09,173
And thanks so much for being here.

1046
00:58:13,310 --> 00:58:17,093
- Wow, Amy, one hour on the dot.

1047
00:58:17,950 --> 00:58:22,210
Perfect, terrific, chock-full
of so many resources.

1048
00:58:22,210 --> 00:58:24,200
I tried to put them in the chat box

1049
00:58:25,250 --> 00:58:27,100
and they're on the website.

1050
00:58:27,100 --> 00:58:29,610
So thanks for your participation today.

1051
00:58:29,610 --> 00:58:33,733
Good luck with the beginning
of the school year.

1052
00:58:46,970 --> 00:58:48,663
- I'm gonna stop recording Sherry.

1053
00:58:51,380 --> 00:58:52,653
- See what happens.