- And we will be recording, so if you need to step away,
we'll be posting the recorded webinar at some point
in the next week on the website,
so don't stress out if something comes up.
And we will be having one,
at least one breakout room about midway through.
So if you're in the same room as people, great,
we'll just still just put you into a breakout room,
but,
and
if you are virtual,
so like Abby's, looks like maybe she's not at school
and we'll put you into a breakout room
with your either district or school team,
and let you work together for a bit in the middle.
Obviously, if this was the full Data Day,
like we had planned in person,
you would have had a lot more team time
to really dig into your actual data,
but how we're gonna structure it today
is we'll give a little bit of content
and then explain what your activity
would have been in person,
and give you some tools to be able to do that activity
back at your school or your district after this webinar.
I'm having a Zoom problem and so I'm out on the browser,
and so I can't see the chat box, or you, or anything.
So I'll just be talking into my computer for a bit.
So I might stop sharing at some point
just so I can make sure I'm still with real people.
But if you have a question, feel free to type it
into the chat box and to share your animal, interrupt me,
so I can make sure to answer your question,
and feel free to ask them as we go along.
I'm happy to stop.
But this is really to equip you to be able
to bring this process back to your school teams,
to be able to complete Data Days back at school
potentially up to three times a year or more,
or less during COVID when things are crazy,
but just so that you have this process available to you.
Feel free to show or hide your video.
Again, I can't see you no matter what,
but Sherry and Anne can.
And the link to the materials is there.
And maybe someone is putting it into the chat box.
And just note that in that materials webpage,
there is something called a Data Days Workbook.
And so that's really what your kind of takeaway
will be today that you could bring back to your team
to complete together.
So we always like to start with at least one piece of data.
So our piece of data for today is who is here,
or at least who registered.
So I believe we ended up having 15 people register,
two at the last minute.
- I'm really sorry, Amy.
I need to interrupt.
You're, on our screen, we're just seeing the first slide.
So I'm not sure if you changed slides yet.
- I did.
- And it's also in normal instead of slide view.
Sorry, guys, we're having a little technical difficulties
with our Zoom these days.
Thanks, Jeff.
- How's that?
- Looks like you've got 13 participants from eight schools
and one supervisory union.
Woo hoo.
Whoa.
- And did it just change to technicolor?
- It did.
- So did mine.
Let's see, okay.
Is that better?
- Yes.
- Okay.
- If not, we have a plan B guys.
We'll just put up mine and I'll get it ready cued up,
just in case and like that.
So, all right, we've got data starting out our session here.
- So I'm not sure how many people we actually have on,
but we were expecting 15 people from around eight schools
and one SU/SD.
And again, like Sherry said,
we're just so grateful that you are prioritizing this
and taking the time during a time of year
and a crazy year that makes it really hard to get away
from your responsibilities.
So in the chat box, if you could take a look at the scale
and pick a color that matches your level of experience.
So are you over on the red?
What is data-based decision making?
Are you still learning and growing?
Does your team kind of know how to do it,
but now you're working on how to sustain it
and make it really a part of your weekly,
monthly, yearly process?
Or are you someone who's very fluent
and effective in data-based decision making now?
So if you wanna pick which color matches your experience
and type that color into the chat box
and what might help you get to the next level or color.
- Yellow to green, orange trending yellow.
Great way to put it.
Orange, yellow, orange, yellow.
- Oops, sorry,
- Orange.
Okay, this webinar is for you.
Orange, yellow.
- Okay.
- All the leaves of fall that are gone.
(Amy chuckles)
- All right.
So like I said, the purpose of today's webinar
is to help you build your competence
and confidence as someone who might facilitate
a data review or Data Day back at your school or district.
And to really think about how you can use your data
to create action plans and improve your systems,
your practices based on what you see in your data
and using a problem solving decision-making process
that we will go through called TIPS,
team initiated problem solving,
and to really help you develop your internal capacity
for doing this.
So you might have engaged with a PBIS coach in the past
who helped you with some of these teaming
and problem solving processes,
but for you to really be able to take this on
as a district or school team,
without needing any external support.
So we're gonna start with the outcomes.
So start with the end in mind
and really think about, you know,
why did you get into working on PBIS to begin with.
What is your school team,
what was your school team hoping for then?
And how has that changed as you've been implementing
and to where you are now?
So again, I'm not sure who actually ended up arriving,
but we have a few teams that registered
that they are in year one of implementation.
We have some teams that are here
that might be in year five, six, seven of implementation.
So how have those outcomes changed as you've been
implementing and as COVID has hit?
What might your specific outcomes be now this year?
And then we're gonna really think
about the different types of data that are available
within PBIS and how they can help you measure progress
towards those outcomes.
And we're really putting an intentional focus on equity.
So how can we make sure that our outcomes
are equitable for all?
And when we're thinking about that,
we're not just thinking about students,
obviously students are our priority,
but we also might be thinking about some outcomes for staff,
for families and making sure that those
practices and processes that we're putting in place
ensure that all of our families, or all of our students,
or all of our staff
have equal access and
opportunity within those practices.
We also wanna think about how we can use
our fidelity data.
So our Tiered Fidelity Inventory,
and we kind of lump in the self assessment survey,
the SAS and the School Climate Survey in.
Those are not actually fidelity measures.
They might be considered outcome measures.
So we maybe should be a little clear about that,
but we will be talking about all of those today
and how you can use data from any of those assessments
or your student outcome data to help you prioritize
what you're gonna focus on.
I mentioned, we're also gonna go through the TIPS model
and that has both some teaming aspects to it,
and some meeting, planning aspects,
and also a decision-making model that you can use.
We're gonna think about how you can use
your Big 7 behavior data.
So for those of you who use SWIS,
those are the graphs that come up on your dashboard,
your first page of SWIS.
But for schools that are not using SWIS,
thinking about how you can use the data that you do have
to look at things like are you seeing trends by location,
or by time of day, or by grade level,
and using those to develop some interventions
and solutions to the problems you're seeing.
And then more on the systems level,
thinking about how you can make a plan
for having this continuous data review process,
so that this just becomes a part of what you do
in your school or district.
And then thinking about how you might share data
back with stakeholders.
So stakeholders, including students, families, school board,
community, staff, a variety of stakeholders.
So if there's anything on these objectives
that we are missing that you were hoping
that you might get out of this webinar,
feel free to type them into the chat box.
So many of you are very familiar with this visual.
We actually created a real tattoo for Sherry
for her retirement party.
For those of you who don't know,
Sherry's retiring very soon,
but she always jokes that we should have a tattoo of this
because we continually reference this visual and concepts.
So we did get real tattoos for the retirement party,
which was a blast.
But we always want to be thinking about what systems
do we have in place in order to support our staff,
what data are we looking at in order to support
our decision-making and really make the best,
most efficient decisions, and what evidence-based practices
do we have in place that are going to ensure
that our students are able to exhibit the behaviors
that we're looking for.
Always thinking about what outcomes we're looking for
as we're improving these systems, data and practices,
and really keeping equity at the center.
So many of you are very familiar with this already,
so I won't spend any more time on it.
But we are gonna start in the data section,
which is no surprise on Data Days,
but we also will be talking about some systems later.
So I'll just pause for a second to make sure
there's nothing in the chat box.
Sherry, anything I should address now?
- All good.
And I just can't miss this opportunity
to talk a little bit about that visual,
last chance to
just sort of say
that this is why PBIs is so sustainable,
because it's not just about your practices
or what your data is telling you about your practices,
it's the system that supports it all.
And this fall, we're doing a lot of querying with schools
and supervisor unions.
And we're hearing it's the systems,
the systems that are in place,
which is the teaming and the prioritization
and the infrastructure that puts practices
and it has a chance to look at the data.
Those are what's making a difference this fall
during this really challenging time.
So this is the sustainability right here, PBIS.
And thank you, that was my parting thought.
- Sherry, can I ask a question real quick?
I know in previous Data Days we've really focused
on like OD, you know, office, discipline,
referrals and stuff.
Are we gonna be able to chat?
I know like a lot of districts have done, you know,
the universal screeners and stuff.
Is that something that we can talk
about how to roll that kind of information out to?
- Yeah.
- Or are we just, I just wanted,
whatever you can tell me no.
(laughing)
- Yeah, yeah, no, we have, on December 3rd,
there's a whole thing on universal screening.
It's certainly is one set of data
that you use to help you analyze
and do the same kind of problem solving process
that you're doing with problem behavior.
You wanna look at it sort of across,
so what's the screening data tell us.
What's our grading show us and things like that.
So we don't get into deeply like how to plan around
what our screener's showing in this session.
- Okay.
Perfect, thank you. - Yeah.
- I'm impressed.
You knew December 3rd right off the top of your head.
And we can put the link to the registration
for the universal screening webinar
in the chat box later, too.
So when we're thinking about data,
we really wanna make sure that any data we are collecting
is serving a purpose.
So we don't want people to be frustrated
by thinking that they're providing data to us,
that nothing is happening with.
So we'll talk later about,
we know the best predictor of PBIS sustainability
is actually sharing your data back
with whoever provided the data.
So in the instance of our office discipline
referral forms, or behavior observation and data forms,
sharing that data back with staff who provided the data
to begin with is a huge help
when looking to improve buy-in from your staff.
So if there are systems in place right now
where data is being collected
and nothing is being done with the data
that might be an area to look at.
Is that data we actually need to collect?
Is that something we can take off people's plates?
And if it is data we actually need to collect,
how are we gonna actively use it so that staff understand
why they're collecting it to begin with?
The second piece is we often hear that schools struggle
to use their data because they don't trust it.
So they don't think that staff are inputting data
with fidelity.
And so they're hesitant to make decisions based on the data,
if they don't think that it may be accurate.
So that's a big piece of this work is getting to a place
where you feel like all staff understand
how to collect the data with fidelity
so that you can trust the data,
so that you can use it and share it back with them.
So it's kind of like, you know, a vicious cycle.
If they don't see it being used,
they're not gonna collect it with fidelity.
No one's gonna want to use it because it's not accurate.
And then they're not gonna wanna collect it.
So really getting at which piece of that is falling apart
for your school right now,
and helping to boost in that area.
We wanna be really prompt about looking at the data.
So Abby was just talking about universal screening data.
We don't want to sit on that data
and not have a process in place
for how we're gonna analyze it and act upon it.
Once we have that information,
we really should have systems in place
that allow us to do something about it.
Also in reference to not necessarily trusting the data.
One way to get around that is by having multiple sources
of data you're using to confirm what you're seeing
so that you do have some trust in it.
And we talked in the past about kind of using
that gut reaction that people have,
or that, you know, kind of just feeling you have
about the building or about certain locations
in the building paired with the actual hard data.
So not discounting people's personal experiences
and anecdotes, but using those alongside the data,
seeing if they match, if they don't match,
why might that be?
And being able to create kind of a full picture
of what's going on by using those multiple sources of data.
And we'll talk a little bit about how you might do that
visually so that teachers can see for themselves,
how their students are doing in different areas
of their lives.
In PBIS, of course, we wanna be using our data
to support, not to punish.
So some of the pushback that some schools get from teachers
around collecting behavior observation and data forms
is the teachers are worried
that if they submit a lot of forms,
someone, administrators or behavior staff will think
that they are not equipped to handle the behaviors
within their classroom.
So we wanna make sure that we are getting across to staff
and to students that this is really about data collection,
so that we can provide supports where they're needed
not to punish anyone, students or staff,
for the data that we're seeing.
And lastly, we wanna learn how we can disaggregate our data
for equity considerations.
So for schools that are using SWIS,
you may have seen that they came out with some new materials
around the equity reports
and they are fantastic.
So if you are interested in diving into this,
there are some webinars and some videos
about how to do that in the backend of SWIS,
so that you are able to see your data by student group.
You're able to see if a student has an elevated risk
of receiving a behavior observation
and data form just by the pure fact of their group.
So it breaks it down by gender,
by IEP status, and by race ethnicity.
The trick is you have to have that data input
in the backend.
So that's sometimes a barrier
to being able to see those reports
is you have to make sure that everything
is kind of set up in the backend for that to work,
to be able to spit out those reports for you.
And the really neat thing is it actually creates statements
for you so that if you're not quite as skilled
at looking at data in that way,
which a lot of us are not,
it really hands it to you in a really nice way.
So we probably will do a webinar later this year,
or maybe during a coordinator session,
a little bit more on that topic.
But it's really important that we are looking at our data
in that way so that we know that all of our students
are
working toward equitable outcomes
rather than certain groups being left behind.
So I mentioned, we're gonna start with thinking
about our outcomes,
because we can't know if PBIS is working in our buildings,
if we're not sure where it should be taking us.
So think back for a minute when your school got into PBIs,
or if you joined a school that was already implementing,
what were some of the main outcomes that your school
was looking to achieve at that time?
And you can type them into the chat box.
I can't see if any are coming, but.
- They're just coming in now.
Hope with behaviors, establishing expectations,
collecting data to solve behavior issues.
The main goal from Twinfield was to improve student outcomes
in the classroom.
Clear student expectations, sense of community, from Renee.
We're looking for universal responses to behavior
and supports mostly common language.
Greg.
Greg, thank you.
- Awesome.
So back with your team,
the activity that we'll give you after this section
is thinking about developing some outcomes statements.
So when you're doing that,
you wanna think about what is relevant for your context.
So you want them to be locally determined.
We're never gonna say as a state team,
this should be your outcome
from this year's implementation of PBIS.
They need to be relevant to your school context
and culturally relevant to your school community.
You want them to be observable and measurable
and in some kind of goal statement.
So one that many of you are familiar with,
I'm sure, is a SMART goal format.
So rather than just having, you know, these outcomes,
we wanna develop them into goal statements.
But some outcomes you might be thinking about from PBIS
are to reduce challenging behaviors,
increase student engagement, or family engagement,
reduce instances of bullying, increase attendance,
maybe decrease referrals for special education
because students needs are being met at the universal
or targeted level, increase school morale
and improve academic scores.
So some sample outcome statements that you might see
are the first one is around reducing student suspensions
and expulsions.
And you can see that we are indicating
that when we implement PBIS with fidelity school wide,
we are hoping to see a decrease in student suspensions
and expulsions.
And we've given an actual measurable amount,
so by 10%.
And we've given a timeframe,
so by the end of the school year.
Keeping COVID in mind, the second to that might be
a little bit more relevant to the current times,
given opportunities for teachers to reflect with each other,
for leadership to validate concerns and to have a plan
for addressing staffing supports at the leadership level.
Staff school climate data will improve by 3.5 on average,
by spring 2022.
So it's detailing what's gonna happen at the systems level
in order to get to that outcome
of staff school climate data improving,
and giving an actual overall score that the school
is hoping to achieve by a certain date.
And by the way, (giggles) we think these suggestions
listed in this outcome statement
might really be what teachers need right now.
So if there's any administrators on the line,
this is what we're really hearing from schools right now,
is that staff really need this time to reflect together,
to process what they're going through,
for leadership to really understand
and validate their concerns,
and to have a plan for how staff are going to be supported.
So just a little plug in this sample outcome statement,
for some things that may help with
some places that are having challenges
with their school morale and climate.
And then the last one in reference
to disaggregating your data.
Given a monthly review of student outcome data
so that might be your behavior observation and data forms.
When disaggregated by race and ethnicity,
the rate of referrals for black students
will be even compared with all of other groups
by the end of the school year.
So if you've identified that your black students
are receiving a disproportionate amount of referrals
based on their overall representation
in your school community,
hoping to kind of balance that disparity out
by the end of the school year.
So after this webinar in your workbook,
you'll see Activity 1a that gives you some space
to draft an outcome statement
that is in the SMART goal format.
And then the kind of thinking piece
is how are you gonna ensure that all of your stakeholders
will experience the same results?
So if this is an outcome statement around staff,
how are all staff going to be able to have
equitable results there?
If this is about students,
how are all students going to experience the benefits
and results of this outcome?
So you'll see a place in your workbook that you can record
your team's outcome statement, and you may have several,
or you may decide this year,
that one's gonna do it for you.
- And, you know, there were some really great examples
of some outcome statements in the chat box.
And now it's time to sort of take it
and put it into measurable terms.
And, you know, make that the priority that you're focusing,
this is what you wanna see by whatever date you got there.
So you've got the first part going.
Now, it's like really time to put it
into that data-based decision making format.
- Yes.
Okay.
So in the next section, we're gonna talk
about what data might you access to be able to support
these outcome statements and be able to see some growth.
So in the chat box, just start typing,
what data are you currently collecting
or using to look at your students' social,
emotional, behavioral strengths and challenges.
And I said, students,
but this really could be broader than that.
So for instance, your Tiered Fidelity Inventory
that you're completing every year
would qualify under this question.
So that is helping you to assess strengths
and challenges at your school
related to social, emotional, behavioral supports.
So if you wanna type into the chat box.
Abby mentioned universal screening data.
We've talked about behavior observation and data forms.
But is there other data that you are collecting
and using related to social, emotional, behavioral?
- Yeah, so Abby's using the best,
three best and OTRs morning check-in data.
I'd be really curious to hear if you could list
what you're doing for morning check-in,
whether that's a formal or informal.
And Greg's using the TFI School Climate Survey
and office discipline referrals.
Great to see all three, that's wonderful.
TCCE and check-in, check-out data.
Excellent.
Tier by yearly office referrals,
check-in and check-out data,
TFL, the TFI climate surveys,
DESA, all right.
OTRs, minors and majors.
Check-in, check-out.
Great to see that people are really looking deeply
at their check-in, check-out.
Behavior tracking form for unexpected behaviors.
Great term to use.
Manage in class and out of class SEL assessment,
but not sure of the name.
That's okay.
Universal screen, first time was last year.
Great to be incorporating that into your data review.
Oh, this.
Kids fill out a three-question survey,
Google form every morning.
One question is, do you wanna speak to an adult?
That's wonderful.
How are you feeling?
Is there anything you wanna tell us?
That's great.
Thank you.
- Yeah, and I think, you know,
some of the things like that that came out of COVID really,
probably always should have been in place.
And now that they are,
hopefully will sustain even past this school year
where we might be more in crisis mode.
It's great to be checking in with kids every day
and have them have a chance to reach out for help
if they feel like they need it.
And then the second question here
is how are you using this data for decision-making?
So is it kind of sitting and lingering
and maybe not being accessed
and utilized as well as it could be?
Are you using it during your team meetings?
Do you have some kind of day-to-day structure in place
already where a few times a year you're really sitting down
and bringing together all of your data?
Do you have any processes in place
for how you actually use the data you're collecting?
And feel free to unmute if it's easier than typing?
- That's that systems piece.
We have a comment here.
We look at morning check-in data daily and track it monthly
and it's used for EST when appropriate.
Right.
Staff meeting discussion on it, monthly.
Excellent, that's regular review of data.
Still working on how to effectively use the data
that we've collected.
It's a process.
It certainly is.
And hopefully some ideas from today will resonate.
We use the data to adjust and review behavior plans
for individual students.
We also bring it into our EST meetings.
Wonderful.
And we wanna also keep in mind
that the school-wide piece.
A universal check-in, check-out review during Zests
and a monthly screencast showing SWIS data.
Wow.
We also do small group faculty meetings
three times a year.
That's great.
You're doing Data Days.
- [Participant] Zest for ESTs.
- Thank you, cool.
- It sounds like a much cooler EST if it's a zest.
(laughing)
- Really.
There's this, this one school's looking at EST meetings,
step room referrals and FBA development review OTRs
as a whole school.
And in PBIS meetings,
all data is compiled monthly and shareD.
Wonderful.
We're going to be reviewing universal screener data
our next targeted meeting.
Great.
A variety of ways.
Principal weekly address has a PBIS section.
Nice.
All teachers have access to minors data.
Our PBIS committee reviews data closely
and shares out through principal's address.
Great.
Great to know that you're using it and sharing it.
- Awesome.
I guess probably if you're coming to the Data Days webinar,
you might be slightly interested and engaged with your data.
We might be, you know, getting a sample
(chuckles) of the schools,
preaching to the choir a bit.
But hopefully, even though you're doing a great job already,
something here sparks you to move to the next level.
So, and this webinar, oh, sorry,
this PowerPoint is also on the materials page.
So for certain sites like this,
that you might wanna come back to,
you'll have that opportunity to be thinking
about are you really fully utilizing all of the data
you have at your disposal?
So for instance, something like attendance or nurse visits,
those are, that's data that is naturally being collected
as part of the process of your school.
But are you using this,
that data as part of your PBIS work as well?
So kind of what Abby was mentioning about expanding beyond
just looking at your behavior observation data forms,
or OTRs,
what other student outcome data do you have out there
and might it be addressed through some of your PBIS work?
Many of you mentioned you're also using
the School Climate Survey now,
and that could be the PBIS School Climate Survey
or another School Climate Survey that your school
or district has designed.
But we really are
promoting the use of a School Climate Survey,
especially during this challenging time.
And the PBIS School Climate Survey has a staff,
family and student component.
So all three of those stakeholder groups can complete
the School Climate Survey through a simple link,
so they can complete it electronically.
And you get your results back just like you do
for the TFI and the SAS.
- Just gonna interrupt for one second.
There's a question in the chat box.
What is the TFI?
And I know we're gonna talk about that in a second,
but it's all over this slide.
So we should probably explain that.
It's the Tiered Fidelity Inventory specific
to PBIS implementation.
And we will talk about it shortly.
Thank you.
- And the SAS is a self-assessment survey,
also specific to PBIS.
It's a little more outdated.
So last year we gave the schools the option
of completing the SAS or the School Climate Survey,
and some completed both.
You'll also see SWIS,
which is the school-wide information system,
which is where many of our schools input
their behavior data,
and attendance grades, a School Climate Survey,
family engagement.
So any ways that you're assessing family engagement,
and we do have a family engagement survey on our website,
which we haven't looked at in awhile,
maybe could use some updating.
And there's also something that's not listed here,
which is being renamed right now,
but it's currently the stakeholder input
and satisfaction survey.
So I know some of our schools
have already started using that,
which is another way of getting at family engagement,
and really thinking about how your families
and caregivers see PBIS within your school,
whether they, your school-wide expectations
resonate for them.
Really good at getting some deeper information
from families.
Thinking about how they want to be contacted
and interacted with by the school.
So we can add that link to the materials page later.
And then like someone was mentioning,
they have daily check-ins, but you know,
something, another school may have a weekly check-in.
So just thinking about what data do you have
for all students
that you could be looking at universally across the board,
and developing some school-wide interventions around
what data do you have access to at the targeted level
and the intensive level.
So many of you mentioned FBA and BSP.
So using some of that universal data to inform
EST functional behavioral assessment,
behavior support planning processes.
So it sounds like you guys are rocking
and rolling with that.
Some of you are also from schools or districts
that are implementing or working
to incorporate an interconnected systems framework or ISF.
So really thinking about how mental health
and PBIS can be integrated, and aligned,
and developed as part of one system.
So even if you're not thinking
about interconnected systems framework, right now,
you can begin thinking
about some of those community level data.
So things like mental health screenings that are occurring,
substance abuse or homelessness issues within the community,
placement of students who require alternative placement,
and thinking about whether there are any outcomes there
that school would be looking to improve
or make some progress in.
So the big message is really that data help us
to ask the right questions.
They don't necessarily provide all the answers.
So you might be collecting a lot of data
that is going to allow you to have really rich conversations
among your team to really think
about what the solutions might be,
once you've gotten to that precise problem statement
by looking at your data.
So it's not necessarily gonna hand you the answer,
but it's gonna allow you to develop some interventions
and solutions that might be more successful
because they are based in data.
And the data that was just presented on the last slide
can really serve a lot of different purposes.
So some of those were more around your current status
and fidelity of implementation in PBIS,
like the Tiered Fidelity Inventory,
the self-assessment survey.
Many of them were more around student outcomes
and what impact PBIS is having on students
or other initiatives or programs that you're implementing,
it's gonna help you prioritize some areas for change.
So right now, school might feel really overwhelming
and that there might be lots of things
that people are hoping might change,
but the data might help you target those changes.
So for instance, you know, student behavior overall
might feel really overwhelming right now,
but if your behavior
data system,
so if you're using SWIS or something else
is really accurate and up to date,
you might be able to use it to target supports
to certain locations or certain times of day,
or certain classrooms or grade levels
that really are experiencing a high level of need
rather than it feeling like the whole school
is falling apart.
Well, maybe fourth and fifth grade is actually doing okay.
And maybe we can target some of our supports to K1
where we're really, really, really struggling.
So being able to prioritize
is a way that the data can really help.
Also looking at what is your success along the way.
So, especially in a year like this one
where things feel pretty demoralizing
and depressing at times,
being able to show staff that students are making progress,
even if it is feeling small.
Being able to show that incrementally along the way
can be a really big morale booster.
Also, we mentioned a lot sharing the data back
with the staff.
So for instance, if you ask them to complete
the staff School Climate Survey,
presenting that data back to them
and sharing what you're gonna do about certain areas.
So if a certain question scored really low overall
on average, what is your team or what is your administrator,
what is your district gonna do
about this area of concern for staff
because it's been identified through the data.
So being able to present back to them
and let them know that their input was valued
and heard can be really huge.
And then also being able to think
about what other stakeholders need to have access
to this data and in a way that is usable for them.
So what might it look like to present data to students
versus just staff, just school board,
and how you can kind of tailor that messaging
based on the stakeholders.
So again, an activity for you after this webinar,
go back to that outcome statement with your team
and make sure that you have
some data that's going to be collected
that will help you measure your progress.
So in the example of,
you know, what can be done right now to support staff.
If you're not currently having staff complete
a School Climate Survey,
it's gonna be really hard to measure
whether the things you're doing to support staff
are having an impact.
So having a way to measure progress over time
through the use of something like the School Climate Survey
will give you a data point to be looking at.
So revisiting that outcome statement to make sure
that there's actually a piece of data behind it
that will allow you to track your progress over time.
So Sherry mentioned, we're about to discuss
the Tiered Fidelity Inventory a bit.
We also have a webinar that's
just about the Tiered Fidelity Inventory,
the self-assessment survey,
and the School Climate Survey in early January.
So if you want more information about any of those,
that webinar will be great.
But just to give you a brief introduction,
the Tiered Fidelity Inventory is a very efficient measure
that's been validated to assess fidelity of PBIS
at all three tiers targeted, oh sorry,
universal, targeted, and intensive.
And it accesses a few different areas.
So teaming, infrastructure, implementation, and practices,
and then evaluation and data at each of those tiers.
So it's a pretty comprehensive measure,
but there are only about 15 items for each tier.
So we say that teams should anticipate
spending about 30 minutes per tier,
and we recommend that you complete it at any tier
that you've been trained at.
So everyone should complete universal,
but if you've been trained at targeted,
you should complete universal and targeted.
If you've completed, if you've been trained in intensive,
complete all three tiers.
And it's really used to help you assess where you're at
with your implementation of PBIS
and how can you create an action plan
to be able to sustain your implementation.
So we ask that all schools complete it once a year,
and we open up the window from January to March.
However, you could complete it more than once a year
to monitor or assess progress.
It could be, you know,
you came to the summer Institute in June
and created an action plan for rollout in the fall.
And so maybe around this time of year,
you wanna complete it just to assess maybe your tier two,
because that's what you rolled out.
So you could complete it more than once.
And you can just ask Anne to open the window for you.
Like I said, there's an upcoming webinar about the TFI.
And there also is a cultural responsiveness field guide,
which we've talked about in a few of our trainings
that actually has for each item of tier one,
if you were implementing in a way that was really focused on
and centering equity and thinking about how you can make
your PBIS implementation most culturally responsive,
there are some elaborations for each item.
So for instance, you know, item one might be around teaming.
Do you have students and families as part of your team
and do those students and families come
from marginalized populations,
so that you make sure that all voices
are really represented on your team.
So that field guide is a super helpful resource.
And it's intended right now to be a supplement to the TFI.
So you would complete the TFI as normal,
and then you would look to the field guide
to inform your action planning.
So it might be that you've given yourself a two
for the first item,
because according to the TFI, you received a two,
but then you look at the cultural responsiveness field guide
and you see like, oh,
like we do have a student on our team,
but they don't really have voice and agency on our team.
They're not from a marginalized population.
We really could do a better job of getting student voice
onto our team.
He might choose that as an action step,
even though you received a two on that item on the TFI.
It depends what the priorities are for your school
and your community.
So we recommend checking out the cultural responsiveness
field guide.
So for those of you who have completed the TFI in the past,
this will look very familiar for you.
You can see your progress over time.
You can see it by tier
and you can see it by those sub-skills.
So teams, implementation, evaluation.
They changed a little bit for tier three.
But this is one way that you can see the results of your TFI
and be able to report back progress over time.
So you can see for them for tier one at this school,
the previous year, they were only around,
you know, 58% implementing.
And then by the second year,
they had really improved their implementation score
to above 80%.
And on the TFI, 70% is considered implementing
with fidelity, your overall score.
So after you complete the TFI, like I said,
you can go into PBIS assessment and see your reports
by a variety of different ways.
And as a team you really wanna celebrate.
Where are your twos?
Where are you really succeeding?
And then look a little closer at your zeros and ones
and determine what items might you choose
for action planning for that chunk of time.
So maybe you're just looking at it for
you know, four or five months
and you're gonna reassess,
or maybe this is gonna be your action plan
for the whole next year.
But thinking about what are the smallest changes
we can make in our implementation to really see an impact.
So that's kind of the mantra of PBIS
is what's the smallest change we can make
to have the largest impact
and really having a formal action plan
that you can come back to as a team.
So I know one of our teams actually puts their action plan
at the top of their meeting minutes every time
so that they can review it
and come back to it at each meeting.
And this is just an example that PBIS provides
for an action planning template.
And this would be really specific to the TFI
for those different items.
So you're able to put in what your current score is,
what might be your action steps,
who is gonna complete them, and by when,
which are those last two pieces are really critical
to things actually getting done.
And we also have on our website,
a version of this action planning form
that actually incorporates
those cultural responsiveness considerations
right into the form.
I can't think of the easiest way for you to find it,
maybe under the coordinators materials
from the leadership forum.
But we can find an to get that to you.
- Yeah, I'll find it and put in the chat box.
- Okay.
So that was our really intentional focus on the actual data.
So we're next gonna move to the teaming pieces.
I'm wondering if people feel like they need,
like, a five minute break.
I can't see anyone if you're nodding.
- I'm not seeing any.
Okay, we have a thumbs up. - Okay.
Why don't we come back at 9:55?
Give everybody a chance to just move for four minutes.
- Okay, perfect.
- Great.
- Nice, so nice to.
- So we're gonna be moving into some systems pieces.
So moving a little bit away from the nitty gritty
of the data.
And it sounds like many of you
have some of these foundations in place already.
So we're gonna go pretty quickly through this section,
but you just wanna be thinking about some teams
are struggling a bit with their purpose right now.
So coming back and developing a statement of purpose
for your team.
Why do we meet?
When do we meet?
And are there barriers to that right now
because of COVID?
Are there ways to overcome those barriers?
What decisions do we make and what do we have the power
and authority to make versus what decisions do we need
to bring outside of our team?
What data are we using to make those decisions
and how are we gonna document our decisions
and have an action plan?
So Sherry, do you think I should skip this part?
- Yeah. - Okay.
So when thinking about our teams,
we want them to be really predictable,
have the active participation from all the members.
So thinking about how everyone can really feel like
their voice is valued and appreciated at the table,
and is represented at the table.
How can we really effectively communicate within our team
and also outside the team to share what we're doing,
and what the outcomes are.
And how can people really feel accountable to the team,
so that when action steps are assigned,
people are actually completing them in time
for the next meeting while taking into consideration
that, that's really challenging right now.
So thinking about, does your team have
kind of that instantaneous efficient access to your data?
Are you presenting it to your team in a way
that works for them?
Whether in advance or during the meeting?
Just some examples from our Vermont schools,
Rick Marcotte at the top and Alanbrooke at the bottom,
where students are really part of their team
and actively engaged.
And you can see they're even looking at the data
with their students.
So just some really great examples there,
obviously pre-COVID.
And then coming back to the TFI to see
what is considered to be fully implementing
in terms of the teaming elements.
So do people have the skills that are necessary
to make PBIS successful?
Do we have people with administrative authority
sitting on the team?
Our family and student perspective included, et cetera.
And then do our meetings meet the specific features
that we know are gonna lead to effective meetings.
So are we meeting monthly?
Are we following a specific format,
which we're gonna go over.
Are minutes taken during the meeting
and then disseminated afterwards?
Do participants have really clear roles
and do we have a current action plan?
And just a little, a plug for the administrator support.
It really is critical to the success of PBIS
for administrators to play an active role
in supporting the team.
So that may not mean
that they are in every single team meeting,
but does the team really feel the support
of the administrator behind them?
And if they are going to have to make decisions
that require the administrator's approval,
is the administrator part of that process?
So they're not feeling stalled by having to wait
for the administrator to approve certain decisions.
And we actually have a PBIS administrator self-assessment
linked in the materials.
That would be a really great tool for an administrator
who's really looking to see what is my role as part of PBIS
and how can I improve my support in my building.
So I think in the interest of time,
we're gonna skip this activity for now,
and we'll come back to it if we have time.
But another activity you can do with your team
after the fact is to look at those teaming features
from the TFI.
See what might be missing right now or challenging
and help to develop some action steps
that might improve your teaming processes.
Or if you feel like you are meeting all of those elements
of the TFI that I just mentioned,
we have a leadership team meeting self-assessment tool
that you can use to kind of dig a little bit deeper
at those meeting processes to see what might be missing
and what action steps you might take to improve
your actual teaming processes.
So we've mentioned TIPS, the team initiated problem solving.
And like I said, it's kind of two parts.
So the first part is a structured meeting process.
The second part is the decision-making model.
So like we mentioned in the TFI,
we wanna have formal roles for all people on the team.
And this is something that I always hated as part of like,
you know, fifth grade, like having to assign
who's gonna be the facilitator of this group,
blah, blah, blah, blah, blah.
But as an adult, I can see the benefits
of having these roles in place.
And something that's helped a team that I'm on right now
is actually assigning these roles, the meeting before.
So if something like the recorder, or the data analyst,
or facilitator are gonna change from meeting to meeting
to kind of circulate through people,
so that everyone doesn't have to play a role every meeting,
assigning those the meeting before allows the person
to walk into the room knowing they're gonna play
that role and not have to have that awkward,
like, okay, fine, I'll take the minutes, pausing.
They just know, okay, next time, I'm the minute taker.
Having expectations for what happens
before, during, and after the meetings,
which we'll talk about.
Again, having access and easily usable data
and having the minutes in the data
able to be projected on the screen,
or if you're all virtual being able to share your screen
and have the data visual for people.
So I'm not gonna go into great detail about this,
but TIPS outlines what you would wanna do
before, during, and after the meeting
to have it be the most successful and efficient meeting.
So some of these you're probably already doing.
Some may have kind of fallen by the wayside
and would be somewhere that you could identify
as an action step to improve on.
So something, for instance, like setting the agenda
and sending it to the team in advance.
Maybe that's something you did at the beginning,
and have kind of lost track of and wanna revive.
So this would be another side to come back to
and kind of check the boxes,
and see what your team is currently doing
or might wanna improve.
- Can I just interrupt for a sec?
- Yes.
- There's a team initiated problem solving,
like fidelity checklist in the list of materials.
And so it has all these things listed
about before, during and after.
And TIPS was developed by the University of Oregon
with some other colleagues, I think Arizona.
But
really to go with PBIS,
to be the decision-making process for PBIS.
And there was some research done that showed that schools
that implemented the TIPS process had better outcomes
for their students over time.
So that's why we're sharing this particular data,
that team meeting process,
data-based decision making process specific to PBIS,
but we've used it and it's quite applicable
across academics, as well as other, you know,
if you're looking at fidelity data, et cetera.
So yeah, you should look at that fidelity checklist,
if you really wanna get sort of deep
into your process work, you know.
- And this is the meeting template that they provide.
So we have a Google form version of this listed
as a material that you can make a copy of,
and use if it feels helpful for your team.
Or you can adapt it, and delete, or change things
that might feel more relevant to your school context.
The piece we wanna point out now is the data analyst role.
So a data analyst is someone who
is really facile with the data,
is able to create some written data summaries
in advance of your meeting to help you
have really efficient problem solving during the meeting,
and be able to start the meeting off with that data summary
to help you get to a place where you're able to define
the problem with precision, which we'll talk about.
So in the poll that Sherry will bring up,
we're just trying to get a sense for whether you have
someone already that serves in this role as data analyst,
or whether you have different, you know,
along this continuum of, well, we're not really using data.
So we don't really need a data analyst
to, yes, there's someone in this role
and they prepare data in advance
and point out trends when we start our meeting.
- Okay, we've got a couple responses
sort of across the board here.
We've got a few that data's not being used
in meetings at the moment.
And the others are kind of across the board.
No one in particular serving in this role.
And then we have one person brings data to the meeting,
to the team to review.
And it keeps moving a little bit,
but sort of one, two and three.
- Okay.
Yeah, so this might be an action step for your team,
really thinking about,
do we wanna boost someone in this role that feels
really empowered, that they are the data analyst,
and are they, do they have the capacity to prepare some data
in advance of the meetings so that you're not having
to spend meeting time looking at the whole data set,
they've identified some areas or some trends in advance
that you can discuss, and then really spend
the most of your time on the problem solving process.
So after this webinar think about, you know,
who is that person, if they're not in place,
who might that person be, and then having a backup person.
So if they're not able to be there,
we don't show up in a meeting with no access to data.
So we wanna be thinking about really utilizing our data
at each of these levels.
So whole school, small group,
or certain areas of the school, and individual student.
So we find that sometimes when schools
do have something like SWIS,
they are really actively using it for individual students.
So many of you mentioned bringing data to EST
or to your targeted team,
really looking at an individual student's data
to see time of day, location, where can you target supports?
And for whatever reason,
we kind of lose track of that school-wide perspective.
So I did a webinar in September on SWIS
that would be helpful if you are new to your school
and your school is using SWIS to really be able to see
how you utilize that school-wide data.
And there are some videos on the PBIS app's website
around drill down,
which is how you do that in the backend of SWIS,
the technology side of it,
so that you can see how to get
to that precise problem statement
that we're gonna talk about.
But this is just kind of a reminder to not lose track
of looking at that school-wide data
and developing school-wide interventions
that might help alleviate some of the stressors
and concerns that you're seeing in student behavior,
but you'll use the same basic process.
Just like Sherry said, could be used for academics,
could be used for behavior,
also could be used at all three levels
in terms of decision-making.
So I mentioned earlier, we would show you one way
that you might look at data alongside each other.
So this has some academic related data,
absentee data, and behavior observation and data form,
or ODR data, all right next to each other.
So that it's presented in a way for a teacher,
so that they see some connections.
So for instance, for a student like Jacob, he has a low GPA,
but when you look at, and several course failures,
but if you look at how many days he's been absent
and how many behavioral observation data forms
he's received, well, it's no wonder, right?
He hasn't been here.
And so no wonder his GPA has been impacted
and his course failures are high.
So if you were only looking at GPA
or you were only looking at behavior,
you really wouldn't have the full picture for this student.
So finding some ways to be able to look at data
alongside each other.
And there are two districts in Vermont that have developed
some pretty
robust data dashboards,
so that staff are able to see all of this data.
They also incorporate universal screening data into this.
So thinking about, you know,
on your wishlist of things for your district data person,
is there a way to look at all of this data side-by-side.
And then a really simple version of this
is for a teacher to be able to look at
how many behavior observation data forms
does the student have and then a kind of objective,
oh sorry, subjective rating
of your school-wide expectations.
So the school had be safe, be kind, be responsible.
How well is that student able to meet those expectations?
And it helps you see the full picture of the students.
So for someone like Jacob
who had 12 behavior observation data forms,
and really struggling with being safe,
he is really kind and fairly responsible.
So it's really safe that we're really needing to focus on
with him and to be able to target an intervention
around safety for him,
and to be able to boost and really emphasize to him
that you're seeing how kind he is,
and that, you know, he's a really great kid.
He's just really struggling with safety right now.
So another way for staff
to be able to look at their students.
For those of you that are familiar with SWIS,
this is very familiar to you,
but we wanna be thinking about these different ways
to look at our data and whether we see any red flags.
So for instance, in this screenshot,
we can see for a location classroom is through the roof.
And we know that classrooms should be high
because students are in the classroom the most,
that's where the most academic demands
are being made of them.
However, in this situation,
classroom seems disproportionately high,
and we really need to provide some support
to classroom teachers for them to be able to manage
behaviors better in the classroom.
You also can use SWIS as a universal screening tool.
So looking at your data at certain points of the year
to determine how many students
have zero to one behavior observation data forms,
two to five, six plus,
to be able to look at it over time
and to get to those precise problem statements.
So for instance, if you were looking at your data here
by student, down at the bottom are the student IDs,
you could change this to student names,
looking at the students with two to five,
looking at the students with six or more,
and what interventions are in place
or not for those students,
who might need some additional levels of support
and being really timely with that.
So the October catch data
shows that students who have received
two office discipline referrals by October
is really predictive of the trajectory of their year.
So you can see those students
as time goes on throughout the year.
And we knew who those students were gonna be in October.
So can we look at our data in October
to be able to put some interventions into place
for those students to have an improved trajectory?
So this is just a hypothesized impact
that if we were to put interventions into place in October,
could we slow that trajectory of cumulative
office discipline referrals for students,
and what would that do for the students?
And what would that also do for the staff
who are spending the time working with those students?
So in a school of 500 students,
they're saying that this could mean 150 less referrals
throughout the year.
I think that should be fewer, but,
and 25 to 75 hours saved of staff time,
handling behaviors and processing referrals
throughout the school year.
So really thinking about our data at intentional times
throughout the year in October, February, and April,
to be able to have an impact on student behavior.
So there's a great article on the PBIS app's website
that goes into more detail about the October catch.
So we wanna be looking at that school-wide data
to see some trends.
We might compare it to last year.
So we might see,
and this is a little
silly to say because of COVID,
but in a typical year, you might compare it
to the previous year to get ahead of some behaviors.
So you might typically see a spike in December,
in February at certain times of the year, every year.
What interventions can you put into place
in advance of those to hopefully interrupt that,
and have a more successful December than you did last year.
You can also look at your data,
comparing it to the national median for schools like yours
in terms of size.
And then that last one is kind of that gut feeling thing
I was talking about.
How are people feeling about the level of behavior
in your buildings, both the staff, the families,
and the students.
And how can we identify and target some supports
in that way?
Many of you mentioned you're using your CICO data,
which is awesome.
For schools that are,
have been trained at the targeted level
and are not accessing CICO, if you're interested,
please contact us and we can let you know
what it looks like.
We have a webinar recorded about how you use CICO.
and
same with CICO, you can look at it
across all of the students that are currently enrolled
in check-in, check-out
and you can look at it by individual students.
So it helps you to deal with some systems issues, perhaps.
And also, how can you tweak a student's plan
to enable their success?
- Can I make my public service announcement now
about check-in, check-out?
- Yeah. - Check-in, check-out,
I really think if you,
if your system can create a really strong process
for check-in, check-out,
sort of how the students enter and how they check in,
it's really increased intervals of positive feedback
throughout a period of time.
So if you have seven intervals of the day,
you can, and you're doing this to support students
who are acting out because of the function of their behavior
is seeking adult attention,
you can expand that to all students,
especially during this time of significant stress.
You can also expand it to acknowledging adults
during these intervals.
So there's lots you can do with check-in check-out
as an intervention.
It's also the most efficient intervention,
because once you have that system in place,
you're checking in for a very short period of time,
giving eye contact, positive feedback,
and an opportunity to sort of reset.
So check-in, check-out, highly valuable.
The research says that up to 12% of students
at any given time
would benefit from check-in, check-out.
So if you look at your check-in, check-out enrollment,
you can see how close you are to that 12%.
And I've just looked recently
and found that there are fewer students
that show up on SWIS and check-in, check out,
then make up that 10 to 12%.
So just something to also look at overall,
in terms of this intervention and how it fits.
Thank you for that little commercial announcement.
- So a little bit more on check-in, check-out,
which will help in that systems piece
to make it really efficient for you
in how do students get on to check-in, check-out,
and how do students fade from check-in, check-out?
So you don't want them to be stuck in this intervention
for life.
So some considerations for when a student might be referred.
So are you seeing lots of behavioral observation
data forms?
Are you seeing lots of absences?
Have their behaviors become dangerous?
There's mental health.
The family's requesting supports that might,
those might be times that a student would be referred
for check-in, check-out.
And then when do we notice that a student is
kind of leveling out and meeting their goal
for several weeks in a row?
And can we put in some feeding support?
So maybe they check in less frequently,
or maybe they only checked in with their classroom teacher
and not the check-in, check-out coordinator
at the beginning and end of the day.
Or maybe they're doing some self-management
of their ratings.
So how can we fade to reduce the amount of support
the student is receiving when we see
that they are having success?
So we wanna be improving our decision-making processes
from just looking and guessing at a problem
and developing some solutions to it,
to spending a bit more time in that problem solving process
and really defining what the problem is
before we jump to solutions
and then having an actual action plan.
So we've talked about your action plan overall
for the whole school year.
You've identified a few areas of priority
for what you want to improve in PBIS,
but these are almost mini action plans
around specific behaviors, or times of day, or location.
That might be a short-term action plan for a month or two,
that you're really trying to target
a specific behavior, location, et cetera.
So rather than just jumping to solution development,
which we often do spending a little bit more time
in this TIPS process.
So it really is a formal problem solving process
that teams can use.
And like Sherry mentioned,
innovation neutral could use it for any,
anything throughout your building.
And the mantra is kind of these five steps,
which we're gonna go through.
So I'm not gonna go through them here.
I'm just going to go through them
in a little bit more detail on the next few slides.
So the first consideration within tech TIPS is,
do we actually have a problem.
Right now?
Probably. (chuckles)
In another year, maybe, maybe not.
But if we do have a problem,
what is the precise nature of our problem
and what data are we gonna use
to get to that precise problem statement?
So we're gonna develop a precise problem statement
throughout this.
But just to look at a few graphs.
This first one, our first, you know,
our eye is drawn to what goes wrong.
And it looks like this school is having that challenge
that I mentioned earlier.
Referrals really spiking in December.
However, if you look at
the national data,
which are those lines across the screen,
you can see the 75th percentile, that red line,
the median score is that black line.
December is their only month above the 75th percentile.
Other than that, they're kind of fluctuating
around that 50th median score.
So they might not be too concerned
about how they're doing across the year,
and they really wanna focus on December.
So that's all referrals, minors, and majors.
However, if you look at their majors,
their majors are higher than the 75th percentile
in one, two, three, four, five, six months of the year.
So that would be an indicator of concern.
So for whatever reason, their minors are much lower.
But when you look at just majors,
they really are seeing concerns across the school year.
So December is still obviously a concern,
but when put into context might be more of a concern
around majors throughout the year.
This one gets at what I was talking about, about classroom.
So we know our classroom data is usually higher.
If you look at your data in SWIS right now,
classrooms likely the highest because of how long
the students spend there because of the academic demands.
However, in this graph,
playground actually exceeds classroom.
And so basically the message here is if any location
is exceeding classroom,
that's where you wanna target your supports,
because that must be a really significant challenge
because students are not spending very much time
on the playground.
If they're getting that many referrals in that location,
that's something you really wanna look at.
So in order to get to that precise problem statement,
we're looking at those, if you have SWIS,
the referrals by problem behavior to get at the what,
referrals by time to get at the when,
location to get at the where,
students to get at the who,
and motivation to get at the why.
And for schools that don't have SWIS
that often is the missing piece is the motivation.
And the motivation really helps us
to design an intervention.
That's gonna meet the function of student's behavior.
So if students are really looking for peer attention
and that's the motivation of their behavior,
but our intervention is designed around
giving them more adult attention.
The intervention might not be very successful
because it's not meeting the function of their behavior.
So they may continue acting out to get that peer attention,
even if we're increasing the adult attention
they're getting,
because that really wasn't what they're looking for.
So especially if you think about fourth, fifth grade,
middle school, high school,
it likely, peer attention is much more motivating for them.
So if our intervention is solely based
on getting more adult attention,
we may not see much progress in our data.
So moving from kind of that primary level
of problem statement to getting that more precise statement
with the who, what, when, where, why,
rather than just saying inappropriate behavior
is increasing, or the cafeteria is a disaster,
getting to a statement that looks more like disrespect.
So what the, which behavior is the concern
is increasing on the playground.
So there's our location during third
through sixth grade recess times.
And it seems to be motivated by desiring access to items
or activity.
So that motivation is very different than the students
are disrespectful because they're looking for peer attention
or adult attention.
So our intervention needs to have something to do
with access to items or activities.
Then we wanna set a goal for how we're gonna know
that we have have made progress in that area
that we're gonna consider
this problem is no longer a problem.
So that's getting to that smart goal piece
within this mini action plan.
So how are we gonna know that we have met our goal?
What data are we going to use?
So for instance,
the sixth grade boys are showing disrespectful behavior
toward one another during recess.
We believe they're looking for access to items
or activities.
That's our problem statement and our hypothesis.
And so now we're gonna decide
what are we gonna do about it?
So this is a really nice template to use
to develop a comprehensive solution to a problem.
So for instance,
if we thought that the problem was around
access to activities or materials,
and we just said, okay,
we're going to buy, you know, three more basketballs,
so they don't have to fight over the basketballs
that might work.
However, if we're able to really develop
a comprehensive solution, we have the best chance
at making change in an efficient way.
So that's a blank version of it for you.
But an example filled out here, you know,
can we do anything to change the schedule so that fewer,
fewer students are out at recess at a time.
So we might have classrooms that have more students
than others.
And all of those big classrooms were out at the same time.
Can we add more playground activity options?
Can we put chalk out when we didn't usually have chalk out,
et cetera.
So that's kind of on the adult side.
What are we gonna do to change this environment
to prevent the problem behavior from occurring to begin with
then how are we gonna teach this behavior again?
How might we teach some new recess games that they can play
so that they're not engaging in this problem behavior
because they have something to do at recess.
How are we gonna acknowledge when they're meeting that,
and how are we gonna increase the rate of acknowledgement
at that time in particular?
So for instance, establishing something like a Friday Five,
where they get five minutes of extra recess on Friday,
if they've had five respectful days.
How are we gonna make the problem behavior less rewarding
than the desired behavior?
How might we increase supervision so that we're able
to intervene early before things escalate,
and provide some strategies to students
for resolving conflicts?
And how are we going to collect data
and make sure that it's accurate so we can
see if progress is being made?
So you can see that, that's a much more
comprehensive approach than just saying,
we're gonna buy three more basketballs.
This is just to demonstrate that you can do
this same process for check-in, check-out.
So you might be finding
that your check-in, check-out intervention itself
is not very successful right now.
What might we do to increase the success?
So if many students are not meeting their goal,
rather than trying to change individual student's goals,
what can we do at the systems level to improve
the fidelity of check-in, check-out
and for students to really feel
that their positive behaviors are having an impact,
and that they're being acknowledged in ways
that work for them.
And looking at our check-in, check-out data
to see if we've made progress.
I mentioned earlier when we have an action plan
that who and when piece often get missed,
but are critical to the success of your plan.
That's true of your overarching action plan
for PBIS in your school,
but also true of these kinds of mini action plans
for the month.
If you, let's say you are gonna purchase
three more basketballs, who's gonna do that?
Where's the money coming from?
And when do you want that in place by?
Are really critical aspects of those plans?
So this is a very small on your screen, I'm sure,
but it's here for you to come back to,
if you want to develop some really in-depth action plans
that are for these precise problem statements.
So you would fill in the precise problem statement
and then really go through each element of the plan
to set yourselves up for success,
to know,
how will we know that we've actually implemented this plan
to then be able to say that it was successful or not?
Because sometimes we'll say like, well, that didn't work.
And then we go back and see like,
oh, well the basketballs were never purchased,
or we never retaught the expectations.
So we can't say it didn't work
if we didn't actually do the steps of the plan.
So after this webinar,
take a look at the TIPS meeting form that I mentioned,
we have a Google doc version of,
or a word doc version of.
Figure out if you might use that or adapt it,
and then actually go through this process.
So using your school's data,
develop a precise problem statement, a hypothesis,
and an action plan in that really detailed way.
And just try it once,
see where that, things are really bubbling up
for your school right now.
And see what happens if you devote the time
to develop that action plan for that specific location,
or time of day, or grade level,
or whatever it might be right now,
that is bubbling up as a big challenge.
And once you've done it once like that,
you might find that while it's more time consuming
to develop the solution to begin with,
you might see better results that would allow you to say
it's worth it for us to spend time doing it in this way.
Go ahead.
- I guess what I'm wondering is
if people have any questions about it at this point.
So the form that Amy just showed us,
also part of the TIPS form,
which has the whole meeting process
and then the problem solving process.
What we found when we visit with schools
is that schools are using parts
and pieces of the TIPS process.
And we know that, you know, it looks,
when you look at the form, it's like, oh my God,
it's so, it's overwhelming.
But if you actually project it on the wall
and you use different parts and pieces,
even to keep track of the agenda,
and what's gonna be on the next meeting agenda,
who's gonna play the different roles,
and what are the, you know,
what are the different parts of your plan?
I think people have found it useful.
Does anybody use TIPS now in this group?
Are there any questions about it?
Is this something you think you would consider?
Jeff said, "Yes."
Some nodding heads.
Okay.
And we're happy to share our coaches with your teams
to walk through it, you know, one or two times.
So you can get ahold of it Anne Dobie
and see if that's something you would would like to try
to seek out.
'Cause it, you know, it takes a little time to get used to,
but it really does allow you to focus in
on the biggest concerns that you have
to meet the outcomes that you set at the beginning
of the year.
Thanks.
- Yeah.
And feel free to keep typing questions into the chat box
if they come up.
So after you have put the solution into place,
you wanna be checking,
did we implement it like with fidelity?
Like I mentioned.
Is it working?
And then do we need to evaluate and revise those plans?
So do we need to come back and change anything?
Maybe it's really about supervision at recess.
And so can we have an extra person,
if this person magically exists during COVID,
be out at recess to supervise a particular area,
that's having concern.
So you might need to make tweaks to this plan
before you see full (indistinct) be able to say,
this is something we've completed.
And then like we've mentioned a few times,
the really important piece is sharing back with staff.
So any staff that played a role in this intervention
or plan, reporting back to them any progress
that you have seen.
And it might be that the problem shifts, right.
You might have solved the problem of motivation
by two items or activity,
but maybe now they're looking for peer attention
or something.
So you wanna show that incremental progress,
like we mentioned.
Like, wow, when you did X, Y, or Z,
here's how we saw the behavior change.
Even if it changed and didn't improve,
it's important to help them see that what they did
as the adults and what they did to change the environment
actually changed the student behavior.
So again, thinking, are we gonna continue this plan?
Is it really successful?
We wanna do it for the whole year.
Do we need to modify it?
Are we stopping it because it was not successful
and we need to start the problem solving process again.
But again, like Sherry mentioned,
the reason we are doing this in this way
and looking for schools to implement TIPS
is because when we are able to do it,
it has a positive impact on student outcomes.
So again, we've mentioned this a few times.
I'll just quickly say that we know
that when you share your data back with all staff,
it has a significant impact on sustainability of PBIS.
It helps staff to really have buy-in
and understand what exactly PBIS is
and how we're making progress toward our goals.
And think about how can you share data in ways
that feel natural and that offer opportunities
for everyone to engage in the planning.
So many of you mentioned sharing your data at staff meetings
and having conversations around it.
That's a really great approach.
When thinking about how you are going to disseminate
your data, and this might be, you know, beyond your staff,
when you're really trying to craft some messaging
around PBIS, around student, social, emotional,
behavioral challenges, and successes right now.
Thinking about what is the compelling story,
how do we get to the heart of our work
and share why we're doing this,
and what outcomes we're seeing.
Thinking about your audience.
Like I mentioned, it's gonna look different
if you're sharing this data with students
versus with your school board.
But how can you really tell your story in a way
that is going to impact your audience
and the way that you're hoping it will?
Is it gonna cause them to want to put more resources
behind something?
Is it gonna help them realize,
like we do need to hire an additional staff at recess.
Are students gonna be more motivated
to change their behavior by seeing the impact
that their behavior is having?
So how can we really tell our story in a way
that it's gonna help move things along?
So this is an example from Fletcher.
I'm gonna stop sharing
the slide show and move to
sharing
Google Chrome.
Hopefully.
Oops.
- Amy you're muted.
It doesn't seem to be opening yet.
- Okay, I'm waiting.
- CloudConvert open with, oh, oh, oh.
I'm just doing a running commentary on this.
- [Man] Hello, everyone
And welcome to the Fletcher Elementary School
where our fourth and fifth graders
have been spending some time this afternoon.
- Yep, yep, yep, yep, yep.
- [Man] Analyzing their classroom PBIS behavior data
for the year.
Take it away, Collin.
- My group was studying referrals by time of day.
And we noticed that at 10 to 12 is the biggest spike
in rule-breaking behavior.
And we think that because everybody's excited for recess.
Something that we thought we could celebrate
because of is that there aren't any referrals
from 8 to 10 a.m.
And that means there's no referrals during specials
like music or art.
A challenge is that the most referrals
are leading up to going outside.
We could solve this challenge by being mindful
and having (indistinct)
- [Man] Awesome.
Take it away, Maggie.
- Hello, I'm Maggie.
And my group studied referrals by time of week.
We noticed that on Tuesdays and Wednesdays,
they were the lowest referral,
had the lowest referrals,
and Fridays and Thursdays
had the highest amount of referrals.
Something that we could celebrate
because of this data was on Tuesdays and Wednesdays
only had two referrals on each day.
And that over the whole year, we only had 17 referrals.
One thing that was a challenge is the end of the week
is harder than the beginning of the week.
We thought it was harder because kids were excited
for the weekend.
And the way that we could solve these challenges
is by giving each other gentle reminders,
and giving yourself a break,
or picking a new (indistinct)
or use strategies that help you focus like breathing,
or stretching, or like fidgets and stuff.
- [Man] Great.
Take it away, Maddie.
- My group talked about referrals by problem behavior.
And we noticed that most of the bars only go up to two.
And that disruption has the highest bar.
Giving four majors and all the majors only go,
don't go higher than two.
Celebrations we can be found were numbers
all the numbers are lower than last year.
We only had 13 minors and four majors,
which is only 17 referrals.
Some challenges where that disruption is the biggest problem
and property misuse is the second largest.
And we can solve these challenges by raising your hands
before speaking and being more mindful of school property.
- [Man] Awesome.
And you guys are celebrating something else
this afternoon too.
So how many referrals did your class have last year?
- 75.
- [Man] 75 referrals from your class
for the whole last year?
How many referrals have you had so far this year?
- 17.
- [Man] 17.
So you've gone from 75 referrals to 17 with just a few weeks
to go in the school year.
Awesome job and great work looking at this data
and coming up with a plan for the rest of the year.
Thank you.
- This might be a good time to mention
that one of our partner organizations, Up for Learning,
has a program that works with students
to look at data
and it's based on looking at
youth risk behavior survey data.
And so there's like a program to support students
in looking at that data
and developing their voice around analysis,
and then sharing back to adults what they see,
what they notice, what they wonder about,
what they'd like to have done differently.
It's very empowering and more recently, Up for Learning.
And a lot of our schools are engaging in
with the School Climate Survey data as well.
And as you can see,
you can do this with younger students,
as well as older students.
That video is in bedded into this PowerPoint,
right Amy?
- Yeah.
- Yeah, so if you open up the PowerPoint,
you can even get to the video that way.
- Yes.
Every time I'm like, should we show it again?
We showed it before.
It's so good. (laughing)
- Yeah, we actually have more that we can use now
because more schools are doing it.
It's great.
- Yeah.
I forgot about Lisa's video from Chamberlain too.
Just making a quick note, okay.
So after this webinar be thinking
about what are you already doing to share data with others?
How might you expand that?
What are some audiences you might not be reaching right now?
And this slide just gives you some considerations
for how you might do that.
So some of you have already mentioned
some of these strategies.
You'll see linked here is a template PowerPoint presentation
that you can use, you know, in February, March,
after you've completed your fidelity data to present
that back to staff.
So it allows you to just fill in your school's data
and be thinking about social media.
So some of you use social media to share about sports
or about academics,
thinking about how you can use your social media accounts
to share about behavior as well,
and the supports that you're providing.
So we've been talking at the state level recently
about a lot of families prior to COVID,
didn't really have a great picture
of what the supports looked like within the school building,
unless their student had to access them.
And so thinking about how you can kind of publicize
all the things you're doing proactively
to support student behavior
and what supports are available for students
who might need more
and be thinking about how you can share
the full picture of PBIS.
So a lot of schools do share
about the acknowledgement system and the celebrations.
But how can you expand that so that your stakeholders
really have an understanding of all that PBIS encompasses
within your building?
So there's just some examples down below from FWSU,
Chamberlain and JFK.
So like we said, the whole reason behind this webinar
is to help you develop some internal capacity
for data-based decision making back at your school.
So we mentioned scheduling three,
at least three Data Days throughout the year,
fall, winter spring,
where you're really bringing together all social,
emotional, behavioral data,
and maybe academic data alongside that,
to think about what you can do at the systems level
to improve, thinking about that role as the data analyst
and whether that's in place, or you wanna boost it again,
completing the TFI, and then the SAS,
or the School Climate Survey or both.
And then using all of that data to inform
what professional development
or coaching might you access based on those priorities.
So for instance, if on the Tiered Fidelity Inventory,
your data section is falling behind,
might you access some modules around TIPS or SWIS?
If your classroom is always the highest
and is really exceeding all of the rest of your referrals,
might some training around classroom behavior
practice supports be the next place for your school to go?
So how can you use your data to inform
what professional development
and coaching your staff might need?
So to close, just some general recommendations
for PBIS decision-making.
we never wanna stop doing what's already working.
And I'm thinking about this in particular related to COVID.
There were some things that came out of COVID
that families and students really appreciated
that began because of something around a safety concern.
So for instance, greeting at the front door,
maybe last year you were doing
because you had to do a temperature check.
Maybe this year,
you're not doing temperature checks anymore,
but you're still greeting each student individually
at the door, and having some kind of pass system
from the family off to the school in a way
that makes that transition feel really safe
and comfortable for both the families and the students.
So keeping going what's already working.
Looking for those smallest changes
that's gonna get you the largest effect
without defining too many goals,
without finding too many more programs,
or curriculums, or initiatives,
to be able to do a small number of things really well
versus a lot of things shallowly.
And especially this year,
if you're gonna be adding something new,
being really intentional about what you are taking away.
So we know we cannot add anything more to a teacher,
or a team, or a school's plate.
So if something bubbles up
as really needing to be a priority,
what can we take off that plate so that it feels manageable
and making it really clear and obvious to staff
that we are taking something off their plate
in order for them to be able to accommodate this new change.
So after the webinar your last activity in the workbook
is to schedule those Data Days,
to identify a data analyst or enhance that role,
to look at what professional development
your staff might need, or your team might need,
to schedule a date now for when your leadership team
is gonna complete your tiered fidelity inventory,
and to schedule dates and what the process
is gonna be for all staff to complete,
either the self-assessment survey
or the School Climate Survey.
So doing those during a staff meeting
is a really respectful way to not ask staff,
to give up more of their time to complete these assessments,
but rather just incorporate it
within your staff meeting structure.
Also be thinking about the outside of staff,
people that you would like to complete these,
and when they will be afforded the time to do that,
like parents, custodians, office staff, nurse,
people like that, that might not be at your staff meeting,
but that you want to hear their voice
and get their feedback.
And then just some resources that we've mentioned
throughout this webinar are linked here at the end
and are also linked on the web page for this webinar.
So I'm gonna stop sharing so I can see you all again
and see the chat if there's anything I've missed.
And we actually finished early, so I wanna,
oh, we didn't finish early?
Yeah, we did.
You're muted, Sherry. (laughing)
Okay.
(indistinct)
So I'm gonna offer if any teams are together
and would like us to put you into a,
or if you're virtually together
and you'd like us to put you into a breakout room,
we can offer that space for you
and we could join your group if you'd like us to,
or we're happy to gift you the extra 12 minutes
and also happy to stay on
and answer any questions that you have.
And it sounds like maybe Sherry
has something she wants to add.
- No,
I did wanna say that what we would prefer to do
is hold a Data Day training
at a, like a place with a chandelier,
and that your team would come
and we'd be able to spend a whole day,
and you could break out looking at your data
and with support around you from us.
So that was the one day that we scheduled
that we actually couldn't.
We couldn't have,
we were under enrolled.
But hopefully you've gotten some things to take with you
to do that yourselves.
And we'll continue to offer Data Days in the future
so that your team can just like step away
and have the opportunity to look through your own data
following this process.
- Any questions?
Would anyone like their team to be put into a breakout room?
You can just type into the chat box or unmute.
And if not, thank you again for taking the time to be here.
Hopefully you got what you were looking for.
And again, we're available for coaching
or support around these processes following this webinar.
And take advantage of the resources on the website.
- You'll get an email from Anne in a little while
asking you for feedback.
And as part of the process of completing that form online,
there's a place to click for your certificate of attendance
for two hours for today.
Absolutely, Sarah. - Yeah, Sarah.
Feel free to stay on, Sarah.
- Thanks Amy.
Thanks, Sherry. - You're welcome.
- Thank you.
All right, go for it, Sarah.
- I think our team is,
we are in our second year of implementation
and definitely COVID and administration change.
There's just been a lot.
And so we're like wondering where we should start.
Like, it feels like there's a lot that we could be doing.
We are, you know, using SWIS and we are collecting data.
We still are not quite at that next,
like how to use it effectively.
So we would love, like, we have our team meeting
this afternoon.
Like what's one small thing that we could work on as a team.
If you have any suggestions or ideas, that would be great.
- Yeah. Are you guys that (indistinct)
- Yes. - Okay.
Usually I guess, and I'm entirely wrong.
No, we are not (indistinct), what you're talking about.
So I would say, and Sherry you'll have to remind me
if this was linked in the materials.
The drill down worksheet.
If it's not linked in these materials,
I think it was linked in the SWIS webinar materials,
which is the same website.
If you were to go onto SWIS with your team
and have that drill down worksheet in front of you,
you would start to identify some red flags in your data
and then pull those over in the drill down tool
to be able to get to that precise problem statement.
So for instance, you know, you might pull over classroom.
We really wanna look more closely at classroom,
look at your data just for classroom, and then look at,
okay, what are the red flags there?
Is it time of day?
Let's say, we're gonna pull over 11 o'clock
and see what's happening in 11 o'clock.
Then you will be able to see what specific behaviors
are happening then?
Is it just three students or is it 45 students?
And what's the motivation of those behaviors.
So you'll, the worksheet kind of walks you through
to get to that precise problem statement.
So that might be a good first step.
And whether that solution,
whether that can happen before the meeting,
so that then you spend the time in the meeting,
developing an intervention around that.
So let's say it is 11 o'clock in grades,
you know, K through three,
and it's for
peer attention.
You know, maybe you're gonna build in a K through three,
stop everything and chat time or something.
So they know, okay, we've got this time.
We're gonna be able to have social time right here
before we dive into whatever the next academic content,
whatever it is.
But if you do the data analysis piece in advance
of the meeting, you know,
depending on how long your meeting is,
you might not have time to do the data analysis piece
and the solution development piece.
But if you don't have time to do it in advance,
it's just a good practice for your team to see
what does this look like from start to finish
of getting to a precise problem statement,
and then designing a solution.
So I'm sure we have that drill down worksheet in there.
And I don't know how familiar you are
with the drill down tool within SWIS.
- Yeah (indistinct)
- Yeah, but might just be good for your whole team to see
like what that looks like in the backend
and how you get to your statements.
- Okay.
- I would only do that if you felt like people were using,
entering that data with fidelity.
So it, I mean, I don't know if you've worked.
- I think we are.
We've worked pretty hard.
Like that's been our focus last year
and this year is really working on the fidelity
of entering SWIS data.
But I feel like it's probably pretty decent.
I wouldn't say a hundred percent,
but definitely I feel like most of it is accurate.
So it does feel like we could use the data.
It's just, we got a little stuck on the how
and the where to go with it.
So I think that's it, that'll be a helpful.
- Right.
If you don't have the time to like call
through it in advance,
that could be an agenda item for your team
is who wants to be the data analyst,
the person who has looked at it enough to say, you know,
there's a two or three things we really wanna bring
in front of the team that are showing up.
That's the whole idea of the data analyst.
So that could be an agenda item right there,
the business part of your meeting,
which is, you know, what are the roles
and who can play that role.
But then, then you could actually practice it,
like Amy suggesting with the drill down tool
that might be really neat,
help people become more familiar,
always start with the Big 7.
- Right, and we've been able to do that as a team.
We have been able to look and kind of identify
in like a broader thing.
We just haven't used the drill down tool
probably in the way we should be using that.
- Yeah.
- And then if you have the time
using that solution developments chart,
so like, what are we gonna do, preventatively,
what are we gonna do to reteach?
What are we gonna do to acknowledge, you know,
do we need more supervision, those kinds of things.
- Okay.
- Depending on the location or time of day
or whatever you choose as your target.
- Great way to develop solutions, yeah.
- And how it worked at Dothan Brook was every month,
we had a focus behavior.
And so I could, we called it focus behavior,
but it could have been a location ,
or it could have been a time of day, or whatever.
And that was developed by looking at the data.
And then we intentionally retaught.
We often would use a video for that.
And then, you know,
developed out that solution from there,
like, what are we going to do beyond reteaching
to try to have some movement in this specific place,
but everybody knew the focus behavior for the month.
And then after I've been there,
they have almost like a call and response kind of system.
So like, they'll say, let's say this is not a real example,
but like the teacher will say something like take a minute
and the kids will say, take a breath or whatever,
like their strategy is for working on that behavior.
If it's, you know, self-regulation or whatever.
And that's taught through that video
at the beginning of the month.
So in, you know, non-COVID times,
it would have been an assembly.
And now it's a video every time.
- Okay.
- Martha, do you have anything (indistinct)
- Yeah, I was wondering if that worksheet,
the drill down worksheet gets used
as well as the
TIPS,
or it looks like there's maybe some redundancies or like.
- Yeah, so the drill down sheet
is specifically to get to that precise problem statement,
which then you would plug in your precise problem statement
into the TIPS meeting
template,
and then the solution development,
part of it is embedded within the TIPS meeting template.
- Okay.
- Yeah.
And the idea is that could be used
for these kinds of conversations about student behavior,
but also could be used once you complete
your Tiered Fidelity Inventory,
or you have a systems level issue,
like it could be used for anything.
- Okay, thank you.
That's helpful.
- Yeah.
- Any other question?
- I can't remember if you guys have worked with a coach
before or not.
- We did a little bit.
We worked with Rebecca a little bit last year.
It was hard to just, you know,
staff's ability to engage last year was hard
and we had an administrator that wasn't super engaged,
so it was a little bit trickier.
So that might be something that we look at this year
is how to work with a coach,
now that I feel like we're starting to be a little clear
on what we need.
Last year was just trying to get something
and get it going.
And now that we have like our celebration,
like those sort of reinforcement things in place,
it's more now looking at the data
and looking at how do we improve?
So yeah, we're getting there,
but it's a lot.
Yeah, it is.
- Well, let us know how we can help
and it'll be good for you to do
that Tiered Fidelity Inventory, you know,
in that time period of January through March.
And you'll be able to look at it across the board,
sort of what parts of PBIS implementation
need to be prioritized that might help you sort that out.
- Yeah, I was even thinking about maybe doing it sooner,
just so we could start to really identify
what we need to work on for this year.
- Great, great.
And we'll open up the window
for whatever period of time you want.
You can't see results until you close it back up.
So that's another agenda item.
When do you wanna do it?
So they be together doing it.
Yeah, yeah.
- Okay, that sounds good.
All right, thank you so much for your time and expertise.
We really appreciate it. - Yeah, thank you.
- Yeah, no problem.
Thank you guys.
Doing the hard work. (laughing)
And Anne.