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- And we will be recording,
so if you need to step away,

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we'll be posting the recorded
webinar at some point

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in the next week on the website,

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so don't stress out if something comes up.

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And we will be having one,

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at least one breakout
room about midway through.

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So if you're in the same
room as people, great,

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we'll just still just put
you into a breakout room,

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but,

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and

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if you are virtual,

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so like Abby's, looks like
maybe she's not at school

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and we'll put you into a breakout room

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with your either district or school team,

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and let you work together
for a bit in the middle.

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Obviously, if this was the full Data Day,

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like we had planned in person,

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you would have had a lot more team time

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to really dig into your actual data,

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but how we're gonna structure it today

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is we'll give a little bit of content

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and then explain what your activity

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would have been in person,

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and give you some tools to
be able to do that activity

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back at your school or your
district after this webinar.

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I'm having a Zoom problem and
so I'm out on the browser,

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and so I can't see the chat
box, or you, or anything.

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So I'll just be talking
into my computer for a bit.

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So I might stop sharing at some point

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just so I can make sure
I'm still with real people.

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But if you have a question,
feel free to type it

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into the chat box and to share
your animal, interrupt me,

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so I can make sure to
answer your question,

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and feel free to ask them as we go along.

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I'm happy to stop.

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But this is really to equip you to be able

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to bring this process
back to your school teams,

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to be able to complete
Data Days back at school

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potentially up to three
times a year or more,

40
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or less during COVID
when things are crazy,

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but just so that you have
this process available to you.

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Feel free to show or hide your video.

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Again, I can't see you no matter what,

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but Sherry and Anne can.

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And the link to the materials is there.

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And maybe someone is putting
it into the chat box.

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And just note that in
that materials webpage,

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there is something called
a Data Days Workbook.

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And so that's really what
your kind of takeaway

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will be today that you could
bring back to your team

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to complete together.

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So we always like to start with
at least one piece of data.

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So our piece of data for
today is who is here,

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or at least who registered.

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So I believe we ended up
having 15 people register,

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two at the last minute.

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- I'm really sorry, Amy.

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I need to interrupt.

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You're, on our screen, we're
just seeing the first slide.

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So I'm not sure if you changed slides yet.

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- I did.

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- And it's also in normal
instead of slide view.

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Sorry, guys, we're having a
little technical difficulties

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with our Zoom these days.

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Thanks, Jeff.

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- How's that?

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- Looks like you've got 13
participants from eight schools

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and one supervisory union.

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Woo hoo.

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Whoa.

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- And did it just change to technicolor?

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- It did.

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- So did mine.

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Let's see, okay.

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Is that better?

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- Yes.

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- Okay.

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- If not, we have a plan B guys.

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We'll just put up mine and
I'll get it ready cued up,

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just in case and like that.

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So, all right, we've got data
starting out our session here.

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- So I'm not sure how many
people we actually have on,

83
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but we were expecting 15 people
from around eight schools

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and one SU/SD.

85
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And again, like Sherry said,

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we're just so grateful that
you are prioritizing this

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and taking the time during a time of year

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and a crazy year that makes
it really hard to get away

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from your responsibilities.

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So in the chat box, if you
could take a look at the scale

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and pick a color that matches
your level of experience.

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So are you over on the red?

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What is data-based decision making?

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Are you still learning and growing?

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Does your team kind of know how to do it,

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but now you're working
on how to sustain it

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and make it really a part of your weekly,

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monthly, yearly process?

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Or are you someone who's very fluent

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and effective in data-based
decision making now?

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So if you wanna pick which
color matches your experience

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and type that color into the chat box

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00:05:02,730 --> 00:05:07,563
and what might help you get
to the next level or color.

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- Yellow to green, orange trending yellow.

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Great way to put it.

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Orange, yellow, orange, yellow.

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- Oops, sorry,

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- Orange.

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Okay, this webinar is for you.

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Orange, yellow.

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- Okay.

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- All the leaves of fall that are gone.

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(Amy chuckles)

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- All right.

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So like I said, the
purpose of today's webinar

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is to help you build your competence

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and confidence as someone
who might facilitate

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a data review or Data Day back
at your school or district.

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And to really think about
how you can use your data

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to create action plans
and improve your systems,

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your practices based on
what you see in your data

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and using a problem solving
decision-making process

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that we will go through called TIPS,

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team initiated problem solving,

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and to really help you
develop your internal capacity

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for doing this.

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So you might have engaged
with a PBIS coach in the past

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who helped you with some of these teaming

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and problem solving processes,

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but for you to really
be able to take this on

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as a district or school team,

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without needing any external support.

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So we're gonna start with the outcomes.

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So start with the end in mind

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and really think about, you know,

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why did you get into working
on PBIS to begin with.

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What is your school team,

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what was your school team hoping for then?

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And how has that changed
as you've been implementing

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and to where you are now?

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So again, I'm not sure who
actually ended up arriving,

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but we have a few teams that registered

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that they are in year
one of implementation.

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We have some teams that are here

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that might be in year five,
six, seven of implementation.

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So how have those outcomes
changed as you've been

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implementing and as COVID has hit?

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What might your specific
outcomes be now this year?

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And then we're gonna really think

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about the different types
of data that are available

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within PBIS and how they can
help you measure progress

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towards those outcomes.

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And we're really putting an
intentional focus on equity.

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So how can we make sure that our outcomes

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are equitable for all?

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And when we're thinking about that,

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we're not just thinking about students,

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obviously students are our priority,

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but we also might be thinking
about some outcomes for staff,

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for families and making sure that those

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practices and processes
that we're putting in place

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ensure that all of our families,
or all of our students,

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or all of our staff

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have equal access and

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opportunity within those practices.

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We also wanna think about how we can use

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our fidelity data.

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So our Tiered Fidelity Inventory,

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and we kind of lump in the
self assessment survey,

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the SAS and the School Climate Survey in.

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Those are not actually fidelity measures.

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They might be considered outcome measures.

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So we maybe should be a
little clear about that,

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but we will be talking
about all of those today

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and how you can use data
from any of those assessments

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or your student outcome
data to help you prioritize

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what you're gonna focus on.

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I mentioned, we're also gonna
go through the TIPS model

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and that has both some
teaming aspects to it,

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and some meeting, planning aspects,

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and also a decision-making
model that you can use.

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We're gonna think about how you can use

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your Big 7 behavior data.

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So for those of you who use SWIS,

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those are the graphs that
come up on your dashboard,

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your first page of SWIS.

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But for schools that are not using SWIS,

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thinking about how you can
use the data that you do have

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to look at things like are
you seeing trends by location,

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or by time of day, or by grade level,

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and using those to
develop some interventions

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and solutions to the
problems you're seeing.

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And then more on the systems level,

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thinking about how you can make a plan

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for having this continuous
data review process,

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so that this just becomes
a part of what you do

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in your school or district.

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And then thinking about
how you might share data

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back with stakeholders.

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So stakeholders, including
students, families, school board,

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community, staff, a
variety of stakeholders.

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So if there's anything on these objectives

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that we are missing that you were hoping

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that you might get out of this webinar,

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feel free to type them into the chat box.

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So many of you are very
familiar with this visual.

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We actually created a
real tattoo for Sherry

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00:10:15,330 --> 00:10:16,910
for her retirement party.

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For those of you who don't know,

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Sherry's retiring very soon,

211
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but she always jokes that we
should have a tattoo of this

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because we continually reference
this visual and concepts.

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So we did get real tattoos
for the retirement party,

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which was a blast.

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00:10:33,850 --> 00:10:38,220
But we always want to be
thinking about what systems

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do we have in place in
order to support our staff,

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00:10:41,310 --> 00:10:44,090
what data are we looking
at in order to support

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00:10:44,090 --> 00:10:46,760
our decision-making and
really make the best,

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00:10:46,760 --> 00:10:50,710
most efficient decisions, and
what evidence-based practices

220
00:10:50,710 --> 00:10:53,900
do we have in place
that are going to ensure

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that our students are able
to exhibit the behaviors

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that we're looking for.

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Always thinking about what
outcomes we're looking for

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as we're improving these
systems, data and practices,

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00:11:06,400 --> 00:11:08,693
and really keeping equity at the center.

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So many of you are very
familiar with this already,

227
00:11:11,730 --> 00:11:14,050
so I won't spend any more time on it.

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But we are gonna start
in the data section,

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which is no surprise on Data Days,

230
00:11:20,700 --> 00:11:23,363
but we also will be talking
about some systems later.

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So I'll just pause for
a second to make sure

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00:11:27,420 --> 00:11:29,390
there's nothing in the chat box.

233
00:11:29,390 --> 00:11:31,260
Sherry, anything I should address now?

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00:11:31,260 --> 00:11:32,093
- All good.

235
00:11:32,093 --> 00:11:34,430
And I just can't miss this opportunity

236
00:11:34,430 --> 00:11:36,963
to talk a little bit about that visual,

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last chance to

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just sort of say

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00:11:45,375 --> 00:11:47,810
that this is why PBIs is so sustainable,

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because it's not just about your practices

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00:11:50,790 --> 00:11:53,260
or what your data is telling
you about your practices,

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00:11:53,260 --> 00:11:55,580
it's the system that supports it all.

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And this fall, we're doing a
lot of querying with schools

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and supervisor unions.

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00:11:59,970 --> 00:12:02,360
And we're hearing it's the systems,

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00:12:02,360 --> 00:12:04,330
the systems that are in place,

247
00:12:04,330 --> 00:12:08,090
which is the teaming
and the prioritization

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00:12:08,090 --> 00:12:11,180
and the infrastructure that puts practices

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00:12:11,180 --> 00:12:13,830
and it has a chance to look at the data.

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00:12:13,830 --> 00:12:15,980
Those are what's making
a difference this fall

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during this really challenging time.

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So this is the sustainability
right here, PBIS.

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And thank you, that
was my parting thought.

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00:12:27,920 --> 00:12:30,410
- Sherry, can I ask a question real quick?

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00:12:30,410 --> 00:12:34,670
I know in previous Data
Days we've really focused

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on like OD, you know, office, discipline,

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referrals and stuff.

258
00:12:40,640 --> 00:12:42,100
Are we gonna be able to chat?

259
00:12:42,100 --> 00:12:45,590
I know like a lot of
districts have done, you know,

260
00:12:45,590 --> 00:12:48,130
the universal screeners and stuff.

261
00:12:48,130 --> 00:12:49,440
Is that something that we can talk

262
00:12:49,440 --> 00:12:51,940
about how to roll that
kind of information out to?

263
00:12:52,920 --> 00:12:53,863
- Yeah.

264
00:12:54,760 --> 00:12:56,360
- Or are we just, I just wanted,

265
00:12:57,230 --> 00:12:58,816
whatever you can tell me no.

266
00:12:58,816 --> 00:12:59,649
(laughing)

267
00:12:59,649 --> 00:13:02,010
- Yeah, yeah, no, we
have, on December 3rd,

268
00:13:02,010 --> 00:13:04,260
there's a whole thing
on universal screening.

269
00:13:04,260 --> 00:13:06,380
It's certainly is one set of data

270
00:13:06,380 --> 00:13:09,010
that you use to help you analyze

271
00:13:09,010 --> 00:13:12,240
and do the same kind of
problem solving process

272
00:13:12,240 --> 00:13:13,580
that you're doing with problem behavior.

273
00:13:13,580 --> 00:13:15,370
You wanna look at it sort of across,

274
00:13:15,370 --> 00:13:17,380
so what's the screening data tell us.

275
00:13:17,380 --> 00:13:19,440
What's our grading show
us and things like that.

276
00:13:19,440 --> 00:13:23,360
So we don't get into deeply
like how to plan around

277
00:13:23,360 --> 00:13:26,000
what our screener's
showing in this session.

278
00:13:26,000 --> 00:13:26,833
- Okay.

279
00:13:26,833 --> 00:13:28,113
Perfect, thank you.
- Yeah.

280
00:13:30,740 --> 00:13:31,573
- I'm impressed.

281
00:13:31,573 --> 00:13:34,390
You knew December 3rd right
off the top of your head.

282
00:13:34,390 --> 00:13:36,950
And we can put the link
to the registration

283
00:13:36,950 --> 00:13:38,810
for the universal screening webinar

284
00:13:38,810 --> 00:13:40,423
in the chat box later, too.

285
00:13:43,020 --> 00:13:46,400
So when we're thinking about data,

286
00:13:46,400 --> 00:13:49,530
we really wanna make sure that
any data we are collecting

287
00:13:49,530 --> 00:13:51,310
is serving a purpose.

288
00:13:51,310 --> 00:13:53,730
So we don't want people to be frustrated

289
00:13:53,730 --> 00:13:56,984
by thinking that they're
providing data to us,

290
00:13:56,984 --> 00:14:00,590
that nothing is happening with.

291
00:14:00,590 --> 00:14:01,980
So we'll talk later about,

292
00:14:01,980 --> 00:14:04,790
we know the best predictor
of PBIS sustainability

293
00:14:04,790 --> 00:14:07,430
is actually sharing your data back

294
00:14:07,430 --> 00:14:09,730
with whoever provided the data.

295
00:14:09,730 --> 00:14:12,780
So in the instance of
our office discipline

296
00:14:12,780 --> 00:14:15,870
referral forms, or behavior
observation and data forms,

297
00:14:15,870 --> 00:14:19,330
sharing that data back with
staff who provided the data

298
00:14:19,330 --> 00:14:22,500
to begin with is a huge help

299
00:14:22,500 --> 00:14:26,593
when looking to improve
buy-in from your staff.

300
00:14:27,560 --> 00:14:30,170
So if there are systems in place right now

301
00:14:30,170 --> 00:14:31,670
where data is being collected

302
00:14:31,670 --> 00:14:34,330
and nothing is being done with the data

303
00:14:34,330 --> 00:14:36,020
that might be an area to look at.

304
00:14:36,020 --> 00:14:38,160
Is that data we actually need to collect?

305
00:14:38,160 --> 00:14:40,650
Is that something we can
take off people's plates?

306
00:14:40,650 --> 00:14:43,320
And if it is data we
actually need to collect,

307
00:14:43,320 --> 00:14:47,060
how are we gonna actively use
it so that staff understand

308
00:14:47,060 --> 00:14:49,060
why they're collecting it to begin with?

309
00:14:50,650 --> 00:14:53,720
The second piece is we often
hear that schools struggle

310
00:14:53,720 --> 00:14:56,520
to use their data because
they don't trust it.

311
00:14:56,520 --> 00:15:00,750
So they don't think that
staff are inputting data

312
00:15:00,750 --> 00:15:02,000
with fidelity.

313
00:15:02,000 --> 00:15:05,030
And so they're hesitant to make
decisions based on the data,

314
00:15:05,030 --> 00:15:08,770
if they don't think
that it may be accurate.

315
00:15:08,770 --> 00:15:11,300
So that's a big piece of this
work is getting to a place

316
00:15:11,300 --> 00:15:14,850
where you feel like all staff understand

317
00:15:14,850 --> 00:15:17,910
how to collect the data with fidelity

318
00:15:17,910 --> 00:15:19,360
so that you can trust the data,

319
00:15:19,360 --> 00:15:22,000
so that you can use it and
share it back with them.

320
00:15:22,000 --> 00:15:24,110
So it's kind of like, you
know, a vicious cycle.

321
00:15:24,110 --> 00:15:26,410
If they don't see it being used,

322
00:15:26,410 --> 00:15:28,800
they're not gonna
collect it with fidelity.

323
00:15:28,800 --> 00:15:31,790
No one's gonna want to use
it because it's not accurate.

324
00:15:31,790 --> 00:15:33,220
And then they're not
gonna wanna collect it.

325
00:15:33,220 --> 00:15:36,750
So really getting at which
piece of that is falling apart

326
00:15:36,750 --> 00:15:37,990
for your school right now,

327
00:15:37,990 --> 00:15:40,343
and helping to boost in that area.

328
00:15:41,830 --> 00:15:44,170
We wanna be really prompt
about looking at the data.

329
00:15:44,170 --> 00:15:48,560
So Abby was just talking about
universal screening data.

330
00:15:48,560 --> 00:15:51,480
We don't want to sit on that data

331
00:15:52,580 --> 00:15:54,300
and not have a process in place

332
00:15:54,300 --> 00:15:57,510
for how we're gonna
analyze it and act upon it.

333
00:15:57,510 --> 00:15:59,300
Once we have that information,

334
00:15:59,300 --> 00:16:01,610
we really should have systems in place

335
00:16:01,610 --> 00:16:04,083
that allow us to do something about it.

336
00:16:06,130 --> 00:16:10,720
Also in reference to not
necessarily trusting the data.

337
00:16:10,720 --> 00:16:13,920
One way to get around that
is by having multiple sources

338
00:16:13,920 --> 00:16:16,930
of data you're using to
confirm what you're seeing

339
00:16:16,930 --> 00:16:19,660
so that you do have some trust in it.

340
00:16:19,660 --> 00:16:23,480
And we talked in the
past about kind of using

341
00:16:23,480 --> 00:16:25,760
that gut reaction that people have,

342
00:16:25,760 --> 00:16:29,790
or that, you know, kind
of just feeling you have

343
00:16:29,790 --> 00:16:32,060
about the building or
about certain locations

344
00:16:32,060 --> 00:16:36,350
in the building paired
with the actual hard data.

345
00:16:36,350 --> 00:16:39,820
So not discounting people's
personal experiences

346
00:16:39,820 --> 00:16:43,640
and anecdotes, but using
those alongside the data,

347
00:16:43,640 --> 00:16:45,960
seeing if they match, if they don't match,

348
00:16:45,960 --> 00:16:47,363
why might that be?

349
00:16:48,540 --> 00:16:52,350
And being able to create
kind of a full picture

350
00:16:52,350 --> 00:16:55,800
of what's going on by using
those multiple sources of data.

351
00:16:55,800 --> 00:16:58,560
And we'll talk a little bit
about how you might do that

352
00:16:58,560 --> 00:17:01,930
visually so that teachers
can see for themselves,

353
00:17:01,930 --> 00:17:05,810
how their students are
doing in different areas

354
00:17:05,810 --> 00:17:06,913
of their lives.

355
00:17:08,751 --> 00:17:10,900
In PBIS, of course, we
wanna be using our data

356
00:17:10,900 --> 00:17:13,410
to support, not to punish.

357
00:17:13,410 --> 00:17:17,230
So some of the pushback that
some schools get from teachers

358
00:17:17,230 --> 00:17:21,390
around collecting behavior
observation and data forms

359
00:17:21,390 --> 00:17:22,890
is the teachers are worried

360
00:17:22,890 --> 00:17:25,850
that if they submit a lot of forms,

361
00:17:25,850 --> 00:17:29,840
someone, administrators or
behavior staff will think

362
00:17:29,840 --> 00:17:32,810
that they are not equipped
to handle the behaviors

363
00:17:32,810 --> 00:17:34,720
within their classroom.

364
00:17:34,720 --> 00:17:39,050
So we wanna make sure that we
are getting across to staff

365
00:17:40,000 --> 00:17:43,600
and to students that this is
really about data collection,

366
00:17:43,600 --> 00:17:46,860
so that we can provide
supports where they're needed

367
00:17:46,860 --> 00:17:50,410
not to punish anyone, students or staff,

368
00:17:50,410 --> 00:17:52,273
for the data that we're seeing.

369
00:17:53,500 --> 00:17:57,810
And lastly, we wanna learn how
we can disaggregate our data

370
00:17:57,810 --> 00:17:59,860
for equity considerations.

371
00:17:59,860 --> 00:18:02,970
So for schools that are using SWIS,

372
00:18:02,970 --> 00:18:06,150
you may have seen that they
came out with some new materials

373
00:18:06,150 --> 00:18:08,620
around the equity reports

374
00:18:09,570 --> 00:18:12,190
and they are fantastic.

375
00:18:12,190 --> 00:18:15,590
So if you are interested
in diving into this,

376
00:18:15,590 --> 00:18:18,760
there are some webinars and some videos

377
00:18:18,760 --> 00:18:21,770
about how to do that
in the backend of SWIS,

378
00:18:21,770 --> 00:18:26,540
so that you are able to see
your data by student group.

379
00:18:26,540 --> 00:18:30,560
You're able to see if a
student has an elevated risk

380
00:18:30,560 --> 00:18:33,770
of receiving a behavior observation

381
00:18:33,770 --> 00:18:38,320
and data form just by the
pure fact of their group.

382
00:18:38,320 --> 00:18:40,530
So it breaks it down by gender,

383
00:18:40,530 --> 00:18:45,270
by IEP status, and by race ethnicity.

384
00:18:45,270 --> 00:18:47,830
The trick is you have
to have that data input

385
00:18:47,830 --> 00:18:49,560
in the backend.

386
00:18:49,560 --> 00:18:51,760
So that's sometimes a barrier

387
00:18:51,760 --> 00:18:53,910
to being able to see those reports

388
00:18:53,910 --> 00:18:55,170
is you have to make sure that everything

389
00:18:55,170 --> 00:18:58,320
is kind of set up in the
backend for that to work,

390
00:18:58,320 --> 00:19:01,850
to be able to spit out
those reports for you.

391
00:19:01,850 --> 00:19:05,900
And the really neat thing is
it actually creates statements

392
00:19:05,900 --> 00:19:10,600
for you so that if you're
not quite as skilled

393
00:19:10,600 --> 00:19:12,940
at looking at data in that way,

394
00:19:12,940 --> 00:19:14,533
which a lot of us are not,

395
00:19:16,060 --> 00:19:20,370
it really hands it to
you in a really nice way.

396
00:19:20,370 --> 00:19:23,740
So we probably will do a
webinar later this year,

397
00:19:23,740 --> 00:19:25,853
or maybe during a coordinator session,

398
00:19:26,820 --> 00:19:29,210
a little bit more on that topic.

399
00:19:29,210 --> 00:19:31,890
But it's really important that
we are looking at our data

400
00:19:31,890 --> 00:19:35,840
in that way so that we know
that all of our students

401
00:19:35,840 --> 00:19:36,673
are

402
00:19:38,320 --> 00:19:40,320
working toward equitable outcomes

403
00:19:40,320 --> 00:19:43,403
rather than certain
groups being left behind.

404
00:19:45,830 --> 00:19:49,010
So I mentioned, we're
gonna start with thinking

405
00:19:49,010 --> 00:19:50,870
about our outcomes,

406
00:19:50,870 --> 00:19:54,220
because we can't know if PBIS
is working in our buildings,

407
00:19:54,220 --> 00:19:57,730
if we're not sure where
it should be taking us.

408
00:19:57,730 --> 00:20:01,240
So think back for a minute
when your school got into PBIs,

409
00:20:01,240 --> 00:20:04,163
or if you joined a school
that was already implementing,

410
00:20:05,090 --> 00:20:08,730
what were some of the main
outcomes that your school

411
00:20:08,730 --> 00:20:10,937
was looking to achieve at that time?

412
00:20:10,937 --> 00:20:13,783
And you can type them into the chat box.

413
00:20:48,310 --> 00:20:50,590
I can't see if any are coming, but.

414
00:20:50,590 --> 00:20:52,040
- They're just coming in now.

415
00:20:53,470 --> 00:20:56,090
Hope with behaviors,
establishing expectations,

416
00:20:56,090 --> 00:20:58,890
collecting data to solve behavior issues.

417
00:20:58,890 --> 00:21:02,720
The main goal from Twinfield
was to improve student outcomes

418
00:21:02,720 --> 00:21:04,470
in the classroom.

419
00:21:04,470 --> 00:21:08,500
Clear student expectations,
sense of community, from Renee.

420
00:21:08,500 --> 00:21:10,710
We're looking for universal
responses to behavior

421
00:21:10,710 --> 00:21:13,230
and supports mostly common language.

422
00:21:13,230 --> 00:21:14,063
Greg.

423
00:21:14,063 --> 00:21:16,120
Greg, thank you.

424
00:21:16,120 --> 00:21:16,953
- Awesome.

425
00:21:20,140 --> 00:21:23,350
So back with your team,

426
00:21:23,350 --> 00:21:26,390
the activity that we'll
give you after this section

427
00:21:26,390 --> 00:21:30,900
is thinking about developing
some outcomes statements.

428
00:21:30,900 --> 00:21:32,010
So when you're doing that,

429
00:21:32,010 --> 00:21:37,010
you wanna think about what
is relevant for your context.

430
00:21:37,720 --> 00:21:39,660
So you want them to be locally determined.

431
00:21:39,660 --> 00:21:41,840
We're never gonna say as a state team,

432
00:21:41,840 --> 00:21:43,190
this should be your outcome

433
00:21:43,190 --> 00:21:45,440
from this year's implementation of PBIS.

434
00:21:45,440 --> 00:21:49,830
They need to be relevant
to your school context

435
00:21:49,830 --> 00:21:52,863
and culturally relevant
to your school community.

436
00:21:53,840 --> 00:21:56,440
You want them to be
observable and measurable

437
00:21:56,440 --> 00:21:58,620
and in some kind of goal statement.

438
00:21:58,620 --> 00:22:00,900
So one that many of you are familiar with,

439
00:22:00,900 --> 00:22:03,113
I'm sure, is a SMART goal format.

440
00:22:04,200 --> 00:22:08,593
So rather than just having,
you know, these outcomes,

441
00:22:09,880 --> 00:22:13,990
we wanna develop them
into goal statements.

442
00:22:13,990 --> 00:22:17,950
But some outcomes you might
be thinking about from PBIS

443
00:22:17,950 --> 00:22:20,320
are to reduce challenging behaviors,

444
00:22:20,320 --> 00:22:24,200
increase student engagement,
or family engagement,

445
00:22:24,200 --> 00:22:28,280
reduce instances of bullying,
increase attendance,

446
00:22:28,280 --> 00:22:31,120
maybe decrease referrals
for special education

447
00:22:31,120 --> 00:22:34,290
because students needs are
being met at the universal

448
00:22:34,290 --> 00:22:38,220
or targeted level, increase school morale

449
00:22:38,220 --> 00:22:40,513
and improve academic scores.

450
00:22:41,610 --> 00:22:46,610
So some sample outcome
statements that you might see

451
00:22:46,850 --> 00:22:51,210
are the first one is around
reducing student suspensions

452
00:22:51,210 --> 00:22:52,190
and expulsions.

453
00:22:52,190 --> 00:22:55,160
And you can see that we are indicating

454
00:22:55,160 --> 00:22:59,290
that when we implement PBIS
with fidelity school wide,

455
00:22:59,290 --> 00:23:01,980
we are hoping to see a
decrease in student suspensions

456
00:23:01,980 --> 00:23:02,850
and expulsions.

457
00:23:02,850 --> 00:23:05,680
And we've given an
actual measurable amount,

458
00:23:05,680 --> 00:23:07,130
so by 10%.

459
00:23:07,130 --> 00:23:08,560
And we've given a timeframe,

460
00:23:08,560 --> 00:23:10,210
so by the end of the school year.

461
00:23:11,050 --> 00:23:15,520
Keeping COVID in mind, the
second to that might be

462
00:23:15,520 --> 00:23:18,350
a little bit more relevant
to the current times,

463
00:23:18,350 --> 00:23:21,450
given opportunities for teachers
to reflect with each other,

464
00:23:21,450 --> 00:23:24,640
for leadership to validate
concerns and to have a plan

465
00:23:24,640 --> 00:23:27,880
for addressing staffing supports
at the leadership level.

466
00:23:27,880 --> 00:23:32,880
Staff school climate data will
improve by 3.5 on average,

467
00:23:33,040 --> 00:23:35,290
by spring 2022.

468
00:23:35,290 --> 00:23:39,400
So it's detailing what's gonna
happen at the systems level

469
00:23:39,400 --> 00:23:41,640
in order to get to that outcome

470
00:23:41,640 --> 00:23:45,040
of staff school climate data improving,

471
00:23:45,040 --> 00:23:47,800
and giving an actual overall
score that the school

472
00:23:47,800 --> 00:23:51,193
is hoping to achieve by a certain date.

473
00:23:53,012 --> 00:23:57,430
And by the way, (giggles)
we think these suggestions

474
00:23:57,430 --> 00:23:59,880
listed in this outcome statement

475
00:23:59,880 --> 00:24:03,060
might really be what
teachers need right now.

476
00:24:03,060 --> 00:24:07,200
So if there's any
administrators on the line,

477
00:24:07,200 --> 00:24:09,850
this is what we're really
hearing from schools right now,

478
00:24:09,850 --> 00:24:13,550
is that staff really need
this time to reflect together,

479
00:24:13,550 --> 00:24:15,450
to process what they're going through,

480
00:24:15,450 --> 00:24:17,050
for leadership to really understand

481
00:24:17,050 --> 00:24:19,230
and validate their concerns,

482
00:24:19,230 --> 00:24:24,010
and to have a plan for how
staff are going to be supported.

483
00:24:24,010 --> 00:24:27,850
So just a little plug in this
sample outcome statement,

484
00:24:27,850 --> 00:24:29,900
for some things that may help with

485
00:24:31,440 --> 00:24:33,640
some places that are having challenges

486
00:24:33,640 --> 00:24:36,383
with their school morale and climate.

487
00:24:37,660 --> 00:24:39,350
And then the last one in reference

488
00:24:39,350 --> 00:24:41,900
to disaggregating your data.

489
00:24:41,900 --> 00:24:44,710
Given a monthly review
of student outcome data

490
00:24:44,710 --> 00:24:48,560
so that might be your behavior
observation and data forms.

491
00:24:48,560 --> 00:24:50,730
When disaggregated by race and ethnicity,

492
00:24:50,730 --> 00:24:52,730
the rate of referrals for black students

493
00:24:52,730 --> 00:24:54,870
will be even compared
with all of other groups

494
00:24:54,870 --> 00:24:56,440
by the end of the school year.

495
00:24:56,440 --> 00:24:59,550
So if you've identified
that your black students

496
00:24:59,550 --> 00:25:02,500
are receiving a disproportionate
amount of referrals

497
00:25:02,500 --> 00:25:05,480
based on their overall representation

498
00:25:05,480 --> 00:25:06,853
in your school community,

499
00:25:07,930 --> 00:25:11,800
hoping to kind of balance
that disparity out

500
00:25:11,800 --> 00:25:13,300
by the end of the school year.

501
00:25:15,740 --> 00:25:17,970
So after this webinar in your workbook,

502
00:25:17,970 --> 00:25:21,750
you'll see Activity 1a
that gives you some space

503
00:25:21,750 --> 00:25:23,510
to draft an outcome statement

504
00:25:23,510 --> 00:25:25,680
that is in the SMART goal format.

505
00:25:25,680 --> 00:25:28,610
And then the kind of thinking piece

506
00:25:28,610 --> 00:25:31,460
is how are you gonna ensure
that all of your stakeholders

507
00:25:31,460 --> 00:25:33,870
will experience the same results?

508
00:25:33,870 --> 00:25:36,570
So if this is an outcome
statement around staff,

509
00:25:36,570 --> 00:25:39,120
how are all staff going to be able to have

510
00:25:39,120 --> 00:25:40,680
equitable results there?

511
00:25:40,680 --> 00:25:42,040
If this is about students,

512
00:25:42,040 --> 00:25:45,480
how are all students going
to experience the benefits

513
00:25:45,480 --> 00:25:49,560
and results of this outcome?

514
00:25:49,560 --> 00:25:51,970
So you'll see a place in your
workbook that you can record

515
00:25:51,970 --> 00:25:56,430
your team's outcome statement,
and you may have several,

516
00:25:56,430 --> 00:25:57,810
or you may decide this year,

517
00:25:57,810 --> 00:26:01,300
that one's gonna do it for you.

518
00:26:01,300 --> 00:26:03,890
- And, you know, there were
some really great examples

519
00:26:03,890 --> 00:26:07,680
of some outcome statements
in the chat box.

520
00:26:07,680 --> 00:26:09,180
And now it's time to sort of take it

521
00:26:09,180 --> 00:26:11,480
and put it into measurable terms.

522
00:26:11,480 --> 00:26:14,850
And, you know, make that the
priority that you're focusing,

523
00:26:14,850 --> 00:26:18,310
this is what you wanna see by
whatever date you got there.

524
00:26:18,310 --> 00:26:19,472
So you've got the first part going.

525
00:26:19,472 --> 00:26:22,610
Now, it's like really time to put it

526
00:26:22,610 --> 00:26:26,133
into that data-based
decision making format.

527
00:26:27,410 --> 00:26:28,243
- Yes.

528
00:26:30,360 --> 00:26:31,193
Okay.

529
00:26:32,080 --> 00:26:34,480
So in the next section, we're gonna talk

530
00:26:34,480 --> 00:26:38,860
about what data might you
access to be able to support

531
00:26:38,860 --> 00:26:42,530
these outcome statements and
be able to see some growth.

532
00:26:42,530 --> 00:26:45,480
So in the chat box, just start typing,

533
00:26:45,480 --> 00:26:47,860
what data are you currently collecting

534
00:26:47,860 --> 00:26:51,690
or using to look at your students' social,

535
00:26:51,690 --> 00:26:54,340
emotional, behavioral
strengths and challenges.

536
00:26:54,340 --> 00:26:55,970
And I said, students,

537
00:26:55,970 --> 00:26:59,030
but this really could
be broader than that.

538
00:26:59,030 --> 00:27:02,270
So for instance, your
Tiered Fidelity Inventory

539
00:27:02,270 --> 00:27:03,920
that you're completing every year

540
00:27:04,950 --> 00:27:07,840
would qualify under this question.

541
00:27:07,840 --> 00:27:10,790
So that is helping you to assess strengths

542
00:27:10,790 --> 00:27:12,010
and challenges at your school

543
00:27:12,010 --> 00:27:15,453
related to social, emotional,
behavioral supports.

544
00:27:17,489 --> 00:27:19,560
So if you wanna type into the chat box.

545
00:27:19,560 --> 00:27:22,740
Abby mentioned universal screening data.

546
00:27:22,740 --> 00:27:25,870
We've talked about behavior
observation and data forms.

547
00:27:25,870 --> 00:27:28,220
But is there other data
that you are collecting

548
00:27:28,220 --> 00:27:32,623
and using related to social,
emotional, behavioral?

549
00:27:33,560 --> 00:27:35,560
- Yeah, so Abby's using the best,

550
00:27:35,560 --> 00:27:39,480
three best and OTRs morning check-in data.

551
00:27:39,480 --> 00:27:42,230
I'd be really curious to
hear if you could list

552
00:27:42,230 --> 00:27:44,000
what you're doing for morning check-in,

553
00:27:44,000 --> 00:27:45,963
whether that's a formal or informal.

554
00:27:47,418 --> 00:27:50,270
And Greg's using the TFI
School Climate Survey

555
00:27:50,270 --> 00:27:51,760
and office discipline referrals.

556
00:27:51,760 --> 00:27:54,293
Great to see all three, that's wonderful.

557
00:27:55,185 --> 00:27:57,120
TCCE and check-in, check-out data.

558
00:27:57,120 --> 00:27:57,953
Excellent.

559
00:27:57,953 --> 00:28:00,430
Tier by yearly office referrals,

560
00:28:00,430 --> 00:28:02,640
check-in and check-out data,

561
00:28:02,640 --> 00:28:06,680
TFL, the TFI climate surveys,

562
00:28:06,680 --> 00:28:08,200
DESA, all right.

563
00:28:08,200 --> 00:28:10,450
OTRs, minors and majors.

564
00:28:10,450 --> 00:28:12,060
Check-in, check-out.

565
00:28:12,060 --> 00:28:14,850
Great to see that people
are really looking deeply

566
00:28:14,850 --> 00:28:16,300
at their check-in, check-out.

567
00:28:17,580 --> 00:28:20,510
Behavior tracking form
for unexpected behaviors.

568
00:28:20,510 --> 00:28:22,083
Great term to use.

569
00:28:23,090 --> 00:28:26,430
Manage in class and out
of class SEL assessment,

570
00:28:26,430 --> 00:28:27,840
but not sure of the name.

571
00:28:27,840 --> 00:28:29,320
That's okay.

572
00:28:29,320 --> 00:28:32,140
Universal screen, first
time was last year.

573
00:28:32,140 --> 00:28:36,067
Great to be incorporating
that into your data review.

574
00:28:40,560 --> 00:28:41,393
Oh, this.

575
00:28:41,393 --> 00:28:43,680
Kids fill out a three-question survey,

576
00:28:43,680 --> 00:28:44,930
Google form every morning.

577
00:28:44,930 --> 00:28:47,090
One question is, do you
wanna speak to an adult?

578
00:28:47,090 --> 00:28:48,110
That's wonderful.

579
00:28:48,110 --> 00:28:49,160
How are you feeling?

580
00:28:49,160 --> 00:28:51,110
Is there anything you wanna tell us?

581
00:28:51,110 --> 00:28:51,963
That's great.

582
00:28:53,140 --> 00:28:53,973
Thank you.

583
00:28:55,840 --> 00:28:56,890
- Yeah, and I think, you know,

584
00:28:56,890 --> 00:29:00,267
some of the things like that
that came out of COVID really,

585
00:29:02,250 --> 00:29:04,680
probably always should have been in place.

586
00:29:04,680 --> 00:29:05,690
And now that they are,

587
00:29:05,690 --> 00:29:08,360
hopefully will sustain
even past this school year

588
00:29:08,360 --> 00:29:10,573
where we might be more in crisis mode.

589
00:29:11,860 --> 00:29:14,670
It's great to be checking
in with kids every day

590
00:29:14,670 --> 00:29:17,150
and have them have a chance
to reach out for help

591
00:29:17,150 --> 00:29:19,723
if they feel like they need it.

592
00:29:21,500 --> 00:29:23,290
And then the second question here

593
00:29:23,290 --> 00:29:27,310
is how are you using this
data for decision-making?

594
00:29:27,310 --> 00:29:30,790
So is it kind of sitting and lingering

595
00:29:30,790 --> 00:29:33,340
and maybe not being accessed

596
00:29:33,340 --> 00:29:35,930
and utilized as well as it could be?

597
00:29:35,930 --> 00:29:38,593
Are you using it during
your team meetings?

598
00:29:39,850 --> 00:29:43,240
Do you have some kind of
day-to-day structure in place

599
00:29:43,240 --> 00:29:46,410
already where a few times a
year you're really sitting down

600
00:29:46,410 --> 00:29:48,483
and bringing together all of your data?

601
00:29:49,610 --> 00:29:51,370
Do you have any processes in place

602
00:29:51,370 --> 00:29:54,093
for how you actually use
the data you're collecting?

603
00:29:56,840 --> 00:30:00,273
And feel free to unmute if
it's easier than typing?

604
00:30:13,050 --> 00:30:14,853
- That's that systems piece.

605
00:30:31,270 --> 00:30:33,100
We have a comment here.

606
00:30:33,100 --> 00:30:37,070
We look at morning check-in
data daily and track it monthly

607
00:30:37,070 --> 00:30:39,463
and it's used for EST when appropriate.

608
00:30:40,960 --> 00:30:42,370
Right.

609
00:30:42,370 --> 00:30:44,810
Staff meeting discussion on it, monthly.

610
00:30:44,810 --> 00:30:47,503
Excellent, that's regular review of data.

611
00:30:48,430 --> 00:30:50,520
Still working on how to
effectively use the data

612
00:30:50,520 --> 00:30:51,360
that we've collected.

613
00:30:51,360 --> 00:30:52,193
It's a process.

614
00:30:52,193 --> 00:30:53,190
It certainly is.

615
00:30:53,190 --> 00:30:56,203
And hopefully some ideas
from today will resonate.

616
00:30:57,190 --> 00:30:59,270
We use the data to adjust
and review behavior plans

617
00:30:59,270 --> 00:31:00,310
for individual students.

618
00:31:00,310 --> 00:31:02,520
We also bring it into our EST meetings.

619
00:31:02,520 --> 00:31:03,543
Wonderful.

620
00:31:04,890 --> 00:31:06,880
And we wanna also keep in mind

621
00:31:08,819 --> 00:31:09,910
that the school-wide piece.

622
00:31:09,910 --> 00:31:13,330
A universal check-in,
check-out review during Zests

623
00:31:14,513 --> 00:31:16,380
and a monthly screencast
showing SWIS data.

624
00:31:16,380 --> 00:31:17,213
Wow.

625
00:31:17,213 --> 00:31:19,810
We also do small group faculty meetings

626
00:31:19,810 --> 00:31:20,860
three times a year.

627
00:31:20,860 --> 00:31:21,693
That's great.

628
00:31:21,693 --> 00:31:23,023
You're doing Data Days.

629
00:31:24,510 --> 00:31:26,010
- [Participant] Zest for ESTs.

630
00:31:27,340 --> 00:31:28,427
- Thank you, cool.

631
00:31:30,102 --> 00:31:33,158
- It sounds like a much
cooler EST if it's a zest.

632
00:31:33,158 --> 00:31:34,200
(laughing)

633
00:31:34,200 --> 00:31:35,033
- Really.

634
00:31:36,540 --> 00:31:41,440
There's this, this one school's
looking at EST meetings,

635
00:31:41,440 --> 00:31:44,940
step room referrals and
FBA development review OTRs

636
00:31:44,940 --> 00:31:46,020
as a whole school.

637
00:31:46,020 --> 00:31:47,240
And in PBIS meetings,

638
00:31:47,240 --> 00:31:50,050
all data is compiled monthly and shareD.

639
00:31:50,050 --> 00:31:51,520
Wonderful.

640
00:31:51,520 --> 00:31:53,670
We're going to be reviewing
universal screener data

641
00:31:53,670 --> 00:31:55,640
our next targeted meeting.

642
00:31:55,640 --> 00:31:56,473
Great.

643
00:31:56,473 --> 00:31:57,306
A variety of ways.

644
00:31:57,306 --> 00:31:59,850
Principal weekly address
has a PBIS section.

645
00:31:59,850 --> 00:32:00,683
Nice.

646
00:32:00,683 --> 00:32:02,890
All teachers have access to minors data.

647
00:32:02,890 --> 00:32:04,980
Our PBIS committee reviews data closely

648
00:32:04,980 --> 00:32:07,363
and shares out through
principal's address.

649
00:32:08,531 --> 00:32:09,364
Great.

650
00:32:09,364 --> 00:32:12,603
Great to know that you're
using it and sharing it.

651
00:32:14,780 --> 00:32:16,330
- Awesome.

652
00:32:16,330 --> 00:32:18,930
I guess probably if you're
coming to the Data Days webinar,

653
00:32:18,930 --> 00:32:22,560
you might be slightly interested
and engaged with your data.

654
00:32:22,560 --> 00:32:25,729
We might be, you know, getting a sample

655
00:32:25,729 --> 00:32:27,943
(chuckles) of the schools,

656
00:32:28,930 --> 00:32:30,230
preaching to the choir a bit.

657
00:32:30,230 --> 00:32:33,420
But hopefully, even though
you're doing a great job already,

658
00:32:33,420 --> 00:32:37,063
something here sparks you
to move to the next level.

659
00:32:39,480 --> 00:32:41,310
So, and this webinar, oh, sorry,

660
00:32:41,310 --> 00:32:44,220
this PowerPoint is also
on the materials page.

661
00:32:44,220 --> 00:32:45,670
So for certain sites like this,

662
00:32:45,670 --> 00:32:47,810
that you might wanna come back to,

663
00:32:47,810 --> 00:32:50,820
you'll have that
opportunity to be thinking

664
00:32:50,820 --> 00:32:53,930
about are you really fully
utilizing all of the data

665
00:32:53,930 --> 00:32:56,420
you have at your disposal?

666
00:32:56,420 --> 00:33:01,420
So for instance, something like
attendance or nurse visits,

667
00:33:02,030 --> 00:33:05,240
those are, that's data that
is naturally being collected

668
00:33:05,240 --> 00:33:07,790
as part of the process of your school.

669
00:33:07,790 --> 00:33:09,560
But are you using this,

670
00:33:09,560 --> 00:33:13,290
that data as part of
your PBIS work as well?

671
00:33:13,290 --> 00:33:16,370
So kind of what Abby was
mentioning about expanding beyond

672
00:33:16,370 --> 00:33:19,070
just looking at your behavior
observation data forms,

673
00:33:19,070 --> 00:33:20,850
or OTRs,

674
00:33:20,850 --> 00:33:23,720
what other student outcome
data do you have out there

675
00:33:23,720 --> 00:33:28,190
and might it be addressed
through some of your PBIS work?

676
00:33:28,190 --> 00:33:29,860
Many of you mentioned you're also using

677
00:33:29,860 --> 00:33:31,557
the School Climate Survey now,

678
00:33:31,557 --> 00:33:34,210
and that could be the
PBIS School Climate Survey

679
00:33:34,210 --> 00:33:36,270
or another School Climate
Survey that your school

680
00:33:36,270 --> 00:33:37,723
or district has designed.

681
00:33:39,010 --> 00:33:40,480
But we really are

682
00:33:42,210 --> 00:33:45,210
promoting the use of a
School Climate Survey,

683
00:33:45,210 --> 00:33:47,850
especially during this challenging time.

684
00:33:47,850 --> 00:33:52,160
And the PBIS School
Climate Survey has a staff,

685
00:33:52,160 --> 00:33:54,570
family and student component.

686
00:33:54,570 --> 00:33:57,120
So all three of those
stakeholder groups can complete

687
00:33:57,120 --> 00:34:01,040
the School Climate Survey
through a simple link,

688
00:34:01,040 --> 00:34:02,890
so they can complete it electronically.

689
00:34:02,890 --> 00:34:04,840
And you get your results
back just like you do

690
00:34:04,840 --> 00:34:06,593
for the TFI and the SAS.

691
00:34:08,357 --> 00:34:09,540
- Just gonna interrupt for one second.

692
00:34:09,540 --> 00:34:10,870
There's a question in the chat box.

693
00:34:10,870 --> 00:34:11,950
What is the TFI?

694
00:34:11,950 --> 00:34:13,820
And I know we're gonna talk
about that in a second,

695
00:34:13,820 --> 00:34:16,490
but it's all over this slide.

696
00:34:16,490 --> 00:34:18,303
So we should probably explain that.

697
00:34:19,990 --> 00:34:22,550
It's the Tiered Fidelity
Inventory specific

698
00:34:22,550 --> 00:34:24,157
to PBIS implementation.

699
00:34:24,157 --> 00:34:26,330
And we will talk about it shortly.

700
00:34:26,330 --> 00:34:27,990
Thank you.

701
00:34:27,990 --> 00:34:30,640
- And the SAS is a self-assessment survey,

702
00:34:30,640 --> 00:34:33,270
also specific to PBIS.

703
00:34:33,270 --> 00:34:35,280
It's a little more outdated.

704
00:34:35,280 --> 00:34:37,420
So last year we gave
the schools the option

705
00:34:37,420 --> 00:34:40,570
of completing the SAS or
the School Climate Survey,

706
00:34:40,570 --> 00:34:42,263
and some completed both.

707
00:34:43,510 --> 00:34:44,780
You'll also see SWIS,

708
00:34:44,780 --> 00:34:47,140
which is the school-wide
information system,

709
00:34:47,140 --> 00:34:49,480
which is where many of our schools input

710
00:34:49,480 --> 00:34:51,263
their behavior data,

711
00:34:52,380 --> 00:34:55,440
and attendance grades,
a School Climate Survey,

712
00:34:55,440 --> 00:34:57,230
family engagement.

713
00:34:57,230 --> 00:34:59,820
So any ways that you're
assessing family engagement,

714
00:34:59,820 --> 00:35:03,310
and we do have a family
engagement survey on our website,

715
00:35:03,310 --> 00:35:05,420
which we haven't looked at in awhile,

716
00:35:05,420 --> 00:35:06,900
maybe could use some updating.

717
00:35:06,900 --> 00:35:10,330
And there's also something
that's not listed here,

718
00:35:10,330 --> 00:35:12,790
which is being renamed right now,

719
00:35:12,790 --> 00:35:16,610
but it's currently the stakeholder input

720
00:35:16,610 --> 00:35:18,393
and satisfaction survey.

721
00:35:19,310 --> 00:35:20,790
So I know some of our schools

722
00:35:20,790 --> 00:35:23,280
have already started using that,

723
00:35:23,280 --> 00:35:25,970
which is another way of
getting at family engagement,

724
00:35:25,970 --> 00:35:29,960
and really thinking
about how your families

725
00:35:29,960 --> 00:35:33,870
and caregivers see PBIS
within your school,

726
00:35:33,870 --> 00:35:38,180
whether they, your
school-wide expectations

727
00:35:38,180 --> 00:35:39,653
resonate for them.

728
00:35:40,620 --> 00:35:43,130
Really good at getting
some deeper information

729
00:35:43,130 --> 00:35:43,970
from families.

730
00:35:43,970 --> 00:35:46,790
Thinking about how they
want to be contacted

731
00:35:46,790 --> 00:35:50,163
and interacted with by the school.

732
00:35:51,590 --> 00:35:56,373
So we can add that link to
the materials page later.

733
00:35:58,074 --> 00:36:00,250
And then like someone was mentioning,

734
00:36:00,250 --> 00:36:02,240
they have daily check-ins, but you know,

735
00:36:02,240 --> 00:36:05,440
something, another school
may have a weekly check-in.

736
00:36:05,440 --> 00:36:07,740
So just thinking about
what data do you have

737
00:36:07,740 --> 00:36:08,860
for all students

738
00:36:08,860 --> 00:36:12,920
that you could be looking at
universally across the board,

739
00:36:12,920 --> 00:36:15,890
and developing some school-wide
interventions around

740
00:36:16,740 --> 00:36:19,380
what data do you have access
to at the targeted level

741
00:36:19,380 --> 00:36:20,580
and the intensive level.

742
00:36:20,580 --> 00:36:24,130
So many of you mentioned FBA and BSP.

743
00:36:24,130 --> 00:36:28,420
So using some of that
universal data to inform

744
00:36:29,381 --> 00:36:32,410
EST functional behavioral assessment,

745
00:36:32,410 --> 00:36:34,723
behavior support planning processes.

746
00:36:36,520 --> 00:36:38,200
So it sounds like you guys are rocking

747
00:36:38,200 --> 00:36:39,940
and rolling with that.

748
00:36:39,940 --> 00:36:42,190
Some of you are also
from schools or districts

749
00:36:42,190 --> 00:36:44,690
that are implementing or working

750
00:36:47,070 --> 00:36:51,710
to incorporate an interconnected
systems framework or ISF.

751
00:36:51,710 --> 00:36:53,930
So really thinking about how mental health

752
00:36:53,930 --> 00:36:57,540
and PBIS can be integrated, and aligned,

753
00:36:57,540 --> 00:37:00,880
and developed as part of one system.

754
00:37:00,880 --> 00:37:03,120
So even if you're not thinking

755
00:37:03,120 --> 00:37:06,070
about interconnected systems
framework, right now,

756
00:37:06,070 --> 00:37:07,400
you can begin thinking

757
00:37:07,400 --> 00:37:10,560
about some of those community level data.

758
00:37:10,560 --> 00:37:15,560
So things like mental health
screenings that are occurring,

759
00:37:16,000 --> 00:37:19,930
substance abuse or homelessness
issues within the community,

760
00:37:19,930 --> 00:37:23,970
placement of students who
require alternative placement,

761
00:37:23,970 --> 00:37:27,170
and thinking about whether
there are any outcomes there

762
00:37:27,170 --> 00:37:31,630
that school would be looking to improve

763
00:37:31,630 --> 00:37:33,113
or make some progress in.

764
00:37:36,880 --> 00:37:39,730
So the big message is
really that data help us

765
00:37:39,730 --> 00:37:41,160
to ask the right questions.

766
00:37:41,160 --> 00:37:44,750
They don't necessarily
provide all the answers.

767
00:37:44,750 --> 00:37:48,800
So you might be collecting a lot of data

768
00:37:48,800 --> 00:37:53,370
that is going to allow you to
have really rich conversations

769
00:37:53,370 --> 00:37:56,440
among your team to really think

770
00:37:56,440 --> 00:37:58,920
about what the solutions might be,

771
00:37:58,920 --> 00:38:02,150
once you've gotten to that
precise problem statement

772
00:38:02,150 --> 00:38:03,763
by looking at your data.

773
00:38:04,820 --> 00:38:07,920
So it's not necessarily
gonna hand you the answer,

774
00:38:07,920 --> 00:38:10,700
but it's gonna allow you to
develop some interventions

775
00:38:10,700 --> 00:38:14,080
and solutions that
might be more successful

776
00:38:14,080 --> 00:38:15,963
because they are based in data.

777
00:38:17,380 --> 00:38:21,500
And the data that was just
presented on the last slide

778
00:38:21,500 --> 00:38:23,720
can really serve a lot
of different purposes.

779
00:38:23,720 --> 00:38:27,010
So some of those were more
around your current status

780
00:38:27,010 --> 00:38:29,210
and fidelity of implementation in PBIS,

781
00:38:29,210 --> 00:38:30,670
like the Tiered Fidelity Inventory,

782
00:38:30,670 --> 00:38:32,510
the self-assessment survey.

783
00:38:32,510 --> 00:38:35,480
Many of them were more
around student outcomes

784
00:38:35,480 --> 00:38:38,950
and what impact PBIS is having on students

785
00:38:38,950 --> 00:38:42,963
or other initiatives or programs
that you're implementing,

786
00:38:44,060 --> 00:38:47,760
it's gonna help you prioritize
some areas for change.

787
00:38:47,760 --> 00:38:51,160
So right now, school might
feel really overwhelming

788
00:38:51,160 --> 00:38:52,850
and that there might be lots of things

789
00:38:52,850 --> 00:38:55,020
that people are hoping might change,

790
00:38:55,020 --> 00:38:58,780
but the data might help
you target those changes.

791
00:38:58,780 --> 00:39:02,390
So for instance, you know,
student behavior overall

792
00:39:02,390 --> 00:39:05,020
might feel really overwhelming right now,

793
00:39:05,020 --> 00:39:07,860
but if your behavior

794
00:39:09,260 --> 00:39:10,180
data system,

795
00:39:10,180 --> 00:39:12,310
so if you're using SWIS or something else

796
00:39:13,200 --> 00:39:16,060
is really accurate and up to date,

797
00:39:16,060 --> 00:39:18,920
you might be able to use
it to target supports

798
00:39:18,920 --> 00:39:21,440
to certain locations or
certain times of day,

799
00:39:21,440 --> 00:39:23,860
or certain classrooms or grade levels

800
00:39:23,860 --> 00:39:28,040
that really are experiencing
a high level of need

801
00:39:28,040 --> 00:39:30,150
rather than it feeling
like the whole school

802
00:39:30,150 --> 00:39:31,760
is falling apart.

803
00:39:31,760 --> 00:39:34,870
Well, maybe fourth and fifth
grade is actually doing okay.

804
00:39:34,870 --> 00:39:38,060
And maybe we can target
some of our supports to K1

805
00:39:38,060 --> 00:39:41,810
where we're really,
really, really struggling.

806
00:39:41,810 --> 00:39:43,550
So being able to prioritize

807
00:39:43,550 --> 00:39:46,143
is a way that the data can really help.

808
00:39:47,740 --> 00:39:50,940
Also looking at what is
your success along the way.

809
00:39:50,940 --> 00:39:53,670
So, especially in a year like this one

810
00:39:53,670 --> 00:39:57,910
where things feel pretty demoralizing

811
00:39:57,910 --> 00:39:59,830
and depressing at times,

812
00:39:59,830 --> 00:40:04,340
being able to show staff that
students are making progress,

813
00:40:04,340 --> 00:40:06,733
even if it is feeling small.

814
00:40:07,660 --> 00:40:10,280
Being able to show that
incrementally along the way

815
00:40:10,280 --> 00:40:12,733
can be a really big morale booster.

816
00:40:14,260 --> 00:40:16,660
Also, we mentioned a lot
sharing the data back

817
00:40:16,660 --> 00:40:17,510
with the staff.

818
00:40:17,510 --> 00:40:19,740
So for instance, if you
ask them to complete

819
00:40:19,740 --> 00:40:21,790
the staff School Climate Survey,

820
00:40:21,790 --> 00:40:23,730
presenting that data back to them

821
00:40:23,730 --> 00:40:26,760
and sharing what you're
gonna do about certain areas.

822
00:40:26,760 --> 00:40:30,390
So if a certain question
scored really low overall

823
00:40:30,390 --> 00:40:34,860
on average, what is your team
or what is your administrator,

824
00:40:34,860 --> 00:40:36,610
what is your district gonna do

825
00:40:36,610 --> 00:40:39,350
about this area of concern for staff

826
00:40:39,350 --> 00:40:42,390
because it's been
identified through the data.

827
00:40:42,390 --> 00:40:44,280
So being able to present back to them

828
00:40:44,280 --> 00:40:47,070
and let them know that
their input was valued

829
00:40:47,070 --> 00:40:49,863
and heard can be really huge.

830
00:40:51,970 --> 00:40:53,870
And then also being able to think

831
00:40:53,870 --> 00:40:57,340
about what other stakeholders
need to have access

832
00:40:57,340 --> 00:41:01,390
to this data and in a way
that is usable for them.

833
00:41:01,390 --> 00:41:04,730
So what might it look like
to present data to students

834
00:41:04,730 --> 00:41:06,920
versus just staff, just school board,

835
00:41:06,920 --> 00:41:10,580
and how you can kind of
tailor that messaging

836
00:41:10,580 --> 00:41:12,083
based on the stakeholders.

837
00:41:15,090 --> 00:41:17,710
So again, an activity for
you after this webinar,

838
00:41:17,710 --> 00:41:20,460
go back to that outcome
statement with your team

839
00:41:20,460 --> 00:41:22,540
and make sure that you have

840
00:41:24,591 --> 00:41:26,880
some data that's going to be collected

841
00:41:26,880 --> 00:41:29,860
that will help you measure your progress.

842
00:41:29,860 --> 00:41:33,170
So in the example of,

843
00:41:33,170 --> 00:41:36,610
you know, what can be done
right now to support staff.

844
00:41:36,610 --> 00:41:40,010
If you're not currently
having staff complete

845
00:41:40,010 --> 00:41:41,920
a School Climate Survey,

846
00:41:41,920 --> 00:41:43,800
it's gonna be really hard to measure

847
00:41:43,800 --> 00:41:46,050
whether the things you're
doing to support staff

848
00:41:46,050 --> 00:41:48,300
are having an impact.

849
00:41:48,300 --> 00:41:52,030
So having a way to
measure progress over time

850
00:41:52,030 --> 00:41:54,650
through the use of something
like the School Climate Survey

851
00:41:54,650 --> 00:41:58,010
will give you a data
point to be looking at.

852
00:41:58,010 --> 00:42:00,680
So revisiting that outcome
statement to make sure

853
00:42:00,680 --> 00:42:03,550
that there's actually a
piece of data behind it

854
00:42:03,550 --> 00:42:06,363
that will allow you to track
your progress over time.

855
00:42:08,960 --> 00:42:12,060
So Sherry mentioned,
we're about to discuss

856
00:42:12,060 --> 00:42:14,370
the Tiered Fidelity Inventory a bit.

857
00:42:14,370 --> 00:42:17,970
We also have a webinar that's

858
00:42:17,970 --> 00:42:20,330
just about the Tiered Fidelity Inventory,

859
00:42:20,330 --> 00:42:21,307
the self-assessment survey,

860
00:42:21,307 --> 00:42:25,320
and the School Climate
Survey in early January.

861
00:42:25,320 --> 00:42:28,319
So if you want more
information about any of those,

862
00:42:28,319 --> 00:42:30,750
that webinar will be great.

863
00:42:30,750 --> 00:42:34,300
But just to give you a brief introduction,

864
00:42:34,300 --> 00:42:39,300
the Tiered Fidelity Inventory
is a very efficient measure

865
00:42:39,330 --> 00:42:42,990
that's been validated to
assess fidelity of PBIS

866
00:42:42,990 --> 00:42:45,630
at all three tiers targeted, oh sorry,

867
00:42:45,630 --> 00:42:48,020
universal, targeted, and intensive.

868
00:42:48,020 --> 00:42:51,160
And it accesses a few different areas.

869
00:42:51,160 --> 00:42:54,860
So teaming, infrastructure,
implementation, and practices,

870
00:42:54,860 --> 00:42:59,540
and then evaluation and
data at each of those tiers.

871
00:42:59,540 --> 00:43:01,770
So it's a pretty comprehensive measure,

872
00:43:01,770 --> 00:43:06,770
but there are only about
15 items for each tier.

873
00:43:07,280 --> 00:43:09,320
So we say that teams should anticipate

874
00:43:09,320 --> 00:43:12,950
spending about 30 minutes per tier,

875
00:43:12,950 --> 00:43:16,250
and we recommend that you
complete it at any tier

876
00:43:16,250 --> 00:43:17,790
that you've been trained at.

877
00:43:17,790 --> 00:43:19,950
So everyone should complete universal,

878
00:43:19,950 --> 00:43:21,600
but if you've been trained at targeted,

879
00:43:21,600 --> 00:43:23,330
you should complete
universal and targeted.

880
00:43:23,330 --> 00:43:25,880
If you've completed, if you've
been trained in intensive,

881
00:43:25,880 --> 00:43:27,740
complete all three tiers.

882
00:43:27,740 --> 00:43:31,650
And it's really used to help
you assess where you're at

883
00:43:31,650 --> 00:43:34,230
with your implementation of PBIS

884
00:43:34,230 --> 00:43:36,190
and how can you create an action plan

885
00:43:36,190 --> 00:43:39,320
to be able to sustain your implementation.

886
00:43:39,320 --> 00:43:42,160
So we ask that all schools
complete it once a year,

887
00:43:42,160 --> 00:43:44,993
and we open up the window
from January to March.

888
00:43:46,520 --> 00:43:48,910
However, you could complete
it more than once a year

889
00:43:48,910 --> 00:43:51,510
to monitor or assess progress.

890
00:43:51,510 --> 00:43:52,570
It could be, you know,

891
00:43:52,570 --> 00:43:54,720
you came to the summer Institute in June

892
00:43:54,720 --> 00:43:58,300
and created an action plan
for rollout in the fall.

893
00:43:58,300 --> 00:44:00,550
And so maybe around this time of year,

894
00:44:00,550 --> 00:44:03,650
you wanna complete it just to
assess maybe your tier two,

895
00:44:03,650 --> 00:44:06,190
because that's what you rolled out.

896
00:44:06,190 --> 00:44:07,850
So you could complete it more than once.

897
00:44:07,850 --> 00:44:11,330
And you can just ask Anne
to open the window for you.

898
00:44:11,330 --> 00:44:14,860
Like I said, there's an
upcoming webinar about the TFI.

899
00:44:14,860 --> 00:44:17,910
And there also is a cultural
responsiveness field guide,

900
00:44:17,910 --> 00:44:20,580
which we've talked about
in a few of our trainings

901
00:44:20,580 --> 00:44:24,183
that actually has for
each item of tier one,

902
00:44:25,400 --> 00:44:30,400
if you were implementing in a
way that was really focused on

903
00:44:30,870 --> 00:44:35,500
and centering equity and
thinking about how you can make

904
00:44:35,500 --> 00:44:40,150
your PBIS implementation
most culturally responsive,

905
00:44:40,150 --> 00:44:43,600
there are some elaborations for each item.

906
00:44:43,600 --> 00:44:48,010
So for instance, you know, item
one might be around teaming.

907
00:44:48,010 --> 00:44:50,990
Do you have students and
families as part of your team

908
00:44:50,990 --> 00:44:53,410
and do those students and families come

909
00:44:53,410 --> 00:44:55,240
from marginalized populations,

910
00:44:55,240 --> 00:44:57,040
so that you make sure that all voices

911
00:44:57,040 --> 00:44:59,510
are really represented on your team.

912
00:44:59,510 --> 00:45:02,650
So that field guide is a
super helpful resource.

913
00:45:02,650 --> 00:45:07,000
And it's intended right now
to be a supplement to the TFI.

914
00:45:07,000 --> 00:45:10,570
So you would complete the TFI as normal,

915
00:45:10,570 --> 00:45:13,130
and then you would look to the field guide

916
00:45:13,130 --> 00:45:15,140
to inform your action planning.

917
00:45:15,140 --> 00:45:18,210
So it might be that you've
given yourself a two

918
00:45:18,210 --> 00:45:19,560
for the first item,

919
00:45:19,560 --> 00:45:23,320
because according to the
TFI, you received a two,

920
00:45:23,320 --> 00:45:26,196
but then you look at the cultural
responsiveness field guide

921
00:45:26,196 --> 00:45:27,029
and you see like, oh,

922
00:45:27,029 --> 00:45:30,260
like we do have a student on our team,

923
00:45:30,260 --> 00:45:33,140
but they don't really have
voice and agency on our team.

924
00:45:33,140 --> 00:45:35,400
They're not from a
marginalized population.

925
00:45:35,400 --> 00:45:38,140
We really could do a better
job of getting student voice

926
00:45:38,140 --> 00:45:39,960
onto our team.

927
00:45:39,960 --> 00:45:42,180
He might choose that as an action step,

928
00:45:42,180 --> 00:45:45,840
even though you received a
two on that item on the TFI.

929
00:45:45,840 --> 00:45:49,007
It depends what the
priorities are for your school

930
00:45:49,007 --> 00:45:51,210
and your community.

931
00:45:51,210 --> 00:45:54,450
So we recommend checking out
the cultural responsiveness

932
00:45:54,450 --> 00:45:55,283
field guide.

933
00:45:57,860 --> 00:46:00,630
So for those of you who have
completed the TFI in the past,

934
00:46:00,630 --> 00:46:02,740
this will look very familiar for you.

935
00:46:02,740 --> 00:46:05,370
You can see your progress over time.

936
00:46:05,370 --> 00:46:06,990
You can see it by tier

937
00:46:06,990 --> 00:46:09,220
and you can see it by those sub-skills.

938
00:46:09,220 --> 00:46:12,240
So teams, implementation, evaluation.

939
00:46:12,240 --> 00:46:14,653
They changed a little bit for tier three.

940
00:46:16,200 --> 00:46:19,870
But this is one way that you
can see the results of your TFI

941
00:46:19,870 --> 00:46:22,970
and be able to report
back progress over time.

942
00:46:22,970 --> 00:46:27,460
So you can see for them for
tier one at this school,

943
00:46:27,460 --> 00:46:29,530
the previous year, they were only around,

944
00:46:29,530 --> 00:46:32,820
you know, 58% implementing.

945
00:46:32,820 --> 00:46:35,010
And then by the second year,

946
00:46:35,010 --> 00:46:39,270
they had really improved
their implementation score

947
00:46:39,270 --> 00:46:41,640
to above 80%.

948
00:46:41,640 --> 00:46:46,640
And on the TFI, 70% is
considered implementing

949
00:46:46,700 --> 00:46:49,283
with fidelity, your overall score.

950
00:46:51,620 --> 00:46:54,400
So after you complete
the TFI, like I said,

951
00:46:54,400 --> 00:46:57,500
you can go into PBIS
assessment and see your reports

952
00:46:57,500 --> 00:46:59,833
by a variety of different ways.

953
00:47:00,884 --> 00:47:02,820
And as a team you really wanna celebrate.

954
00:47:02,820 --> 00:47:03,930
Where are your twos?

955
00:47:03,930 --> 00:47:05,930
Where are you really succeeding?

956
00:47:05,930 --> 00:47:08,760
And then look a little
closer at your zeros and ones

957
00:47:08,760 --> 00:47:11,210
and determine what items might you choose

958
00:47:11,210 --> 00:47:13,900
for action planning
for that chunk of time.

959
00:47:13,900 --> 00:47:16,682
So maybe you're just looking at it for

960
00:47:16,682 --> 00:47:17,610
you know, four or five months

961
00:47:17,610 --> 00:47:19,040
and you're gonna reassess,

962
00:47:19,040 --> 00:47:20,840
or maybe this is gonna be your action plan

963
00:47:20,840 --> 00:47:22,450
for the whole next year.

964
00:47:22,450 --> 00:47:25,050
But thinking about what
are the smallest changes

965
00:47:25,050 --> 00:47:30,050
we can make in our implementation
to really see an impact.

966
00:47:30,210 --> 00:47:32,270
So that's kind of the mantra of PBIS

967
00:47:32,270 --> 00:47:34,380
is what's the smallest change we can make

968
00:47:34,380 --> 00:47:36,200
to have the largest impact

969
00:47:37,990 --> 00:47:40,570
and really having a formal action plan

970
00:47:40,570 --> 00:47:43,070
that you can come back to as a team.

971
00:47:43,070 --> 00:47:46,100
So I know one of our teams
actually puts their action plan

972
00:47:46,100 --> 00:47:49,090
at the top of their
meeting minutes every time

973
00:47:49,090 --> 00:47:50,330
so that they can review it

974
00:47:50,330 --> 00:47:52,233
and come back to it at each meeting.

975
00:47:54,750 --> 00:47:57,680
And this is just an
example that PBIS provides

976
00:47:57,680 --> 00:47:59,373
for an action planning template.

977
00:48:00,343 --> 00:48:03,300
And this would be really
specific to the TFI

978
00:48:03,300 --> 00:48:05,060
for those different items.

979
00:48:05,060 --> 00:48:08,170
So you're able to put in
what your current score is,

980
00:48:08,170 --> 00:48:10,080
what might be your action steps,

981
00:48:10,080 --> 00:48:12,040
who is gonna complete them, and by when,

982
00:48:12,040 --> 00:48:14,730
which are those last two
pieces are really critical

983
00:48:14,730 --> 00:48:16,700
to things actually getting done.

984
00:48:16,700 --> 00:48:18,660
And we also have on our website,

985
00:48:18,660 --> 00:48:21,040
a version of this action planning form

986
00:48:21,040 --> 00:48:22,410
that actually incorporates

987
00:48:22,410 --> 00:48:24,860
those cultural
responsiveness considerations

988
00:48:24,860 --> 00:48:27,003
right into the form.

989
00:48:28,140 --> 00:48:31,060
I can't think of the easiest
way for you to find it,

990
00:48:31,060 --> 00:48:35,070
maybe under the coordinators materials

991
00:48:35,070 --> 00:48:37,330
from the leadership forum.

992
00:48:37,330 --> 00:48:39,420
But we can find an to get that to you.

993
00:48:39,420 --> 00:48:42,160
- Yeah, I'll find it
and put in the chat box.

994
00:48:42,160 --> 00:48:42,993
- Okay.

995
00:48:46,230 --> 00:48:51,230
So that was our really intentional
focus on the actual data.

996
00:48:51,540 --> 00:48:55,560
So we're next gonna move
to the teaming pieces.

997
00:48:55,560 --> 00:48:57,840
I'm wondering if people
feel like they need,

998
00:48:57,840 --> 00:48:59,643
like, a five minute break.

999
00:49:06,114 --> 00:49:08,400
I can't see anyone if you're nodding.

1000
00:49:08,400 --> 00:49:09,510
- I'm not seeing any.

1001
00:49:09,510 --> 00:49:11,320
Okay, we have a thumbs up.
- Okay.

1002
00:49:11,320 --> 00:49:14,610
Why don't we come back at 9:55?

1003
00:49:14,610 --> 00:49:17,740
Give everybody a chance to
just move for four minutes.

1004
00:49:17,740 --> 00:49:19,290
- Okay, perfect.

1005
00:49:19,290 --> 00:49:20,123
- Great.

1006
00:49:24,500 --> 00:49:26,043
- Nice, so nice to.

1007
00:49:27,670 --> 00:49:31,220
- So we're gonna be moving
into some systems pieces.

1008
00:49:31,220 --> 00:49:33,570
So moving a little bit
away from the nitty gritty

1009
00:49:33,570 --> 00:49:34,663
of the data.

1010
00:49:35,610 --> 00:49:38,110
And it sounds like many of you

1011
00:49:38,110 --> 00:49:40,790
have some of these
foundations in place already.

1012
00:49:40,790 --> 00:49:43,603
So we're gonna go pretty
quickly through this section,

1013
00:49:44,440 --> 00:49:47,920
but you just wanna be
thinking about some teams

1014
00:49:47,920 --> 00:49:50,690
are struggling a bit with
their purpose right now.

1015
00:49:50,690 --> 00:49:54,080
So coming back and developing
a statement of purpose

1016
00:49:54,080 --> 00:49:55,150
for your team.

1017
00:49:55,150 --> 00:49:56,890
Why do we meet?

1018
00:49:56,890 --> 00:49:57,830
When do we meet?

1019
00:49:57,830 --> 00:49:59,680
And are there barriers to that right now

1020
00:49:59,680 --> 00:50:00,590
because of COVID?

1021
00:50:00,590 --> 00:50:03,470
Are there ways to overcome those barriers?

1022
00:50:03,470 --> 00:50:07,350
What decisions do we make
and what do we have the power

1023
00:50:07,350 --> 00:50:10,460
and authority to make versus
what decisions do we need

1024
00:50:10,460 --> 00:50:12,990
to bring outside of our team?

1025
00:50:12,990 --> 00:50:15,080
What data are we using
to make those decisions

1026
00:50:15,080 --> 00:50:17,180
and how are we gonna
document our decisions

1027
00:50:17,180 --> 00:50:18,773
and have an action plan?

1028
00:50:20,410 --> 00:50:23,220
So Sherry, do you think
I should skip this part?

1029
00:50:23,220 --> 00:50:24,343
- Yeah.
- Okay.

1030
00:50:26,520 --> 00:50:27,893
So when thinking about our teams,

1031
00:50:27,893 --> 00:50:30,700
we want them to be really predictable,

1032
00:50:30,700 --> 00:50:33,310
have the active participation
from all the members.

1033
00:50:33,310 --> 00:50:35,630
So thinking about how
everyone can really feel like

1034
00:50:35,630 --> 00:50:39,053
their voice is valued and
appreciated at the table,

1035
00:50:40,086 --> 00:50:41,853
and is represented at the table.

1036
00:50:42,850 --> 00:50:45,940
How can we really effectively
communicate within our team

1037
00:50:45,940 --> 00:50:49,970
and also outside the team
to share what we're doing,

1038
00:50:49,970 --> 00:50:51,433
and what the outcomes are.

1039
00:50:52,542 --> 00:50:55,020
And how can people really
feel accountable to the team,

1040
00:50:55,020 --> 00:50:58,100
so that when action steps are assigned,

1041
00:50:58,100 --> 00:51:00,630
people are actually
completing them in time

1042
00:51:00,630 --> 00:51:04,880
for the next meeting while
taking into consideration

1043
00:51:04,880 --> 00:51:06,980
that, that's really challenging right now.

1044
00:51:08,752 --> 00:51:12,350
So thinking about, does your team have

1045
00:51:12,350 --> 00:51:17,350
kind of that instantaneous
efficient access to your data?

1046
00:51:18,570 --> 00:51:21,180
Are you presenting it
to your team in a way

1047
00:51:21,180 --> 00:51:22,260
that works for them?

1048
00:51:22,260 --> 00:51:24,513
Whether in advance or during the meeting?

1049
00:51:25,670 --> 00:51:27,930
Just some examples from
our Vermont schools,

1050
00:51:27,930 --> 00:51:31,570
Rick Marcotte at the top and
Alanbrooke at the bottom,

1051
00:51:31,570 --> 00:51:34,670
where students are
really part of their team

1052
00:51:34,670 --> 00:51:36,160
and actively engaged.

1053
00:51:36,160 --> 00:51:38,410
And you can see they're
even looking at the data

1054
00:51:38,410 --> 00:51:40,474
with their students.

1055
00:51:40,474 --> 00:51:42,430
So just some really great examples there,

1056
00:51:42,430 --> 00:51:43,673
obviously pre-COVID.

1057
00:51:45,260 --> 00:51:48,260
And then coming back to the TFI to see

1058
00:51:48,260 --> 00:51:51,350
what is considered to
be fully implementing

1059
00:51:51,350 --> 00:51:54,080
in terms of the teaming elements.

1060
00:51:54,080 --> 00:51:57,870
So do people have the
skills that are necessary

1061
00:51:57,870 --> 00:52:00,370
to make PBIS successful?

1062
00:52:00,370 --> 00:52:03,030
Do we have people with
administrative authority

1063
00:52:03,030 --> 00:52:04,860
sitting on the team?

1064
00:52:04,860 --> 00:52:08,280
Our family and student
perspective included, et cetera.

1065
00:52:08,280 --> 00:52:12,890
And then do our meetings
meet the specific features

1066
00:52:12,890 --> 00:52:15,860
that we know are gonna
lead to effective meetings.

1067
00:52:15,860 --> 00:52:17,740
So are we meeting monthly?

1068
00:52:17,740 --> 00:52:19,990
Are we following a specific format,

1069
00:52:19,990 --> 00:52:21,470
which we're gonna go over.

1070
00:52:21,470 --> 00:52:23,070
Are minutes taken during the meeting

1071
00:52:23,070 --> 00:52:24,950
and then disseminated afterwards?

1072
00:52:24,950 --> 00:52:27,380
Do participants have really clear roles

1073
00:52:27,380 --> 00:52:29,533
and do we have a current action plan?

1074
00:52:31,780 --> 00:52:35,500
And just a little, a plug for
the administrator support.

1075
00:52:35,500 --> 00:52:38,730
It really is critical
to the success of PBIS

1076
00:52:38,730 --> 00:52:41,420
for administrators to play an active role

1077
00:52:41,420 --> 00:52:43,890
in supporting the team.

1078
00:52:43,890 --> 00:52:45,230
So that may not mean

1079
00:52:45,230 --> 00:52:47,510
that they are in every
single team meeting,

1080
00:52:47,510 --> 00:52:50,700
but does the team really feel the support

1081
00:52:50,700 --> 00:52:53,380
of the administrator behind them?

1082
00:52:53,380 --> 00:52:56,380
And if they are going to
have to make decisions

1083
00:52:56,380 --> 00:52:59,490
that require the administrator's approval,

1084
00:52:59,490 --> 00:53:01,640
is the administrator part of that process?

1085
00:53:01,640 --> 00:53:05,620
So they're not feeling
stalled by having to wait

1086
00:53:05,620 --> 00:53:08,870
for the administrator to
approve certain decisions.

1087
00:53:08,870 --> 00:53:12,270
And we actually have a PBIS
administrator self-assessment

1088
00:53:12,270 --> 00:53:14,310
linked in the materials.

1089
00:53:14,310 --> 00:53:16,480
That would be a really great
tool for an administrator

1090
00:53:16,480 --> 00:53:21,040
who's really looking to see
what is my role as part of PBIS

1091
00:53:21,040 --> 00:53:24,993
and how can I improve my
support in my building.

1092
00:53:27,800 --> 00:53:30,360
So I think in the interest of time,

1093
00:53:30,360 --> 00:53:32,650
we're gonna skip this activity for now,

1094
00:53:32,650 --> 00:53:35,043
and we'll come back to it if we have time.

1095
00:53:36,100 --> 00:53:39,540
But another activity you
can do with your team

1096
00:53:39,540 --> 00:53:42,450
after the fact is to look
at those teaming features

1097
00:53:42,450 --> 00:53:43,730
from the TFI.

1098
00:53:43,730 --> 00:53:47,250
See what might be missing
right now or challenging

1099
00:53:47,250 --> 00:53:50,210
and help to develop some action steps

1100
00:53:50,210 --> 00:53:52,693
that might improve your teaming processes.

1101
00:53:54,280 --> 00:53:57,470
Or if you feel like you are
meeting all of those elements

1102
00:53:57,470 --> 00:54:00,120
of the TFI that I just mentioned,

1103
00:54:00,120 --> 00:54:02,630
we have a leadership team
meeting self-assessment tool

1104
00:54:02,630 --> 00:54:05,430
that you can use to kind
of dig a little bit deeper

1105
00:54:05,430 --> 00:54:09,740
at those meeting processes
to see what might be missing

1106
00:54:09,740 --> 00:54:12,330
and what action steps
you might take to improve

1107
00:54:12,330 --> 00:54:14,363
your actual teaming processes.

1108
00:54:17,260 --> 00:54:20,780
So we've mentioned TIPS, the
team initiated problem solving.

1109
00:54:20,780 --> 00:54:23,040
And like I said, it's kind of two parts.

1110
00:54:23,040 --> 00:54:25,930
So the first part is a
structured meeting process.

1111
00:54:25,930 --> 00:54:29,810
The second part is the
decision-making model.

1112
00:54:29,810 --> 00:54:32,740
So like we mentioned in the TFI,

1113
00:54:32,740 --> 00:54:36,140
we wanna have formal roles
for all people on the team.

1114
00:54:36,140 --> 00:54:39,240
And this is something that I
always hated as part of like,

1115
00:54:39,240 --> 00:54:42,540
you know, fifth grade,
like having to assign

1116
00:54:42,540 --> 00:54:44,835
who's gonna be the
facilitator of this group,

1117
00:54:44,835 --> 00:54:46,400
blah, blah, blah, blah, blah.

1118
00:54:46,400 --> 00:54:49,460
But as an adult, I can see the benefits

1119
00:54:49,460 --> 00:54:51,410
of having these roles in place.

1120
00:54:51,410 --> 00:54:54,720
And something that's helped
a team that I'm on right now

1121
00:54:54,720 --> 00:54:58,090
is actually assigning these
roles, the meeting before.

1122
00:54:58,090 --> 00:55:01,950
So if something like the
recorder, or the data analyst,

1123
00:55:01,950 --> 00:55:04,880
or facilitator are gonna
change from meeting to meeting

1124
00:55:04,880 --> 00:55:07,620
to kind of circulate through people,

1125
00:55:07,620 --> 00:55:10,310
so that everyone doesn't have
to play a role every meeting,

1126
00:55:10,310 --> 00:55:13,040
assigning those the meeting
before allows the person

1127
00:55:13,040 --> 00:55:15,120
to walk into the room
knowing they're gonna play

1128
00:55:15,120 --> 00:55:17,210
that role and not have
to have that awkward,

1129
00:55:17,210 --> 00:55:21,670
like, okay, fine, I'll
take the minutes, pausing.

1130
00:55:21,670 --> 00:55:24,393
They just know, okay, next
time, I'm the minute taker.

1131
00:55:26,080 --> 00:55:27,990
Having expectations for what happens

1132
00:55:27,990 --> 00:55:29,610
before, during, and after the meetings,

1133
00:55:29,610 --> 00:55:30,920
which we'll talk about.

1134
00:55:30,920 --> 00:55:35,210
Again, having access
and easily usable data

1135
00:55:35,210 --> 00:55:37,280
and having the minutes in the data

1136
00:55:37,280 --> 00:55:39,140
able to be projected on the screen,

1137
00:55:39,140 --> 00:55:42,370
or if you're all virtual being
able to share your screen

1138
00:55:42,370 --> 00:55:45,363
and have the data visual for people.

1139
00:55:47,746 --> 00:55:49,410
So I'm not gonna go into
great detail about this,

1140
00:55:49,410 --> 00:55:52,070
but TIPS outlines what you would wanna do

1141
00:55:52,070 --> 00:55:54,180
before, during, and after the meeting

1142
00:55:54,180 --> 00:55:58,250
to have it be the most
successful and efficient meeting.

1143
00:55:58,250 --> 00:56:00,260
So some of these you're
probably already doing.

1144
00:56:00,260 --> 00:56:02,350
Some may have kind of
fallen by the wayside

1145
00:56:02,350 --> 00:56:04,660
and would be somewhere
that you could identify

1146
00:56:04,660 --> 00:56:06,960
as an action step to improve on.

1147
00:56:06,960 --> 00:56:09,970
So something, for instance,
like setting the agenda

1148
00:56:09,970 --> 00:56:11,990
and sending it to the team in advance.

1149
00:56:11,990 --> 00:56:13,680
Maybe that's something
you did at the beginning,

1150
00:56:13,680 --> 00:56:17,020
and have kind of lost
track of and wanna revive.

1151
00:56:17,020 --> 00:56:18,990
So this would be another
side to come back to

1152
00:56:18,990 --> 00:56:20,910
and kind of check the boxes,

1153
00:56:20,910 --> 00:56:23,770
and see what your team is currently doing

1154
00:56:23,770 --> 00:56:25,580
or might wanna improve.

1155
00:56:25,580 --> 00:56:27,480
- Can I just interrupt for a sec?

1156
00:56:27,480 --> 00:56:28,530
- Yes.

1157
00:56:28,530 --> 00:56:31,920
- There's a team
initiated problem solving,

1158
00:56:31,920 --> 00:56:36,300
like fidelity checklist
in the list of materials.

1159
00:56:36,300 --> 00:56:38,380
And so it has all these things listed

1160
00:56:38,380 --> 00:56:40,480
about before, during and after.

1161
00:56:40,480 --> 00:56:44,210
And TIPS was developed by
the University of Oregon

1162
00:56:44,210 --> 00:56:47,520
with some other colleagues,
I think Arizona.

1163
00:56:47,520 --> 00:56:48,840
But

1164
00:56:48,840 --> 00:56:51,770
really to go with PBIS,

1165
00:56:51,770 --> 00:56:54,297
to be the decision-making
process for PBIS.

1166
00:56:54,297 --> 00:56:57,010
And there was some research
done that showed that schools

1167
00:56:57,010 --> 00:57:01,410
that implemented the TIPS
process had better outcomes

1168
00:57:01,410 --> 00:57:02,890
for their students over time.

1169
00:57:02,890 --> 00:57:06,780
So that's why we're sharing
this particular data,

1170
00:57:06,780 --> 00:57:08,740
that team meeting process,

1171
00:57:08,740 --> 00:57:12,710
data-based decision making
process specific to PBIS,

1172
00:57:12,710 --> 00:57:15,320
but we've used it and
it's quite applicable

1173
00:57:15,320 --> 00:57:19,320
across academics, as
well as other, you know,

1174
00:57:19,320 --> 00:57:21,210
if you're looking at
fidelity data, et cetera.

1175
00:57:21,210 --> 00:57:25,280
So yeah, you should look
at that fidelity checklist,

1176
00:57:25,280 --> 00:57:26,950
if you really wanna get sort of deep

1177
00:57:26,950 --> 00:57:30,073
into your process work, you know.

1178
00:57:33,010 --> 00:57:36,370
- And this is the meeting
template that they provide.

1179
00:57:36,370 --> 00:57:40,170
So we have a Google form
version of this listed

1180
00:57:40,170 --> 00:57:43,250
as a material that you can make a copy of,

1181
00:57:43,250 --> 00:57:46,833
and use if it feels helpful for your team.

1182
00:57:48,300 --> 00:57:51,010
Or you can adapt it, and
delete, or change things

1183
00:57:51,010 --> 00:57:55,223
that might feel more relevant
to your school context.

1184
00:57:56,120 --> 00:58:00,170
The piece we wanna point out
now is the data analyst role.

1185
00:58:00,170 --> 00:58:04,390
So a data analyst is someone who

1186
00:58:05,260 --> 00:58:07,150
is really facile with the data,

1187
00:58:07,150 --> 00:58:11,260
is able to create some
written data summaries

1188
00:58:11,260 --> 00:58:13,230
in advance of your meeting to help you

1189
00:58:13,230 --> 00:58:16,420
have really efficient problem
solving during the meeting,

1190
00:58:16,420 --> 00:58:19,980
and be able to start the meeting
off with that data summary

1191
00:58:19,980 --> 00:58:22,810
to help you get to a place
where you're able to define

1192
00:58:22,810 --> 00:58:25,360
the problem with precision,
which we'll talk about.

1193
00:58:26,720 --> 00:58:31,123
So in the poll that Sherry will bring up,

1194
00:58:32,120 --> 00:58:34,650
we're just trying to get a
sense for whether you have

1195
00:58:34,650 --> 00:58:38,780
someone already that serves
in this role as data analyst,

1196
00:58:38,780 --> 00:58:42,100
or whether you have different, you know,

1197
00:58:42,100 --> 00:58:44,880
along this continuum of, well,
we're not really using data.

1198
00:58:44,880 --> 00:58:46,700
So we don't really need a data analyst

1199
00:58:46,700 --> 00:58:48,750
to, yes, there's someone in this role

1200
00:58:48,750 --> 00:58:51,620
and they prepare data in advance

1201
00:58:51,620 --> 00:58:54,283
and point out trends when
we start our meeting.

1202
00:58:58,410 --> 00:59:01,110
- Okay, we've got a couple responses

1203
00:59:01,110 --> 00:59:02,713
sort of across the board here.

1204
00:59:05,210 --> 00:59:07,400
We've got a few that data's not being used

1205
00:59:07,400 --> 00:59:10,063
in meetings at the moment.

1206
00:59:12,401 --> 00:59:14,250
And the others are kind
of across the board.

1207
00:59:14,250 --> 00:59:17,520
No one in particular serving in this role.

1208
00:59:17,520 --> 00:59:20,830
And then we have one person
brings data to the meeting,

1209
00:59:20,830 --> 00:59:22,253
to the team to review.

1210
00:59:23,697 --> 00:59:25,360
And it keeps moving a little bit,

1211
00:59:25,360 --> 00:59:29,810
but sort of one, two and three.

1212
00:59:29,810 --> 00:59:30,643
- Okay.

1213
00:59:31,530 --> 00:59:34,670
Yeah, so this might be an
action step for your team,

1214
00:59:34,670 --> 00:59:35,900
really thinking about,

1215
00:59:35,900 --> 00:59:38,640
do we wanna boost someone
in this role that feels

1216
00:59:38,640 --> 00:59:42,320
really empowered, that
they are the data analyst,

1217
00:59:42,320 --> 00:59:45,900
and are they, do they have the
capacity to prepare some data

1218
00:59:45,900 --> 00:59:48,100
in advance of the meetings
so that you're not having

1219
00:59:48,100 --> 00:59:51,850
to spend meeting time looking
at the whole data set,

1220
00:59:51,850 --> 00:59:55,810
they've identified some areas
or some trends in advance

1221
00:59:55,810 --> 00:59:57,530
that you can discuss,
and then really spend

1222
00:59:57,530 --> 01:00:01,490
the most of your time on
the problem solving process.

1223
01:00:01,490 --> 01:00:03,740
So after this webinar
think about, you know,

1224
01:00:03,740 --> 01:00:06,870
who is that person, if
they're not in place,

1225
01:00:06,870 --> 01:00:11,870
who might that person be, and
then having a backup person.

1226
01:00:12,100 --> 01:00:13,850
So if they're not able to be there,

1227
01:00:15,290 --> 01:00:18,653
we don't show up in a meeting
with no access to data.

1228
01:00:22,480 --> 01:00:27,280
So we wanna be thinking about
really utilizing our data

1229
01:00:27,280 --> 01:00:28,570
at each of these levels.

1230
01:00:28,570 --> 01:00:30,120
So whole school, small group,

1231
01:00:30,120 --> 01:00:33,283
or certain areas of the
school, and individual student.

1232
01:00:34,150 --> 01:00:36,940
So we find that sometimes when schools

1233
01:00:36,940 --> 01:00:39,090
do have something like SWIS,

1234
01:00:39,090 --> 01:00:43,080
they are really actively using
it for individual students.

1235
01:00:43,080 --> 01:00:46,300
So many of you mentioned
bringing data to EST

1236
01:00:46,300 --> 01:00:48,040
or to your targeted team,

1237
01:00:48,040 --> 01:00:50,500
really looking at an
individual student's data

1238
01:00:50,500 --> 01:00:55,500
to see time of day, location,
where can you target supports?

1239
01:00:55,520 --> 01:00:57,150
And for whatever reason,

1240
01:00:57,150 --> 01:01:00,503
we kind of lose track of
that school-wide perspective.

1241
01:01:01,420 --> 01:01:05,090
So I did a webinar in September on SWIS

1242
01:01:05,090 --> 01:01:07,687
that would be helpful if
you are new to your school

1243
01:01:07,687 --> 01:01:11,320
and your school is using
SWIS to really be able to see

1244
01:01:11,320 --> 01:01:14,040
how you utilize that school-wide data.

1245
01:01:14,040 --> 01:01:17,530
And there are some videos
on the PBIS app's website

1246
01:01:17,530 --> 01:01:19,030
around drill down,

1247
01:01:19,030 --> 01:01:23,370
which is how you do that
in the backend of SWIS,

1248
01:01:23,370 --> 01:01:25,820
the technology side of it,

1249
01:01:25,820 --> 01:01:27,860
so that you can see how to get

1250
01:01:27,860 --> 01:01:29,540
to that precise problem statement

1251
01:01:29,540 --> 01:01:31,280
that we're gonna talk about.

1252
01:01:31,280 --> 01:01:33,940
But this is just kind of a
reminder to not lose track

1253
01:01:34,820 --> 01:01:36,450
of looking at that school-wide data

1254
01:01:36,450 --> 01:01:38,950
and developing school-wide interventions

1255
01:01:38,950 --> 01:01:41,410
that might help alleviate
some of the stressors

1256
01:01:41,410 --> 01:01:45,180
and concerns that you're
seeing in student behavior,

1257
01:01:45,180 --> 01:01:47,170
but you'll use the same basic process.

1258
01:01:47,170 --> 01:01:49,890
Just like Sherry said,
could be used for academics,

1259
01:01:49,890 --> 01:01:51,430
could be used for behavior,

1260
01:01:51,430 --> 01:01:53,560
also could be used at all three levels

1261
01:01:53,560 --> 01:01:55,263
in terms of decision-making.

1262
01:01:58,180 --> 01:02:01,910
So I mentioned earlier,
we would show you one way

1263
01:02:01,910 --> 01:02:05,620
that you might look at
data alongside each other.

1264
01:02:05,620 --> 01:02:09,100
So this has some academic related data,

1265
01:02:09,100 --> 01:02:12,650
absentee data, and behavior
observation and data form,

1266
01:02:12,650 --> 01:02:15,400
or ODR data, all right next to each other.

1267
01:02:15,400 --> 01:02:18,500
So that it's presented
in a way for a teacher,

1268
01:02:18,500 --> 01:02:21,270
so that they see some connections.

1269
01:02:21,270 --> 01:02:26,270
So for instance, for a student
like Jacob, he has a low GPA,

1270
01:02:27,220 --> 01:02:30,760
but when you look at, and
several course failures,

1271
01:02:30,760 --> 01:02:33,130
but if you look at how
many days he's been absent

1272
01:02:33,130 --> 01:02:35,570
and how many behavioral
observation data forms

1273
01:02:35,570 --> 01:02:38,660
he's received, well,
it's no wonder, right?

1274
01:02:38,660 --> 01:02:40,320
He hasn't been here.

1275
01:02:40,320 --> 01:02:43,680
And so no wonder his GPA has been impacted

1276
01:02:43,680 --> 01:02:46,470
and his course failures are high.

1277
01:02:46,470 --> 01:02:48,920
So if you were only looking at GPA

1278
01:02:48,920 --> 01:02:51,340
or you were only looking at behavior,

1279
01:02:51,340 --> 01:02:54,150
you really wouldn't have the
full picture for this student.

1280
01:02:54,150 --> 01:02:56,920
So finding some ways to
be able to look at data

1281
01:02:57,800 --> 01:02:59,200
alongside each other.

1282
01:02:59,200 --> 01:03:02,300
And there are two districts
in Vermont that have developed

1283
01:03:02,300 --> 01:03:03,133
some pretty

1284
01:03:04,970 --> 01:03:07,430
robust data dashboards,

1285
01:03:07,430 --> 01:03:09,980
so that staff are able
to see all of this data.

1286
01:03:09,980 --> 01:03:13,830
They also incorporate universal
screening data into this.

1287
01:03:13,830 --> 01:03:16,010
So thinking about, you know,

1288
01:03:16,010 --> 01:03:19,550
on your wishlist of things
for your district data person,

1289
01:03:19,550 --> 01:03:22,533
is there a way to look at all
of this data side-by-side.

1290
01:03:23,510 --> 01:03:25,800
And then a really simple version of this

1291
01:03:25,800 --> 01:03:27,670
is for a teacher to be able to look at

1292
01:03:27,670 --> 01:03:29,670
how many behavior observation data forms

1293
01:03:29,670 --> 01:03:33,850
does the student have and
then a kind of objective,

1294
01:03:33,850 --> 01:03:36,400
oh sorry, subjective rating

1295
01:03:36,400 --> 01:03:38,310
of your school-wide expectations.

1296
01:03:38,310 --> 01:03:41,820
So the school had be safe,
be kind, be responsible.

1297
01:03:41,820 --> 01:03:45,640
How well is that student able
to meet those expectations?

1298
01:03:45,640 --> 01:03:47,970
And it helps you see the
full picture of the students.

1299
01:03:47,970 --> 01:03:49,240
So for someone like Jacob

1300
01:03:49,240 --> 01:03:52,170
who had 12 behavior
observation data forms,

1301
01:03:52,170 --> 01:03:54,930
and really struggling with being safe,

1302
01:03:54,930 --> 01:03:57,610
he is really kind and fairly responsible.

1303
01:03:57,610 --> 01:04:00,610
So it's really safe that we're
really needing to focus on

1304
01:04:00,610 --> 01:04:02,800
with him and to be able
to target an intervention

1305
01:04:02,800 --> 01:04:04,390
around safety for him,

1306
01:04:04,390 --> 01:04:08,330
and to be able to boost
and really emphasize to him

1307
01:04:08,330 --> 01:04:10,027
that you're seeing how kind he is,

1308
01:04:10,027 --> 01:04:13,950
and that, you know,
he's a really great kid.

1309
01:04:13,950 --> 01:04:16,840
He's just really struggling
with safety right now.

1310
01:04:16,840 --> 01:04:18,540
So another way for staff

1311
01:04:18,540 --> 01:04:20,390
to be able to look at their students.

1312
01:04:21,490 --> 01:04:23,420
For those of you that
are familiar with SWIS,

1313
01:04:23,420 --> 01:04:26,050
this is very familiar to you,

1314
01:04:26,050 --> 01:04:28,850
but we wanna be thinking
about these different ways

1315
01:04:28,850 --> 01:04:32,770
to look at our data and
whether we see any red flags.

1316
01:04:32,770 --> 01:04:35,390
So for instance, in this screenshot,

1317
01:04:35,390 --> 01:04:39,400
we can see for a location
classroom is through the roof.

1318
01:04:39,400 --> 01:04:41,750
And we know that classrooms should be high

1319
01:04:41,750 --> 01:04:43,720
because students are in
the classroom the most,

1320
01:04:43,720 --> 01:04:45,470
that's where the most academic demands

1321
01:04:45,470 --> 01:04:46,830
are being made of them.

1322
01:04:46,830 --> 01:04:48,890
However, in this situation,

1323
01:04:48,890 --> 01:04:51,130
classroom seems disproportionately high,

1324
01:04:51,130 --> 01:04:53,770
and we really need to provide some support

1325
01:04:53,770 --> 01:04:57,360
to classroom teachers for
them to be able to manage

1326
01:04:57,360 --> 01:04:59,463
behaviors better in the classroom.

1327
01:05:01,600 --> 01:05:06,040
You also can use SWIS as a
universal screening tool.

1328
01:05:06,040 --> 01:05:09,540
So looking at your data at
certain points of the year

1329
01:05:09,540 --> 01:05:11,080
to determine how many students

1330
01:05:11,080 --> 01:05:14,760
have zero to one behavior
observation data forms,

1331
01:05:14,760 --> 01:05:17,830
two to five, six plus,

1332
01:05:17,830 --> 01:05:20,670
to be able to look at it over time

1333
01:05:20,670 --> 01:05:24,290
and to get to those
precise problem statements.

1334
01:05:24,290 --> 01:05:28,120
So for instance, if you were
looking at your data here

1335
01:05:28,120 --> 01:05:31,310
by student, down at the
bottom are the student IDs,

1336
01:05:31,310 --> 01:05:34,050
you could change this to student names,

1337
01:05:34,050 --> 01:05:36,313
looking at the students with two to five,

1338
01:05:37,190 --> 01:05:40,653
looking at the students with six or more,

1339
01:05:41,651 --> 01:05:43,390
and what interventions are in place

1340
01:05:43,390 --> 01:05:45,580
or not for those students,

1341
01:05:45,580 --> 01:05:49,670
who might need some
additional levels of support

1342
01:05:52,680 --> 01:05:55,520
and being really timely with that.

1343
01:05:55,520 --> 01:05:58,310
So the October catch data

1344
01:05:59,430 --> 01:06:02,290
shows that students who have received

1345
01:06:02,290 --> 01:06:05,480
two office discipline referrals by October

1346
01:06:06,330 --> 01:06:10,370
is really predictive of the
trajectory of their year.

1347
01:06:10,370 --> 01:06:12,440
So you can see those students

1348
01:06:12,440 --> 01:06:14,570
as time goes on throughout the year.

1349
01:06:14,570 --> 01:06:18,980
And we knew who those students
were gonna be in October.

1350
01:06:18,980 --> 01:06:21,820
So can we look at our data in October

1351
01:06:21,820 --> 01:06:24,090
to be able to put some
interventions into place

1352
01:06:24,090 --> 01:06:28,890
for those students to have
an improved trajectory?

1353
01:06:28,890 --> 01:06:32,080
So this is just a hypothesized impact

1354
01:06:32,080 --> 01:06:35,900
that if we were to put
interventions into place in October,

1355
01:06:35,900 --> 01:06:40,530
could we slow that
trajectory of cumulative

1356
01:06:40,530 --> 01:06:42,630
office discipline referrals for students,

1357
01:06:42,630 --> 01:06:44,710
and what would that do for the students?

1358
01:06:44,710 --> 01:06:46,800
And what would that also do for the staff

1359
01:06:46,800 --> 01:06:51,800
who are spending the time
working with those students?

1360
01:06:52,890 --> 01:06:54,890
So in a school of 500 students,

1361
01:06:54,890 --> 01:06:59,360
they're saying that this
could mean 150 less referrals

1362
01:06:59,360 --> 01:07:00,350
throughout the year.

1363
01:07:00,350 --> 01:07:02,600
I think that should be fewer, but,

1364
01:07:02,600 --> 01:07:07,600
and 25 to 75 hours saved of staff time,

1365
01:07:07,900 --> 01:07:11,100
handling behaviors and
processing referrals

1366
01:07:11,100 --> 01:07:12,920
throughout the school year.

1367
01:07:12,920 --> 01:07:15,810
So really thinking about our
data at intentional times

1368
01:07:15,810 --> 01:07:18,800
throughout the year in
October, February, and April,

1369
01:07:18,800 --> 01:07:22,680
to be able to have an
impact on student behavior.

1370
01:07:22,680 --> 01:07:25,620
So there's a great article
on the PBIS app's website

1371
01:07:25,620 --> 01:07:28,313
that goes into more detail
about the October catch.

1372
01:07:30,800 --> 01:07:33,300
So we wanna be looking
at that school-wide data

1373
01:07:33,300 --> 01:07:35,690
to see some trends.

1374
01:07:35,690 --> 01:07:37,600
We might compare it to last year.

1375
01:07:37,600 --> 01:07:38,913
So we might see,

1376
01:07:40,240 --> 01:07:41,650
and this is a little

1377
01:07:43,350 --> 01:07:45,470
silly to say because of COVID,

1378
01:07:45,470 --> 01:07:47,420
but in a typical year,
you might compare it

1379
01:07:47,420 --> 01:07:50,610
to the previous year to get
ahead of some behaviors.

1380
01:07:50,610 --> 01:07:53,670
So you might typically
see a spike in December,

1381
01:07:53,670 --> 01:07:56,980
in February at certain times
of the year, every year.

1382
01:07:56,980 --> 01:07:58,770
What interventions can you put into place

1383
01:07:58,770 --> 01:08:03,563
in advance of those to
hopefully interrupt that,

1384
01:08:05,519 --> 01:08:10,060
and have a more successful
December than you did last year.

1385
01:08:10,060 --> 01:08:11,430
You can also look at your data,

1386
01:08:11,430 --> 01:08:15,110
comparing it to the national
median for schools like yours

1387
01:08:15,110 --> 01:08:16,493
in terms of size.

1388
01:08:17,586 --> 01:08:20,170
And then that last one is
kind of that gut feeling thing

1389
01:08:20,170 --> 01:08:21,810
I was talking about.

1390
01:08:21,810 --> 01:08:25,760
How are people feeling
about the level of behavior

1391
01:08:25,760 --> 01:08:29,630
in your buildings, both
the staff, the families,

1392
01:08:29,630 --> 01:08:30,940
and the students.

1393
01:08:30,940 --> 01:08:35,360
And how can we identify
and target some supports

1394
01:08:35,360 --> 01:08:36,233
in that way?

1395
01:08:37,400 --> 01:08:39,550
Many of you mentioned
you're using your CICO data,

1396
01:08:39,550 --> 01:08:41,120
which is awesome.

1397
01:08:41,120 --> 01:08:42,700
For schools that are,

1398
01:08:42,700 --> 01:08:44,460
have been trained at the targeted level

1399
01:08:44,460 --> 01:08:48,070
and are not accessing
CICO, if you're interested,

1400
01:08:48,070 --> 01:08:50,970
please contact us and we can let you know

1401
01:08:52,140 --> 01:08:53,120
what it looks like.

1402
01:08:53,120 --> 01:08:56,553
We have a webinar recorded
about how you use CICO.

1403
01:08:57,550 --> 01:08:58,383
and

1404
01:08:59,360 --> 01:09:01,890
same with CICO, you can look at it

1405
01:09:01,890 --> 01:09:06,120
across all of the students
that are currently enrolled

1406
01:09:06,120 --> 01:09:08,060
in check-in, check-out

1407
01:09:08,060 --> 01:09:11,090
and you can look at it
by individual students.

1408
01:09:11,090 --> 01:09:15,800
So it helps you to deal with
some systems issues, perhaps.

1409
01:09:15,800 --> 01:09:19,030
And also, how can you
tweak a student's plan

1410
01:09:19,030 --> 01:09:21,450
to enable their success?

1411
01:09:21,450 --> 01:09:23,510
- Can I make my public
service announcement now

1412
01:09:23,510 --> 01:09:24,790
about check-in, check-out?

1413
01:09:24,790 --> 01:09:26,850
- Yeah.
- Check-in, check-out,

1414
01:09:26,850 --> 01:09:28,610
I really think if you,

1415
01:09:28,610 --> 01:09:32,417
if your system can create
a really strong process

1416
01:09:32,417 --> 01:09:33,730
for check-in, check-out,

1417
01:09:33,730 --> 01:09:37,260
sort of how the students
enter and how they check in,

1418
01:09:37,260 --> 01:09:40,490
it's really increased
intervals of positive feedback

1419
01:09:40,490 --> 01:09:41,900
throughout a period of time.

1420
01:09:41,900 --> 01:09:45,880
So if you have seven intervals of the day,

1421
01:09:45,880 --> 01:09:50,120
you can, and you're doing
this to support students

1422
01:09:50,120 --> 01:09:53,580
who are acting out because of
the function of their behavior

1423
01:09:53,580 --> 01:09:55,380
is seeking adult attention,

1424
01:09:55,380 --> 01:09:57,310
you can expand that to all students,

1425
01:09:57,310 --> 01:10:00,300
especially during this
time of significant stress.

1426
01:10:00,300 --> 01:10:04,020
You can also expand it
to acknowledging adults

1427
01:10:04,020 --> 01:10:05,010
during these intervals.

1428
01:10:05,010 --> 01:10:08,030
So there's lots you can
do with check-in check-out

1429
01:10:08,030 --> 01:10:09,750
as an intervention.

1430
01:10:09,750 --> 01:10:14,270
It's also the most efficient intervention,

1431
01:10:14,270 --> 01:10:16,290
because once you have
that system in place,

1432
01:10:16,290 --> 01:10:19,310
you're checking in for a
very short period of time,

1433
01:10:19,310 --> 01:10:22,390
giving eye contact, positive feedback,

1434
01:10:22,390 --> 01:10:25,611
and an opportunity to sort of reset.

1435
01:10:25,611 --> 01:10:28,323
So check-in, check-out, highly valuable.

1436
01:10:29,300 --> 01:10:34,190
The research says that
up to 12% of students

1437
01:10:34,190 --> 01:10:35,900
at any given time

1438
01:10:37,820 --> 01:10:40,540
would benefit from check-in, check-out.

1439
01:10:40,540 --> 01:10:44,590
So if you look at your
check-in, check-out enrollment,

1440
01:10:44,590 --> 01:10:48,520
you can see how close you are to that 12%.

1441
01:10:48,520 --> 01:10:50,140
And I've just looked recently

1442
01:10:50,140 --> 01:10:52,050
and found that there are fewer students

1443
01:10:52,050 --> 01:10:54,980
that show up on SWIS
and check-in, check out,

1444
01:10:54,980 --> 01:10:57,430
then make up that 10 to 12%.

1445
01:10:57,430 --> 01:11:01,390
So just something to also look at overall,

1446
01:11:01,390 --> 01:11:03,500
in terms of this
intervention and how it fits.

1447
01:11:03,500 --> 01:11:06,567
Thank you for that little
commercial announcement.

1448
01:11:10,690 --> 01:11:13,063
- So a little bit more
on check-in, check-out,

1449
01:11:14,010 --> 01:11:15,910
which will help in that systems piece

1450
01:11:15,910 --> 01:11:18,040
to make it really efficient for you

1451
01:11:19,150 --> 01:11:21,580
in how do students get on
to check-in, check-out,

1452
01:11:21,580 --> 01:11:24,480
and how do students fade
from check-in, check-out?

1453
01:11:24,480 --> 01:11:26,580
So you don't want them to be
stuck in this intervention

1454
01:11:26,580 --> 01:11:28,110
for life.

1455
01:11:28,110 --> 01:11:33,110
So some considerations for when
a student might be referred.

1456
01:11:33,240 --> 01:11:36,490
So are you seeing lots
of behavioral observation

1457
01:11:36,490 --> 01:11:37,323
data forms?

1458
01:11:37,323 --> 01:11:38,830
Are you seeing lots of absences?

1459
01:11:38,830 --> 01:11:40,780
Have their behaviors become dangerous?

1460
01:11:40,780 --> 01:11:42,150
There's mental health.

1461
01:11:42,150 --> 01:11:45,680
The family's requesting
supports that might,

1462
01:11:45,680 --> 01:11:48,230
those might be times that
a student would be referred

1463
01:11:48,230 --> 01:11:50,150
for check-in, check-out.

1464
01:11:50,150 --> 01:11:53,390
And then when do we
notice that a student is

1465
01:11:54,350 --> 01:11:58,170
kind of leveling out
and meeting their goal

1466
01:11:58,170 --> 01:11:59,840
for several weeks in a row?

1467
01:11:59,840 --> 01:12:02,060
And can we put in some feeding support?

1468
01:12:02,060 --> 01:12:03,830
So maybe they check in less frequently,

1469
01:12:03,830 --> 01:12:06,100
or maybe they only checked in
with their classroom teacher

1470
01:12:06,100 --> 01:12:07,680
and not the check-in,
check-out coordinator

1471
01:12:07,680 --> 01:12:09,960
at the beginning and end of the day.

1472
01:12:09,960 --> 01:12:12,060
Or maybe they're doing
some self-management

1473
01:12:12,060 --> 01:12:13,880
of their ratings.

1474
01:12:13,880 --> 01:12:17,410
So how can we fade to
reduce the amount of support

1475
01:12:17,410 --> 01:12:20,450
the student is receiving when we see

1476
01:12:20,450 --> 01:12:22,833
that they are having success?

1477
01:12:25,340 --> 01:12:28,530
So we wanna be improving our
decision-making processes

1478
01:12:28,530 --> 01:12:31,700
from just looking and
guessing at a problem

1479
01:12:31,700 --> 01:12:34,470
and developing some solutions to it,

1480
01:12:34,470 --> 01:12:37,940
to spending a bit more time in
that problem solving process

1481
01:12:37,940 --> 01:12:41,260
and really defining what the problem is

1482
01:12:41,260 --> 01:12:43,720
before we jump to solutions

1483
01:12:43,720 --> 01:12:46,520
and then having an actual action plan.

1484
01:12:46,520 --> 01:12:49,330
So we've talked about
your action plan overall

1485
01:12:49,330 --> 01:12:50,370
for the whole school year.

1486
01:12:50,370 --> 01:12:53,460
You've identified a few areas of priority

1487
01:12:53,460 --> 01:12:55,560
for what you want to improve in PBIS,

1488
01:12:55,560 --> 01:12:58,010
but these are almost mini action plans

1489
01:12:58,010 --> 01:13:03,010
around specific behaviors,
or times of day, or location.

1490
01:13:03,560 --> 01:13:06,763
That might be a short-term
action plan for a month or two,

1491
01:13:06,763 --> 01:13:08,450
that you're really trying to target

1492
01:13:08,450 --> 01:13:12,423
a specific behavior, location, et cetera.

1493
01:13:13,990 --> 01:13:17,920
So rather than just jumping
to solution development,

1494
01:13:17,920 --> 01:13:21,190
which we often do spending
a little bit more time

1495
01:13:21,190 --> 01:13:23,750
in this TIPS process.

1496
01:13:23,750 --> 01:13:26,660
So it really is a formal
problem solving process

1497
01:13:26,660 --> 01:13:28,730
that teams can use.

1498
01:13:28,730 --> 01:13:29,970
And like Sherry mentioned,

1499
01:13:29,970 --> 01:13:32,460
innovation neutral could use it for any,

1500
01:13:32,460 --> 01:13:34,463
anything throughout your building.

1501
01:13:35,810 --> 01:13:38,600
And the mantra is kind
of these five steps,

1502
01:13:38,600 --> 01:13:40,290
which we're gonna go through.

1503
01:13:40,290 --> 01:13:41,540
So I'm not gonna go through them here.

1504
01:13:41,540 --> 01:13:43,673
I'm just going to go through them

1505
01:13:43,673 --> 01:13:46,283
in a little bit more detail
on the next few slides.

1506
01:13:48,210 --> 01:13:51,750
So the first consideration
within tech TIPS is,

1507
01:13:51,750 --> 01:13:53,610
do we actually have a problem.

1508
01:13:53,610 --> 01:13:54,443
Right now?

1509
01:13:54,443 --> 01:13:56,130
Probably.
(chuckles)

1510
01:13:56,130 --> 01:13:59,330
In another year, maybe, maybe not.

1511
01:13:59,330 --> 01:14:01,230
But if we do have a problem,

1512
01:14:01,230 --> 01:14:03,590
what is the precise nature of our problem

1513
01:14:03,590 --> 01:14:06,420
and what data are we gonna use

1514
01:14:06,420 --> 01:14:09,173
to get to that precise problem statement?

1515
01:14:10,960 --> 01:14:13,490
So we're gonna develop a
precise problem statement

1516
01:14:13,490 --> 01:14:14,323
throughout this.

1517
01:14:14,323 --> 01:14:16,023
But just to look at a few graphs.

1518
01:14:16,860 --> 01:14:19,080
This first one, our first, you know,

1519
01:14:19,080 --> 01:14:21,870
our eye is drawn to what goes wrong.

1520
01:14:21,870 --> 01:14:24,640
And it looks like this school
is having that challenge

1521
01:14:24,640 --> 01:14:26,220
that I mentioned earlier.

1522
01:14:26,220 --> 01:14:28,850
Referrals really spiking in December.

1523
01:14:28,850 --> 01:14:30,730
However, if you look at

1524
01:14:33,105 --> 01:14:33,938
the national data,

1525
01:14:33,938 --> 01:14:36,100
which are those lines across the screen,

1526
01:14:36,100 --> 01:14:38,950
you can see the 75th
percentile, that red line,

1527
01:14:38,950 --> 01:14:42,180
the median score is that black line.

1528
01:14:42,180 --> 01:14:46,080
December is their only month
above the 75th percentile.

1529
01:14:46,080 --> 01:14:48,090
Other than that, they're
kind of fluctuating

1530
01:14:48,090 --> 01:14:51,400
around that 50th median score.

1531
01:14:51,400 --> 01:14:53,140
So they might not be too concerned

1532
01:14:53,140 --> 01:14:56,400
about how they're doing across the year,

1533
01:14:56,400 --> 01:14:58,503
and they really wanna focus on December.

1534
01:14:59,710 --> 01:15:04,010
So that's all referrals,
minors, and majors.

1535
01:15:04,010 --> 01:15:07,080
However, if you look at their majors,

1536
01:15:07,080 --> 01:15:11,630
their majors are higher
than the 75th percentile

1537
01:15:11,630 --> 01:15:16,220
in one, two, three, four,
five, six months of the year.

1538
01:15:16,220 --> 01:15:19,020
So that would be an indicator of concern.

1539
01:15:19,020 --> 01:15:22,730
So for whatever reason,
their minors are much lower.

1540
01:15:22,730 --> 01:15:25,780
But when you look at just majors,

1541
01:15:25,780 --> 01:15:30,410
they really are seeing concerns
across the school year.

1542
01:15:30,410 --> 01:15:33,560
So December is still obviously a concern,

1543
01:15:33,560 --> 01:15:38,090
but when put into context
might be more of a concern

1544
01:15:38,090 --> 01:15:40,103
around majors throughout the year.

1545
01:15:42,120 --> 01:15:45,440
This one gets at what I was
talking about, about classroom.

1546
01:15:45,440 --> 01:15:48,400
So we know our classroom
data is usually higher.

1547
01:15:48,400 --> 01:15:50,410
If you look at your
data in SWIS right now,

1548
01:15:50,410 --> 01:15:53,210
classrooms likely the
highest because of how long

1549
01:15:53,210 --> 01:15:56,100
the students spend there
because of the academic demands.

1550
01:15:56,100 --> 01:15:58,200
However, in this graph,

1551
01:15:58,200 --> 01:16:01,000
playground actually exceeds classroom.

1552
01:16:01,000 --> 01:16:04,340
And so basically the message
here is if any location

1553
01:16:04,340 --> 01:16:06,160
is exceeding classroom,

1554
01:16:06,160 --> 01:16:08,140
that's where you wanna
target your supports,

1555
01:16:08,140 --> 01:16:12,380
because that must be a
really significant challenge

1556
01:16:12,380 --> 01:16:15,630
because students are not
spending very much time

1557
01:16:15,630 --> 01:16:16,740
on the playground.

1558
01:16:16,740 --> 01:16:20,320
If they're getting that many
referrals in that location,

1559
01:16:20,320 --> 01:16:22,420
that's something you really wanna look at.

1560
01:16:24,730 --> 01:16:27,950
So in order to get to that
precise problem statement,

1561
01:16:27,950 --> 01:16:31,360
we're looking at those, if you have SWIS,

1562
01:16:31,360 --> 01:16:34,670
the referrals by problem
behavior to get at the what,

1563
01:16:34,670 --> 01:16:36,900
referrals by time to get at the when,

1564
01:16:36,900 --> 01:16:38,730
location to get at the where,

1565
01:16:38,730 --> 01:16:40,500
students to get at the who,

1566
01:16:40,500 --> 01:16:43,690
and motivation to get at the why.

1567
01:16:43,690 --> 01:16:45,530
And for schools that don't have SWIS

1568
01:16:45,530 --> 01:16:50,180
that often is the missing
piece is the motivation.

1569
01:16:50,180 --> 01:16:52,480
And the motivation really helps us

1570
01:16:52,480 --> 01:16:54,630
to design an intervention.

1571
01:16:54,630 --> 01:16:57,560
That's gonna meet the function
of student's behavior.

1572
01:16:57,560 --> 01:17:01,360
So if students are really
looking for peer attention

1573
01:17:01,360 --> 01:17:04,300
and that's the motivation
of their behavior,

1574
01:17:04,300 --> 01:17:06,160
but our intervention is designed around

1575
01:17:06,160 --> 01:17:08,550
giving them more adult attention.

1576
01:17:08,550 --> 01:17:10,930
The intervention might
not be very successful

1577
01:17:10,930 --> 01:17:14,050
because it's not meeting the
function of their behavior.

1578
01:17:14,050 --> 01:17:17,530
So they may continue acting
out to get that peer attention,

1579
01:17:17,530 --> 01:17:19,870
even if we're increasing
the adult attention

1580
01:17:19,870 --> 01:17:20,703
they're getting,

1581
01:17:20,703 --> 01:17:22,720
because that really wasn't
what they're looking for.

1582
01:17:22,720 --> 01:17:25,640
So especially if you think
about fourth, fifth grade,

1583
01:17:25,640 --> 01:17:27,070
middle school, high school,

1584
01:17:27,070 --> 01:17:32,070
it likely, peer attention is
much more motivating for them.

1585
01:17:32,560 --> 01:17:34,660
So if our intervention is solely based

1586
01:17:34,660 --> 01:17:36,280
on getting more adult attention,

1587
01:17:36,280 --> 01:17:39,243
we may not see much progress in our data.

1588
01:17:41,460 --> 01:17:44,690
So moving from kind of that primary level

1589
01:17:44,690 --> 01:17:48,040
of problem statement to getting
that more precise statement

1590
01:17:48,040 --> 01:17:49,890
with the who, what, when, where, why,

1591
01:17:50,960 --> 01:17:53,190
rather than just saying
inappropriate behavior

1592
01:17:53,190 --> 01:17:57,470
is increasing, or the
cafeteria is a disaster,

1593
01:17:57,470 --> 01:18:00,920
getting to a statement that
looks more like disrespect.

1594
01:18:00,920 --> 01:18:03,650
So what the, which behavior is the concern

1595
01:18:03,650 --> 01:18:05,450
is increasing on the playground.

1596
01:18:05,450 --> 01:18:07,750
So there's our location during third

1597
01:18:07,750 --> 01:18:09,810
through sixth grade recess times.

1598
01:18:09,810 --> 01:18:13,500
And it seems to be motivated
by desiring access to items

1599
01:18:13,500 --> 01:18:14,580
or activity.

1600
01:18:14,580 --> 01:18:18,450
So that motivation is very
different than the students

1601
01:18:18,450 --> 01:18:21,760
are disrespectful because they're
looking for peer attention

1602
01:18:21,760 --> 01:18:23,220
or adult attention.

1603
01:18:23,220 --> 01:18:27,470
So our intervention needs
to have something to do

1604
01:18:27,470 --> 01:18:30,493
with access to items or activities.

1605
01:18:32,620 --> 01:18:35,290
Then we wanna set a goal
for how we're gonna know

1606
01:18:35,290 --> 01:18:38,910
that we have have made
progress in that area

1607
01:18:38,910 --> 01:18:39,860
that we're gonna consider

1608
01:18:39,860 --> 01:18:42,670
this problem is no longer a problem.

1609
01:18:42,670 --> 01:18:45,780
So that's getting to that smart goal piece

1610
01:18:45,780 --> 01:18:48,620
within this mini action plan.

1611
01:18:48,620 --> 01:18:51,080
So how are we gonna know
that we have met our goal?

1612
01:18:51,080 --> 01:18:53,680
What data are we going to use?

1613
01:18:53,680 --> 01:18:55,053
So for instance,

1614
01:18:56,380 --> 01:18:59,240
the sixth grade boys are
showing disrespectful behavior

1615
01:18:59,240 --> 01:19:00,810
toward one another during recess.

1616
01:19:00,810 --> 01:19:03,150
We believe they're looking
for access to items

1617
01:19:03,150 --> 01:19:05,180
or activities.

1618
01:19:05,180 --> 01:19:08,290
That's our problem statement
and our hypothesis.

1619
01:19:08,290 --> 01:19:09,900
And so now we're gonna decide

1620
01:19:09,900 --> 01:19:11,810
what are we gonna do about it?

1621
01:19:11,810 --> 01:19:15,450
So this is a really nice template to use

1622
01:19:15,450 --> 01:19:19,420
to develop a comprehensive
solution to a problem.

1623
01:19:19,420 --> 01:19:20,550
So for instance,

1624
01:19:20,550 --> 01:19:22,910
if we thought that the problem was around

1625
01:19:22,910 --> 01:19:26,620
access to activities or materials,

1626
01:19:26,620 --> 01:19:27,670
and we just said, okay,

1627
01:19:27,670 --> 01:19:29,880
we're going to buy, you
know, three more basketballs,

1628
01:19:29,880 --> 01:19:32,370
so they don't have to
fight over the basketballs

1629
01:19:32,370 --> 01:19:33,970
that might work.

1630
01:19:33,970 --> 01:19:36,880
However, if we're able to really develop

1631
01:19:36,880 --> 01:19:39,800
a comprehensive solution,
we have the best chance

1632
01:19:39,800 --> 01:19:44,070
at making change in an efficient way.

1633
01:19:44,070 --> 01:19:46,920
So that's a blank version of it for you.

1634
01:19:46,920 --> 01:19:49,750
But an example filled out here, you know,

1635
01:19:49,750 --> 01:19:54,393
can we do anything to change
the schedule so that fewer,

1636
01:19:55,750 --> 01:19:58,840
fewer students are out
at recess at a time.

1637
01:19:58,840 --> 01:20:01,120
So we might have classrooms
that have more students

1638
01:20:01,120 --> 01:20:01,953
than others.

1639
01:20:01,953 --> 01:20:05,390
And all of those big classrooms
were out at the same time.

1640
01:20:05,390 --> 01:20:08,100
Can we add more playground
activity options?

1641
01:20:08,100 --> 01:20:11,640
Can we put chalk out when we
didn't usually have chalk out,

1642
01:20:11,640 --> 01:20:12,473
et cetera.

1643
01:20:13,500 --> 01:20:15,010
So that's kind of on the adult side.

1644
01:20:15,010 --> 01:20:17,000
What are we gonna do to
change this environment

1645
01:20:17,000 --> 01:20:20,490
to prevent the problem behavior
from occurring to begin with

1646
01:20:20,490 --> 01:20:24,150
then how are we gonna
teach this behavior again?

1647
01:20:24,150 --> 01:20:26,880
How might we teach some new
recess games that they can play

1648
01:20:26,880 --> 01:20:30,070
so that they're not engaging
in this problem behavior

1649
01:20:30,070 --> 01:20:33,010
because they have
something to do at recess.

1650
01:20:33,010 --> 01:20:37,080
How are we gonna acknowledge
when they're meeting that,

1651
01:20:37,080 --> 01:20:39,970
and how are we gonna increase
the rate of acknowledgement

1652
01:20:39,970 --> 01:20:42,140
at that time in particular?

1653
01:20:42,140 --> 01:20:44,950
So for instance, establishing
something like a Friday Five,

1654
01:20:44,950 --> 01:20:47,120
where they get five minutes
of extra recess on Friday,

1655
01:20:47,120 --> 01:20:49,243
if they've had five respectful days.

1656
01:20:50,290 --> 01:20:54,430
How are we gonna make the
problem behavior less rewarding

1657
01:20:54,430 --> 01:20:56,760
than the desired behavior?

1658
01:20:56,760 --> 01:21:00,450
How might we increase
supervision so that we're able

1659
01:21:00,450 --> 01:21:03,380
to intervene early before things escalate,

1660
01:21:03,380 --> 01:21:05,930
and provide some strategies to students

1661
01:21:05,930 --> 01:21:07,730
for resolving conflicts?

1662
01:21:07,730 --> 01:21:09,980
And how are we going to collect data

1663
01:21:09,980 --> 01:21:11,790
and make sure that it's accurate so we can

1664
01:21:11,790 --> 01:21:14,470
see if progress is being made?

1665
01:21:14,470 --> 01:21:15,950
So you can see that, that's a much more

1666
01:21:15,950 --> 01:21:18,060
comprehensive approach than just saying,

1667
01:21:18,060 --> 01:21:20,010
we're gonna buy three more basketballs.

1668
01:21:21,520 --> 01:21:23,570
This is just to
demonstrate that you can do

1669
01:21:23,570 --> 01:21:26,320
this same process for check-in, check-out.

1670
01:21:26,320 --> 01:21:27,540
So you might be finding

1671
01:21:27,540 --> 01:21:30,910
that your check-in,
check-out intervention itself

1672
01:21:30,910 --> 01:21:32,780
is not very successful right now.

1673
01:21:32,780 --> 01:21:36,390
What might we do to increase the success?

1674
01:21:36,390 --> 01:21:39,230
So if many students are
not meeting their goal,

1675
01:21:39,230 --> 01:21:42,640
rather than trying to change
individual student's goals,

1676
01:21:42,640 --> 01:21:45,490
what can we do at the
systems level to improve

1677
01:21:45,490 --> 01:21:48,130
the fidelity of check-in, check-out

1678
01:21:48,130 --> 01:21:49,720
and for students to really feel

1679
01:21:49,720 --> 01:21:54,380
that their positive behaviors
are having an impact,

1680
01:21:54,380 --> 01:21:57,570
and that they're being
acknowledged in ways

1681
01:21:57,570 --> 01:21:59,660
that work for them.

1682
01:21:59,660 --> 01:22:01,730
And looking at our
check-in, check-out data

1683
01:22:01,730 --> 01:22:03,563
to see if we've made progress.

1684
01:22:05,220 --> 01:22:09,440
I mentioned earlier when
we have an action plan

1685
01:22:09,440 --> 01:22:13,860
that who and when piece often get missed,

1686
01:22:13,860 --> 01:22:17,100
but are critical to the
success of your plan.

1687
01:22:17,100 --> 01:22:19,280
That's true of your
overarching action plan

1688
01:22:19,280 --> 01:22:20,820
for PBIS in your school,

1689
01:22:20,820 --> 01:22:23,570
but also true of these
kinds of mini action plans

1690
01:22:23,570 --> 01:22:25,240
for the month.

1691
01:22:25,240 --> 01:22:27,840
If you, let's say you are gonna purchase

1692
01:22:27,840 --> 01:22:30,220
three more basketballs,
who's gonna do that?

1693
01:22:30,220 --> 01:22:31,610
Where's the money coming from?

1694
01:22:31,610 --> 01:22:33,893
And when do you want that in place by?

1695
01:22:34,913 --> 01:22:37,963
Are really critical
aspects of those plans?

1696
01:22:39,500 --> 01:22:43,460
So this is a very small
on your screen, I'm sure,

1697
01:22:43,460 --> 01:22:45,270
but it's here for you to come back to,

1698
01:22:45,270 --> 01:22:50,270
if you want to develop some
really in-depth action plans

1699
01:22:51,780 --> 01:22:55,050
that are for these precise
problem statements.

1700
01:22:55,050 --> 01:22:57,430
So you would fill in the
precise problem statement

1701
01:22:57,430 --> 01:23:00,340
and then really go through
each element of the plan

1702
01:23:01,240 --> 01:23:04,420
to set yourselves up for success,

1703
01:23:04,420 --> 01:23:05,723
to know,

1704
01:23:06,660 --> 01:23:09,430
how will we know that we've
actually implemented this plan

1705
01:23:09,430 --> 01:23:12,960
to then be able to say that
it was successful or not?

1706
01:23:12,960 --> 01:23:15,400
Because sometimes we'll say
like, well, that didn't work.

1707
01:23:15,400 --> 01:23:17,010
And then we go back and see like,

1708
01:23:17,010 --> 01:23:19,390
oh, well the basketballs
were never purchased,

1709
01:23:19,390 --> 01:23:23,260
or we never retaught the expectations.

1710
01:23:23,260 --> 01:23:24,770
So we can't say it didn't work

1711
01:23:24,770 --> 01:23:27,263
if we didn't actually do
the steps of the plan.

1712
01:23:30,180 --> 01:23:32,790
So after this webinar,

1713
01:23:32,790 --> 01:23:36,190
take a look at the TIPS
meeting form that I mentioned,

1714
01:23:36,190 --> 01:23:37,820
we have a Google doc version of,

1715
01:23:37,820 --> 01:23:39,323
or a word doc version of.

1716
01:23:40,702 --> 01:23:43,503
Figure out if you might
use that or adapt it,

1717
01:23:44,511 --> 01:23:46,740
and then actually go through this process.

1718
01:23:46,740 --> 01:23:48,920
So using your school's data,

1719
01:23:48,920 --> 01:23:52,350
develop a precise problem
statement, a hypothesis,

1720
01:23:52,350 --> 01:23:56,090
and an action plan in
that really detailed way.

1721
01:23:56,090 --> 01:23:57,700
And just try it once,

1722
01:23:57,700 --> 01:24:01,240
see where that, things
are really bubbling up

1723
01:24:01,240 --> 01:24:02,570
for your school right now.

1724
01:24:02,570 --> 01:24:05,900
And see what happens
if you devote the time

1725
01:24:05,900 --> 01:24:09,770
to develop that action plan
for that specific location,

1726
01:24:09,770 --> 01:24:11,480
or time of day, or grade level,

1727
01:24:11,480 --> 01:24:13,610
or whatever it might be right now,

1728
01:24:13,610 --> 01:24:16,170
that is bubbling up as a big challenge.

1729
01:24:16,170 --> 01:24:18,940
And once you've done it once like that,

1730
01:24:18,940 --> 01:24:22,231
you might find that while
it's more time consuming

1731
01:24:22,231 --> 01:24:25,470
to develop the solution to begin with,

1732
01:24:25,470 --> 01:24:29,170
you might see better results
that would allow you to say

1733
01:24:29,170 --> 01:24:32,943
it's worth it for us to spend
time doing it in this way.

1734
01:24:36,450 --> 01:24:37,283
Go ahead.

1735
01:24:38,620 --> 01:24:41,200
- I guess what I'm wondering is

1736
01:24:42,170 --> 01:24:45,700
if people have any questions
about it at this point.

1737
01:24:45,700 --> 01:24:47,660
So the form that Amy just showed us,

1738
01:24:47,660 --> 01:24:51,060
also part of the TIPS form,

1739
01:24:51,060 --> 01:24:53,510
which has the whole meeting process

1740
01:24:53,510 --> 01:24:56,030
and then the problem solving process.

1741
01:24:56,030 --> 01:24:58,970
What we found when we visit with schools

1742
01:24:58,970 --> 01:25:01,060
is that schools are using parts

1743
01:25:01,060 --> 01:25:03,263
and pieces of the TIPS process.

1744
01:25:04,490 --> 01:25:07,730
And we know that, you know, it looks,

1745
01:25:07,730 --> 01:25:09,800
when you look at the form,
it's like, oh my God,

1746
01:25:09,800 --> 01:25:12,330
it's so, it's overwhelming.

1747
01:25:12,330 --> 01:25:14,920
But if you actually project it on the wall

1748
01:25:16,433 --> 01:25:18,140
and you use different parts and pieces,

1749
01:25:18,140 --> 01:25:19,700
even to keep track of the agenda,

1750
01:25:19,700 --> 01:25:23,227
and what's gonna be on
the next meeting agenda,

1751
01:25:24,890 --> 01:25:26,480
who's gonna play the different roles,

1752
01:25:26,480 --> 01:25:27,313
and what are the, you know,

1753
01:25:27,313 --> 01:25:29,693
what are the different parts of your plan?

1754
01:25:30,560 --> 01:25:32,580
I think people have found it useful.

1755
01:25:32,580 --> 01:25:35,483
Does anybody use TIPS now in this group?

1756
01:25:42,320 --> 01:25:43,810
Are there any questions about it?

1757
01:25:43,810 --> 01:25:48,210
Is this something you
think you would consider?

1758
01:25:48,210 --> 01:25:49,060
Jeff said, "Yes."

1759
01:25:49,060 --> 01:25:50,200
Some nodding heads.

1760
01:25:50,200 --> 01:25:51,033
Okay.

1761
01:25:52,390 --> 01:25:55,970
And we're happy to share
our coaches with your teams

1762
01:25:55,970 --> 01:25:58,580
to walk through it, you
know, one or two times.

1763
01:25:58,580 --> 01:26:02,080
So you can get ahold of it Anne Dobie

1764
01:26:02,080 --> 01:26:05,510
and see if that's something
you would would like to try

1765
01:26:05,510 --> 01:26:06,563
to seek out.

1766
01:26:08,344 --> 01:26:10,750
'Cause it, you know, it takes
a little time to get used to,

1767
01:26:10,750 --> 01:26:13,000
but it really does allow you to focus in

1768
01:26:14,306 --> 01:26:15,902
on the biggest concerns that you have

1769
01:26:15,902 --> 01:26:16,977
to meet the outcomes that
you set at the beginning

1770
01:26:16,977 --> 01:26:17,993
of the year.

1771
01:26:19,250 --> 01:26:20,083
Thanks.

1772
01:26:21,010 --> 01:26:21,843
- Yeah.

1773
01:26:23,020 --> 01:26:25,563
And feel free to keep typing
questions into the chat box

1774
01:26:25,563 --> 01:26:26,823
if they come up.

1775
01:26:29,110 --> 01:26:33,160
So after you have put
the solution into place,

1776
01:26:33,160 --> 01:26:34,430
you wanna be checking,

1777
01:26:34,430 --> 01:26:36,300
did we implement it like with fidelity?

1778
01:26:36,300 --> 01:26:37,570
Like I mentioned.

1779
01:26:37,570 --> 01:26:38,660
Is it working?

1780
01:26:38,660 --> 01:26:41,660
And then do we need to evaluate
and revise those plans?

1781
01:26:41,660 --> 01:26:44,410
So do we need to come
back and change anything?

1782
01:26:44,410 --> 01:26:47,210
Maybe it's really about
supervision at recess.

1783
01:26:47,210 --> 01:26:49,240
And so can we have an extra person,

1784
01:26:49,240 --> 01:26:52,424
if this person magically
exists during COVID,

1785
01:26:52,424 --> 01:26:55,210
be out at recess to
supervise a particular area,

1786
01:26:55,210 --> 01:26:56,523
that's having concern.

1787
01:26:57,437 --> 01:26:59,950
So you might need to
make tweaks to this plan

1788
01:26:59,950 --> 01:27:02,670
before you see full
(indistinct) be able to say,

1789
01:27:02,670 --> 01:27:04,810
this is something we've completed.

1790
01:27:04,810 --> 01:27:07,270
And then like we've mentioned a few times,

1791
01:27:07,270 --> 01:27:11,030
the really important piece
is sharing back with staff.

1792
01:27:11,030 --> 01:27:14,170
So any staff that played a
role in this intervention

1793
01:27:14,170 --> 01:27:18,000
or plan, reporting back
to them any progress

1794
01:27:18,000 --> 01:27:19,400
that you have seen.

1795
01:27:19,400 --> 01:27:21,830
And it might be that the
problem shifts, right.

1796
01:27:21,830 --> 01:27:25,430
You might have solved
the problem of motivation

1797
01:27:25,430 --> 01:27:28,740
by two items or activity,

1798
01:27:28,740 --> 01:27:32,310
but maybe now they're
looking for peer attention

1799
01:27:32,310 --> 01:27:33,143
or something.

1800
01:27:33,143 --> 01:27:36,260
So you wanna show that
incremental progress,

1801
01:27:36,260 --> 01:27:37,160
like we mentioned.

1802
01:27:37,160 --> 01:27:39,720
Like, wow, when you did X, Y, or Z,

1803
01:27:39,720 --> 01:27:42,300
here's how we saw the behavior change.

1804
01:27:42,300 --> 01:27:45,320
Even if it changed and didn't improve,

1805
01:27:45,320 --> 01:27:49,350
it's important to help
them see that what they did

1806
01:27:49,350 --> 01:27:52,360
as the adults and what they
did to change the environment

1807
01:27:52,360 --> 01:27:54,603
actually changed the student behavior.

1808
01:27:56,940 --> 01:27:59,400
So again, thinking, are we
gonna continue this plan?

1809
01:27:59,400 --> 01:28:00,490
Is it really successful?

1810
01:28:00,490 --> 01:28:02,450
We wanna do it for the whole year.

1811
01:28:02,450 --> 01:28:03,900
Do we need to modify it?

1812
01:28:03,900 --> 01:28:06,150
Are we stopping it because
it was not successful

1813
01:28:06,150 --> 01:28:09,290
and we need to start the
problem solving process again.

1814
01:28:09,290 --> 01:28:10,910
But again, like Sherry mentioned,

1815
01:28:10,910 --> 01:28:13,430
the reason we are doing this in this way

1816
01:28:14,366 --> 01:28:16,750
and looking for schools to implement TIPS

1817
01:28:16,750 --> 01:28:19,160
is because when we are able to do it,

1818
01:28:19,160 --> 01:28:22,293
it has a positive impact
on student outcomes.

1819
01:28:25,150 --> 01:28:26,870
So again, we've mentioned
this a few times.

1820
01:28:26,870 --> 01:28:28,950
I'll just quickly say that we know

1821
01:28:28,950 --> 01:28:31,040
that when you share your
data back with all staff,

1822
01:28:31,040 --> 01:28:34,440
it has a significant impact
on sustainability of PBIS.

1823
01:28:34,440 --> 01:28:36,410
It helps staff to really have buy-in

1824
01:28:36,410 --> 01:28:39,990
and understand what exactly PBIS is

1825
01:28:39,990 --> 01:28:42,343
and how we're making
progress toward our goals.

1826
01:28:43,727 --> 01:28:46,020
And think about how can
you share data in ways

1827
01:28:46,020 --> 01:28:49,690
that feel natural and
that offer opportunities

1828
01:28:49,690 --> 01:28:51,550
for everyone to engage in the planning.

1829
01:28:51,550 --> 01:28:54,200
So many of you mentioned sharing
your data at staff meetings

1830
01:28:54,200 --> 01:28:56,610
and having conversations around it.

1831
01:28:56,610 --> 01:28:58,373
That's a really great approach.

1832
01:29:01,020 --> 01:29:04,040
When thinking about how you
are going to disseminate

1833
01:29:04,040 --> 01:29:07,260
your data, and this might be,
you know, beyond your staff,

1834
01:29:07,260 --> 01:29:10,740
when you're really trying
to craft some messaging

1835
01:29:10,740 --> 01:29:13,810
around PBIS, around
student, social, emotional,

1836
01:29:13,810 --> 01:29:18,080
behavioral challenges,
and successes right now.

1837
01:29:18,080 --> 01:29:21,790
Thinking about what is
the compelling story,

1838
01:29:21,790 --> 01:29:23,770
how do we get to the heart of our work

1839
01:29:23,770 --> 01:29:26,150
and share why we're doing this,

1840
01:29:26,150 --> 01:29:28,750
and what outcomes we're seeing.

1841
01:29:28,750 --> 01:29:30,080
Thinking about your audience.

1842
01:29:30,080 --> 01:29:31,980
Like I mentioned, it's
gonna look different

1843
01:29:31,980 --> 01:29:33,560
if you're sharing this data with students

1844
01:29:33,560 --> 01:29:35,770
versus with your school board.

1845
01:29:35,770 --> 01:29:38,460
But how can you really
tell your story in a way

1846
01:29:38,460 --> 01:29:41,740
that is going to impact your audience

1847
01:29:41,740 --> 01:29:43,700
and the way that you're hoping it will?

1848
01:29:43,700 --> 01:29:47,470
Is it gonna cause them to
want to put more resources

1849
01:29:47,470 --> 01:29:49,100
behind something?

1850
01:29:49,100 --> 01:29:50,640
Is it gonna help them realize,

1851
01:29:50,640 --> 01:29:54,830
like we do need to hire an
additional staff at recess.

1852
01:29:54,830 --> 01:29:56,970
Are students gonna be more motivated

1853
01:29:56,970 --> 01:30:00,070
to change their behavior
by seeing the impact

1854
01:30:00,070 --> 01:30:01,763
that their behavior is having?

1855
01:30:03,290 --> 01:30:05,240
So how can we really
tell our story in a way

1856
01:30:05,240 --> 01:30:09,313
that it's gonna help move things along?

1857
01:30:10,360 --> 01:30:12,733
So this is an example from Fletcher.

1858
01:30:13,812 --> 01:30:15,290
I'm gonna stop sharing

1859
01:30:16,400 --> 01:30:18,680
the slide show and move to

1860
01:30:19,910 --> 01:30:21,000
sharing

1861
01:30:22,280 --> 01:30:23,413
Google Chrome.

1862
01:30:25,520 --> 01:30:26,353
Hopefully.

1863
01:30:36,330 --> 01:30:37,163
Oops.

1864
01:30:52,420 --> 01:30:53,533
- Amy you're muted.

1865
01:30:58,170 --> 01:31:00,270
It doesn't seem to be opening yet.

1866
01:31:00,270 --> 01:31:01,393
- Okay, I'm waiting.

1867
01:31:05,890 --> 01:31:08,783
- CloudConvert open with, oh, oh, oh.

1868
01:31:10,370 --> 01:31:13,230
I'm just doing a running
commentary on this.

1869
01:31:13,230 --> 01:31:14,063
- [Man] Hello, everyone

1870
01:31:14,063 --> 01:31:15,870
And welcome to the
Fletcher Elementary School

1871
01:31:15,870 --> 01:31:17,960
where our fourth and fifth graders

1872
01:31:17,960 --> 01:31:20,463
have been spending some
time this afternoon.

1873
01:31:25,050 --> 01:31:28,190
- Yep, yep, yep, yep, yep.

1874
01:31:28,190 --> 01:31:32,340
- [Man] Analyzing their
classroom PBIS behavior data

1875
01:31:32,340 --> 01:31:33,173
for the year.

1876
01:31:33,173 --> 01:31:35,480
Take it away, Collin.

1877
01:31:35,480 --> 01:31:40,360
- My group was studying
referrals by time of day.

1878
01:31:40,360 --> 01:31:44,250
And we noticed that at 10
to 12 is the biggest spike

1879
01:31:44,250 --> 01:31:46,393
in rule-breaking behavior.

1880
01:31:47,350 --> 01:31:51,703
And we think that because
everybody's excited for recess.

1881
01:31:53,980 --> 01:31:56,030
Something that we thought
we could celebrate

1882
01:31:56,030 --> 01:31:58,260
because of is that there
aren't any referrals

1883
01:31:58,260 --> 01:31:59,840
from 8 to 10 a.m.

1884
01:31:59,840 --> 01:32:03,090
And that means there's no
referrals during specials

1885
01:32:03,090 --> 01:32:05,823
like music or art.

1886
01:32:07,227 --> 01:32:09,200
A challenge is that the most referrals

1887
01:32:09,200 --> 01:32:11,720
are leading up to going outside.

1888
01:32:11,720 --> 01:32:15,720
We could solve this
challenge by being mindful

1889
01:32:15,720 --> 01:32:18,060
and having (indistinct)

1890
01:32:18,060 --> 01:32:18,893
- [Man] Awesome.

1891
01:32:18,893 --> 01:32:20,378
Take it away, Maggie.

1892
01:32:20,378 --> 01:32:22,310
- Hello, I'm Maggie.

1893
01:32:22,310 --> 01:32:25,480
And my group studied
referrals by time of week.

1894
01:32:25,480 --> 01:32:28,270
We noticed that on
Tuesdays and Wednesdays,

1895
01:32:28,270 --> 01:32:31,290
they were the lowest referral,

1896
01:32:31,290 --> 01:32:32,710
had the lowest referrals,

1897
01:32:32,710 --> 01:32:34,190
and Fridays and Thursdays

1898
01:32:34,190 --> 01:32:36,808
had the highest amount of referrals.

1899
01:32:36,808 --> 01:32:39,760
Something that we could celebrate

1900
01:32:39,760 --> 01:32:42,810
because of this data was
on Tuesdays and Wednesdays

1901
01:32:42,810 --> 01:32:45,500
only had two referrals on each day.

1902
01:32:45,500 --> 01:32:50,080
And that over the whole year,
we only had 17 referrals.

1903
01:32:50,080 --> 01:32:53,490
One thing that was a challenge
is the end of the week

1904
01:32:53,490 --> 01:32:55,370
is harder than the beginning of the week.

1905
01:32:55,370 --> 01:32:57,850
We thought it was harder
because kids were excited

1906
01:32:57,850 --> 01:32:58,903
for the weekend.

1907
01:32:59,759 --> 01:33:03,270
And the way that we could
solve these challenges

1908
01:33:03,270 --> 01:33:05,890
is by giving each other gentle reminders,

1909
01:33:05,890 --> 01:33:08,300
and giving yourself a break,

1910
01:33:08,300 --> 01:33:11,050
or picking a new (indistinct)

1911
01:33:11,050 --> 01:33:14,270
or use strategies that help
you focus like breathing,

1912
01:33:14,270 --> 01:33:17,620
or stretching, or like fidgets and stuff.

1913
01:33:17,620 --> 01:33:19,110
- [Man] Great.

1914
01:33:19,110 --> 01:33:20,160
Take it away, Maddie.

1915
01:33:21,280 --> 01:33:25,560
- My group talked about
referrals by problem behavior.

1916
01:33:25,560 --> 01:33:29,020
And we noticed that most of
the bars only go up to two.

1917
01:33:29,020 --> 01:33:31,473
And that disruption has the highest bar.

1918
01:33:32,837 --> 01:33:34,530
Giving four majors and
all the majors only go,

1919
01:33:34,530 --> 01:33:36,860
don't go higher than two.

1920
01:33:36,860 --> 01:33:40,580
Celebrations we can be found were numbers

1921
01:33:40,580 --> 01:33:43,336
all the numbers are lower than last year.

1922
01:33:43,336 --> 01:33:45,070
We only had 13 minors and four majors,

1923
01:33:45,070 --> 01:33:47,033
which is only 17 referrals.

1924
01:33:48,210 --> 01:33:52,980
Some challenges where that
disruption is the biggest problem

1925
01:33:52,980 --> 01:33:56,510
and property misuse is the second largest.

1926
01:33:56,510 --> 01:33:59,480
And we can solve these
challenges by raising your hands

1927
01:33:59,480 --> 01:34:02,803
before speaking and being more
mindful of school property.

1928
01:34:03,710 --> 01:34:04,960
- [Man] Awesome.

1929
01:34:04,960 --> 01:34:09,370
And you guys are
celebrating something else

1930
01:34:09,370 --> 01:34:10,730
this afternoon too.

1931
01:34:10,730 --> 01:34:14,200
So how many referrals did
your class have last year?

1932
01:34:14,200 --> 01:34:15,550
- 75.

1933
01:34:15,550 --> 01:34:17,660
- [Man] 75 referrals from your class

1934
01:34:17,660 --> 01:34:19,160
for the whole last year?

1935
01:34:19,160 --> 01:34:21,668
How many referrals have
you had so far this year?

1936
01:34:21,668 --> 01:34:22,501
- 17.

1937
01:34:22,501 --> 01:34:23,350
- [Man] 17.

1938
01:34:23,350 --> 01:34:27,930
So you've gone from 75 referrals
to 17 with just a few weeks

1939
01:34:27,930 --> 01:34:29,900
to go in the school year.

1940
01:34:29,900 --> 01:34:32,980
Awesome job and great
work looking at this data

1941
01:34:32,980 --> 01:34:35,760
and coming up with a plan
for the rest of the year.

1942
01:34:35,760 --> 01:34:36,593
Thank you.

1943
01:34:44,550 --> 01:34:45,760
- This might be a good time to mention

1944
01:34:45,760 --> 01:34:49,783
that one of our partner
organizations, Up for Learning,

1945
01:34:50,730 --> 01:34:55,140
has a program that works with students

1946
01:34:55,140 --> 01:34:56,630
to look at data

1947
01:34:56,630 --> 01:34:58,420
and it's based on looking at

1948
01:34:59,450 --> 01:35:02,110
youth risk behavior survey data.

1949
01:35:02,110 --> 01:35:05,850
And so there's like a
program to support students

1950
01:35:05,850 --> 01:35:07,660
in looking at that data

1951
01:35:07,660 --> 01:35:11,070
and developing their
voice around analysis,

1952
01:35:11,070 --> 01:35:13,990
and then sharing back
to adults what they see,

1953
01:35:13,990 --> 01:35:15,550
what they notice, what they wonder about,

1954
01:35:15,550 --> 01:35:18,530
what they'd like to have done differently.

1955
01:35:18,530 --> 01:35:23,530
It's very empowering and more
recently, Up for Learning.

1956
01:35:24,350 --> 01:35:27,480
And a lot of our schools are engaging in

1957
01:35:27,480 --> 01:35:30,510
with the School Climate
Survey data as well.

1958
01:35:30,510 --> 01:35:32,480
And as you can see,

1959
01:35:32,480 --> 01:35:34,260
you can do this with younger students,

1960
01:35:34,260 --> 01:35:35,793
as well as older students.

1961
01:35:36,880 --> 01:35:40,590
That video is in bedded
into this PowerPoint,

1962
01:35:40,590 --> 01:35:41,800
right Amy?

1963
01:35:41,800 --> 01:35:42,633
- Yeah.

1964
01:35:42,633 --> 01:35:45,320
- Yeah, so if you open up the PowerPoint,

1965
01:35:45,320 --> 01:35:47,883
you can even get to the video that way.

1966
01:35:48,890 --> 01:35:49,723
- Yes.

1967
01:35:52,850 --> 01:35:54,640
Every time I'm like,
should we show it again?

1968
01:35:54,640 --> 01:35:55,473
We showed it before.

1969
01:35:55,473 --> 01:35:58,080
It's so good.
(laughing)

1970
01:35:58,080 --> 01:36:00,140
- Yeah, we actually have
more that we can use now

1971
01:36:00,140 --> 01:36:01,838
because more schools are doing it.

1972
01:36:01,838 --> 01:36:02,671
It's great.

1973
01:36:02,671 --> 01:36:03,504
- Yeah.

1974
01:36:05,420 --> 01:36:09,470
I forgot about Lisa's
video from Chamberlain too.

1975
01:36:09,470 --> 01:36:11,020
Just making a quick note, okay.

1976
01:36:13,180 --> 01:36:15,870
So after this webinar be thinking

1977
01:36:15,870 --> 01:36:19,310
about what are you already
doing to share data with others?

1978
01:36:19,310 --> 01:36:21,770
How might you expand that?

1979
01:36:21,770 --> 01:36:24,700
What are some audiences you
might not be reaching right now?

1980
01:36:24,700 --> 01:36:27,700
And this slide just gives
you some considerations

1981
01:36:27,700 --> 01:36:29,010
for how you might do that.

1982
01:36:29,010 --> 01:36:30,390
So some of you have already mentioned

1983
01:36:30,390 --> 01:36:32,470
some of these strategies.

1984
01:36:32,470 --> 01:36:36,380
You'll see linked here is a
template PowerPoint presentation

1985
01:36:36,380 --> 01:36:39,930
that you can use, you
know, in February, March,

1986
01:36:39,930 --> 01:36:42,990
after you've completed your
fidelity data to present

1987
01:36:42,990 --> 01:36:44,450
that back to staff.

1988
01:36:44,450 --> 01:36:47,020
So it allows you to just
fill in your school's data

1989
01:36:48,780 --> 01:36:51,310
and be thinking about social media.

1990
01:36:51,310 --> 01:36:56,080
So some of you use social
media to share about sports

1991
01:36:56,080 --> 01:36:57,770
or about academics,

1992
01:36:57,770 --> 01:37:00,400
thinking about how you can
use your social media accounts

1993
01:37:00,400 --> 01:37:04,050
to share about behavior as well,

1994
01:37:04,050 --> 01:37:07,030
and the supports that you're providing.

1995
01:37:07,030 --> 01:37:09,100
So we've been talking at
the state level recently

1996
01:37:09,100 --> 01:37:12,850
about a lot of families prior to COVID,

1997
01:37:12,850 --> 01:37:14,900
didn't really have a great picture

1998
01:37:14,900 --> 01:37:17,640
of what the supports looked
like within the school building,

1999
01:37:17,640 --> 01:37:19,963
unless their student had to access them.

2000
01:37:20,830 --> 01:37:23,610
And so thinking about how
you can kind of publicize

2001
01:37:23,610 --> 01:37:26,330
all the things you're doing proactively

2002
01:37:26,330 --> 01:37:27,910
to support student behavior

2003
01:37:27,910 --> 01:37:30,130
and what supports are
available for students

2004
01:37:30,130 --> 01:37:31,260
who might need more

2005
01:37:32,910 --> 01:37:34,940
and be thinking about how you can share

2006
01:37:34,940 --> 01:37:36,590
the full picture of PBIS.

2007
01:37:36,590 --> 01:37:38,020
So a lot of schools do share

2008
01:37:38,020 --> 01:37:41,750
about the acknowledgement
system and the celebrations.

2009
01:37:41,750 --> 01:37:44,590
But how can you expand that
so that your stakeholders

2010
01:37:44,590 --> 01:37:47,510
really have an understanding
of all that PBIS encompasses

2011
01:37:47,510 --> 01:37:48,770
within your building?

2012
01:37:48,770 --> 01:37:53,380
So there's just some examples
down below from FWSU,

2013
01:37:53,380 --> 01:37:55,173
Chamberlain and JFK.

2014
01:37:58,070 --> 01:38:00,380
So like we said, the whole
reason behind this webinar

2015
01:38:00,380 --> 01:38:02,880
is to help you develop
some internal capacity

2016
01:38:02,880 --> 01:38:06,436
for data-based decision
making back at your school.

2017
01:38:06,436 --> 01:38:08,300
So we mentioned scheduling three,

2018
01:38:08,300 --> 01:38:10,410
at least three Data Days
throughout the year,

2019
01:38:10,410 --> 01:38:11,450
fall, winter spring,

2020
01:38:11,450 --> 01:38:13,790
where you're really bringing
together all social,

2021
01:38:13,790 --> 01:38:15,160
emotional, behavioral data,

2022
01:38:15,160 --> 01:38:18,793
and maybe academic data alongside that,

2023
01:38:20,110 --> 01:38:22,340
to think about what you
can do at the systems level

2024
01:38:22,340 --> 01:38:26,230
to improve, thinking about
that role as the data analyst

2025
01:38:26,230 --> 01:38:29,870
and whether that's in place,
or you wanna boost it again,

2026
01:38:29,870 --> 01:38:31,960
completing the TFI, and then the SAS,

2027
01:38:31,960 --> 01:38:34,050
or the School Climate Survey or both.

2028
01:38:34,050 --> 01:38:37,530
And then using all of that data to inform

2029
01:38:37,530 --> 01:38:39,040
what professional development

2030
01:38:39,040 --> 01:38:42,720
or coaching might you access
based on those priorities.

2031
01:38:42,720 --> 01:38:46,730
So for instance, if on the
Tiered Fidelity Inventory,

2032
01:38:46,730 --> 01:38:50,110
your data section is falling behind,

2033
01:38:50,110 --> 01:38:53,653
might you access some
modules around TIPS or SWIS?

2034
01:38:54,690 --> 01:38:57,500
If your classroom is always the highest

2035
01:38:57,500 --> 01:39:00,510
and is really exceeding all
of the rest of your referrals,

2036
01:39:00,510 --> 01:39:03,540
might some training
around classroom behavior

2037
01:39:03,540 --> 01:39:08,370
practice supports be the next
place for your school to go?

2038
01:39:08,370 --> 01:39:11,750
So how can you use your data to inform

2039
01:39:11,750 --> 01:39:12,880
what professional development

2040
01:39:12,880 --> 01:39:14,630
and coaching your staff might need?

2041
01:39:17,070 --> 01:39:20,250
So to close, just some
general recommendations

2042
01:39:20,250 --> 01:39:22,060
for PBIS decision-making.

2043
01:39:22,060 --> 01:39:24,730
we never wanna stop doing
what's already working.

2044
01:39:24,730 --> 01:39:28,370
And I'm thinking about this in
particular related to COVID.

2045
01:39:28,370 --> 01:39:30,290
There were some things
that came out of COVID

2046
01:39:30,290 --> 01:39:33,320
that families and students
really appreciated

2047
01:39:33,320 --> 01:39:36,600
that began because of something
around a safety concern.

2048
01:39:36,600 --> 01:39:40,130
So for instance, greeting
at the front door,

2049
01:39:40,130 --> 01:39:41,610
maybe last year you were doing

2050
01:39:41,610 --> 01:39:44,000
because you had to do a temperature check.

2051
01:39:44,000 --> 01:39:44,833
Maybe this year,

2052
01:39:44,833 --> 01:39:46,470
you're not doing
temperature checks anymore,

2053
01:39:46,470 --> 01:39:48,820
but you're still greeting
each student individually

2054
01:39:48,820 --> 01:39:52,260
at the door, and having
some kind of pass system

2055
01:39:52,260 --> 01:39:55,660
from the family off to the school in a way

2056
01:39:55,660 --> 01:39:57,860
that makes that transition
feel really safe

2057
01:39:57,860 --> 01:40:01,340
and comfortable for both the
families and the students.

2058
01:40:01,340 --> 01:40:04,360
So keeping going what's already working.

2059
01:40:04,360 --> 01:40:06,030
Looking for those smallest changes

2060
01:40:06,030 --> 01:40:07,930
that's gonna get you the largest effect

2061
01:40:07,930 --> 01:40:09,870
without defining too many goals,

2062
01:40:09,870 --> 01:40:12,450
without finding too many more programs,

2063
01:40:12,450 --> 01:40:15,360
or curriculums, or initiatives,

2064
01:40:15,360 --> 01:40:18,400
to be able to do a small
number of things really well

2065
01:40:18,400 --> 01:40:20,853
versus a lot of things shallowly.

2066
01:40:22,010 --> 01:40:24,030
And especially this year,

2067
01:40:24,030 --> 01:40:26,430
if you're gonna be adding something new,

2068
01:40:26,430 --> 01:40:30,620
being really intentional about
what you are taking away.

2069
01:40:30,620 --> 01:40:33,960
So we know we cannot add
anything more to a teacher,

2070
01:40:33,960 --> 01:40:36,890
or a team, or a school's plate.

2071
01:40:36,890 --> 01:40:38,980
So if something bubbles up

2072
01:40:38,980 --> 01:40:41,140
as really needing to be a priority,

2073
01:40:41,140 --> 01:40:44,740
what can we take off that plate
so that it feels manageable

2074
01:40:44,740 --> 01:40:47,270
and making it really
clear and obvious to staff

2075
01:40:47,270 --> 01:40:49,520
that we are taking
something off their plate

2076
01:40:49,520 --> 01:40:52,813
in order for them to be able
to accommodate this new change.

2077
01:40:54,670 --> 01:40:57,570
So after the webinar your
last activity in the workbook

2078
01:40:57,570 --> 01:41:00,240
is to schedule those Data Days,

2079
01:41:00,240 --> 01:41:04,010
to identify a data analyst
or enhance that role,

2080
01:41:04,010 --> 01:41:05,830
to look at what professional development

2081
01:41:05,830 --> 01:41:08,960
your staff might need,
or your team might need,

2082
01:41:08,960 --> 01:41:11,980
to schedule a date now for
when your leadership team

2083
01:41:11,980 --> 01:41:14,550
is gonna complete your
tiered fidelity inventory,

2084
01:41:14,550 --> 01:41:16,740
and to schedule dates and what the process

2085
01:41:16,740 --> 01:41:18,940
is gonna be for all staff to complete,

2086
01:41:18,940 --> 01:41:20,530
either the self-assessment survey

2087
01:41:20,530 --> 01:41:22,230
or the School Climate Survey.

2088
01:41:22,230 --> 01:41:24,410
So doing those during a staff meeting

2089
01:41:24,410 --> 01:41:28,310
is a really respectful
way to not ask staff,

2090
01:41:28,310 --> 01:41:32,190
to give up more of their time
to complete these assessments,

2091
01:41:32,190 --> 01:41:33,520
but rather just incorporate it

2092
01:41:33,520 --> 01:41:35,890
within your staff meeting structure.

2093
01:41:35,890 --> 01:41:38,810
Also be thinking about
the outside of staff,

2094
01:41:38,810 --> 01:41:40,630
people that you would
like to complete these,

2095
01:41:40,630 --> 01:41:42,850
and when they will be
afforded the time to do that,

2096
01:41:42,850 --> 01:41:46,590
like parents, custodians,
office staff, nurse,

2097
01:41:46,590 --> 01:41:49,210
people like that, that might
not be at your staff meeting,

2098
01:41:49,210 --> 01:41:50,790
but that you want to hear their voice

2099
01:41:50,790 --> 01:41:51,940
and get their feedback.

2100
01:41:53,330 --> 01:41:55,590
And then just some resources
that we've mentioned

2101
01:41:55,590 --> 01:41:58,350
throughout this webinar
are linked here at the end

2102
01:41:58,350 --> 01:42:02,810
and are also linked on the
web page for this webinar.

2103
01:42:02,810 --> 01:42:06,050
So I'm gonna stop sharing
so I can see you all again

2104
01:42:06,050 --> 01:42:09,793
and see the chat if there's
anything I've missed.

2105
01:42:11,385 --> 01:42:16,120
And we actually finished
early, so I wanna,

2106
01:42:16,120 --> 01:42:17,570
oh, we didn't finish early?

2107
01:42:17,570 --> 01:42:19,020
Yeah, we did.

2108
01:42:19,020 --> 01:42:20,810
You're muted, Sherry.
(laughing)

2109
01:42:20,810 --> 01:42:21,945
Okay.

2110
01:42:21,945 --> 01:42:24,200
(indistinct)

2111
01:42:24,200 --> 01:42:28,240
So I'm gonna offer if
any teams are together

2112
01:42:28,240 --> 01:42:31,150
and would like us to put you into a,

2113
01:42:31,150 --> 01:42:32,760
or if you're virtually together

2114
01:42:32,760 --> 01:42:35,910
and you'd like us to put
you into a breakout room,

2115
01:42:35,910 --> 01:42:38,230
we can offer that space for you

2116
01:42:38,230 --> 01:42:42,410
and we could join your
group if you'd like us to,

2117
01:42:42,410 --> 01:42:45,160
or we're happy to gift
you the extra 12 minutes

2118
01:42:45,160 --> 01:42:47,150
and also happy to stay on

2119
01:42:47,150 --> 01:42:48,890
and answer any questions that you have.

2120
01:42:48,890 --> 01:42:50,050
And it sounds like maybe Sherry

2121
01:42:50,050 --> 01:42:51,873
has something she wants to add.

2122
01:42:54,087 --> 01:42:54,923
- No,

2123
01:42:55,928 --> 01:42:59,470
I did wanna say that what
we would prefer to do

2124
01:42:59,470 --> 01:43:03,160
is hold a Data Day training

2125
01:43:03,160 --> 01:43:05,720
at a, like a place with a chandelier,

2126
01:43:05,720 --> 01:43:08,610
and that your team would come

2127
01:43:08,610 --> 01:43:11,700
and we'd be able to spend a whole day,

2128
01:43:11,700 --> 01:43:14,240
and you could break out
looking at your data

2129
01:43:14,240 --> 01:43:17,790
and with support around you from us.

2130
01:43:17,790 --> 01:43:20,470
So that was the one day that we scheduled

2131
01:43:20,470 --> 01:43:22,510
that we actually couldn't.

2132
01:43:22,510 --> 01:43:24,360
We couldn't have,

2133
01:43:24,360 --> 01:43:26,100
we were under enrolled.

2134
01:43:26,100 --> 01:43:30,550
But hopefully you've gotten
some things to take with you

2135
01:43:30,550 --> 01:43:31,810
to do that yourselves.

2136
01:43:31,810 --> 01:43:34,720
And we'll continue to offer
Data Days in the future

2137
01:43:34,720 --> 01:43:37,260
so that your team can just like step away

2138
01:43:37,260 --> 01:43:40,770
and have the opportunity to
look through your own data

2139
01:43:40,770 --> 01:43:42,373
following this process.

2140
01:43:46,140 --> 01:43:48,243
- Any questions?

2141
01:43:52,310 --> 01:43:56,870
Would anyone like their team
to be put into a breakout room?

2142
01:43:56,870 --> 01:43:59,197
You can just type into
the chat box or unmute.

2143
01:44:04,760 --> 01:44:08,450
And if not, thank you again
for taking the time to be here.

2144
01:44:08,450 --> 01:44:10,893
Hopefully you got what
you were looking for.

2145
01:44:11,850 --> 01:44:14,190
And again, we're available for coaching

2146
01:44:14,190 --> 01:44:19,010
or support around these
processes following this webinar.

2147
01:44:19,010 --> 01:44:22,193
And take advantage of the
resources on the website.

2148
01:44:24,730 --> 01:44:27,110
- You'll get an email from
Anne in a little while

2149
01:44:27,110 --> 01:44:28,360
asking you for feedback.

2150
01:44:28,360 --> 01:44:32,110
And as part of the process of
completing that form online,

2151
01:44:32,110 --> 01:44:36,090
there's a place to click for
your certificate of attendance

2152
01:44:36,090 --> 01:44:37,723
for two hours for today.

2153
01:44:39,090 --> 01:44:41,560
Absolutely, Sarah.
- Yeah, Sarah.

2154
01:44:41,560 --> 01:44:43,183
Feel free to stay on, Sarah.

2155
01:44:45,890 --> 01:44:46,723
- Thanks Amy.

2156
01:44:46,723 --> 01:44:49,260
Thanks, Sherry.
- You're welcome.

2157
01:44:49,260 --> 01:44:50,093
- Thank you.

2158
01:44:58,020 --> 01:44:59,420
All right, go for it, Sarah.

2159
01:45:00,360 --> 01:45:02,350
- I think our team is,

2160
01:45:02,350 --> 01:45:04,480
we are in our second
year of implementation

2161
01:45:04,480 --> 01:45:08,280
and definitely COVID and
administration change.

2162
01:45:08,280 --> 01:45:09,790
There's just been a lot.

2163
01:45:09,790 --> 01:45:13,770
And so we're like wondering
where we should start.

2164
01:45:13,770 --> 01:45:16,810
Like, it feels like there's
a lot that we could be doing.

2165
01:45:16,810 --> 01:45:20,230
We are, you know, using SWIS
and we are collecting data.

2166
01:45:20,230 --> 01:45:22,140
We still are not quite at that next,

2167
01:45:22,140 --> 01:45:23,330
like how to use it effectively.

2168
01:45:23,330 --> 01:45:26,590
So we would love, like,
we have our team meeting

2169
01:45:26,590 --> 01:45:27,423
this afternoon.

2170
01:45:27,423 --> 01:45:31,840
Like what's one small thing
that we could work on as a team.

2171
01:45:31,840 --> 01:45:35,440
If you have any suggestions
or ideas, that would be great.

2172
01:45:35,440 --> 01:45:37,110
- Yeah. Are you guys that (indistinct)

2173
01:45:37,110 --> 01:45:38,970
- Yes.
- Okay.

2174
01:45:38,970 --> 01:45:41,340
Usually I guess, and I'm entirely wrong.

2175
01:45:41,340 --> 01:45:44,470
No, we are not (indistinct),
what you're talking about.

2176
01:45:44,470 --> 01:45:47,090
So I would say, and Sherry
you'll have to remind me

2177
01:45:47,090 --> 01:45:48,890
if this was linked in the materials.

2178
01:45:50,050 --> 01:45:51,883
The drill down worksheet.

2179
01:45:53,570 --> 01:45:55,210
If it's not linked in these materials,

2180
01:45:55,210 --> 01:45:57,980
I think it was linked in
the SWIS webinar materials,

2181
01:45:57,980 --> 01:45:59,393
which is the same website.

2182
01:46:00,750 --> 01:46:03,560
If you were to go onto SWIS with your team

2183
01:46:03,560 --> 01:46:06,420
and have that drill down
worksheet in front of you,

2184
01:46:06,420 --> 01:46:11,010
you would start to identify
some red flags in your data

2185
01:46:11,010 --> 01:46:15,800
and then pull those over
in the drill down tool

2186
01:46:15,800 --> 01:46:18,760
to be able to get to that
precise problem statement.

2187
01:46:18,760 --> 01:46:21,860
So for instance, you know,
you might pull over classroom.

2188
01:46:21,860 --> 01:46:24,940
We really wanna look more
closely at classroom,

2189
01:46:24,940 --> 01:46:28,210
look at your data just for
classroom, and then look at,

2190
01:46:28,210 --> 01:46:29,920
okay, what are the red flags there?

2191
01:46:29,920 --> 01:46:31,623
Is it time of day?

2192
01:46:33,030 --> 01:46:35,070
Let's say, we're gonna
pull over 11 o'clock

2193
01:46:35,070 --> 01:46:37,360
and see what's happening in 11 o'clock.

2194
01:46:37,360 --> 01:46:40,290
Then you will be able to
see what specific behaviors

2195
01:46:40,290 --> 01:46:42,430
are happening then?

2196
01:46:42,430 --> 01:46:47,123
Is it just three students
or is it 45 students?

2197
01:46:48,380 --> 01:46:50,780
And what's the motivation
of those behaviors.

2198
01:46:50,780 --> 01:46:54,360
So you'll, the worksheet
kind of walks you through

2199
01:46:54,360 --> 01:46:57,320
to get to that precise problem statement.

2200
01:46:57,320 --> 01:47:00,040
So that might be a good first step.

2201
01:47:00,040 --> 01:47:02,420
And whether that solution,

2202
01:47:02,420 --> 01:47:05,640
whether that can happen
before the meeting,

2203
01:47:05,640 --> 01:47:08,190
so that then you spend
the time in the meeting,

2204
01:47:08,190 --> 01:47:09,990
developing an intervention around that.

2205
01:47:09,990 --> 01:47:14,100
So let's say it is 11 o'clock in grades,

2206
01:47:14,100 --> 01:47:15,950
you know, K through three,

2207
01:47:15,950 --> 01:47:17,940
and it's for

2208
01:47:19,090 --> 01:47:20,370
peer attention.

2209
01:47:20,370 --> 01:47:24,010
You know, maybe you're gonna
build in a K through three,

2210
01:47:24,010 --> 01:47:27,630
stop everything and
chat time or something.

2211
01:47:27,630 --> 01:47:30,450
So they know, okay, we've got this time.

2212
01:47:30,450 --> 01:47:33,500
We're gonna be able to
have social time right here

2213
01:47:33,500 --> 01:47:36,690
before we dive into whatever
the next academic content,

2214
01:47:36,690 --> 01:47:37,523
whatever it is.

2215
01:47:37,523 --> 01:47:40,570
But if you do the data
analysis piece in advance

2216
01:47:40,570 --> 01:47:42,370
of the meeting, you know,

2217
01:47:42,370 --> 01:47:43,750
depending on how long your meeting is,

2218
01:47:43,750 --> 01:47:46,477
you might not have time to
do the data analysis piece

2219
01:47:46,477 --> 01:47:49,290
and the solution development piece.

2220
01:47:49,290 --> 01:47:51,180
But if you don't have
time to do it in advance,

2221
01:47:51,180 --> 01:47:53,420
it's just a good practice
for your team to see

2222
01:47:53,420 --> 01:47:56,370
what does this look like
from start to finish

2223
01:47:56,370 --> 01:47:58,450
of getting to a precise problem statement,

2224
01:47:58,450 --> 01:48:00,703
and then designing a solution.

2225
01:48:02,540 --> 01:48:06,030
So I'm sure we have that
drill down worksheet in there.

2226
01:48:06,030 --> 01:48:08,520
And I don't know how familiar you are

2227
01:48:08,520 --> 01:48:11,429
with the drill down tool within SWIS.

2228
01:48:11,429 --> 01:48:13,170
- Yeah (indistinct)

2229
01:48:13,170 --> 01:48:16,700
- Yeah, but might just be good
for your whole team to see

2230
01:48:16,700 --> 01:48:18,520
like what that looks like in the backend

2231
01:48:18,520 --> 01:48:20,663
and how you get to your statements.

2232
01:48:20,663 --> 01:48:21,800
- Okay.

2233
01:48:21,800 --> 01:48:24,923
- I would only do that if you
felt like people were using,

2234
01:48:25,830 --> 01:48:27,620
entering that data with fidelity.

2235
01:48:27,620 --> 01:48:30,540
So it, I mean, I don't
know if you've worked.

2236
01:48:30,540 --> 01:48:31,663
- I think we are.

2237
01:48:32,508 --> 01:48:33,341
We've worked pretty hard.

2238
01:48:33,341 --> 01:48:34,630
Like that's been our focus last year

2239
01:48:34,630 --> 01:48:36,270
and this year is really
working on the fidelity

2240
01:48:36,270 --> 01:48:37,370
of entering SWIS data.

2241
01:48:38,413 --> 01:48:42,210
But I feel like it's
probably pretty decent.

2242
01:48:42,210 --> 01:48:43,300
I wouldn't say a hundred percent,

2243
01:48:43,300 --> 01:48:46,023
but definitely I feel like
most of it is accurate.

2244
01:48:47,010 --> 01:48:49,260
So it does feel like
we could use the data.

2245
01:48:49,260 --> 01:48:52,573
It's just, we got a
little stuck on the how

2246
01:48:52,573 --> 01:48:54,040
and the where to go with it.

2247
01:48:54,040 --> 01:48:56,250
So I think that's it,
that'll be a helpful.

2248
01:48:56,250 --> 01:48:57,350
- Right.

2249
01:48:57,350 --> 01:49:00,100
If you don't have the time to like call

2250
01:49:00,100 --> 01:49:01,900
through it in advance,

2251
01:49:01,900 --> 01:49:04,050
that could be an agenda item for your team

2252
01:49:04,050 --> 01:49:06,110
is who wants to be the data analyst,

2253
01:49:06,110 --> 01:49:09,280
the person who has looked at
it enough to say, you know,

2254
01:49:09,280 --> 01:49:11,570
there's a two or three
things we really wanna bring

2255
01:49:11,570 --> 01:49:14,080
in front of the team that are showing up.

2256
01:49:14,080 --> 01:49:16,290
That's the whole idea of the data analyst.

2257
01:49:16,290 --> 01:49:18,450
So that could be an
agenda item right there,

2258
01:49:18,450 --> 01:49:21,710
the business part of your meeting,

2259
01:49:21,710 --> 01:49:23,670
which is, you know, what are the roles

2260
01:49:23,670 --> 01:49:25,950
and who can play that role.

2261
01:49:25,950 --> 01:49:27,980
But then, then you could
actually practice it,

2262
01:49:27,980 --> 01:49:30,750
like Amy suggesting
with the drill down tool

2263
01:49:30,750 --> 01:49:32,860
that might be really neat,

2264
01:49:32,860 --> 01:49:35,210
help people become more familiar,

2265
01:49:35,210 --> 01:49:37,063
always start with the Big 7.

2266
01:49:38,030 --> 01:49:40,010
- Right, and we've been
able to do that as a team.

2267
01:49:40,010 --> 01:49:42,980
We have been able to
look and kind of identify

2268
01:49:42,980 --> 01:49:44,350
in like a broader thing.

2269
01:49:44,350 --> 01:49:46,190
We just haven't used the drill down tool

2270
01:49:46,190 --> 01:49:49,144
probably in the way we
should be using that.

2271
01:49:49,144 --> 01:49:49,977
- Yeah.

2272
01:49:51,410 --> 01:49:52,910
- And then if you have the time

2273
01:49:52,910 --> 01:49:57,440
using that solution developments chart,

2274
01:49:57,440 --> 01:50:00,310
so like, what are we
gonna do, preventatively,

2275
01:50:00,310 --> 01:50:01,820
what are we gonna do to reteach?

2276
01:50:01,820 --> 01:50:04,230
What are we gonna do to
acknowledge, you know,

2277
01:50:04,230 --> 01:50:07,510
do we need more supervision,
those kinds of things.

2278
01:50:07,510 --> 01:50:08,410
- Okay.

2279
01:50:08,410 --> 01:50:10,800
- Depending on the location or time of day

2280
01:50:10,800 --> 01:50:13,163
or whatever you choose as your target.

2281
01:50:16,179 --> 01:50:17,960
- Great way to develop solutions, yeah.

2282
01:50:17,960 --> 01:50:21,650
- And how it worked at
Dothan Brook was every month,

2283
01:50:21,650 --> 01:50:24,460
we had a focus behavior.

2284
01:50:24,460 --> 01:50:26,720
And so I could, we
called it focus behavior,

2285
01:50:26,720 --> 01:50:28,640
but it could have been a location ,

2286
01:50:28,640 --> 01:50:31,690
or it could have been a
time of day, or whatever.

2287
01:50:31,690 --> 01:50:34,070
And that was developed
by looking at the data.

2288
01:50:34,070 --> 01:50:37,440
And then we intentionally retaught.

2289
01:50:37,440 --> 01:50:39,563
We often would use a video for that.

2290
01:50:41,690 --> 01:50:42,610
And then, you know,

2291
01:50:42,610 --> 01:50:45,140
developed out that solution from there,

2292
01:50:45,140 --> 01:50:47,340
like, what are we going
to do beyond reteaching

2293
01:50:47,340 --> 01:50:52,200
to try to have some movement
in this specific place,

2294
01:50:52,200 --> 01:50:55,313
but everybody knew the focus
behavior for the month.

2295
01:50:56,320 --> 01:50:57,620
And then after I've been there,

2296
01:50:57,620 --> 01:51:00,850
they have almost like a call
and response kind of system.

2297
01:51:00,850 --> 01:51:05,850
So like, they'll say, let's
say this is not a real example,

2298
01:51:06,220 --> 01:51:10,810
but like the teacher will say
something like take a minute

2299
01:51:10,810 --> 01:51:13,240
and the kids will say,
take a breath or whatever,

2300
01:51:13,240 --> 01:51:16,640
like their strategy is for
working on that behavior.

2301
01:51:16,640 --> 01:51:19,413
If it's, you know,
self-regulation or whatever.

2302
01:51:20,520 --> 01:51:22,240
And that's taught through that video

2303
01:51:22,240 --> 01:51:23,350
at the beginning of the month.

2304
01:51:23,350 --> 01:51:25,260
So in, you know, non-COVID times,

2305
01:51:25,260 --> 01:51:26,960
it would have been an assembly.

2306
01:51:26,960 --> 01:51:29,987
And now it's a video every time.

2307
01:51:29,987 --> 01:51:30,820
- Okay.

2308
01:51:30,820 --> 01:51:32,340
- Martha, do you have
anything (indistinct)

2309
01:51:32,340 --> 01:51:35,720
- Yeah, I was wondering if that worksheet,

2310
01:51:35,720 --> 01:51:38,670
the drill down worksheet gets used

2311
01:51:38,670 --> 01:51:41,340
as well as the

2312
01:51:41,340 --> 01:51:43,030
TIPS,

2313
01:51:43,030 --> 01:51:48,030
or it looks like there's maybe
some redundancies or like.

2314
01:51:48,850 --> 01:51:50,832
- Yeah, so the drill down sheet

2315
01:51:50,832 --> 01:51:54,320
is specifically to get to that
precise problem statement,

2316
01:51:54,320 --> 01:51:57,410
which then you would plug in
your precise problem statement

2317
01:51:57,410 --> 01:51:59,590
into the TIPS meeting

2318
01:52:01,140 --> 01:52:01,973
template,

2319
01:52:03,336 --> 01:52:04,550
and then the solution development,

2320
01:52:04,550 --> 01:52:09,280
part of it is embedded within
the TIPS meeting template.

2321
01:52:09,280 --> 01:52:10,380
- Okay.

2322
01:52:10,380 --> 01:52:11,213
- Yeah.

2323
01:52:11,213 --> 01:52:13,460
And the idea is that could be used

2324
01:52:13,460 --> 01:52:17,400
for these kinds of conversations
about student behavior,

2325
01:52:17,400 --> 01:52:19,510
but also could be used once you complete

2326
01:52:19,510 --> 01:52:21,300
your Tiered Fidelity Inventory,

2327
01:52:21,300 --> 01:52:23,290
or you have a systems level issue,

2328
01:52:23,290 --> 01:52:25,883
like it could be used for anything.

2329
01:52:27,960 --> 01:52:28,793
- Okay, thank you.

2330
01:52:28,793 --> 01:52:29,626
That's helpful.

2331
01:52:30,772 --> 01:52:32,630
- Yeah.

2332
01:52:32,630 --> 01:52:33,463
- Any other question?

2333
01:52:33,463 --> 01:52:36,590
- I can't remember if you
guys have worked with a coach

2334
01:52:36,590 --> 01:52:38,300
before or not.

2335
01:52:38,300 --> 01:52:39,320
- We did a little bit.

2336
01:52:39,320 --> 01:52:41,830
We worked with Rebecca
a little bit last year.

2337
01:52:41,830 --> 01:52:43,240
It was hard to just, you know,

2338
01:52:43,240 --> 01:52:46,260
staff's ability to
engage last year was hard

2339
01:52:46,260 --> 01:52:49,570
and we had an administrator
that wasn't super engaged,

2340
01:52:49,570 --> 01:52:51,910
so it was a little bit trickier.

2341
01:52:51,910 --> 01:52:53,790
So that might be something
that we look at this year

2342
01:52:53,790 --> 01:52:55,320
is how to work with a coach,

2343
01:52:55,320 --> 01:52:59,290
now that I feel like we're
starting to be a little clear

2344
01:52:59,290 --> 01:53:00,123
on what we need.

2345
01:53:00,123 --> 01:53:01,940
Last year was just trying to get something

2346
01:53:01,940 --> 01:53:03,000
and get it going.

2347
01:53:03,000 --> 01:53:06,910
And now that we have like our celebration,

2348
01:53:06,910 --> 01:53:09,110
like those sort of
reinforcement things in place,

2349
01:53:09,110 --> 01:53:10,870
it's more now looking at the data

2350
01:53:10,870 --> 01:53:12,880
and looking at how do we improve?

2351
01:53:12,880 --> 01:53:14,890
So yeah, we're getting there,

2352
01:53:14,890 --> 01:53:15,723
but it's a lot.

2353
01:53:16,840 --> 01:53:18,770
Yeah, it is.

2354
01:53:18,770 --> 01:53:21,160
- Well, let us know how we can help

2355
01:53:21,160 --> 01:53:24,770
and it'll be good for you to do

2356
01:53:24,770 --> 01:53:27,340
that Tiered Fidelity Inventory, you know,

2357
01:53:27,340 --> 01:53:30,390
in that time period of
January through March.

2358
01:53:30,390 --> 01:53:32,730
And you'll be able to look
at it across the board,

2359
01:53:32,730 --> 01:53:36,220
sort of what parts of PBIS implementation

2360
01:53:38,030 --> 01:53:40,880
need to be prioritized that
might help you sort that out.

2361
01:53:40,880 --> 01:53:43,380
- Yeah, I was even thinking
about maybe doing it sooner,

2362
01:53:43,380 --> 01:53:45,430
just so we could start to really identify

2363
01:53:45,430 --> 01:53:47,890
what we need to work on for this year.

2364
01:53:47,890 --> 01:53:48,880
- Great, great.

2365
01:53:48,880 --> 01:53:50,200
And we'll open up the window

2366
01:53:50,200 --> 01:53:51,910
for whatever period of time you want.

2367
01:53:51,910 --> 01:53:54,260
You can't see results
until you close it back up.

2368
01:53:54,260 --> 01:53:56,370
So that's another agenda item.

2369
01:53:56,370 --> 01:53:57,743
When do you wanna do it?

2370
01:53:57,743 --> 01:53:59,660
So they be together doing it.

2371
01:53:59,660 --> 01:54:00,680
Yeah, yeah.

2372
01:54:00,680 --> 01:54:02,614
- Okay, that sounds good.

2373
01:54:02,614 --> 01:54:04,627
All right, thank you so much
for your time and expertise.

2374
01:54:04,627 --> 01:54:06,748
We really appreciate it.
- Yeah, thank you.

2375
01:54:06,748 --> 01:54:07,630
- Yeah, no problem.

2376
01:54:07,630 --> 01:54:09,120
Thank you guys.

2377
01:54:09,120 --> 01:54:11,763
Doing the hard work.
(laughing)

2378
01:54:16,070 --> 01:54:16,903
And Anne.