- Townshend, I am a member of the
BEST team and the Vermont PBIS team.
I am one of the new co-directors,
very excited to work with my co-director,
colleague, Amy Wheeler-Sutton.
You are probably very familiar with her
and of course the queen bee over here
at our BEST project is Ann Dubey.
So we're very excited to have you on the line today.
Just wanna let you know that this session
that you will be muted during this session
and we'll have some polls for you to participate as well
and if you do need any help, please type into the chat box,
we also have the materials available to you on our website,
so, the PowerPoint and the handbook
and the workbook will also be there
and Anne has just posted that onto the chat box.
So welcome, glad you all are here.
Because we have such a small group too,
I'd like to invite you to raise your hand
and ask any questions that you may have
regarding this presentation today
as we prep for potential targeted training in April or June.
So our agenda for today is really thinking about
what PBIS is at the targeted level
within our MTSS system.
Before that, though,
we wanna talk a little bit about the universal
efforts in order for sustaining that
because it builds on top of each other.
And I do notice some of you were also on the line yesterday
for the universal orientation.
So this will be a great segue and continuation of that,
so moving on from the universal orientation
to the targeted today.
We're gonna then highlight the systems
that you'll need for the targeted level.
And that's really in particular, like who's involved in it.
We'll talk about there's this inventory,
and then we're gonna preview
check-in/check-out and teacher check, connect and expect.
And those are the evidence-based practices
that if you do attend the targeted training in April
and June we will really be spending a lot of time,
thinking about your systems
of implementing the targeted level
and then also designing your check-in/check-out system.
And then, so we'll go over those steps as well.
And then we'll look a little bit at
just to highlight data system
that goes along with your SWIS.
So if your we using SWIS,
there's a check-in/check-out component
that you can add that will help you with your data
collection at the targeted level.
So I wanna point out there's a couple of materials
that Anne has posted onto the chat box.
You will see an activity workbook.
The activity workbook
is the workbook that you'll actually use
with your team at the targeted training
in April or June at the Summer Institute
depending on which one you attend.
And that's really the guide
that we will use during the training.
So that's your work in progress, your draft materials,
all of that.
The other staff handbook is something that
once you have final products from the workbook,
we're gonna ask that you transfer
some of those during the training into your staff handbook,
because the idea is that when you attend these trainings,
you are ready to launch.
You will be able to launch and roll out
the targeted training
and that staff handbook will help you do that.
So really taking up this time
for the training to make sure you're ready, ready to roll.
Before we begin the content of this training,
I would be remiss not to acknowledge
the National PBIS Center.
Many of you have probably attended
or have gone to their website.
It's a wealth of resources.
We're also connected with the Northeast
Positive Behavioral Interventions
and Supports network as well.
And so we're very collaborative with the national center
and the Northeast PBIS network
and obvious much of this comes from our state team,
as well as you.
We love to look at your materials and share,
this network, as you know,
is very collaborative in terms of the materials and sharing.
So it's a really great network to be a part of.
So just to start again, PBIS, many of you,
some of you guys said were on the training before.
So again, PBIS is a framework, right?
It's not a canned curriculum.
It's not something that you necessarily pull off a shelf.
It's a framework that houses
evidence based practices and interventions
that really support your whole student system,
so the academics as well as the behavioral
and it's for all students.
So again, it's not that canned curriculum,
sometimes there are those misconceptions out there,
but again, you make PBIS framework work for you.
And part of that is really spending time
developing your systems.
So your teaming structures, those types of things,
your practices,
so what are your practices that students will participate in
and then really looking at data to make sure that
whatever you're doing is actually having a positive outcome
for those students.
So again, this is the tattoo that we often talk about,
and the most important thing that we're really emphasizing
is that we always wanna keep equity at the center.
Equity is critical component to PBIS implementation
in any initiative implementation for that matter.
One of the things that we've had a couple,
I think it was last year, a couple years ago,
Elena Aguilar came to the Summer Institute and
while there's various definitions of educational equity,
we really like this one that she said,
educational equity means that every child
receives whatever he/she/they need to develop
to her/his/their full academic and social potential
and to thrive academically and socially emotionally.
So in a what I like to say,
and what we like to promote is every child every day period.
And so really that is the foundation that we will work on
and remember during the targeted training.
So how does that translate into our work?
So one of the things you're gonna wanna consider
and hopefully are in the process of considering is access,
so think about your universal system of support,
your universal PBIS components and features.
You wanna make sure all students have access to those.
You wanna know that there are students
who may need higher levels of support, right?
You also wanna think about representation.
So when we get into teaming
and a review of the universal level,
you wanna make sure you have a broad representation
of students and families
that are really actively participating
in that universal foundation.
In the targeted level,
not necessarily so much having the students
and families participate, obviously you may have,
there's lots of ways to communicate,
but making sure that there's practices
and interventions that other voices
are being part of that process and that development,
and then meaningful participation.
So we always wanna make sure that student voice and choice
is critical to our universal PBIS implementation,
making sure that we have opportunities for students
and families to let us know how things are going
and to be on the team.
Again, these are the huge foundational components
in which the targeted practices and interventions
will rest on.
So you're gonna hear us emphasize a lot
around sort of that universal foundation
that we need to really focus on
in order to build the targeted supports.
And then we always wanna think about outcomes,
high outcomes, right?
Making sure that all students are able to achieve
and give them the support in order for them to do that.
So, one of the things, again,
we're really looking at is PBIS is not fully implemented
until it is culturally responsive.
And so what we wanna do is really focus on the context.
I mentioned that PBIS is a framework.
This is a framework based on your cultural context, right?
So making sure you're thinking about your school,
your community,
and implementing PBIS in a way
that is culturally responsive.
PBIS does not look the same in every single school.
There are the same components and features of PBIS,
but the way that it's implemented
is really based on the culture of your school.
So we have a lot of work to do
and we wanna acknowledge that,
and by not doing some of these things with the components,
you know, that that can cause harm.
And we wanna make sure that we're really attending to
the culture of our school and equity
and keeping that at the forefront.
A tool that I wanna highlight for you
if you not familiar with it already,
it's the TFI Culturally Responsive Field Guide,
and I have linked it into presentation.
So certainly take a look at that.
That'll give you a guide to really assess your
PBIS implementation and the features
through that cultural responsiveness lens.
So again, I would encourage all of you
to think about that as well.
And as we know,
PBIS is a multi-tiered system of support for behavior
similar to academics, right?
We have a lot of prevention based interventions,
we have universal screenings,
we progress monitor similar to academics, right?
There's a problem solving process.
We're using data,
data to make sure that we're doing what we said we're doing,
and we're doing it well
and that students are achieving
what we're hoping they can achieve.
And so we want to make sure that we also have,
especially at the targeted level, both individual,
but really group interventions,
so thinking about those group interventions,
and I'll get into those a little bit more.
But right now I'm gonna launch a poll
and I would love for all of you who are with us today,
did I launch it?
Is it already launched, team?
It looks like it might have been.
- We can't see.
If it has been the participants should be able to see,
oh, Jesse says she doesn't see.
- Okay, let me just, it says share results.
I wonder if I have to redo it.
That's interesting.
Oh, got it now to me now.
Awesome, thank you so much, Jesse.
Can you see it now?
Okay, hopefully it's letting you do that,
but really what we wanna know is
to what extent are these features in place at your school?
- Mine says poll ended.
Is there a place to say relaunch poll?
- Okay, let's let me try this out.
Thanks for your patience, here we go.
You know what? It's not saying that,
it's just saying stop sharing poll.
- Oh, stop sharing it first.
- Stop sharing it and then I'll relaunch.
It's not saying relaunch.
Let me try it again, here we go.
Three dots, relaunch poll,
here we go, we're relaunching.
Thanks for your patience everyone as I figure this out.
So your poll should be there now.
So again, to what extent are these features
in place at your school?
A few of these features are in place.
Some of the features are in place.
Most of them are in place and then are all of them.
Okay, great.
Awesome, so it looks like most of you, the majority,
and I'll share the results.
The majority of you have these features in place,
which is great.
A couple of you do not necessarily
have all of these in place as well.
So I'm gonna share the results with you
so you can see hopefully what your colleagues on this line
have reported out.
All right, I'm gonna stop sharing the poll now
that was great practice for me.
All right, so, as we mentioned before, it is an MTSS system.
This is something that we do for academics
as well as behavior.
And one of the things
when we launch into the targeted aspect of the training
is we really wanna make sure
that that foundation has equity.
Equity is prioritized at the foundation for all students,
just because we're providing tier two or tier three supports
because students need them
does not necessarily address the inequities in our schools.
So again, it has to start at the universal level.
And if you've seen this triangle before, again, hopefully,
you know, all of your practices through PBIS
should be implemented
in place for a hundred percent of the students,
you may have about 80% of your students
who are successful with just that level of intervention.
Oftentimes what we see is 10 to 15% of the students
once that universal layer has been set out,
and then we may see about 10 to 15% of your students
need a little bit more.
So those targeted interventions,
what we're gonna talk about soon.
And then also,
you may see after students have attend a targeted
or have participated in targeted level interventions,
you may still have 1 to 5% of your students who need
something more highly individualized.
The key to remember with this triangle is it's a layer.
It's a really like a layer cake.
So when a student is receiving intensive
or targeted interventions,
they still should have access to universal interventions.
And this is really our motto here.
So we really wanna focus on the supports
and not the students.
Oftentimes when we go to schools,
we'll hear folks say things like, oh, those targeted kids,
or we'll hear people say, oh, you know, she,
or there an intensive kid, right?
So we really wanna get away from this language.
So instead of targeted kids,
you might wanna reframe it and have a corrective script.
You know, students who are receiving
or needs targeted supports, right?
You might also, if, you know,
there's another way to say the student is receiving
or needs intensive supports versus they are intensive.
And oftentimes this can be uncomfortable,
but this is where our growth edges and learning edges
come into play here.
We often learn in areas of discomfort
and it's really critical for us as advocates for PBIS
and equity to land in some of those discomfort,
uncomfortable situations
and talk with our colleagues honestly,
and provide those corrective scripts
so that we are creating an environment
that is accepting of all students
and an environment in which we are really
focusing on the supports a student receives,
not the actual student.
And for an example, you probably have seen this one as well.
This is the continuum for Dylan, a hypothetical student.
And again, this could be for any of our students,
for an example, Dylan seems really great in reading
and peer interaction.
His attendance is fabulous.
But you know what?
Dylan might need a little extra
emotional management and math support.
So we can probably all take a moment
and think about ourselves.
And if we were to create this triangle,
what are the areas where we might need
a little bit of targeted intervention
or intensive of intervention?
I know for me, and I know for Amy,
my colleague who talked about this yesterday, exercise,
we might need a little bit more incentives,
a little bit more motivation,
a little bit more acknowledgement
to really get into that exercise mode,
especially this time of year.
So think about that for yourselves.
And this is often a great slide to share
with your staff as well.
So I'm gonna pause just for a quick second.
Are there any questions,
I see some folks are going into the chat, clean eating.
That's great, thanks Maureen for sharing that.
I'm sure we all have certain things that we're working on
that we need more support.
Thanks for sharing.
Are there any other questions before I launch into sort of
a little bit more of what targeted is?
So you really wanna consider the targeted interventions
when you're really noticing that the universal supports
are not that effective
for certain students or really a group of students.
So you're gonna start thinking about your behavior data
or observation data.
You're gonna think about,
well, what are things that you're noticing
collectively in the aggregate,
and then you can disaggregate your data in SWIS
especially well, to decide, you know,
we seem to have third graders who have a really problem
with let's say disrespect, right?
So what can we do?
What targeted interventions may we need to implement
to really not only support those students,
but get those certain students in that group or that grade
the support that they need.
And then obviously, you know, when we're really concerned,
when we think about the academic side, right?
we do a lot of screeners on the academic side of things.
We're hoping that folks are really diving
into universal screeners on the behavioral side of things.
But when the point in which a student's academic
or social behavior becomes a really, really tricky,
that's really when you're gonna wanna consider
targeted interventions.
During the training,
these are a couple of activities you're going to want to do
actually during the training, but also before the training.
So if you're planning to attend in April or June,
you wanna attend these prior to the training
and they're in the targeted workbook.
So one of the pieces is around
really assessing your family engagement.
And then you wanna focus on, pardon me,
sustaining your PBIS at the universal level.
So that's just foreshadowing
what your team will wanna focus on before those trainings.
And you will have time at the training
to finish those as well.
So again, there's lots of categories of risk.
You can probably think of a ton right now,
there's students who may not be fully engaged in school,
students who have frequent nurse visits.
Do you have students that are having difficulty
completing assignments, right?
Are there other behavior concerns?
And when we talk about behavior concerns,
we're also highlighting not only the external behaviors
that we're seeing, but those internalizers,
we're seeing a lot of that now
especially in the current context
in which we're living in a pandemic,
we're seeing a lot of students withdrawing socially,
lots of anxiety, actually going to school,
having been at home in remote learning situations.
So again, thinking about those students
who might be at risk.
One of the things you may wanna consider doing
is using your SWIS data as a way to screen,
or at least as a first glance to identify students.
This is really interesting.
I did this with a school not too long ago,
and it was just a great starting point
to have a conversation
to see which students right now might be eligible
for a targeted intervention.
Typically, what we recommend is students
with two to five behavior referrals
or behavior observation data forms,
thinking about that,
often than students who have six or more,
this is a general guideline.
Again, think about your cultural context
in your own school's data,
six or more would need,
would likely benefit from an intensive intervention.
Now, this is cool, I'm not sure if many of you
have heard about this,
but this is the,
there was an article that came out,
it's called the October Catch.
And essentially what this is showing is,
so in October, they did a little research,
in October if they're students,
by the month of October
if students have two referrals at that point,
they can almost predict that by the end of the school year,
a student may very well have 10.
Now this isn't a guarantee,
this is really projecting the data based on their research.
And so what we're really hoping to that schools consider
is during your October meetings,
think about which students might have those two referrals,
even three referrals,
because if something doesn't happen at that point in time,
if we don't intervene at that point in time,
this data is showing us that those students
may have several more referrals
by the end of the school year.
So there's a link to this article on the PowerPoint.
So definitely check it out.
It's really interesting.
But again, if you're looking for ways to really
compelling why to look at the data,
this is really one of them
that we're hoping schools will think about.
Universal screening, talked a little bit about this already,
but again, you really there,
these are the reasons why
we want to universally screen for students.
Again, I liken it to the academic side,
we do a lot of that,
in terms of iReady assessments,
lots of different things there,
so again, on the behavioral side, you know,
we wanna identify behaviors that aren't immediately obvious,
I talked a little bit already about the internalizers
versus the externalizers,
oftentimes those external,
students who display externalizing behavior
'cause they don't always display externalizing behavior.
Those students who do at times
are the ones that get a lot of the attention, right?
So we wanna make sure that we're focusing
and identifying students who
may be inclined to be internalizers.
Early identification leads to early intervention, right?
We know that, that's what the research tells us.
We need to identify early
so that we can put something in place
that has the best outcome for students to be successful.
And again, a lot of these universal screeners
will allow us to select the intervention, right?
And again, intervention isn't a person, right?
An intervention is an evidence based practice
that will most likely help that student
or groups of students be successful.
Questions and answers at this point in time.
Just wanna take a moment, feel free to use the chat.
Let us know if you have any questions.
Also let me know if I'm going too fast, too slow.
Your feedback's really helpful
as I cater this towards your specific needs.
Okay, awesome, and Anne, thank you again,
Anne just reposted the materials on our website.
So I'm gonna move on.
So what is a targeted intervention?
Well, it's not a secret.
It's something that is known by all staff
and it's available on an ongoing basis,
and it's not for all students.
Otherwise if a targeted intervention was for all students,
every single student would have it
and it would overwhelm our system.
So the idea with a targeted intervention
is that there's certain eligible students based on criteria
who would benefit from this type of targeted intervention.
It provides additional support in the areas of academic,
we often see that a small literacy
intervention targeted intervention,
my daughter is getting that right now, luckily.
And so that's been really helpful for her,
but on the behavioral side, we have that as well,
that could look like a social emotion,
a learning targeted group, a social cognition group.
There's lots of different group interventions
that could be labeled targeted.
Targeted interventions are really best for
sort of lower level problems of behaviors.
So students who have difficulty with task completion,
we know a lot of students struggle
with executive functioning across the developmental
spectrum of our students, right?
So are there some executive functioning practices
or targeted interventions that we can implement
for students who are really struggling with that skillset?
You know, if students are not engaged,
how do we engage them in school?
If students have difficulty with peers,
how do we give them a peer culture
that allows them to practice and generalize skills
that they're learning in a targeted group.
We also want these to be efficient
and we're gonna use similar strategies.
So we're not across the group,
targeted interventions and this is I think
where some of our schools go down a different path.
We tend to be really good at universal, right?
And we're really good at intensive practices, right?
I was a special ed director, I get it.
We, we are very good at that intensive,
that individualized support,
but where we really need to focus on,
and I think we'll get the biggest bang for our buck is
creating targeted interventions
because if you're creating targeted interventions
for students,
you may prevent them from needing highly individualized,
highly resource intensive interventions in the long run.
So again, we need to focus really,
I think this is really important,
this is where we will start balancing out our triangle
in terms of the number of students who are
needing intensive level of interventions
versus students who don't.
So again, this is really helpful.
And they're efficient and they're effective, right?
Targeted interventions, they're evidence based.
You're gonna use data to look at them.
You're gonna see how it's affecting a student.
It's an iterative process.
You may need to go back to the table
and have a conversation and say,
hey, is this really working for these groups of kids?
If not, what's the data telling us, right?
And then maybe some of those students
may need a little bit more,
they may need an higher level of intervention.
But again, it's really important that you know
this is efficient, it's effective,
it's less labor intensive essentially.
And it's sort of something that you have
that is ready to go.
Critical features, I talked a little bit about this.
I'm not gonna go through every single one,
but there's a few that I want to point out.
So when you do universal screenings,
you wanna already have sort of a bank of
targeted interventions that you can plug a student into.
Worst case scenario, you know,
would be as you do your universal screening
and you're like, oh my gosh,
we don't have anything to plug a student into.
We don't wanna see that happen,
we wanna be thoughtful,
methodical around our targeted in interventions.
And that's why at this training,
you're gonna learn about check-in/check-out
or teacher check, connect and expect,
as one of those go-to interventions
that you could just put a student in immediately
when you universal screen.
Does that make sense?
The other thing is we really want student buy-in.
We want students to view this as a positive activity.
It's not punitive.
It cannot be viewed as a disciplinary action
because of X, Y, Z, you are now in this group.
We really need students to participate
and part of that is acknowledging
the positive work that you're they're doing
and sharing with students
developmentally appropriate of course
their progress and how well they're doing
in the targeted intervention.
We want students to have that buy-in
'cause it increases the success rate of the student
making some positive changes.
Again, another critical feature is adequate resources,
I'll talk about the teaming and the importance of an admin
in this role and continuous monitoring and decision making.
So those are some of the critical features
of a targeted intervention.
Here are,
and I'm not gonna get into too much detail about this,
but it is essential
and you'll learn more about this at the targeted training.
We also have an FBA training coming up
if you're interested in diving into function based behavior
and really analyzing student behavior and dissecting
and investigating what the function of their behavior is.
That's taking place on February 10th.
It's a two day training.
So it's February 10th and then March 10th.
So you get to the training, you go back to your school,
your school team, you'll look at a student,
you'll do some of the FBA work
and then you'll come back on March 10th with your group
and discuss it.
But essentially targeted group interventions
are based on function of behavior, right?
So if you have a ton of students who are in math class
and they're really seeking adult attention,
how can you give that group of students the adult attention
without it being disruptive to the whole class?
So that might be a smaller group before the class
where there's a little bit more adult connection
with those students.
So they're getting the function fulfilled
in a way that's acceptable and
socially appropriate for the context of that classroom
and within your school.
So there's lots of different things
that you wanna think about,
but essentially you wanna match the function
with whatever intervention you're implementing,
best chance for student success.
And it's always important to remember
that oftentimes targeted interventions,
they're not gonna like fix this student, right?
That's not what we're doing,
targeted interventions are really changing the environment
in which students are in.
There's also a misconception
that the classroom teacher doesn't need to participate
in targeted interventions.
And that is actually not true.
We should have educators and teachers participating
because at the end of the day,
the teacher is the person that the student sees
usually the majority of the time
and that's where the best relationship is built.
We talked a lot about that in the universal.
We continue to talk about the power of relationships,
so making sure that that teacher is really involved in that
and that all staff are involved in all staff know about it.
One of the things that we're also wanna just point out
is with targeted interventions,
I talked about how they're not punitive.
We are really focusing on restorative principles
and restorative approaches
and embedding that philosophy in the work that we do.
So again, some of those principles
that we embed in our responsive
or restorative approach is work
or restorative practices work is that student agency,
so voluntary participation,
the relationships, exploring relationships,
meaningful engagement, right?
It's important to have that student voice as well,
and participatory decision making.
So making sure that we're really involved students
in some of these processes, how's it going as the group?
Do you like this? What's working well?
And so we're really actively involved currently
in infusing restorative principles into our PBIS work.
So if I could see a show of hands,
has your school have, or a thumbs up,
give me a thumbs up
if your school has explored restorative practices,
and you can do that in the chat.
Yep, awesome, thumbs up.
Great, I see some thumbs up.
That's perfect 'cause it's dovetailing really nicely
with the targeted training.
And if you're not,
I know some of you doesn't look like you're not,
that's okay, we're gonna talk a little bit about that
at the targeted training as well.
And again, this is just showing sort of,
this is a process, it's not one day we're gonna say,
oh, we're gonna do X, Y, Z.
This is a process.
So there's a continuum essentially with any intervention.
What we're moving from is punitive, right?
To more restorative.
We wanna think about that.
So moving on again,
from that punitive perspective and philosophy
to really a restorative approach,
we wanna repair any harm in doing that.
So that's sort of another philosophical perspective
that we are infusing in all the work that we do.
Are there questions.
Do you folks have questions, comments, thoughts, wonderings?
So it looks like we're gonna get ready.
Are you ready to jump into,
we're gonna jump into the targeted system
and then we're gonna end with the
targeted sort of interventions, check-in/check-out.
So there's two things you wanna consider
at the targeted level is one is sort of the systems level.
As of anything we do, we gotta think about the systems.
This is about how are we designing it
so it's sustainable over time
and so that if I leave this system is still in place, right?
So you wanna build it so it's sustainable.
And that's really thinking about the teaming structures,
all of that.
We also wanna think about the student intervention.
So there's really two functions for this targeted system
that we'll be implementing.
Again, systems, excuse me,
creates procedures for all students
and all targeted interventions.
This isn't highly individualized and this is tricky.
So again, thinking about those targeted groups,
looking at your data in the aggregate,
thinking about which students may have,
which collective group of students
may have difficulty with following instructions.
The first time my son is working on that right now,
a lot of his friends are,
I could put him into a targeted intervention
that would hopefully help with that.
The other system that you wanna think about
is the communication.
So everything we do has to be communicated,
We want our staff and our families to know about it
and we also wanna be intentional
around linking that universal system
and that foundation with the targeted
so that we're really giving students
the best chance of being successful
within our universal system
before we're layering on targeted supports.
If you just jump to targeted supports
without having that foundation,
students will not be as successful.
They need to have that universal system in place
and access to it in order to then
build those targeted supports for that student.
So who does this systems' work?
We talk a lot about in the universal your leadership team,
it could be a sub of your universal team,
I know many of our schools are different sizes.
You know, we may have the same team
in some of our smaller schools.
And we just say, you know what?
Team we're gonna talk about
the targeted systems conversation right now,
I'm gonna put on my targeted systems hat,
and now we're gonna then transition
to individual students conversations.
The other things that is really important,
administrators should participate in this.
Now, as somebody was recently an administrator,
I can attest to that.
This is very difficult at times,
especially in our current context,
participation can look different in various ways.
You may not be able to attend every single meeting.
However your support is
and letting people know that you are supporting this
and that you are championing, championing, championing
the targeted efforts is critically important.
So lots of different ways for participation,
but we really need that
in order for it to be sustainable over time.
And then the targeted team
will focus on your student planning,
which students need, which supports, again,
this isn't highly individualized.
You're thinking about groups of students,
and you're looking at your data to say,
wow, which students in third grade
are having difficulty to you this week.
It seems like we've got five to six students
who could really benefit from a social cognition group
with our SLP perhaps.
So thinking about the resources as well
is gonna be important.
And then this group really focuses on student progress.
So again, when we think of interventions,
we usually do them in six to eight weeks cycles.
So you may have a student in a group of students
in six to eight weeks social cognition group
working on social skills,
after that, you're gonna then progress monitor,
you're gonna continue to progress monitor
during those six to eight weeks to see,
wow, are we seeing evidence that these students,
or, you know, within this group are being successful?
And if not,
we need to go back to the drawing board
and maybe it wasn't social cognition that they needed.
Maybe it was a focus on something else.
So again, it's an iterative process as I mentioned before.
This is often a leadership team,
so who does this type of work?
It's your leadership team.
Many of you may have, you know, behavior systems,
folks in your building,
there's a lot of different roles out there now.
You may have a social worker,
you may have other folks that
kind of do this targeted small group work.
So again, you want a leadership team
that's a representation.
And it's often a good idea
to have somebody from the universal team on the targeted
to, again, increase that crosspollination and collaboration
between the two different groups.
And again, like I said, if you're a small school,
you might be the same group
and you're just putting on different hats
for different topics.
You really are gonna also think about
a check-in/check-out coordinator.
That is something.
And then you're gonna wanna have your administrator
on board as well for some of those.
Now, when we get to the targeted level,
often get questions around EST considerations.
So targeted level is very similar
to the work of your EST team.
So if you already have a really robust
and functional EST process
where students are then referred to an EST type of process
for either academics or behavior,
that is a really good spot to start.
If you don't have that,
you can create something like that with a targeted team.
Oftentimes in our bigger schools,
we may have an EST team that focuses on academics.
We may have a targeted team or an EST slash targeted team,
however you wanna design it to focus on the behavior pieces.
The goal really is work smarter, not harder.
So here is another poll.
I'm gonna launch this again.
Let's see if I can get this one right, here we go.
EST, I'm gonna launch this poll,
but I'd like you all to just chime in
and let us know to what extent can your EST
function as your PBIS targeted team?
So, you know, do you meet every two weeks?
Do you use data to match?
Some you are all of the above.
Okay, it looks like we've got most people participating.
Excellent.
I'm gonna go ahead and share the results of everyone.
Here we go.
That's great.
So it looks like some of you definitely all of the above,
that is awesome to hear,
because that is a huge feature and critical component.
So again, the goal is to work smarter, not harder.
You decide as a team what works best for you.
The key is that these conversations
are happening in a timely manner.
One of the resources I wanna point out
is the agency of education
came out with the EST practice profile,
which is a really great document
that go goes through sort of an assessment
of your current EST team,
there's different domains.
And I would highly recommend looking at that
if you haven't already as a way to really think about
what your current EST structures are and how targeted
it can be aligned with that.
So the role of the administrator just real quick.
You know, you wanna make sure that you're involved,
you know, the practice you can speak to the practices.
You also are aware of the data.
As an administrator, you know a lot about the data,
especially on the academic side of things
and hopefully on the behavior side as well,
although that's emerging.
But really you can be a decision maker, right?
If something needs to happen,
you are the person at the table
or team of people administrators
who can make really positive things happen for your team.
So again, you may not be totally able
to attend every meeting,
but you wanna be visible, you wanna promote it.
You want people to know that you are hands on
and value this work because
you're a role and model, people look up to you,
they see what you're doing
and I know from my own experience,
it's a lot of work and it's, you know,
the more you can get involved
the better at this point in sustainability for sure.
You also hopefully have a supervisor union,
district coordinator that can help you also
with some of these practices as well.
If you don't, we'll talk a little bit more about that
as well, but again, you want it to be visible.
We have a coordinator at this level.
So you wanna think about a targeted level coordinator
who's gonna attend the meetings.
These coordinators attend the regional meetings,
the trainings, they might help complete the behavior tasks.
They help with team organization.
So again, this could be your universal,
it could be a combination of both,
totally up to you but this work will not move forward
without somebody really worrying about it
and making sure that it's on everyone's minds.
One of the things you'll do before attending
if you have time to targeted training is the team profile.
So this is where you'll will go in and you'll identify
which team members may be part of your targeted team,
what their role is.
And really just starting to think
about that teaming structure.
Again, that's the structure that's incredibly important
for sustainability.
The other thing you're gonna wanna think about
is the targeted practices inventory.
And you wanna bring this to the training
if you do decide to attend.
And this is really thinking about functionally,
what are the current interventions that you have?
Is there a school counselor who currently does
three to four different social, emotional learning groups?
Those could be your targeted interventions and supports.
So think about that
'cause you may be already doing many of those already.
And this is just an example from Dothan Brook.
There's a link to the full document below,
just to give you an example.
Any other questions?
I wanna get to check-in/check-out
and I also wanna be mindful of time.
So if you have questions again,
please type into the chat box.
Okay, here is.
- There's one question.
- Oh, I see that, Sue, thank you.
Is there an example of a targeted intervention
you could briefly discuss? Absolutely.
So I'm about to discuss one right now, Sue.
Check-in/check-out is a targeted intervention,
but there's a lots of other ones that you could think about,
anything that is a practice,
so I think of like Michelle Garcia Winner,
I've used that a lot.
So like social skills curricula,
that in and of itself could be a targeted intervention.
Second step for an example is a universal intervention,
but could also be a targeted intervention.
You could meet with several students
who may need additional support and understanding
and participating in those lessons ahead of time
in a small group setting,
maybe previewing the lesson with them
so that when they do go back to their universal lesson,
they'll be really prepared
and have that of confidence as they go into that.
So I hope that answered your question Sue.
I'm happy to check in with you later too
to give you other thoughts.
Great question.
But the one that we're gonna promote right now
and that you'll be focusing on at the training
is check/in/check-out
or teacher check, connect and expect.
That one is a mouthful.
And so you really want to at least implement
one of these interventions from the beginning.
That way you have something to go to
no matter what your screening data says.
So check-in/check-out.
There is a third edition.
So if you've attended some of our trainings in the past,
we've talked about check-in/check-out.
This is a new third edition that came out in 2020.
It's a great resource in terms of
implementing check-in/check-out intervention program.
So again, just wanna put a plug in for that
if you're looking for resources.
And what right now I'm gonna go through very quickly sort of
what it does and how it works.
So I'm gonna go through this
just so I can put everything on.
So the way check-in/check-out works is
you have a check-in/check-out coordinator,
typically, and again,
there's various iterations depending on the school,
but you have somebody who's a check-in/check-out coordinator
who will usually in the morning greet the students.
You'll get the students either go somewhere,
they may do it in the hallway,
it really depends on the structure of your building.
But the goal is that the student has
more frequent contact with an adult
in the beginning of the day
to help them set their day up for success.
There's a form that the student will keep
throughout the day or the teacher keeps track of it,
again, little nuances here,
but the coordinator will collect
and hand it out to the student.
There are daily goals that the student will set
and it's often linked to your school wide expectations
in terms of those goals.
So my goal today is be safe
and that means keep hands to self.
So that may be several of your students goals for that.
And then this morning check-in,
it's really an opportunity to encourage the student
to have a positive day and really focus on
and it's another reminder,
we all need reminders to really focus on our goals.
And so that's really,
that's sort of the morning check-in piece.
So then the student throughout their day,
depending on your structure of your building,
if you're with the same teacher every day, every second,
or the majority of the day,
your classroom teacher may be the one to check in
after every period with the student say, hey,
really nice job, that was awesome,
you really are doing a great job
keeping your hands to yourself
and showing us that you're safe.
And, and you know,
there's other adults that may also participate
in that check-in/check-out process,
but it really depends on your schedule.
This can also be used in the cafeteria or the playground.
So anywhere there is supervision.
So you're gonna wanna think about that too.
At the end of the day.
So what will happen at the end of the day,
it's it's like a sandwich, right?
You got something in the beginning of the day,
you also get something throughout the day
and then you get the check-out at the end of the day.
So usually around the last 20 minutes of the day,
the same, the students or groups of students
will then meet with a check-in/check-out coordinator
at the end of the day
to really go over their progress, see how they're doing,
you know, tally the points.
Often students have decided what they're working for,
which is exciting,
maybe it's more movement breaks,
maybe it's an opportunity to play basketball in the gym
on Friday afternoon, you know, so again,
students really are aware of their progress
and also thinking about how they're doing as well.
A key feature of check-in/check-out is
oftentimes we want families to be involved
because we also know that home-school communication
is critical for positive behavior change, right?
And oftentimes it serves as a communication to the families,
so there's a daily progress report,
this will go home with the student,
It's an opportunity for the family to say,
hey, kudos, great job, let me put it on the refrigerator.
And again, it's just really reinforcing that
what their expectations are at school
or sometimes also the expectations at home.
And sometimes they're not,
and that's okay as well,
again, depending on the cultural context,
but again, just communicating to the families
how students have done
is really a important feature for buy-in.
Your check-in/check-out coordinator.
This is somebody who enjoys and wants to do this.
This is somebody who really loves having, you know,
an enthusiastic vibe with kiddos
at the beginning of the day.
It's also somebody that students like, that they trust.
They feel safe around.
This person will leave the check-in, check-outs,
they'll enter the data,
again, that's up to debate,
other people do that, depends on your situation,
but they create graphs
and they gather usually the information
for those targeted student planning meetings.
So again, making sure that you have somebody
who's really excited to do this work,
and it could be a variety of people too.
And then these are the activities
that you will be focusing on at the targeted training.
So don't worry about it now,
but just to give you a preview.
So you're gonna determine check-in/check-out
or teacher check, connect, and expect.
Teacher check, connect and expect
is basically the same thing,
it's just often used in elementary classrooms
where the students are with the same teacher every day.
Check-in/check-out where you maybe a middle school model.
It's not to say that both can work either way,
but oftentimes, you know,
when a student student has to switch different teachers,
then that's sort of how we distinguish it.
You're gonna develop your daily progress report.
You're gonna think about the reinforcement system,
the referral system,
and then also staff training,
SWIS check-in/check-out is a feature that you can add,
so if you're already using SWIS,
I would go to SWIS, the website
and you can look at check-in/check-out,
it's really great resource.
Yeah, and there's a question,
or no, a comment, thank you, Amy.
So yeah, I teach TCCE,
the morning and afternoon check-out
is with the classroom teacher,
not necessarily a coordinator.
Thank you, Amy, for that.
So your next steps will be,
if this is something you're interested in pursuing
as a team, as a leadership team
is you've got the targeted workbook.
You also have your targeted handbook,
and you're gonna wanna think about those activities
prior to engaging in the training.
And again, if you don't have time,
we'll provide some time with the training as well.
We understand this is a very busy time of year.
So final poll.
I'd love to get your thoughts on based on what you've heard
and where you're at as a school.
I'd love for you to, let me stop sharing that one.
Let us know if this is something
you are interested in participating in this year.
This will just be really helpful for us
as we plan the April and June trainings.
So go ahead, let us know.
Are you thinking about it?
Are you wanting to wait until next year?
You're not sure yet.
There's no wrong answer here.
- And if you're a school
that is thinking about training in April or June,
if you could just type the name of your school
into the chat box.
- Yeah, thank you, Amy.
Yeah, let us know if you'll be joining us in April or June.
All right, looks like most of us are here.
Okay, so I just ended the poll.
And now I wanna put in a plug for the Summer Institute.
We have one more minute left.
This Summer Institute is going to be a little bit unique.
We are hoping, fingers crossed and toes crossed,
that we will be in person.
For those of you who have attended,
you've probably realized how amazing and valuable
this time away as a team
is for your own wellbeing and mental health as a team
and also an awful lot of work done.
So again, this Summer Institute
is happening June 27th through 30th.
We'll have a save the date coming out soon.
And March 7th you'll have an opportunity for registration,
so registration will go out March 7th,
but again, we're really focusing on you,
we're focusing on you as educators,
our theme is it's time to reclaim passion for education.
So again, spending a lot of time on you as educators
and how we can support your work
as we're supporting our students moving forward.
So hopefully to see you there,
it's gonna be a really good time,
hopefully in person,
and please as always stay connected,
let us know what's working in your schools.
We love to see pictures.
We love to see examples of your great work,
Facebook, Twitter, let us know how things are going.
And finally thank you all so much
for taking the time this morning
to meet with the BEST team
and learn about the targeted orientation and the level so
I wanna close with any questions that you have,
feel free to type into the chat box.
That's great, thank you so much, Jesse.
Thanks everyone.
And just so know you will be receiving a survey,
let us know how this went for you this morning
and a certificate of attendance will be attached as well.
So thank you all so much.
Great to see you virtually and enjoy the rest of your day.