1
00:00:00,130 --> 00:00:03,910
- Townshend, I am a member of the

2
00:00:03,910 --> 00:00:06,200
BEST team and the Vermont PBIS team.

3
00:00:06,200 --> 00:00:08,260
I am one of the new co-directors,

4
00:00:08,260 --> 00:00:11,000
very excited to work with my co-director,

5
00:00:11,000 --> 00:00:13,030
colleague, Amy Wheeler-Sutton.

6
00:00:13,030 --> 00:00:14,810
You are probably very familiar with her

7
00:00:14,810 --> 00:00:17,270
and of course the queen bee over here

8
00:00:17,270 --> 00:00:20,940
at our BEST project is Ann Dubey.

9
00:00:20,940 --> 00:00:23,240
So we're very excited to
have you on the line today.

10
00:00:23,240 --> 00:00:25,810
Just wanna let you know that this session

11
00:00:25,810 --> 00:00:28,130
that you will be muted during this session

12
00:00:28,130 --> 00:00:31,340
and we'll have some polls for
you to participate as well

13
00:00:32,210 --> 00:00:36,520
and if you do need any help,
please type into the chat box,

14
00:00:36,520 --> 00:00:40,640
we also have the materials
available to you on our website,

15
00:00:40,640 --> 00:00:43,210
so, the PowerPoint and the handbook

16
00:00:43,210 --> 00:00:45,120
and the workbook will also be there

17
00:00:45,120 --> 00:00:49,363
and Anne has just posted
that onto the chat box.

18
00:00:50,240 --> 00:00:52,860
So welcome, glad you all are here.

19
00:00:52,860 --> 00:00:54,760
Because we have such a small group too,

20
00:00:54,760 --> 00:00:57,090
I'd like to invite you to raise your hand

21
00:00:57,090 --> 00:00:59,410
and ask any questions that you may have

22
00:00:59,410 --> 00:01:01,710
regarding this presentation today

23
00:01:01,710 --> 00:01:06,710
as we prep for potential targeted
training in April or June.

24
00:01:10,920 --> 00:01:14,540
So our agenda for today
is really thinking about

25
00:01:14,540 --> 00:01:17,260
what PBIS is at the targeted level

26
00:01:17,260 --> 00:01:19,560
within our MTSS system.

27
00:01:19,560 --> 00:01:20,730
Before that, though,

28
00:01:20,730 --> 00:01:23,820
we wanna talk a little
bit about the universal

29
00:01:23,820 --> 00:01:25,730
efforts in order for sustaining that

30
00:01:25,730 --> 00:01:27,330
because it builds on top of each other.

31
00:01:27,330 --> 00:01:30,200
And I do notice some of you
were also on the line yesterday

32
00:01:30,200 --> 00:01:32,590
for the universal orientation.

33
00:01:32,590 --> 00:01:36,710
So this will be a great segue
and continuation of that,

34
00:01:36,710 --> 00:01:39,200
so moving on from the
universal orientation

35
00:01:39,200 --> 00:01:40,920
to the targeted today.

36
00:01:40,920 --> 00:01:42,910
We're gonna then highlight the systems

37
00:01:42,910 --> 00:01:45,720
that you'll need for the targeted level.

38
00:01:45,720 --> 00:01:49,010
And that's really in particular,
like who's involved in it.

39
00:01:49,010 --> 00:01:51,770
We'll talk about there's this inventory,

40
00:01:51,770 --> 00:01:53,610
and then we're gonna preview

41
00:01:53,610 --> 00:01:56,700
check-in/check-out and teacher
check, connect and expect.

42
00:01:56,700 --> 00:01:58,670
And those are the evidence-based practices

43
00:01:58,670 --> 00:02:02,110
that if you do attend the
targeted training in April

44
00:02:02,110 --> 00:02:05,440
and June we will really
be spending a lot of time,

45
00:02:05,440 --> 00:02:07,820
thinking about your systems

46
00:02:07,820 --> 00:02:09,780
of implementing the targeted level

47
00:02:09,780 --> 00:02:14,206
and then also designing your
check-in/check-out system.

48
00:02:14,206 --> 00:02:17,610
And then, so we'll go
over those steps as well.

49
00:02:17,610 --> 00:02:19,690
And then we'll look a little bit at

50
00:02:19,690 --> 00:02:22,710
just to highlight data system

51
00:02:22,710 --> 00:02:24,470
that goes along with your SWIS.

52
00:02:24,470 --> 00:02:27,480
So if your we using SWIS,

53
00:02:27,480 --> 00:02:28,990
there's a check-in/check-out component

54
00:02:28,990 --> 00:02:31,180
that you can add that will
help you with your data

55
00:02:31,180 --> 00:02:32,830
collection at the targeted level.

56
00:02:35,010 --> 00:02:37,580
So I wanna point out there's
a couple of materials

57
00:02:37,580 --> 00:02:41,270
that Anne has posted onto the chat box.

58
00:02:41,270 --> 00:02:43,840
You will see an activity workbook.

59
00:02:43,840 --> 00:02:45,130
The activity workbook

60
00:02:45,130 --> 00:02:48,010
is the workbook that you'll actually use

61
00:02:48,010 --> 00:02:50,740
with your team at the targeted training

62
00:02:50,740 --> 00:02:53,040
in April or June at the Summer Institute

63
00:02:53,040 --> 00:02:54,990
depending on which one you attend.

64
00:02:54,990 --> 00:02:57,350
And that's really the guide

65
00:02:57,350 --> 00:02:59,300
that we will use during the training.

66
00:02:59,300 --> 00:03:02,800
So that's your work in
progress, your draft materials,

67
00:03:02,800 --> 00:03:04,020
all of that.

68
00:03:04,020 --> 00:03:07,440
The other staff handbook is something that

69
00:03:07,440 --> 00:03:10,940
once you have final
products from the workbook,

70
00:03:10,940 --> 00:03:12,330
we're gonna ask that you transfer

71
00:03:12,330 --> 00:03:15,080
some of those during the training
into your staff handbook,

72
00:03:15,080 --> 00:03:18,190
because the idea is that when
you attend these trainings,

73
00:03:18,190 --> 00:03:19,880
you are ready to launch.

74
00:03:19,880 --> 00:03:21,887
You will be able to launch and roll out

75
00:03:21,887 --> 00:03:24,210
the targeted training

76
00:03:24,210 --> 00:03:27,060
and that staff handbook
will help you do that.

77
00:03:27,060 --> 00:03:28,960
So really taking up this time

78
00:03:28,960 --> 00:03:32,083
for the training to make sure
you're ready, ready to roll.

79
00:03:35,130 --> 00:03:38,170
Before we begin the
content of this training,

80
00:03:38,170 --> 00:03:40,320
I would be remiss not to acknowledge

81
00:03:40,320 --> 00:03:42,480
the National PBIS Center.

82
00:03:42,480 --> 00:03:44,400
Many of you have probably attended

83
00:03:44,400 --> 00:03:46,400
or have gone to their website.

84
00:03:46,400 --> 00:03:48,120
It's a wealth of resources.

85
00:03:48,120 --> 00:03:50,470
We're also connected with the Northeast

86
00:03:50,470 --> 00:03:51,990
Positive Behavioral Interventions

87
00:03:51,990 --> 00:03:53,850
and Supports network as well.

88
00:03:53,850 --> 00:03:56,980
And so we're very collaborative
with the national center

89
00:03:56,980 --> 00:03:59,220
and the Northeast PBIS network

90
00:03:59,220 --> 00:04:02,660
and obvious much of this
comes from our state team,

91
00:04:02,660 --> 00:04:04,160
as well as you.

92
00:04:04,160 --> 00:04:07,780
We love to look at your
materials and share,

93
00:04:07,780 --> 00:04:08,780
this network, as you know,

94
00:04:08,780 --> 00:04:12,190
is very collaborative in terms
of the materials and sharing.

95
00:04:12,190 --> 00:04:15,413
So it's a really great
network to be a part of.

96
00:04:16,970 --> 00:04:21,693
So just to start again, PBIS, many of you,

97
00:04:22,840 --> 00:04:24,930
some of you guys said were
on the training before.

98
00:04:24,930 --> 00:04:28,780
So again, PBIS is a framework, right?

99
00:04:28,780 --> 00:04:30,270
It's not a canned curriculum.

100
00:04:30,270 --> 00:04:33,940
It's not something that you
necessarily pull off a shelf.

101
00:04:33,940 --> 00:04:35,730
It's a framework that houses

102
00:04:35,730 --> 00:04:39,380
evidence based practices and interventions

103
00:04:39,380 --> 00:04:42,410
that really support your
whole student system,

104
00:04:42,410 --> 00:04:45,070
so the academics as well as the behavioral

105
00:04:45,070 --> 00:04:46,640
and it's for all students.

106
00:04:46,640 --> 00:04:49,300
So again, it's not that canned curriculum,

107
00:04:49,300 --> 00:04:53,110
sometimes there are those
misconceptions out there,

108
00:04:53,110 --> 00:04:57,533
but again, you make PBIS
framework work for you.

109
00:04:59,300 --> 00:05:02,860
And part of that is really spending time

110
00:05:02,860 --> 00:05:05,520
developing your systems.

111
00:05:05,520 --> 00:05:09,350
So your teaming structures,
those types of things,

112
00:05:09,350 --> 00:05:10,630
your practices,

113
00:05:10,630 --> 00:05:14,740
so what are your practices that
students will participate in

114
00:05:14,740 --> 00:05:17,510
and then really looking
at data to make sure that

115
00:05:17,510 --> 00:05:21,220
whatever you're doing is actually
having a positive outcome

116
00:05:21,220 --> 00:05:22,930
for those students.

117
00:05:22,930 --> 00:05:26,320
So again, this is the tattoo
that we often talk about,

118
00:05:26,320 --> 00:05:30,020
and the most important thing
that we're really emphasizing

119
00:05:30,020 --> 00:05:33,350
is that we always wanna
keep equity at the center.

120
00:05:33,350 --> 00:05:37,890
Equity is critical component
to PBIS implementation

121
00:05:37,890 --> 00:05:41,453
in any initiative
implementation for that matter.

122
00:05:42,640 --> 00:05:44,500
One of the things that we've had a couple,

123
00:05:44,500 --> 00:05:45,980
I think it was last
year, a couple years ago,

124
00:05:45,980 --> 00:05:50,980
Elena Aguilar came to
the Summer Institute and

125
00:05:51,580 --> 00:05:55,170
while there's various definitions
of educational equity,

126
00:05:55,170 --> 00:05:58,280
we really like this one that she said,

127
00:05:58,280 --> 00:06:00,810
educational equity means that every child

128
00:06:00,810 --> 00:06:04,020
receives whatever
he/she/they need to develop

129
00:06:04,020 --> 00:06:07,620
to her/his/their full
academic and social potential

130
00:06:07,620 --> 00:06:12,210
and to thrive academically
and socially emotionally.

131
00:06:12,210 --> 00:06:14,100
So in a what I like to say,

132
00:06:14,100 --> 00:06:18,820
and what we like to promote is
every child every day period.

133
00:06:18,820 --> 00:06:23,131
And so really that is the
foundation that we will work on

134
00:06:23,131 --> 00:06:27,020
and remember during the targeted training.

135
00:06:27,020 --> 00:06:31,370
So how does that translate into our work?

136
00:06:31,370 --> 00:06:34,140
So one of the things
you're gonna wanna consider

137
00:06:34,140 --> 00:06:37,980
and hopefully are in the process
of considering is access,

138
00:06:37,980 --> 00:06:40,790
so think about your
universal system of support,

139
00:06:40,790 --> 00:06:43,880
your universal PBIS
components and features.

140
00:06:43,880 --> 00:06:46,723
You wanna make sure all
students have access to those.

141
00:06:47,681 --> 00:06:49,610
You wanna know that there are students

142
00:06:49,610 --> 00:06:52,580
who may need higher
levels of support, right?

143
00:06:52,580 --> 00:06:54,640
You also wanna think about representation.

144
00:06:54,640 --> 00:06:56,130
So when we get into teaming

145
00:06:56,130 --> 00:06:58,580
and a review of the universal level,

146
00:06:58,580 --> 00:07:01,330
you wanna make sure you
have a broad representation

147
00:07:01,330 --> 00:07:03,490
of students and families

148
00:07:03,490 --> 00:07:05,360
that are really actively participating

149
00:07:05,360 --> 00:07:08,330
in that universal foundation.

150
00:07:08,330 --> 00:07:09,650
In the targeted level,

151
00:07:09,650 --> 00:07:12,250
not necessarily so much
having the students

152
00:07:12,250 --> 00:07:15,300
and families participate,
obviously you may have,

153
00:07:15,300 --> 00:07:16,910
there's lots of ways to communicate,

154
00:07:16,910 --> 00:07:19,950
but making sure that there's practices

155
00:07:19,950 --> 00:07:24,290
and interventions that other voices

156
00:07:24,290 --> 00:07:27,440
are being part of that
process and that development,

157
00:07:27,440 --> 00:07:29,300
and then meaningful participation.

158
00:07:29,300 --> 00:07:33,501
So we always wanna make sure
that student voice and choice

159
00:07:33,501 --> 00:07:38,501
is critical to our universal
PBIS implementation,

160
00:07:38,510 --> 00:07:43,350
making sure that we have
opportunities for students

161
00:07:43,350 --> 00:07:46,310
and families to let us
know how things are going

162
00:07:46,310 --> 00:07:48,060
and to be on the team.

163
00:07:48,060 --> 00:07:51,000
Again, these are the huge
foundational components

164
00:07:51,000 --> 00:07:54,500
in which the targeted
practices and interventions

165
00:07:54,500 --> 00:07:55,880
will rest on.

166
00:07:55,880 --> 00:07:58,500
So you're gonna hear us emphasize a lot

167
00:07:58,500 --> 00:08:01,410
around sort of that universal foundation

168
00:08:01,410 --> 00:08:03,470
that we need to really focus on

169
00:08:03,470 --> 00:08:06,333
in order to build the targeted supports.

170
00:08:07,621 --> 00:08:09,310
And then we always wanna
think about outcomes,

171
00:08:09,310 --> 00:08:11,380
high outcomes, right?

172
00:08:11,380 --> 00:08:14,900
Making sure that all
students are able to achieve

173
00:08:14,900 --> 00:08:18,173
and give them the support in
order for them to do that.

174
00:08:20,110 --> 00:08:21,820
So, one of the things, again,

175
00:08:21,820 --> 00:08:26,350
we're really looking at is
PBIS is not fully implemented

176
00:08:26,350 --> 00:08:29,080
until it is culturally responsive.

177
00:08:29,080 --> 00:08:33,220
And so what we wanna do is
really focus on the context.

178
00:08:33,220 --> 00:08:36,830
I mentioned that PBIS is a framework.

179
00:08:36,830 --> 00:08:41,390
This is a framework based on
your cultural context, right?

180
00:08:41,390 --> 00:08:44,300
So making sure you're
thinking about your school,

181
00:08:44,300 --> 00:08:46,010
your community,

182
00:08:46,010 --> 00:08:48,970
and implementing PBIS in a way

183
00:08:48,970 --> 00:08:51,630
that is culturally responsive.

184
00:08:51,630 --> 00:08:55,630
PBIS does not look the same
in every single school.

185
00:08:55,630 --> 00:08:59,590
There are the same components
and features of PBIS,

186
00:08:59,590 --> 00:09:01,230
but the way that it's implemented

187
00:09:01,230 --> 00:09:06,230
is really based on the
culture of your school.

188
00:09:06,800 --> 00:09:07,990
So we have a lot of work to do

189
00:09:07,990 --> 00:09:10,840
and we wanna acknowledge that,

190
00:09:10,840 --> 00:09:13,810
and by not doing some of these
things with the components,

191
00:09:13,810 --> 00:09:17,160
you know, that that can cause harm.

192
00:09:17,160 --> 00:09:20,230
And we wanna make sure that
we're really attending to

193
00:09:21,290 --> 00:09:23,590
the culture of our school and equity

194
00:09:23,590 --> 00:09:25,870
and keeping that at the forefront.

195
00:09:25,870 --> 00:09:28,070
A tool that I wanna highlight for you

196
00:09:28,070 --> 00:09:30,040
if you not familiar with it already,

197
00:09:30,040 --> 00:09:33,670
it's the TFI Culturally
Responsive Field Guide,

198
00:09:33,670 --> 00:09:36,290
and I have linked it into presentation.

199
00:09:36,290 --> 00:09:38,560
So certainly take a look at that.

200
00:09:38,560 --> 00:09:43,560
That'll give you a guide
to really assess your

201
00:09:43,920 --> 00:09:46,940
PBIS implementation and the features

202
00:09:46,940 --> 00:09:49,660
through that cultural responsiveness lens.

203
00:09:49,660 --> 00:09:51,750
So again, I would encourage all of you

204
00:09:51,750 --> 00:09:53,273
to think about that as well.

205
00:09:54,710 --> 00:09:55,990
And as we know,

206
00:09:55,990 --> 00:09:59,460
PBIS is a multi-tiered system
of support for behavior

207
00:09:59,460 --> 00:10:01,900
similar to academics, right?

208
00:10:01,900 --> 00:10:04,840
We have a lot of prevention
based interventions,

209
00:10:04,840 --> 00:10:06,600
we have universal screenings,

210
00:10:06,600 --> 00:10:10,030
we progress monitor similar
to academics, right?

211
00:10:10,030 --> 00:10:12,230
There's a problem solving process.

212
00:10:12,230 --> 00:10:14,040
We're using data,

213
00:10:14,040 --> 00:10:17,340
data to make sure that we're
doing what we said we're doing,

214
00:10:17,340 --> 00:10:18,390
and we're doing it well

215
00:10:18,390 --> 00:10:19,770
and that students are achieving

216
00:10:19,770 --> 00:10:22,350
what we're hoping they can achieve.

217
00:10:22,350 --> 00:10:26,590
And so we want to make
sure that we also have,

218
00:10:26,590 --> 00:10:30,390
especially at the targeted
level, both individual,

219
00:10:30,390 --> 00:10:32,940
but really group interventions,

220
00:10:32,940 --> 00:10:34,780
so thinking about those
group interventions,

221
00:10:34,780 --> 00:10:37,300
and I'll get into those a little bit more.

222
00:10:37,300 --> 00:10:40,170
But right now I'm gonna launch a poll

223
00:10:41,230 --> 00:10:45,740
and I would love for all of
you who are with us today,

224
00:10:45,740 --> 00:10:46,690
did I launch it?

225
00:10:46,690 --> 00:10:48,910
Is it already launched, team?

226
00:10:48,910 --> 00:10:50,680
It looks like it might have been.

227
00:10:50,680 --> 00:10:52,093
- We can't see.

228
00:10:53,160 --> 00:10:56,110
If it has been the participants
should be able to see,

229
00:10:56,110 --> 00:10:57,690
oh, Jesse says she doesn't see.

230
00:10:57,690 --> 00:10:59,840
- Okay, let me just,
it says share results.

231
00:10:59,840 --> 00:11:01,993
I wonder if I have to redo it.

232
00:11:03,970 --> 00:11:05,150
That's interesting.

233
00:11:05,150 --> 00:11:07,890
Oh, got it now to me now.

234
00:11:07,890 --> 00:11:09,500
Awesome, thank you so much, Jesse.

235
00:11:09,500 --> 00:11:10,593
Can you see it now?

236
00:11:11,850 --> 00:11:13,890
Okay, hopefully it's letting you do that,

237
00:11:13,890 --> 00:11:15,190
but really what we wanna know is

238
00:11:15,190 --> 00:11:18,203
to what extent are these
features in place at your school?

239
00:11:19,610 --> 00:11:21,690
- Mine says poll ended.

240
00:11:21,690 --> 00:11:24,500
Is there a place to say relaunch poll?

241
00:11:24,500 --> 00:11:26,780
- Okay, let's let me try this out.

242
00:11:26,780 --> 00:11:29,560
Thanks for your patience, here we go.

243
00:11:29,560 --> 00:11:30,860
You know what? It's not saying that,

244
00:11:30,860 --> 00:11:32,840
it's just saying stop sharing poll.

245
00:11:32,840 --> 00:11:34,890
- Oh, stop sharing it first.

246
00:11:34,890 --> 00:11:37,240
- Stop sharing it and then I'll relaunch.

247
00:11:37,240 --> 00:11:38,920
It's not saying relaunch.

248
00:11:38,920 --> 00:11:40,520
Let me try it again, here we go.

249
00:11:42,270 --> 00:11:43,660
Three dots, relaunch poll,

250
00:11:43,660 --> 00:11:45,470
here we go, we're relaunching.

251
00:11:45,470 --> 00:11:48,550
Thanks for your patience
everyone as I figure this out.

252
00:11:48,550 --> 00:11:51,050
So your poll should be there now.

253
00:11:51,050 --> 00:11:53,670
So again, to what extent
are these features

254
00:11:53,670 --> 00:11:55,053
in place at your school?

255
00:11:57,984 --> 00:12:00,210
A few of these features are in place.

256
00:12:00,210 --> 00:12:02,570
Some of the features are in place.

257
00:12:02,570 --> 00:12:06,693
Most of them are in place
and then are all of them.

258
00:12:09,330 --> 00:12:10,203
Okay, great.

259
00:12:13,010 --> 00:12:15,820
Awesome, so it looks like
most of you, the majority,

260
00:12:15,820 --> 00:12:17,630
and I'll share the results.

261
00:12:17,630 --> 00:12:20,530
The majority of you have
these features in place,

262
00:12:20,530 --> 00:12:21,750
which is great.

263
00:12:21,750 --> 00:12:24,670
A couple of you do not necessarily

264
00:12:24,670 --> 00:12:26,550
have all of these in place as well.

265
00:12:26,550 --> 00:12:29,050
So I'm gonna share the results with you

266
00:12:29,050 --> 00:12:32,920
so you can see hopefully what
your colleagues on this line

267
00:12:32,920 --> 00:12:35,427
have reported out.

268
00:12:37,630 --> 00:12:40,960
All right, I'm gonna
stop sharing the poll now

269
00:12:40,960 --> 00:12:42,803
that was great practice for me.

270
00:12:44,510 --> 00:12:49,510
All right, so, as we mentioned
before, it is an MTSS system.

271
00:12:50,060 --> 00:12:53,180
This is something that we do for academics

272
00:12:53,180 --> 00:12:54,800
as well as behavior.

273
00:12:54,800 --> 00:12:56,070
And one of the things

274
00:12:56,070 --> 00:12:59,880
when we launch into the
targeted aspect of the training

275
00:12:59,880 --> 00:13:01,650
is we really wanna make sure

276
00:13:01,650 --> 00:13:05,530
that that foundation has equity.

277
00:13:05,530 --> 00:13:09,373
Equity is prioritized at the
foundation for all students,

278
00:13:10,360 --> 00:13:14,480
just because we're providing
tier two or tier three supports

279
00:13:14,480 --> 00:13:16,130
because students need them

280
00:13:16,130 --> 00:13:20,240
does not necessarily address
the inequities in our schools.

281
00:13:20,240 --> 00:13:23,470
So again, it has to start
at the universal level.

282
00:13:23,470 --> 00:13:27,900
And if you've seen this triangle
before, again, hopefully,

283
00:13:27,900 --> 00:13:31,700
you know, all of your
practices through PBIS

284
00:13:31,700 --> 00:13:32,860
should be implemented

285
00:13:32,860 --> 00:13:35,360
in place for a hundred
percent of the students,

286
00:13:35,360 --> 00:13:37,440
you may have about 80% of your students

287
00:13:37,440 --> 00:13:42,140
who are successful with just
that level of intervention.

288
00:13:42,140 --> 00:13:45,640
Oftentimes what we see is
10 to 15% of the students

289
00:13:45,640 --> 00:13:50,000
once that universal
layer has been set out,

290
00:13:50,000 --> 00:13:53,010
and then we may see about
10 to 15% of your students

291
00:13:53,010 --> 00:13:54,130
need a little bit more.

292
00:13:54,130 --> 00:13:55,780
So those targeted interventions,

293
00:13:55,780 --> 00:13:58,320
what we're gonna talk about soon.

294
00:13:58,320 --> 00:13:59,530
And then also,

295
00:13:59,530 --> 00:14:02,440
you may see after students
have attend a targeted

296
00:14:02,440 --> 00:14:05,980
or have participated in
targeted level interventions,

297
00:14:05,980 --> 00:14:09,810
you may still have 1 to 5%
of your students who need

298
00:14:09,810 --> 00:14:13,060
something more highly individualized.

299
00:14:13,060 --> 00:14:16,120
The key to remember with this
triangle is it's a layer.

300
00:14:16,120 --> 00:14:18,080
It's a really like a layer cake.

301
00:14:18,080 --> 00:14:20,340
So when a student is receiving intensive

302
00:14:20,340 --> 00:14:23,780
or targeted interventions,

303
00:14:23,780 --> 00:14:27,973
they still should have access
to universal interventions.

304
00:14:32,080 --> 00:14:34,150
And this is really our motto here.

305
00:14:34,150 --> 00:14:38,150
So we really wanna focus on the supports

306
00:14:38,150 --> 00:14:40,050
and not the students.

307
00:14:40,050 --> 00:14:41,950
Oftentimes when we go to schools,

308
00:14:41,950 --> 00:14:46,143
we'll hear folks say things
like, oh, those targeted kids,

309
00:14:47,262 --> 00:14:50,770
or we'll hear people
say, oh, you know, she,

310
00:14:50,770 --> 00:14:53,660
or there an intensive kid, right?

311
00:14:53,660 --> 00:14:57,120
So we really wanna get
away from this language.

312
00:14:57,120 --> 00:14:59,020
So instead of targeted kids,

313
00:14:59,020 --> 00:15:02,020
you might wanna reframe it
and have a corrective script.

314
00:15:02,020 --> 00:15:04,140
You know, students who are receiving

315
00:15:04,140 --> 00:15:06,633
or needs targeted supports, right?

316
00:15:08,080 --> 00:15:09,910
You might also, if, you know,

317
00:15:09,910 --> 00:15:12,730
there's another way to say
the student is receiving

318
00:15:12,730 --> 00:15:17,373
or needs intensive supports
versus they are intensive.

319
00:15:18,640 --> 00:15:21,570
And oftentimes this can be uncomfortable,

320
00:15:21,570 --> 00:15:25,510
but this is where our growth
edges and learning edges

321
00:15:25,510 --> 00:15:26,730
come into play here.

322
00:15:26,730 --> 00:15:29,950
We often learn in areas of discomfort

323
00:15:29,950 --> 00:15:34,340
and it's really critical
for us as advocates for PBIS

324
00:15:34,340 --> 00:15:38,190
and equity to land in
some of those discomfort,

325
00:15:38,190 --> 00:15:39,960
uncomfortable situations

326
00:15:39,960 --> 00:15:42,090
and talk with our colleagues honestly,

327
00:15:42,090 --> 00:15:44,010
and provide those corrective scripts

328
00:15:44,010 --> 00:15:46,620
so that we are creating an environment

329
00:15:46,620 --> 00:15:48,270
that is accepting of all students

330
00:15:48,270 --> 00:15:50,810
and an environment in which we are really

331
00:15:50,810 --> 00:15:54,110
focusing on the supports
a student receives,

332
00:15:54,110 --> 00:15:57,280
not the actual student.

333
00:15:57,280 --> 00:16:00,150
And for an example, you probably
have seen this one as well.

334
00:16:00,150 --> 00:16:04,220
This is the continuum for
Dylan, a hypothetical student.

335
00:16:04,220 --> 00:16:07,450
And again, this could be
for any of our students,

336
00:16:07,450 --> 00:16:10,290
for an example, Dylan seems
really great in reading

337
00:16:10,290 --> 00:16:11,780
and peer interaction.

338
00:16:11,780 --> 00:16:13,260
His attendance is fabulous.

339
00:16:13,260 --> 00:16:14,400
But you know what?

340
00:16:14,400 --> 00:16:16,200
Dylan might need a little extra

341
00:16:16,200 --> 00:16:19,250
emotional management and math support.

342
00:16:19,250 --> 00:16:21,850
So we can probably all take a moment

343
00:16:21,850 --> 00:16:23,920
and think about ourselves.

344
00:16:23,920 --> 00:16:27,740
And if we were to create this triangle,

345
00:16:27,740 --> 00:16:30,040
what are the areas where we might need

346
00:16:30,040 --> 00:16:31,930
a little bit of targeted intervention

347
00:16:31,930 --> 00:16:34,000
or intensive of intervention?

348
00:16:34,000 --> 00:16:36,080
I know for me, and I know for Amy,

349
00:16:36,080 --> 00:16:38,950
my colleague who talked about
this yesterday, exercise,

350
00:16:38,950 --> 00:16:41,720
we might need a little
bit more incentives,

351
00:16:41,720 --> 00:16:44,400
a little bit more motivation,

352
00:16:44,400 --> 00:16:46,160
a little bit more acknowledgement

353
00:16:46,160 --> 00:16:50,320
to really get into that exercise mode,

354
00:16:50,320 --> 00:16:52,100
especially this time of year.

355
00:16:52,100 --> 00:16:54,030
So think about that for yourselves.

356
00:16:54,030 --> 00:16:56,750
And this is often a great slide to share

357
00:16:56,750 --> 00:16:58,223
with your staff as well.

358
00:17:03,630 --> 00:17:06,050
So I'm gonna pause just
for a quick second.

359
00:17:06,050 --> 00:17:07,240
Are there any questions,

360
00:17:07,240 --> 00:17:12,240
I see some folks are going
into the chat, clean eating.

361
00:17:14,920 --> 00:17:18,360
That's great, thanks
Maureen for sharing that.

362
00:17:18,360 --> 00:17:21,050
I'm sure we all have certain
things that we're working on

363
00:17:21,050 --> 00:17:22,840
that we need more support.

364
00:17:22,840 --> 00:17:23,673
Thanks for sharing.

365
00:17:23,673 --> 00:17:26,920
Are there any other questions
before I launch into sort of

366
00:17:26,920 --> 00:17:29,563
a little bit more of what targeted is?

367
00:17:40,440 --> 00:17:43,460
So you really wanna consider
the targeted interventions

368
00:17:43,460 --> 00:17:47,120
when you're really noticing
that the universal supports

369
00:17:47,120 --> 00:17:50,320
are not that effective

370
00:17:50,320 --> 00:17:53,160
for certain students or
really a group of students.

371
00:17:53,160 --> 00:17:57,230
So you're gonna start thinking
about your behavior data

372
00:17:57,230 --> 00:17:58,810
or observation data.

373
00:17:58,810 --> 00:17:59,770
You're gonna think about,

374
00:17:59,770 --> 00:18:01,860
well, what are things that you're noticing

375
00:18:01,860 --> 00:18:04,400
collectively in the aggregate,

376
00:18:04,400 --> 00:18:07,860
and then you can disaggregate
your data in SWIS

377
00:18:07,860 --> 00:18:10,650
especially well, to decide, you know,

378
00:18:10,650 --> 00:18:14,774
we seem to have third graders
who have a really problem

379
00:18:14,774 --> 00:18:19,774
with let's say disrespect, right?

380
00:18:20,580 --> 00:18:22,070
So what can we do?

381
00:18:22,070 --> 00:18:26,080
What targeted interventions
may we need to implement

382
00:18:26,080 --> 00:18:29,100
to really not only support those students,

383
00:18:29,100 --> 00:18:33,430
but get those certain students
in that group or that grade

384
00:18:33,430 --> 00:18:34,983
the support that they need.

385
00:18:35,970 --> 00:18:38,740
And then obviously, you know,
when we're really concerned,

386
00:18:38,740 --> 00:18:40,690
when we think about the
academic side, right?

387
00:18:40,690 --> 00:18:43,660
we do a lot of screeners on
the academic side of things.

388
00:18:43,660 --> 00:18:45,570
We're hoping that folks are really diving

389
00:18:45,570 --> 00:18:48,900
into universal screeners on
the behavioral side of things.

390
00:18:48,900 --> 00:18:53,540
But when the point in
which a student's academic

391
00:18:53,540 --> 00:18:57,470
or social behavior becomes
a really, really tricky,

392
00:18:57,470 --> 00:18:59,410
that's really when you're
gonna wanna consider

393
00:18:59,410 --> 00:19:01,143
targeted interventions.

394
00:19:01,990 --> 00:19:03,660
During the training,

395
00:19:03,660 --> 00:19:06,550
these are a couple of activities
you're going to want to do

396
00:19:06,550 --> 00:19:09,310
actually during the training,
but also before the training.

397
00:19:09,310 --> 00:19:12,160
So if you're planning to
attend in April or June,

398
00:19:12,160 --> 00:19:14,690
you wanna attend these
prior to the training

399
00:19:14,690 --> 00:19:16,500
and they're in the targeted workbook.

400
00:19:16,500 --> 00:19:18,980
So one of the pieces is around

401
00:19:18,980 --> 00:19:21,270
really assessing your family engagement.

402
00:19:21,270 --> 00:19:24,350
And then you wanna focus on, pardon me,

403
00:19:24,350 --> 00:19:27,880
sustaining your PBIS
at the universal level.

404
00:19:27,880 --> 00:19:29,310
So that's just foreshadowing

405
00:19:29,310 --> 00:19:33,650
what your team will wanna focus
on before those trainings.

406
00:19:33,650 --> 00:19:35,310
And you will have time at the training

407
00:19:35,310 --> 00:19:36,683
to finish those as well.

408
00:19:38,583 --> 00:19:42,530
So again, there's lots
of categories of risk.

409
00:19:42,530 --> 00:19:44,900
You can probably think of a ton right now,

410
00:19:44,900 --> 00:19:49,200
there's students who may not
be fully engaged in school,

411
00:19:49,200 --> 00:19:52,748
students who have frequent nurse visits.

412
00:19:52,748 --> 00:19:54,780
Do you have students that
are having difficulty

413
00:19:54,780 --> 00:19:57,590
completing assignments, right?

414
00:19:57,590 --> 00:19:59,560
Are there other behavior concerns?

415
00:19:59,560 --> 00:20:01,600
And when we talk about behavior concerns,

416
00:20:01,600 --> 00:20:04,540
we're also highlighting not
only the external behaviors

417
00:20:04,540 --> 00:20:07,410
that we're seeing, but
those internalizers,

418
00:20:07,410 --> 00:20:08,860
we're seeing a lot of that now

419
00:20:08,860 --> 00:20:10,670
especially in the current context

420
00:20:10,670 --> 00:20:13,360
in which we're living in a pandemic,

421
00:20:13,360 --> 00:20:16,780
we're seeing a lot of
students withdrawing socially,

422
00:20:16,780 --> 00:20:19,370
lots of anxiety, actually going to school,

423
00:20:19,370 --> 00:20:23,310
having been at home in
remote learning situations.

424
00:20:23,310 --> 00:20:25,690
So again, thinking about those students

425
00:20:25,690 --> 00:20:27,700
who might be at risk.

426
00:20:27,700 --> 00:20:30,050
One of the things you
may wanna consider doing

427
00:20:30,050 --> 00:20:33,850
is using your SWIS data
as a way to screen,

428
00:20:33,850 --> 00:20:38,300
or at least as a first
glance to identify students.

429
00:20:38,300 --> 00:20:39,660
This is really interesting.

430
00:20:39,660 --> 00:20:42,755
I did this with a school not too long ago,

431
00:20:42,755 --> 00:20:44,400
and it was just a great starting point

432
00:20:44,400 --> 00:20:45,550
to have a conversation

433
00:20:45,550 --> 00:20:48,990
to see which students
right now might be eligible

434
00:20:48,990 --> 00:20:51,180
for a targeted intervention.

435
00:20:51,180 --> 00:20:53,740
Typically, what we recommend is students

436
00:20:53,740 --> 00:20:56,190
with two to five behavior referrals

437
00:20:56,190 --> 00:21:00,500
or behavior observation data forms,

438
00:21:00,500 --> 00:21:02,010
thinking about that,

439
00:21:02,010 --> 00:21:04,360
often than students who have six or more,

440
00:21:04,360 --> 00:21:06,550
this is a general guideline.

441
00:21:06,550 --> 00:21:08,960
Again, think about your cultural context

442
00:21:08,960 --> 00:21:10,600
in your own school's data,

443
00:21:10,600 --> 00:21:12,480
six or more would need,

444
00:21:12,480 --> 00:21:15,913
would likely benefit from
an intensive intervention.

445
00:21:18,050 --> 00:21:19,940
Now, this is cool, I'm
not sure if many of you

446
00:21:19,940 --> 00:21:21,200
have heard about this,

447
00:21:21,200 --> 00:21:22,350
but this is the,

448
00:21:22,350 --> 00:21:24,000
there was an article that came out,

449
00:21:24,000 --> 00:21:26,160
it's called the October Catch.

450
00:21:26,160 --> 00:21:29,173
And essentially what this is showing is,

451
00:21:30,700 --> 00:21:34,450
so in October, they did a little research,

452
00:21:34,450 --> 00:21:36,870
in October if they're students,

453
00:21:36,870 --> 00:21:38,160
by the month of October

454
00:21:38,160 --> 00:21:41,760
if students have two
referrals at that point,

455
00:21:41,760 --> 00:21:45,640
they can almost predict that
by the end of the school year,

456
00:21:45,640 --> 00:21:48,530
a student may very well have 10.

457
00:21:48,530 --> 00:21:49,840
Now this isn't a guarantee,

458
00:21:49,840 --> 00:21:54,030
this is really projecting the
data based on their research.

459
00:21:54,030 --> 00:21:58,480
And so what we're really
hoping to that schools consider

460
00:21:58,480 --> 00:22:00,930
is during your October meetings,

461
00:22:00,930 --> 00:22:05,730
think about which students
might have those two referrals,

462
00:22:05,730 --> 00:22:07,010
even three referrals,

463
00:22:07,010 --> 00:22:10,130
because if something doesn't
happen at that point in time,

464
00:22:10,130 --> 00:22:13,360
if we don't intervene
at that point in time,

465
00:22:13,360 --> 00:22:15,820
this data is showing
us that those students

466
00:22:15,820 --> 00:22:18,300
may have several more referrals

467
00:22:18,300 --> 00:22:20,040
by the end of the school year.

468
00:22:20,040 --> 00:22:24,280
So there's a link to this
article on the PowerPoint.

469
00:22:24,280 --> 00:22:25,870
So definitely check it out.

470
00:22:25,870 --> 00:22:27,090
It's really interesting.

471
00:22:27,090 --> 00:22:30,710
But again, if you're
looking for ways to really

472
00:22:31,900 --> 00:22:34,640
compelling why to look at the data,

473
00:22:34,640 --> 00:22:36,620
this is really one of them

474
00:22:36,620 --> 00:22:38,913
that we're hoping
schools will think about.

475
00:22:40,910 --> 00:22:44,900
Universal screening, talked a
little bit about this already,

476
00:22:44,900 --> 00:22:46,420
but again, you really there,

477
00:22:46,420 --> 00:22:47,690
these are the reasons why

478
00:22:47,690 --> 00:22:50,440
we want to universally
screen for students.

479
00:22:50,440 --> 00:22:52,540
Again, I liken it to the academic side,

480
00:22:52,540 --> 00:22:54,560
we do a lot of that,

481
00:22:54,560 --> 00:22:56,800
in terms of iReady assessments,

482
00:22:56,800 --> 00:22:58,480
lots of different things there,

483
00:22:58,480 --> 00:23:01,620
so again, on the
behavioral side, you know,

484
00:23:01,620 --> 00:23:04,570
we wanna identify behaviors
that aren't immediately obvious,

485
00:23:04,570 --> 00:23:07,260
I talked a little bit already
about the internalizers

486
00:23:08,306 --> 00:23:09,640
versus the externalizers,

487
00:23:09,640 --> 00:23:11,053
oftentimes those external,

488
00:23:11,910 --> 00:23:14,650
students who display
externalizing behavior

489
00:23:14,650 --> 00:23:18,100
'cause they don't always
display externalizing behavior.

490
00:23:18,100 --> 00:23:21,110
Those students who do at times

491
00:23:21,110 --> 00:23:23,270
are the ones that get a lot
of the attention, right?

492
00:23:23,270 --> 00:23:25,750
So we wanna make sure that we're focusing

493
00:23:25,750 --> 00:23:27,120
and identifying students who

494
00:23:27,120 --> 00:23:31,913
may be inclined to be internalizers.

495
00:23:32,840 --> 00:23:36,160
Early identification leads
to early intervention, right?

496
00:23:36,160 --> 00:23:38,740
We know that, that's what
the research tells us.

497
00:23:38,740 --> 00:23:40,270
We need to identify early

498
00:23:40,270 --> 00:23:42,210
so that we can put something in place

499
00:23:42,210 --> 00:23:45,253
that has the best outcome for
students to be successful.

500
00:23:46,250 --> 00:23:50,080
And again, a lot of
these universal screeners

501
00:23:50,080 --> 00:23:53,400
will allow us to select
the intervention, right?

502
00:23:53,400 --> 00:23:56,590
And again, intervention
isn't a person, right?

503
00:23:56,590 --> 00:23:59,670
An intervention is an
evidence based practice

504
00:23:59,670 --> 00:24:02,990
that will most likely help that student

505
00:24:02,990 --> 00:24:06,103
or groups of students be successful.

506
00:24:07,760 --> 00:24:11,280
Questions and answers
at this point in time.

507
00:24:11,280 --> 00:24:14,340
Just wanna take a moment,
feel free to use the chat.

508
00:24:14,340 --> 00:24:16,283
Let us know if you have any questions.

509
00:24:20,960 --> 00:24:23,610
Also let me know if I'm
going too fast, too slow.

510
00:24:23,610 --> 00:24:25,110
Your feedback's really helpful

511
00:24:27,390 --> 00:24:30,583
as I cater this towards
your specific needs.

512
00:24:35,790 --> 00:24:37,570
Okay, awesome, and Anne, thank you again,

513
00:24:37,570 --> 00:24:40,870
Anne just reposted the
materials on our website.

514
00:24:40,870 --> 00:24:41,963
So I'm gonna move on.

515
00:24:43,340 --> 00:24:46,650
So what is a targeted intervention?

516
00:24:46,650 --> 00:24:48,460
Well, it's not a secret.

517
00:24:48,460 --> 00:24:51,270
It's something that is known by all staff

518
00:24:51,270 --> 00:24:54,350
and it's available on an ongoing basis,

519
00:24:54,350 --> 00:24:56,270
and it's not for all students.

520
00:24:56,270 --> 00:24:59,940
Otherwise if a targeted
intervention was for all students,

521
00:24:59,940 --> 00:25:02,010
every single student would have it

522
00:25:02,010 --> 00:25:04,730
and it would overwhelm our system.

523
00:25:04,730 --> 00:25:07,300
So the idea with a targeted intervention

524
00:25:07,300 --> 00:25:11,330
is that there's certain eligible
students based on criteria

525
00:25:11,330 --> 00:25:15,683
who would benefit from this
type of targeted intervention.

526
00:25:16,630 --> 00:25:21,050
It provides additional support
in the areas of academic,

527
00:25:21,050 --> 00:25:24,850
we often see that a small literacy

528
00:25:24,850 --> 00:25:26,570
intervention targeted intervention,

529
00:25:26,570 --> 00:25:29,760
my daughter is getting
that right now, luckily.

530
00:25:29,760 --> 00:25:31,490
And so that's been really helpful for her,

531
00:25:31,490 --> 00:25:34,160
but on the behavioral
side, we have that as well,

532
00:25:34,160 --> 00:25:35,733
that could look like a social emotion,

533
00:25:35,733 --> 00:25:39,200
a learning targeted group,
a social cognition group.

534
00:25:39,200 --> 00:25:41,645
There's lots of different
group interventions

535
00:25:41,645 --> 00:25:43,993
that could be labeled targeted.

536
00:25:46,170 --> 00:25:51,050
Targeted interventions are really best for

537
00:25:51,050 --> 00:25:53,260
sort of lower level problems of behaviors.

538
00:25:53,260 --> 00:25:56,680
So students who have difficulty
with task completion,

539
00:25:56,680 --> 00:25:58,100
we know a lot of students struggle

540
00:25:58,100 --> 00:26:01,390
with executive functioning
across the developmental

541
00:26:01,390 --> 00:26:03,390
spectrum of our students, right?

542
00:26:03,390 --> 00:26:06,310
So are there some executive
functioning practices

543
00:26:06,310 --> 00:26:09,200
or targeted interventions
that we can implement

544
00:26:09,200 --> 00:26:13,340
for students who are really
struggling with that skillset?

545
00:26:13,340 --> 00:26:15,220
You know, if students are not engaged,

546
00:26:15,220 --> 00:26:17,760
how do we engage them in school?

547
00:26:17,760 --> 00:26:20,210
If students have difficulty with peers,

548
00:26:20,210 --> 00:26:22,930
how do we give them a peer culture

549
00:26:22,930 --> 00:26:26,880
that allows them to practice
and generalize skills

550
00:26:26,880 --> 00:26:29,740
that they're learning in a targeted group.

551
00:26:29,740 --> 00:26:32,100
We also want these to be efficient

552
00:26:32,100 --> 00:26:34,900
and we're gonna use similar strategies.

553
00:26:34,900 --> 00:26:37,220
So we're not across the group,

554
00:26:37,220 --> 00:26:39,470
targeted interventions and this is I think

555
00:26:39,470 --> 00:26:44,200
where some of our schools
go down a different path.

556
00:26:44,200 --> 00:26:47,250
We tend to be really
good at universal, right?

557
00:26:47,250 --> 00:26:51,500
And we're really good at
intensive practices, right?

558
00:26:51,500 --> 00:26:53,760
I was a special ed director, I get it.

559
00:26:53,760 --> 00:26:55,810
We, we are very good at that intensive,

560
00:26:55,810 --> 00:26:57,850
that individualized support,

561
00:26:57,850 --> 00:27:00,040
but where we really need to focus on,

562
00:27:00,040 --> 00:27:03,460
and I think we'll get the
biggest bang for our buck is

563
00:27:03,460 --> 00:27:05,440
creating targeted interventions

564
00:27:05,440 --> 00:27:08,080
because if you're creating
targeted interventions

565
00:27:08,080 --> 00:27:09,750
for students,

566
00:27:09,750 --> 00:27:13,830
you may prevent them from
needing highly individualized,

567
00:27:13,830 --> 00:27:18,330
highly resource intensive
interventions in the long run.

568
00:27:18,330 --> 00:27:20,610
So again, we need to focus really,

569
00:27:20,610 --> 00:27:22,010
I think this is really important,

570
00:27:22,010 --> 00:27:25,880
this is where we will start
balancing out our triangle

571
00:27:25,880 --> 00:27:28,010
in terms of the number of students who are

572
00:27:28,010 --> 00:27:30,190
needing intensive level of interventions

573
00:27:30,190 --> 00:27:32,600
versus students who don't.

574
00:27:32,600 --> 00:27:35,083
So again, this is really helpful.

575
00:27:36,130 --> 00:27:39,800
And they're efficient and
they're effective, right?

576
00:27:39,800 --> 00:27:43,110
Targeted interventions,
they're evidence based.

577
00:27:43,110 --> 00:27:45,540
You're gonna use data to look at them.

578
00:27:45,540 --> 00:27:48,010
You're gonna see how
it's affecting a student.

579
00:27:48,010 --> 00:27:49,650
It's an iterative process.

580
00:27:49,650 --> 00:27:51,070
You may need to go back to the table

581
00:27:51,070 --> 00:27:52,410
and have a conversation and say,

582
00:27:52,410 --> 00:27:55,170
hey, is this really working
for these groups of kids?

583
00:27:55,170 --> 00:27:57,800
If not, what's the data telling us, right?

584
00:27:57,800 --> 00:27:59,250
And then maybe some of those students

585
00:27:59,250 --> 00:28:00,630
may need a little bit more,

586
00:28:00,630 --> 00:28:03,740
they may need an higher
level of intervention.

587
00:28:03,740 --> 00:28:05,910
But again, it's really
important that you know

588
00:28:05,910 --> 00:28:07,630
this is efficient, it's effective,

589
00:28:07,630 --> 00:28:10,350
it's less labor intensive essentially.

590
00:28:10,350 --> 00:28:12,360
And it's sort of something that you have

591
00:28:12,360 --> 00:28:13,633
that is ready to go.

592
00:28:15,900 --> 00:28:17,860
Critical features, I talked
a little bit about this.

593
00:28:17,860 --> 00:28:19,627
I'm not gonna go through every single one,

594
00:28:19,627 --> 00:28:23,080
but there's a few that
I want to point out.

595
00:28:23,080 --> 00:28:26,260
So when you do universal screenings,

596
00:28:26,260 --> 00:28:30,610
you wanna already have sort of a bank of

597
00:28:30,610 --> 00:28:34,800
targeted interventions that
you can plug a student into.

598
00:28:34,800 --> 00:28:36,610
Worst case scenario, you know,

599
00:28:36,610 --> 00:28:39,300
would be as you do your
universal screening

600
00:28:39,300 --> 00:28:40,350
and you're like, oh my gosh,

601
00:28:40,350 --> 00:28:42,470
we don't have anything
to plug a student into.

602
00:28:42,470 --> 00:28:43,760
We don't wanna see that happen,

603
00:28:43,760 --> 00:28:44,820
we wanna be thoughtful,

604
00:28:44,820 --> 00:28:47,220
methodical around our
targeted in interventions.

605
00:28:47,220 --> 00:28:48,670
And that's why at this training,

606
00:28:48,670 --> 00:28:51,010
you're gonna learn
about check-in/check-out

607
00:28:51,010 --> 00:28:52,860
or teacher check, connect and expect,

608
00:28:55,210 --> 00:28:59,130
as one of those go-to interventions

609
00:28:59,130 --> 00:29:01,690
that you could just put
a student in immediately

610
00:29:01,690 --> 00:29:03,290
when you universal screen.

611
00:29:03,290 --> 00:29:05,120
Does that make sense?

612
00:29:05,120 --> 00:29:08,733
The other thing is we
really want student buy-in.

613
00:29:11,170 --> 00:29:16,170
We want students to view
this as a positive activity.

614
00:29:18,410 --> 00:29:20,280
It's not punitive.

615
00:29:20,280 --> 00:29:23,290
It cannot be viewed as
a disciplinary action

616
00:29:23,290 --> 00:29:26,600
because of X, Y, Z, you
are now in this group.

617
00:29:26,600 --> 00:29:28,610
We really need students to participate

618
00:29:28,610 --> 00:29:30,800
and part of that is acknowledging

619
00:29:30,800 --> 00:29:32,880
the positive work that
you're they're doing

620
00:29:32,880 --> 00:29:35,340
and sharing with students

621
00:29:35,340 --> 00:29:37,270
developmentally appropriate of course

622
00:29:37,270 --> 00:29:39,560
their progress and how well they're doing

623
00:29:39,560 --> 00:29:41,030
in the targeted intervention.

624
00:29:41,030 --> 00:29:43,450
We want students to have that buy-in

625
00:29:43,450 --> 00:29:47,610
'cause it increases the
success rate of the student

626
00:29:47,610 --> 00:29:49,403
making some positive changes.

627
00:29:51,240 --> 00:29:54,900
Again, another critical
feature is adequate resources,

628
00:29:54,900 --> 00:29:58,840
I'll talk about the teaming
and the importance of an admin

629
00:29:58,840 --> 00:30:03,450
in this role and continuous
monitoring and decision making.

630
00:30:03,450 --> 00:30:05,000
So those are some of the critical features

631
00:30:05,000 --> 00:30:06,493
of a targeted intervention.

632
00:30:07,880 --> 00:30:08,830
Here are,

633
00:30:08,830 --> 00:30:11,330
and I'm not gonna get into
too much detail about this,

634
00:30:11,330 --> 00:30:12,170
but it is essential

635
00:30:12,170 --> 00:30:14,850
and you'll learn more about
this at the targeted training.

636
00:30:14,850 --> 00:30:17,410
We also have an FBA training coming up

637
00:30:17,410 --> 00:30:21,230
if you're interested in diving
into function based behavior

638
00:30:21,230 --> 00:30:24,300
and really analyzing student
behavior and dissecting

639
00:30:24,300 --> 00:30:27,300
and investigating what the
function of their behavior is.

640
00:30:27,300 --> 00:30:29,710
That's taking place on February 10th.

641
00:30:29,710 --> 00:30:30,630
It's a two day training.

642
00:30:30,630 --> 00:30:32,760
So it's February 10th and then March 10th.

643
00:30:32,760 --> 00:30:36,000
So you get to the training,
you go back to your school,

644
00:30:36,000 --> 00:30:38,190
your school team, you'll
look at a student,

645
00:30:38,190 --> 00:30:40,410
you'll do some of the FBA work

646
00:30:40,410 --> 00:30:44,140
and then you'll come back on
March 10th with your group

647
00:30:45,042 --> 00:30:46,480
and discuss it.

648
00:30:46,480 --> 00:30:48,860
But essentially targeted
group interventions

649
00:30:48,860 --> 00:30:51,210
are based on function of behavior, right?

650
00:30:51,210 --> 00:30:55,270
So if you have a ton of
students who are in math class

651
00:30:55,270 --> 00:30:59,130
and they're really
seeking adult attention,

652
00:30:59,130 --> 00:31:02,140
how can you give that group of
students the adult attention

653
00:31:02,140 --> 00:31:04,720
without it being disruptive
to the whole class?

654
00:31:04,720 --> 00:31:08,640
So that might be a smaller
group before the class

655
00:31:08,640 --> 00:31:11,470
where there's a little
bit more adult connection

656
00:31:11,470 --> 00:31:12,303
with those students.

657
00:31:12,303 --> 00:31:14,290
So they're getting the function fulfilled

658
00:31:15,259 --> 00:31:18,120
in a way that's acceptable and

659
00:31:18,120 --> 00:31:21,280
socially appropriate for the
context of that classroom

660
00:31:21,280 --> 00:31:22,740
and within your school.

661
00:31:22,740 --> 00:31:24,260
So there's lots of different things

662
00:31:24,260 --> 00:31:25,210
that you wanna think about,

663
00:31:25,210 --> 00:31:27,410
but essentially you
wanna match the function

664
00:31:27,410 --> 00:31:29,870
with whatever intervention
you're implementing,

665
00:31:29,870 --> 00:31:31,713
best chance for student success.

666
00:31:34,150 --> 00:31:37,190
And it's always important to remember

667
00:31:37,190 --> 00:31:41,079
that oftentimes targeted interventions,

668
00:31:41,079 --> 00:31:45,473
they're not gonna like
fix this student, right?

669
00:31:46,840 --> 00:31:48,050
That's not what we're doing,

670
00:31:48,050 --> 00:31:51,850
targeted interventions are
really changing the environment

671
00:31:52,780 --> 00:31:54,963
in which students are in.

672
00:31:56,140 --> 00:31:57,570
There's also a misconception

673
00:31:57,570 --> 00:32:00,410
that the classroom teacher
doesn't need to participate

674
00:32:00,410 --> 00:32:02,140
in targeted interventions.

675
00:32:02,140 --> 00:32:05,610
And that is actually not true.

676
00:32:05,610 --> 00:32:08,750
We should have educators
and teachers participating

677
00:32:08,750 --> 00:32:10,690
because at the end of the day,

678
00:32:10,690 --> 00:32:14,670
the teacher is the person
that the student sees

679
00:32:14,670 --> 00:32:16,750
usually the majority of the time

680
00:32:16,750 --> 00:32:19,280
and that's where the best
relationship is built.

681
00:32:19,280 --> 00:32:21,010
We talked a lot about
that in the universal.

682
00:32:21,010 --> 00:32:23,840
We continue to talk about
the power of relationships,

683
00:32:23,840 --> 00:32:28,690
so making sure that that teacher
is really involved in that

684
00:32:29,940 --> 00:32:33,063
and that all staff are involved
in all staff know about it.

685
00:32:35,210 --> 00:32:38,600
One of the things that we're
also wanna just point out

686
00:32:38,600 --> 00:32:40,130
is with targeted interventions,

687
00:32:40,130 --> 00:32:42,330
I talked about how they're not punitive.

688
00:32:42,330 --> 00:32:45,630
We are really focusing
on restorative principles

689
00:32:45,630 --> 00:32:47,380
and restorative approaches

690
00:32:47,380 --> 00:32:51,380
and embedding that philosophy
in the work that we do.

691
00:32:51,380 --> 00:32:53,880
So again, some of those principles

692
00:32:53,880 --> 00:32:56,638
that we embed in our responsive

693
00:32:56,638 --> 00:32:57,970
or restorative approach is work

694
00:32:57,970 --> 00:33:02,070
or restorative practices
work is that student agency,

695
00:33:02,070 --> 00:33:04,440
so voluntary participation,

696
00:33:04,440 --> 00:33:06,960
the relationships,
exploring relationships,

697
00:33:06,960 --> 00:33:09,860
meaningful engagement, right?

698
00:33:09,860 --> 00:33:14,210
It's important to have
that student voice as well,

699
00:33:14,210 --> 00:33:16,270
and participatory decision making.

700
00:33:16,270 --> 00:33:19,940
So making sure that we're
really involved students

701
00:33:19,940 --> 00:33:23,120
in some of these processes,
how's it going as the group?

702
00:33:23,120 --> 00:33:25,160
Do you like this? What's working well?

703
00:33:25,160 --> 00:33:28,040
And so we're really
actively involved currently

704
00:33:28,040 --> 00:33:32,350
in infusing restorative
principles into our PBIS work.

705
00:33:32,350 --> 00:33:34,670
So if I could see a show of hands,

706
00:33:34,670 --> 00:33:36,763
has your school have, or a thumbs up,

707
00:33:37,650 --> 00:33:38,700
give me a thumbs up

708
00:33:38,700 --> 00:33:42,623
if your school has explored
restorative practices,

709
00:33:45,396 --> 00:33:46,996
and you can do that in the chat.

710
00:33:51,490 --> 00:33:53,660
Yep, awesome, thumbs up.

711
00:33:53,660 --> 00:33:54,990
Great, I see some thumbs up.

712
00:33:54,990 --> 00:33:58,810
That's perfect 'cause it's
dovetailing really nicely

713
00:33:58,810 --> 00:34:01,630
with the targeted training.

714
00:34:01,630 --> 00:34:03,070
And if you're not,

715
00:34:03,070 --> 00:34:05,290
I know some of you doesn't
look like you're not,

716
00:34:05,290 --> 00:34:07,460
that's okay, we're gonna
talk a little bit about that

717
00:34:07,460 --> 00:34:09,163
at the targeted training as well.

718
00:34:10,790 --> 00:34:13,090
And again, this is just showing sort of,

719
00:34:13,090 --> 00:34:15,860
this is a process, it's not
one day we're gonna say,

720
00:34:15,860 --> 00:34:17,220
oh, we're gonna do X, Y, Z.

721
00:34:17,220 --> 00:34:18,250
This is a process.

722
00:34:18,250 --> 00:34:22,160
So there's a continuum
essentially with any intervention.

723
00:34:22,160 --> 00:34:26,560
What we're moving from is punitive, right?

724
00:34:26,560 --> 00:34:27,910
To more restorative.

725
00:34:27,910 --> 00:34:29,270
We wanna think about that.

726
00:34:29,270 --> 00:34:31,620
So moving on again,

727
00:34:31,620 --> 00:34:35,240
from that punitive
perspective and philosophy

728
00:34:35,240 --> 00:34:37,500
to really a restorative approach,

729
00:34:37,500 --> 00:34:40,290
we wanna repair any harm in doing that.

730
00:34:40,290 --> 00:34:42,611
So that's sort of another
philosophical perspective

731
00:34:42,611 --> 00:34:47,013
that we are infusing in
all the work that we do.

732
00:34:48,603 --> 00:34:50,120
Are there questions.

733
00:34:50,120 --> 00:34:54,473
Do you folks have questions,
comments, thoughts, wonderings?

734
00:35:05,300 --> 00:35:07,630
So it looks like we're gonna get ready.

735
00:35:07,630 --> 00:35:10,280
Are you ready to jump into,

736
00:35:10,280 --> 00:35:13,340
we're gonna jump into the targeted system

737
00:35:13,340 --> 00:35:16,480
and then we're gonna end with the

738
00:35:16,480 --> 00:35:19,583
targeted sort of interventions,
check-in/check-out.

739
00:35:21,120 --> 00:35:23,184
So there's two things you wanna consider

740
00:35:23,184 --> 00:35:27,550
at the targeted level is one
is sort of the systems level.

741
00:35:27,550 --> 00:35:30,220
As of anything we do, we
gotta think about the systems.

742
00:35:30,220 --> 00:35:32,510
This is about how are we designing it

743
00:35:32,510 --> 00:35:35,070
so it's sustainable over time

744
00:35:35,070 --> 00:35:39,610
and so that if I leave this
system is still in place, right?

745
00:35:39,610 --> 00:35:41,630
So you wanna build it so it's sustainable.

746
00:35:41,630 --> 00:35:43,990
And that's really thinking
about the teaming structures,

747
00:35:43,990 --> 00:35:44,823
all of that.

748
00:35:44,823 --> 00:35:47,470
We also wanna think about
the student intervention.

749
00:35:47,470 --> 00:35:51,820
So there's really two functions
for this targeted system

750
00:35:51,820 --> 00:35:53,313
that we'll be implementing.

751
00:35:54,560 --> 00:35:58,270
Again, systems, excuse me,

752
00:35:58,270 --> 00:35:59,950
creates procedures for all students

753
00:35:59,950 --> 00:36:01,470
and all targeted interventions.

754
00:36:01,470 --> 00:36:05,250
This isn't highly individualized
and this is tricky.

755
00:36:05,250 --> 00:36:08,290
So again, thinking about
those targeted groups,

756
00:36:08,290 --> 00:36:10,590
looking at your data in the aggregate,

757
00:36:10,590 --> 00:36:12,880
thinking about which students may have,

758
00:36:12,880 --> 00:36:15,090
which collective group of students

759
00:36:15,090 --> 00:36:18,890
may have difficulty with
following instructions.

760
00:36:18,890 --> 00:36:22,690
The first time my son is
working on that right now,

761
00:36:22,690 --> 00:36:23,740
a lot of his friends are,

762
00:36:23,740 --> 00:36:25,670
I could put him into a
targeted intervention

763
00:36:25,670 --> 00:36:28,030
that would hopefully help with that.

764
00:36:28,030 --> 00:36:29,720
The other system that
you wanna think about

765
00:36:29,720 --> 00:36:31,050
is the communication.

766
00:36:31,050 --> 00:36:34,970
So everything we do
has to be communicated,

767
00:36:34,970 --> 00:36:37,920
We want our staff and our
families to know about it

768
00:36:37,920 --> 00:36:39,840
and we also wanna be intentional

769
00:36:39,840 --> 00:36:42,960
around linking that universal system

770
00:36:42,960 --> 00:36:45,960
and that foundation with the targeted

771
00:36:45,960 --> 00:36:48,230
so that we're really giving students

772
00:36:48,230 --> 00:36:50,500
the best chance of being successful

773
00:36:50,500 --> 00:36:52,610
within our universal system

774
00:36:52,610 --> 00:36:55,990
before we're layering
on targeted supports.

775
00:36:55,990 --> 00:36:58,620
If you just jump to targeted supports

776
00:36:58,620 --> 00:37:00,590
without having that foundation,

777
00:37:00,590 --> 00:37:02,820
students will not be as successful.

778
00:37:02,820 --> 00:37:05,790
They need to have that
universal system in place

779
00:37:05,790 --> 00:37:09,350
and access to it in order to then

780
00:37:09,350 --> 00:37:12,143
build those targeted
supports for that student.

781
00:37:13,450 --> 00:37:15,760
So who does this systems' work?

782
00:37:15,760 --> 00:37:18,730
We talk a lot about in the
universal your leadership team,

783
00:37:18,730 --> 00:37:21,480
it could be a sub of your universal team,

784
00:37:21,480 --> 00:37:23,873
I know many of our schools
are different sizes.

785
00:37:24,770 --> 00:37:26,860
You know, we may have the same team

786
00:37:26,860 --> 00:37:28,730
in some of our smaller schools.

787
00:37:28,730 --> 00:37:29,950
And we just say, you know what?

788
00:37:29,950 --> 00:37:31,030
Team we're gonna talk about

789
00:37:31,030 --> 00:37:33,220
the targeted systems
conversation right now,

790
00:37:33,220 --> 00:37:35,650
I'm gonna put on my targeted systems hat,

791
00:37:35,650 --> 00:37:37,850
and now we're gonna then transition

792
00:37:37,850 --> 00:37:41,040
to individual students conversations.

793
00:37:41,040 --> 00:37:43,250
The other things that is really important,

794
00:37:43,250 --> 00:37:45,810
administrators should participate in this.

795
00:37:45,810 --> 00:37:49,320
Now, as somebody was
recently an administrator,

796
00:37:49,320 --> 00:37:50,810
I can attest to that.

797
00:37:50,810 --> 00:37:52,610
This is very difficult at times,

798
00:37:52,610 --> 00:37:54,920
especially in our current context,

799
00:37:54,920 --> 00:37:58,800
participation can look
different in various ways.

800
00:37:58,800 --> 00:38:01,350
You may not be able to
attend every single meeting.

801
00:38:02,540 --> 00:38:05,530
However your support is

802
00:38:05,530 --> 00:38:08,630
and letting people know
that you are supporting this

803
00:38:08,630 --> 00:38:12,690
and that you are championing,
championing, championing

804
00:38:12,690 --> 00:38:16,950
the targeted efforts is
critically important.

805
00:38:16,950 --> 00:38:19,160
So lots of different
ways for participation,

806
00:38:19,160 --> 00:38:20,290
but we really need that

807
00:38:20,290 --> 00:38:22,593
in order for it to be
sustainable over time.

808
00:38:23,880 --> 00:38:26,250
And then the targeted team

809
00:38:26,250 --> 00:38:28,723
will focus on your student planning,

810
00:38:29,960 --> 00:38:33,050
which students need,
which supports, again,

811
00:38:33,050 --> 00:38:34,930
this isn't highly individualized.

812
00:38:34,930 --> 00:38:37,750
You're thinking about groups of students,

813
00:38:37,750 --> 00:38:39,550
and you're looking at your data to say,

814
00:38:39,550 --> 00:38:41,500
wow, which students in third grade

815
00:38:41,500 --> 00:38:43,640
are having difficulty to you this week.

816
00:38:43,640 --> 00:38:45,450
It seems like we've got
five to six students

817
00:38:45,450 --> 00:38:49,830
who could really benefit
from a social cognition group

818
00:38:49,830 --> 00:38:53,290
with our SLP perhaps.

819
00:38:53,290 --> 00:38:56,260
So thinking about the resources as well

820
00:38:56,260 --> 00:38:57,940
is gonna be important.

821
00:38:57,940 --> 00:39:02,750
And then this group really
focuses on student progress.

822
00:39:02,750 --> 00:39:05,780
So again, when we think of interventions,

823
00:39:05,780 --> 00:39:08,860
we usually do them in six
to eight weeks cycles.

824
00:39:08,860 --> 00:39:11,562
So you may have a student
in a group of students

825
00:39:11,562 --> 00:39:15,130
in six to eight weeks
social cognition group

826
00:39:15,130 --> 00:39:16,833
working on social skills,

827
00:39:17,800 --> 00:39:19,910
after that, you're gonna
then progress monitor,

828
00:39:19,910 --> 00:39:21,800
you're gonna continue to progress monitor

829
00:39:21,800 --> 00:39:24,320
during those six to eight weeks to see,

830
00:39:24,320 --> 00:39:27,740
wow, are we seeing evidence
that these students,

831
00:39:27,740 --> 00:39:31,000
or, you know, within this
group are being successful?

832
00:39:31,000 --> 00:39:31,910
And if not,

833
00:39:31,910 --> 00:39:33,440
we need to go back to the drawing board

834
00:39:33,440 --> 00:39:36,270
and maybe it wasn't social
cognition that they needed.

835
00:39:36,270 --> 00:39:38,540
Maybe it was a focus on something else.

836
00:39:38,540 --> 00:39:41,943
So again, it's an iterative
process as I mentioned before.

837
00:39:43,410 --> 00:39:46,460
This is often a leadership team,

838
00:39:46,460 --> 00:39:47,940
so who does this type of work?

839
00:39:47,940 --> 00:39:49,860
It's your leadership team.

840
00:39:49,860 --> 00:39:54,540
Many of you may have, you
know, behavior systems,

841
00:39:54,540 --> 00:39:55,810
folks in your building,

842
00:39:55,810 --> 00:39:58,910
there's a lot of different
roles out there now.

843
00:39:58,910 --> 00:40:00,220
You may have a social worker,

844
00:40:00,220 --> 00:40:01,780
you may have other folks that

845
00:40:01,780 --> 00:40:04,740
kind of do this targeted small group work.

846
00:40:04,740 --> 00:40:06,490
So again, you want a leadership team

847
00:40:06,490 --> 00:40:08,010
that's a representation.

848
00:40:08,010 --> 00:40:09,060
And it's often a good idea

849
00:40:09,060 --> 00:40:12,560
to have somebody from the
universal team on the targeted

850
00:40:12,560 --> 00:40:17,000
to, again, increase that
crosspollination and collaboration

851
00:40:17,000 --> 00:40:18,410
between the two different groups.

852
00:40:18,410 --> 00:40:20,230
And again, like I said,
if you're a small school,

853
00:40:20,230 --> 00:40:21,350
you might be the same group

854
00:40:21,350 --> 00:40:22,660
and you're just putting on different hats

855
00:40:22,660 --> 00:40:23,773
for different topics.

856
00:40:25,460 --> 00:40:27,550
You really are gonna also think about

857
00:40:27,550 --> 00:40:29,330
a check-in/check-out coordinator.

858
00:40:29,330 --> 00:40:30,163
That is something.

859
00:40:30,163 --> 00:40:32,250
And then you're gonna wanna
have your administrator

860
00:40:32,250 --> 00:40:34,803
on board as well for some of those.

861
00:40:35,740 --> 00:40:37,480
Now, when we get to the targeted level,

862
00:40:37,480 --> 00:40:40,700
often get questions
around EST considerations.

863
00:40:40,700 --> 00:40:43,720
So targeted level is very similar

864
00:40:43,720 --> 00:40:45,430
to the work of your EST team.

865
00:40:45,430 --> 00:40:48,460
So if you already have a really robust

866
00:40:48,460 --> 00:40:51,330
and functional EST process

867
00:40:51,330 --> 00:40:56,010
where students are then referred
to an EST type of process

868
00:40:56,010 --> 00:40:59,610
for either academics or behavior,

869
00:40:59,610 --> 00:41:02,600
that is a really good spot to start.

870
00:41:02,600 --> 00:41:04,270
If you don't have that,

871
00:41:04,270 --> 00:41:07,700
you can create something like
that with a targeted team.

872
00:41:07,700 --> 00:41:09,140
Oftentimes in our bigger schools,

873
00:41:09,140 --> 00:41:13,090
we may have an EST team
that focuses on academics.

874
00:41:13,090 --> 00:41:17,560
We may have a targeted team
or an EST slash targeted team,

875
00:41:17,560 --> 00:41:22,560
however you wanna design it to
focus on the behavior pieces.

876
00:41:23,740 --> 00:41:28,100
The goal really is work
smarter, not harder.

877
00:41:28,100 --> 00:41:29,610
So here is another poll.

878
00:41:29,610 --> 00:41:30,870
I'm gonna launch this again.

879
00:41:30,870 --> 00:41:33,833
Let's see if I can get
this one right, here we go.

880
00:41:35,320 --> 00:41:36,950
EST, I'm gonna launch this poll,

881
00:41:36,950 --> 00:41:38,910
but I'd like you all to just chime in

882
00:41:38,910 --> 00:41:43,500
and let us know to what
extent can your EST

883
00:41:43,500 --> 00:41:47,600
function as your PBIS targeted team?

884
00:41:47,600 --> 00:41:52,170
So, you know, do you meet every two weeks?

885
00:41:52,170 --> 00:41:53,823
Do you use data to match?

886
00:41:59,920 --> 00:42:02,043
Some you are all of the above.

887
00:42:03,450 --> 00:42:07,060
Okay, it looks like we've got
most people participating.

888
00:42:07,060 --> 00:42:08,330
Excellent.

889
00:42:08,330 --> 00:42:11,103
I'm gonna go ahead and share
the results of everyone.

890
00:42:12,670 --> 00:42:13,503
Here we go.

891
00:42:14,400 --> 00:42:15,360
That's great.

892
00:42:15,360 --> 00:42:17,810
So it looks like some of you
definitely all of the above,

893
00:42:17,810 --> 00:42:19,270
that is awesome to hear,

894
00:42:19,270 --> 00:42:23,650
because that is a huge feature
and critical component.

895
00:42:23,650 --> 00:42:26,310
So again, the goal is to
work smarter, not harder.

896
00:42:26,310 --> 00:42:28,760
You decide as a team
what works best for you.

897
00:42:28,760 --> 00:42:30,460
The key is that these conversations

898
00:42:30,460 --> 00:42:32,540
are happening in a timely manner.

899
00:42:32,540 --> 00:42:34,330
One of the resources I wanna point out

900
00:42:34,330 --> 00:42:35,830
is the agency of education

901
00:42:35,830 --> 00:42:38,390
came out with the EST practice profile,

902
00:42:38,390 --> 00:42:40,460
which is a really great document

903
00:42:40,460 --> 00:42:42,760
that go goes through sort of an assessment

904
00:42:42,760 --> 00:42:44,920
of your current EST team,

905
00:42:44,920 --> 00:42:46,570
there's different domains.

906
00:42:46,570 --> 00:42:49,360
And I would highly
recommend looking at that

907
00:42:49,360 --> 00:42:52,720
if you haven't already as
a way to really think about

908
00:42:52,720 --> 00:42:55,930
what your current EST
structures are and how targeted

909
00:42:55,930 --> 00:42:57,713
it can be aligned with that.

910
00:43:00,270 --> 00:43:02,943
So the role of the
administrator just real quick.

911
00:43:04,190 --> 00:43:06,630
You know, you wanna make
sure that you're involved,

912
00:43:06,630 --> 00:43:09,936
you know, the practice you
can speak to the practices.

913
00:43:09,936 --> 00:43:12,370
You also are aware of the data.

914
00:43:12,370 --> 00:43:14,710
As an administrator, you
know a lot about the data,

915
00:43:14,710 --> 00:43:16,620
especially on the academic side of things

916
00:43:16,620 --> 00:43:18,990
and hopefully on the
behavior side as well,

917
00:43:18,990 --> 00:43:21,140
although that's emerging.

918
00:43:21,140 --> 00:43:24,020
But really you can be a
decision maker, right?

919
00:43:24,020 --> 00:43:25,620
If something needs to happen,

920
00:43:25,620 --> 00:43:27,710
you are the person at the table

921
00:43:27,710 --> 00:43:29,770
or team of people administrators

922
00:43:29,770 --> 00:43:32,840
who can make really positive
things happen for your team.

923
00:43:32,840 --> 00:43:36,200
So again, you may not be totally able

924
00:43:36,200 --> 00:43:37,330
to attend every meeting,

925
00:43:37,330 --> 00:43:40,060
but you wanna be visible,
you wanna promote it.

926
00:43:40,060 --> 00:43:43,140
You want people to know
that you are hands on

927
00:43:43,140 --> 00:43:45,950
and value this work because

928
00:43:45,950 --> 00:43:47,870
you're a role and model,
people look up to you,

929
00:43:47,870 --> 00:43:48,970
they see what you're doing

930
00:43:48,970 --> 00:43:50,720
and I know from my own experience,

931
00:43:50,720 --> 00:43:54,020
it's a lot of work and it's, you know,

932
00:43:54,020 --> 00:43:55,360
the more you can get involved

933
00:43:55,360 --> 00:43:58,143
the better at this point
in sustainability for sure.

934
00:43:59,440 --> 00:44:01,480
You also hopefully have
a supervisor union,

935
00:44:01,480 --> 00:44:05,310
district coordinator
that can help you also

936
00:44:05,310 --> 00:44:07,630
with some of these practices as well.

937
00:44:07,630 --> 00:44:10,000
If you don't, we'll talk a
little bit more about that

938
00:44:10,000 --> 00:44:13,000
as well, but again, you
want it to be visible.

939
00:44:13,000 --> 00:44:15,650
We have a coordinator at this level.

940
00:44:15,650 --> 00:44:18,510
So you wanna think about a
targeted level coordinator

941
00:44:18,510 --> 00:44:20,520
who's gonna attend the meetings.

942
00:44:20,520 --> 00:44:22,940
These coordinators attend
the regional meetings,

943
00:44:22,940 --> 00:44:26,820
the trainings, they might help
complete the behavior tasks.

944
00:44:26,820 --> 00:44:29,010
They help with team organization.

945
00:44:29,010 --> 00:44:31,430
So again, this could be your universal,

946
00:44:31,430 --> 00:44:33,300
it could be a combination of both,

947
00:44:33,300 --> 00:44:36,400
totally up to you but this
work will not move forward

948
00:44:36,400 --> 00:44:38,430
without somebody really worrying about it

949
00:44:38,430 --> 00:44:41,083
and making sure that
it's on everyone's minds.

950
00:44:41,970 --> 00:44:44,990
One of the things you'll
do before attending

951
00:44:44,990 --> 00:44:49,430
if you have time to targeted
training is the team profile.

952
00:44:49,430 --> 00:44:52,000
So this is where you'll will
go in and you'll identify

953
00:44:52,000 --> 00:44:54,960
which team members may be
part of your targeted team,

954
00:44:54,960 --> 00:44:56,550
what their role is.

955
00:44:56,550 --> 00:44:58,280
And really just starting to think

956
00:44:58,280 --> 00:44:59,710
about that teaming structure.

957
00:44:59,710 --> 00:45:03,583
Again, that's the structure
that's incredibly important

958
00:45:03,583 --> 00:45:05,610
for sustainability.

959
00:45:05,610 --> 00:45:07,340
The other thing you're
gonna wanna think about

960
00:45:07,340 --> 00:45:09,550
is the targeted practices inventory.

961
00:45:09,550 --> 00:45:11,460
And you wanna bring this to the training

962
00:45:11,460 --> 00:45:13,740
if you do decide to attend.

963
00:45:13,740 --> 00:45:16,890
And this is really thinking
about functionally,

964
00:45:16,890 --> 00:45:19,410
what are the current
interventions that you have?

965
00:45:19,410 --> 00:45:21,610
Is there a school counselor
who currently does

966
00:45:21,610 --> 00:45:25,540
three to four different social,
emotional learning groups?

967
00:45:25,540 --> 00:45:28,790
Those could be your targeted
interventions and supports.

968
00:45:28,790 --> 00:45:30,770
So think about that

969
00:45:30,770 --> 00:45:34,170
'cause you may be already
doing many of those already.

970
00:45:34,170 --> 00:45:38,090
And this is just an
example from Dothan Brook.

971
00:45:38,090 --> 00:45:40,290
There's a link to the full document below,

972
00:45:40,290 --> 00:45:41,973
just to give you an example.

973
00:45:43,180 --> 00:45:45,170
Any other questions?

974
00:45:45,170 --> 00:45:46,530
I wanna get to check-in/check-out

975
00:45:46,530 --> 00:45:48,653
and I also wanna be mindful of time.

976
00:45:49,610 --> 00:45:51,260
So if you have questions again,

977
00:45:51,260 --> 00:45:53,713
please type into the chat box.

978
00:45:55,910 --> 00:45:57,423
Okay, here is.

979
00:45:59,000 --> 00:46:00,330
- There's one question.

980
00:46:00,330 --> 00:46:02,110
- Oh, I see that, Sue, thank you.

981
00:46:02,110 --> 00:46:04,290
Is there an example of
a targeted intervention

982
00:46:04,290 --> 00:46:06,960
you could briefly discuss? Absolutely.

983
00:46:06,960 --> 00:46:10,870
So I'm about to discuss
one right now, Sue.

984
00:46:10,870 --> 00:46:13,400
Check-in/check-out is a
targeted intervention,

985
00:46:13,400 --> 00:46:16,060
but there's a lots of other
ones that you could think about,

986
00:46:16,060 --> 00:46:20,190
anything that is a practice,

987
00:46:20,190 --> 00:46:22,030
so I think of like Michelle Garcia Winner,

988
00:46:22,030 --> 00:46:23,190
I've used that a lot.

989
00:46:23,190 --> 00:46:27,040
So like social skills curricula,

990
00:46:27,040 --> 00:46:31,130
that in and of itself could
be a targeted intervention.

991
00:46:31,130 --> 00:46:35,010
Second step for an example
is a universal intervention,

992
00:46:35,010 --> 00:46:37,480
but could also be a targeted intervention.

993
00:46:37,480 --> 00:46:39,160
You could meet with several students

994
00:46:39,160 --> 00:46:41,580
who may need additional
support and understanding

995
00:46:41,580 --> 00:46:44,460
and participating in those
lessons ahead of time

996
00:46:44,460 --> 00:46:46,150
in a small group setting,

997
00:46:46,150 --> 00:46:48,790
maybe previewing the lesson with them

998
00:46:48,790 --> 00:46:52,410
so that when they do go back
to their universal lesson,

999
00:46:52,410 --> 00:46:53,940
they'll be really prepared

1000
00:46:53,940 --> 00:46:58,680
and have that of confidence
as they go into that.

1001
00:46:58,680 --> 00:47:00,190
So I hope that answered your question Sue.

1002
00:47:00,190 --> 00:47:02,490
I'm happy to check in with you later too

1003
00:47:02,490 --> 00:47:04,410
to give you other thoughts.

1004
00:47:04,410 --> 00:47:06,090
Great question.

1005
00:47:06,090 --> 00:47:07,980
But the one that we're
gonna promote right now

1006
00:47:07,980 --> 00:47:10,290
and that you'll be
focusing on at the training

1007
00:47:10,290 --> 00:47:11,650
is check/in/check-out

1008
00:47:11,650 --> 00:47:15,800
or teacher check, connect and expect.

1009
00:47:15,800 --> 00:47:17,313
That one is a mouthful.

1010
00:47:18,220 --> 00:47:22,900
And so you really want
to at least implement

1011
00:47:22,900 --> 00:47:25,600
one of these interventions
from the beginning.

1012
00:47:25,600 --> 00:47:28,250
That way you have something to go to

1013
00:47:28,250 --> 00:47:32,660
no matter what your screening data says.

1014
00:47:32,660 --> 00:47:34,093
So check-in/check-out.

1015
00:47:37,030 --> 00:47:38,690
There is a third edition.

1016
00:47:38,690 --> 00:47:41,180
So if you've attended some
of our trainings in the past,

1017
00:47:41,180 --> 00:47:43,830
we've talked about check-in/check-out.

1018
00:47:43,830 --> 00:47:47,300
This is a new third edition
that came out in 2020.

1019
00:47:47,300 --> 00:47:49,570
It's a great resource in terms of

1020
00:47:49,570 --> 00:47:52,563
implementing check-in/check-out
intervention program.

1021
00:47:53,460 --> 00:47:56,150
So again, just wanna
put a plug in for that

1022
00:47:56,150 --> 00:47:58,023
if you're looking for resources.

1023
00:48:00,863 --> 00:48:04,640
And what right now I'm gonna
go through very quickly sort of

1024
00:48:04,640 --> 00:48:07,663
what it does and how it works.

1025
00:48:09,510 --> 00:48:11,120
So I'm gonna go through this

1026
00:48:11,120 --> 00:48:13,050
just so I can put everything on.

1027
00:48:13,050 --> 00:48:16,460
So the way check-in/check-out works is

1028
00:48:16,460 --> 00:48:19,520
you have a check-in/check-out coordinator,

1029
00:48:19,520 --> 00:48:20,850
typically, and again,

1030
00:48:20,850 --> 00:48:23,920
there's various iterations
depending on the school,

1031
00:48:23,920 --> 00:48:26,440
but you have somebody who's a
check-in/check-out coordinator

1032
00:48:26,440 --> 00:48:30,040
who will usually in the
morning greet the students.

1033
00:48:30,040 --> 00:48:33,700
You'll get the students
either go somewhere,

1034
00:48:33,700 --> 00:48:35,950
they may do it in the hallway,

1035
00:48:35,950 --> 00:48:38,370
it really depends on the
structure of your building.

1036
00:48:38,370 --> 00:48:40,460
But the goal is that the student has

1037
00:48:40,460 --> 00:48:44,120
more frequent contact with an adult

1038
00:48:44,120 --> 00:48:45,210
in the beginning of the day

1039
00:48:45,210 --> 00:48:47,913
to help them set their day up for success.

1040
00:48:48,960 --> 00:48:51,940
There's a form that the student will keep

1041
00:48:51,940 --> 00:48:54,360
throughout the day or the
teacher keeps track of it,

1042
00:48:54,360 --> 00:48:56,720
again, little nuances here,

1043
00:48:56,720 --> 00:48:57,870
but the coordinator will collect

1044
00:48:57,870 --> 00:48:59,740
and hand it out to the student.

1045
00:48:59,740 --> 00:49:02,450
There are daily goals
that the student will set

1046
00:49:02,450 --> 00:49:05,480
and it's often linked to
your school wide expectations

1047
00:49:05,480 --> 00:49:07,770
in terms of those goals.

1048
00:49:07,770 --> 00:49:11,830
So my goal today is be safe

1049
00:49:11,830 --> 00:49:13,510
and that means keep hands to self.

1050
00:49:13,510 --> 00:49:17,910
So that may be several of
your students goals for that.

1051
00:49:17,910 --> 00:49:19,460
And then this morning check-in,

1052
00:49:19,460 --> 00:49:22,400
it's really an opportunity
to encourage the student

1053
00:49:22,400 --> 00:49:26,180
to have a positive day and really focus on

1054
00:49:26,180 --> 00:49:27,370
and it's another reminder,

1055
00:49:27,370 --> 00:49:29,800
we all need reminders to
really focus on our goals.

1056
00:49:29,800 --> 00:49:31,040
And so that's really,

1057
00:49:31,040 --> 00:49:33,870
that's sort of the morning check-in piece.

1058
00:49:33,870 --> 00:49:36,890
So then the student throughout their day,

1059
00:49:36,890 --> 00:49:38,730
depending on your
structure of your building,

1060
00:49:38,730 --> 00:49:42,970
if you're with the same teacher
every day, every second,

1061
00:49:42,970 --> 00:49:43,940
or the majority of the day,

1062
00:49:43,940 --> 00:49:46,040
your classroom teacher
may be the one to check in

1063
00:49:46,040 --> 00:49:48,190
after every period with
the student say, hey,

1064
00:49:48,190 --> 00:49:50,010
really nice job, that was awesome,

1065
00:49:50,010 --> 00:49:51,210
you really are doing a great job

1066
00:49:51,210 --> 00:49:52,340
keeping your hands to yourself

1067
00:49:52,340 --> 00:49:54,580
and showing us that you're safe.

1068
00:49:54,580 --> 00:49:57,160
And, and you know,

1069
00:49:57,160 --> 00:49:59,900
there's other adults
that may also participate

1070
00:49:59,900 --> 00:50:01,360
in that check-in/check-out process,

1071
00:50:01,360 --> 00:50:03,450
but it really depends on your schedule.

1072
00:50:03,450 --> 00:50:06,180
This can also be used in the
cafeteria or the playground.

1073
00:50:06,180 --> 00:50:08,730
So anywhere there is supervision.

1074
00:50:08,730 --> 00:50:11,620
So you're gonna wanna
think about that too.

1075
00:50:11,620 --> 00:50:13,980
At the end of the day.

1076
00:50:13,980 --> 00:50:16,100
So what will happen at the end of the day,

1077
00:50:16,100 --> 00:50:17,940
it's it's like a sandwich, right?

1078
00:50:17,940 --> 00:50:20,372
You got something in the
beginning of the day,

1079
00:50:20,372 --> 00:50:21,510
you also get something throughout the day

1080
00:50:21,510 --> 00:50:23,800
and then you get the check-out
at the end of the day.

1081
00:50:23,800 --> 00:50:27,360
So usually around the last
20 minutes of the day,

1082
00:50:27,360 --> 00:50:29,700
the same, the students
or groups of students

1083
00:50:29,700 --> 00:50:31,950
will then meet with a
check-in/check-out coordinator

1084
00:50:31,950 --> 00:50:33,240
at the end of the day

1085
00:50:33,240 --> 00:50:36,690
to really go over their
progress, see how they're doing,

1086
00:50:36,690 --> 00:50:38,360
you know, tally the points.

1087
00:50:38,360 --> 00:50:42,450
Often students have decided
what they're working for,

1088
00:50:42,450 --> 00:50:43,283
which is exciting,

1089
00:50:43,283 --> 00:50:44,730
maybe it's more movement breaks,

1090
00:50:44,730 --> 00:50:47,880
maybe it's an opportunity to
play basketball in the gym

1091
00:50:47,880 --> 00:50:50,850
on Friday afternoon, you know, so again,

1092
00:50:50,850 --> 00:50:53,940
students really are
aware of their progress

1093
00:50:53,940 --> 00:50:57,653
and also thinking about
how they're doing as well.

1094
00:50:58,500 --> 00:51:01,370
A key feature of check-in/check-out is

1095
00:51:02,310 --> 00:51:05,320
oftentimes we want families to be involved

1096
00:51:05,320 --> 00:51:07,490
because we also know that
home-school communication

1097
00:51:07,490 --> 00:51:11,120
is critical for positive
behavior change, right?

1098
00:51:11,120 --> 00:51:15,810
And oftentimes it serves as a
communication to the families,

1099
00:51:15,810 --> 00:51:17,350
so there's a daily progress report,

1100
00:51:17,350 --> 00:51:18,760
this will go home with the student,

1101
00:51:18,760 --> 00:51:20,290
It's an opportunity for the family to say,

1102
00:51:20,290 --> 00:51:23,570
hey, kudos, great job, let me
put it on the refrigerator.

1103
00:51:23,570 --> 00:51:26,700
And again, it's just
really reinforcing that

1104
00:51:26,700 --> 00:51:29,170
what their expectations are at school

1105
00:51:29,170 --> 00:51:31,620
or sometimes also the
expectations at home.

1106
00:51:31,620 --> 00:51:32,750
And sometimes they're not,

1107
00:51:32,750 --> 00:51:34,600
and that's okay as well,

1108
00:51:34,600 --> 00:51:36,910
again, depending on the cultural context,

1109
00:51:36,910 --> 00:51:39,710
but again, just
communicating to the families

1110
00:51:39,710 --> 00:51:41,090
how students have done

1111
00:51:41,090 --> 00:51:44,103
is really a important feature for buy-in.

1112
00:51:45,690 --> 00:51:47,790
Your check-in/check-out coordinator.

1113
00:51:47,790 --> 00:51:50,840
This is somebody who enjoys
and wants to do this.

1114
00:51:50,840 --> 00:51:54,070
This is somebody who really
loves having, you know,

1115
00:51:54,070 --> 00:51:56,260
an enthusiastic vibe with kiddos

1116
00:51:56,260 --> 00:51:58,160
at the beginning of the day.

1117
00:51:58,160 --> 00:52:01,290
It's also somebody that
students like, that they trust.

1118
00:52:01,290 --> 00:52:02,603
They feel safe around.

1119
00:52:03,700 --> 00:52:06,360
This person will leave
the check-in, check-outs,

1120
00:52:06,360 --> 00:52:08,140
they'll enter the data,

1121
00:52:08,140 --> 00:52:10,521
again, that's up to debate,

1122
00:52:10,521 --> 00:52:13,300
other people do that,
depends on your situation,

1123
00:52:13,300 --> 00:52:14,800
but they create graphs

1124
00:52:14,800 --> 00:52:16,780
and they gather usually the information

1125
00:52:16,780 --> 00:52:19,500
for those targeted
student planning meetings.

1126
00:52:19,500 --> 00:52:22,830
So again, making sure
that you have somebody

1127
00:52:22,830 --> 00:52:26,350
who's really excited to do this work,

1128
00:52:26,350 --> 00:52:29,073
and it could be a variety of people too.

1129
00:52:30,890 --> 00:52:32,930
And then these are the activities

1130
00:52:32,930 --> 00:52:36,250
that you will be focusing
on at the targeted training.

1131
00:52:36,250 --> 00:52:37,830
So don't worry about it now,

1132
00:52:37,830 --> 00:52:40,010
but just to give you a preview.

1133
00:52:40,010 --> 00:52:41,670
So you're gonna determine
check-in/check-out

1134
00:52:41,670 --> 00:52:43,950
or teacher check, connect, and expect.

1135
00:52:43,950 --> 00:52:45,740
Teacher check, connect and expect

1136
00:52:45,740 --> 00:52:48,100
is basically the same thing,

1137
00:52:48,100 --> 00:52:52,160
it's just often used in
elementary classrooms

1138
00:52:52,160 --> 00:52:55,440
where the students are with
the same teacher every day.

1139
00:52:55,440 --> 00:52:58,260
Check-in/check-out where you
maybe a middle school model.

1140
00:52:58,260 --> 00:53:00,900
It's not to say that
both can work either way,

1141
00:53:00,900 --> 00:53:01,940
but oftentimes, you know,

1142
00:53:01,940 --> 00:53:04,770
when a student student has
to switch different teachers,

1143
00:53:04,770 --> 00:53:08,110
then that's sort of how we distinguish it.

1144
00:53:08,110 --> 00:53:11,050
You're gonna develop your
daily progress report.

1145
00:53:11,050 --> 00:53:13,010
You're gonna think about
the reinforcement system,

1146
00:53:13,010 --> 00:53:14,790
the referral system,

1147
00:53:14,790 --> 00:53:17,273
and then also staff training,

1148
00:53:18,430 --> 00:53:22,630
SWIS check-in/check-out is
a feature that you can add,

1149
00:53:22,630 --> 00:53:24,350
so if you're already using SWIS,

1150
00:53:25,460 --> 00:53:27,450
I would go to SWIS, the website

1151
00:53:27,450 --> 00:53:29,900
and you can look at check-in/check-out,

1152
00:53:29,900 --> 00:53:31,363
it's really great resource.

1153
00:53:33,490 --> 00:53:35,350
Yeah, and there's a question,

1154
00:53:35,350 --> 00:53:37,070
or no, a comment, thank you, Amy.

1155
00:53:37,070 --> 00:53:39,730
So yeah, I teach TCCE,

1156
00:53:39,730 --> 00:53:41,010
the morning and afternoon check-out

1157
00:53:41,010 --> 00:53:42,570
is with the classroom teacher,

1158
00:53:42,570 --> 00:53:44,030
not necessarily a coordinator.

1159
00:53:44,030 --> 00:53:45,280
Thank you, Amy, for that.

1160
00:53:46,980 --> 00:53:49,070
So your next steps will be,

1161
00:53:49,070 --> 00:53:51,860
if this is something you're
interested in pursuing

1162
00:53:51,860 --> 00:53:53,810
as a team, as a leadership team

1163
00:53:53,810 --> 00:53:55,910
is you've got the targeted workbook.

1164
00:53:55,910 --> 00:53:58,200
You also have your targeted handbook,

1165
00:53:58,200 --> 00:54:00,950
and you're gonna wanna
think about those activities

1166
00:54:00,950 --> 00:54:02,930
prior to engaging in the training.

1167
00:54:02,930 --> 00:54:05,000
And again, if you don't have time,

1168
00:54:05,000 --> 00:54:07,010
we'll provide some time
with the training as well.

1169
00:54:07,010 --> 00:54:09,713
We understand this is a
very busy time of year.

1170
00:54:11,190 --> 00:54:12,800
So final poll.

1171
00:54:12,800 --> 00:54:16,070
I'd love to get your thoughts
on based on what you've heard

1172
00:54:16,070 --> 00:54:18,200
and where you're at as a school.

1173
00:54:18,200 --> 00:54:22,160
I'd love for you to, let
me stop sharing that one.

1174
00:54:22,160 --> 00:54:24,410
Let us know if this is something

1175
00:54:24,410 --> 00:54:28,030
you are interested in
participating in this year.

1176
00:54:28,030 --> 00:54:29,670
This will just be really helpful for us

1177
00:54:29,670 --> 00:54:32,930
as we plan the April and June trainings.

1178
00:54:32,930 --> 00:54:35,300
So go ahead, let us know.

1179
00:54:35,300 --> 00:54:36,550
Are you thinking about it?

1180
00:54:36,550 --> 00:54:38,180
Are you wanting to wait until next year?

1181
00:54:38,180 --> 00:54:40,200
You're not sure yet.

1182
00:54:40,200 --> 00:54:41,943
There's no wrong answer here.

1183
00:54:43,270 --> 00:54:44,230
- And if you're a school

1184
00:54:44,230 --> 00:54:46,580
that is thinking about
training in April or June,

1185
00:54:46,580 --> 00:54:48,430
if you could just type
the name of your school

1186
00:54:48,430 --> 00:54:49,633
into the chat box.

1187
00:54:54,210 --> 00:54:55,540
- Yeah, thank you, Amy.

1188
00:54:55,540 --> 00:54:58,583
Yeah, let us know if you'll be
joining us in April or June.

1189
00:55:00,080 --> 00:55:02,180
All right, looks like most of us are here.

1190
00:55:04,990 --> 00:55:07,160
Okay, so I just ended the poll.

1191
00:55:07,160 --> 00:55:09,530
And now I wanna put in a plug
for the Summer Institute.

1192
00:55:09,530 --> 00:55:12,040
We have one more minute left.

1193
00:55:12,040 --> 00:55:15,530
This Summer Institute is going
to be a little bit unique.

1194
00:55:15,530 --> 00:55:18,100
We are hoping, fingers
crossed and toes crossed,

1195
00:55:18,100 --> 00:55:19,780
that we will be in person.

1196
00:55:19,780 --> 00:55:21,360
For those of you who have attended,

1197
00:55:21,360 --> 00:55:23,790
you've probably realized
how amazing and valuable

1198
00:55:23,790 --> 00:55:25,820
this time away as a team

1199
00:55:25,820 --> 00:55:29,540
is for your own wellbeing
and mental health as a team

1200
00:55:29,540 --> 00:55:32,530
and also an awful lot of work done.

1201
00:55:32,530 --> 00:55:34,600
So again, this Summer Institute

1202
00:55:34,600 --> 00:55:37,550
is happening June 27th through 30th.

1203
00:55:37,550 --> 00:55:40,113
We'll have a save the
date coming out soon.

1204
00:55:41,452 --> 00:55:45,590
And March 7th you'll have an
opportunity for registration,

1205
00:55:45,590 --> 00:55:48,630
so registration will go out March 7th,

1206
00:55:48,630 --> 00:55:51,020
but again, we're really focusing on you,

1207
00:55:51,020 --> 00:55:53,260
we're focusing on you as educators,

1208
00:55:53,260 --> 00:55:57,310
our theme is it's time to
reclaim passion for education.

1209
00:55:57,310 --> 00:56:01,270
So again, spending a lot
of time on you as educators

1210
00:56:01,270 --> 00:56:02,760
and how we can support your work

1211
00:56:02,760 --> 00:56:04,930
as we're supporting our
students moving forward.

1212
00:56:04,930 --> 00:56:06,520
So hopefully to see you there,

1213
00:56:06,520 --> 00:56:08,470
it's gonna be a really good time,

1214
00:56:08,470 --> 00:56:09,673
hopefully in person,

1215
00:56:10,910 --> 00:56:12,810
and please as always stay connected,

1216
00:56:12,810 --> 00:56:14,840
let us know what's
working in your schools.

1217
00:56:14,840 --> 00:56:16,730
We love to see pictures.

1218
00:56:16,730 --> 00:56:19,470
We love to see examples
of your great work,

1219
00:56:19,470 --> 00:56:22,470
Facebook, Twitter, let us
know how things are going.

1220
00:56:22,470 --> 00:56:24,270
And finally thank you all so much

1221
00:56:24,270 --> 00:56:25,540
for taking the time this morning

1222
00:56:25,540 --> 00:56:27,020
to meet with the BEST team

1223
00:56:27,020 --> 00:56:32,000
and learn about the targeted
orientation and the level so

1224
00:56:32,000 --> 00:56:34,860
I wanna close with any
questions that you have,

1225
00:56:34,860 --> 00:56:38,260
feel free to type into the chat box.

1226
00:56:38,260 --> 00:56:40,820
That's great, thank you so much, Jesse.

1227
00:56:40,820 --> 00:56:41,850
Thanks everyone.

1228
00:56:41,850 --> 00:56:44,320
And just so know you will
be receiving a survey,

1229
00:56:44,320 --> 00:56:46,490
let us know how this
went for you this morning

1230
00:56:46,490 --> 00:56:49,700
and a certificate of attendance
will be attached as well.

1231
00:56:49,700 --> 00:56:51,650
So thank you all so much.

1232
00:56:51,650 --> 00:56:54,623
Great to see you virtually and
enjoy the rest of your day.