all right well hi everybody thanks for joining we were just we should be fluent with this system by now but we're still uh learning as we go so let me get my screen set up and we're gonna spend uh the next two minutes or so letting the rest of your attendees get into this session then we will get started again all right and i will share my screen okay presenting team are we good we are good okay all right so i have a quarter after the hour and um again welcome everybody this is gonna be part two of our series today um we're going to kind of pause and wait a minute or so as uh we see folks coming into to this session so it looks like we're about halfway there you can see the numbers tick up on our end as everybody logs in wish we had a way of folks quickly letting us know if they were in this morning session and c1 or not i can't think of what that might be exactly um but for those of you who um were with us and i assume most are um we're going to highlight quickly again at the start of this some of the core messages that we started with in the last session as well um so know that that's coming up uh there's a phrase we use which is repetition builds fluency and um we've been researching and doing this work for a couple of decades now and we even as the researchers and implementers we all learn messages even after we've heard them hundreds and hundreds of times so it's actually a good thing that we do a quick highlight again of the of the core messages around pbs before we get specifically into the practices component of this work so we're about two minutes in here how about i do some of the housekeeping slides um if i could just remind everybody that um please follow these expectations again for our sessions um we'd like you to be responsible be kind and be safe um so for being responsible for today's session it's going to be using chat be on topic with your chat and maybe identify yourselves we'll talk about that in a minute but kind of help us help you let us know your role your organization as well when we are uh chatting um you know you're already here so you know how to get your registered sessions if this for some reason is your very first activity in in this platform our pictures are on the left of the screen on the right you'll see the tabs for chat polls files and people so you can navigate those right now we're pretty much on chat um we'll show you the other tabs as we go on um you might accidentally navigate away from this page if you click on the wrong thing in your browser it happens all the time no problem just go back to your agenda find the card for today's session and then log back in you know you'll only miss a 30 seconds or so if you have any technical issues um click on that help desk and there is a sort of a self-help section we also have a live team who's manning a support room in case that's needed all right so um for the norms for today this is specifically around um oh we're gonna together we'd like for you when you're chatting to include first your district name and your state and then also maybe your title because we can shape the responses we give you from our chat panelists if it's a state team member a district team member school team member if you're an administrator or you're a teacher or a clinician so that perspective makes it helps us maybe quickly to narrow in on maybe the core of what your question might be so consider doing that in chat that would be really helpful to us um we will prompt you to participate in polls that'll come up soon and we'll ask you to do that and then if you want to see the handouts or if you want the handouts i should say those will be in the files tab as well okay so um again the first about 10 slides here if you were on this d1 session you saw these before i'm going to hit them quickly again with highlights um again repetition builds fluency so you should get comfortable being able to share these same messages hopefully by the second or third time today so the first piece is this idea of um a framework and uh the metaphor of the bicycle which is a great metaphor we should have had this 20 years ago your school or all of these important components as you can see on the left um but we need to make sure that they're organized although that's a very organized picture of a bicycle i will say that uh or bicycle parts but what we need in our schools is a framework something to connect everything together and uh pbis serves as that framework and so on the right hand side you can see some of those core components and how they connect to this metaphor so who's gonna be making the decisions well that's your school team a representative group of your community and your staff and your administrators and and student voice uh they're sitting in the in the seat making decisions uh someone needs to help steer that team though maybe with a little more expertise that's gonna be your your coaches um your problem solving process that's that frame connecting all of these pieces together your leadership for your school is extremely important so they're the gear shifter they're kind of picking the lane and the speed and the pace at which we're going in some cases the wheels the rubber hitting the road that's the implementation of your work and then the overall drive those might be the pedals in this case so i love that metaphor it's really useful consider using that as needed as well um and also another way that we organize the thinking on this work um was from our return to school um uh publications where we conceptualized it through these components so um at your schools can we first learn how to connect with our students in our community so those kind of core relationship building uh concepts can we then screen our students in our community for what's needed what are the social emotional behavioral supports that they need can we have a mechanism for providing supports and then can we teach can we be explicit direct instruction of skills related to social emotional and behavioral and finally monitoring let's use let's use data for decision making uh on october 19th just a few days ago the us department of ed um office of special education programs published a seminal uh work it's about a hundred pages or so it's amazing and it was representative of multiple technical assistance centers if you read this and you read every word which you should um it will scream to you what you know if you've been doing our work for the last 20 years so how do we help students with their social emotional behavioral mental health needs here are here's the quick the quick set of recommendations that they've identified but then they use this document to go in deeper and talk about the strengths and the challenges schools face as they're doing this work what i'm going to highlight is number four if you're going to support the social emotional behavioral mental health wellness of your students you need a framework something to integrate to pull all of this together it is not done just by looking at data one time or doing screening outside of the context of supports um or picking up a curriculum off the shelf and say let's teach this this year um it's it's a framework where we have to look at all of it together so excellent resource uh it's absolutely worth your time to take a look at it um the other thing that comes to mind when we talk about getting started with this work is this idea of the the birth and death cycles of educational innovations and if you've implemented pbs before you maybe you've experienced this maybe your school did this 15 years ago then you did it again 10 years ago and here you are again saying okay we still have the same needs but we we're not sticking with the fidelity of the work or we have to kind of relearn what it is with the latest research we want to avoid this trap and pbs can be just as susceptible to this this idea of this four-year cycle so we always say it takes three to five years to implement with fidelity but just because [Music] fidelity doesn't mean you sustain there you have to continue to attend to the framework itself so rob horner had said a little while back it might take three to five years to get to fidelity don't do anything in your schools unless you're committing to it for the next 10 years and i think that that's a better way to go about this work when we look at the components of pbis this connects back to that that birth and death cycle of educational innovations even though things have come and gone over the past 20 30 40 years pbs has remained relevant during that time and the reason is whatever the regardless of the focus of your particular community or district or school pbs is going to ask you to look at it from these core components outcomes data practices systems inequity and when you keep things in that overly simple light it does help you to ask the question of how do we take whatever is important to us and organize it so that what you have in the screen here is my most simple definition we can come up with the fewest words possible to explain pbis hope this is helpful to you we have a much more thorough definition slide or you can dig into all the research on it but if you have to put it in front of your your colleagues this might be where you start with keeping things simple when we look at those components this is what they mean outcomes means what are you currently getting in your school your organization what are the outcomes and where do you want to go helps you set your objectives and your goals data is what we use to support our decision making that should be these are all connected to each other so that should be connected to those outcomes what are we already getting but what the data say about how and why we're getting there how do we support staff is our systems so what are the structures that we have in place that build the confidence and competence of our educators and then finally practices how do we support our students and that's why i snuck in that little triangle to kind of remind you that what we're talking about is a tiered approach to practices what are we doing for all students how do we give additional doses for students that need some more how do we individualize further for students that need more than that [Music] you might be very familiar with mtss multi-tiered systems of support that's becoming more and more frequently stated and heard everywhere there's about at least one definition per state or more um but there's a lot of common threads across mtss we use um we had our midwest team here use these six components from macintosh and goodman um their 2016 publication and whether yours is a little different than this or not that's okay you'll probably find the commonalities but what i want to point out is 80 of the research that's gone into mtss is the pbis framework research it's informed a substantial portion of it and so when we talk about mtss you should be thinking that pbis is the social emotional behavioral mtss framework and this is what that looks like under systems those mtss components include team-based leadership and coordination professional development coaching and content expertise under data we're talking about regularly monitoring the fidelity of your system and your practices process monitoring the the outcomes of your efforts and universal screening so we can figure out what does our whole community need and which students need more and then practices again is that three-tiered continuum so this is how those connect together hope hopefully that will be helpful to see i went through these kind of individually on our first round i'm just going to point out that these are some of the big kind of takeaways from the summary so far the guiding principles of when you're implementing pbis what we can expect and how we want you and your your organization to think about this work if you implement with fidelity measured if you measure your work and you're saying you know compared to other schools we are having the components in place um you should see these outcomes compared to similar schools like yours that are not implementing with fidelity so there's a strong evidence base to this if you go into pbs.org and you look up the evidence base we have a really great spreadsheet that you if you're a doctoral student it's the place to start you can look at every study under every subject that we have but what you'll see here for your schools are improved student outcomes in these categories reduced use of exclusionary discipline practices and improved outcomes for teachers as well so three broad categories uh but a quick kind of snapshot of why you want to implement this work but also why you want to implement it the way it's supposed to be done or with fidelity okay and then i'm gonna highlight these fairly quickly talk about these at the beginning but when we organize our schools and we say well how do we get started with this work one way to go about it is the structure i'm gonna share with you so start with teaming who's who's the decision makers let's get the right team together let's make sure it's representative has family and community and student voice is representative of your your uh colleagues and the staff doing the work and once we have that team they can help represent the rest of the community and say what's the vision for our school and how are we going to define that through three to five expectations you have a vision and expectations the next step is to task analyze those let's say what should those expectations look like when i am in um the chemistry lab or what should they look like when we're getting on uh we're getting off the buses and into the school in the morning so let's be specific about it so then we know exactly what to teach and then that's that next step which is you should have curriculum curriculum that specifically is teaching what do we expect in our school how do we show it um and how do we build maybe the sub skills needed for it now that you've taught and you have expectations and rules and you've taught them the next step is to provide performance feedback so hitting hitting that five to one ratio letting students know this is what you're doing well this is what we want you to keep doing and where needed when you're also going to correct behaviors too and speaking of which when there are behavioral challenges or errors where students need more support the next part you need is a system for preventing and responding and that means getting all of our teachers to see the same behavior similarly to categorize it the same way what is disruption for example and then for us to respond in a similar way so that students see consistency by the adults then finally what's the data say about all this and while data might be last here it could also be the start and that's what we're going to start with today um i'm sorry that's what we did start with today in session c1 what we're going to do now if i take a look at how these map onto the tiered fidelity inventory for those of you who are familiar with that we're going to look at this big section here which for us are the practices that's this continues starting with what's the vision expectations all the way through to how do adults interact with students and respond to problem behaviors so you'll see on the right side of the screen we'll keep this up and we'll move this circle around a little bit here or there um but for the most part we're going to be trying to cover these middle five boxes throughout the rest of this session so this is a great time if you haven't already we have five questions we'd love for you to answer in the polls um and these questions for those of you who know the tiered fidelity inventory map directly to that tool as well we have a little tips up there one 1.3 1.4 but go ahead and just answer this question to the best of your ability representing your school or your district kind of where you're at give it your best shot and i'm gonna stop sharing my screen heather's gonna pick it up from here and introduce our chat panelists hi everyone good to see so many of you back so thank you so much for coming back and for those of you that are brands spanking new i'm heather george a professor at university of south florida and a co-director of the national center on pbis as well as the florida pbis project so um if you are in c1 which it looks like so far as i'm looking at the chat box um you guys have the opportunity to ask questions directly to exemplars and so we have three new exemplars that are here and before i turn it over um to them um i want to give you a heads up brian had talked about the norms that when you put something in the chat box when you're asking specific questions it would be really helpful um is it just a quick reminder again just say i'm like district name the state and your position so that our three exemplars can figure out which of the three um could would be the best to answer your question on that but i'm going to turn it over to our very first exemplar hello all good afternoon or morning depending on where you are my name is lauren ivanovic i am a research associate professor and a ta specialist on the florida pbis project so i get the pleasure of getting to work with heather on our statewide project i'm really excited to be here and i kind of bring that more systemic approach so systems level pieces although i was a high school teacher and implementer of pbis as well so i'm excited you're here thanks for joining and look forward to chatting with you thanks lauren welcome and tara good afternoon everyone um i'm tara davis i'm the pbs and climate coordinator for forsyth county schools we're located just northeast of atlanta um and um you know i've been in the pbis world for almost 17 years now and i've had the opportunity to work in many different states and serve as the school coach district coordinator i've been a regional coach in a state ta for georgia so i please feel free to reach out and just ask any questions we'll do the best we can to answer them thank you for attending today thanks for being here tara and juan hi everyone i am juan lira i am a principal at an elementary school out in school district u46 in elgin illinois this is my 10th year as principal there i've been involved with pbis probably for about 15 years or so in one way or another working to implement and install pbis practices in the buildings that i have been in so hopefully i can uh lend a hand and answer some questions in the chat today and to my fellow chicagolands who i see are in the room or folks from illinois go bulls we got a good looking team all right awesome thanks juan um and i'd say go bucs because we just beat the bears uh the other day so um and i'm a fellow chicagoan but you gotta adapt in your new environment right okay i have to say go braves now okay hey you're right you're right all right well um as you guys if you were in the c1 section um you'll know that when you go to these slides if you have an additional question to follow up um for one of our exemplars they've got their email addresses on there there's more background info and we have one of their quotes specific to around practices but folks were selected as the exemplars for the the data practices systems a different sessions based upon their area of expertise and when we know that they just um just really thrive in that area they thrive in all of the areas but we had had to pick one of the three so um please use this time to pick their brain um take their trade secrets borrow their trade secrets whatever um because i think you know you're going to learn a lot from them in this process of putting that in the chat box um if you were also in c1 you'll have noticed that we are constantly looking at um the chat that's happening in pathables as well as we have another chat that's happening in our zoom room and um sharing certain things and so for example somebody in the last session had said hey there's a broken link and we went and found it and got that corrected link um in there so again we want to try to make this as real life as and not that it's not real life now but as interactive as possible and given that we cannot be officially face to face all right so the last session we talked about data and the whole um area around using that data to help us identify what the problem areas are and another part of that data piece can also help us we're not only identifying where the problem areas are but it also helps us based upon those problem areas what is it that we need to improve on our school campus or within our district or within our state and how that data can actually help us determine how we're going to shape this social culture and this more positive climate um on our campus and so one way to do that is we've got to think about what's our vision so if we've had lots of fights that have happened on the school campuses and everything you got to think about what is it that you want to have what is it um your dream for your students is it that you would love them to be problem solvers and be able to say like listen i'm struggling with this and ask for help as opposed to just punch somebody because they're um they're frustrated um think you've got to think that way because from that information it can help you determine what is it that we need to start teaching kids in terms in relation to behaviors you know what is that common experience that we can start have folks build upon what's the common language that we can use in this process so that we're all consistent we're all cohesive in how we're supporting everybody and how that is based upon this common vision and one way to pull that common vision together is for folks to talk and have all of your faculty ideally and your staff talk about what are the values what's the vision for your school to get folks on the same page so that when you do start to come up and talk about here's our school-wide expectations across campus this is how we're going to teach you that you guys are all clear as the adults how you're creating this effective organization essentially and then you're all working together to help each other in when you're teaching the students and supporting the students in displaying those expectations and essentially it's sharing the values across all so thinking about what is it ideally that we want we need to prevent behavior and honestly that is the foundation of pbis it's about that prevention piece and so it's about being deliberate and continuously rearranging and teaching and using that environment um to be that place to have that teaching we also need to look at how we're encouraging learning how we're um what are those displays of this pro-social behavior look at how we can discourage certain learning and displays of anti-social behavior which would mean we're changing the way in which we're responding to problem behavior and how we're going to do that it was going to directly teach social skills we're going to practice them in the classroom in the hallway in the cafeteria um we're going to reteach behavior errors because people are we're human we make mistakes and like brian had said earlier practice practice practice we've got to practice um in order to to have this become second nature for us um providing that positive feedback and recognition and remember it's not just the kids it's the adults too so in order for us in order to be able to teach these new skills to kids we're going to have to model that expected behavior for the kids we're going to have to add prompts for them give them cues maybe pre-correct them we want to become much less reliant on waiting for problem behavior to occur and reacting we really want to set the stage and prevent as much at the very beginning but by doing this too we're also going to be able to cue and prompt the rest of the adults in this process because we're all jumping on board and practicing something new on our school campus as well the goal is we want to obviously maximize academic success and we're going to need to actively supervise so in order to move towards creating that positive school climate it's about establishing common expectations those common expectations then help us develop what our common language is going to be across our school campus and then from that we're having common routines and experiences so for you to think about in different parts of the country we could say um we want kids to be respectful okay well respect might look different in chicago for example versus how it looks in the south and i i remember that moving for the first time to baton rouge louisiana and i realized if i don't address somebody with ma'am or sir first i'm not going to get the same level of response um from from adults if i did that in chicago at least area where i had grown up i'd probably get punched in the face so we've got to think about how are we being culturally responsive in our areas but if we're talking about being respectful what does that look like on your school campus and that's that piece of having that dialogue with the adults and even having that dialogue with the students within your classroom what does that look like let's come together let's make sure that folks truly understand um what we're talking about let's come to some common definition of what we are all going to work on together um so that we can have this common language in this common experience in doing so you know we've got this continuum of support and we know that tier one we're talking about this impacts everybody not just the students but all of the adults as well all the families all the classrooms nobody's exempt in this process of tier one and so depending on where you're coming from whether you are district level or if you're a classroom teacher i want you to think about what everybody needs and that's your tier one and so for the classroom teacher you got to think about what do all of your students need um from you so when we're starting to think about these evidence-based practices to set up this um learning environment it's going to be you know for pro social behavior and be responsive and have this positive school climate what does everybody in your classroom need if you're the principal you've got to think about okay what is it that all of my classrooms need what do all of my teachers need to be able to get this set up and that's going to involve something with you know training um it's going to be support it's going to be um you know communication um and how we're working with folks but then what is some need and so for a principle it might be that well some of my teachers might need additional training it might need be that some of my um folks need some additional materials based upon the student needs um for your classroom teacher you could think about what do some of my students need in addition to what i'm going to be providing at tier one so that's that piece that's important that tier one is always available for all at all times and always provided for all but there's going to be some folks some kids adults classroom environments schools however you want to call it that are going to need a little bit more supports for a variety of reasons and figuring out we're using our data and then now we're going to um provide the practices based around that so i think it's important that if you happen to be somebody who maybe you need the most intensive supports so you could be a brand new teacher it could be that you didn't get a whole lot of um training on you know classroom management which if you didn't don't worry you're not alone that is a major problem across higher ed um across all countries or all states and even but think about what what additional supports do i need so you still are going to be expected to um to implement what the school comes up with at tier one but it might be that you also need additional supports whether it's somebody coming in they're serving as a mentor to you you're getting additional training um you know maybe the principal's providing additional supports in your classroom and sometimes you can be a veteran teacher you've had it down and all of a sudden you get this year of the roster and you've got all five cousins in your classroom at the same time and it's like i'm gonna need some extra help here and so you've got to think about um that's using data for decision making but that's also going to help us set up what we're going to do for practices on our student campus or on our school campus so looking at a student profile i think this you know is one student essentially and like i said nobody's exempt but rarely if ever in fact i probably would want to throw it out there never is anybody ever tier one all the time for their entire life let alone their entire time during the education system you know if you think about there were times back in your own um time going through you know elementary school or middle school where you may have struggled in certain areas um certain content areas you know for me for a while it was math for a little while i struggled during you know for a couple of years on that i needed additional support i needed tutoring but i still was part of the main class i still was expected to be part of that core curriculum for math but i received additional support with tutoring and additional support from the teacher on the side from that in order to help me so that i could be successful in math when i built those skills then i no longer needed that tutoring support so you've got to think that way with behavior for kids that not all kids are always stuck in say one tiered area where they need the most supports they actually do have strengths in different areas and all folks are needing more supports in different um places for one reason or another brand new parents with a newborn baby again i think that's a classic one where like we need help if anybody can bring dinner at any time that would be fantastic you know that is tier three supports you know right there but do they stay in that category forever no they don't so it's the same thing with the kids too so we really want to be careful not to label students um or that not to say that students are on it here but we really want to be looking at that there's a structure that we've got in place and we're using our data to determine who needs additional supports and we're providing those supports more intensive supports to them all right so invest in evidence-based practices so let's talk about how do we organize everything for what everybody needs from what some need to what a few need knowing that we're focusing this whole strand predominantly on getting started on tier one so one way that you can start with this is we know everybody has something going on on their school campus or within their district already related to something around social emotional behavior supports you may not have gotten officially trained yet in pbis but chances are you've got something that your school may have done at some point may be doing but may not be necessarily doing implementing it well or you may be implementing it well and you're trying to figure out how does this all fit um together in this process so one way to do that is to conduct you can call it an audit you can call it we're going to figure out how we're going to work smarter and list out all of the various social emotional behavior support supports that we do provide across our school campus or you could say across your district depending where you're coming from and what is it that you would have for everybody across tiers you know what is the date and um last time the practice was checked for fidelity you know because again we start all kinds of initiatives like brian talked about but at some point is there implementation drift that occurs over time or we've lost the folks who were able to provide supports in that implementation and so it may be there but it's not really used um and so then we've got to think about our students even responding to the interventions that we have committed to this can help you guys determine um one what do you have in place and is it working is it not working because if something is working you don't want to get rid of that but if it it's possible that it could work better you've got to figure out why isn't it working better and again if this is that part of we don't need to reinvent the wheel in this process but we do need to do an audit to see where we are um because again if we're starting to implement pbis we also have to think about there's other folks that we're going to need to bring on board there's other adults we're going to need to bring on board on our school campus and what if they're using that one intervention and they were the sole person using it how do we help them understand how this fits within the pbis framework and again we're going to be talking a lot more about that teaming part in the um next session around systems brian do you have anything else to add around this slide yeah you know the the thing i checked the highlight and you did a great job capturing all of it is i think we've had a version of this in our training for over 20 years where we start out by just saying where are you currently at what are you doing for all what do you how do you layer up and you'll see over time schools might they might put things in here that they probably shouldn't put on your practices that they might not want um or they'll put down lesson plans or the things that they are doing and it was recently where we sort of rebuilt this and we we sort of learned from what we do at tier two teaming work where we said if we're gonna audit the work at tier one let's also ask these two other questions so have we checked that we're doing that thing correctly so if you have lesson plans our teachers teaching the lesson plans as frequently and accurately as you want and then what are we trying to do what's the goal what's the data like is this to improve student behavior or to increase students use of a pro-social skill what's what's the goal and i think if i'm a tier one team once this takes some time to put together and organize you make decisions as you're doing kind of think up front and center all the time and you sort of organize your team meetings across the year around this idea which is hey maybe next february is a good time for us to check in on the third row and to get an update on the fidelity of our use of the five to one ratio for example because if we're not checking it then how do we know anyone's doing it so that was the idea someone asked in chat if uh this is available you can just make it right from what you see here there's nothing in genius about it really but i will in chat put in a link to a workbook that we have that i think has this this table on there as well [Music] thanks brian if you're coming from a district another thing to think about there was a district um that i've worked with for a number of years and they we asked them to list out what are all of the different interventions across the tiers that the various departments within the district are using or have available um to use for schools um to help them understand and say how can we work smarter within our district um it took some time as they had to go to various different departments to get that filled out but in the end just focusing around the social emotional behavior um they found that they had over 165 different types of interventions trainings programs you name it um that they had committed to at some point or another um that were available across their 100 plus schools um and so then when it got down to saying okay when was the last time a formal training was offered around this well then that started to weed things out because they'd be like well that person who did that died or that person retired or you know what nobody's asked for it so it just collects dust that was some ways that those things could be crossed off um and again it's one of those things that if you're at the district level we've got to figure out how do we create somewhat of a menu for our school so that they know like hey we're having issues around tier one what can you offer us for support and then the district needs to have hey if we offer all of this here's all of the additional support that goes with it so it's not just a quick spray and pray professional development approach but that we also have some coaching supports too because we know that just going to training alone doesn't tend to have as much impact as we'd hoped um once you take that into the classroom all right so let's talk about for um those that might be really brand spanking new to pbis let's really start to understand uh the various tiers and what we're talking about and like i said when we're talking about tier one that's that piece where i say nobody's exempt we're talking about all so we want all students to improve their behaviors all students to be respectful be responsible we're going to have to expect that of the adults too and so that includes not just the teachers not just the staff but also the administrators also it means we're going to have to model this for um the families as well so but we're talking about establishing this foundation um and establishing this proactive support because the goal is to prevent the unwanted behaviors and we're going to clearly define what's expected for all and so that's going to involve procedures then for teaching what this looks like t procedures for practicing the expected behaviors across all the settings and you think about like what a great life skill too i'm being respectful it's no different than okay we may have relied um at times for parents to be like make eye contact you shake their hand you know that type of thing but we're talking about you don't have a partner in class and everybody's partnered up how do we teach the kids that it's okay being responsible means you go up to your teacher and you say i don't have a partner and somebody to work on and i just shared with you this is exactly the conversation i had last night at home with one of my high schoolers um so didn't have a partner and he was like i was too embarrassed to say because everybody had partnered up right away and i was the only one without a partner so i he's like i'd rather take a zero than being called out that i didn't have anybody to work with it's like all right we gotta talk about how it's okay you gotta be responsible you've gotta advocate for yourself and you've gotta let the teacher know so this is those procedures we're teaching essentially these life skills that hopefully they can take elsewhere um so we want to have procedures for encouraging these expected behaviors when we teach them these new skills how do we encourage them to use these new skills but then procedures for discouraging problem behaviors because again if it's much easier to yell and throw something across the room to get out of a lesson i guarantee we're going to go back that kid's going to go back to using that one however if they have found that there was a different way that they can get help or they could take a break from the lesson without having to go through all of that that is a great thing that we all can celebrate there's also procedures we're setting up for the database decision making like when we're looking at the data when data need to be collected and entered who's looking at that data and how we're going to respond to that that data and then there's going to be a family awareness component obviously we need to let the families know what we're doing on our school campus and then how they can best support at home um their child when say they're being respectful or they're being responsible um at home there's also evidence base when we're talking about the classified pbis practices so when we're talking about tier one that does mean all people all settings um but when we're also looking at there's some specifics in the classroom so what does that look like of pbis because majority of our settings should be classrooms that kids are in throughout the day so it's talking about maximizing structure in the classroom there's predictable routines we're teaching and monitoring and reinforcing these expectations we're actively engaging students we're using um culturally responsive strategies to acknowledge appropriate behavior but we're also having responsive strategies to respond to inappropriate behavior all aligned within pbis but if you wanted to know specifics about what to do in the classroom how to do it there's a whole separate strand just on classroom at this forum and if it happens to be occurring simultaneously right now good news is it's recorded and you guys can look at it at any time all right so what are some resources for you um to get you going so habits of effective classroom practice you can click directly on this um brief right here and it should take you directly to there but this is something that we had developed to kind of help folks to remind them like listen let's get back on track of what effective classroom practice looks like as it's aligned within the pbis framework we've also got a um a brief on how you integrate that trauma-formed approach within the pbis framework so i think it's important for folks to understand that pbis is not a program it's not an intervention but that it's a framework and so we've got to use our data to determine where the needs are and then from there we adjust the practices um within it and so it could be if we have lots of kids and again the pandemic it's affected everybody in all different ways it's completely sent um folks out of routine of even just kind of basic social skills walking in single file a lot of folks are you know they have not been practicing that for well over a year um but they've also have had all kinds of other issues whether there's food insecurity housing insecurity you know how to integrate that trauma-informed approach um those practices within the pbs framework so you don't have to throw one out and understand how they all fit together but those are great resources for you guys to refer to and again we're talking about tier one overall now let's get into tier two and again i'm just talking briefly so you guys have a big picture of what this looks like across the continuum but tier two we're talking about what is for some okay so remember for some that are getting more targeted supports they are still accessing and in the tier one system our core curriculum so it's a coming up with the method of using our data to identify at-risk students it's coming up with designing interventions are for groups with similar needs and we're progress monitoring and we're coming up with some goals for them to work on they're getting a little bit more instructional time around a particular area than folks that are just part of the tier one so keep in mind they're also receiving tier one they just get a little bit more when we're talking about tier three that's typically few um folks it's usually not more than say five percent on a student campus but it's we're talking about providing intensive supports to a few students um that are needing those most intensive supports might require additional expertise if um if the behavior is intense it may require a functional assessment it could be very small groups of students but it is part of this continuum of support so again just because a student might be receiving tier three supports in a particular area does not mean that they don't get to access the tier one that tier those tier three supports should be built on that tier one system um but it just means they're getting the most instructional minutes to focus on that skill for folks that are wondering what this could look like i like to think of the academic example of reading so you know in order to read we've got to be able to decode in order to be an affluent reader you've got to obviously be practicing and practicing but build in the fluency on that but you can't build fluency if you don't know how to decode words and so students might be receiving tier 3 supports on working on the phonics part of it working on that decoding once they start to get the decoding down their fluency starts to increase they may not need as much intensive instruction around that particular area but now they're still continuing to practice building their fluency overall they're still part of the larger group instruction for reading they're still accessing that large group instruction but they're getting specific supports around that particular area that they need help in think of that same way for behavior whether it's kids that are needing more breaks throughout the day kids that are needing um struggling with uh you know friends or that social aspect of it it's the same exact um process that we're talking about so how this is all put together is this multi-tiered approach and so tier one we're looking at these are those core practices for everybody that is the main prevention that we're talking about um for tier two we're intensifying our core on four groups groups of students and then for tier three we're intent um it's the most intensive support but we're individualizing it based upon that specific need so one way that you could look at this is to um fill in the blank here so in order when you're thinking about the values for your school the vision for your school and how do you get everybody on board you can think about in order for us to achieve our and you could fill in put in your squad expectations there the social emotional behavior success of our students so in order for us to achieve our you know pbis plan in order for us to you know be respectful on our school campus this is what we need to do and there's going to be variations of intensity across it based upon what our data say all right so teaching the expectations so that's one thing i think can get a little tricky for folks at times where they're like i don't do behavior i'm not the special ed person but i think what's important is that there's still a huge teaching component around it that just because we're talking about behavior the social emotional doesn't mean um that we're not teaching it we can't assume that people know what to do as we've got to take kids out to those natural contexts it doesn't matter how big or small they are i'm telling you high school students can benefit on how you're supposed to use the public restroom um appropriately and washing your hands there are plenty of adults today i see traveling in the airports that don't wash their hands before we leave and sometimes i'm like and we wonder why people are getting sick you know again got to think about we've got to make sure um they're recovering our bases that people know what the expectations are um lining up you know being clear what that is again you can't assume people know what to do so you've got to make sure they're taught and recognized in that natural context this um the one with the drinking fountain or the water fountain depending where you are located across the country i'll refer to it different ways um they have here's the specific um rules for how you're going to use the water fountain and it was funny because then they also had it translated in the other language for their students but i had had never seen that right over the drinking fountain before and they're like oh you have no idea the problems that we've had and again they used their direct observation data they were having all kinds of problems and they wanted people to remember um how they were supposed to use it i think it's important too to know that communities can have expectations too this was taken in one of my uh local little leagues that my son was in but this was posted and i think reminders from your child you know i'm just a kid just a game a coach is a volunteer officials are humans and no college scholarships are going to be handed out today they are saying here's basically the expectations of parents when you are watching um your child's child's game so i think it's important that community is nobody's exempt in this process um you know this isn't the school this is actually at at the rec center at the local community uh playground but to remind folks you know why we're here what the vision is and what we can do as spectators of the game and that's the part where i'm like i love about pbis it's not just a school thing like nobody's exempt it's not just for one person so how do you put this all together so when you guys are using your data and you're looking and saying okay where have been our problems you know if you've had fighting if you've had people like um coming to school late or um they're not doing their homework whatever it is um let's just say you're wanting folks to be respectful responsible and to be safe doesn't have to be that but let's just say your data came up with that you need to define what that looks like in each of the particular settings because again if we think about going back to that instructional component that neet we need to be explicit in how we're teaching what that looks like we that's going to help us and to be able to provide direct feedback to them it's going to help us and to be able to provide direct feedback and help correct them and provide you know so that they understand how they need to do something differently so um you know not all school campus is going to be the same and this is the piece it's so important to involve the other folks on your campus um or within your classroom like what does this look like for us um you know how are we going to do this no because again you're going to want the folks to all get on board um with this but this also helps them understand all right being responsible in the hallway obviously it looks different than what that should be on the bus well let's talk about how that looks different and then that's going to help us understand how we explicitly teach the students and then help to remind them throughout the way there's a guide in case you guys have not seen it on the return to school after crisis there's lots of great information in there and this example teaching matrix was lifted directly from that guide that we had developed with some other centers late last year it's important that when you're it's really clear what you guys are setting up based upon your values and what the squad expectations are um that you're really then clear okay what that looks like and then we are being purposeful and going out and teaching these expectations and routines across our campus within those natural settings there's all kinds of ways it doesn't have to be formally typed up it could be that you know we're generating it as a group it could be um students are are developing their own this is taken from one of the i think it was a middle school on how they wanted to remind everybody of what the roles would be around the restroom um again what the classroom expectations would look like and again having the kids start to be involved with this process [Music] and then at some point are you making sure that it's in the language that's culturally responsive so um the sherwood forest one that's actually out of the orleans parish in louisiana and they have a really high not only hispanic but also a vietnamese population as well so they made sure to cover their bases across all other things to think about is how we're creating a behavior teaching matrix for remote instruction hybrid is probably here to stay whether we like it or not it probably is so um it's i think it's important for folks just because we've gone virtually okay it might look different obviously there isn't a hallway there isn't a bus but we need to have students understand and know what are the expectations when they're participating in the virtual environment and you guys probably all we all learned this the hard way like none of us had this stuff um developed before the pandemic hit and you had to develop it quickly when everybody was forced like boom starting monday um everybody is remote and so we've got to think about what does that look like but you know parents also they need to be provided some expectations we also need to provide some guidance for them of what they can do to provide supports so that their child can be successful as well but if you clicked on that practice brief of creating a pbs behavior teaching matrix for remote instruction i'll take you straight to there again is it culturally responsive is it in the language predominant language within within your school we've got also a brief on guidance for adapting check and check out for distance learning so if you did do um some check and check out with some students that needed to have some um a person an adult to see to help get them on the right um track at the beginning of the morning and then at the end of the day or throughout the day um there are ways to adapt that um when in a hybrid approach brian do you have um you want to elaborate across these next couple of slides yeah sure and one thing i saw is uh there's a couple comments here in chat about so who has curriculum for this work i just want to ask folks to pause for a second in some ways you're sort of getting ahead of yourself you might find that you have curriculum in your school that speaks to social skills or emotional skills or behavioral skills you might have a wellness module or you're using second step or something there's lots of curriculum out there the that's not that's not the first question that's not the hunt we're not trying to say what's the curriculum you're trying to say what are the expectations that we want to achieve what does the data say about where we're at and the gaps that our students have and then what do we need to teach then you say now is skill streaming in high schools the right curriculum that's going to help us achieve these social skills for these expectations and so that's an important process that you go through and on a simple level you can start with writing some of your own when you have a teaching matrix which is already shared that can speak to sort of your curricular standards here are the things we want students to learn this year how to do these things in these settings and so we can write some lesson plans ourselves so it's a great question and that's something that the whole team needs to sort of grapple with you wouldn't want to just bring a curriculum in and say i found skill streaming it's great let's do it because in a way we're not really looking at the entirety of the pbes process of outcomes data assistance practices so in this case what you're seeing here is an interesting example this is a middle school and i was in this school i was doing direct observations and this is a sixth grade class the teacher said okay bald bell teaching you're going to start with the assignment immediately and you're gonna um once you turn that in we're gonna work on using number properties to simplify expressions there's your homework for the day throughout the period i'm looking for our wilson way expectation of being responsible focusing on your own work and then that teacher for the next 42 minutes proceeded to help shape give students feedback on their math skills and then periodically would turn and say to a student hey hey brian nice job see your eyes are on paper you're showing being responsible focusing your own work that's going to help you get your work done before the period is up and you just hear him prompted throughout so he already had a curriculum part of it was teaching focus on your own work it was included this was a huge takeaway because the teachers across the whole school were putting on their boards their academic goal for the day but then their behavioral or their social or their emotional and it gave them an opportunity to to teach there um go to the next slide heather so then once you have a system for teaching the next component here is now giving feedback um or how do you another way of putting that is how do you encourage appropriate behavior and you'll see there's lots of different ways to do that um these ideas here continually rise to the top of research validated ways so one is teach the behavior you want to see if i if i want students to interrupt a certain way let me teach them how to interrupt a certain way like what are the pain points you have in your high school if you want cell phones to be managed in your school a specific way how often are you teaching that versus just telling kids like how often do they practice the skill of how and where to use technology so teach it develop those routines then use prompts when needed hey this class is going to start in about one minute remember the cell phone routine that we have please go ahead and start that now it's a little prompt praising students is then where the feedback hits um most effective is where you're meeting students where they're at you're providing specific praise and then you um uh also shape behavior where needed but you're really trying to aim for that five to one ratio human beings are very similar in this way we can improve our behavior substantially if you start with what we have as our strengths but if we're only getting performance deficit feedback it actually disconnects us from the learning process then we can talk about reinforcement so a lot of schools will you know call the the red hotline phone i have for for pbs emergencies and uh it rings on my desk and they'll say we have a problem we're making it rain uh tiger tokens in our school and they aren't working so again where does that fit along your continuum using a reinforcement system you know bulldog box or something in our school really is about reminding the adults their role in giving specific praise for the lessons of the day or the lessons of the week so those ticket systems can be very effective for a large group of students but the power is not in the ticket it's not in the token economy it's in the interaction between the adult and the student so a lot of times schools already have it upside down when they think sometimes i think people think pbs is some type of ticket reinforcement system no the goal is feedback and the goal is specific positive feedback where possible tickets help remind us to do that sometimes and then finally group contingencies so hey if we all achieve this goal at the end of the week the whole four all the fourth grades are going to celebrate together or in my classroom as soon as we earn 10 tiger tokens we're going to take a five minute brain break choosing from the menu we have on the wall a lot of those group contingencies are things you want to do anyway in your schools because kids need brain breaks um but you can easily connect them to the pace at which you're recognizing students for the skills they have so a nice little way of kind of showing this layer of how you can build these strategies out with your teachers and then would you go to the one more slide heather [Music] going back to that kind of reinforcement system um so this was an example of a school in pittsburgh they had a high school urban setting some pretty complex behaviors if you could advance it one more time heather they had a digital system but they recognized that teachers when using a digital reward system weren't interacting with students so that wasn't the intervention it was just a tracking system so they went in this high school and they made these little pieces of paper and each teacher had to use one and then when they used it they had a google form on their on their smartphone and within 10 seconds they could log the student and the location then the google form did the rest and by doing that the high school every week or no every day at lunch would look at the sh at all the acknowledgments throughout the past two weeks randomly draw ten kids names and say okay we're gonna announce the ten students of the day each of you bring a friend which is pretty awesome come down we'll give you your fast pass wristband and you're going to go get to sit in the student lounge and they made a special student lounge and every single day 20 kids went into the lounge 10 who earned it and 10 who were smart enough to be friends with those 10 kids um but it kept the conversation at the school focused on these four things prepared on time respectful try hard so it was a whole kind of culture shift at a school um [Music] let's jump into the next slide heather you want to pick it up from here yep so i was looking at the chat box thanks brian for that um and so there's been a lot of great discussion and some of the things that have come up have been around um specific curriculum around different grade levels and the key that's most important is to think about what are the needs of your campus so based upon the needs of your campus will help you determine what the expectations should be when you once you've identified what those expectations should be from there you're then saying what does that look like in the particular settings it could be that you borrow from others that have created a matrices or lesson plans around those areas it could be that it's a pre-packaged curriculum but again i think what's important is that you don't always need a pre-packaged curriculum or something that costs money in order to teach what's expected and in fact the florida project a lot of the folks we provide them and help them create their own lesson plans around this but my recommendation for you is if you're like going okay this wouldn't work for high school how do i get the high school teachers to buy into this well you got to think about the first session we talked about data what do the data say at high school what are the needs that are happening and start to bring folks together to have those conversations of what is it that we would like to see of our high school students that's how you start to bring people to the table from there and then you can go into the national database you can go into the florida one you can go into the midwest one there's other you know missouri has lots of great stuff as well and pull up and see where they have examples um and different exemplars that may have submitted stuff that have been used you could borrow that but keep in mind it's got to be specific to not only the needs of your school but to fit um your school and what you're putting in that matrix so just something um to pay attention to there's all kinds of ways of encouraging expectations and the one big takeaway if there's anything for you guys to take away from here is to know that pbis is not about parties or not just about reinforcers and we have parties that type of thing but what we are talking about is once we've established what the expectation is and we've taught the expectation we need to give people a reason to start using this new skill but if it gets stuck in just this area keep in mind behaviors start to have be problematic because it's just parties that aren't tied to specific performance feedback so there's all different ways in how we can recognize it there's all different ways in which others are being recognized that you may not realize this one is thank you for kicking tail that's something that southwest gives and sends out to folks who've been flying a lot to say hey if you see a flight attendant or a captain who has done something great recognize them please tell them exactly and it has the instructions on the back tell them exactly what they have done of why they're kicking tail and they can turn that in and they're getting a bonus um you know on their their paycheck so how cool is that um again adults adults like being recognized too i was recognized when i first started tweeting um on our project because they were trying to get some of the old dogs to get used to some new technology and uh surprisingly i got it at least for one week all right it's this other thing think about rewarding how you're acknowledging folks for elementary and secondary students and again it also doesn't hurt to ask them what um what would be they would prefer to be acknowledged by but you can click directly on these and it'll take you to these resources um but they all also don't have to cost anything we've got a brief on effective instruction as a protective factor um that you could also refer to as well as one on how you engage in discussing race racism and important current events with students that has a guide with lesson plans and various resources um and so like i said the the national site as well as a lot of the state sites have lots of of great information to refer to as for responding to behavior we would need to look at what is the operational procedures for that if a student does misbehave what's the decision-making process that a teacher should go through um is it one that they have to determine based upon this behavior it's low level i should be handling this in the classroom here are the various things that i'm going to do within the classroom but if it's a higher level behavior more intensive what is the procedure that they're supposed to follow you know do they contact the office is there a form that says to be filled out and then what can they expect to occur once that that happens again we're just being clear on setting up these operational procedures and the feedback for folks across the board and responding to behavior isn't always just a negative thing we're talking about responding to behavior is students are being appropriate and positive too what do we do in response to that um it's also important to start thinking about what is that continuum of strategies to respond to inappropriate behavior you know from everything from planned ignoring um not all stuff can be ignored keep that in mind but then everything to where we are having um more intensive um you know supports formal conferencing around the student or there's a community circle that's done but there's a long range this isn't even fully inclusive all of the different things that can um be done but it's important that as faculty we we are clear and that they know like listen we always want to be starting with the least intensive least um um restrictive response to problem behavior what are the various things we can do but also for faculty what's the expectation for how they're to respond um out there on campus and there's different ways of how we're discussing error correction too you know how can you increase specific error correction how can we make sure that teachers are providing that feedback and not just correcting them and saying no don't do that but then say here's what i need you to do next time can you practice this for me show me this um because again practice and that fluency piece does actually change behavior so some things for you to consider we've got just four minutes left um is that think about your tier one expectations again getting your folks on board for that um and and think about how would what would this look like across your school campus in those different different um settings does anything need to be addressed so if you do have existing tier one expectations um look at it and see does anything need to be adjusted you know occasionally things do need to be revised um slightly you know what do your data tell you what is it how can we describe the behavior what are the particular settings we definitely need to be focusing on and again it might feel like too much to take on the entire school in the different settings so then figure out okay what is our main problem area if it's the cafeteria then focus initially on that start getting used to um this process um you know how do you guys plan to teach how are you going to plan to teach the adults first before it's actually rolled out across the students and then how are you going to bring the families into the mix so these are all things to talk about um brian do you have anything to add related to the polls that folks had completed you know if we can just leave that slide up but let me share that i looked at the data for the polls and i think it's very telling um about almost half of the participants said that there's three to five positive expectations which is great so you have you know it might need to you might need to revisit those every once in a while but those should stay pretty consistent over over time um and then it gets really interesting because then we say but do you teach the expected social emotional behavioral skills number two and then it dropped from about half to about 25 so so we have expectations but are we teaching the skills to get those expectations 25 percent of you said you were then for are we consistently responding to interpret inappropriate behaviors what conflicts with those expectations four percent and then for classroom practices are teachers consistent and effective in their classroom practices nobody said that you had that in place across your schools and then acknowledgements are giving feedback to students is back to six percent so what i think the story that this tells us a lot of the questions folks are asking here are what's the curriculum we should have or just kind of give me the what's the what's the one thing we could get right now and start doing it to make the difference um and what i'm hearing in the date or seeing in this data perhaps is you sort of have some of your own rationales for why you might want to look at a pbest framework staff consistency that could be your rationale we just need to do better with this or we need to make sure that we are deciding what are the classroom practices that will get the behaviors we want and prevent the behaviors that that we don't want to see those two questions alone could be the rationale for getting started with this work and then taking your time to train your team so it can make decisions along this whole process so the big takeaway you realize 75 minutes is not enough for us to cover practices as you learned in the c1 that 75 minutes is not enough to cover everything in data and we're going to have another 75 minutes to talk about the systems piece um starting at 4 o'clock eastern time today so given that we are at um the end of this session and i know that you guys have um probably lots more questions and know that we're trying to give you a brief overview of this but that if you're wondering how do i get this or where is this available in my state um the la very last well please do the evaluation but the other thing is the very last slide here if you click on the very top one um at pbis.org and you go to um about at the very top of the page and scroll down it'll say state coordinators you can click on there and you'll be able to see who is the primary contact within your state and that they would be able to get you in touch with folks in your state for further information and more intensive training in these particular areas in the meantime if you guys do have a chance to fill out the evaluation for c2 please do so um this feedback is extremely helpful and talk about performance feedback we actually do look at it and we do make changes um on the information that we do receive every single year across every single session so um you do have the exemplars contact information so if you do want to follow up with them um brian's my contact information was on the very first slide and we hope you'll be back in 30 minutes for c3 as we talk about the systems piece in the meantime thank you guys and thank you to our awesome exemplars tara von and lauren thank you very much for being here and um hopefully we'll see you guys back in 30 minutes thanks thank you everybody bye