Hall Pass Ep112


VIRGIN ISLANDS DEPARTMENT OF
EDUCATION’S EXCITING TALK SHOW,
HIGHLIGHTING ALL THINGS EDUCATION’S EXCITING TALK SHOW,
HIGHLIGHTING ALL THINGS
EDUCATION. HIGHLIGHTING ALL THINGS
EDUCATION.
I’M YOUR HOST JERAE FORDE. EDUCATION.
I’M YOUR HOST JERAE FORDE.
AND TODAY, WE’LL BE TALKING I’M YOUR HOST JERAE FORDE.
AND TODAY, WE’LL BE TALKING
ABOUT P.B.I.S. AND TODAY, WE’LL BE TALKING
ABOUT P.B.I.S.
THAT’S POSITIVE BEHAVIORAL ABOUT P.B.I.S.
THAT’S POSITIVE BEHAVIORAL
INTERVENTIONS AND SUPPORTS. THAT’S POSITIVE BEHAVIORAL
INTERVENTIONS AND SUPPORTS.
THIS IS A SYSTEMIC CHANGE INTERVENTIONS AND SUPPORTS.
THIS IS A SYSTEMIC CHANGE
PROCESS THAT’S HAPPENING THIS IS A SYSTEMIC CHANGE
PROCESS THAT’S HAPPENING
THROUGHOUT THE ENTIRE COUNTRY PROCESS THAT’S HAPPENING
THROUGHOUT THE ENTIRE COUNTRY
AND HAS ALREADY BEEN ADOPTED IN THROUGHOUT THE ENTIRE COUNTRY
AND HAS ALREADY BEEN ADOPTED IN
SOME SCHOOLS HERE IN THE AND HAS ALREADY BEEN ADOPTED IN
SOME SCHOOLS HERE IN THE
TERRITORY. SOME SCHOOLS HERE IN THE
TERRITORY.
WE’RE GOING TO BE TALKING ABOUT TERRITORY.
WE’RE GOING TO BE TALKING ABOUT
HOW P.B.I.S. HAS BEEN WE’RE GOING TO BE TALKING ABOUT
HOW P.B.I.S. HAS BEEN
IMPLEMENTED AND HOW IMPORTANT IT HOW P.B.I.S. HAS BEEN
IMPLEMENTED AND HOW IMPORTANT IT
IS FOR OUR KIDS. IMPLEMENTED AND HOW IMPORTANT IT
IS FOR OUR KIDS.
IT’S ALL ABOUT TEACHING IS FOR OUR KIDS.
IT’S ALL ABOUT TEACHING
BEHAVIORAL EXPECTATIONS LIKE YOU IT’S ALL ABOUT TEACHING
BEHAVIORAL EXPECTATIONS LIKE YOU
WOULD ANY CORE SUBJECT — MATH, BEHAVIORAL EXPECTATIONS LIKE YOU
WOULD ANY CORE SUBJECT — MATH,
READING, WRITING. WOULD ANY CORE SUBJECT — MATH,
READING, WRITING.
BUT, ENOUGH ABOUT THAT FROM ME. READING, WRITING.
BUT, ENOUGH ABOUT THAT FROM ME.
WE HAVE TWO EXPERTS IN THE HOUSE BUT, ENOUGH ABOUT THAT FROM ME.
WE HAVE TWO EXPERTS IN THE HOUSE
THAT CAN TELL YOU ALL ABOUT IT. WE HAVE TWO EXPERTS IN THE HOUSE
THAT CAN TELL YOU ALL ABOUT IT.
WITH US, WE HAVE TAMATHA PECK, THAT CAN TELL YOU ALL ABOUT IT.
WITH US, WE HAVE TAMATHA PECK,
THE TERRITORIAL DIRECTOR OF WITH US, WE HAVE TAMATHA PECK,
THE TERRITORIAL DIRECTOR OF
POSITIVE BEHAVIORAL THE TERRITORIAL DIRECTOR OF
POSITIVE BEHAVIORAL
INTERVENTIONS AND SUPPORTS AS POSITIVE BEHAVIORAL
INTERVENTIONS AND SUPPORTS AS
WELL AS LYÑA FREDERICKS, THE ST. INTERVENTIONS AND SUPPORTS AS
WELL AS LYÑA FREDERICKS, THE ST.
THOMAS / ST. JOHN DISTRICT WELL AS LYÑA FREDERICKS, THE ST.
THOMAS / ST. JOHN DISTRICT
COACH. THOMAS / ST. JOHN DISTRICT
COACH.
WELCOME! COACH.
WELCOME!
>>THANK YOU. WELCOME!
>>THANK YOU.
THANKS FOR HAVING US. >>THANK YOU.
THANKS FOR HAVING US.
>>SO, WE DON’T HAVE OUR HALL THANKS FOR HAVING US.
>>SO, WE DON’T HAVE OUR HALL
PASS TODAY, BUT THIS STILL IS >>SO, WE DON’T HAVE OUR HALL
PASS TODAY, BUT THIS STILL IS
“HALL PASS.” SO, I’M JUST GOING PASS TODAY, BUT THIS STILL IS
“HALL PASS.” SO, I’M JUST GOING
TO JUMP RIGHT INTO SOME “HALL PASS.” SO, I’M JUST GOING
TO JUMP RIGHT INTO SOME
QUESTIONS. TO JUMP RIGHT INTO SOME
QUESTIONS.
READY? QUESTIONS.
READY?
>>GREAT. READY?
>>GREAT.
>> EVERYBODY WANTS TO KNOW >>GREAT.
>> EVERYBODY WANTS TO KNOW
ABOUT P.B.I.S. IT’S TRENDING. >> EVERYBODY WANTS TO KNOW
ABOUT P.B.I.S. IT’S TRENDING.
IT’S A BUZZWORD. ABOUT P.B.I.S. IT’S TRENDING.
IT’S A BUZZWORD.
EXACTLY WHAT IS IT, TAMATHA? IT’S A BUZZWORD.
EXACTLY WHAT IS IT, TAMATHA?
>> OKAY. EXACTLY WHAT IS IT, TAMATHA?
>> OKAY.
SO, P.B.I.S. IS IN OVER 21,000 >> OKAY.
SO, P.B.I.S. IS IN OVER 21,000
SCHOOLS IN THE MAINLAND. SO, P.B.I.S. IS IN OVER 21,000
SCHOOLS IN THE MAINLAND.
THE PROGRAM IS BASED ON SCHOOLS IN THE MAINLAND.
THE PROGRAM IS BASED ON
RESEARCH, PROVEN RESEARCH THAT THE PROGRAM IS BASED ON
RESEARCH, PROVEN RESEARCH THAT
IT WORKS IN ALL DIFFERENT RESEARCH, PROVEN RESEARCH THAT
IT WORKS IN ALL DIFFERENT
CLIMATES AND CULTURES IN IT WORKS IN ALL DIFFERENT
CLIMATES AND CULTURES IN
DIFFERENT SCHOOL SYSTEMS, ALL CLIMATES AND CULTURES IN
DIFFERENT SCHOOL SYSTEMS, ALL
OVER AMERICA. DIFFERENT SCHOOL SYSTEMS, ALL
OVER AMERICA.
BASICALLY, THE ESSENTIAL OVER AMERICA.
BASICALLY, THE ESSENTIAL
COMPONENTS OF P.B.I.S. IS TO BASICALLY, THE ESSENTIAL
COMPONENTS OF P.B.I.S. IS TO
GIVE POSITIVE ACKNOWLEDGEMENTS, COMPONENTS OF P.B.I.S. IS TO
GIVE POSITIVE ACKNOWLEDGEMENTS,
DEFINE AND TEACH BEHAVIORAL GIVE POSITIVE ACKNOWLEDGEMENTS,
DEFINE AND TEACH BEHAVIORAL
EXPECTATIONS. DEFINE AND TEACH BEHAVIORAL
EXPECTATIONS.
IT’S DEFINITELY NOT A PRESCRIBED EXPECTATIONS.
IT’S DEFINITELY NOT A PRESCRIBED
PROGRAM. IT’S DEFINITELY NOT A PRESCRIBED
PROGRAM.
EACH SCHOOL, WE GO INTO THE PROGRAM.
EACH SCHOOL, WE GO INTO THE
SCHOOLS AND WE LOOK AT EACH EACH SCHOOL, WE GO INTO THE
SCHOOLS AND WE LOOK AT EACH
INDIVIDUAL SCHOOL — WHAT ARE SCHOOLS AND WE LOOK AT EACH
INDIVIDUAL SCHOOL — WHAT ARE
THEIR SPECIFIC PROBLEMS. INDIVIDUAL SCHOOL — WHAT ARE
THEIR SPECIFIC PROBLEMS.
AND WE LOOK AT THOSE PROBLEMS THEIR SPECIFIC PROBLEMS.
AND WE LOOK AT THOSE PROBLEMS
BASED ON THEIR DATA. AND WE LOOK AT THOSE PROBLEMS
BASED ON THEIR DATA.
EVERYTHING IS PRETTY MUCH DATA BASED ON THEIR DATA.
EVERYTHING IS PRETTY MUCH DATA
DRIVEN. EVERYTHING IS PRETTY MUCH DATA
DRIVEN.
SO, WE LOOK AT THEIR SPECIFIC DRIVEN.
SO, WE LOOK AT THEIR SPECIFIC
PROBLEMS AND THAT INDIVIDUAL SO, WE LOOK AT THEIR SPECIFIC
PROBLEMS AND THAT INDIVIDUAL
SCHOOL COMES UP WITH A PROBLEMS AND THAT INDIVIDUAL
SCHOOL COMES UP WITH A
BEHAVIORAL EXPECTATION MATRIX. SCHOOL COMES UP WITH A
BEHAVIORAL EXPECTATION MATRIX.
OH MY GOODNESS, WHAT IS THAT, BEHAVIORAL EXPECTATION MATRIX.
OH MY GOODNESS, WHAT IS THAT,
RIGHT? OH MY GOODNESS, WHAT IS THAT,
RIGHT?
>>YEAH, I WAS JUST ABOUT TO ASK RIGHT?
>>YEAH, I WAS JUST ABOUT TO ASK
YOU. >>YEAH, I WAS JUST ABOUT TO ASK
YOU.
>>WHAT IS THAT? YOU.
>>WHAT IS THAT?
SO, BEHAVIORAL EXPECTATION >>WHAT IS THAT?
SO, BEHAVIORAL EXPECTATION
MATRIX. SO, BEHAVIORAL EXPECTATION
MATRIX.
SO, SAY FOR EXAMPLE YOU’RE IN A MATRIX.
SO, SAY FOR EXAMPLE YOU’RE IN A
CLASSROOM. SO, SAY FOR EXAMPLE YOU’RE IN A
CLASSROOM.
WHAT IS THE EXPECTED BEHAVIOR IN CLASSROOM.
WHAT IS THE EXPECTED BEHAVIOR IN
A CLASSROOM? WHAT IS THE EXPECTED BEHAVIOR IN
A CLASSROOM?
WHAT AS A SCHOOL, WHAT DO YOU A CLASSROOM?
WHAT AS A SCHOOL, WHAT DO YOU
WANT TO SEE IN YOUR STUDENTS? WHAT AS A SCHOOL, WHAT DO YOU
WANT TO SEE IN YOUR STUDENTS?
WHAT TYPE OF BEHAVIOR? WANT TO SEE IN YOUR STUDENTS?
WHAT TYPE OF BEHAVIOR?
SO, INSTEAD OF JUST MAKING THE WHAT TYPE OF BEHAVIOR?
SO, INSTEAD OF JUST MAKING THE
ASSUMPTION THAT ALL KIDS KNOW SO, INSTEAD OF JUST MAKING THE
ASSUMPTION THAT ALL KIDS KNOW
WHAT THE BEHAVIOR IS, AS YOU ASSUMPTION THAT ALL KIDS KNOW
WHAT THE BEHAVIOR IS, AS YOU
MENTIONED, WE TEACH MATH, WE WHAT THE BEHAVIOR IS, AS YOU
MENTIONED, WE TEACH MATH, WE
TEACH SWIMMING, WE TEACH OLDER MENTIONED, WE TEACH MATH, WE
TEACH SWIMMING, WE TEACH OLDER
STUDENTS HOW TO DRIVE. TEACH SWIMMING, WE TEACH OLDER
STUDENTS HOW TO DRIVE.
SO, WHY DON’T WE TEACH BEHAVIOR? STUDENTS HOW TO DRIVE.
SO, WHY DON’T WE TEACH BEHAVIOR?
SO, IT’S SOMETHING THAT WE SO, WHY DON’T WE TEACH BEHAVIOR?
SO, IT’S SOMETHING THAT WE
REALLY HAVE TO HAVE THAT SO, IT’S SOMETHING THAT WE
REALLY HAVE TO HAVE THAT
MIND-SHIFT THAT IN ORDER TO HAVE REALLY HAVE TO HAVE THAT
MIND-SHIFT THAT IN ORDER TO HAVE
BETTER BEHAVIOR, WE HAVE TO MIND-SHIFT THAT IN ORDER TO HAVE
BETTER BEHAVIOR, WE HAVE TO
TEACH, DEFINE, RE-TEACH, MODEL BETTER BEHAVIOR, WE HAVE TO
TEACH, DEFINE, RE-TEACH, MODEL
AS ADULTS AND ALSO GIVE THOSE TEACH, DEFINE, RE-TEACH, MODEL
AS ADULTS AND ALSO GIVE THOSE
POSITIVE ACKNOWLEDGEMENTS. AS ADULTS AND ALSO GIVE THOSE
POSITIVE ACKNOWLEDGEMENTS.
ALSO, I MEAN, I CAN GO ON FOR POSITIVE ACKNOWLEDGEMENTS.
ALSO, I MEAN, I CAN GO ON FOR
DAYS ABOUT THIS. ALSO, I MEAN, I CAN GO ON FOR
DAYS ABOUT THIS.
I LOVE P.B.I.S. WE’RE OUR TEAM DAYS ABOUT THIS.
I LOVE P.B.I.S. WE’RE OUR TEAM
IS EXTREMELY PASSIONATE ABOUT I LOVE P.B.I.S. WE’RE OUR TEAM
IS EXTREMELY PASSIONATE ABOUT
P.B.I.S. SO, P.B.I.S. IS BASED IS EXTREMELY PASSIONATE ABOUT
P.B.I.S. SO, P.B.I.S. IS BASED
ON A MULTI-TIERED SYSTEM OF P.B.I.S. SO, P.B.I.S. IS BASED
ON A MULTI-TIERED SYSTEM OF
SUPPORT. ON A MULTI-TIERED SYSTEM OF
SUPPORT.
IT’S A BEHAVIORAL FRAMEWORK, SUPPORT.
IT’S A BEHAVIORAL FRAMEWORK,
BASED ON THREE DIFFERENT LEVELS, IT’S A BEHAVIORAL FRAMEWORK,
BASED ON THREE DIFFERENT LEVELS,
LIKE A TRIANGLE. BASED ON THREE DIFFERENT LEVELS,
LIKE A TRIANGLE.
AND SO, THE BOTTOM LIKE 80% OF LIKE A TRIANGLE.
AND SO, THE BOTTOM LIKE 80% OF
THE TRIANGLE IS CONSIDERED AND SO, THE BOTTOM LIKE 80% OF
THE TRIANGLE IS CONSIDERED
UNIVERSALS FOR ALL. THE TRIANGLE IS CONSIDERED
UNIVERSALS FOR ALL.
SO, THE SCHOOLS WILL HAVE THEIR UNIVERSALS FOR ALL.
SO, THE SCHOOLS WILL HAVE THEIR
BEHAVIOR EXPECTATIONS, THEY’LL SO, THE SCHOOLS WILL HAVE THEIR
BEHAVIOR EXPECTATIONS, THEY’LL
DEFINE THOSE EXPECTATIONS. BEHAVIOR EXPECTATIONS, THEY’LL
DEFINE THOSE EXPECTATIONS.
THEY’LL TEACH THEM. DEFINE THOSE EXPECTATIONS.
THEY’LL TEACH THEM.
THEY’LL RE-TEACH THEM. THEY’LL TEACH THEM.
THEY’LL RE-TEACH THEM.
THEY’LL MODEL THEM. THEY’LL RE-TEACH THEM.
THEY’LL MODEL THEM.
AND, IT’S FOR ALL STUDENTS, ALL THEY’LL MODEL THEM.
AND, IT’S FOR ALL STUDENTS, ALL
STAFF, ALL LOCATIONS. AND, IT’S FOR ALL STUDENTS, ALL
STAFF, ALL LOCATIONS.
EVEN LIKE THE BUS, THE STAFF, ALL LOCATIONS.
EVEN LIKE THE BUS, THE
CAFETERIA, BESIDES CLASSROOMS. EVEN LIKE THE BUS, THE
CAFETERIA, BESIDES CLASSROOMS.
SO, WE REALLY WANT TO INGRAIN IN CAFETERIA, BESIDES CLASSROOMS.
SO, WE REALLY WANT TO INGRAIN IN
OUR STUDENTS WHAT WE WANT TO SO, WE REALLY WANT TO INGRAIN IN
OUR STUDENTS WHAT WE WANT TO
SEE. OUR STUDENTS WHAT WE WANT TO
SEE.
SO, THAT’S TIER 1. SEE.
SO, THAT’S TIER 1.
TIER 2 IS MORE LOOKING AT A SO, THAT’S TIER 1.
TIER 2 IS MORE LOOKING AT A
GROUP OR LIKE A CLASS OF TIER 2 IS MORE LOOKING AT A
GROUP OR LIKE A CLASS OF
STUDENTS THAT MAY HAVE SIMILAR GROUP OR LIKE A CLASS OF
STUDENTS THAT MAY HAVE SIMILAR
POOR BEHAVIORS THAT WE WANT TO STUDENTS THAT MAY HAVE SIMILAR
POOR BEHAVIORS THAT WE WANT TO
CHANGE. POOR BEHAVIORS THAT WE WANT TO
CHANGE.
SO, WE TARGET THEM AND CHANGE.
SO, WE TARGET THEM AND
SPECIALIZE OUR INTERVENTION FOR SO, WE TARGET THEM AND
SPECIALIZE OUR INTERVENTION FOR
THAT GROUP. SPECIALIZE OUR INTERVENTION FOR
THAT GROUP.
THEN, AT THE TOP OF THE TRIANGLE THAT GROUP.
THEN, AT THE TOP OF THE TRIANGLE
WOULD BE THE RED TIER, TIER 3. THEN, AT THE TOP OF THE TRIANGLE
WOULD BE THE RED TIER, TIER 3.
SO, TIER 3 WOULD MORE BE WOULD BE THE RED TIER, TIER 3.
SO, TIER 3 WOULD MORE BE
TARGETED INTERVENTION FOR SO, TIER 3 WOULD MORE BE
TARGETED INTERVENTION FOR
INDIVIDUALS. TARGETED INTERVENTION FOR
INDIVIDUALS.
SO, AN INDIVIDUAL MAY NEED A INDIVIDUALS.
SO, AN INDIVIDUAL MAY NEED A
BEHAVIORAL PLAN. SO, AN INDIVIDUAL MAY NEED A
BEHAVIORAL PLAN.
THEY MAY NEED, YOU KNOW, MENTAL BEHAVIORAL PLAN.
THEY MAY NEED, YOU KNOW, MENTAL
HEALTH. THEY MAY NEED, YOU KNOW, MENTAL
HEALTH.
YOU KNOW, THEY MAY NEED HEALTH.
YOU KNOW, THEY MAY NEED
SOMETHING TOTALLY DIFFERENT THAN YOU KNOW, THEY MAY NEED
SOMETHING TOTALLY DIFFERENT THAN
THE OTHER TIERS. SO, P.B.I.S. IS SOMETHING TOTALLY DIFFERENT THAN
THE OTHER TIERS. SO, P.B.I.S. IS
BASICALLY A MULTI-TIERED SYSTEM THE OTHER TIERS. SO, P.B.I.S. IS
BASICALLY A MULTI-TIERED SYSTEM
OF SUPPORT. BASICALLY A MULTI-TIERED SYSTEM
OF SUPPORT.
IT’S JUST LOOKING AT WHAT YOU OF SUPPORT.
IT’S JUST LOOKING AT WHAT YOU
HAVE IN THE SCHOOL AND OFFERING IT’S JUST LOOKING AT WHAT YOU
HAVE IN THE SCHOOL AND OFFERING
SUPPORT AT DIFFERENT LEVELS, HAVE IN THE SCHOOL AND OFFERING
SUPPORT AT DIFFERENT LEVELS,
DEPENDING ON THE NEED OF THAT SUPPORT AT DIFFERENT LEVELS,
DEPENDING ON THE NEED OF THAT
PARTICULAR SCHOOL. DEPENDING ON THE NEED OF THAT
PARTICULAR SCHOOL.
>> SO, IT’S LIKE A CUSTOMIZED PARTICULAR SCHOOL.
>> SO, IT’S LIKE A CUSTOMIZED
PROGRAM? >> SO, IT’S LIKE A CUSTOMIZED
PROGRAM?
IT’S DIFFERENT FOR EVERY SCHOOL? PROGRAM?
IT’S DIFFERENT FOR EVERY SCHOOL?
>> IT’S DIFFERENT IN THE SENSE IT’S DIFFERENT FOR EVERY SCHOOL?
>> IT’S DIFFERENT IN THE SENSE
THAT IT TARGETS THE ISSUES THAT >> IT’S DIFFERENT IN THE SENSE
THAT IT TARGETS THE ISSUES THAT
THE SCHOOL IS HAVING THAT THAT IT TARGETS THE ISSUES THAT
THE SCHOOL IS HAVING THAT
INDIVIDUAL SCHOOL. THE SCHOOL IS HAVING THAT
INDIVIDUAL SCHOOL.
SO, YOU MAY SEE SIMILARITIES OF INDIVIDUAL SCHOOL.
SO, YOU MAY SEE SIMILARITIES OF
COURSE IN LIKE, EVERYBODY WILL SO, YOU MAY SEE SIMILARITIES OF
COURSE IN LIKE, EVERYBODY WILL
HAVE A MATRIX. COURSE IN LIKE, EVERYBODY WILL
HAVE A MATRIX.
EVERYBODY WILL HAVE A FLOWCHART HAVE A MATRIX.
EVERYBODY WILL HAVE A FLOWCHART
OF DEFINING MAJOR / MINOR EVERYBODY WILL HAVE A FLOWCHART
OF DEFINING MAJOR / MINOR
BEHAVIORS AND IT KIND OF GIVES OF DEFINING MAJOR / MINOR
BEHAVIORS AND IT KIND OF GIVES
THE TEACHERS A WAY TO SAY, OK, BEHAVIORS AND IT KIND OF GIVES
THE TEACHERS A WAY TO SAY, OK,
IF JOHNNY IS HAVING A MINOR THE TEACHERS A WAY TO SAY, OK,
IF JOHNNY IS HAVING A MINOR
BEHAVIOR, WHAT DO I DO NEXT? IF JOHNNY IS HAVING A MINOR
BEHAVIOR, WHAT DO I DO NEXT?
SO, WE OFFER STRATEGIES AND BEHAVIOR, WHAT DO I DO NEXT?
SO, WE OFFER STRATEGIES AND
SYSTEMS OF SUPPORT, IN ORDER TO SO, WE OFFER STRATEGIES AND
SYSTEMS OF SUPPORT, IN ORDER TO
HELP THEM DECREASE THAT POOR SYSTEMS OF SUPPORT, IN ORDER TO
HELP THEM DECREASE THAT POOR
BEHAVIOR IN JOHNNY BEFORE IT HELP THEM DECREASE THAT POOR
BEHAVIOR IN JOHNNY BEFORE IT
GOES TO A MAJOR OFFICE BEHAVIOR IN JOHNNY BEFORE IT
GOES TO A MAJOR OFFICE
DISCIPLINARY REFERRAL FORM. GOES TO A MAJOR OFFICE
DISCIPLINARY REFERRAL FORM.
SO, THERE’S SO MANY INTRICATE DISCIPLINARY REFERRAL FORM.
SO, THERE’S SO MANY INTRICATE
AVENUES IN P.B.I.S. SO, THERE’S SO MANY INTRICATE
AVENUES IN P.B.I.S.
FOR EXAMPLE, WE LOOK AT OFFICE AVENUES IN P.B.I.S.
FOR EXAMPLE, WE LOOK AT OFFICE
DISCIPLINARY REFERRALS ON POWER FOR EXAMPLE, WE LOOK AT OFFICE
DISCIPLINARY REFERRALS ON POWER
SCHOOL. DISCIPLINARY REFERRALS ON POWER
SCHOOL.
WE LOOK AT ACADEMIC ACHIEVEMENT SCHOOL.
WE LOOK AT ACADEMIC ACHIEVEMENT
MOSTLY IN ENGLISH, LANGUAGE ARTS WE LOOK AT ACADEMIC ACHIEVEMENT
MOSTLY IN ENGLISH, LANGUAGE ARTS
AND MATH. MOSTLY IN ENGLISH, LANGUAGE ARTS
AND MATH.
WE LOOK AT ATTENDANCE, NOT ONLY AND MATH.
WE LOOK AT ATTENDANCE, NOT ONLY
IN STUDENTS BUT ALSO SOMETIMES WE LOOK AT ATTENDANCE, NOT ONLY
IN STUDENTS BUT ALSO SOMETIMES
IN STAFF. IN STUDENTS BUT ALSO SOMETIMES
IN STAFF.
P.B.I.S. IS MAINLY JUST TRYING IN STAFF.
P.B.I.S. IS MAINLY JUST TRYING
TO IMPROVE SCHOOL CLIMATE AND IF P.B.I.S. IS MAINLY JUST TRYING
TO IMPROVE SCHOOL CLIMATE AND IF
THE CLIMATE IS WELCOMING AND TO IMPROVE SCHOOL CLIMATE AND IF
THE CLIMATE IS WELCOMING AND
FOSTERS LEARNING AND THE KIDS THE CLIMATE IS WELCOMING AND
FOSTERS LEARNING AND THE KIDS
FEEL SAFE AND WELCOMED, YOU FOSTERS LEARNING AND THE KIDS
FEEL SAFE AND WELCOMED, YOU
KNOW, RESEARCH HAS SHOWN THAT FEEL SAFE AND WELCOMED, YOU
KNOW, RESEARCH HAS SHOWN THAT
KIDS WILL COME TO SCHOOL AND KNOW, RESEARCH HAS SHOWN THAT
KIDS WILL COME TO SCHOOL AND
TEACHERS WILL BENEFIT FROM THAT KIDS WILL COME TO SCHOOL AND
TEACHERS WILL BENEFIT FROM THAT
ALSO, FROM BEING POSITIVE AND, TEACHERS WILL BENEFIT FROM THAT
ALSO, FROM BEING POSITIVE AND,
YOU KNOW, WANTING TO COME TO ALSO, FROM BEING POSITIVE AND,
YOU KNOW, WANTING TO COME TO
SCHOOL WANTING TO COME TO WORK YOU KNOW, WANTING TO COME TO
SCHOOL WANTING TO COME TO WORK
JUST LIKE THE STUDENTS. SCHOOL WANTING TO COME TO WORK
JUST LIKE THE STUDENTS.
>> OK, AND SO TELL ME HOW THEN JUST LIKE THE STUDENTS.
>> OK, AND SO TELL ME HOW THEN
DID P.B.I.S. COME TO THE >> OK, AND SO TELL ME HOW THEN
DID P.B.I.S. COME TO THE
TERRITORY? DID P.B.I.S. COME TO THE
TERRITORY?
>> SO, ACTUALLY, P.B.I.S. IS TERRITORY?
>> SO, ACTUALLY, P.B.I.S. IS
NOT A NEW INITIATIVE TO THE >> SO, ACTUALLY, P.B.I.S. IS
NOT A NEW INITIATIVE TO THE
TERRITORY. NOT A NEW INITIATIVE TO THE
TERRITORY.
IT’S BEEN ESTABLISHED FOR MANY, TERRITORY.
IT’S BEEN ESTABLISHED FOR MANY,
MANY YEARS. HOWEVER, THIS IS THE IT’S BEEN ESTABLISHED FOR MANY,
MANY YEARS. HOWEVER, THIS IS THE
FIRST TIME. MANY YEARS. HOWEVER, THIS IS THE
FIRST TIME.
WE’RE FEDERALLY FUNDED. FIRST TIME.
WE’RE FEDERALLY FUNDED.
WE’RE A 5 YEAR GRANT. WE’RE FEDERALLY FUNDED.
WE’RE A 5 YEAR GRANT.
I’M HOPING THAT, IF THE NEED IS WE’RE A 5 YEAR GRANT.
I’M HOPING THAT, IF THE NEED IS
STILL THERE, WE CAN REAPPLY FOR I’M HOPING THAT, IF THE NEED IS
STILL THERE, WE CAN REAPPLY FOR
SEVERAL MORE YEARS, IF THE GRANT STILL THERE, WE CAN REAPPLY FOR
SEVERAL MORE YEARS, IF THE GRANT
IS STILL THERE. SO, IT CAME TO SEVERAL MORE YEARS, IF THE GRANT
IS STILL THERE. SO, IT CAME TO
THE TERRITORY MANY YEARS AGO AND IS STILL THERE. SO, IT CAME TO
THE TERRITORY MANY YEARS AGO AND
OVER TIME SOME OF THE ISSUES THE TERRITORY MANY YEARS AGO AND
OVER TIME SOME OF THE ISSUES
THAT THEY WERE HAVING WAS THAT OVER TIME SOME OF THE ISSUES
THAT THEY WERE HAVING WAS THAT
THEY LOVE P.B.I.S., THEY WANTED THAT THEY WERE HAVING WAS THAT
THEY LOVE P.B.I.S., THEY WANTED
TO WORK, BUT WHEN THEY GOT TO THEY LOVE P.B.I.S., THEY WANTED
TO WORK, BUT WHEN THEY GOT TO
TIER 2, THE RED ZONE — SORRY, TO WORK, BUT WHEN THEY GOT TO
TIER 2, THE RED ZONE — SORRY,
TIER 2 THE YELLOW ZONE AND RED TIER 2, THE RED ZONE — SORRY,
TIER 2 THE YELLOW ZONE AND RED
ZONE, TIER 3, THEY DIDN’T HAVE TIER 2 THE YELLOW ZONE AND RED
ZONE, TIER 3, THEY DIDN’T HAVE
PEOPLE TO REACH OUT TO AND SAY, ZONE, TIER 3, THEY DIDN’T HAVE
PEOPLE TO REACH OUT TO AND SAY,
YOU KNOW, WHAT DO I DO ON A PEOPLE TO REACH OUT TO AND SAY,
YOU KNOW, WHAT DO I DO ON A
DAILY BASIS? YOU KNOW, WHAT DO I DO ON A
DAILY BASIS?
THIS IS JOHNNY’S HAVING ISSUES. DAILY BASIS?
THIS IS JOHNNY’S HAVING ISSUES.
SUE’S HAVING ISSUES. THIS IS JOHNNY’S HAVING ISSUES.
SUE’S HAVING ISSUES.
WHAT DO I DO? SUE’S HAVING ISSUES.
WHAT DO I DO?
SO, NOW THE DIFFERENCE IS THAT WHAT DO I DO?
SO, NOW THE DIFFERENCE IS THAT
WE HAVE A TEAM OF COACHES AND SO, NOW THE DIFFERENCE IS THAT
WE HAVE A TEAM OF COACHES AND
MYSELF IN THE TERRITORY. WE HAVE A TEAM OF COACHES AND
MYSELF IN THE TERRITORY.
SO, THERE’S ACTUALLY THREE MYSELF IN THE TERRITORY.
SO, THERE’S ACTUALLY THREE
COACHES IN ST. CROIX AND THREE SO, THERE’S ACTUALLY THREE
COACHES IN ST. CROIX AND THREE
COACHES FOR THE ST. THOMAS / ST. COACHES IN ST. CROIX AND THREE
COACHES FOR THE ST. THOMAS / ST.
JOHN DISTRICT. COACHES FOR THE ST. THOMAS / ST.
JOHN DISTRICT.
AND, THEY’RE ASSIGNED TO JOHN DISTRICT.
AND, THEY’RE ASSIGNED TO
DIFFERENT SCHOOLS. AND, THEY’RE ASSIGNED TO
DIFFERENT SCHOOLS.
SO, THEY ACTUALLY GO OUT INTO DIFFERENT SCHOOLS.
SO, THEY ACTUALLY GO OUT INTO
THE SCHOOLS AS MUCH AS POSSIBLE, SO, THEY ACTUALLY GO OUT INTO
THE SCHOOLS AS MUCH AS POSSIBLE,
AND AS MUCH AS THE NEED IS THERE THE SCHOOLS AS MUCH AS POSSIBLE,
AND AS MUCH AS THE NEED IS THERE
AND HELP THE SCHOOLS IMPLEMENT AND AS MUCH AS THE NEED IS THERE
AND HELP THE SCHOOLS IMPLEMENT
P.B.I.S. AND HELP THE SCHOOLS IMPLEMENT
P.B.I.S.
>> SO, LYÑA, THEN WHAT IS IT P.B.I.S.
>> SO, LYÑA, THEN WHAT IS IT
LIKE BEING A COACH? >> SO, LYÑA, THEN WHAT IS IT
LIKE BEING A COACH?
WHAT ARE SOME OF YOUR DUTIES? LIKE BEING A COACH?
WHAT ARE SOME OF YOUR DUTIES?
>> SOME OF MY DUTIES AS BEING A WHAT ARE SOME OF YOUR DUTIES?
>> SOME OF MY DUTIES AS BEING A
COACH, LIKE MS. PECK MENTIONED, >> SOME OF MY DUTIES AS BEING A
COACH, LIKE MS. PECK MENTIONED,
WE GO OUT INTO THE SCHOOLS. COACH, LIKE MS. PECK MENTIONED,
WE GO OUT INTO THE SCHOOLS.
WE ASSIST THE SCHOOLS DIRECTLY. WE GO OUT INTO THE SCHOOLS.
WE ASSIST THE SCHOOLS DIRECTLY.
WE INTERACT WITH THE P.B.I.S. WE ASSIST THE SCHOOLS DIRECTLY.
WE INTERACT WITH THE P.B.I.S.
TEAM. WE INTERACT WITH THE P.B.I.S.
TEAM.
SO, EACH SCHOOL HAS SELECTED A TEAM.
SO, EACH SCHOOL HAS SELECTED A
TEAM OF MEMBERS TO IMPLEMENT, OR SO, EACH SCHOOL HAS SELECTED A
TEAM OF MEMBERS TO IMPLEMENT, OR
KIND OF LIKE SERVE AS THE TEAM OF MEMBERS TO IMPLEMENT, OR
KIND OF LIKE SERVE AS THE
DECISION-MAKING MEMBERS. KIND OF LIKE SERVE AS THE
DECISION-MAKING MEMBERS.
I INTERACT VERY CLOSELY WITH DECISION-MAKING MEMBERS.
I INTERACT VERY CLOSELY WITH
THOSE MEMBERS AND ASSIST THEM I INTERACT VERY CLOSELY WITH
THOSE MEMBERS AND ASSIST THEM
WITH IMPLEMENTATION. THOSE MEMBERS AND ASSIST THEM
WITH IMPLEMENTATION.
SO, WE COME UP WITH THE WITH IMPLEMENTATION.
SO, WE COME UP WITH THE
POLICIES, I DON’T MAKE THE SO, WE COME UP WITH THE
POLICIES, I DON’T MAKE THE
DECISIONS FOR THEM, BUT I GUIDE POLICIES, I DON’T MAKE THE
DECISIONS FOR THEM, BUT I GUIDE
THEM, PROVIDE THEM WITH DECISIONS FOR THEM, BUT I GUIDE
THEM, PROVIDE THEM WITH
EXAMPLES, BEST PRACTICES. THEM, PROVIDE THEM WITH
EXAMPLES, BEST PRACTICES.
I OFFER PRESENTATIONS, STAFF EXAMPLES, BEST PRACTICES.
I OFFER PRESENTATIONS, STAFF
PRESENTATIONS, AND TEAM I OFFER PRESENTATIONS, STAFF
PRESENTATIONS, AND TEAM
PRESENTATIONS FOR CLASSROOM PRESENTATIONS, AND TEAM
PRESENTATIONS FOR CLASSROOM
MANAGEMENT STRATEGIES. PRESENTATIONS FOR CLASSROOM
MANAGEMENT STRATEGIES.
I OFFER DATABASE MANAGEMENT STRATEGIES.
I OFFER DATABASE
DECISION-MAKING. I OFFER DATABASE
DECISION-MAKING.
SO, I KNOW OFTENTIMES WE GET THE DECISION-MAKING.
SO, I KNOW OFTENTIMES WE GET THE
DATA, WE COLLECT ALL THIS DATA SO, I KNOW OFTENTIMES WE GET THE
DATA, WE COLLECT ALL THIS DATA
AND THEN IT SITS THERE OR WE DATA, WE COLLECT ALL THIS DATA
AND THEN IT SITS THERE OR WE
DON’T USE IT EFFECTIVELY. AND THEN IT SITS THERE OR WE
DON’T USE IT EFFECTIVELY.
SO, I OFFER STRATEGIES AND WITH DON’T USE IT EFFECTIVELY.
SO, I OFFER STRATEGIES AND WITH
BEST PRACTICES ON HOW TO USE SO, I OFFER STRATEGIES AND WITH
BEST PRACTICES ON HOW TO USE
THAT DATA TO MAKE CHANGES. BEST PRACTICES ON HOW TO USE
THAT DATA TO MAKE CHANGES.
>> AND SO, TAMATHA, YOU WERE THAT DATA TO MAKE CHANGES.
>> AND SO, TAMATHA, YOU WERE
SAYING THAT THERE WERE SCHOOLS >> AND SO, TAMATHA, YOU WERE
SAYING THAT THERE WERE SCHOOLS
THAT ALREADY HAVE P.B.I.S. SAYING THAT THERE WERE SCHOOLS
THAT ALREADY HAVE P.B.I.S.
FOR INSTANCE, THE ST. CROIX THAT ALREADY HAVE P.B.I.S.
FOR INSTANCE, THE ST. CROIX
ELEMENTARY SCHOOLS, THEY ROLLED FOR INSTANCE, THE ST. CROIX
ELEMENTARY SCHOOLS, THEY ROLLED
THAT OUT IN SEPTEMBER 2015? ELEMENTARY SCHOOLS, THEY ROLLED
THAT OUT IN SEPTEMBER 2015?
>> YES. THAT OUT IN SEPTEMBER 2015?
>> YES.
ACTUALLY, I’M GOING TO JUMP BACK>> YES.
ACTUALLY, I’M GOING TO JUMP BACK
TO LYÑA FOR A SECOND. ACTUALLY, I’M GOING TO JUMP BACK
TO LYÑA FOR A SECOND.
I JUST WANTED TO JUST — I’M SO TO LYÑA FOR A SECOND.
I JUST WANTED TO JUST — I’M SO
PROUD OF MY DIVERSE TEAM. I JUST WANTED TO JUST — I’M SO
PROUD OF MY DIVERSE TEAM.
THE TEAM HAS TWO COUNSELORS. PROUD OF MY DIVERSE TEAM.
THE TEAM HAS TWO COUNSELORS.
LYÑA HAS BEEN A MATH TEACHER. THE TEAM HAS TWO COUNSELORS.
LYÑA HAS BEEN A MATH TEACHER.
I HAVE SOMEONE THAT HAS BEEN A LYÑA HAS BEEN A MATH TEACHER.
I HAVE SOMEONE THAT HAS BEEN A
CERTIFIED TEACHER FOR MANY, MANY I HAVE SOMEONE THAT HAS BEEN A
CERTIFIED TEACHER FOR MANY, MANY
YEARS, SEVERAL DIFFERENT GRADES. CERTIFIED TEACHER FOR MANY, MANY
YEARS, SEVERAL DIFFERENT GRADES.
WE HAVE SOMEONE THAT HAS BEEN YEARS, SEVERAL DIFFERENT GRADES.
WE HAVE SOMEONE THAT HAS BEEN
WORKING IN THE JUVENILE JUSTICE WE HAVE SOMEONE THAT HAS BEEN
WORKING IN THE JUVENILE JUSTICE
SYSTEM AND SHE’S A SOCIAL WORKING IN THE JUVENILE JUSTICE
SYSTEM AND SHE’S A SOCIAL
WORKER. SYSTEM AND SHE’S A SOCIAL
WORKER.
SO THERE’S –IT’S SUCH A DIVERSE WORKER.
SO THERE’S –IT’S SUCH A DIVERSE
TEAM THAT I FEEL LIKE WHEN SO THERE’S –IT’S SUCH A DIVERSE
TEAM THAT I FEEL LIKE WHEN
SITUATIONS THAT COME UP, WE’LL TEAM THAT I FEEL LIKE WHEN
SITUATIONS THAT COME UP, WE’LL
BE ABLE TO HANDLE IT AND LOOK AT SITUATIONS THAT COME UP, WE’LL
BE ABLE TO HANDLE IT AND LOOK AT
THEM FROM A DIFFERENT LIGHT, BE ABLE TO HANDLE IT AND LOOK AT
THEM FROM A DIFFERENT LIGHT,
BECAUSE OF OUR VARIOUS THEM FROM A DIFFERENT LIGHT,
BECAUSE OF OUR VARIOUS
BACKGROUNDS. BECAUSE OF OUR VARIOUS
BACKGROUNDS.
I’M ALSO A SPEECH LANGUAGE BACKGROUNDS.
I’M ALSO A SPEECH LANGUAGE
PATHOLOGIST, SO I’VE ALSO BEEN I’M ALSO A SPEECH LANGUAGE
PATHOLOGIST, SO I’VE ALSO BEEN
ABLE TO OFFER STRATEGIES TO PATHOLOGIST, SO I’VE ALSO BEEN
ABLE TO OFFER STRATEGIES TO
COACHES AND THE SCHOOLS TO HELP ABLE TO OFFER STRATEGIES TO
COACHES AND THE SCHOOLS TO HELP
IN THAT REALM. COACHES AND THE SCHOOLS TO HELP
IN THAT REALM.
SORRY, WHAT WAS THE QUESTION? IN THAT REALM.
SORRY, WHAT WAS THE QUESTION?
>>YEAH, YOU’RE JUMPING AROUND SORRY, WHAT WAS THE QUESTION?
>>YEAH, YOU’RE JUMPING AROUND
TAMATHA PECK I’M EXCITED! >>YEAH, YOU’RE JUMPING AROUND
TAMATHA PECK I’M EXCITED!
I’M EXCITED! TAMATHA PECK I’M EXCITED!
I’M EXCITED!
I KNEW I SHOULD HAVE HAD THAT I’M EXCITED!
I KNEW I SHOULD HAVE HAD THAT
HALL PASS. I KNEW I SHOULD HAVE HAD THAT
HALL PASS.
AND SO THE P.B.I.S. WAS ROLLED HALL PASS.
AND SO THE P.B.I.S. WAS ROLLED
OUT IN ST. CROIX AND SO I WANTED AND SO THE P.B.I.S. WAS ROLLED
OUT IN ST. CROIX AND SO I WANTED
TO HEAR A LITTLE BIT MORE ABOUT OUT IN ST. CROIX AND SO I WANTED
TO HEAR A LITTLE BIT MORE ABOUT
THAT. TO HEAR A LITTLE BIT MORE ABOUT
THAT.
>> OKAY. THAT.
>> OKAY.
SO WE’RE ACTUALLY COLLABORATING >> OKAY.
SO WE’RE ACTUALLY COLLABORATING
WITH THE STATE OFFICE OF SPECIAL SO WE’RE ACTUALLY COLLABORATING
WITH THE STATE OFFICE OF SPECIAL
EDUCATION. WITH THE STATE OFFICE OF SPECIAL
EDUCATION.
THEY HAVE A CONSULTANT NAME DR. EDUCATION.
THEY HAVE A CONSULTANT NAME DR.
COVINGTON-SMITH AND SHE HAS BEEN THEY HAVE A CONSULTANT NAME DR.
COVINGTON-SMITH AND SHE HAS BEEN
WORKING IN THE ST. JOHN DISTRICT COVINGTON-SMITH AND SHE HAS BEEN
WORKING IN THE ST. JOHN DISTRICT
TO GET P.B.I.S. GOING. WORKING IN THE ST. JOHN DISTRICT
TO GET P.B.I.S. GOING.
SO, WE’VE REALLY BEEN TRYING TO TO GET P.B.I.S. GOING.
SO, WE’VE REALLY BEEN TRYING TO
JUST COLLABORATE AND BE, JUST A SO, WE’VE REALLY BEEN TRYING TO
JUST COLLABORATE AND BE, JUST A
SYSTEM OF SUPPORT FOR THEM. JUST COLLABORATE AND BE, JUST A
SYSTEM OF SUPPORT FOR THEM.
SO, FOR THE ROLLOUT FOR 2015 FOR SYSTEM OF SUPPORT FOR THEM.
SO, FOR THE ROLLOUT FOR 2015 FOR
THE ST. CROIX ELEMENTARY SO, FOR THE ROLLOUT FOR 2015 FOR
THE ST. CROIX ELEMENTARY
SCHOOLS, WE JUST KIND OF LET THE THE ST. CROIX ELEMENTARY
SCHOOLS, WE JUST KIND OF LET THE
STATE OFFICE OF SPECIAL SCHOOLS, WE JUST KIND OF LET THE
STATE OFFICE OF SPECIAL
EDUCATION DO THEIR ROLLOUTS. STATE OFFICE OF SPECIAL
EDUCATION DO THEIR ROLLOUTS.
BUT, WE’RE GOING TO CONTINUE TO EDUCATION DO THEIR ROLLOUTS.
BUT, WE’RE GOING TO CONTINUE TO
HAVE ROLLOUTS WITH THE BUT, WE’RE GOING TO CONTINUE TO
HAVE ROLLOUTS WITH THE
ELEMENTARY SCHOOLS. HAVE ROLLOUTS WITH THE
ELEMENTARY SCHOOLS.
AND, ST. THOMAS / ST. JOHN ELEMENTARY SCHOOLS.
AND, ST. THOMAS / ST. JOHN
PROBABLY BY THE END OF THIS AND, ST. THOMAS / ST. JOHN
PROBABLY BY THE END OF THIS
YEAR. PROBABLY BY THE END OF THIS
YEAR.
AND ONE, I THINK, BCB, ONE YEAR.
AND ONE, I THINK, BCB, ONE
JUNIOR HIGH IN ST. THOMAS / ST. AND ONE, I THINK, BCB, ONE
JUNIOR HIGH IN ST. THOMAS / ST.
JOHN DISTRICT AND THEN JUNIOR JUNIOR HIGH IN ST. THOMAS / ST.
JOHN DISTRICT AND THEN JUNIOR
AND SENIOR HIGH SCHOOLS IN ST. JOHN DISTRICT AND THEN JUNIOR
AND SENIOR HIGH SCHOOLS IN ST.
CROIX. AND SENIOR HIGH SCHOOLS IN ST.
CROIX.
>> AND I THINK WE ALSO HAVE CROIX.
>> AND I THINK WE ALSO HAVE
SOME IMAGES OF SOME OF THE >> AND I THINK WE ALSO HAVE
SOME IMAGES OF SOME OF THE
PICTURES AND VISUALS FROM THE SOME IMAGES OF SOME OF THE
PICTURES AND VISUALS FROM THE
ST. CROIX SCHOOLS, DISPLAYING PICTURES AND VISUALS FROM THE
ST. CROIX SCHOOLS, DISPLAYING
P.B.I.S. SO, WHY DON’T WE TAKE A ST. CROIX SCHOOLS, DISPLAYING
P.B.I.S. SO, WHY DON’T WE TAKE A
LOOK AT THAT NOW. P.B.I.S. SO, WHY DON’T WE TAKE A
LOOK AT THAT NOW.
>> OK, SO WHAT YOU’RE SEEING — LOOK AT THAT NOW.
>> OK, SO WHAT YOU’RE SEEING —
WHAT YOU’RE SEEING IS VARIOUS >> OK, SO WHAT YOU’RE SEEING —
WHAT YOU’RE SEEING IS VARIOUS
RALLIES AND ROLLOUTS IN THE ST. WHAT YOU’RE SEEING IS VARIOUS
RALLIES AND ROLLOUTS IN THE ST.
CROIX ELEMENTARY SCHOOLS. RALLIES AND ROLLOUTS IN THE ST.
CROIX ELEMENTARY SCHOOLS.
THERE’S A MASCOT THERE AND CROIX ELEMENTARY SCHOOLS.
THERE’S A MASCOT THERE AND
P.B.I.S. IS VERY ENGRAINED IN THERE’S A MASCOT THERE AND
P.B.I.S. IS VERY ENGRAINED IN
ALL THE STUDENTS. P.B.I.S. IS VERY ENGRAINED IN
ALL THE STUDENTS.
FOR EXAMPLE, ONE OF THE SCHOOLS ALL THE STUDENTS.
FOR EXAMPLE, ONE OF THE SCHOOLS
HAS THE PHRASE, “HOW DO YOU SWIM FOR EXAMPLE, ONE OF THE SCHOOLS
HAS THE PHRASE, “HOW DO YOU SWIM
TO SUCCESS WITH THE THREE “R’S? HAS THE PHRASE, “HOW DO YOU SWIM
TO SUCCESS WITH THE THREE “R’S?
RESPECT YOURSELF, OTHERS, AND TO SUCCESS WITH THE THREE “R’S?
RESPECT YOURSELF, OTHERS, AND
THE ENVIRONMENT.” SO, YOU WOULD RESPECT YOURSELF, OTHERS, AND
THE ENVIRONMENT.” SO, YOU WOULD
DO A RALLY BASED ON THOSE THREE THE ENVIRONMENT.” SO, YOU WOULD
DO A RALLY BASED ON THOSE THREE
“R’S”. DO A RALLY BASED ON THOSE THREE
“R’S”.
AND EVERYBODY HAS THEIR OWN “R’S”.
AND EVERYBODY HAS THEIR OWN
T-SHIRT AND YOU KNOW EACH SCHOOL AND EVERYBODY HAS THEIR OWN
T-SHIRT AND YOU KNOW EACH SCHOOL
CAN REALLY, REALLY MAKE IT THEIR T-SHIRT AND YOU KNOW EACH SCHOOL
CAN REALLY, REALLY MAKE IT THEIR
OWN. CAN REALLY, REALLY MAKE IT THEIR
OWN.
AND THIS ONE PICTURES SHOWS KIDS OWN.
AND THIS ONE PICTURES SHOWS KIDS
ACTUALLY LEADING THE RALLY. AND THIS ONE PICTURES SHOWS KIDS
ACTUALLY LEADING THE RALLY.
SO, TEACHERS CAN LEAD THE RALLY ACTUALLY LEADING THE RALLY.
SO, TEACHERS CAN LEAD THE RALLY
OR STUDENTS CAN LEAD IT ALSO. SO, TEACHERS CAN LEAD THE RALLY
OR STUDENTS CAN LEAD IT ALSO.
THERE’S A LOT OF WAYS THAT YOU OR STUDENTS CAN LEAD IT ALSO.
THERE’S A LOT OF WAYS THAT YOU
CAN DO IT. THERE’S A LOT OF WAYS THAT YOU
CAN DO IT.
>> WELL, THANK YOU SO MUCH. CAN DO IT.
>> WELL, THANK YOU SO MUCH.
I MEAN THAT WAS A LOT. >> WELL, THANK YOU SO MUCH.
I MEAN THAT WAS A LOT.
YOU WERE NARRATING. I MEAN THAT WAS A LOT.
YOU WERE NARRATING.
THAT WAS A GREAT. YOU WERE NARRATING.
THAT WAS A GREAT.
HIGH FIVES. THAT WAS A GREAT.
HIGH FIVES.
THAT WAS GOOD. HIGH FIVES.
THAT WAS GOOD.
SO, I WANT TO THEN GO TO LYÑA, THAT WAS GOOD.
SO, I WANT TO THEN GO TO LYÑA,
BECAUSE YOU KNOW YOU TOLD US SO, I WANT TO THEN GO TO LYÑA,
BECAUSE YOU KNOW YOU TOLD US
ABOUT THE IMAGES AND WHAT IT WAS BECAUSE YOU KNOW YOU TOLD US
ABOUT THE IMAGES AND WHAT IT WAS
LIKE. ABOUT THE IMAGES AND WHAT IT WAS
LIKE.
IS IT JUST GEARED. LIKE.
IS IT JUST GEARED.
BECAUSE I SAW A LOT OF IS IT JUST GEARED.
BECAUSE I SAW A LOT OF
ELEMENTARY LEVEL SCHOOLS, IS IT BECAUSE I SAW A LOT OF
ELEMENTARY LEVEL SCHOOLS, IS IT
JUST GEARED TOWARDS ELEMENTARY?? ELEMENTARY LEVEL SCHOOLS, IS IT
JUST GEARED TOWARDS ELEMENTARY??
>> ABSOLUTELY NOT. JUST GEARED TOWARDS ELEMENTARY??
>> ABSOLUTELY NOT.
IT’S IN SCHOOLS AT ALL LEVELS, >> ABSOLUTELY NOT.
IT’S IN SCHOOLS AT ALL LEVELS,
TO INCLUDE JUNIOR AND SENIOR IT’S IN SCHOOLS AT ALL LEVELS,
TO INCLUDE JUNIOR AND SENIOR
HIGH. TO INCLUDE JUNIOR AND SENIOR
HIGH.
LIKE MS. PECK MENTIONED, WE HIGH.
LIKE MS. PECK MENTIONED, WE
STARTED IN THE TERRITORY IN THE LIKE MS. PECK MENTIONED, WE
STARTED IN THE TERRITORY IN THE
ELEMENTARY. STARTED IN THE TERRITORY IN THE
ELEMENTARY.
SO, IN ST. CROIX THEY ARE ELEMENTARY.
SO, IN ST. CROIX THEY ARE
IMPLEMENTING JUNIOR AND SENIOR SO, IN ST. CROIX THEY ARE
IMPLEMENTING JUNIOR AND SENIOR
HIGH. IMPLEMENTING JUNIOR AND SENIOR
HIGH.
ON ST. THOMAS, WE’VE STARTED HIGH.
ON ST. THOMAS, WE’VE STARTED
WITH ONE, WHICH IS ON ST. THOMAS, WE’VE STARTED
WITH ONE, WHICH IS
BERTHA C. BOSCHULTE AND THEN WITH ONE, WHICH IS
BERTHA C. BOSCHULTE AND THEN
NEXT YEAR WE MOVE ONTO THE BERTHA C. BOSCHULTE AND THEN
NEXT YEAR WE MOVE ONTO THE
OTHERS. NEXT YEAR WE MOVE ONTO THE
OTHERS.
>>OK, AND SO MS. PECK, WHEN OTHERS.
>>OK, AND SO MS. PECK, WHEN
WILL P.B.I.S. ROLL OUT IN ALL >>OK, AND SO MS. PECK, WHEN
WILL P.B.I.S. ROLL OUT IN ALL
THE SCHOOLS FOR THE ST. THOMAS / WILL P.B.I.S. ROLL OUT IN ALL
THE SCHOOLS FOR THE ST. THOMAS /
ST. JOHN? THE SCHOOLS FOR THE ST. THOMAS /
ST. JOHN?
>>SO, WE’RE HOPING, RIGHT NOW, ST. JOHN?
>>SO, WE’RE HOPING, RIGHT NOW,
THIS YEAR FOR OUR PROGRAM, WE >>SO, WE’RE HOPING, RIGHT NOW,
THIS YEAR FOR OUR PROGRAM, WE
REALLY WANT TO GET ALL THE THIS YEAR FOR OUR PROGRAM, WE
REALLY WANT TO GET ALL THE
POLICIES AND PROCEDURES IN PLACE REALLY WANT TO GET ALL THE
POLICIES AND PROCEDURES IN PLACE
AND HAVE LIKE A SOFT ROLL OUT BY POLICIES AND PROCEDURES IN PLACE
AND HAVE LIKE A SOFT ROLL OUT BY
THE END OF THE YEAR. AND HAVE LIKE A SOFT ROLL OUT BY
THE END OF THE YEAR.
AND THEN LOOK TOWARDS NEXT YEAR THE END OF THE YEAR.
AND THEN LOOK TOWARDS NEXT YEAR
TO REALLY SCHEDULE EVERYTHING AND THEN LOOK TOWARDS NEXT YEAR
TO REALLY SCHEDULE EVERYTHING
WITH PERFECTION AND THAT WAY, WE TO REALLY SCHEDULE EVERYTHING
WITH PERFECTION AND THAT WAY, WE
REALLY JUST WANT TO MAKE SURE WITH PERFECTION AND THAT WAY, WE
REALLY JUST WANT TO MAKE SURE
ALL THE POLICIES ARE IN PLACE REALLY JUST WANT TO MAKE SURE
ALL THE POLICIES ARE IN PLACE
NOW. ALL THE POLICIES ARE IN PLACE
NOW.
BUT THE SOFT ROLL OUT WE’RE NOW.
BUT THE SOFT ROLL OUT WE’RE
HOPING WILL BEGIN END OF MAY, BUT THE SOFT ROLL OUT WE’RE
HOPING WILL BEGIN END OF MAY,
BEGINNING OF JUNE. HOPING WILL BEGIN END OF MAY,
BEGINNING OF JUNE.
AND IT SHOULD BE A LOT OF FUN. BEGINNING OF JUNE.
AND IT SHOULD BE A LOT OF FUN.
>> OKAY. AND IT SHOULD BE A LOT OF FUN.
>> OKAY.
AND IS THERE A DIFFERENCE? >> OKAY.
AND IS THERE A DIFFERENCE?
BECAUSE IT SEEMS ALMOST A LITTLE AND IS THERE A DIFFERENCE?
BECAUSE IT SEEMS ALMOST A LITTLE
SIMILAR. BECAUSE IT SEEMS ALMOST A LITTLE
SIMILAR.
SOME PEOPLE GET CONFUSED BETWEEN SIMILAR.
SOME PEOPLE GET CONFUSED BETWEEN
“POSITIVE BEHAVIOR, POSITIVE SOME PEOPLE GET CONFUSED BETWEEN
“POSITIVE BEHAVIOR, POSITIVE
PRAISE” AND THEN “BEHAVIOR “POSITIVE BEHAVIOR, POSITIVE
PRAISE” AND THEN “BEHAVIOR
SPECIFIC PRAISE”. PRAISE” AND THEN “BEHAVIOR
SPECIFIC PRAISE”.
>> OK, GREAT QUESTION, BECAUSE SPECIFIC PRAISE”.
>> OK, GREAT QUESTION, BECAUSE
GENERAL PRAISE, IF I JUST SAID, >> OK, GREAT QUESTION, BECAUSE
GENERAL PRAISE, IF I JUST SAID,
“GOOD JOB, MS. FORDE,” THAT’S GENERAL PRAISE, IF I JUST SAID,
“GOOD JOB, MS. FORDE,” THAT’S
GENERAL PRAISE. IF I SAID, “GOOD “GOOD JOB, MS. FORDE,” THAT’S
GENERAL PRAISE. IF I SAID, “GOOD
JOB, MS. FORDE, FOR SITTING IN GENERAL PRAISE. IF I SAID, “GOOD
JOB, MS. FORDE, FOR SITTING IN
YOUR CHAIR AND STAYING ON TASK, JOB, MS. FORDE, FOR SITTING IN
YOUR CHAIR AND STAYING ON TASK,
THAT’S BEHAVIOR SPECIFIC PRAISE. YOUR CHAIR AND STAYING ON TASK,
THAT’S BEHAVIOR SPECIFIC PRAISE.
SO, WHAT WE TRY TO INSTILL, AND THAT’S BEHAVIOR SPECIFIC PRAISE.
SO, WHAT WE TRY TO INSTILL, AND
IT TAKES A LOT OF PRACTICE, IS SO, WHAT WE TRY TO INSTILL, AND
IT TAKES A LOT OF PRACTICE, IS
FOR THE TEACHERS, WHEN THEY IT TAKES A LOT OF PRACTICE, IS
FOR THE TEACHERS, WHEN THEY
IMPLEMENTED P.B.I.S., WE’VE HAD FOR THE TEACHERS, WHEN THEY
IMPLEMENTED P.B.I.S., WE’VE HAD
THEM SAY, “WELL, I’M DOING IMPLEMENTED P.B.I.S., WE’VE HAD
THEM SAY, “WELL, I’M DOING
POSITIVE PRAISE.” SO, THEN WE THEM SAY, “WELL, I’M DOING
POSITIVE PRAISE.” SO, THEN WE
REALLY LOOK AT THEM, ARE THEY POSITIVE PRAISE.” SO, THEN WE
REALLY LOOK AT THEM, ARE THEY
SAYING BEHAVIOR SPECIFIC PRAISE REALLY LOOK AT THEM, ARE THEY
SAYING BEHAVIOR SPECIFIC PRAISE
OR ARE THEY JUST GIVING SAYING BEHAVIOR SPECIFIC PRAISE
OR ARE THEY JUST GIVING
GENERALIZED PRAISE? OR ARE THEY JUST GIVING
GENERALIZED PRAISE?
AND P.B.I.S. REALLY WANTS THE GENERALIZED PRAISE?
AND P.B.I.S. REALLY WANTS THE
POSITIVE ACKNOWLEDGEMENTS TO GO AND P.B.I.S. REALLY WANTS THE
POSITIVE ACKNOWLEDGEMENTS TO GO
WITH A BEHAVIOR. POSITIVE ACKNOWLEDGEMENTS TO GO
WITH A BEHAVIOR.
IF YOU ATTACH IT WITH A WITH A BEHAVIOR.
IF YOU ATTACH IT WITH A
BEHAVIOR, THEN IT’S MORE IF YOU ATTACH IT WITH A
BEHAVIOR, THEN IT’S MORE
SUCCESSFUL AND RESEARCH HAS BEHAVIOR, THEN IT’S MORE
SUCCESSFUL AND RESEARCH HAS
SHOWN THAT THE STUDENT WILL SUCCESSFUL AND RESEARCH HAS
SHOWN THAT THE STUDENT WILL
DISPLAY THAT BEHAVIOR THAT SHOWN THAT THE STUDENT WILL
DISPLAY THAT BEHAVIOR THAT
YOU’RE LOOKING FOR MORE OFTEN. DISPLAY THAT BEHAVIOR THAT
YOU’RE LOOKING FOR MORE OFTEN.
YOU KNOW, ONE OF THE THINGS THAT YOU’RE LOOKING FOR MORE OFTEN.
YOU KNOW, ONE OF THE THINGS THAT
WE ALWAYS MENTION TO THE PARENTS YOU KNOW, ONE OF THE THINGS THAT
WE ALWAYS MENTION TO THE PARENTS
WHEN WE DO OUR PARENT, SOME OF WE ALWAYS MENTION TO THE PARENTS
WHEN WE DO OUR PARENT, SOME OF
OUR PARENT TRAININGS IS WHEN YOU WHEN WE DO OUR PARENT, SOME OF
OUR PARENT TRAININGS IS WHEN YOU
GIVE YOUR CHILD A PRESENT, PAIR OUR PARENT TRAININGS IS WHEN YOU
GIVE YOUR CHILD A PRESENT, PAIR
IT WITH SOMETHING THAT THEY’VE GIVE YOUR CHILD A PRESENT, PAIR
IT WITH SOMETHING THAT THEY’VE
DONE WELL, ACKNOWLEDGE SOMETHING IT WITH SOMETHING THAT THEY’VE
DONE WELL, ACKNOWLEDGE SOMETHING
POSITIVE. DONE WELL, ACKNOWLEDGE SOMETHING
POSITIVE.
SAY YOU GET A CHOCOLATE BAR AT POSITIVE.
SAY YOU GET A CHOCOLATE BAR AT
THE SUPERMARKET. SAY YOU GET A CHOCOLATE BAR AT
THE SUPERMARKET.
YOU KNOW, JOHNNY YOU’RE GETTING THE SUPERMARKET.
YOU KNOW, JOHNNY YOU’RE GETTING
THIS CHOCOLATE BAR BECAUSE YOU YOU KNOW, JOHNNY YOU’RE GETTING
THIS CHOCOLATE BAR BECAUSE YOU
DID ALL YOUR HOMEWORK THIS WEEK. THIS CHOCOLATE BAR BECAUSE YOU
DID ALL YOUR HOMEWORK THIS WEEK.
KEEP UP THE GOOD WORK. DID ALL YOUR HOMEWORK THIS WEEK.
KEEP UP THE GOOD WORK.
THAT’S BEHAVIOR SPECIFIC PRAISE. KEEP UP THE GOOD WORK.
THAT’S BEHAVIOR SPECIFIC PRAISE.
SO, THAT WILL ENCOURAGE JOHNNY THAT’S BEHAVIOR SPECIFIC PRAISE.
SO, THAT WILL ENCOURAGE JOHNNY
NOW TO DO HIS HOMEWORK MORE SO, THAT WILL ENCOURAGE JOHNNY
NOW TO DO HIS HOMEWORK MORE
OFTEN AND YOU’VE TIED THE PRAISE NOW TO DO HIS HOMEWORK MORE
OFTEN AND YOU’VE TIED THE PRAISE
WITH THE ACTUAL THING THAT THEY OFTEN AND YOU’VE TIED THE PRAISE
WITH THE ACTUAL THING THAT THEY
DID. WITH THE ACTUAL THING THAT THEY
DID.
>>SO, YOU’RE ENCOURAGING THE DID.
>>SO, YOU’RE ENCOURAGING THE
ACT INSTEAD OF PUNISHING A BAD >>SO, YOU’RE ENCOURAGING THE
ACT INSTEAD OF PUNISHING A BAD
BEHAVIOR? ACT INSTEAD OF PUNISHING A BAD
BEHAVIOR?
>> CORRECT. BEHAVIOR?
>> CORRECT.
AND THAT’S ONE THING THAT I –I >> CORRECT.
AND THAT’S ONE THING THAT I –I
COME FROM A CLASSROOM ALSO, AND AND THAT’S ONE THING THAT I –I
COME FROM A CLASSROOM ALSO, AND
IN THE CLASSROOM I FOUND MYSELF COME FROM A CLASSROOM ALSO, AND
IN THE CLASSROOM I FOUND MYSELF
ALWAYS LOOKING. IN THE CLASSROOM I FOUND MYSELF
ALWAYS LOOKING.
SAY FOR EXAMPLE, JOHNNY WAS ALWAYS LOOKING.
SAY FOR EXAMPLE, JOHNNY WAS
ALWAYS DISPLAYING POOR BEHAVIOR, SAY FOR EXAMPLE, JOHNNY WAS
ALWAYS DISPLAYING POOR BEHAVIOR,
THEN EVERYDAY WHEN I WENT IN THE ALWAYS DISPLAYING POOR BEHAVIOR,
THEN EVERYDAY WHEN I WENT IN THE
CLASSROOM, I’D LOOK FOR THAT THEN EVERYDAY WHEN I WENT IN THE
CLASSROOM, I’D LOOK FOR THAT
POOR BEHAVIOR. WELL, P.B.I.S. IS CLASSROOM, I’D LOOK FOR THAT
POOR BEHAVIOR. WELL, P.B.I.S. IS
DIFFERENT IN THE SENSE THAT YOU POOR BEHAVIOR. WELL, P.B.I.S. IS
DIFFERENT IN THE SENSE THAT YOU
HAVE THE MIND SHIFT TOWARDS DIFFERENT IN THE SENSE THAT YOU
HAVE THE MIND SHIFT TOWARDS
INSTEAD OF CATCHING THEM DOING HAVE THE MIND SHIFT TOWARDS
INSTEAD OF CATCHING THEM DOING
SOMETHING POORLY, YOU WANT TO INSTEAD OF CATCHING THEM DOING
SOMETHING POORLY, YOU WANT TO
CATCH THEM DOING SOMETHING GOOD. SOMETHING POORLY, YOU WANT TO
CATCH THEM DOING SOMETHING GOOD.
AND IT COULD BE SOMETHING AS CATCH THEM DOING SOMETHING GOOD.
AND IT COULD BE SOMETHING AS
SIMPLE AS STAYING ON TASK OR AND IT COULD BE SOMETHING AS
SIMPLE AS STAYING ON TASK OR
STAYING IN A STRAIGHT LINE. SIMPLE AS STAYING ON TASK OR
STAYING IN A STRAIGHT LINE.
IT REALLY DEPENDS ON THE LEVELS STAYING IN A STRAIGHT LINE.
IT REALLY DEPENDS ON THE LEVELS
OF BEHAVIOR YOU’RE LOOKING FOR IT REALLY DEPENDS ON THE LEVELS
OF BEHAVIOR YOU’RE LOOKING FOR
THAT INDIVIDUAL STUDENT. OF BEHAVIOR YOU’RE LOOKING FOR
THAT INDIVIDUAL STUDENT.
>> AND SO THEN HOW IS P.B.I.S. THAT INDIVIDUAL STUDENT.
>> AND SO THEN HOW IS P.B.I.S.
IMPLEMENTATION MEASURED? >> AND SO THEN HOW IS P.B.I.S.
IMPLEMENTATION MEASURED?
>> OK GREAT QUESTION. IMPLEMENTATION MEASURED?
>> OK GREAT QUESTION.
OK P.B.I.S. — I’M LIKE THE >> OK GREAT QUESTION.
OK P.B.I.S. — I’M LIKE THE
DATA GEEK. OK P.B.I.S. — I’M LIKE THE
DATA GEEK.
I COLLECT ALL THE DATA. DATA GEEK.
I COLLECT ALL THE DATA.
I LOOK UP POWER SCHOOLS. I COLLECT ALL THE DATA.
I LOOK UP POWER SCHOOLS.
I’M ALSO A SCHOOL WIDE I LOOK UP POWER SCHOOLS.
I’M ALSO A SCHOOL WIDE
INFORMATIONAL SYSTEMS CERTIFIED I’M ALSO A SCHOOL WIDE
INFORMATIONAL SYSTEMS CERTIFIED
FACILITATOR. INFORMATIONAL SYSTEMS CERTIFIED
FACILITATOR.
SO I JUST ANALYZE DATA AND ONE FACILITATOR.
SO I JUST ANALYZE DATA AND ONE
OF THE THINGS THAT WE LOOK FOR SO I JUST ANALYZE DATA AND ONE
OF THE THINGS THAT WE LOOK FOR
IS TO PROVE THAT SCHOOL CULTURE OF THE THINGS THAT WE LOOK FOR
IS TO PROVE THAT SCHOOL CULTURE
HAS CHANGED, IS TO NOT ONLY DO IS TO PROVE THAT SCHOOL CULTURE
HAS CHANGED, IS TO NOT ONLY DO
INFORMAL OBSERVATIONS WHEN WE HAS CHANGED, IS TO NOT ONLY DO
INFORMAL OBSERVATIONS WHEN WE
WALK IN THE SCHOOLS AND SEE WHAT INFORMAL OBSERVATIONS WHEN WE
WALK IN THE SCHOOLS AND SEE WHAT
IT LOOKS LIKE AND SEE THE WALK IN THE SCHOOLS AND SEE WHAT
IT LOOKS LIKE AND SEE THE
POSITIVITY AND ASK THE STUDENTS, IT LOOKS LIKE AND SEE THE
POSITIVITY AND ASK THE STUDENTS,
YOU KNOW, WHAT ARE YOUR THREE POSITIVITY AND ASK THE STUDENTS,
YOU KNOW, WHAT ARE YOUR THREE
“R’S” OR WHAT ARE YOUR THREE YOU KNOW, WHAT ARE YOUR THREE
“R’S” OR WHAT ARE YOUR THREE
“B’S” AND TELL US SOME OF YOUR “R’S” OR WHAT ARE YOUR THREE
“B’S” AND TELL US SOME OF YOUR
EXPECTATIONS. “B’S” AND TELL US SOME OF YOUR
EXPECTATIONS.
EVEN WITH THE TEACHERS. EXPECTATIONS.
EVEN WITH THE TEACHERS.
SO, THAT PROVES THAT IT’S BEING EVEN WITH THE TEACHERS.
SO, THAT PROVES THAT IT’S BEING
IMPLEMENTED IN THE SCHOOLS IN SO, THAT PROVES THAT IT’S BEING
IMPLEMENTED IN THE SCHOOLS IN
ONE SENSE. WE LOOK AT ACADEMICS. IMPLEMENTED IN THE SCHOOLS IN
ONE SENSE. WE LOOK AT ACADEMICS.
WE LOOK AT OFFICE DISCIPLINARY ONE SENSE. WE LOOK AT ACADEMICS.
WE LOOK AT OFFICE DISCIPLINARY
REFERRAL FORMS. WE LOOK AT OFFICE DISCIPLINARY
REFERRAL FORMS.
HAVE THEY DECREASED. REFERRAL FORMS.
HAVE THEY DECREASED.
AND WE’RE VERY REALISTIC. HAVE THEY DECREASED.
AND WE’RE VERY REALISTIC.
THEY ARE CHILDREN, WE’RE NOT AND WE’RE VERY REALISTIC.
THEY ARE CHILDREN, WE’RE NOT
GOING TO DECREASE EVERY BEHAVIOR THEY ARE CHILDREN, WE’RE NOT
GOING TO DECREASE EVERY BEHAVIOR
EVERY DAY. GOING TO DECREASE EVERY BEHAVIOR
EVERY DAY.
>> YEAH. EVERY DAY.
>> YEAH.
>>BUT, IF YOU HAVE 100 REFERRAL >> YEAH.
>>BUT, IF YOU HAVE 100 REFERRAL
FORMS AND MAJOR VIOLATIONS IN A >>BUT, IF YOU HAVE 100 REFERRAL
FORMS AND MAJOR VIOLATIONS IN A
WEEK, AND YOU DROPPED FROM 100 FORMS AND MAJOR VIOLATIONS IN A
WEEK, AND YOU DROPPED FROM 100
TO 75, THEN WE’RE GOING TO WEEK, AND YOU DROPPED FROM 100
TO 75, THEN WE’RE GOING TO
CELEBRATE THAT SUCCESS. TO 75, THEN WE’RE GOING TO
CELEBRATE THAT SUCCESS.
YOU KNOW, OUR GOAL IS USUALLY TO CELEBRATE THAT SUCCESS.
YOU KNOW, OUR GOAL IS USUALLY TO
DROP 5% EVERY QUARTER. YOU KNOW, OUR GOAL IS USUALLY TO
DROP 5% EVERY QUARTER.
SO, WE MEASURE DIFFERENT THINGS DROP 5% EVERY QUARTER.
SO, WE MEASURE DIFFERENT THINGS
DEPENDING ON THAT SCHOOL’S NEED. SO, WE MEASURE DIFFERENT THINGS
DEPENDING ON THAT SCHOOL’S NEED.
>> AND I HEARD THAT YOU SAID DEPENDING ON THAT SCHOOL’S NEED.
>> AND I HEARD THAT YOU SAID
THE BEHAVIORAL FORMS. >> AND I HEARD THAT YOU SAID
THE BEHAVIORAL FORMS.
ARE YOU UNIVERSALIZING IT? THE BEHAVIORAL FORMS.
ARE YOU UNIVERSALIZING IT?
>>OKAY. ARE YOU UNIVERSALIZING IT?
>>OKAY.
OKAY. >>OKAY.
OKAY.
>>WHAT’S GOING ON? OKAY.
>>WHAT’S GOING ON?
>> YES, SO ONE THING, I KNOW >>WHAT’S GOING ON?
>> YES, SO ONE THING, I KNOW
THAT THE VIRGIN ISLANDS >> YES, SO ONE THING, I KNOW
THAT THE VIRGIN ISLANDS
DEPARTMENT OF EDUCATION DOES THAT THE VIRGIN ISLANDS
DEPARTMENT OF EDUCATION DOES
HAVE A FORM ALREADY. DEPARTMENT OF EDUCATION DOES
HAVE A FORM ALREADY.
WE’RE JUST, WE’RE NOT GOING TO HAVE A FORM ALREADY.
WE’RE JUST, WE’RE NOT GOING TO
TAKE ANYTHING AWAY THAT’S WE’RE JUST, WE’RE NOT GOING TO
TAKE ANYTHING AWAY THAT’S
WORKING. TAKE ANYTHING AWAY THAT’S
WORKING.
WE ARE JUST ADDING ONTO IT. WORKING.
WE ARE JUST ADDING ONTO IT.
LIKE IP STATUS, 504, AND ALSO IF WE ARE JUST ADDING ONTO IT.
LIKE IP STATUS, 504, AND ALSO IF
YOU HAVE THE FORM, WHAT ARE YOU LIKE IP STATUS, 504, AND ALSO IF
YOU HAVE THE FORM, WHAT ARE YOU
DOING WITH IT? YOU HAVE THE FORM, WHAT ARE YOU
DOING WITH IT?
SO, ONE OF THE MAJOR ISSUES IN DOING WITH IT?
SO, ONE OF THE MAJOR ISSUES IN
THE SCHOOL IS THAT THE SO, ONE OF THE MAJOR ISSUES IN
THE SCHOOL IS THAT THE
ADMINISTRATOR IS GETTING ALL OF THE SCHOOL IS THAT THE
ADMINISTRATOR IS GETTING ALL OF
THESE FORMS. ADMINISTRATOR IS GETTING ALL OF
THESE FORMS.
SO, WE OFFER A DIFFERENT THESE FORMS.
SO, WE OFFER A DIFFERENT
APPROACH. SO, WE OFFER A DIFFERENT
APPROACH.
INSTEAD OF THEM GETTING ALL THE APPROACH.
INSTEAD OF THEM GETTING ALL THE
FORMS, WHAT’S CLASSROOM MANAGED INSTEAD OF THEM GETTING ALL THE
FORMS, WHAT’S CLASSROOM MANAGED
VS. FORMS, WHAT’S CLASSROOM MANAGED
VS.
OFFICE MANAGED? VS.
OFFICE MANAGED?
SO, WE LOOK AT IT A LITTLE OFFICE MANAGED?
SO, WE LOOK AT IT A LITTLE
DIFFERENTLY. SO, WE LOOK AT IT A LITTLE
DIFFERENTLY.
Also, research has shown if they DIFFERENTLY.
Also, research has shown if they
buy into — if a school buys Also, research has shown if they
buy into — if a school buys
into their referral form, which buy into — if a school buys
into their referral form, which
may sound silly, but I like into their referral form, which
may sound silly, but I like
boxes and checkmarks, you know. may sound silly, but I like
boxes and checkmarks, you know.
And then somebody else may like boxes and checkmarks, you know.
And then somebody else may like
a list. And somebody else likes And then somebody else may like
a list. And somebody else likes
circles. So, it really depends a list. And somebody else likes
circles. So, it really depends
on the school. As long as all circles. So, it really depends
on the school. As long as all
the pertinent information is on the school. As long as all
the pertinent information is
there, we encourage to just use the pertinent information is
there, we encourage to just use
it and put it into Power School, there, we encourage to just use
it and put it into Power School,
so we can actually analyze it it and put it into Power School,
so we can actually analyze it
and help them with whatever so we can actually analyze it
and help them with whatever
their needs are. and help them with whatever
their needs are.
JERAE FORDE – IT SEEMS LIKE YOU their needs are.
JERAE FORDE – IT SEEMS LIKE YOU
GUYS, ALTHOUGH YOU’RE SUPPORTING JERAE FORDE – IT SEEMS LIKE YOU
GUYS, ALTHOUGH YOU’RE SUPPORTING
AND GUIDING, YOU’RE REALLY GUYS, ALTHOUGH YOU’RE SUPPORTING
AND GUIDING, YOU’RE REALLY
STAYING TRUE TO WHAT THE CULTURE AND GUIDING, YOU’RE REALLY
STAYING TRUE TO WHAT THE CULTURE
OF THE SCHOOL IS AND RESPECTING STAYING TRUE TO WHAT THE CULTURE
OF THE SCHOOL IS AND RESPECTING
THAT KIND OF ATMOSPHERE AND WHAT OF THE SCHOOL IS AND RESPECTING
THAT KIND OF ATMOSPHERE AND WHAT
THEY’RE USED TO. LIKE YOU SAID THAT KIND OF ATMOSPHERE AND WHAT
THEY’RE USED TO. LIKE YOU SAID
IF THEY LIKE CHECKS AND BOXES THEY’RE USED TO. LIKE YOU SAID
IF THEY LIKE CHECKS AND BOXES
OVER CIRCLES AND EVEN THAT IF THEY LIKE CHECKS AND BOXES
OVER CIRCLES AND EVEN THAT
LITTLE DETAIL THAT MEANS THAT OVER CIRCLES AND EVEN THAT
LITTLE DETAIL THAT MEANS THAT
YOU’RE REALLY LISTENING TO THE LITTLE DETAIL THAT MEANS THAT
YOU’RE REALLY LISTENING TO THE
SCHOOLS. YOU’RE REALLY LISTENING TO THE
SCHOOLS.
>>DEFINITELY. THERE WAS A SCHOOLS.
>>DEFINITELY. THERE WAS A
DIRECTOR ON THE MAINLAND THAT >>DEFINITELY. THERE WAS A
DIRECTOR ON THE MAINLAND THAT
ACTUALLY, LYÑA INTRODUCED ME TO. DIRECTOR ON THE MAINLAND THAT
ACTUALLY, LYÑA INTRODUCED ME TO.
SHE HAD THIS PHRASE I CAN’T ACTUALLY, LYÑA INTRODUCED ME TO.
SHE HAD THIS PHRASE I CAN’T
REMEMBER IT VERBATIM, BUT IT WAS SHE HAD THIS PHRASE I CAN’T
REMEMBER IT VERBATIM, BUT IT WAS
BASICALLY SOMETHING LIKE, “WE’RE REMEMBER IT VERBATIM, BUT IT WAS
BASICALLY SOMETHING LIKE, “WE’RE
NOT TELLING THE SCHOOLS WHAT TO BASICALLY SOMETHING LIKE, “WE’RE
NOT TELLING THE SCHOOLS WHAT TO
DO OR THAT THEY HAVE TO DO IT. NOT TELLING THE SCHOOLS WHAT TO
DO OR THAT THEY HAVE TO DO IT.
WE’RE JUST OFFERING THEM A DO OR THAT THEY HAVE TO DO IT.
WE’RE JUST OFFERING THEM A
DIFFERENT WAY.” WE’VE HAD WE’RE JUST OFFERING THEM A
DIFFERENT WAY.” WE’VE HAD
TEACHERS COME TO US AND SAY, DIFFERENT WAY.” WE’VE HAD
TEACHERS COME TO US AND SAY,
“WELL, IF I CAN’T PUNISH, WHAT TEACHERS COME TO US AND SAY,
“WELL, IF I CAN’T PUNISH, WHAT
DO I DO?” SO, HERE’S YOUR “WELL, IF I CAN’T PUNISH, WHAT
DO I DO?” SO, HERE’S YOUR
ALTERNATIVE AND WE HAVE TONS OF DO I DO?” SO, HERE’S YOUR
ALTERNATIVE AND WE HAVE TONS OF
STRATEGIES, TONS OF WEBSITES, ALTERNATIVE AND WE HAVE TONS OF
STRATEGIES, TONS OF WEBSITES,
JUST A WEALTH OF INFORMATION STRATEGIES, TONS OF WEBSITES,
JUST A WEALTH OF INFORMATION
THAT’S RESEARCH PROVEN EVIDENCE JUST A WEALTH OF INFORMATION
THAT’S RESEARCH PROVEN EVIDENCE
BASED RESEARCH THAT DOES WORK. THAT’S RESEARCH PROVEN EVIDENCE
BASED RESEARCH THAT DOES WORK.
>>AND SO WHAT THEN DOES BASED RESEARCH THAT DOES WORK.
>>AND SO WHAT THEN DOES
P.B.I.S. IMPLEMENTATION LOOK >>AND SO WHAT THEN DOES
P.B.I.S. IMPLEMENTATION LOOK
LIKE IN SOCIETY? I MEAN WHY IS P.B.I.S. IMPLEMENTATION LOOK
LIKE IN SOCIETY? I MEAN WHY IS
IT SO IMPORTANT? LIKE IN SOCIETY? I MEAN WHY IS
IT SO IMPORTANT?
>>SO (LAUGHS) NO, I HAVE A IT SO IMPORTANT?
>>SO (LAUGHS) NO, I HAVE A
VISION A GOAL. AND YOU KNOW >>SO (LAUGHS) NO, I HAVE A
VISION A GOAL. AND YOU KNOW
LYÑA IS GOING TO START LAUGHING VISION A GOAL. AND YOU KNOW
LYÑA IS GOING TO START LAUGHING
AT ME. YOU KNOW LIKE WHEN YOU LYÑA IS GOING TO START LAUGHING
AT ME. YOU KNOW LIKE WHEN YOU
SEE THE MCDONALD’S ARCHES YOU AT ME. YOU KNOW LIKE WHEN YOU
SEE THE MCDONALD’S ARCHES YOU
SEE THE GOLDEN ARCHES WHEREVER SEE THE MCDONALD’S ARCHES YOU
SEE THE GOLDEN ARCHES WHEREVER
YOU TRAVEL. SEE THE GOLDEN ARCHES WHEREVER
YOU TRAVEL.
IT’S BRANDED. YOU KNOW WHAT IT YOU TRAVEL.
IT’S BRANDED. YOU KNOW WHAT IT
IS. I WOULD LOVE TO SEE THE IT’S BRANDED. YOU KNOW WHAT IT
IS. I WOULD LOVE TO SEE THE
PYRAMID ACROSS THE TERRITORY. IS. I WOULD LOVE TO SEE THE
PYRAMID ACROSS THE TERRITORY.
IT’S BRANDED. PYRAMID ACROSS THE TERRITORY.
IT’S BRANDED.
WE KNOW WHAT IT IS, BECAUSE IT’S BRANDED.
WE KNOW WHAT IT IS, BECAUSE
IT’S EXTREMELY IMPORTANT TO WE KNOW WHAT IT IS, BECAUSE
IT’S EXTREMELY IMPORTANT TO
SUSTAIN IN THE TERRITORY. IT’S EXTREMELY IMPORTANT TO
SUSTAIN IN THE TERRITORY.
ONE OF THE MAIN REASONS I CAN SUSTAIN IN THE TERRITORY.
ONE OF THE MAIN REASONS I CAN
THINK OF IS THAT, FOR EXAMPLE, ONE OF THE MAIN REASONS I CAN
THINK OF IS THAT, FOR EXAMPLE,
P.B.I.S. IMPROVES GRADUATION THINK OF IS THAT, FOR EXAMPLE,
P.B.I.S. IMPROVES GRADUATION
RATE. P.B.I.S. IMPROVES GRADUATION
RATE.
SO, BEING ON AN ISLAND, OF RATE.
SO, BEING ON AN ISLAND, OF
COURSE, IF SAY 300 STUDENTS SO, BEING ON AN ISLAND, OF
COURSE, IF SAY 300 STUDENTS
DON’T GRADUATE THIS YEAR AND 300 COURSE, IF SAY 300 STUDENTS
DON’T GRADUATE THIS YEAR AND 300
STUDENTS DON’T GRADUATE THE NEXT DON’T GRADUATE THIS YEAR AND 300
STUDENTS DON’T GRADUATE THE NEXT
YEAR AND THE NEXT YEAR AND THE STUDENTS DON’T GRADUATE THE NEXT
YEAR AND THE NEXT YEAR AND THE
NEXT YEAR, YOU’RE NOW CHANGING YEAR AND THE NEXT YEAR AND THE
NEXT YEAR, YOU’RE NOW CHANGING
THE CLIMATE OF THE TERRITORY. NEXT YEAR, YOU’RE NOW CHANGING
THE CLIMATE OF THE TERRITORY.
SO, IF YOU LOOK AT THE BIG THE CLIMATE OF THE TERRITORY.
SO, IF YOU LOOK AT THE BIG
PICTURE, P.B.I.S. IS REALLY SO, IF YOU LOOK AT THE BIG
PICTURE, P.B.I.S. IS REALLY
NEEDED. PICTURE, P.B.I.S. IS REALLY
NEEDED.
BECAUSE IF THIS WAS ON THE NEEDED.
BECAUSE IF THIS WAS ON THE
MAINLAND AND SAY 300 STUDENTS BECAUSE IF THIS WAS ON THE
MAINLAND AND SAY 300 STUDENTS
DIDN’T GRADUATE, THEY CAN MAINLAND AND SAY 300 STUDENTS
DIDN’T GRADUATE, THEY CAN
DISBURSE TO OTHER STATES. DIDN’T GRADUATE, THEY CAN
DISBURSE TO OTHER STATES.
WHEREAS, IF YOU DIDN’T GRADUATE DISBURSE TO OTHER STATES.
WHEREAS, IF YOU DIDN’T GRADUATE
HERE, YOU MAY NOT HAVE THE WHEREAS, IF YOU DIDN’T GRADUATE
HERE, YOU MAY NOT HAVE THE
CAPACITY TO LEAVE. HERE, YOU MAY NOT HAVE THE
CAPACITY TO LEAVE.
SO, IT CHANGES THE CLIMATE OF CAPACITY TO LEAVE.
SO, IT CHANGES THE CLIMATE OF
THE TERRITORY AND THAT’S SO, IT CHANGES THE CLIMATE OF
THE TERRITORY AND THAT’S
SOMETHING THAT WE’RE TAKING VERY THE TERRITORY AND THAT’S
SOMETHING THAT WE’RE TAKING VERY
SERIOUSLY. SOMETHING THAT WE’RE TAKING VERY
SERIOUSLY.
AND, WE REALLY WANT TO PUSH SERIOUSLY.
AND, WE REALLY WANT TO PUSH
P.B.I.S. FORWARD. AND, WE REALLY WANT TO PUSH
P.B.I.S. FORWARD.
I HADN’T THOUGHT OF IT FROM P.B.I.S. FORWARD.
I HADN’T THOUGHT OF IT FROM
THAT ANGLE BEFORE. (TAMATHA PECK I HADN’T THOUGHT OF IT FROM
THAT ANGLE BEFORE. (TAMATHA PECK
– YES!) AND SO I’M LIKE THAT’S THAT ANGLE BEFORE. (TAMATHA PECK
– YES!) AND SO I’M LIKE THAT’S
BRILLIANT WHAT YOU’RE TALKING. – YES!) AND SO I’M LIKE THAT’S
BRILLIANT WHAT YOU’RE TALKING.
(LAUGHS) AND SO LYÑA THEN I WANT BRILLIANT WHAT YOU’RE TALKING.
(LAUGHS) AND SO LYÑA THEN I WANT
TO KNOW IS P.B.I.S. ONLY FOR (LAUGHS) AND SO LYÑA THEN I WANT
TO KNOW IS P.B.I.S. ONLY FOR
STUDENTS? IS IT FOR ADULTS, TO KNOW IS P.B.I.S. ONLY FOR
STUDENTS? IS IT FOR ADULTS,
TEACHERS? WHO BENEFITS FROM STUDENTS? IS IT FOR ADULTS,
TEACHERS? WHO BENEFITS FROM
THIS? TEACHERS? WHO BENEFITS FROM
THIS?
>>EVERYONE BENEFITS FROM THIS?
>>EVERYONE BENEFITS FROM
P.B.I.S. NOT ONLY STUDENTS. IT >>EVERYONE BENEFITS FROM
P.B.I.S. NOT ONLY STUDENTS. IT
CAN BE USED IN ACTUALLY, P.B.I.S. NOT ONLY STUDENTS. IT
CAN BE USED IN ACTUALLY,
RESEARCH IS SHOWING THAT CAN BE USED IN ACTUALLY,
RESEARCH IS SHOWING THAT
BUSINESSES ARE ASKING AND RESEARCH IS SHOWING THAT
BUSINESSES ARE ASKING AND
REQUESTING P.B.I.S. DAYCARE BUSINESSES ARE ASKING AND
REQUESTING P.B.I.S. DAYCARE
CENTERS, NURSING HOMES, BECAUSE REQUESTING P.B.I.S. DAYCARE
CENTERS, NURSING HOMES, BECAUSE
IT’S ALL ABOUT CHANGING CENTERS, NURSING HOMES, BECAUSE
IT’S ALL ABOUT CHANGING
BEHAVIOR. IT’S ALL ABOUT CHANGING
BEHAVIOR.
AND ANY SYSTEM THAT WORKS FOR BEHAVIOR.
AND ANY SYSTEM THAT WORKS FOR
CHANGING BEHAVIOR CAN BE USED AND ANY SYSTEM THAT WORKS FOR
CHANGING BEHAVIOR CAN BE USED
ANYWHERE. CHANGING BEHAVIOR CAN BE USED
ANYWHERE.
>>AND SO, WHAT ABOUT THE HOME? ANYWHERE.
>>AND SO, WHAT ABOUT THE HOME?
I KNOW WE SPOKE ABOUT SCHOOL A >>AND SO, WHAT ABOUT THE HOME?
I KNOW WE SPOKE ABOUT SCHOOL A
LOT, BUT WHAT ABOUT HOW CAN WE I KNOW WE SPOKE ABOUT SCHOOL A
LOT, BUT WHAT ABOUT HOW CAN WE
USE P.B.I.S. AT HOME? LOT, BUT WHAT ABOUT HOW CAN WE
USE P.B.I.S. AT HOME?
>>SO, P.B.I.S., IT ENCOURAGES USE P.B.I.S. AT HOME?
>>SO, P.B.I.S., IT ENCOURAGES
USE AT HOME. STUDENTS WILL NOT >>SO, P.B.I.S., IT ENCOURAGES
USE AT HOME. STUDENTS WILL NOT
ONLY LEARN P.B.I.S.IN SCHOOL, IF USE AT HOME. STUDENTS WILL NOT
ONLY LEARN P.B.I.S.IN SCHOOL, IF
PARENTS ARE ALSO UTILIZING ONLY LEARN P.B.I.S.IN SCHOOL, IF
PARENTS ARE ALSO UTILIZING
P.B.I.S., IT’S GOING TO MAKE IT PARENTS ARE ALSO UTILIZING
P.B.I.S., IT’S GOING TO MAKE IT
EASIER, BECAUSE THEN WE’RE ALL P.B.I.S., IT’S GOING TO MAKE IT
EASIER, BECAUSE THEN WE’RE ALL
ON THE SAME PAGE. EASIER, BECAUSE THEN WE’RE ALL
ON THE SAME PAGE.
WE’RE ALL SPEAKING THE SAME ON THE SAME PAGE.
WE’RE ALL SPEAKING THE SAME
LANGUAGE. WE’RE ALL SPEAKING THE SAME
LANGUAGE.
SO, AT HOME, THEY’RE HEARING LANGUAGE.
SO, AT HOME, THEY’RE HEARING
EXPECTATIONS. THEY’RE RECEIVING SO, AT HOME, THEY’RE HEARING
EXPECTATIONS. THEY’RE RECEIVING
POSITIVE PRAISE. THEY COME TO EXPECTATIONS. THEY’RE RECEIVING
POSITIVE PRAISE. THEY COME TO
SCHOOL AND IT’S THE SAME THING. POSITIVE PRAISE. THEY COME TO
SCHOOL AND IT’S THE SAME THING.
SO, IT’S ALL ABOUT A MIND SHIFT SCHOOL AND IT’S THE SAME THING.
SO, IT’S ALL ABOUT A MIND SHIFT
AND IF EVERYONE IS DOING IT, SO, IT’S ALL ABOUT A MIND SHIFT
AND IF EVERYONE IS DOING IT,
THEN IT’S GOING TO BE EASIER. AND IF EVERYONE IS DOING IT,
THEN IT’S GOING TO BE EASIER.
>>SO, WHEN THE STUDENTS GET THEN IT’S GOING TO BE EASIER.
>>SO, WHEN THE STUDENTS GET
THOSE EXPECTATIONS AT SCHOOL, >>SO, WHEN THE STUDENTS GET
THOSE EXPECTATIONS AT SCHOOL,
AND THEN THE PARENTS KNOW ABOUT THOSE EXPECTATIONS AT SCHOOL,
AND THEN THE PARENTS KNOW ABOUT
IT AND THEN CONTINUE IT JUST AND THEN THE PARENTS KNOW ABOUT
IT AND THEN CONTINUE IT JUST
KIND OF REINFORCES IT AND THEN CONTINUE IT JUST
KIND OF REINFORCES
>>SO PARENTS CAN REINFORCE KIND OF REINFORCES
>>SO PARENTS CAN REINFORCE
THOSE AS WELL AS COME UP WITH >>SO PARENTS CAN REINFORCE
THOSE AS WELL AS COME UP WITH
THEIR OWN FOR AT HOME. SO, THEY THOSE AS WELL AS COME UP WITH
THEIR OWN FOR AT HOME. SO, THEY
CAN CREATE A MATRIX FOR GOING TO THEIR OWN FOR AT HOME. SO, THEY
CAN CREATE A MATRIX FOR GOING TO
BED, WHAT EXPECTATIONS THEY WANT CAN CREATE A MATRIX FOR GOING TO
BED, WHAT EXPECTATIONS THEY WANT
THEIR CHILDREN TO FOLLOW. BED, WHAT EXPECTATIONS THEY WANT
THEIR CHILDREN TO FOLLOW.
EATING DINNER, IN THE BATHROOM, THEIR CHILDREN TO FOLLOW.
EATING DINNER, IN THE BATHROOM,
GETTING DRESSED FOR SCHOOL SO, EATING DINNER, IN THE BATHROOM,
GETTING DRESSED FOR SCHOOL SO,
IT’S NOT LIMITED TO JUST SCHOOL GETTING DRESSED FOR SCHOOL SO,
IT’S NOT LIMITED TO JUST SCHOOL
WORK JUST SCHOOL. IT CAN BE IT’S NOT LIMITED TO JUST SCHOOL
WORK JUST SCHOOL. IT CAN BE
IMPLEMENTED AT HOME AS WELL. WORK JUST SCHOOL. IT CAN BE
IMPLEMENTED AT HOME AS WELL.
>>AND SO, WHAT KIND OF TRAINING IMPLEMENTED AT HOME AS WELL.
>>AND SO, WHAT KIND OF TRAINING
DO YOU AND YOUR MEMBERS RECEIVE >>AND SO, WHAT KIND OF TRAINING
DO YOU AND YOUR MEMBERS RECEIVE
IN ORDER TO ASSIST THE SCHOOLS DO YOU AND YOUR MEMBERS RECEIVE
IN ORDER TO ASSIST THE SCHOOLS
WITH P.B.I.S.? IN ORDER TO ASSIST THE SCHOOLS
WITH P.B.I.S.?
>>THE FIRST TRAINING THAT WE WITH P.B.I.S.?
>>THE FIRST TRAINING THAT WE
ACTUALLY RECEIVED, WE WERE >>THE FIRST TRAINING THAT WE
ACTUALLY RECEIVED, WE WERE
AFFORDED THE OPPORTUNITY TO GO ACTUALLY RECEIVED, WE WERE
AFFORDED THE OPPORTUNITY TO GO
TO CHICAGO TO THE P.B.I.S. AFFORDED THE OPPORTUNITY TO GO
TO CHICAGO TO THE P.B.I.S.
LEADERSHIP CONFERENCE. WE TO CHICAGO TO THE P.B.I.S.
LEADERSHIP CONFERENCE. WE
RECEIVED A WEALTH OF INFORMATION LEADERSHIP CONFERENCE. WE
RECEIVED A WEALTH OF INFORMATION
THERE. RECEIVED A WEALTH OF INFORMATION
THERE.
WE ALSO RECEIVED TRAINING, THERE.
WE ALSO RECEIVED TRAINING,
WHICH IS ONGOING SUPPORT ONCE A WE ALSO RECEIVED TRAINING,
WHICH IS ONGOING SUPPORT ONCE A
MONTH THROUGH THE OFFICE OF WHICH IS ONGOING SUPPORT ONCE A
MONTH THROUGH THE OFFICE OF
SPECIAL EDUCATION. MONTH THROUGH THE OFFICE OF
SPECIAL EDUCATION.
WE HAVE A TECHNICAL ASSISTANCE SPECIAL EDUCATION.
WE HAVE A TECHNICAL ASSISTANCE
PERSON WHO GIVES US WEBINARS. WE HAVE A TECHNICAL ASSISTANCE
PERSON WHO GIVES US WEBINARS.
WE THEY OFFER SOME TOPICS THAT PERSON WHO GIVES US WEBINARS.
WE THEY OFFER SOME TOPICS THAT
THEY SUGGEST, AND THEN WE GET TO WE THEY OFFER SOME TOPICS THAT
THEY SUGGEST, AND THEN WE GET TO
CHOOSE THINGS. SO, SOME OF MY THEY SUGGEST, AND THEN WE GET TO
CHOOSE THINGS. SO, SOME OF MY
SCHOOLS I HAVE SOME SCHOOLS CHOOSE THINGS. SO, SOME OF MY
SCHOOLS I HAVE SOME SCHOOLS
THAT THEY ASK SOME TOUGH SCHOOLS I HAVE SOME SCHOOLS
THAT THEY ASK SOME TOUGH
QUESTIONS. THAT THEY ASK SOME TOUGH
QUESTIONS.
SO, WHEN THEY ASK SOME TOUGH QUESTIONS.
SO, WHEN THEY ASK SOME TOUGH
QUESTIONS AND THEY KIND OF STUMP SO, WHEN THEY ASK SOME TOUGH
QUESTIONS AND THEY KIND OF STUMP
ME SOMETIMES, I WOULD GO BACK, QUESTIONS AND THEY KIND OF STUMP
ME SOMETIMES, I WOULD GO BACK,
“MS. PECK, THEY’RE ASKING THIS. ME SOMETIMES, I WOULD GO BACK,
“MS. PECK, THEY’RE ASKING THIS.
MS. PECK, THEY’RE ASKING ” “MS. PECK, THEY’RE ASKING THIS.
MS. PECK, THEY’RE ASKING ”
>>THAT’S THAT TEAMWORK YOU WERE MS. PECK, THEY’RE ASKING ”
>>THAT’S THAT TEAMWORK YOU WERE
TALKING ABOUT.) >>THAT’S THAT TEAMWORK YOU WERE
TALKING ABOUT.)
>>SO, THEN WE WOULD, YOU KNOW, TALKING ABOUT.)
>>SO, THEN WE WOULD, YOU KNOW,
IF MS. PECK CAN’T REALLY OR WE >>SO, THEN WE WOULD, YOU KNOW,
IF MS. PECK CAN’T REALLY OR WE
NEED EXTRA ASSISTANCE, THEN WE IF MS. PECK CAN’T REALLY OR WE
NEED EXTRA ASSISTANCE, THEN WE
WOULD SUGGEST THOSE TOPICS TO NEED EXTRA ASSISTANCE, THEN WE
WOULD SUGGEST THOSE TOPICS TO
AND THEN THEY PROVIDE IT THROUGH WOULD SUGGEST THOSE TOPICS TO
AND THEN THEY PROVIDE IT THROUGH
THE WEBINARS. AND THEN THEY PROVIDE IT THROUGH
THE WEBINARS.
>>AND I KEEP HEARING ABOUT THE WEBINARS.
>>AND I KEEP HEARING ABOUT
STRATEGIES. WHAT ARE SOME OF THE>>AND I KEEP HEARING ABOUT
STRATEGIES. WHAT ARE SOME OF THE
STRATEGIES THAT YOU OFFER THE STRATEGIES. WHAT ARE SOME OF THE
STRATEGIES THAT YOU OFFER THE
SCHOOLS? STRATEGIES THAT YOU OFFER THE
SCHOOLS?
>>SO, PARENT INVOLVEMENT. A LOT SCHOOLS?
>>SO, PARENT INVOLVEMENT. A LOT
OF THE SCHOOLS, THAT’S A MAJOR >>SO, PARENT INVOLVEMENT. A LOT
OF THE SCHOOLS, THAT’S A MAJOR
CONCERN. SO, WE CAN OFFER THEM OF THE SCHOOLS, THAT’S A MAJOR
CONCERN. SO, WE CAN OFFER THEM
WAYS TO GET THEIR PARENTS CONCERN. SO, WE CAN OFFER THEM
WAYS TO GET THEIR PARENTS
INVOLVED GET THEIR PARENTS TO WAYS TO GET THEIR PARENTS
INVOLVED GET THEIR PARENTS TO
SHOW UP. CLASSROOM MANAGEMENT INVOLVED GET THEIR PARENTS TO
SHOW UP. CLASSROOM MANAGEMENT
STRATEGIES, WE CAN OFFER THEM SHOW UP. CLASSROOM MANAGEMENT
STRATEGIES, WE CAN OFFER THEM
STRATEGIES ON USING BEHAVIOR STRATEGIES, WE CAN OFFER THEM
STRATEGIES ON USING BEHAVIOR
SPECIFIC PRAISE. HOW TO ANALYZE STRATEGIES ON USING BEHAVIOR
SPECIFIC PRAISE. HOW TO ANALYZE
THEIR DATA AND IMPLEMENT SYSTEMS SPECIFIC PRAISE. HOW TO ANALYZE
THEIR DATA AND IMPLEMENT SYSTEMS
THAT WOULD CHANGE THE BEHAVIOR THEIR DATA AND IMPLEMENT SYSTEMS
THAT WOULD CHANGE THE BEHAVIOR
THAT THEY WANT CHANGED. THOSE THAT WOULD CHANGE THE BEHAVIOR
THAT THEY WANT CHANGED. THOSE
ARE SOME OF THE STRATEGIES THAT THAT THEY WANT CHANGED. THOSE
ARE SOME OF THE STRATEGIES THAT
WE OFFER. ARE SOME OF THE STRATEGIES THAT
WE OFFER.
>>SO, TAMATHA THEN CAN YOU WE OFFER.
>>SO, TAMATHA THEN CAN YOU
PLEASE GIVE ME AN EXAMPLE THEN >>SO, TAMATHA THEN CAN YOU
PLEASE GIVE ME AN EXAMPLE THEN
OF ONE OF THOSE SPECIFIC PLEASE GIVE ME AN EXAMPLE THEN
OF ONE OF THOSE SPECIFIC
STRATEGIES THAT SHE WAS TALKING OF ONE OF THOSE SPECIFIC
STRATEGIES THAT SHE WAS TALKING
ABOUT. STRATEGIES THAT SHE WAS TALKING
ABOUT.
>>OKAY. SO, FOR EXAMPLE, WE’RE ABOUT.
>>OKAY. SO, FOR EXAMPLE, WE’RE
REALLY BIG ON RESEARCH. AGAIN, >>OKAY. SO, FOR EXAMPLE, WE’RE
REALLY BIG ON RESEARCH. AGAIN,
LIKE I SAID, I’M THE DATA GEEK. REALLY BIG ON RESEARCH. AGAIN,
LIKE I SAID, I’M THE DATA GEEK.
SO, EVEN SOMETHING AS SETTING UP LIKE I SAID, I’M THE DATA GEEK.
SO, EVEN SOMETHING AS SETTING UP
YOUR CLASSROOM SYSTEMS WITH YOUR SO, EVEN SOMETHING AS SETTING UP
YOUR CLASSROOM SYSTEMS WITH YOUR
EXPECTATIONS THAT ARE RELATED TO YOUR CLASSROOM SYSTEMS WITH YOUR
EXPECTATIONS THAT ARE RELATED TO
THE SCHOOL WIDE EXPECTATIONS, EXPECTATIONS THAT ARE RELATED TO
THE SCHOOL WIDE EXPECTATIONS,
BUT ARE MORE SPECIFIC FOR YOUR THE SCHOOL WIDE EXPECTATIONS,
BUT ARE MORE SPECIFIC FOR YOUR
CLASSROOM, WHAT KIND OF POSITIVE BUT ARE MORE SPECIFIC FOR YOUR
CLASSROOM, WHAT KIND OF POSITIVE
ACKNOWLEDGEMENTS ARE YOU GOING CLASSROOM, WHAT KIND OF POSITIVE
ACKNOWLEDGEMENTS ARE YOU GOING
TO HAVE IN THE CLASSROOM. ACKNOWLEDGEMENTS ARE YOU GOING
TO HAVE IN THE CLASSROOM.
WHAT TYPE OF DATA ARE YOU TO HAVE IN THE CLASSROOM.
WHAT TYPE OF DATA ARE YOU
TAKING IN THE CLASSROOM TO WHAT TYPE OF DATA ARE YOU
TAKING IN THE CLASSROOM TO
RECORD THE ATTENDANCE, ETC, WHAT TAKING IN THE CLASSROOM TO
RECORD THE ATTENDANCE, ETC, WHAT
WE TALKED ABOUT EARLIER. ALSO, RECORD THE ATTENDANCE, ETC, WHAT
WE TALKED ABOUT EARLIER. ALSO,
DEPENDING ON THE LEVEL OF THE WE TALKED ABOUT EARLIER. ALSO,
DEPENDING ON THE LEVEL OF THE
TEACHER, THEY MAY SAY CAN YOU DO DEPENDING ON THE LEVEL OF THE
TEACHER, THEY MAY SAY CAN YOU DO
AN OBSERVATION WATCH ME. AND TEACHER, THEY MAY SAY CAN YOU DO
AN OBSERVATION WATCH ME. AND
THEN WE MAY MODEL A P.B.I.S. AN OBSERVATION WATCH ME. AND
THEN WE MAY MODEL A P.B.I.S.
RELATED, WITH CHARLOTTE THEN WE MAY MODEL A P.B.I.S.
RELATED, WITH CHARLOTTE
DANIELSON AND COMMON CORE RELATED, WITH CHARLOTTE
DANIELSON AND COMMON CORE
STANDARDS LESSON PLAN. DANIELSON AND COMMON CORE
STANDARDS LESSON PLAN.
SO, WE’VE MODELED LESSON PLANS STANDARDS LESSON PLAN.
SO, WE’VE MODELED LESSON PLANS
FOR THEM. AND GIVEN THEM SO, WE’VE MODELED LESSON PLANS
FOR THEM. AND GIVEN THEM
STRATEGIES IN THE LESSON PLAN. FOR THEM. AND GIVEN THEM
STRATEGIES IN THE LESSON PLAN.
SO, DO LIKE ROLE PLAY MODELING STRATEGIES IN THE LESSON PLAN.
SO, DO LIKE ROLE PLAY MODELING
HAVE THOSE INDIVIDUALS PRACTICE, SO, DO LIKE ROLE PLAY MODELING
HAVE THOSE INDIVIDUALS PRACTICE,
BECAUSE IT’S REALLY ABOUT HAVE THOSE INDIVIDUALS PRACTICE,
BECAUSE IT’S REALLY ABOUT
PRACTICE UNTIL IT BECOMES BECAUSE IT’S REALLY ABOUT
PRACTICE UNTIL IT BECOMES
ENGRAINED AND NATURAL FOR YOU TO PRACTICE UNTIL IT BECOMES
ENGRAINED AND NATURAL FOR YOU TO
GIVE THAT BEHAVIOR SPECIFIC ENGRAINED AND NATURAL FOR YOU TO
GIVE THAT BEHAVIOR SPECIFIC
ACKNOWLEDGEMENT. GIVE THAT BEHAVIOR SPECIFIC
ACKNOWLEDGEMENT.
SO, THAT’S JUST SOME OF THEM. ACKNOWLEDGEMENT.
SO, THAT’S JUST SOME OF THEM.
I COULD REALLY GO ON. SO, THAT’S JUST SOME OF THEM.
I COULD REALLY GO ON.
>>GO ON! I COULD REALLY GO ON.
>>GO ON!
>>WE’VE ALSO HELPED WE’VE HAD >>GO ON!
>>WE’VE ALSO HELPED WE’VE HAD
TEACHERS COME TO US AND SAY, YOU>>WE’VE ALSO HELPED WE’VE HAD
TEACHERS COME TO US AND SAY, YOU
KNOW, WE CAN’T FIGURE OUT WHAT’S TEACHERS COME TO US AND SAY, YOU
KNOW, WE CAN’T FIGURE OUT WHAT’S
GOING ON AND WE’VE REALIZED THAT KNOW, WE CAN’T FIGURE OUT WHAT’S
GOING ON AND WE’VE REALIZED THAT
THIS STUDENT WAS AN ENGLISH GOING ON AND WE’VE REALIZED THAT
THIS STUDENT WAS AN ENGLISH
LANGUAGE LEARNER. AND P.B.I.S. THIS STUDENT WAS AN ENGLISH
LANGUAGE LEARNER. AND P.B.I.S.
TARGETS ALL SO IT’S NOT JUST LANGUAGE LEARNER. AND P.B.I.S.
TARGETS ALL SO IT’S NOT JUST
PICKING OUT SOMEONE FROM SPECIAL TARGETS ALL SO IT’S NOT JUST
PICKING OUT SOMEONE FROM SPECIAL
ED OR ENGLISH LANGUAGE LEARNER PICKING OUT SOMEONE FROM SPECIAL
ED OR ENGLISH LANGUAGE LEARNER
AND DOING SOMETHING DIFFERENT. ED OR ENGLISH LANGUAGE LEARNER
AND DOING SOMETHING DIFFERENT.
THE “UNIVERSALS” WILL COVER ALL. AND DOING SOMETHING DIFFERENT.
THE “UNIVERSALS” WILL COVER ALL.
HOWEVER, IF THEY NEED ADDITIONAL THE “UNIVERSALS” WILL COVER ALL.
HOWEVER, IF THEY NEED ADDITIONAL
SUPPORTS, WE’RE THERE TO OFFER HOWEVER, IF THEY NEED ADDITIONAL
SUPPORTS, WE’RE THERE TO OFFER
ASSISTANCE TO THE TEACHERS IN SUPPORTS, WE’RE THERE TO OFFER
ASSISTANCE TO THE TEACHERS IN
THE SCHOOL IN ORDER TO HELP THE ASSISTANCE TO THE TEACHERS IN
THE SCHOOL IN ORDER TO HELP THE
BEHAVIOR ISSUES THAT THOSE THE SCHOOL IN ORDER TO HELP THE
BEHAVIOR ISSUES THAT THOSE
STUDENTS ARE HAVING. BEHAVIOR ISSUES THAT THOSE
STUDENTS ARE HAVING.
>>OKAY. I’M GOING TO PUT YOU ON STUDENTS ARE HAVING.
>>OKAY. I’M GOING TO PUT YOU ON
THE SPOT AGAIN. I WANT TO KNOW, >>OKAY. I’M GOING TO PUT YOU ON
THE SPOT AGAIN. I WANT TO KNOW,
CAN YOU GIVE ME AN EXAMPLE OF THE SPOT AGAIN. I WANT TO KNOW,
CAN YOU GIVE ME AN EXAMPLE OF
THE “UNIVERSAL” AND THE 2ND TIER CAN YOU GIVE ME AN EXAMPLE OF
THE “UNIVERSAL” AND THE 2ND TIER
AND THE 3RD TIER JUST SO THAT THE “UNIVERSAL” AND THE 2ND TIER
AND THE 3RD TIER JUST SO THAT
PEOPLE GET AN UNDERSTANDING. AND THE 3RD TIER JUST SO THAT
PEOPLE GET AN UNDERSTANDING.
>>OKAY. OKAY. SO SAY YOU WALKED PEOPLE GET AN UNDERSTANDING.
>>OKAY. OKAY. SO SAY YOU WALKED
INTO MY SCHOOL MY IMAGINARY >>OKAY. OKAY. SO SAY YOU WALKED
INTO MY SCHOOL MY IMAGINARY
SCHOOL, “ABC” WHEN YOU WALKED INTO MY SCHOOL MY IMAGINARY
SCHOOL, “ABC” WHEN YOU WALKED
IN, YOU CAN FEEL THAT IT IS A SCHOOL, “ABC” WHEN YOU WALKED
IN, YOU CAN FEEL THAT IT IS A
WELCOMING ENVIRONMENT AND THAT IN, YOU CAN FEEL THAT IT IS A
WELCOMING ENVIRONMENT AND THAT
IT FOSTERS LEARNING. AND YOU CAN WELCOMING ENVIRONMENT AND THAT
IT FOSTERS LEARNING. AND YOU CAN
SEE THAT BY ALL OF THE IT FOSTERS LEARNING. AND YOU CAN
SEE THAT BY ALL OF THE
EXPECTATIONS. I DON’T LIKE TO SEE THAT BY ALL OF THE
EXPECTATIONS. I DON’T LIKE TO
SAY THE WORD “RULES”, BUT EXPECTATIONS. I DON’T LIKE TO
SAY THE WORD “RULES”, BUT
SOMETIMES THAT HELPS FOR PEOPLE SAY THE WORD “RULES”, BUT
SOMETIMES THAT HELPS FOR PEOPLE
TO UNDERSTAND. SO, THERE’S THE SOMETIMES THAT HELPS FOR PEOPLE
TO UNDERSTAND. SO, THERE’S THE
SCHOOL RULES AND WE TRY TO STAY TO UNDERSTAND. SO, THERE’S THE
SCHOOL RULES AND WE TRY TO STAY
AWAY FROM ANY KIND OF NEGATIVE SCHOOL RULES AND WE TRY TO STAY
AWAY FROM ANY KIND OF NEGATIVE
LANGUAGE LIKE “DON’T”, “YOU AWAY FROM ANY KIND OF NEGATIVE
LANGUAGE LIKE “DON’T”, “YOU
SHOULDN’T”. WE LOOK FOR WHAT DO LANGUAGE LIKE “DON’T”, “YOU
SHOULDN’T”. WE LOOK FOR WHAT DO
I WANT TO SEE. SO, IF YOU WALK SHOULDN’T”. WE LOOK FOR WHAT DO
I WANT TO SEE. SO, IF YOU WALK
INTO THE SCHOOL AND YOU LOOKED I WANT TO SEE. SO, IF YOU WALK
INTO THE SCHOOL AND YOU LOOKED
AT OUR BIG MATRIX, WITH AN INTO THE SCHOOL AND YOU LOOKED
AT OUR BIG MATRIX, WITH AN
EXPLANATION OF ALL THE DIFFERENT AT OUR BIG MATRIX, WITH AN
EXPLANATION OF ALL THE DIFFERENT
BEHAVIORS THAT WE WANT TO SEE IN EXPLANATION OF ALL THE DIFFERENT
BEHAVIORS THAT WE WANT TO SEE IN
EACH LOCATION, “OKAY MS. FORDE BEHAVIORS THAT WE WANT TO SEE IN
EACH LOCATION, “OKAY MS. FORDE
YOU STAY TO LEFT WHEN YOU WALK EACH LOCATION, “OKAY MS. FORDE
YOU STAY TO LEFT WHEN YOU WALK
DOWN THE HALLS.” THEN, WHEN YOU YOU STAY TO LEFT WHEN YOU WALK
DOWN THE HALLS.” THEN, WHEN YOU
WALK DOWN THE HALL, YOU’LL SEE DOWN THE HALLS.” THEN, WHEN YOU
WALK DOWN THE HALL, YOU’LL SEE
THE VISUAL SUPPORT, SO WALK DOWN THE HALL, YOU’LL SEE
THE VISUAL SUPPORT, SO
STRUCTURAL TOOLS THAT REMIND YOU THE VISUAL SUPPORT, SO
STRUCTURAL TOOLS THAT REMIND YOU
TO WALK DOWN THE HALL ON THE STRUCTURAL TOOLS THAT REMIND YOU
TO WALK DOWN THE HALL ON THE
LEFT. I MEAN, I’M GIVING YOU A TO WALK DOWN THE HALL ON THE
LEFT. I MEAN, I’M GIVING YOU A
VERY GENERIC EXAMPLE. WHICH LEFT. I MEAN, I’M GIVING YOU A
VERY GENERIC EXAMPLE. WHICH
COMES TO MIND THAT EVEN AS VERY GENERIC EXAMPLE. WHICH
COMES TO MIND THAT EVEN AS
ADULTS, WE NEED VISUAL SUPPORTS COMES TO MIND THAT EVEN AS
ADULTS, WE NEED VISUAL SUPPORTS
AND INSTRUCTURAL TOOLS IN OUR ADULTS, WE NEED VISUAL SUPPORTS
AND INSTRUCTURAL TOOLS IN OUR
EVERYDAY LIVES. FOR EXAMPLE, AND INSTRUCTURAL TOOLS IN OUR
EVERYDAY LIVES. FOR EXAMPLE,
WHEN WE GO TO THE DOCTOR’S EVERYDAY LIVES. FOR EXAMPLE,
WHEN WE GO TO THE DOCTOR’S
OFFICE, MOST OF THE TIME, WE’RE WHEN WE GO TO THE DOCTOR’S
OFFICE, MOST OF THE TIME, WE’RE
WALKING IN WITH OUR CELL PHONES OFFICE, MOST OF THE TIME, WE’RE
WALKING IN WITH OUR CELL PHONES
IN OUR HANDS OR TEXTING WALKING IN WITH OUR CELL PHONES
IN OUR HANDS OR TEXTING
>>GUILTY. IN OUR HANDS OR TEXTING
>>GUILTY.
>>YEAH. SO AND WHAT DO YOU SEE>>GUILTY.
>>YEAH. SO AND WHAT DO YOU SEE
WHEN YOU GET UP TO THE COUNTER? >>YEAH. SO AND WHAT DO YOU SEE
WHEN YOU GET UP TO THE COUNTER?
A BIG, RED CIRCLE WITH A LINE WHEN YOU GET UP TO THE COUNTER?
A BIG, RED CIRCLE WITH A LINE
THROUGH IT, “NO CELL PHONES”. A BIG, RED CIRCLE WITH A LINE
THROUGH IT, “NO CELL PHONES”.
SO, THAT’S A REMINDER NOT TO USE THROUGH IT, “NO CELL PHONES”.
SO, THAT’S A REMINDER NOT TO USE
A CELL PHONE. WE KNOW NOT TO USE SO, THAT’S A REMINDER NOT TO USE
A CELL PHONE. WE KNOW NOT TO USE
A CELL PHONE, BUT WE NEED A A CELL PHONE. WE KNOW NOT TO USE
A CELL PHONE, BUT WE NEED A
REMINDER, JUST LIKE THE STUDENTS A CELL PHONE, BUT WE NEED A
REMINDER, JUST LIKE THE STUDENTS
NEED A REMINDER. SO, THAT’S SOME REMINDER, JUST LIKE THE STUDENTS
NEED A REMINDER. SO, THAT’S SOME
OF THE WAYS THAT NEED A REMINDER. SO, THAT’S SOME
OF THE WAYS THAT
>>THAT’S THE UNIVERSAL ONE.) OF THE WAYS THAT
>>THAT’S THE UNIVERSAL ONE.)
>>THAT’S THE UNIVERSAL ONE. SO,>>THAT’S THE UNIVERSAL ONE.)
>>THAT’S THE UNIVERSAL ONE. SO,
EVERY LOCATION, EVERY SETTING IN>>THAT’S THE UNIVERSAL ONE. SO,
EVERY LOCATION, EVERY SETTING IN
THE SCHOOL. AND WHAT THEY DO IS EVERY LOCATION, EVERY SETTING IN
THE SCHOOL. AND WHAT THEY DO IS
YOU DEFINE THE BEHAVIOR. SO, THE SCHOOL. AND WHAT THEY DO IS
YOU DEFINE THE BEHAVIOR. SO,
WHAT DOES PAYING ATTENTION AND YOU DEFINE THE BEHAVIOR. SO,
WHAT DOES PAYING ATTENTION AND
LISTENING IN THE CLASSROOM LOOK WHAT DOES PAYING ATTENTION AND
LISTENING IN THE CLASSROOM LOOK
LIKE? SO THEN, YOU COULD DO YOU LISTENING IN THE CLASSROOM LOOK
LIKE? SO THEN, YOU COULD DO YOU
COULD HAVE A LOT OF FUN WITH IT. LIKE? SO THEN, YOU COULD DO YOU
COULD HAVE A LOT OF FUN WITH IT.
YOU COULD HAVE THE STUDENTS COULD HAVE A LOT OF FUN WITH IT.
YOU COULD HAVE THE STUDENTS
MODEL AND ROLE PLAY. OR THERE YOU COULD HAVE THE STUDENTS
MODEL AND ROLE PLAY. OR THERE
HAVE BEEN SOME SCHOOLS THAT HAVE MODEL AND ROLE PLAY. OR THERE
HAVE BEEN SOME SCHOOLS THAT HAVE
THE TEACHERS MODEL THE POOR HAVE BEEN SOME SCHOOLS THAT HAVE
THE TEACHERS MODEL THE POOR
BEHAVIOR AND THE KIDS HAVE A THE TEACHERS MODEL THE POOR
BEHAVIOR AND THE KIDS HAVE A
GREAT TIME WITH THAT, AND MAKING BEHAVIOR AND THE KIDS HAVE A
GREAT TIME WITH THAT, AND MAKING
FUN AND LAUGHING. AND THEN THEY GREAT TIME WITH THAT, AND MAKING
FUN AND LAUGHING. AND THEN THEY
SAY, “WELL, HOW SHOULD WE ACT?” FUN AND LAUGHING. AND THEN THEY
SAY, “WELL, HOW SHOULD WE ACT?”
AND THEN THE STUDENTS ARE SAY, “WELL, HOW SHOULD WE ACT?”
AND THEN THE STUDENTS ARE
ACTUALLY TELLING THEM, “WELL, AND THEN THE STUDENTS ARE
ACTUALLY TELLING THEM, “WELL,
YOU SHOULD ACT LIKE THIS.” SO, ACTUALLY TELLING THEM, “WELL,
YOU SHOULD ACT LIKE THIS.” SO,
THERE’S A LOT OF DIFFERENT WAYS YOU SHOULD ACT LIKE THIS.” SO,
THERE’S A LOT OF DIFFERENT WAYS
THAT YOU CAN TEACH AND RE-TEACH THERE’S A LOT OF DIFFERENT WAYS
THAT YOU CAN TEACH AND RE-TEACH
BEHAVIOR. SO, YOU TEACH THEM THE THAT YOU CAN TEACH AND RE-TEACH
BEHAVIOR. SO, YOU TEACH THEM THE
EXPECTATIONS IN EACH LOCATION. BEHAVIOR. SO, YOU TEACH THEM THE
EXPECTATIONS IN EACH LOCATION.
SO, A ROLLOUT COULD LOOK LIKE, EXPECTATIONS IN EACH LOCATION.
SO, A ROLLOUT COULD LOOK LIKE,
FOR THE STUDENTS, IS A SO, A ROLLOUT COULD LOOK LIKE,
FOR THE STUDENTS, IS A
STUDENT-LEAD ONE WHEN THEY’RE FOR THE STUDENTS, IS A
STUDENT-LEAD ONE WHEN THEY’RE
VERY FAMILIAR WITH ALL THE STUDENT-LEAD ONE WHEN THEY’RE
VERY FAMILIAR WITH ALL THE
EXPECTATIONS AND THEY CAN VERY FAMILIAR WITH ALL THE
EXPECTATIONS AND THEY CAN
DEMONSTRATE IT BY MODELING, BY EXPECTATIONS AND THEY CAN
DEMONSTRATE IT BY MODELING, BY
PUTTING ON A LITTLE SHOW OR A DEMONSTRATE IT BY MODELING, BY
PUTTING ON A LITTLE SHOW OR A
PLAY OR YOU KNOW. OR BY PUTTING ON A LITTLE SHOW OR A
PLAY OR YOU KNOW. OR BY
TEACHERS, YOU KNOW, HAVING A PLAY OR YOU KNOW. OR BY
TEACHERS, YOU KNOW, HAVING A
LITTLE FUN WITH IT TOO AND TEACHERS, YOU KNOW, HAVING A
LITTLE FUN WITH IT TOO AND
SHOWING THE POOR BEHAVIOR AND LITTLE FUN WITH IT TOO AND
SHOWING THE POOR BEHAVIOR AND
THE GOOD BEHAVIOR AND SAYING SHOWING THE POOR BEHAVIOR AND
THE GOOD BEHAVIOR AND SAYING
WHICH ONE. SO, THERE’S A LOT OF THE GOOD BEHAVIOR AND SAYING
WHICH ONE. SO, THERE’S A LOT OF
DIFFERENT THINGS YOU CAN DO WITH WHICH ONE. SO, THERE’S A LOT OF
DIFFERENT THINGS YOU CAN DO WITH
THE SCHOOLS. BUT, THAT’S KIND OF DIFFERENT THINGS YOU CAN DO WITH
THE SCHOOLS. BUT, THAT’S KIND OF
THE SHORT SUMMARY OF IT. THE SCHOOLS. BUT, THAT’S KIND OF
THE SHORT SUMMARY OF IT.
>>OKAY. WELL, I APPRECIATE THAT THE SHORT SUMMARY OF IT.
>>OKAY. WELL, I APPRECIATE THAT
AND THEN I JUST WANT TO SAY THAT>>OKAY. WELL, I APPRECIATE THAT
AND THEN I JUST WANT TO SAY THAT
P.B.I.S. IS SOMETHING THAT IS SO AND THEN I JUST WANT TO SAY THAT
P.B.I.S. IS SOMETHING THAT IS SO
NEW. I MEAN PEOPLE THEY HEAR IT, P.B.I.S. IS SOMETHING THAT IS SO
NEW. I MEAN PEOPLE THEY HEAR IT,
BUT THEY DON’T KNOW WHAT IT IS. NEW. I MEAN PEOPLE THEY HEAR IT,
BUT THEY DON’T KNOW WHAT IT IS.
SO, I APPRECIATE YOU GUYS TRULY BUT THEY DON’T KNOW WHAT IT IS.
SO, I APPRECIATE YOU GUYS TRULY
COMING HERE AND EXPLAINING TO US SO, I APPRECIATE YOU GUYS TRULY
COMING HERE AND EXPLAINING TO US
WHAT IT’S ALL ABOUT. BUT, IT COMING HERE AND EXPLAINING TO US
WHAT IT’S ALL ABOUT. BUT, IT
LOOKS LIKE OUR HALL PASS HAS WHAT IT’S ALL ABOUT. BUT, IT
LOOKS LIKE OUR HALL PASS HAS
EXPIRED AND THAT’S ALL THE TIME LOOKS LIKE OUR HALL PASS HAS
EXPIRED AND THAT’S ALL THE TIME
WE HAVE FOR TODAY. I WANT TO EXPIRED AND THAT’S ALL THE TIME
WE HAVE FOR TODAY. I WANT TO
THANK MY GUESTS FOR YOU KNOW WE HAVE FOR TODAY. I WANT TO
THANK MY GUESTS FOR YOU KNOW
JUST COMING AND SHOWING UP AND THANK MY GUESTS FOR YOU KNOW
JUST COMING AND SHOWING UP AND
TELLING US ALL ABOUT P.B.I.S. JUST COMING AND SHOWING UP AND
TELLING US ALL ABOUT P.B.I.S.
BUT, IT’S TIME TO GO AND I’LL TELLING US ALL ABOUT P.B.I.S.
BUT, IT’S TIME TO GO AND I’LL
SEE YOU NEXT WEEK ON HALL PASS!

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