PBIS: More Than Just an Acronym About Behavior

In this episode, PBIS Coordinator Kimberly Davis explains the importance of Positive Behavioral Interventions and Supports (PBIS) and its role as one of the district's "Big 4" initiatives. Kimberly discusses how PBIS fosters positive school environments, clears up common misconceptions, and highlights its impact on student outcomes. She shares success stories from Friendswood ISD, the role of staff and parents in PBIS success, and recent innovations in behavior analysis that are shaping its implementation. This episode offers valuable insights into the district's efforts to improve behavior and school culture.

Transcript

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Speaker 1 Two. You said you're going to a party, are you? Are you leaving? Is it this weekend? Yes. Oh, my gosh. Tell me. Tell you. Tell me about. Speaker 2 That. Yeah. So we're going to make we're going to Acadia National Park. Unknown 24 hours will start its around this time last year to Boston. Speaker 1 My my best friend, she's in a Ph.D. program just finishing up in May, Boston College. So flew in, saw her, spent a little time in Boston, and then we drove over to Bar Harbor, did Acadia. And it was I mean, was just fabulous. I loved Acadia. One recommendation for sure is we did this sunrise. It's the first sunrise to hit the United States, and it's on Cadillac Mountain. Speaker 1 I think you have to I'm pretty sure you have to enter like a lottery to to be able to get entrance because they only allow up to a certain amount of people in there. If I'm remembering correctly, I've also done several hikes like I know you have, so I could be confusing that. But I'm almost positive we had to do a lottery to get in and it was freezing cold. Speaker 1 We were bundled up, It was super windy, but it was spectacular and it's just over the water. And I mean, it's it's fabulous. It's you all have the best time. Speaker 4 And I still enjoy the weather. I'm sure it'll be so much cooler than here. Speaker 2 I'm actually open to that. Yes. Speaker 1 Oh, my gosh. I know. I feel like I mean, it's always hot here, but like, we're almost to October and I don't feel like we've had really the cold snap like we had waiting. Speaker 4 For the crisp fall here. It has not happened yet. Speaker 1 Like we've celebrated like when it's gotten to like 85. Speaker 4 Really, that's crisp fall and here. Speaker 1 It really is. Speaker 2 So, you know, you start making the soup. Speaker 1 Yeah. Speaker 4 Yes. When we start making the soup. Speaker 1 I know, I know. Super so cozy too. I love. I just love all of the fall vibes really. This time of year I read something. It was like all of the birds. So I love all of the bird months. So September, October, November, December. Those are just the best. I love everything from now through Christmas. It's it's nothing like it. Speaker 1 And I like. Speaker 4 It because it means a lot of soup. And I love you. Yeah. That's whenever I get it in taxes and the in the birds. Speaker 1 And the birds and the birds and we don't, we don't really get a lot of the traditional bird experiences here. Right. But they do there. So you're going to get to see all of those cause Now is this your first time going to the northeast. Speaker 2 To that part? Definitely, yes. I'm so excited. Speaker 1 Yeah. Last year was my first time. My parents have fallen in love with New Hampshire and they have gone back multiple times to a town I think it's called Jackson is where they stay, but they I mean, they just love it because it's everything up there so charming. You know, even when we went, we went to they have like wild pumpkin patches and they have apple orchards there. Speaker 1 Definitely. You should try to go to an apple orchard and pick your apples. Speaker 2 Oh, that would be so fun. Speaker 1 It's and they're so good, like fresh off the tree. Oh, my gosh. It's just everything is so charming. I just love it. I love some. Speaker 4 Photos because I'll be asking you about it when you. Speaker 2 Go. I definitely will. Speaker 4 And that's what I always ask people to see is pictures. And they're always like, Well, I was too busy having fun, which is good seeing pictures, but I'm like, I want pictures. Speaker 1 Oh, now see, I'm like, I capture which. Hello? Like, look at my earlier thought. Speaker 2 Yeah, you're exactly mentre. Speaker 1 I'm the documentary that's I'm literally working in this field where I document everything. So it's it's definitely seeped over into my life, but I feel like I go back and so I do I do a trip video pretty much for everything. Now I'm thinking about it. Actually. I don't think I've ever posted my trip video from Europe, but I did have a reason why for a while, right? Speaker 1 I did tell that was the way I'm having a baby. By the way, I don't I told the podcast just so we just kind of an L.A. sighting. Unknown You. Oh, that's that's how we told my. Speaker 1 Parents was we we showed them our trip video and we ended it with we just had this trip was the adventure of a lifetime. But the real adventure like did little did we know I was about to begin, so I, I didn't post it for long, so we just shared that news like two weeks ago. Speaker 4 Comes. Speaker 1 Us. I know. So it's. Speaker 4 Coming fast. Speaker 1 It's already. I know. Hit the halfway point. 20 weeks as of Monday. So, so wild. But anyway was so excited. Now I know I'm like I'm just overjoyed. I can't even express. But with that we'll go into our into our introduction now. Welcome to season four Episode four of Friendswood Isd's the podcast with Kelsey Goals. Speaker 4 And Sophia Island Tor. Speaker 1 We're excited to have you join us today as we dive into all things FISA. You share updates, stories and insights from around our district, whether you're a student, parent, teacher or community member. We're so glad you're tuning in. Today we are joined by the lovely, fabulous in every way possible PBIS coordinator Kimberly Davis. Speaker 2 Thank you. Speaker 4 I that I've lost you. Yeah. Speaker 1 So I just have to say, like for anyone listening, Kimberly Davis is one of my all time favorite people in this district. Like, literally have loved you since the beginning. You just have this warmth that I think I've always just been very, very drawn to you. Whenever I started coming to our district leadership team meetings, I was not yet in a leadership role at that point. Speaker 1 So I think it was very intimidating walking into that environment and you were so welcoming in that. And I just remember that warmth like meant so much to you. And I had already loved you before then, but like, that was extra special because you don't always get that. People don't think about, you know, some of those. Speaker 4 It means a lot when you're just starting out somewhere and to have someone that is like that. Speaker 1 Exactly. So I just adore you in every way. Speaker 2 And thank. Speaker 1 You. Yeah. I'm so glad. I'm so glad you're in our building now, because used to be over here at the annex. Right. And now here. You're right by the bathroom. And it's. Speaker 4 Prime location. Speaker 1 Prime location for conversation, literally. It really is. Yeah. And your office was actually the office I started in. Oh, I was only in there for, like, a month. Speaker 2 Okay. Speaker 1 Whenever. When I first came in, I don't even know that I was like, officially, like my official start date was August one, but I started coming in in July, and that's where we were. And then they did like a whole everyone kind of moved around. So I was in there for about a month and I had all of those bathroom conversations too. Speaker 4 MM Yeah. Wonderful way to meet someone for the first time. I mean. Speaker 1 It kind of. It's like the people are going to the restroom all day. Speaker 4 By the break room for, for those that don't know. So, so. Speaker 1 You, we eat lunch in there every day and you probably hear us. I love it. Oh, my gosh. We laugh so much. Speaker 2 Yeah, That's the best part of the day. Speaker 1 Oh, really? Oh, my God. We caught up. Speaker 4 With this list of things we talk about everyday. Yeah. Speaker 1 I know. Like, we can't stay focused on a single subject like it. I think there's some the. Speaker 4 Train of thought. Just go left, right down, right. Speaker 1 Nothing ever finishes. So we're sorry if we disturb in any way. That is not the intention. Well, good. Well, yeah. So one of the things that I want to share really quick, just because I think it's such a cool thing, is you are super into hiking and when you turned 50, you did something really cool. So you want to tell us you and tell us about that? Speaker 1 Yeah. Speaker 2 So like when I turned 50, I'm like 50 is like half of a century, right? So like, what am I going to do that's going to be so fun? And I'm like, this is some way that I can get my husband to be on board with hiking and going other places. So I'm like, We're going to do 50 hikes for the 50th year. Speaker 2 So we did. And it was just amazing. It ended up being the year of COVID, but we still got them in. And I even think that that helped because it gave us some ability to be able to like go places just on a whim and really cheap flights as well. Speaker 4 Absolutely not be trapped behind four walls for a year. Yeah. Yeah. I was kind of making me crazy. Yeah. I should have been hiking. Yeah, exactly. Speaker 1 Yes, you. I mean, during that time, you had to. I think you had to get out of the house like it was. Oh, I was miserable. So. And then to be out in Egypt like I was, I think the reason I love being in the mountains so much is that's where I fell The closest to God. Yes, exactly. Speaker 1 Yeah. You. You feel so small in the most beautiful way, right? You know, And you're just surrounded by his crush. I just. I just love it. Speaker 4 It's a very spiritual experience. Very much. Speaker 1 So. Speaker 4 Very, like, cathartic as well. Like getting to the top of or the end of whatever hiking is. Just like, that's my therapy. Speaker 1 Yeah. No, it really there is. I love like, Shaun hates it, but I love going on like all trails, like when scouting out which hike to do, I will pretty much skip over any hike. This is easy. We need it at least moderate. But I do like difficult and I like a challenge because then when you do finish it, you do, right? Speaker 2 It's true. Speaker 1 Yes. Good. So good. Speaker 4 Yeah. I zero in on easy. That sounds perfect for me. And it's still a challenge. Speaker 2 But it depends. Also, just so you know, on the areas in the country where easy is, like, easy here is not right. Same as easy in the Rocky Mountains. So, like, don't go on an easy hike in the Rockies. That would be easy here because it it does not. Speaker 1 Equal no for. Speaker 2 Ultra. Speaker 1 Oh Charles Oh definitely. And just like a lot the elevation change breathing like that is one of the hardest things which is like the oxygen like oh, like I'm getting I'm getting worn out faster for that for that reason. But it's so I just still love it. I still love it now, I will say is like someone who is also in lover of hikes we we went based on your recommendation so Yellowstone Grand Tetons and then Stanley Idaho of all places little hidden gem in the United States. Speaker 1 And I mean I just I loved that trip. I loved the hikes. I loved everything about it. And I loved I really one of my favorite hikes of all time is Zion Indoor uniform. Yes. My I dragged my mom on that one with me. And she she was a trooper. She did it. She's awesome. But there was also, like I will say this to like, shout out to this man who was doing that hike at the same time, he had a weighted vest on and ran the whole thing. Speaker 2 I've seen I've seen people run Zion's landing and Walter's Wiggles, and I'm like, How are you running up Walter's Wiggles? Like, it's crazy. Speaker 1 It's. It's crazy. It's crazy. Speaker 4 Well, mountain bike up it and be hopping with the bike. And I'm just like, no, I can barely catch my breath. And I'm walking at a snail's. Speaker 1 Pace, right? No, it's. It's so impressive. I'm like, he must have been, like, military or something, because, like, this man was, like, not human, but no one. So I have so many hikes. I love Switzerland. This summer when we went was like, incredible. Which I know they're known for their their beautiful hiking. We did this called Stu's Ridge, so we literally hiked to the ridge of this mountain. Speaker 1 And you have panoramic views the whole time. Unbelievable. Speaker 2 I give you sounds amazing. Speaker 1 You all like you just because of your level of appreciation for all that. Like that is the one I would recommend. Like making it happen at some point because it is just I mean, it's just incredible. Incredible. But we have so many beautiful places here, right? Like in the United States. Like I'm a firm believer of that, too. Speaker 1 But it was just a unique kind of unique experience. You have to take a ski lift to even get it. Sounds amazing. Yes. And like there's just roaming cows below you and they all have cowbells on. So it's just like the jingle of the cowbells that, I mean, enchanting. It's awesome. Speaker 4 I mean, how can you not be enchanted? Field full of cows and. Speaker 1 Rain. Speaker 4 Switzerland. Speaker 1 Around you, right? No, it's. It was awesome. So you. You would appreciate that more than the average person Do I think it was incredible. Speaker 4 No doubt. I will definitely be coming to you, too, for questions and for you all to refer me to hikes around the world. Yeah. Speaker 1 Kimberly probably is a lot better when she's going to leave. Speaker 2 Places have not been to Switzerland, so. Speaker 1 Well, I would not have been able to say that up until this summer's maybe it's been somewhere like I've seen videos like roll up on Facebook for a year and I'm like, Oh, one day we've got to go, We've got to go. And then it was just like, We're going to make it happen. Like we're going to go. Speaker 1 We're going to do it. And so we did and it was great. Speaker 4 We'll get there Monday. Speaker 2 Yes. Speaker 4 All right. Only is Kimberly like a travel coordinator kind of with all of these different hikes and recommendations, But she's also the PBIS coordinator for FSD. For those unfamiliar with PBIS. Kimberly, could you explain what it is and why it's such an important framework? Speaker 2 Yeah. So PBIS is positive behavior supports and initiate as an supports, and it's really just like a proactive support system for our teachers. And our teachers are already like doing such amazing things. But how are we making it like systematic across the district for our teachers to be able to have that knowledge and learning? On implementing these supports? Speaker 2 And so really it's just a framework. It's not a new curriculum, it's not anything like this big thing that we're going to push out and that is is cumbersome. It's really just a framework and our teachers and staff are already doing the hard work. It's just really kind of about systematizing that framework and just being making sure that that proactive piece is happening and it's really supporting our students in that social, emotional and then social emotional way that really feeds into that academic piece because we have to have that social emotional piece before we can get the academic piece. Speaker 2 And like that is capturing kids hearts, right? Is like we have to have that piece before we can really dig in to that academic piece. And where students feel like they can feel safe and supported in classroom and have an environment to learn. Speaker 1 Absolutely. And and this is something just increased behavioral issues is something I think all educators have seen really since COVID. So this is not a unique thing to friends or this is not a unique struggle, but it is definitely something we wanted to address this this year. We actually have four main initiatives. We're calling them the big four. Speaker 1 They are average daily attendance, shared ownership, authentic learning, and then PBIS and they came from a survey that was sent out to staff in the spring where we identified the need for more just behavioral interventions and some learning and support with that. So I think it was I just think it was a great way to acknowledge that these are the needs. Speaker 1 I think these are going to be our focus points based on teacher feedback. So how are you? I mean, this literally is a new role, right? So this was a role was created to help address this. Speaker 2 Yes. Speaker 1 Can you talk a little bit about that? Speaker 2 Yeah. So really, like, we really wanted to focus on giving that empowerment to teachers who are asking for those supports. And so how do we make that happen and really focusing on what the framework is and we want to help those provide that positive environment in the schools where the expectations are clear, where the students and staff feel supported and really focusing on behaviors like minor behaviors before they escalate into bigger behaviors. Speaker 2 And I think that's where teachers want that learning. And so how can we give that learning and that like professional development to our staff where they feel like they are empowered to just deal with some of those behaviors that we're seeing now that we may not have seen before? Our kids are coming like with different behaviors than we've seen in the past. Speaker 2 And so we're changing and we have to have that changing environment to address the environment at school. And so that is our job to help support our staff and really like is supporting our students and what their needs are. Speaker 1 Right. And I think I mean, that's just an important thing to remember, is everything we do is about kids. So our staff are obviously like we should all pretty much be in it because we love we love children and we want to help children and we acknowledge that they are the future. But everything we do, it's student centered. Speaker 1 It's what's best for kids. So even in times of of change, which can be hard or adopting new language or whatever, to to address some of these issues, like we're always going to do what's best for kids first and foremost. And I think I think that's why people get into education, too, is we have this shared understanding that that's what's important. Speaker 2 Right. Speaker 4 And I think another good thing that you mentioned is setting these kids up for success, starting with like the environment that they're learning in and making sure that it is productive and to the way that they work. And I know last week we talked about with Jamie and to see some of the interventions they've been able to do to kind of specialize with each child and how they work. Speaker 4 But those classrooms are very different because the ratio of student to teacher is different. And the classrooms we're talking about today are regular classrooms with lots of students and only one classroom teacher. So what would you say are some of the some of the language, like you had said, Kelsey, are some of the interventions that they use in those regular classrooms? Speaker 2 Yeah. So it's really supporting those students. Right. And so one of the things that like we've talked about as PBIS teams is like elementary. Some of the classrooms are self-contained, so they are not switching, but some do switch and some classes. Then as they get higher, they there might be three teachers at the junior high and high school. Speaker 2 There's up to seven teachers. And so each classroom, each teacher is doing great job in their classrooms, but then they go to the next classroom and there might be different expectations. And so in every classroom, we want to have those consistent expectations across the board so that students know exactly what is expected, what the be expected behaviors are. Speaker 2 So they're not going into the next classroom and then pushing boundaries to find out where the expectations are. And so we're using like clear and concise language. We're using the same expectations across the campus so that they know exactly what's happening. And we're using that framework of like supporting visuals so that they can see what the expectations are. Speaker 2 And we're using like the same language so that it will be consistent for our kiddos. And then it's also hopefully kind of taking that some of that work that teachers would be prepping because it's going it was just consistent. And so there is the framework. The PBIS teams are doing such a great job pushing out like visuals and what those would look like. Speaker 2 And so it hopefully it's taking a little bit off of the teacher's plate as well. Speaker 1 Absolutely. And I think it just creates a more equitable environment for our students. Kind of like what you said and just having that consistency. I think in general, students, kids in general thrive off of consistency, expectations, discipline, you know, So I think just kind of setting that up. And I do think it's important to note, too, this is this is grounded in so much research. Speaker 1 This is not something that's being pulled out of the blue. There is not words or signaling. That's just made up because it sounds or looks cool, right? Like it's it's super grounded. Speaker 2 Yes. Every thing that we are doing is evidence based practices. So it's we're not coming up and saying, oh, this might be something good to try. We know that it's been tried and the data proves that it's effective. And so when we're implementing it with Fidelity, we're hopeful to see some changes in the classroom. And really like when we're looking at interventions, we're looking at the consistency. Speaker 2 And that like that behavioral piece is going to really affect all of our students. And it's really a tiered support. And so then what if it doesn't like what if we still have kiddos struggling? Then we're looking at Tier two and Tier three interventions. So when we're looking at interventions, tier one is like all students. Tier two is some students, and then tier three is few students. Speaker 2 So we're looking at all, few are some and few. And then what those interventions, those specific interventions in Tier two and Tier three, really digging into the data and like what interventions are going to be most supportive for their students, a function of behavior. Speaker 1 Absolutely, Because if there are massive behavioral issues, it's distracting. And the academics are going to are going to suffer as a result. Right. So, like, to address these these needs, it's vital. And just for the teacher and the classroom management, all of those things like they have hard jobs, like our teachers have very hard jobs. They have a lot of expectations. Speaker 1 There are so many things they are being asked to do beyond just teaching curriculum. Right. So I think just providing this additional level of support in education is nothing but helpful for them. Speaker 2 And teachers are all the teachers are already doing like amazing hard work. Speaker 1 Yeah. Speaker 2 They are doing the hard work and the district is like Ben, I feel like a leader in this area where we are making sure that our students are having social emotional learning in the classroom. And then how is that reinforced? Like it's direct instruction with social emotional learning, which is like so important. It's not like I'm going to have a different viewpoint than a dyslexia teacher or like a math teacher. Speaker 2 But my viewpoint is like this social emotional learning is like the most important piece. And then the other piece will come. And so like that is that is definitely my soapbox. And the district has been so good about that social emotional learning in the classroom that direct instruction. And then teachers can refer back to like, Hey, what was the lesson this week on like, can we focus back on this social emotional piece? Speaker 2 And it really supports that PBIS framework. Speaker 1 Absolutely. And this isn't new. Speaker 2 Why not new? Speaker 1 Right. It's not new. And this is a big push right now. But we've had a focus on social emotional. Exactly. The foundation of our district itself really has been based on character. So we we do a character education that has been from the beginning, right. Speaker 4 From like I see it at Westwood or yeah, they have that little character pledge every. Speaker 1 Day. Yes, they do their character pledges. They have different bills, They do bills, morning meetings, like there's always the junior high. They have. Speaker 2 Connections. Speaker 1 Connections. I know I still call impacts. I know this is like years ago that was called impact, but connections. I mean, this has been a central focus. So again, it's not anything new. I just think we took just feedback from that staff survey and and tried to identify where we can help fill gaps even more and have conversations a little bit more openly. Speaker 1 Now, what would you say are some common misconceptions about PBIS that you often encounter? Speaker 2 So really, I feel like the language PBIS is so positive, but then from that language there might be a mistaken conception that PBIS is just about rewarding students. And that is not the case. PBIS is having systems in place to support students, and it's not just about rewards. And we definitely want to focus on positive language with our students when we're using positive reinforcement to change behavior that science tells us, that that creates longest lasting behavior change. Speaker 2 And so why wouldn't we focus on the positive, like we can't consecrate ourself out of that behavior? So PBIS, that's another maybe misconception, is that PBIS doesn't have consequences, and it definitely does. But we do know that that the positive reinforcement works better than like the punitive. Absolutely. And punitive is different than consequences. Like we can have consequences that teach behavior. Speaker 2 And so, like, our behavior is either rule bound or contingency bound, and so are some of our kids are just going to do it because they follow the rules. But some of our kids are going to learn from contingencies. And so PBIS is part of that. Like what are what is a consequence, what is a natural consequence for a behavior? Speaker 2 And so I feel like I want to put that myth to bed that it's just about rewards because we really are teaching our students skills that they need. And so what skills are they lacking? Like they might not come to school with some skills. And so then what are we teaching them that comes into that social emotional learning where that like we're teaching whole grass, whole class, social emotional learning. Speaker 2 So it's so important that we understand that it's really we've really want to focus on the positive, but we do like kids, so we're going to teach our students the replacement behaviors so that they then can do it. Speaker 1 Absolutely well, and like I used to well, I played volleyball for ten years and then I coached volleyball and I coached all ages from literally like eight year olds up until high school. And one thing just kind of going through different training and even like being an athlete, playing myself. So volleyball, the only part of the game you have full control over is your serve. Speaker 1 That's the only thing you have control over. Everything else is a reaction to whatever else is happening with other players, what's going on on the other side of the net, whatever. But your serve is the only thing you have that control over. And so with that, there there's a lot of pressure in a sense. And if a coach says right before you serve Domas, your chances of missing actually increase Significa ATLEY Whereas if they say something positive, you've got this or even give you a specific place to serve something to think about. Speaker 1 It's amazing the difference in the statistics on the success. Speaker 2 Of that story. Yes, that is so interesting that you said that because like, that is so true with behavior too. So like, I'm like, that's I'm sure that you that's why you said that is because when we're we're like, okay, we're using that corrective feedback which our students need. They have to have corrective feedback to know what to do. Speaker 2 But if we're saying don't run in the hallway or stop like what does that mean? Stop what? Like, it should really be like this positive language. Hey, I need you to use walking feet in the hallway or Hey, can you get your backpack and put it over here and not just stop? Like, if a student, like, threw the backpack, like, it has to be clear and concise language for our students and our our kids are. Speaker 2 That's the way they're they're learning now is like they need that clear and concise language. Speaker 1 Yes. And that's it is like I think people need to remember these are children, right? They're little. And even an 18 year old is a child. Speaker 2 Yes. I was going to say. Yeah, exactly. Yeah. And high school kids see children. Speaker 1 Yes. Speaker 4 And you're coming from different backgrounds, different families, learning different social and emotional skills sometimes on their own. I'm being torn on. Exactly. Speaker 1 And that's it's like you have to have a little bit more grace for kids and allow, you know, like, we're not it's not babying kids. It's having grace for the fact that they are still developing so much. And you want to you want to instill these positive habits, positive behaviors, so that they can go on to be successful adults. Speaker 1 Right. So that's like we do we need have a little bit more grace, I think, for kids. Even our 18 year. Speaker 2 Old grace. Speaker 1 They're. Speaker 4 Just giving her 25 year old kids. Speaker 1 You know, I to see I think we need to have a lot more grace for adults, too, I'll say, because you never know. Like what somebody has gone through and what they were not taught or tie in like bad habits or good habits or whatever. So we just have grace for people in general. Oh, my goodness. Sorry, I'm going to get off now. Speaker 2 That's like that is so true because I hear a lot of times we hear, is it skill or will? So I'm going to say 99% of the time is going to be skill. It's a deficit. It's a it's a behavior deficit that they haven't learned or there hasn't been consistency with. It's not our kids are not willfully choosing to do things. Speaker 2 And so when I hear a skill or will, I might even that just is kind of I don't like that because it's it's a skill like we need to teach those skills. And if we're seeing something consistently happening, then we need to say, oh, I need to change what I need to do because we can't change kids behaviors. Speaker 1 Right? Speaker 2 We can change our behavior and we can change our environments. We can't say, Oh, I did this for this kid and his behavior changed because of what I did. Like, it is like what he did. Like he it is as it can change our own behavior and set up the environment that is successful for him and give the student the environment and help teach those skills that he needs. Speaker 1 Absolutely. Speaker 4 And I love that. It's like kind of broken down into, like you said, specifically what that student needs based on was it tears. Speaker 1 Right. Speaker 4 And I kind of like that because it is inclusive to all kids from all backgrounds. But could you tell me a little more about like, what the tears are? Speaker 2 Yeah. So the tears are like I said, tier one is those supports that we're doing for all students. So what are we? Some tier one supports would be like Champs and champs are like their explicit expectations in every classroom. It's like, what is our voice level on how're we getting our pencil out of our backpack? How are we walking down the hallway? Speaker 2 What are we doing in the cafeteria after we put our tray down in the lunch line? Like everything is systematic, so there is no wondering like, okay, what do I do now? And that is like, so important for all of our kids, the use of visuals, chants as part of that use of visuals. Like I said, they're positive feedback. Speaker 2 We're hoping like that our students are really are our teachers are really focused on that positive too. Corrective ratios and using that high positive language. And then we're really focusing maybe like on a 4 to 1. So four positives to every corrective and each research has shown that that is what will help with that behavioral change. And so 4 to 1 new research since COVID actually says that it should be even higher. Speaker 2 And so our we're starting at like that initial 4 to 1. And I think as teachers get into like that that brain piece in their own brain, like it just becomes more natural. And so like that higher ratio is just going to naturally come. Speaker 1 Oh, for sure. And that's, I think that's just again, one of those things where change does not happen overnight. And I think there's an understanding of even within the district that like this is this is going to be years long. Right. Right. Implementing right in there. Really? Speaker 2 Yes. For any district like you looking at new like pushing out like this systematic process because I don't want to say it's a new initiative. Speaker 1 No. Yeah. Speaker 2 It's really just about systematizing. And so really, when we're looking at this process, it's really like 3 to 5 years to really work into fidelity. And so there's so much great learning that our staff has done. And like all staff right now, pre-K through 12 has had behavior training, but then we're pulling groups that are having more specialized training. Speaker 2 And so like that's so important for that specialized training to then we had a week ago, How are we able to disseminate that to campuses. Speaker 1 Yeah, well and I actually just heard it was shared in Cabinet and I'm going to leave out any specifics as to not identify any one person. But it was one of our elementary campuses. There was a student who had consistent there were there were a lot of high behavioral issues in the classroom to the point that the teacher was like, I don't I don't know that I want to teach anymore. Speaker 1 Like, I'm literally so overwhelmed, so frustrated that you came in, worked with that teacher, showed her some good strategies, and then the student. So she started implementing it in the student. Actually, they wrote they were writing stories and he wrote his story about his teacher. Speaker 2 Right. Speaker 1 And his love for his teacher. Speaker 2 I really have to say I'm not I really have to say it was the teacher's work and it was. Speaker 1 Really. Speaker 2 Really the administrators supporting that teacher on campus and the teachers. Hard work is really I'm don't want to take any credit at all because it's really that teacher that really dug in to forming that relationship with him. And one of the things like we talked about was one of it. It could be a tier one strategy, it could be a tier two strategy or it could be a tier three strategies. Speaker 2 And like that can happen like a strategy could be any tier. But one of the ones that we talked about with this kiddo is like doing a two by ten, and that would be like four, ten days in a row, 2 minutes and just talking to that kid about anything that he wants to talk about. And it's really just I mean, that's just relationship like building, which our teachers are really good about. Speaker 2 But like then being intentional about it. But that teacher just is amazing. Speaker 1 She's amazing. Speaker 2 And it was her hard work, definitely. And she has said like, this has made her such a better teacher. Speaker 1 That's what I heard. Yes. And that she she's like, this is why I got into teaching like this type of success. This change is why I do what I do. And and so just for that transformation and hello, of course, like it's easy to through those those peaks and valleys, right. Like, and have frustrations. That's totally natural. But I think I know you don't want to give yourself any credit, but the fact that she was still supported and empowered in those moments, that it wasn't just a lost voice. Speaker 1 It is important to note that too. Right? And yeah, she did. She did the hard work. She she was in she was in the battle right in the middle of it. But she she definitely was not written off either. And because of that, she was able to push through a really hard situation. She's a wonderful I yes, I love I love this teacher, someone especially when they shared the story and I heard her name. Speaker 1 I was like, oh, she's just a rock star. I just adore her. Speaker 4 And I think it's really important that not only are students being heard and seen, but the teachers are as well. And if there's something that's not working for this one classroom, you know, to hear that as well as this one teacher. Speaker 1 Yes. Yeah. That like it's like the frustrations are normal, I think like going through like these moments. Of course, I think all of us, whether you're a teacher, any any job you may, where. Speaker 2 Exactly. Speaker 1 You're going to have those moments of frustration of is this really what I'm supposed to be doing? But one thing that special about working with kids is, is you truly can see the impact a lot of times. So just so proud of the work that our staff has done and proud of. Again, even though you don't want any acknowledgment but part of the work that you all have done to support staff as well and empower them with some tools and language and practices that maybe they wouldn't have otherwise, not because of any fault of their own, but just because there's so much that they have to know and do anyway like. Speaker 2 Right. Speaker 4 And maybe some of these, you know, like you said, eventually, hopefully some of this language becomes like kind of second nature to the teachers and it will. But as well as like, you know, the kids are growing up with this language every day. And so hopefully take that same language outside of school, like if they end up with families one day and they end up with kids of their own, that they can use this language that they learned growing up themselves. Speaker 2 Yeah. So kind of piggybacking on that is interesting to look at. Like the elementary campuses, have they started like doing camps last year? Yeah. And so Christina Holt, the AP at the junior high said amazing, absolutely amazing supportive of the students support of this staff in her hard work is just she is so incredible that she has said she can see the fifth graders that had come up this year in sixth grade. Speaker 2 And the work that the elementaries have done and she can see a difference in those kiddos. And so meeting at the junior high the other day, the seventh and eighth graders teachers were saying, well, okay, well, we can't wait for. Speaker 1 Like them to get up to us. Speaker 2 Next year because like, it's when we talk about that systematic process district wide, like that's the change that we're hoping to see. And if, you know, a third grader going to fifth grade, going to seventh grade, like it's going to be the same expectations, Right. And so it's that is so supportive to our students. Speaker 1 And, you know, we're we're a small district, which I love. I love that we have few schools. I feel like is able to we're able to build a community in a way that maybe other districts just don't have the ability to do. But one thing is, you know, we do have kids now coming from three different campuses from fifth grade, right? Speaker 1 So no matter what, they're all feeding into one junior high, right? And then they're all feeding into one high school. So it's just they have some of those equitable practices when they are in elementary, intermediate. I think it would naturally make that transition into a singular school easier, right? Mm hmm. Yeah. No, it's I think it's awesome. I think it's awesome what y'all are doing. Speaker 1 It's great work. Speaker 4 You are doing a great job of it, too. Well, what would you say are some of the challenges with implementing this in schools today? Speaker 2 So really, I feel like having that collective ownership is going to be like so important. I don't know if I'd call it a challenge. I just want to say that it's like so important for having that collective ownership with our support staff, our teachers, our administrators, like so everyone, just like we're saying for our students, being consistent. But every one of like our staff members like that collective ownership and and are sounding like it's one of the big four. Speaker 2 And it's not something it's not this new initiative, this new curriculum, like I said, and like sometimes like we cycle through those like this isn't going away, right? And so I feel like that, yeah. Just knowing that we know that this is going to be a process 3 to 5 year process, like I said, but it's not going away and it's really supporting our students and our staff. Speaker 1 Absolutely. Speaker 2 Making sure that that collective ownership is there. Speaker 4 And ending. That's a big reason Also why we wanted to do the episode today with you was to kind of like bring awareness of this initiative, not that it's new, but just that it's still here and we still want to be implementing this on a daily basis and maybe not even necessarily in schools, but also at home. Mm. Speaker 4 For those of parents listening, well, what are some ways you would say that the parents could implement this at home? Speaker 2 So I would say that it would be important for parents to know what those expectations are in their classrooms and on campuses so that they can reinforce those expectations at home and maybe some of the same language. Like I said, that that language is important. And like sometimes our kids, like, are pushing boundaries to see where that boundary ends. Speaker 2 And so whether it's at home or whether it's at school like it, they should be similar. And not that we're telling parents how to parent, Right? Well, but when there's a drastic change in behaviors, the behavior becomes bigger and more challenging. And so even if you know that home environment is just way different, the parents using the language and having and reinforcing like the expectations at school will be so important. Speaker 2 Like, so this is the rural school. So we're following like what this school expectations are. And so not that they have to have the same expectations, but like that same language and that support of parent involvement is going to be so important. Speaker 1 Absolutely. And I think that's not limited to PBIS. Like we we value the partnership between. Exactly. Districts and parents. Right. Like, we we are blessed to be trusted with your children. Speaker 2 Absolutely. Speaker 1 And that it needs to be emphasized that is not taken lightly. We get to teach and love on and grow your children right alongside you. And in no way does that diminish the role your playing has. Obviously, as the parent, that's that's a different level. But your kids are spending hours a day with us. Speaker 2 Yeah, it is. Yes. And we get to learn like we had to learn from your kids. I love like I like that is what brings me joy is being in classrooms. Yeah. And being like with kids because I learn, I learn from kids. And so like, we know that this is just such an important partnership that we have the privilege of doing in our district. Speaker 1 No doubt. And that's it. And I hope that no matter what, like everyone can understand the heart that we have like that your teachers have for your your head, and that our administrators have for students and our staff. Our teachers like we love our teachers, we love our staff. We think they are total rock star superheroes and all of all of these things that we're doing. Speaker 1 It's because we love kids. It's because we want to do what's best for kids. And so PBS, it's just been it's just another way of like showing we here, we hear our staff, we hear our parents, we hear our students, and and we are being so intentional about keeping it at the forefront. Speaker 2 Right. Speaker 4 Do we have I think we might have some of this information on our website. Speaker 1 So I think, you know, actually through this conversation, I was kind of thinking this this is something we probably should have like a whole web page on, like even just some of these things, like the Champs and I feel like someone chasing. Was it stable at. Williamson Yeah. So different practices. I mean, just for parents to be able to see some of that language, that's definitely something we should talk through maybe to build out. Speaker 1 And just I think the more resources and transparency, right, like we're big on that, like it's is we can be like, that's awesome. It's you can't be too transparent with parents. Speaker 4 Or you just want we want to put everything out there, right? And if this is something that we don't already have out there, I think it's definitely something that we want to look towards building for sure. Speaker 1 For sure. And I think I think we will. And that's part of our role in this being in the communications department is is advocating for these things that we're doing. And so maybe maybe collaborating a little bit more with you in our teaching and learning team in general. On how can we share some of that language, some of those strategies with our parents who follow us. Speaker 1 And so will we. Definitely. There's there's things. Speaker 2 We found. Speaker 1 Amazing, different, right? Yes, We. Speaker 4 Learned my mom is going as I'm sitting here, I'm like, okay, I think I can make some graphics for this. I think you're right to push out some because, I mean, I'm not a parent, but if I was, I would love to know some of the language, right? So I can implement it in my house. Speaker 1 Right. Well, and just again, I think just like I said, I'll say I'm on the average daily attendance committee for our Big four. So our district leadership team has divided into these four groups to really have hyper hyperfocus on each one. And then we've also brought in people from different roles throughout the districts who aren't on that district leadership team to be part of this as well. Speaker 1 But anyway, one thing so with Ada that was really it's really cool since I've been walking in that one the most, we realize like one of the main things was just awareness. I sat in on a webinar a couple of weeks ago and there were over a thousand people on this webinar like this is again, these are issues that every district across the country is facing. Speaker 1 So average daily attendance has decreased quite a bit since COVID because we told everyone, stay home, stay home. So we'll now we're like, No, you need to be back in school. And I think we saw especially social, emotional, negative effects of being home, right? So beyond just academics, the social emotional needs that are being met at school are like the most important, I believe. Speaker 1 But anyway, so we've we've really been pushing a lot of Ada and done articles. We've done things in our newsletter, social media posts highlighting on campuses. They've done incentives. We'll look at what's happened. We've actually seen increases in average daily attendance across all campuses. And I think that's the whole thing with anything we do is awareness like you can't expect people to know what's going on if they're not. Speaker 2 Right. Speaker 1 In the beginning. And that's what I was taught. Even in my marketing classes back in college, you almost have to over saturate in the beginning of any sort of big push. You have to you have to tell more than what you even think you need to you need to push it more and push, push, push it. And then people start to become more familiar. Speaker 1 So even with this, like PBS, I think maybe we maybe we need to be over saturating that a little bit too. Speaker 2 Yeah, I love that. I love that. I think that goes for our our staff, too. And I think that one of the big pieces of PBS is the PBS teams on campuses who are doing the hard work. And most of the teams have like presented to their campuses with some recent last year's like discipline data and like then like creating a path forward. Speaker 2 And so I just want to celebrate those that have like been trying to give information and send resources to their campuses. And so I really want to celebrate those PBS teams that are doing the hard work. Speaker 1 They've done a fabulous job. I mean, just in talking in Cabinet, I think this was our Cabinet team is our department heads at the administration building this I should clarify that I act like everyone would know that no one no one beside us knows that. But we were talking we every week we actually discuss the big four and just kind of some updates on that. Speaker 1 And so PBS was a huge focus in this last meeting and I felt like I really learned a lot because they did share some of those graphics and things that these teams have created on campuses. And it's like this is like a lot of work, like they have done. First of all, just the the graphic design side of me was like, beautiful job on those graphics like you did awesome. Speaker 1 But you really see like the amount of work that goes into it that when we're not in that world just like anyone else, when you're not in that world, you don't know all the things that go into something, right? So just the just getting some of that information to me. Like we need to do a podcast with Kimberly Davis and talk about PBS. Speaker 1 And then now we're on this podcast, I'm like, Oh, we need to do social media pushes and articles and all of these. Speaker 4 Things are already working on our brains. Speaker 1 So the wheels are spinning, your wheels are spinning over here. So it's again, it's just that awareness and you don't know what you don't know. And like you said, these are things we've done for years. But just to bring it more to the forefront, which is I think what the whole point of the big Four was, because again, all of it, none of the things are new is that's just what's important. Speaker 1 And a lot of the times it starts with our staff, right? Like it starts with staff being fully on board, fully implementing things, and then we seep out to those those other stakeholder. Speaker 2 Groups, right? Speaker 1 Yep. But this has been such an informative conversation. Speaker 4 It's more than just an acronym to me now. Speaker 2 Right? Speaker 4 That's what I really wanted to learn today, was to go to go home with like, what? What is this exactly? Speaker 2 I like that because, like, just PBS is like, okay, I don't even know what that means, right? So, yeah, I'm I'm glad it's not just an acronym. Speaker 1 That's a great episode title, actually. Speaker 4 Not just an acronym PBS. Speaker 1 It's more than just an acronym. I love. Speaker 2 It. So yeah. Speaker 1 So yeah. Oh yeah. That. We'll use that. See the the wheels are spinning. Creative genius. Speaker 4 The thing conceit. This is good. Speaker 1 Hired by me right now. Yes. No, this is. Speaker 4 The same goes for EDA, you know. Yeah. I thought it was just the what was the other 88. Speaker 1 Americans with disabilities. Yeah. So we operate in both of those. So. Right. I asked Sophia the other day, I was like, Can you create an ADA graphic for our website? And it was all on Americans, but this is really just and I was like, Oh my God, I should have clarified which ADA because we really are operating. Speaker 2 In very. Speaker 1 True buckets. Yes, Yes. Speaker 4 So it's important to know what your acronym is. Speaker 1 And there are a lot in education. Oh, lots. But we're just so grateful for you to come on. I know you were like super. Speaker 2 So excited. Speaker 1 So excited. Like I said, sure, I would love to. Yeah, she said it was such enthusiasm. I'm sure you were looking forward. Speaker 4 To it all day. Hi. Speaker 1 Yes, but it wasn't too painful, right? Like, No. Speaker 2 Not at all. Speaker 1 It's. And you're you are the expert in this field. And our our staff, like, again, everyone's just benefiting from this work, so we're grateful for you. We're grateful for our teachers. And of course, we absolutely love our students and are willing to support them in any way we can. So thank you for tuning in today. Thank you for joining us. Speaker 2 Thank you.