PBIS in School and at Home Supporting Kids and Their Care Givers Webinar

Givers Webinar

[00:00:00] Rhonda Logsdon: Welcome everyone. Thank you all so much for joining us. Um, it is our great pleasure today, uh, to have two amazing women with us. First, um, let me just tell you, uh, I’m Rhonda with Kentucky SPIN and we are all family members of persons with disabilities, um, helping one another. Um, and one of our main roles is the Parent Training and Information Project for Kentucky.

[00:00:32] Um, and one of the, um, other things that I would, uh, love to share with you all is that, um, the partnership with the Kentucky Department of Education has just been wonderful, and especially even prior to COVID, but working through COVID and hands-on in how we can help one another, um, our families, our students, our teachers, and everybody a lot.

[00:00:59] Um, [00:01:00] so let me just give you a little bit of- I’ll give you a little bit of an introduction, but um, you will see that there’s a handout section which has the PowerPoint, but don’t worry if you can’t download it. Um, we will, um, one of the things too is that, um, we are gonna follow up in it with the email and you will receive that.

[00:01:26] Um, and also there will be some other links that they’re sharing with us that’ll also be included in that. If you have any questions throughout, please use the chat, um, or the questions area, we’ll be monitoring that. But then also, um, and, uh, we’ll take your lead, uh, um, Karen and Lee and you all kinda let us know how you want to handle that.

[00:01:51] But first, let me start, um, and tell you a little bit about our presenters today. Uh, Karen’s an educator with 30 years [00:02:00] experience, has served, um, the local level, both as a classroom teacher and school level administrator, working as the area coordinator for Kentucky Center for Interdisciplinary, or excuse me, it’s a mouthful, but we always give these long names, right?

[00:02:16] The Kentucky Center for Instructional Discipline for six years. Um, providing ongoing supports for schools and districts, coaching, training, technical assistance, and implementation of the positive behavior interventions and supports in the interconnected systems framework.

[00:02:35] Currently, Karen serves as the P B I S I S F program consultant at Kentucky Department of Education. Um, and we also have Lee Brown, who has a vast level of experience as an educator serving in a variety of roles, including a regular education teacher, special education teacher, and school counselor. Um, and boy, I tell you that [00:03:00] that combination of experiences right there speaks volumes.

[00:03:03] Um, and in addition to 16 years experience as a P B I S area coordinator, supporting schools and districts as well, just like Karen and then, um, she serves as the P B I S I- I S F program consultant at K D E. Um, and we are just, uh, also with Karen and so thrilled to have you all because this is something that, um, even prior to COVID, um, when you’re looking at behaviors and- and the climates, um, that’s going on, but then we threw COVID on it and that just, I think, threw- threw us all. All of us are trying to figure it out as we go, so it gives me great pleasure to hand it over to you all and you please let me know how I can help throughout and also others that are on here with SPIN.

[00:03:57] Lee Brown: Thank you Rhonda. We [00:04:00] are really honored to be with you all today. We thank you for your invitation to spend some time with you.

[00:04:06] Um, so what we wanna do before we get started, uh, we wanna just do a check-in because we know how important mental health is for the, um, adults and the caregivers in the school systems and in the home right now. And I’d like for you to just use your chat box and just, um, think of a couple of words that might describe, um, how you’re feeling today. Uh, just take a few minutes to populate the chat box and then we’ll move on.

[00:04:35] I get- I’ll go first. Um, I am really hopeful this weather’s beautiful and fall is my very favorite time of year. And, um, a lot of schools are back in, um, session. They’re face-to-face now, and, um, I just- I’m- I’m just feeling hopeful today.[00:05:00]

[00:05:05] Rhonda Logsdon: Well, and we’re seeing h- here in the chat. We’re seeing, um, stressed, overwhelmed. Those are certainly things that, um, that- that do- that have been happening, I think to many of us.

[00:05:23] Lee Brown: You’re right Rhonda, and- and I think we need to- to attend to those feelings and- and acknowledge that what we’re going through, um, as we’re in this very different world right now.

[00:05:36] Um, and so as we move forward, um, I wanna do something that’s gonna lift our spirits just a little bit before we get into the content. Um, I had a colleague do this little activity, uh, with us a couple weeks ago, and it was fun. Uh, think about, you know, Halloween’s coming up and- and think about, um, your past Halloweens and think about your costumes [00:06:00] and think about one costume in particular that you dressed up as a child or as an adult that you particularly loved.

[00:06:09] Um, I shared that, uh, my group of friends and I, we all dressed up as characters from the Addams Family and that was one of the most fun Halloweens and, um, I was Grandmama and it was so much fun and we actually even ordered a remote control Thing, uh, on the, uh, internet and we took it with us to the party and we just had so much fun.

[00:06:32] So what are some other costumes that, uh, that our folks enjoyed?

[00:06:43] Rhonda Logsdon: We still hear Elvira, the- (laughs) Tinker Bell. And then I have to share with you my twin and I, um, it didn’t even have to be at the, uh, Halloween or nothing, but just pretending that we was both Wonder Woman. (laughs)

[00:06:59] Lee Brown: Oh. [00:07:00] (laughs) That is awesome. Well, I hope you all are looking forward to having a wonderful Halloween this year. Hopefully it’s a little more normal than it was last year.

[00:07:10] Okay, let’s go ahead and dive on in. So, um, first of all, I wanna tell you, um, my younger daughter has got four kids and they are 3, 5, 7, and 9. And when the pandemic first hit and when the schools first shut down, they had started a remodeling project in their home, which involved remodeling the basement and the first floor. And they were all living on the top floor of the house.

[00:07:37] And my daughter was so stressed. You know, she’s usually pretty cool, calm, collected, and she’s a good mom. But they came to our house when school shut down just to have a little more space. And I watched them struggling through the beginnings of the virtual learning.

[00:07:56] And, um, there were so many challenges and I got to [00:08:00] see firsthand and I actually really admired her for, uh, hanging in there and, um, they all learned a lot. I learned a lot during that time when the pandemic first started. And so I really applaud you parents, uh, for what you’ve been going through.

[00:08:16] And so we’re gonna talk a little bit today about some things that you can infuse in your home life and when your kids are not only, um, possibly in virtual learning, that if they’re on, um, uh, Christmas breaks or if they’re on spring break or something like that. And, um, so I, hopefully- hopefully you’ll get some tips that might make things a little less stressful in your home.

[00:08:41] Um, so while your kids are home, or, you know, even if they’re in school full time, you know, you’ve- your family might benefit from those strong school structures that your child’s school has in place. Um, and during the pandemic, if schools go virtual again, hopefully they won’t, or even when your kids, like I said, [00:09:00] are off on, um, a long break, um, we can create a little more nor- normalcy in your home life with routines and predictability.

[00:09:08] Um, so let’s talk about these eight strategies. Oh, and please Ron- uh, Rhonda, could you forward that slide?

[00:09:19] I apologize.

[00:09:25] Well-

[00:09:27] Rhonda Logsdon: Um, hold on the feed. Give it just a minute. I’m sorry.

[00:09:31] Lee Brown: Oh, no, that’s fine.

[00:09:36] We were talking earlier-

[00:09:37] Rhonda Logsdon: You should see it now.

[00:09:39] Lee Brown: I see it. In this weird time, we have to have to allow for some- for some technological glitches, and I completely understand all of that.

[00:09:49] Um, so getting back to some of the strategies, um, that you can use, um, in your home with your kids, that, like I said, even if we’re not in [00:10:00] a pandemic, um, can kind of support, uh, your- your structures in your home and can create more predictability and can create routines. So let’s look at these.

[00:10:12] Um, so setting those routines, if you can create a daily routine at your home, uh, with times for learning and exercise and- and play, that really helps with predictability and setting that.

[00:10:25] Um, and setting your home expectations. Um, if your child’s school is a P B I S school, um, they have already set those expectations for their school and, um, you should be aware of them. And if you’re not, just ask your school. Um, they should be on the school’s webpage or they should, uh, be able to tell you what those are, and you can take those same expectations and adapt them to your home.

[00:10:50] So, um, for example, if, uh, your school’s, uh, expectations are respect, responsibility, and safety, you can take [00:11:00] those same expectations and you can create what respect looks like in your home and what responsibility looks like at your home and what safety looks like. You can define those as you’re, um, you know, starting to create tho- that predictability in those routines.

[00:11:18] Um, so looking at that teach, remind, reward, expected behavior with positive feedback. Um, so try anticipating tough situations, uh, when you may need to remind your kids of your home expectations and you know, when they’re doing something, um, that you have taught them that is respectful and responsible behavior, um, let them know. Uh, notice them by telling them, um, something positive.

[00:11:46] Kids thrive on adult reinforcement and attention, and they’re gonna get it in a positive way or in a negative way. And so let’s, um, promote that positive behavior and [00:12:00] frequently, um, remind the kids of that behavior and actually, um, you know, say something positive to them and tell them how well they’re doing during the day.

[00:12:11] Um, correct unwanted behavior, that’s so important. And, you know, sometimes we all as parents have struggled with, you know, different consequences that we give our kids when- when they’re engaging in behavior that, um, is not acceptable to us, but providing quick corrections when that behavior happens. And corrections that are very specific, tell them exactly what they did wrong. Um, so, you know, use that as a teachable moment, uh, moving forward with the kids.

[00:12:43] Um, I think it’s also important to share facts about the current state of affairs. Um, I know I operate on information, um, when I don’t have the full information, uh, my world doesn’t feel as- as safe. And so, um, talking to your kids about [00:13:00] what’s happening and reassuring them that they’re safe and, um, you know, that- that things are getting better. That’s something I think that’s pretty important.

[00:13:09] Um, you know, it’s important also, I think to communicate with your schools. Um, ask them what, um, positive behavior supports may look like, um, and in your home, and they can offer you guidance also, because it’s- this is a pretty broad topic and, um, there’s a lot of information out there on that.

[00:13:30] Um, but be creative and find ways to embed learning, uh, into the regular day, uh, even if it’s an instructional day or if it’s not. And, um, you know, making space for kids to connect with their friends. That’s been really hard to do lately and- and family and I know, um, just speaking for myself, uh, that’s been really hard.

[00:13:53] I’ve got an elderly mother that I haven’t been able to see much throughout this pandemic and my grandkids [00:14:00] too. Um, you know, we- we’ve had to kind of adjust our schedules and adjust what we normally do, um, in order to keep those connections, those strong connections with each other.

[00:14:10] Um, and then model and promote emotional wellness. Now that I think is some- so hard to do sometimes in this situation, particularly because, uh, like we said, you know, in the beginning, you know, people said we’re stressed, you know, we’re feeling stressed. Um, and- and we all are. Um, but anything, um, we can do to model and promote that emotional wellness, um, and it takes many different forms.

[00:14:39] But what- what would bene- what benefit you in your home and your kids? Um, you know, create a time during the day to just, um, just chill and take a deep breath and maybe take a walk or play a game or something like that. That’s so important.

[00:14:56] Okay, Rhonda, next slide.[00:15:00]

[00:15:01] Okay, so I gave you eight ideas, uh, about things to- to do in your home. Um, but in all of our trainings, we tell everyone, just focus on a few in the beginning, um, because when you’re trying to create these structures at home for your kids, um, if you bite off, uh, too big of a piece, um, it just becomes stressful in itself.

[00:15:27] So just take a few that you think that might work for well for you in the beginning, and that’s gonna reduce stress and, um, you know, just a, a good starting point for you and what you can do for your kids and your family.

[00:15:41] Okay, next slide.

[00:15:48] Okay. Uh, most families, they thrive on routines and, um, if there ever was a time, uh, to throw, um, those routines [00:16:00] fully out of orbit, it is during this pandemic. Um, setting a schedule is one of the simplest ways, um, that we can reduce stress and anxiety and, um, kids thrive on schedules and predictability.

[00:16:14] They feel more secure when they know what’s coming up. And honestly, so- so do we as adults when we’re thinking about it. I like to know what’s happening. I operate off information and, um, kids do, too. Uh, so to come up with your family’s routine, just start by scheduling things that you usually do during the day, like, and fill in the gaps of things that you want to do during the day.

[00:16:40] Okay, next slide.

[00:16:45] Okay. So, you know, it may look like this. This is just a sample schedule. Um, and this is, you know, things we have to do. Um, and this is based on, you know, virtual learning, but it can be different, um, when you’re on [00:17:00] long breaks from school or during the summer. Um, so, you know, during virtual learning, the kids, uh, need to read, they need to engage in their distance learning.

[00:17:09] Um, and then, you know, those chores also, it’s important. Um, so keep that in mind as you are, uh, moving forward.

[00:17:21] And also next slide.

[00:17:25] The want-to-dos, um, create a- again, you know, I talked to you a little bit about making the day fun. Uh, put some fun things in there and, uh, schedule the fun times, uh, during the day. And they look different for every family. But here are just a few ideas, you know, of course, TV or iPads, spending time together, cooking and- or baking or, you know, like I said earlier, uh, creating those times to exercise or take a walk or, um, do some types of physical activities.

[00:17:57] Okay, next slide.[00:18:00]

[00:18:01] And here’s just a sample of the must-dos and the want-to-dos. And again, this is based on, uh, virtual learning, but you certainly could, uh, do a schedule for summertime and those other breaks.

[00:18:20] Okay, next slide.

[00:18:23] Okay, so let’s talk about setting these expectations, and I want to define those for you if you don’t know what they are.

[00:18:30] Um, if your child is part of a P B I S school, the- the school has already set these expectations for behavior, uh, that in turn you can use to develop your own rules and routines and procedures at home. But, uh, first, let’s define those expectations. They are global. Um, they’re global expecta- expectations for behavior that are not setting specific.

[00:18:54] So your child should be able to demonstrate the- those expectations, [00:19:00] um, while they’re playing outside, uh, while they’re eating a meal in your home, um, while they’re tending to their chores. Um, so under those expectations, you can develop and define those rules that are setting specific, because we all know those rules and routines are different, um, in- in every setting. And the same thing at school as it- it is at home.

[00:19:26] Um, you know, I think we assume that our kids, and I know I did when I was raising my kids, I just assumed sometimes they knew what was expected of them in my home, in our home. And, um, I was disappointed sometimes. And then I thought, “Wow, you know, I hadn’t taken the time to explicitly teach them what was expected of them, um, in different activities at that home.”

[00:19:50] And so those are those things that you can develop that can create that- those routines, and that predictability. Um, so those [00:20:00] routines and procedures are just methods for accomplishing tasks and keep that in mind.

[00:20:07] Okay, next.

[00:20:10] Okay. This is an example of a document from a school that I thought it was a nice example, um, to use to, um, ex- you know, it’s just one of those tools you can use in order to create those expectations, and then those rules underneath. Um, notice that those global expectations are in that first column, and then the settings are defined in the first row.

[00:20:35] Then the behaviors are defined for each of those settings very specifically. Um, notice in this example that emotional wellness is promoted in this matrix because again, it’s so important. Um, and also notice that those rules are not very lengthy. Um, it’s much more important to have very specific, um, rules for [00:21:00] each setting than it is to have a long laundry list. Um, not only because it’s hard to remember too many rules, but you wanna be very specific as to those behaviors that you want to see in each setting.

[00:21:14] Um, it’s also important to include, um, I think, uh, for kids when you’re out shopping, you’re in the grocery store or you’re in a department store. I know that probably all of you, as have I experienced some little meltdowns and issues that go on when we’re out in public. And so setting those expectations for behavior, uh, when you go out in public, I think is really important, too.

[00:21:43] Okay, next slide.

[00:21:48] Okay, so this is an example using a different set of expectations of what those behaviors might look like in home. Um, start with entering those expectations on the [00:22:00] left-hand side, and then add your household rules. In creating that matrix like this for your home, you can really put a lot of thought into what you want your child’s behavior to look like in each setting.

[00:22:12] Um, and- and I just love this. I think this is a really nice example and unfortunately I can’t take any credit for writing this. Um, this came from one of our websites that we use and Sharon’s gonna- Sharon- uh, Karen is going to share some of those resources, uh, with you, and you’ll have these resources at your fingertips.

[00:22:34] Okay, next slide.

[00:22:37] Okay, so this whole idea of using school-wide expectations to define wanted behaviors at home, also help with establishing that, uh, predictable environment, um, which also supports emotions as well as your emotions, as well as your kid’s. Um, this is what it- we mean when we talk about [00:23:00] incorporating those skills, uh, to foster that emotional well-being.

[00:23:04] Um, and this example came from a parent, um, that called these the four P’s. Um, for example, part of being responsible, um, if you remember from that previous slide that I showed you in that home matrix, is meaning- means that you have to be persistent in order to finish tasks. And, um, throughout that expectation, this parent added ways that they can encourage each other to keep on going, even when something seems really hard.

[00:23:34] Um, like being patient, that fits nicely with the, um, respectful expectation and weaving these ideas into the matrix makes it familiar to our school-aged kiddos and contextually relevant to home. So, all this is meant to support kids whenever anyone spins out or loses their temper or feels a re- reflex to engage in inappropriate behavior.

[00:23:58] Um, and [00:24:00] again, that’s- that’s part of those expectations, those rules, that matrix that you can develop at home. Um, you can incorporate those supports when things go off the rails a little bit and talk about ideas and ways that- that you can kinda, you know, set, you know, interrupt that cycle, that may escalate emotions.

[00:24:25] Okay. Next slide. And Karen, I’m gonna turn it over to you. Thanks.

[00:24:33] Karen Bush: Thank you, Lee. Um, appreciate you laying that foundation a little bit for everyone, uh, to give them some ideas about what this could, you know, P B I S could look like in the home, uh, positive behavior interventions and supports.

[00:24:47] And so, uh, in kind of the second half of our presentation, we’re gonna talk about some lessons learned, um, as parents started to set up some of these [00:25:00] structures in their homes, um, to see how that, you know, obviously it’s not going to look the same in a home as, uh, how it would look in a school setting. So we’re gonna talk about a few of the lessons, uh, that might help you as you think about doing this in your own home.

[00:25:17] Um, so next slide.

[00:25:19] Uh, lesson number one, uh, was that children love that schedule piece the most. Uh, we know that especially, uh, young children, they really like that predictability and that, uh, concept of a schedule. And when things are out of routine, uh, you all as parents probably noticed this a lot, uh, especially during the pandemic with things being so different. They weren’t- they were used to getting up and going to school and, you know, they were at school and then they had their after school routines and all of that changed with the pandemic.

[00:25:56] And so, um, you know, making [00:26:00] sure that when they’re at home, and especially if they’re having to do their, um, school day at home, that you establish a good routine for them.

[00:26:09] You know, they- they don’t need to lay in bed until nine o’clock and then get up and maybe do their schoolwork by lunch. You know, it needs to be a set routine, and that makes it, um, better for parents as well, not just for, uh, the students.

[00:26:24] So, uh, another thing that you could do that’s a tip is you might, um, ask your classroom teacher what their routines typically are in the classroom and that way you can coordinate, um, or try to mimic what those classroom routines are, especially if students are learning from home, if they have, uh, parts of their day, um, that are, um, student choice, where they have certain activities that they can do, or if they have certain parts of their day that are [00:27:00] more, um, structured in the classroom. It might be good at home to also offer those different opportunities, uh, to make that consistent.

[00:27:11] Um, another idea that you might wanna do that’s not on the slide is maybe making a, uh, visual chart. And it doesn’t have to be anything elaborate or, um, you know, just something creative that you can make there at home, uh, using a marker and a poster.

[00:27:29] Uh, but it could be a visual schedule for, uh, your children that could be posted somewhere, um, you know, where all members of the family can see that routine and that schedule. And this is especially good for young children. Um, if you have preschool age children that can’t read yet, uh, you can do that schedule in the form of pictures, um, so that they know, you know, this is a time that I’m able, um, to play with my toys.

[00:27:57] And you could use a, um, a picture that could [00:28:00] represent that, or this is a time, uh, when we’re gonna read a book together and maybe have a picture of a book. And so if we use those, um, pictures, even young children that aren’t able to read, are able to understand what that schedule and those routines, uh, for the family are.

[00:28:18] Next slide.

[00:28:22] Um, so one thing that parents would say is, “I don’t know the details of our school’s P B I S implementation.” And that’s really important because, um, you know, as a parent, if your school is implementing P B I S, uh, I would encourage you to, you know, go in and ask, “Do you all utilize P B I S? If so, uh, what does that look like in, uh, our school?”

[00:28:46] Uh, but I will also add and say, if a school is implementing P B I S, many times it’s- it’s obvious, uh, maybe not visually obvious, but when you go into that building, [00:29:00] uh, there should be a very positive, warm, welcoming climate. Uh, teachers will be very, uh, friendly and positive and open, and so will students.

[00:29:10] Uh, you’ll notice that it seems like things are very organized. There are routines in place. So it may, you know, visually, you may not see things that say this is a P B I S school. Uh, but there will be little small indicators that as a parent, uh, you’re gonna feel really welcome there. And, uh, you know, the expectations for behavior in particular will be very clear. Uh, and students, even young students can tell you what those expectations are.

[00:29:41] Uh, so we encourage you, uh, as a family member to consider, uh, what your P B I S practices, your school practices are and ask, uh, your school to maybe put those practices online or to share those with families if they’re not doing that [00:30:00] already. Um, that just is so important with, um, you know, getting everybody on the same page and having everybody speaking that same language.

[00:30:10] Uh, now the school, uh, will, you know, obviously have practices that typically you’re not going to need to recreate in the home. Uh, but just understanding what is expected at the school might help to provide you some ideas of things that you could do in the home that would be similar, uh, that would give your children some consistency, um, moving from the school day, uh, back to the home day.

[00:30:39] And so, um, one tip that we give you is to, check out several examples of those behavior matrices that Lee shared, uh, earlier. She gave you an example of one that was a school matrix and then one that was, uh, used by a parent at home. And these are really easy to find [00:31:00] online. And I do have a resource, uh, that I will share with you at the end of our, uh, time together, uh, that will show you how to develop, uh, a matrix for, uh, your home setting as well.

[00:31:13] Uh, but again, some examples of things that you might wanna consider putting in your, uh, behavior matrix is, um, chore time, uh, family time together. Play time or, you know, having a learning time. And so just establishing what those times, uh, of the day are and what the expectations for behavior would be during those times.

[00:31:39] Um, and again, the behavior ma- matrix is just a way for you, as a family, to establish that common language and to be able to identify those universal, uh, expectations for behavior in your home. And I, you know, I wanna stress that and we stress that when we train our teachers and [00:32:00] educators, that, uh, every school will have different expectations for behavior, and it just depends on that culture and that climate, you know, within that building.

[00:32:09] And every home is going to be the same way. Uh, if I came to your home for dinner tonight, uh, you all will have a different set of expectations for how that looks in your home, perhaps, you know, to how that looks in my home. So, you know, or if we just had an activity or an evening together, things look different, uh, in one home versus another.

[00:32:33] So, uh, you have to put your own, uh, family twist on this behavior matrix and make it something that works for you and your, uh, family.

[00:32:44] Next slide.

[00:32:48] So in schools, having a coach makes such a difference. And, um, you know what, probably a lot of you as parents, you think of a coach maybe being like a little league coach or, [00:33:00] uh, someone that supports the team.

[00:33:02] And so with P B I S in the schools, uh, we refer to that person that leads this process, uh, in the school, as a coach, because we want them to do that in such a way that they’re motivating, uh, they’re excited about what they’re doing and they’re able to lead that team working at the school forward. Uh, so, you know, having that person in that role just helps ensure that, uh, things run smoothly and part of that process, uh, that the coach does with the team is making sure that they have those behavior, uh, support, uh, tips in place and- and ways that they communicate with families.

[00:33:44] They also have a way that families can ask them, uh, for help that’s built into their communication plan. So, um, you know, research proves that P B I S implementation is much more effective when a [00:34:00] coach guides that team through that process.

[00:34:02] So, uh, having an in-home implementation would be no exception. And as the parent, obviously you would be in that role as the coach or the leader for your family group. And so maybe reaching out to your school’s coach, who a lot of times is the school counselor, uh, to maybe get some great tips and ideas on how you can incorporate P B I S structures into your home, uh, or better yet maybe even asking them to, uh, provide a little mini in-service with you on that, uh, topic would be, uh, something that you might be of- might be of interest to you to do.

[00:34:42] Um, also you can check out your school’s webpage. Uh, many times, uh, schools will have a parent’s corner or a coach’s corner, a P B I S, uh, connecting a link to their webpage that gives you information as well.

[00:34:59] Um, [00:35:00] and just remember that those home expectations, rules and r- routines, uh, those will work well even during times when we’re not in a pandemic. Uh, but now that we are in the pandemic or hopefully coming out of the pandemic, uh, and as students potentially can still be looking at some at-home, uh, schooling time throughout this, uh, school year, it’s just really important to be able to make those home and school connections, uh, so that you’re providing as much consistency, uh, for your children as you possibly can, uh, throughout the remainder of this school year.

[00:35:38] All right, next slide.

[00:35:41] So, um, you as parents are a hero, even if you feel like, um, you’re just treading water. Uh, we tell educators that all the time. Um, you know, sometimes, and especially through the pandemic, we have really felt like, there have been days that, um, were drowning [00:36:00] essentially, uh, with everything that we are trying to accomplish.

[00:36:03] And, you know, as a parent when you’re trying to do, uh, your job, and many of us were working from home, uh, through the pandemic, some people were still trying to go physically to a place of work, uh, while, uh, trying to assist their, uh, children with learning and- and that sort of thing as well. So, uh, I know many of us have felt like we were just treading water.

[00:36:27] And so, uh, this slide has a really good quote, uh, from, uh, Dr. Emily W. King, uh, there that, uh, if you all just wanna take a minute and read that, but it really is so true, um, that, um, you know, being a parent and doing a good job of parenting is not an easy job. It’s probably the hardest job that we all have. And so, um, you know, it’s just really important for us to remember that.

[00:36:56] And, um, one thing, [00:37:00] um, that I wanted to stress here is that, um, one conversation that we might imagine ourselves having, um, with the world when the pandemic began, and- and I’m gonna give you kind of a role play of what that conversation might have looked like. Uh, but the world may have said, “Uh, could you work from home?”

[00:37:21] And you probably said, “Sure, no problem. I can do that.”

[00:37:25] And the world would say, “Here, can you also make sure your kids get up with and get their education in this brand new way that we’ve never done this before, uh, using all of this technology?”

[00:37:37] And you would say, “Um, yeah, okay, I can do that.”

[00:37:44] But then the world would say, “Oh, and also can you be patient and understanding during the day?”

[00:37:50] And you said, “Well, there’s probably going to be some hard times.”

[00:37:56] And the world might say, “Also, [00:38:00] uh, play dates are out. We can’t get our kids together with each, you know, other family’s kids anymore.”

[00:38:06] And as a parent, you’re saying now, “Uh, hang on, what?”

[00:38:11] And the world might say, “And no one can go outside.”

[00:38:17] Uh, so, you know, honestly, uh, we never, never dreamed when all of this started that, um, we would still over a year later, you know, be dealing with some of the aftermath of all of this.

[00:38:29] And, uh, you know, the truth is no one, um, really saw, you know, the depth of what, um, we were gonna be experiencing throughout this pandemic and- and hopefully, you know, if they called it a once in a- a lifetime event. And I know we all hope that this is something that we never, ever have to deal with or our children never have to deal with again.

[00:38:54] Uh, but you know, and- and Lee mentioned some of the mental health concerns. And you know, I know that [00:39:00] is a concern for parents as well, it’s just, you know, making sure that emotionally our kids are able to, uh, thrive after, uh, going through this situation and us as adults, you know, it’s not just about, uh, the children, but ma- making sure, uh, that we’re taking care of ourselves and having time for self-care, uh, for ourselves as parents and as uh, workers, uh, in our communities.

[00:39:27] Um, so with that being said, uh, we had one more, um, slide and then we have a video. Uh, we want to thank, um, Megan Cave. And Megan, uh, works with an agency out in, uh, organization out in Oregon that we are connected with called P B I S Apps. And Megan is the Marketing and Communication, uh, Team Lead and she writes a lot of articles, uh, for P B I S [00:40:00] Apps. And those are under a tab on their website called Teach by Design.

[00:40:05] And a lot of the information that we are sharing with you all today came from, uh, P B I S Apps and um, was provided to us by Megan Cave. And so we wanna give her, credit for a lot of the information that’s here. And you also see a couple of, uh, sources there at the bottom, uh, that are noted if you want to go to these websites and be able to look up any of this information.

[00:40:31] Um, we certainly would encourage you to do that, uh, as well as talking to your local schools and asking them, um, about P B I S. Uh, if you do ask your schools about P B I S and they aren’t that familiar with it, or they want more information, uh, we would certainly encourage you to, uh, share our contact information with them. We’re happy to talk to schools and, you know, get them a little more up to speed as well, [00:41:00] uh, with P B I S if it’s something that they’re not currently using.

[00:41:04] So, um, Rhonda, I’m not sure if we’re able to share that video, uh, but we had a video that we wanted to end with, uh, that, uh, just kind of, as every, you know, when everything else fails, uh, we just say we wanna pray. And that’s kind of what this, uh, video, uh, talks about. It’s a cute little video that we wanted to share if we’re able to.

[00:41:27] And then we also, uh, after the video, Rhonda, if we could share, um, that one document that I sent, um, to you that had some of those resources for parents, uh, we would love to be able to share that as well if we’re able to do that.

[00:41:55] Lee Brown: And as they’re getting this video, uh, pulled up, I know you all have, [00:42:00] uh, seen a lot of, uh, different cute little YouTube videos, um, that parents have done through this virtual, uh, world, and I think that that’s another thing that has really lifted a lot of spirits is knowing that collectively we’re kind of all in the same boat and we’re all struggling. And, um, some of those videos are just hilarious. And this one is- is of a, uh, parent praying and, um, so cute.

[00:42:34] Kellie Smith: Okay, you all just let me know if you can’t hear it.

[00:42:44] Lee Brown: There’s no- (inaudible)

[00:42:47] Kellie Smith: Okay, hang on just a second. I’m sorry.

[00:42:53] Lee Brown: We absolutely understand[00:43:00]

[00:43:11] Karen Bush: We’re still not hearing that. I don’t know if the volume could be down perhaps, or-[00:44:00]

[00:44:11] Okay, we’re still not hearing that, so I don’t know if we’re gonna be able to get it to play. Um, but we certainly, uh, are able to, uh, Rhonda, I think we could share that link maybe with some of the people that are on, uh, the call if they would like to be able to see, um, and hear that. It’s a cute- it’s a cute video, I hate for ’em to miss it. Um, but you can probably (crosstalk) a little bit from the animation that it’s gonna be a cute video.

[00:44:39] Rhonda Logsdon: Um, well, and so Kellie, if you don’t mind, to stop sharing it, um, yes, we will definitely include that link. I do have, now I’m not saying this is gonna work, let’s give one more try with something, but I’m going to, um, try one thing on my end and maybe [00:45:00] it’ll work, I don’t know. But I am going to- do you all see the video?

[00:45:33] Karen Bush: No, not yet.

[00:45:35] Rhonda Logsdon: Okay, so, um, we, it’s not gonna work. So, I don’t know why I thought it would work better on, um, my end, um, (laughs ) but, uh, we will definitely send the link. Maybe I need to go ahead and just say the prayer for the technology. Um, (laughter) so maybe I could do a little video for y’all because this seems to be my everyday life. [00:46:00] I need to put those hands together.

[00:46:01] Um, so, but what we’ll go ahead and do is we will, um, share the document next, and I apologize that we weren’t able to get that, um, to where everyone could see it. So let me bring up the document and share it real quick.

[00:46:20] Karen Bush: Okay. And as Rhonda’s bringing that up, I will say, um, we can’t take credit for this document. We didn’t create this document, but it is a resource that we found online. And Rhonda, if you’re able to just kind of scroll down, maybe page by page so we can show everybody, um, this is a resource that, uh, we’ll share with you. Um, but it, um, just kinda walks you through some of the things that we’ve talked about.

[00:46:48] So that, if you’ll go ahead and scroll maybe to the next- okay, yeah. Step one is defining those behavior routines that Lee, uh, talked about that were so very important. And then, um, you [00:47:00] see there at the bottom of that page is just an example of a matrix, uh, that you could, um, create that includes a- a kind of a routine and a schedule for, um, children in the home.

[00:47:14] And if you’ll continue to scroll down, Rhonda. Um, this just shows you how to go through that process. And if, when we’re training, uh, schools to do this, um, we would kind of go through this process with them on how to help them develop those, uh, expectations. Uh, you have to consider what’s important for you and, um, you know, and at the school level, we tell them what’s important for your school community.

[00:47:43] So, uh, as a home and a family member, what’s important to you? Is it something, uh, you know, be responsible, be respectful, and be safe? Uh, those are some really common ones, uh, that a lot of schools use, but you may have something else that’s even [00:48:00] more, uh, important to you as a family. And we say, uh, typically to keep that between three and five.

[00:48:07] You don’t want a lot of those, uh, overarching expectations. And you see, you have an example here with three. And then, um, the settings that Lee talked about, and again, those will vary from, um, you know, home to home that might look a little bit different.

[00:48:22] So here’s just another example on page four of, uh, some P B I S home expectations that were created. Um, for one, you know, an example for homes to go by and if you’ll just kind of continue scrolling. There’s 25 pages in this. It’s just called a P B I S Home Binder, uh, so to speak. But it will just, um, walk you through, um, how to create that at home and then how to teach those behaviors again. Uh, you know, we don’t wanna assume that our kids understand and know what we mean if we haven’t taught them.

[00:48:58] Uh, we use this [00:49:00] example a lot more training, uh, schools. We’ll- we’ll ask these questions. When a student doesn’t know how to read, what do you do? And I, you know, the obvious kind of group answer they’ll give us is we teach them. And we’ll say, you know, when as a parent, if a- a child doesn’t know how to ride a bike, what do you do? Well, you teach them.

[00:49:22] And, uh, when a student doesn’t behave, what do you do? And a lot of times, you know, they’ll- they’ll catch on to what we’re doing and they’ll start laughing and they’ll say, “Well, we punish them.” And so, you know, when you punish a child, but you haven’t taught them what you want them to know, um, you’re kind of, um, going in it, you know, through the back door, you’re punishing before you’ve actually taught.

[00:49:48] So that’s something that we like to share with teachers. And that might- might be something that you, um, enjoy hearing as well, uh, when you’re thinking about doing this.

[00:49:57] Uh, but you know, you can just kind of see, I [00:50:00] won’t go through each of these pages, but if we just kind of continue scrolling down through here. Uh, one thing that you can do, uh, that we encourage teachers to do is acknowledge, uh, when your kids do those things that you’re asking them to do. Uh, we, you know, as parents we do think about punishment a lot, but you know, how often do you acknowledge and- and we steer away from using the word reward, uh, because you don’t wanna give us a child- a tangible reward every time they do something right.

[00:50:29] Uh, but everybody likes that acknowledgement. You know, even those verbal acknowledgements that you give, um, you know, I like to get those from my supervisors at work, um, when I’m doing a- a good job. And so, uh, you know, even as parents in the home sometimes we may forget to do those things. And so just a reminder that those acknowledgements are a very important part of, teaching that behavior, uh, and getting your children to do the things that you want them to do.

[00:50:58] Uh, here’s just some ideas [00:51:00] for recognition and reinforcement that you can use, uh, as a parent if you wanted, uh, some extra ideas of things that you can do, uh, that work well with children.

[00:51:13] And here is just a daily success record. Um, you know, if you want to be able to, um, accomplish- your children to accomplish certain tasks and you can mark it off that they’ve done those. Uh, that’s something you could easily, uh, create yourself as well.

[00:51:32] Uh, here’s a bedtime checklist that you can do, uh, with your children. And a lot of these things, if you think about it, you’re probably doing them, uh, verbally, you just don’t have them written down on a chart.

[00:51:47] Uh, and we’ll have schools tell us the same thing. “Well, we do that, we just don’t have a written process.” And so, um, you don’t have to necessarily write these things down. Uh, but writing them down sometimes [00:52:00] ensures that they, uh, really get completed. And so, um, we encourage our schools to write down what they- they want to accomplish.

[00:52:10] Um, so you can keep scrolling if you want. Uh, but there’s 25 pages here. Um, and so, you know, if you’re looking for some assistance to kind of help you get started or maybe there’s some things you wanna pick and choose from, what you want to do, um, related to incorporating P B I S in the home, uh, this might be a good starting place and a good resource for you to, um, use.

[00:52:36] Uh, we’ll also have some other, uh, resources that we’ll share with you some links. Um, of places that you can go to to get more information and obviously, uh, please feel free to reach out to Lee or I as well. Um, we’re happy to help or answer any questions, um, you know, after the webinar today as well. Um, so we wanted to share this [00:53:00] resource, uh, with you so that you could kind of see what all was in there.

[00:53:05] And, um, Rhonda, I think that may be all that we have, uh, to share, uh, for today. I don’t know if we have an opportunity, uh, for questions or not, but, um, that’s all the information that we have for today and, uh, Lee and I both really appreciate this opportunity, uh, to be able to share with all the participants that are on the call today.

[00:53:29] Rhonda Logsdon: Yes. Thank you so much. And we may hand it over to Kellie to see if there’s any questions. Um, I did want to, I mean, we are so grateful, um, that you all are, um, it took this time to help us with this because it is so important. Um, and it’s something that is so needed. I think a lot of times too, and I’m thinking too because, you know, I’m a mom of a teen, you know, he’s 16 and a lot of times we think these type things is just for the little bitty ones.

[00:53:59] [00:54:00] But, um, I mean, it is for all ages actually. This is really good for adults, too, right?

[00:54:07] Karen Bush: Absolutely.

[00:54:08] Rhonda Logsdon: I see where this could help me greatly in my life and how well I do, um, or, you know, the areas I need to work on, um, is, you know, incorporating it. And I think one, uh, just made me think of the example of, um, when it said take time to enjoy the things that they do. And you think, well, you know, cuz a lot of teens, they may not wanna do different things, but one of the things that my son and I have been enjoying is tie dye. So taking the time to do stuff like that and something that they’re interested in, um, cause even in those teen years, whether they say it or not, they do enjoy doing those things together.

[00:54:51] Karen Bush: Absolutely. And P B I S is so much about building relationships and we stress that, you know, with schools when we- when we train them and [00:55:00] you know, obviously as parents we have relationships with our own children, but you know, it’s really good to foster and build those, um, you know, connections and make ’em even stronger, uh, as they grow up.

[00:55:12] Because, you know, you mentioned having a teenager and my son is almost 30, but I remember when he was a teenager. You know, at that time in my life, our lives, he didn’t want a whole lot to do with me, so, (laughs) you know, we, um, it was important that we had that strong connection and now it’s much better the older he is gotten.

[00:55:32] But, uh, you know, it’s- it’s just important to really focus on those relationships with our own children, uh, because we can become a little bit, you know, caught up in our own lives and we might miss important things that are going on with our children. And we- we certainly don’t wanna do that as a parent. So that’s an important point you brought up.

[00:55:59] Rhonda Logsdon: [00:56:00] I’m looking here. I don’t know, Kellie are there any questions that you see because my, um, screen has changed a little. I am not seeing any. I think it’s because you- you outlined everything so well. Kellie-

[00:56:21] Kellie Smith: I’m sorry, Rhonda, can you hear me?

[00:56:25] Rhonda Logsdon: Yeah. Yes, we can.

[00:56:34] Kellie Smith: I’m sorry, I don’t see any questions, feedback, so if you can look, that’d be great.

[00:56:42] Rhonda Logsdon: Okay, awesome. No worries here. So I don’t see, um- Well, and, uh, we saw in here, um, that they, uh, wanted to say thank you so much and for all the helpful information. You all provided such a great guide and I [00:57:00] think we’re all trying to digest, and- and picture, uh, cause if y’all are like me, picture how it associates with your life and how we could take it and run with it.

[00:57:10] Um, and also the thing that I love about this when we’re looking at, with at home, um, is that, um, you can, it, uh, whether the school has it or not, you can, um, adapt it to where, um, you know, it- it’s that consistency from home to school, which I think is so critical and there might even be a possibility if they’re not a P B I school, working with the school that you all can all work together to do that.

[00:57:43] Um, so, but thank you all so much. Um, we are so grateful to you for joining us and helping us with this.

[00:57:53] Lee Brown: Thank you all for inviting us.

[00:57:58] Rhonda Logsdon: Um, well we [00:58:00] will be sending an email that will have the links in it and, um, the survey and also, uh, your certificate for attending today. You’ll be prompted when this ends to fill out a brief survey. If you would not take, uh, mind to take just a few minutes to do that. And we hope you all have a wonderful day.

[00:58:21] Um, and thank you so much for taking your time to join us today. Bye bye now.

[00:58:27] Lee Brown: Bye and thank you.