April 23, 2024 • 29 mins
Have you ever wondered what draws someone into the world of education? In our latest episode of PBIS: Journey to Genius, we had the pleasure of hosting Tracy Stewart and Travis Morris from Granville Elementary, who revealed to us their heartfelt tales of entering the educational sphere. Tracy's lineage is steeped in teaching tradition, while Travis' path was less direct, yet both are united by a passion for nurturing the next generation. They shared with us the simple, everyday moments that affirm their commitment to their roles, and the profound impact of fostering genuine connections within their school community.
We ventured together into the creative world of Positive Behavior Interventions and Supports (PBIS) and discovered how Granville Elementary's personalized sticker system is making waves. Tracy and Travis detailed the power of acknowledgment through strength-based conversations and goal-setting, demonstrating how these initiatives form building blocks for an inclusive, optimistic school culture. Their blue ace visions are not mere whimsy; they are strategic, serving the students' diverse needs and leading to a comprehensive framework that supports every child's journey.
As Dianne Ferrell and Diane Ruff signed off this episode, we looked back at the influential voices that have shaped PBIS over the past decade and teased future discussions on advanced interventions. We extended our gratitude to our vibrant community of educators and listeners who have taken this journey with us. Thank you for tuning in, and we invite you to become a part of our mission to empower teachers and support students as they grow into their best selves. Don't forget to connect with us on our social channels and join the conversation in empowering the education community.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:10):
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned All right.
Speaker 2 (00:32):
Welcome everyone to our new episode of PBIS Journey
to Genius.
I'm Diane Farrell and I'm herewith Diane Ruff, and we've put
this podcast together on aweekly basis to talk about PBIS
and we've reached out todifferent schools that are doing
great things, and today we havesome guests from Granville in
(00:56):
Columbus, Ohio.
Speaker 1 (00:58):
So, Diane, let's get them introduced and get started
Sure, so why don't both of youjust go ahead?
We'll start with Tracy and justintroduce yourself and talk
about why you got into education.
Speaker 3 (01:11):
Yes, so my name is Tracy Stewart.
I am currently the assistantprincipal at Granville
Elementary, but I've been ineducation for 27 years, so that
includes classrooms first,second, third, fourth and fifth
grade, along with many years ofliteracy coaching as well, and
across a few districts.
So that's really exciting.
But my education and what Iwent ahead and got into with why
(01:37):
I went into it is because myfamily growing up the school was
the center of our community, sowe were there well beyond
school hours, from volunteeringto coaching.
It was an extension of our homeand that just felt like the
place to go.
Speaker 1 (01:56):
That's great.
I love that.
Speaker 3 (01:58):
Needed to continue it .
Speaker 1 (02:00):
We also have Travis, so hi Travis.
Speaker 4 (02:03):
Hi, good afternoon.
My name is Travis Morris.
I am the principal at theGranville Elementary School.
Thank you for having us havingus on your podcast.
We really appreciate it.
We're excited to share aboutPBIS.
So I got into education.
It's one of those sad storieswhere you thought, well, maybe
I'm just always going to be ateacher and never really look
back.
Interestingly enough, whereasTracy's school was the center of
(02:26):
her family, it was the completeopposite of mine.
School was not a priority, andso as I got older and had
different experiences withteachers and so forth, I
realized I wanted to kind ofmake the same similar impression
and difference and learned thatI like to serve other people,
and so this was the best way forme to do that and actually make
(02:48):
school a priority in my world.
Speaker 1 (02:50):
I love that.
Yeah, it's interesting that weboth are.
You know all the people we'veinterviewed, all the different
pathways as to why people gointo education.
I know.
Speaker 2 (03:00):
Some of them are second careers, some of them are
halfway through their colleges,but everybody seems to have
some reason.
Some of them thought about itsince second grade.
You know, you know.
So it's their baby dolls.
You know Always.
Hear why.
(03:20):
So then.
So that's why you got intoeducation.
Why do you stay?
Hear why, so then.
So that's why you got intoeducation, why do you stay?
So we always want to knowwhat's that aha moment when the
first you know when you'recoming home, you're going?
Oh my gosh, that's crazy.
But this is why I'm going backtomorrow because of what's your
aha moment?
Speaker 3 (03:37):
Well, for me it actually just happened a few
minutes ago it's really thesmall moments.
It's when you're walking downthe hall and you greet a student
and you say, hey, you know, howare you doing today, I'm good,
how are you?
And it's like, oh, there it is.
There's that relationship andthose moments.
You know, I heard Travistalking to a student this
morning and I just you justcan't help that giggle.
(03:58):
You know, to them explainthings and through their eyes
and their world, and so itactually for me it's the small
moments because our job is sohard and there's so many
challenges at times, but it'sthe small things with the kids
and even with our staff.
You know, the laughter and justthe joking and relationships is
(04:20):
why I that gets me throughevery day.
Speaker 2 (04:22):
And go ahead and say again what's the demographics of
your?
You are a building of.
How many?
Speaker 3 (04:27):
Go ahead yeah we're close to 700.
We are a K-3 building, the onlyone in the district.
We are actually just east ofColumbus and it's called
Granville, Ohio.
We're home of DenisonUniversity.
Speaker 2 (04:42):
Okay, all right Cool.
Speaker 4 (04:47):
Travis.
Well, you know, tracy kind ofstole my thunder.
I think relationships is theword.
It's one of the reasons why sheand I work really well together
is because that's a bigpriority for both of us.
And relationships with thestaff members and with the
parents, with our families,especially obviously with the
students, those are so importantand you especially having some
of these kiddos for four years,you develop some strong
(05:08):
connections and relationshipswith some of these kiddos, for
example, the one that you knowTracy mentioned over here and
talked to today, like he and Ihave this wonderful relationship
where he just tells me like itis and that's you know, and I'll
just take it no matter what hesays.
But it's you know.
Even in Granville is a prettyhigh achieving school district.
It's a pretty wealthy schooldistrict and yet we still have
(05:31):
students who just need that loveand the compassion of an adult
who just cares about them and iswilling to say hi, how are you
in the hallway on a daily basis,and so that's what keeps me
coming back and I think, havingkids of my own and knowing what
their experiences are as they gothrough school and hearing
about their friendships andknowing my own experiences, you
(05:51):
know I want to make sure thatI'm being the light for so many
of the kids that I had thatgrowing up and I want to be that
for a lot of these kiddos aswell.
Speaker 2 (05:59):
And just to connect you with that, we had a guest on
last week that was from acareer center, principal from a
career center, and he had beenat a high school before that and
that was his number one thingwas relationships.
So you are coming from a K-3,you know building those little
relationships, but he wasemphasizing, you know, at the
(06:21):
high school and at the careercenter level, that relationships
were the biggest thing thatkept him coming back and kept
kids coming back.
Speaker 4 (06:29):
So it's just interesting to hear everybody
with the similar thread Rightyeah, I think that you know
administrators can have lots ofdifferent philosophies and so
forth, but you know, I think atan elementary building, where
you're so integrated with thecommunity because so many
parents and community memberswill visit the school and
(06:49):
interact with the school youhave to just recognize you want
to build that positiverelationship and in terms of the
kids, you know this is where itstarts, this is the foundation.
You know, our mission statementin Granville is learning for
life and we like to say thatlearning for life starts right
here at the elementary school,and part of that is learning how
to have positive relationshipwith adults and how to help
(07:10):
students learn to love learning.
And I, when we have ourkindergarten orientation in the
summer, I tell them that that'smy number one goal is that if
your child leaves third gradehaving learned to love learning,
then we've done our job.
Speaker 1 (07:24):
I love that.
That's great yeah.
Speaker 2 (07:27):
Great, all right, diane.
Let's move on to what they're.
Speaker 1 (07:32):
What the go ahead.
Well, okay, so PBIS PositiveBehavior Interventions and
Supports.
We know that you are doing thatin your school.
So what are you most proud of?
What have you worked on thatyou would just really like to
share?
That's working really well inyour building.
Just go ahead and share with usabout that.
Speaker 3 (07:53):
Yes, so go ahead, go ahead, travis.
Speaker 4 (07:58):
So it comes back to relationships.
I've been principal here for 10years and I think that that's
been one of the biggestaccolades that we have is our
teachers are very intentionalabout connecting with our kids
in a very natural and deep way.
Not just parents filling out asurvey and saying my kid likes
football, not just parentsfilling out a survey and saying
my kid likes football.
We make space and time for ourteachers and all of our staff
(08:21):
members to get to connect withkids and with each other.
We know that's important.
Even the adults connect witheach other.
So I'm I'm really proud of thatin our building and I have a
feeling Tracy will talk aboutkind of our strength, focus and
that sort of thing.
But that's part of therelationship as well.
So all the things we do withPBIS is about making a
relationship.
You know, if you're, you knowwe were the Granville Blue Aces.
(08:43):
So we talk we have stickerswith little blue aces on it and
if you're giving a child asticker, that's great, but don't
just give them the sticker.
Tell them why they're gettingthe sticker, you know.
Build that bridge for them sothey understand.
Like it's not just you handingthem a sticker.
It's you handing them a stickerbecause you recognize something
in them and that's so powerful,that 10 seconds is so powerful
for that kid on that day.
Speaker 2 (09:06):
It is so powerful.
You know, we talk about thatwith our teachers' enforceable
statements, like you know.
Don't just tell them good job,you know, but tell them why.
So when you're holding thatsticker out to them and or
whatever you're giving to themand then giving them that
direction for what they're doing, then they can repeat that
behavior because they want thatrecognition from you.
So that that's awesome.
(09:26):
We do talk about that.
Speaker 3 (09:28):
Yeah, I was just going to build off of what
Travis said, because we do dothese stickers for those
spontaneous moments.
They go on water bottles andsome kids collect them on their
folders.
But it had to do with our shiftfrom yes, the P stands for
positive.
But one of the things we reallywanted to focus on is that
positive does not mean like it'snot a state of mind, it's not
(09:49):
that rose colored glasses, it'snot ignoring discipline or
consequences.
It's that P is really the powerwe have when we are positive.
And so that shift of explainingwhy you gave it or we have
something that you have calledawesomes, where you actually
write a note and tell them whatthey have done, is kind of like
a shout out and it's grounded inour portrait of a graduate
(10:14):
competencies.
But it's that power of that whythat you were just talking
about that engages the student,gives them optimism, some
purpose and hopefully unifiesour staff with our students.
So I am pretty proud of that aswell.
Speaker 1 (10:29):
Yes, and so I think, if I'm hearing you, then this is
a lot that has to do with theacknowledgement system.
So doing lots of acknowledgingon positive you know positive
behaviors, and probably alsoacademics as well, Right, yeah,
shout out some things like that,goal setting maybe Exactly.
Speaker 3 (10:48):
Exactly Because we go through.
You know, we have our commonvisions, we call them our blue
ace visions and then we go intowhat exactly what you just said
that praise?
Where are we praising, whereare we acknowledging?
And then we go into whatexactly what you just said that
praise where are we praising,where are we acknowledging?
And then also, where are wegoal setting with our students?
You know we have goal settingin the cafeteria along with our
common vision.
We have goal setting within theclassroom.
(11:09):
We have ways that we use ourlearning for life and portrait
of graduate to sort it out.
So with that foundation, we'reactually able to do the.
Our main focus this year, whichwas the strength-based
conversations at the tier twolevel, that's been really
exciting, but that wouldn'texist without, without all of
that groundwork and foundation.
Yeah, Great.
Speaker 2 (11:31):
So when you say visions and goal setting, how do
you logistically do that?
Is it?
Is it one on one with a student?
Is it how?
How does that get accomplished?
Speaker 3 (11:43):
Yeah, I want to talk about tier one yeah.
Speaker 4 (11:48):
So we have, we have classroom visions and we have
visions for different areas ofour buildings, like the bathroom
, even for the hallway.
So, basically, you know, it'sour grid, our matrix, but we
just call it visions.
Speaker 3 (12:01):
And we call it visions.
Speaker 4 (12:02):
Yeah, we call them that because we help.
We have the kids work with usto help identify what do we want
to see more of, what do we wantto hear more of?
How else do we want to feel?
And so in a classroom setting,a teacher might put a chart up.
It says feel, hear, see and do.
And then the kids come up withwhat we want more of in those
areas in the classroom.
And then what might we wantless of?
(12:23):
We actually focus on the more.
If we don't get to, the lessthat's okay, but we focus on the
more.
We always start the year offwith a classroom one and then
some teachers a lot of ourteachers actually will do
specific ones for differentparts of their day.
So during reading, stamina time, this is what it looks like.
During math workshop this isour vision for math workshop
because it's a little morespecific.
And that's where the goalsetting comes in, where it is
(12:46):
with individual students.
Sometimes it is hey, I know thatyou're having a very difficult
time just staying in your seatand not distracting other
friends.
So what can we do more of andwhat can we see less of?
And we just set a goal we'regoing to do more staying in our
seat and following directions.
We're going to do lessdistracting our friends.
(13:06):
So what can I do to help youmake that happen?
And we set that goal.
All right, if we can, for 10minutes, make this happen, then
there's an incentive or a breakor whatever it might be.
So it does happen in veryindividualized settings, but it
also happens in classroomsettings as well, as a class we
(13:29):
want to see more of this Ourvision says we want to see more
participation and collaboration.
So that's our goal.
We want to see that more often.
We want to see examples of thatfive times in the morning, five
times in the afternoon,whatever.
It might be some generic goal,so it can work a little bit
different both ways, even in thecafeteria.
Right now we have a chart inour cafeteria and each lunch
group can get little rowscolored in depending on how
(13:49):
they're meeting the ace visionin the cafeteria, and when they
hit six colored rows, then theyget a fun lunch, whether that's
a video that gets played or weplay music, or they get to sit
where they want that sort ofstuff.
So it's just little nuancedthings like that.
Speaker 1 (14:03):
Yeah, I love that.
How did you roll that out toyour teachers?
Speaker 4 (14:08):
So when I came to the elementary school about 10
years ago, they'd already beenusing some of the program called
PAX and they were using itpretty, very, very loosely.
And so after I went through thetraining and so forth, we kind
of just pinpoint, like, what arethe major pieces of PAX that we
really want to cling to?
And so the vision wasdefinitely one of them.
(14:29):
And so when we talked about thevision, it was a lot of just
modeling it for them.
So we even have visions for ourstaff meetings, visions for our
grade level conversations, andso we did it with the adults
first and kind of made it morenatural with the adults and then
encouraged it for a while andthen it really just kind of
became part of our culture.
And so when I say to everyone,hey, don't forget about you need
(14:50):
to make sure you're doing yourACE visions in your classroom,
you can walk into just about anyclassroom.
If you don't see the ACE vision, you may not see it, but if you
ask a kid about it, they cantell you something from their
ACE vision, because it might beon a Google slide the teacher
puts up every morning during themorning meeting or something
like that.
So it's a slow, gradual process.
Something our superintendentloves to say is we go slow to go
(15:12):
fast, and that really works inthis case.
We just slowly kind of workedthings in and it didn't have to
become this heavy handed.
Well, the administrator saysyou have to do an ACE vision.
It just became hey, werecognize the value of these and
how these work, and so nowthey're all over our building.
Speaker 3 (15:26):
Okay, and I think, travis, too, one thing like you
mentioned, the less that is ourresponsiveness.
At the end of the year, wefocus on relationships and
building our community, but youneed to keep revisiting it and
so that we hold on to thatlesson to our pocket, like, hey,
let's look at this vision, youknow what do we need to do less
(15:48):
of and what can we do more of.
So we use that as more of ourresponsiveness to our vision, so
that they don't becomesomething on the wall, they
don't become just a slide thatthey're actually living and
breathing and revisited the wall, they don't become just a slide
that they're actually livingand breathing and revisited.
Speaker 4 (15:59):
Yeah, we encourage them to revisit them, especially
after long breaks, andsometimes the teacher will just
naturally say you know what?
It's not working right now.
We're going to start all overor we're going to adjust.
We're going to add the less.
So it's a very fluid process.
Speaker 1 (16:12):
Yeah, I really.
I like the terminology too.
You know I do too.
Speaker 2 (16:17):
I love that vision and that's awesome.
I I like the terminology too,or you know, I love that vision
and that's awesome yeah.
Speaker 1 (16:22):
I like that.
So what else?
Um, what else would you like toshare with us about your tier
one or two?
Speaker 3 (16:27):
You even mentioned tier two, yes, so what Travis
just described is us looking atthe strengths with that more.
And what are we doing?
Well, so what can we do more of?
And that's more at the tier onelevel.
But at the tier two level,travis and I have been really
intentional this year bringingin Margaret Searle's work.
I'm not sure if you're familiarwith her, but she has a
(16:49):
strength-based guide forteachers and teams when you're
solving academic and behavioralconcerns or in trying to get to
know your students better.
And one part of her processthat we've really come to this
year is something called student.
She calls them studentinterviews.
We've we've changed it tostrength based conversations,
(17:11):
because in this conversation,when a teacher is struggling
with supporting the child andI'm sure we've all heard like
I've tried everything or I don'tknow, there's so many I don't
know where to begin.
She has strength charts thathelp you begin that conversation
.
But what we did learn is whenwe brought the teacher, one of
(17:31):
us and the child together and wewent through a protocol
together, we are finding thatthere's three outcomes from that
.
The first one is we just knoweach other better and there's
nothing else that needs to comeout of that.
Sometimes a plan comes out ofit a schedule, the routine.
And then there's other timesthat maybe we become a part of
(17:54):
that check-in and check-out ofwhatever plan.
So there's kind of three levelsthat kind of come out of this
strength-based conversation thatwe have with the student and
the protocol begins with aconnection.
So we play a this or that game,and the reason we do that is
the ones we've selected bringout fears.
They bring out how you feel insocial situations.
(18:17):
So we begin with, you know,would you want to be the size of
an elephant or the size of amouse?
And so we're trying to see howthey feel like, how they want to
be seen.
Do they even want to be seen?
We ask, would you ratherexplore the ocean or would you
rather explore space?
So, thinking about, I probablyknow more, you know, an interest
(18:39):
kind of comes into that one aswell.
And then the third one we oftenask has to do with water parks
and roller coasters.
And that's more of that risktaking.
You know where would you feelcomfortable taking that risk and
why?
So then after that we workthrough you know, tell us a time
when you are proud of yourselfand what's special about you.
(19:00):
And then from that we say youknow, tell us something in the
classroom that was hard and howdid you get through that.
You know what does the teacherdo that helps you in the
classroom.
And then we end with the bigone that kind of tells us which
way to go.
If we were to give you a blueace leader sticker, why would we
give you one?
And this is where they think.
(19:22):
And typically, out of this wethen say, hey, what's one small
step we can do to help you getthat?
And from that they nine timesout of 10, pick exactly what we
were hoping they would pick.
But there's ownership andtogether we either come up with
like little signals.
You know, I just need you toknow I'm really struggling with
(19:43):
partners.
I don't wanna be with a partner.
So what's our symbol for that?
When you need a break, what dowe need to know about that?
Partners, just in games.
How can we start to infuse youinto more relationships with
your peers.
Sometimes a kid tells us I needa schedule for recess.
It's just too much out there, Iwant to swing.
He wants to time himself and heknows he can't be in that place
(20:04):
.
A schedule for recess, it'sjust too much out there.
I want to swing, I want to.
You know he wants to typehimself and he knows he can't be
in that place at a certain time, you know.
And he really wants a schedule.
And the best part about it iswhat we've also learned is when
we're developing they're notbehavior plans, and that's one
of the things we've really kindof focused on is the strengths
that a plan.
(20:25):
Are we reporting to the familyor are we intervening and
supporting the child?
And when we support andintervene and support the child,
then there is what they, youcan say, earn, but it's not.
They acknowledge another adultin the building that they would
like to spend time with.
So a student might say, hey, ifI get these four tickets, if I
(20:47):
goal set and I get four of them,I really would love extra time
in the art room and to be ahelper for kindergarten.
Or you know, mr Ward, and I talka lot about this during bus
duty, but I'd like to spend just10 more minutes with him
talking about something.
So we always do relationgrounded responses to any
(21:09):
support we put in place.
So that's been very powerfulthis year and it's been fun
watching the office become notthis destination.
You know, I have kids.
I'm always nervous when westart this podcast.
That might just walk in and belike hey, just wanted to tell
you, because we're are puttingstrengths first in all of our
conversations and building offof what we can already do.
Speaker 2 (21:51):
So those questions that you just went through, you
got those from Margaret Searle'sbook.
Speaker 3 (21:57):
They're modified from Margaret Searle.
Yes, but she has an actualstudent interview template that
she puts out for that.
Yes, but we're finding at theK-3 level the word interview you
know the connotation of it.
Can a student interview for us,strength-based conversation.
I love that terminology.
Speaker 2 (22:19):
Really.
Speaker 3 (22:20):
Yeah, yeah, I mean, that's the goal of it.
We want to know the strengths,we want the student's
perspective, and it is trulyjust a conversation.
Not every conversation is goingto lead with a decision.
Speaker 2 (22:32):
You know it's going to be just a discussion those
questions, types of that you docare about how he thinks about
things or she stereotypes, it'sjust he but um, and then coming
with him making the realizationof what he could see more.
Speaker 3 (22:54):
I mean, that's very powerful just in that meeting,
and you know what's reallypowerful is actually the
teacher's reaction when theyleave, because there is not the
noise of the classroom, it's thethree of us together and the
child has the teacher'sundivided attention.
The teacher's truly listeningand sometimes I can even gauge
(23:19):
where the relationship is at.
You can tell by how they'resharing and you know how can I
support the relationship withthat child.
And some teachers will say Iwant to be the relationship at
the end of the school settingbecause I feel like we're
starting to build something wehaven't seen.
Yeah, and so you know that'sreally powerful.
Speaker 1 (23:39):
It is Gosh.
I love it.
That's great.
Speaker 2 (23:43):
So I guess we always, when we get to this point, we
always ask the schools sothere's a school out there
listening.
Okay, Because we have over athousand downloads.
Speaker 3 (23:54):
We're so excited us you know, we really liked
hearing about this.
Speaker 2 (23:57):
We really want more information about this.
So we always want to say one ifit's okay to you know, put them
back to you.
If they would call about us,they'd go like, yeah, we can
have you email them, you know,for more information.
But if you have that school outthere going, boy, I'd really
(24:18):
like to start these conferences.
You know, like these, notinterviews, conversations, yes.
How would I start?
How would I?
What would be the tip to start?
How did you begin?
Speaker 3 (24:32):
Well, I'd say the first thing before Travis goes
in onto that would be I wouldget Margaret Searles for a book.
It's a straight-based guide forteachers called Solving
Academic and Behavioral Problems.
In here is the whole process ofmtss.
But what we did is we pulledout the section of where our
(24:53):
building was and that is wherethe strength charts she she
talks about her strength charts.
They're even available on herwebsite I believe it's
margaretsearlecom, to be honestand then we have, you know, the
book has the strength charts, ithas her sample interviews and
this is a K-12 book.
So we did modify it with ourlanguage so that we could get
(25:13):
farther with our students.
So I would, as we always do,ground ourselves in some
research and some protocols in aprocess.
But, travis, I don't know ifyou want to expand on that.
Speaker 2 (25:24):
Well, travis, how did you get the teachers on board
with this?
Because, see, this would be thefirst thing I'm thinking of.
And this would be like a tip toeveryone because we are almost
out of time.
We have about seven minutesleft.
One tip about getting the staffon board.
You guys have so muchinformation.
It's really awesome to listento.
Speaker 4 (25:43):
So I don't know there's a great tip.
There is no one size fits alltip.
I would say that the onlyreason we were able to do these
strength-based conversations isbecause we have a strong
foundation of PBIS and providinglots of different ways of
recognizing kiddos for theirpositive choices and meeting
expectations and just beingamazing ACE leaders.
(26:03):
So that's the start.
I think, even before you start,that you have to kind of assess
the culture of your building.
If your building doesn't have arelationship, prioritized
culture, it's not going to work.
It just isn't.
Because teachers have to comeinto those strength-based
conversations knowing that thisis part of building that
relationship with this kiddo.
It isn't one more thing I haveto do, it's part of building
(26:23):
that relationship.
And so that's been a focus ofmine for the last 10 years and
I've just sprinkled.
I mean, it's a, I prioritizethat every year and you just
make little baby steps.
We do book studies every yearthat are voluntary book studies
for our staff and many of themhave been about social,
emotional needs and meeting therelationships of kids and doing
(26:45):
meeting those.
And sometimes you know, thething our superintendent likes
to say is you change the belief,the behavior will change with
it, and so part of that's beenpart of the work has just been
spending 10 years helping peoplekind of understand the power of
building relationships.
Speaker 2 (26:59):
so we have that strong foundation so we then
could build on to it and havethese strength-based
conversations well, and also,just to side note, we we have
talked with several schools andjust the journey that Diane and
I went through having thatadministrative support and stamp
is so important.
So you're selling yourselfshort.
(27:20):
On these 10 years, you havebeen a big influence I can see
it in making these teachersbelieve that one they are
listened to, that this isimportant and that this is the
path you know to help these kids.
So that it's awesome to listento you guys.
It really is.
Well, I mean, I think we'reabout closing up.
(27:40):
We have to do our podcast inunder a half hour, because I
always feel like that's aboutpeople's attention span.
So you know, we try to keepthem around a half hour, but we
will be moving on to tier twoand tier three.
If you guys would be interestedlater in coming back to be
guests with us, we'd love to doit again if that's a possibility
.
But thank you so much for beingwith us today and we learned so
(28:03):
much and I know that ourlisteners will be using a lot of
this information.
So that's all we have today,everybody.
So I'm Diane Farrell and I'mhere with Diane Ruff, and thank
you so much for listening toPBIS.
Journey to Genius Email us.
We also have a Facebook pageand an Instagram account, so
(28:24):
check us out.
Pbis Journey to Genius.
Email us.
We also have a Facebook pageand an Instagram account, so
check us out PBIS Journey toGenius in both areas.
Our email is Diane PBISjourneytogenius at gmailcom.
Speaker 3 (28:36):
Absolutely, thank you .
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned All right.
Speaker 2 (00:32):
Welcome everyone to our new episode of PBIS Journey
to Genius.
I'm Diane Farrell and I'm herewith Diane Ruff, and we've put
this podcast together on aweekly basis to talk about PBIS
and we've reached out todifferent schools that are doing
great things, and today we havesome guests from Granville in
(00:56):
Columbus, Ohio.
Speaker 1 (00:58):
So, Diane, let's get them introduced and get started
Sure, so why don't both of youjust go ahead?
We'll start with Tracy and justintroduce yourself and talk
about why you got into education.
Speaker 3 (01:11):
Yes, so my name is Tracy Stewart.
I am currently the assistantprincipal at Granville
Elementary, but I've been ineducation for 27 years, so that
includes classrooms first,second, third, fourth and fifth
grade, along with many years ofliteracy coaching as well, and
across a few districts.
So that's really exciting.
But my education and what Iwent ahead and got into with why
(01:37):
I went into it is because myfamily growing up the school was
the center of our community, sowe were there well beyond
school hours, from volunteeringto coaching.
It was an extension of our homeand that just felt like the
place to go.
Speaker 1 (01:56):
That's great.
I love that.
Speaker 3 (01:58):
Needed to continue it .
Speaker 1 (02:00):
We also have Travis, so hi Travis.
Speaker 4 (02:03):
Hi, good afternoon.
My name is Travis Morris.
I am the principal at theGranville Elementary School.
Thank you for having us havingus on your podcast.
We really appreciate it.
We're excited to share aboutPBIS.
So I got into education.
It's one of those sad storieswhere you thought, well, maybe
I'm just always going to be ateacher and never really look
back.
Interestingly enough, whereasTracy's school was the center of
(02:26):
her family, it was the completeopposite of mine.
School was not a priority, andso as I got older and had
different experiences withteachers and so forth, I
realized I wanted to kind ofmake the same similar impression
and difference and learned thatI like to serve other people,
and so this was the best way forme to do that and actually make
(02:48):
school a priority in my world.
Speaker 1 (02:50):
I love that.
Yeah, it's interesting that weboth are.
You know all the people we'veinterviewed, all the different
pathways as to why people gointo education.
I know.
Speaker 2 (03:00):
Some of them are second careers, some of them are
halfway through their colleges,but everybody seems to have
some reason.
Some of them thought about itsince second grade.
You know, you know.
So it's their baby dolls.
You know Always.
Hear why.
(03:20):
So then.
So that's why you got intoeducation.
Why do you stay?
Hear why, so then.
So that's why you got intoeducation, why do you stay?
So we always want to knowwhat's that aha moment when the
first you know when you'recoming home, you're going?
Oh my gosh, that's crazy.
But this is why I'm going backtomorrow because of what's your
aha moment?
Speaker 3 (03:37):
Well, for me it actually just happened a few
minutes ago it's really thesmall moments.
It's when you're walking downthe hall and you greet a student
and you say, hey, you know, howare you doing today, I'm good,
how are you?
And it's like, oh, there it is.
There's that relationship andthose moments.
You know, I heard Travistalking to a student this
morning and I just you justcan't help that giggle.
(03:58):
You know, to them explainthings and through their eyes
and their world, and so itactually for me it's the small
moments because our job is sohard and there's so many
challenges at times, but it'sthe small things with the kids
and even with our staff.
You know, the laughter and justthe joking and relationships is
(04:20):
why I that gets me throughevery day.
Speaker 2 (04:22):
And go ahead and say again what's the demographics of
your?
You are a building of.
How many?
Speaker 3 (04:27):
Go ahead yeah we're close to 700.
We are a K-3 building, the onlyone in the district.
We are actually just east ofColumbus and it's called
Granville, Ohio.
We're home of DenisonUniversity.
Speaker 2 (04:42):
Okay, all right Cool.
Speaker 4 (04:47):
Travis.
Well, you know, tracy kind ofstole my thunder.
I think relationships is theword.
It's one of the reasons why sheand I work really well together
is because that's a bigpriority for both of us.
And relationships with thestaff members and with the
parents, with our families,especially obviously with the
students, those are so importantand you especially having some
of these kiddos for four years,you develop some strong
(05:08):
connections and relationshipswith some of these kiddos, for
example, the one that you knowTracy mentioned over here and
talked to today, like he and Ihave this wonderful relationship
where he just tells me like itis and that's you know, and I'll
just take it no matter what hesays.
But it's you know.
Even in Granville is a prettyhigh achieving school district.
It's a pretty wealthy schooldistrict and yet we still have
(05:31):
students who just need that loveand the compassion of an adult
who just cares about them and iswilling to say hi, how are you
in the hallway on a daily basis,and so that's what keeps me
coming back and I think, havingkids of my own and knowing what
their experiences are as they gothrough school and hearing
about their friendships andknowing my own experiences, you
(05:51):
know I want to make sure thatI'm being the light for so many
of the kids that I had thatgrowing up and I want to be that
for a lot of these kiddos aswell.
Speaker 2 (05:59):
And just to connect you with that, we had a guest on
last week that was from acareer center, principal from a
career center, and he had beenat a high school before that and
that was his number one thingwas relationships.
So you are coming from a K-3,you know building those little
relationships, but he wasemphasizing, you know, at the
(06:21):
high school and at the careercenter level, that relationships
were the biggest thing thatkept him coming back and kept
kids coming back.
Speaker 4 (06:29):
So it's just interesting to hear everybody
with the similar thread Rightyeah, I think that you know
administrators can have lots ofdifferent philosophies and so
forth, but you know, I think atan elementary building, where
you're so integrated with thecommunity because so many
parents and community memberswill visit the school and
(06:49):
interact with the school youhave to just recognize you want
to build that positiverelationship and in terms of the
kids, you know this is where itstarts, this is the foundation.
You know, our mission statementin Granville is learning for
life and we like to say thatlearning for life starts right
here at the elementary school,and part of that is learning how
to have positive relationshipwith adults and how to help
(07:10):
students learn to love learning.
And I, when we have ourkindergarten orientation in the
summer, I tell them that that'smy number one goal is that if
your child leaves third gradehaving learned to love learning,
then we've done our job.
Speaker 1 (07:24):
I love that.
That's great yeah.
Speaker 2 (07:27):
Great, all right, diane.
Let's move on to what they're.
Speaker 1 (07:32):
What the go ahead.
Well, okay, so PBIS PositiveBehavior Interventions and
Supports.
We know that you are doing thatin your school.
So what are you most proud of?
What have you worked on thatyou would just really like to
share?
That's working really well inyour building.
Just go ahead and share with usabout that.
Speaker 3 (07:53):
Yes, so go ahead, go ahead, travis.
Speaker 4 (07:58):
So it comes back to relationships.
I've been principal here for 10years and I think that that's
been one of the biggestaccolades that we have is our
teachers are very intentionalabout connecting with our kids
in a very natural and deep way.
Not just parents filling out asurvey and saying my kid likes
football, not just parentsfilling out a survey and saying
my kid likes football.
We make space and time for ourteachers and all of our staff
(08:21):
members to get to connect withkids and with each other.
We know that's important.
Even the adults connect witheach other.
So I'm I'm really proud of thatin our building and I have a
feeling Tracy will talk aboutkind of our strength, focus and
that sort of thing.
But that's part of therelationship as well.
So all the things we do withPBIS is about making a
relationship.
You know, if you're, you knowwe were the Granville Blue Aces.
(08:43):
So we talk we have stickerswith little blue aces on it and
if you're giving a child asticker, that's great, but don't
just give them the sticker.
Tell them why they're gettingthe sticker, you know.
Build that bridge for them sothey understand.
Like it's not just you handingthem a sticker.
It's you handing them a stickerbecause you recognize something
in them and that's so powerful,that 10 seconds is so powerful
for that kid on that day.
Speaker 2 (09:06):
It is so powerful.
You know, we talk about thatwith our teachers' enforceable
statements, like you know.
Don't just tell them good job,you know, but tell them why.
So when you're holding thatsticker out to them and or
whatever you're giving to themand then giving them that
direction for what they're doing, then they can repeat that
behavior because they want thatrecognition from you.
So that that's awesome.
(09:26):
We do talk about that.
Speaker 3 (09:28):
Yeah, I was just going to build off of what
Travis said, because we do dothese stickers for those
spontaneous moments.
They go on water bottles andsome kids collect them on their
folders.
But it had to do with our shiftfrom yes, the P stands for
positive.
But one of the things we reallywanted to focus on is that
positive does not mean like it'snot a state of mind, it's not
(09:49):
that rose colored glasses, it'snot ignoring discipline or
consequences.
It's that P is really the powerwe have when we are positive.
And so that shift of explainingwhy you gave it or we have
something that you have calledawesomes, where you actually
write a note and tell them whatthey have done, is kind of like
a shout out and it's grounded inour portrait of a graduate
(10:14):
competencies.
But it's that power of that whythat you were just talking
about that engages the student,gives them optimism, some
purpose and hopefully unifiesour staff with our students.
So I am pretty proud of that aswell.
Speaker 1 (10:29):
Yes, and so I think, if I'm hearing you, then this is
a lot that has to do with theacknowledgement system.
So doing lots of acknowledgingon positive you know positive
behaviors, and probably alsoacademics as well, Right, yeah,
shout out some things like that,goal setting maybe Exactly.
Speaker 3 (10:48):
Exactly Because we go through.
You know, we have our commonvisions, we call them our blue
ace visions and then we go intowhat exactly what you just said
that praise?
Where are we praising, whereare we acknowledging?
And then we go into whatexactly what you just said that
praise where are we praising,where are we acknowledging?
And then also, where are wegoal setting with our students?
You know we have goal settingin the cafeteria along with our
common vision.
We have goal setting within theclassroom.
(11:09):
We have ways that we use ourlearning for life and portrait
of graduate to sort it out.
So with that foundation, we'reactually able to do the.
Our main focus this year, whichwas the strength-based
conversations at the tier twolevel, that's been really
exciting, but that wouldn'texist without, without all of
that groundwork and foundation.
Yeah, Great.
Speaker 2 (11:31):
So when you say visions and goal setting, how do
you logistically do that?
Is it?
Is it one on one with a student?
Is it how?
How does that get accomplished?
Speaker 3 (11:43):
Yeah, I want to talk about tier one yeah.
Speaker 4 (11:48):
So we have, we have classroom visions and we have
visions for different areas ofour buildings, like the bathroom
, even for the hallway.
So, basically, you know, it'sour grid, our matrix, but we
just call it visions.
Speaker 3 (12:01):
And we call it visions.
Speaker 4 (12:02):
Yeah, we call them that because we help.
We have the kids work with usto help identify what do we want
to see more of, what do we wantto hear more of?
How else do we want to feel?
And so in a classroom setting,a teacher might put a chart up.
It says feel, hear, see and do.
And then the kids come up withwhat we want more of in those
areas in the classroom.
And then what might we wantless of?
(12:23):
We actually focus on the more.
If we don't get to, the lessthat's okay, but we focus on the
more.
We always start the year offwith a classroom one and then
some teachers a lot of ourteachers actually will do
specific ones for differentparts of their day.
So during reading, stamina time, this is what it looks like.
During math workshop this isour vision for math workshop
because it's a little morespecific.
And that's where the goalsetting comes in, where it is
(12:46):
with individual students.
Sometimes it is hey, I know thatyou're having a very difficult
time just staying in your seatand not distracting other
friends.
So what can we do more of andwhat can we see less of?
And we just set a goal we'regoing to do more staying in our
seat and following directions.
We're going to do lessdistracting our friends.
(13:06):
So what can I do to help youmake that happen?
And we set that goal.
All right, if we can, for 10minutes, make this happen, then
there's an incentive or a breakor whatever it might be.
So it does happen in veryindividualized settings, but it
also happens in classroomsettings as well, as a class we
(13:29):
want to see more of this Ourvision says we want to see more
participation and collaboration.
So that's our goal.
We want to see that more often.
We want to see examples of thatfive times in the morning, five
times in the afternoon,whatever.
It might be some generic goal,so it can work a little bit
different both ways, even in thecafeteria.
Right now we have a chart inour cafeteria and each lunch
group can get little rowscolored in depending on how
(13:49):
they're meeting the ace visionin the cafeteria, and when they
hit six colored rows, then theyget a fun lunch, whether that's
a video that gets played or weplay music, or they get to sit
where they want that sort ofstuff.
So it's just little nuancedthings like that.
Speaker 1 (14:03):
Yeah, I love that.
How did you roll that out toyour teachers?
Speaker 4 (14:08):
So when I came to the elementary school about 10
years ago, they'd already beenusing some of the program called
PAX and they were using itpretty, very, very loosely.
And so after I went through thetraining and so forth, we kind
of just pinpoint, like, what arethe major pieces of PAX that we
really want to cling to?
And so the vision wasdefinitely one of them.
(14:29):
And so when we talked about thevision, it was a lot of just
modeling it for them.
So we even have visions for ourstaff meetings, visions for our
grade level conversations, andso we did it with the adults
first and kind of made it morenatural with the adults and then
encouraged it for a while andthen it really just kind of
became part of our culture.
And so when I say to everyone,hey, don't forget about you need
(14:50):
to make sure you're doing yourACE visions in your classroom,
you can walk into just about anyclassroom.
If you don't see the ACE vision, you may not see it, but if you
ask a kid about it, they cantell you something from their
ACE vision, because it might beon a Google slide the teacher
puts up every morning during themorning meeting or something
like that.
So it's a slow, gradual process.
Something our superintendentloves to say is we go slow to go
(15:12):
fast, and that really works inthis case.
We just slowly kind of workedthings in and it didn't have to
become this heavy handed.
Well, the administrator saysyou have to do an ACE vision.
It just became hey, werecognize the value of these and
how these work, and so nowthey're all over our building.
Speaker 3 (15:26):
Okay, and I think, travis, too, one thing like you
mentioned, the less that is ourresponsiveness.
At the end of the year, wefocus on relationships and
building our community, but youneed to keep revisiting it and
so that we hold on to thatlesson to our pocket, like, hey,
let's look at this vision, youknow what do we need to do less
(15:48):
of and what can we do more of.
So we use that as more of ourresponsiveness to our vision, so
that they don't becomesomething on the wall, they
don't become just a slide thatthey're actually living and
breathing and revisited the wall, they don't become just a slide
that they're actually livingand breathing and revisited.
Speaker 4 (15:59):
Yeah, we encourage them to revisit them, especially
after long breaks, andsometimes the teacher will just
naturally say you know what?
It's not working right now.
We're going to start all overor we're going to adjust.
We're going to add the less.
So it's a very fluid process.
Speaker 1 (16:12):
Yeah, I really.
I like the terminology too.
You know I do too.
Speaker 2 (16:17):
I love that vision and that's awesome.
I I like the terminology too,or you know, I love that vision
and that's awesome yeah.
Speaker 1 (16:22):
I like that.
So what else?
Um, what else would you like toshare with us about your tier
one or two?
Speaker 3 (16:27):
You even mentioned tier two, yes, so what Travis
just described is us looking atthe strengths with that more.
And what are we doing?
Well, so what can we do more of?
And that's more at the tier onelevel.
But at the tier two level,travis and I have been really
intentional this year bringingin Margaret Searle's work.
I'm not sure if you're familiarwith her, but she has a
(16:49):
strength-based guide forteachers and teams when you're
solving academic and behavioralconcerns or in trying to get to
know your students better.
And one part of her processthat we've really come to this
year is something called student.
She calls them studentinterviews.
We've we've changed it tostrength based conversations,
(17:11):
because in this conversation,when a teacher is struggling
with supporting the child andI'm sure we've all heard like
I've tried everything or I don'tknow, there's so many I don't
know where to begin.
She has strength charts thathelp you begin that conversation
.
But what we did learn is whenwe brought the teacher, one of
(17:31):
us and the child together and wewent through a protocol
together, we are finding thatthere's three outcomes from that
.
The first one is we just knoweach other better and there's
nothing else that needs to comeout of that.
Sometimes a plan comes out ofit a schedule, the routine.
And then there's other timesthat maybe we become a part of
(17:54):
that check-in and check-out ofwhatever plan.
So there's kind of three levelsthat kind of come out of this
strength-based conversation thatwe have with the student and
the protocol begins with aconnection.
So we play a this or that game,and the reason we do that is
the ones we've selected bringout fears.
They bring out how you feel insocial situations.
(18:17):
So we begin with, you know,would you want to be the size of
an elephant or the size of amouse?
And so we're trying to see howthey feel like, how they want to
be seen.
Do they even want to be seen?
We ask, would you ratherexplore the ocean or would you
rather explore space?
So, thinking about, I probablyknow more, you know, an interest
(18:39):
kind of comes into that one aswell.
And then the third one we oftenask has to do with water parks
and roller coasters.
And that's more of that risktaking.
You know where would you feelcomfortable taking that risk and
why?
So then after that we workthrough you know, tell us a time
when you are proud of yourselfand what's special about you.
(19:00):
And then from that we say youknow, tell us something in the
classroom that was hard and howdid you get through that.
You know what does the teacherdo that helps you in the
classroom.
And then we end with the bigone that kind of tells us which
way to go.
If we were to give you a blueace leader sticker, why would we
give you one?
And this is where they think.
(19:22):
And typically, out of this wethen say, hey, what's one small
step we can do to help you getthat?
And from that they nine timesout of 10, pick exactly what we
were hoping they would pick.
But there's ownership andtogether we either come up with
like little signals.
You know, I just need you toknow I'm really struggling with
(19:43):
partners.
I don't wanna be with a partner.
So what's our symbol for that?
When you need a break, what dowe need to know about that?
Partners, just in games.
How can we start to infuse youinto more relationships with
your peers.
Sometimes a kid tells us I needa schedule for recess.
It's just too much out there, Iwant to swing.
He wants to time himself and heknows he can't be in that place
(20:04):
.
A schedule for recess, it'sjust too much out there.
I want to swing, I want to.
You know he wants to typehimself and he knows he can't be
in that place at a certain time, you know.
And he really wants a schedule.
And the best part about it iswhat we've also learned is when
we're developing they're notbehavior plans, and that's one
of the things we've really kindof focused on is the strengths
that a plan.
(20:25):
Are we reporting to the familyor are we intervening and
supporting the child?
And when we support andintervene and support the child,
then there is what they, youcan say, earn, but it's not.
They acknowledge another adultin the building that they would
like to spend time with.
So a student might say, hey, ifI get these four tickets, if I
(20:47):
goal set and I get four of them,I really would love extra time
in the art room and to be ahelper for kindergarten.
Or you know, mr Ward, and I talka lot about this during bus
duty, but I'd like to spend just10 more minutes with him
talking about something.
So we always do relationgrounded responses to any
(21:09):
support we put in place.
So that's been very powerfulthis year and it's been fun
watching the office become notthis destination.
You know, I have kids.
I'm always nervous when westart this podcast.
That might just walk in and belike hey, just wanted to tell
you, because we're are puttingstrengths first in all of our
conversations and building offof what we can already do.
Speaker 2 (21:51):
So those questions that you just went through, you
got those from Margaret Searle'sbook.
Speaker 3 (21:57):
They're modified from Margaret Searle.
Yes, but she has an actualstudent interview template that
she puts out for that.
Yes, but we're finding at theK-3 level the word interview you
know the connotation of it.
Can a student interview for us,strength-based conversation.
I love that terminology.
Speaker 2 (22:19):
Really.
Speaker 3 (22:20):
Yeah, yeah, I mean, that's the goal of it.
We want to know the strengths,we want the student's
perspective, and it is trulyjust a conversation.
Not every conversation is goingto lead with a decision.
Speaker 2 (22:32):
You know it's going to be just a discussion those
questions, types of that you docare about how he thinks about
things or she stereotypes, it'sjust he but um, and then coming
with him making the realizationof what he could see more.
Speaker 3 (22:54):
I mean, that's very powerful just in that meeting,
and you know what's reallypowerful is actually the
teacher's reaction when theyleave, because there is not the
noise of the classroom, it's thethree of us together and the
child has the teacher'sundivided attention.
The teacher's truly listeningand sometimes I can even gauge
(23:19):
where the relationship is at.
You can tell by how they'resharing and you know how can I
support the relationship withthat child.
And some teachers will say Iwant to be the relationship at
the end of the school settingbecause I feel like we're
starting to build something wehaven't seen.
Yeah, and so you know that'sreally powerful.
Speaker 1 (23:39):
It is Gosh.
I love it.
That's great.
Speaker 2 (23:43):
So I guess we always, when we get to this point, we
always ask the schools sothere's a school out there
listening.
Okay, Because we have over athousand downloads.
Speaker 3 (23:54):
We're so excited us you know, we really liked
hearing about this.
Speaker 2 (23:57):
We really want more information about this.
So we always want to say one ifit's okay to you know, put them
back to you.
If they would call about us,they'd go like, yeah, we can
have you email them, you know,for more information.
But if you have that school outthere going, boy, I'd really
(24:18):
like to start these conferences.
You know, like these, notinterviews, conversations, yes.
How would I start?
How would I?
What would be the tip to start?
How did you begin?
Speaker 3 (24:32):
Well, I'd say the first thing before Travis goes
in onto that would be I wouldget Margaret Searles for a book.
It's a straight-based guide forteachers called Solving
Academic and Behavioral Problems.
In here is the whole process ofmtss.
But what we did is we pulledout the section of where our
(24:53):
building was and that is wherethe strength charts she she
talks about her strength charts.
They're even available on herwebsite I believe it's
margaretsearlecom, to be honestand then we have, you know, the
book has the strength charts, ithas her sample interviews and
this is a K-12 book.
So we did modify it with ourlanguage so that we could get
(25:13):
farther with our students.
So I would, as we always do,ground ourselves in some
research and some protocols in aprocess.
But, travis, I don't know ifyou want to expand on that.
Speaker 2 (25:24):
Well, travis, how did you get the teachers on board
with this?
Because, see, this would be thefirst thing I'm thinking of.
And this would be like a tip toeveryone because we are almost
out of time.
We have about seven minutesleft.
One tip about getting the staffon board.
You guys have so muchinformation.
It's really awesome to listento.
Speaker 4 (25:43):
So I don't know there's a great tip.
There is no one size fits alltip.
I would say that the onlyreason we were able to do these
strength-based conversations isbecause we have a strong
foundation of PBIS and providinglots of different ways of
recognizing kiddos for theirpositive choices and meeting
expectations and just beingamazing ACE leaders.
(26:03):
So that's the start.
I think, even before you start,that you have to kind of assess
the culture of your building.
If your building doesn't have arelationship, prioritized
culture, it's not going to work.
It just isn't.
Because teachers have to comeinto those strength-based
conversations knowing that thisis part of building that
relationship with this kiddo.
It isn't one more thing I haveto do, it's part of building
(26:23):
that relationship.
And so that's been a focus ofmine for the last 10 years and
I've just sprinkled.
I mean, it's a, I prioritizethat every year and you just
make little baby steps.
We do book studies every yearthat are voluntary book studies
for our staff and many of themhave been about social,
emotional needs and meeting therelationships of kids and doing
(26:45):
meeting those.
And sometimes you know, thething our superintendent likes
to say is you change the belief,the behavior will change with
it, and so part of that's beenpart of the work has just been
spending 10 years helping peoplekind of understand the power of
building relationships.
Speaker 2 (26:59):
so we have that strong foundation so we then
could build on to it and havethese strength-based
conversations well, and also,just to side note, we we have
talked with several schools andjust the journey that Diane and
I went through having thatadministrative support and stamp
is so important.
So you're selling yourselfshort.
(27:20):
On these 10 years, you havebeen a big influence I can see
it in making these teachersbelieve that one they are
listened to, that this isimportant and that this is the
path you know to help these kids.
So that it's awesome to listento you guys.
It really is.
Well, I mean, I think we'reabout closing up.
(27:40):
We have to do our podcast inunder a half hour, because I
always feel like that's aboutpeople's attention span.
So you know, we try to keepthem around a half hour, but we
will be moving on to tier twoand tier three.
If you guys would be interestedlater in coming back to be
guests with us, we'd love to doit again if that's a possibility
.
But thank you so much for beingwith us today and we learned so
(28:03):
much and I know that ourlisteners will be using a lot of
this information.
So that's all we have today,everybody.
So I'm Diane Farrell and I'mhere with Diane Ruff, and thank
you so much for listening toPBIS.
Journey to Genius Email us.
We also have a Facebook pageand an Instagram account, so
(28:24):
check us out.
Pbis Journey to Genius.
Email us.
We also have a Facebook pageand an Instagram account, so
check us out PBIS Journey toGenius in both areas.
Our email is Diane PBISjourneytogenius at gmailcom.
Speaker 3 (28:36):
Absolutely, thank you .
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.