June 10, 2024 • 23 mins
Ever wondered how two educators with no podcasting experience managed to craft 22 episodes packed with insights on Positive Behavioral Interventions and Supports (PBIS)? Join Dianne Ferrell and Diane Ruff as they recount their journey on PBIS Journey to Genius, highlighting memorable conversations and moments. Listen to Michelle Nervo share her expertise on blending diverse school philosophies, and hear from kindergarten teacher and PBIS coach Mrs. Roach, who focuses on nurturing student leadership over material rewards. Celebrate the evolution of PBIS with us and discover how our approach has adapted over time thanks to valuable listener and expert connections.
Discover the transformative power of goal setting within PBIS with a district-wide school counselor who implements these strategies across multiple schools. Embrace the philosophy of "go slow to go fast" and learn how gradual, thoughtful implementation leads to sustainable success. We'll break down misconceptions about PBIS being just a reward system and highlight its deeper role in appreciating and recognizing student efforts. From second to fifth-grade classrooms, witness how leadership or goal-setting binders are fostering a sense of ownership and leadership among students, creating an environment where they are motivated to set and track their goals.
As we wrap up this incredible season, our heartfelt gratitude goes out to every teacher, listener, and expert who has supported us. We are thrilled to return in the fall with more advanced topics, including tier two strategies, and we encourage you to stay connected with us via email. Reflect with us on the meaningful interactions and progress made throughout the school year, and join us in celebrating the student growth and achievements that have made this journey so rewarding. Thank you for being an integral part of PBIS Journey to Genius, and we look forward to exploring even more impactful educational strategies together soon!
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:12):
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.
Speaker 2 (00:36):
Welcome back.
We are so excited to gettogether one more time.
My name is Diane Farrell andI'm here with Diane Ruff, and
all this year we have beenputting together a podcast
called PBIS Journey to Genius.
Diane and I have workedtogether for many years and
we've worked very hard on PBISin our school, and we decided to
(00:59):
put a podcast together.
So this season we have 22episodes.
Oh my gosh, diane, can youbelieve it?
Speaker 1 (01:05):
no, I can't.
22 episodes.
That is amazing because youknow we decided to do this, uh,
last September and we knewnothing about podcasting at all.
Speaker 2 (01:16):
So so it has been.
It has been a journey not onlyin our PBIS.
It's been a lot of fun inpodcasting and it is a of fun,
and we do this through a mediumcalled Buzzsprout and that has
been a very friendly medium forus.
So if you're out there thinkingabout doing that, you know we
could put a little plug in forBuzzsprout, because it has done
a really nice job and it's sofriendly.
Speaker 1 (01:37):
And you know we've also figured out that we could
Zoom and record the audio soclear.
Back in the beginning inSeptember, I kept wondering how
are we going to be able tointerview people in person?
Because we wanted to get outand about, and so we realized
that we could do that throughZoom.
Speaker 2 (01:54):
Yes, and Diane is our technical coordinator and she
has done a great job.
So we have had a lot of peoplefrom all over Cincinnati,
Columbus, you know Canton areaand they that's, that's far away
from from us, If I know, ifyou're listening out there, but
you know that's four hours awayand they were able to just zoom
in on their lunch break and do apodcast.
(02:16):
So that was really awesome andopened it up to have a lot more
guests.
So today we're talking aboutsome highlights, so we thought
we were talking last week.
We're going to wrap it up forthe summer since everybody's off
, on break and everything, andwe thought you know what we'd
like to do just one last session, just Diane and I, and talk
about our highlights, like whatjust really stood out for us.
(02:38):
So that's what we're doingtoday.
So our podcast is all aboutthat, and then you can go back
to the and look at the differentepisodes if they interest you.
Speaker 1 (02:48):
Yes, yes.
So when our very first episodereally or guest was Michelle
Nervo, and that was really neatto have her here and we got to
reminisce about what was goingon.
You know how we brought PBISinto our building and I think
it's good for all schools.
You know whether you'restarting or maybe you have
(03:10):
brought PBIS into your building.
It's good to look backsometimes and just look at your
journey, celebrate you know whatreally worked and look at
things that needed to be tweaked, and that's kind of what we did
in the first two episodes.
Speaker 2 (03:23):
We did, and Michelle Nerva was our principal and two
buildings were coming together,so we talked a lot about that.
So if you're out there in theconsolidation world and
buildings are coming togetherwith different philosophies and
different thoughts about howbehavior systems should be run,
that's what we were goingthrough and we had to have some
big aha moments to put that alltogether, but those episodes are
(03:45):
really good.
So if you are on that journeytoo and you might be bringing
some buildings together, evenbuildings that have PBIS in them
, but different types ofprocedures, well, and you know
your staff- changes.
So we've been at this about.
Speaker 1 (04:01):
Oh, I think we said maybe like 12 years or something
12 or 13 years PBIS, and sowhat in our building alone this
year?
You know, we've had to kind ofrethink a few things, plus PBIS
itself has changed.
And so you know, looking atwhat can we tweak, and coming
(04:22):
together again and making somechanges and trying to get on the
same page.
So you always have to kind ofcome back to that.
Speaker 2 (04:30):
So there's some really good tips in those first
couple episodes with Mrs Nervo.
Speaker 1 (04:34):
She's out there, she did a really good job she did.
We love talking to her.
Speaker 2 (04:38):
So then I was looking at Diane and I was looking at
one of our teachers.
She's a favorite of mine, she'sa kindergarten teacher and
because I always said, if youwant to fire me, make me teach
kindergarten, because it's atough job, it's really a tough
job.
Speaker 1 (04:54):
All of our kindergarten teachers are just
amazing, oh my gosh, they're sogood.
Speaker 2 (04:57):
So Mrs Roach was not only a great kindergarten
teacher, but she's also one ofour PBIS coaches, so we had her
on for an episode and she justwas amazing.
Do you remember what she wastalking about?
Speaker 1 (05:10):
Well, I know she likes to really, you know, go
beyond the idea of trinkets andhave her students be leaders and
, you know, reward them in thatway.
And we do talk a lot about thereward system and being more of
an acknowledgement system ratherthan a reward with
materialistic kinds of things.
But so she spent some timetalking about that and how her
(05:32):
little people can be leaders andrise to the occasion.
Speaker 2 (05:36):
I know and she did a great job with that.
So if and we actually hademails coming in about that and
and we hooked Aaron up withother people which was fun
because it was people who werelistening and wanting some help
and then Erin was more thanhappy to email them back and
talk about what she did to helpthem, which that's what this is
all about is not just listening,but also getting some
(05:57):
information.
So we wanted to bring thatepisode up because we know there
were some listeners out thereand sometimes kindergarten is a
tough thing because you know youare molding those little
behaviors and they're not usedto really being in school and
following procedures and thingslike that.
You are starting from scratch.
Speaker 1 (06:14):
I just love to watch the transition or maybe not,
that's not the right word howthey just evolve over the maybe
the first nine weeks, becausethey do come in and they're kind
of all over the place, they'renot real good at walking in a
line, I know, or sitting intheir seat, but by Christmas, oh
my goodness, they are littlestudents.
Speaker 2 (06:34):
I know because we said some of them don't go to
preschool.
You know, some of them don'thave any idea what it's like to
have a procedure to do anythingand then all of a sudden,
they're bombarded with this andand how to do anything.
And then, all of a sudden,they're bombarded with this and
how to do it.
But our kindergarten staff isawesome at this all of them but
Erin was able to come in andtalk to us.
So if you're a kindergartenteacher out there, that's a
really great episode with ErinRoach.
Speaker 1 (06:56):
And so PBIS, again, is not just for elementary.
We need to say that over andover, we do.
And so we go from kindergartenclear to high school, and high
school is amazing.
We need to say that over andover, we do.
And so we go from kindergartenclear to high school, and high
school is amazing.
We talked with Renee Parr fromMaslin High School I think it's
Washington Maslin, washingtonHigh School in Ohio.
They're pretty popular becausethey have a great football team.
(07:18):
We also heard from Phil Heflin.
He was an assistant principalat a vocational high school down
in the Cincinnati area.
But these two high schools aredoing amazing things in PBIS
Because again, it really comesback to positive behaviors,
interventions when students needit, whether they're in 12th
(07:39):
grade or kindergarten, and thensupporting them, and really both
of those principles talked alot about relationships and how
they support their almost adultstudents with relationship
pieces.
So those are really great.
Speaker 2 (07:56):
If you're a high school out there or you're a
high school teacher that wouldlike to do this and can't always
get your administration onboard.
Those are two great episodes tosee how that works, and have
them listen.
Speaker 1 (08:08):
Now.
Speaker 2 (08:09):
Mr Heflin is actually a personal friend of mine and
whenever I had him come on hedid talk a lot about that.
He was a naysayer he was.
He was a naysayer and thoughtit was only for elementary.
Speaker 1 (08:21):
We've heard that before.
Speaker 2 (08:23):
Whenever we were talking years and years and
years ago, when Diane and I werejust getting started on PBIS,
and we would get together Iwould say about this and he
would call it pibbis, and hewould say yeah, yeah, yeah, yeah
, yeah.
But Phil is a great guy and youknow what he was listening.
And then he took that back tohis high school and did a lot
(08:44):
with the relationship buildingpiece and then he retired and
went on to a vocational school,which I really liked that idea,
because that's a whole differentenvironment.
Speaker 1 (08:50):
Yes.
Speaker 2 (08:51):
A vocational school and that you have a lot.
You know high school altogether.
You have a lot of absenteeism.
You know trouble with truancy,things like that and then making
those kids want to come toschool.
You know building thatrelationships and the things
that he did.
Speaker 1 (09:05):
And he had some great incentives, and so did Renee,
great incentives to get kids tocome to school.
I think, renee, they had thecards, the bell cards, bell long
.
Speaker 2 (09:18):
Yes, I think it was little bell store cards and it
says you bell long here yes, Ithink it was.
Speaker 1 (09:22):
It was little bell store cards and it says you
belong here.
So either you know who doesn'twant that, to go get a, a pop
after school or a soda, I shouldsay she also had the starbucks
um yes yes and gas, you know, ifyou're driving, you might want
that ten dollars for starbuckswas a good um partnering and I
think that was based onattendance, if I'm right bellon,
yes, because you bell long yeah, um it good, you need to listen
(09:45):
to that one.
Speaker 2 (09:46):
Really, because she had a whole bunch of ideas with
incorporating businesses andstuff and I thought that was
really cool.
Now she's in a city, you know,massillon, which has businesses
around but you wouldn't be.
You'd be surprised how theymight really want to join on
with that.
And she said Starbucks wasreally up on that and wanted to
help with gift cards andrecognition.
Well, and I think that EricaBauer from down in the New
(10:13):
Philly area was using.
Speaker 1 (10:15):
yes, yes, that's right, they were using the
businesses in Starbucks, thebusinesses in the New Philly
area.
Speaker 2 (10:19):
That's right, they were using the businesses in
Starbucks In the New Philly area.
That's right.
Renee also talked about those90 kids being chosen every month
.
Remember that.
What did they do outside theirdoors, do you remember?
Speaker 1 (10:31):
Well, I think that they just had to show leadership
qualities and probably, if Iremember correctly, their three
big rules those students had youknow, I'm not sure what they
were, but like be safe,responsible, respectful all of
them kind of go on yeah on thatand then the teacher would
nominate a student in theclassroom every month and then
put their picture outside theclassroom and the kids would
(10:54):
look for that.
These are high school studentsthat would look for their
picture to be hanging up.
Yeah, because if you don't wantthat.
Speaker 2 (11:00):
she said you're wrong .
You're wrong Because they likedthat and their picture was up.
But also, you know, having thatmany you know instead of just
one, and then lots of kids don'tget it.
Speaker 1 (11:11):
Yeah, one from every classroom, which I really liked,
yeah.
Speaker 2 (11:13):
I thought that was really awesome and her ideas
about that.
Speaker 1 (11:22):
And yes, I did misspoke, erica Bauer was the
one from Green that did theStarbucks and the businesses.
Speaker 2 (11:24):
Yes, so her episode is awesome because she was a
district wide.
Remember that.
Speaker 1 (11:30):
Yes.
Speaker 2 (11:30):
And we thought that was amazing.
Speaker 1 (11:33):
Yes, that district is a district like gold PBIS,
which really means that thereare several buildings.
They have a high school,probably their middle school
elementaries, but they're all.
They've been awarded PBIS,which really means that there
are several buildings, they havea high school, probably their
middle school elementaries, butthey're all um, they've been
awarded PBIS, I think everyschool had to have an award or
something, um, but she is thecentral person in that.
Speaker 2 (11:53):
she's also the school counselor, but she is like the
one that you know, negotiatesthrough all the buildings and
works with them and theiradministrators, and so so she is
an awesome resource.
And that episode is really goodbecause she took a lot of time
to share things with that andwhat green was going, and her
advice was go slow to go fast.
Speaker 1 (12:13):
Yes, which I?
Speaker 2 (12:13):
thought was very interesting because and we heard
that actually from lots ofteachers- you know, when they
were starting something theywere like well, just do a little
bit, just start.
You know, you feel like youhave to go gangbusters.
Well, her, being a districtwide, said go slow to go fast,
that's good I thought that wasreally good.
Speaker 1 (12:35):
And so then you know, really we didn't really know
what our theme would be.
Throughout this whole thing itjust kind of evolved as we were
going.
We talked all about tier one,but what kept coming up was
building relationships over andover and acknowledging students
for the great things thatthey're doing.
These two things seem to be thetheme.
Speaker 2 (12:57):
That was a common thread all the way.
Yes, Yep.
Speaker 1 (12:59):
So PBIS, I think it's kind of gotten a bad rap
because some people think that'sjust a reward system and you're
just rewarding kids.
But it's so much deeper thanthat.
It's really acknowledging whatkids are doing and showing that
appreciation in a lot ofdifferent ways, Like we see that
you're working hard, we seethat you were, you know you're
(13:20):
working hard at your academics,we see that you are following
all of the rules, that you'rehelping other friends, and so
one of the ways in our buildingis to kind of foster more of
that is the leadership binders,and really it's just a goal
setting binder.
We called it a leadershipbinder because we were doing the
(13:41):
leader in me.
Moving forward in our buildingis we'll probably just call it a
goal setting or goal binders.
We still want our children todo that because we found out
this year that they took greatpride in all of the goal setting
that they did.
Speaker 2 (13:57):
Yeah, those episodes are really cool If you get a
chance and you want to knowabout leadership binders or goal
setting binders or you knowthose type of things.
It's a second grade episode andthen it's a fifth grade episode
and that really shows you thegamut you know.
So, like if fifth graders cando it.
Of course they're independent,they can, you know, know what
(14:19):
they're tracking and everything.
But even those little seven andeight year olds, you know
really can put their input intotheir binders and do a good job.
And the teachers were reallygood about talking about how
important that was and how youknow.
I liked it when Autumn Thomas,the fifth grade teacher, said if
you think you don't have timeto do it, you really don't have
(14:39):
time not to do it, because onceyou do it, you really don't have
time not to do it Because onceyou do it, you use it so much.
And then the kids, you know,love to see their progress and
see their, their achievements.
And what was it Mrs Jones, Ithink, said something like kids
don't even know they grow?
Speaker 1 (14:56):
Yes, they don't even know it, yeah.
Speaker 2 (15:03):
And then they'd see those behavior charts and those
you know reading levels, andthen they'd see the growth at
the end of the year and theywere like, wow, you know.
Speaker 1 (15:07):
Yeah, making them aware, and that is just
something that really needs tobe fostered throughout all of
education.
You know sports we were justtalking before we came on the
air here about track and youknow they're constantly.
You know, in any sport, whetherit's golf or track, you're
keeping track all of the timeyour progress, your personal
best, your and your goal setting.
(15:29):
You know in any, really in anysport, you look at where you are
and where you want to be inyour goal setting.
Well, we need to do that in theeducation world, in middle
school and high school as well.
Students should be you know,recording it somewhere and
taking the time to say, okay,this is where I am, this is
where I want to be, and try andnot just a report card.
Speaker 2 (15:51):
No, you know, like report cards are just so, um,
ambiguous, like it's an a, okay,what's an a, you know.
But to actually see, you know Iwas reading here and then I'm
reading here and you know I wasdoing my math here and now you
know.
But to actually see, you know Iwas reading here and then I'm
reading here and you know I wasdoing my math here and now you
know that that showing thatgrowth, that that is way more
important and meaningful to kidsthan an A or a B, right.
Speaker 1 (16:13):
Yes, and taking the time to celebrate that, because
you know a student at the middleschool or high school level.
Maybe they are getting D's in acertain subject area, but if
they were able to see the skillsand where they were at the
beginning of the year to wherethey are at the end, they could
celebrate their growth becausechances are they've grown a lot
and that grade might not reflectthat Because, like you said,
(16:35):
grades can be so ambiguous.
Speaker 2 (16:37):
It is.
And if you listen to thoseepisodes, especially in the
second grade, they have likelunches with parents and stuff
and grandparents and then theypull out those leadership
binders and they had her studentand she got the leadership
binder and then and she was like, oh, he cause every day he just
(17:07):
says, oh, okay, you know, likewhat'd you do today, okay, but
then you really got to see itall and you got to see that
whole year unfold.
So you know, those are types ofthings.
So.
So I was away one episode andDiane put together a little um
hodgepodge of testimonials fromkids about their leadership
binders.
(17:27):
It's adorable, you have tolisten, kindergarten to fifth
grade and the kindergartnerstalking about theirs and then
the fifth graders, of course,being so you know, just told all
about it, you know, and theyknew everything.
But even the littlekindergartners knew why.
Speaker 1 (17:44):
Yes, yes, they did.
Speaker 2 (17:46):
Yes.
Speaker 1 (17:46):
And the video is adorable too.
I think maybe we posted I'm notsure if I posted that video out
or not on our Facebook page orthe Minerva Elementary YouTube
channel.
But I was able to learn how topull the audio.
Yes, just the audio, yeah, andso, yes, yay for that, and bring
it into GarageBand.
(18:07):
That's what we use and was ableto share that with everyone,
and it was very insightful tohear what the kids said.
Speaker 2 (18:13):
It really was, and it wasn't rehearsed.
Speaker 1 (18:15):
I just went to the teachers and said who do you
think could talk about theirbinder?
And you teachers out there, youknow the students in your
classroom who love to talk andshare.
Speaker 2 (18:25):
And they did a great job because these were adorable.
Speaker 1 (18:27):
It's like, oh yeah, so-and-so, ask this one.
Speaker 2 (18:35):
They'll tell you anything you want to know kind
of thing.
So that was a lot of fun goingaround and finding those few
students to do that.
So if you're interested outthere about a leadership binder
or starting that out in yourschool, really check into that
episode.
It's 17 and 19 are the twoepisodes and then the
testimonials from the kiddos.
Speaker 1 (18:52):
And what we have seen this year is that more so this
year than I think any other yearis that students do care more
about their learning personally.
So there's that intrinsicmotivation happening that.
That was a goal of mine lastyear in August I shared with the
teachers how can we get ourstudents to care, how can they
(19:12):
motivate themselves?
And so I saw a lot of that thisyear and we were able to get
our test scores back for fourthand fifth grade and we had
several students this yearactually score perfects on
different parts of the OhioState test and, to my knowledge,
that's never happened beforeand I think I want to believe
(19:35):
that it's because our studentscare about their learning.
You know, and they've beentracking their learning all year
and they know that they can dothings.
So we'll continue to see, butwe were very excited about it.
Speaker 2 (19:46):
And you should be Perfect.
I mean, that's awesome Ondifferent parts.
Yeah, on the writing.
Speaker 1 (19:51):
Writing's always been hard for us On the writing on
math and then some English.
Speaker 2 (19:56):
So tracking, seeing your progress.
That's big business and it'simportant.
So those were some of ourhighlights that we talked about.
Of course, there's 22 episodes,so there's lots more, but we
tried to make this podcast be 20minutes.
So you know we can't go onforever, so, but we really did
appreciate you guys, Um, if youwere tuning into us.
We had so many downloads andwhat we feel is so much success.
Speaker 1 (20:20):
Oh, yes, we weren't sure if anyone would listen to
us.
I know.
Speaker 2 (20:23):
And we would get people.
Buzzsprout does a nice job ofgiving you weekly updates on
what podcast you know how manypeople are downloading you, so
that was really fun to see whenthere were downloads and from
where, because Buzzsprout alwaystells you.
Also there's other countriesthat were downloading us.
I don't know why, but I lovethat.
So they gave us updates aboutif a download came from even
(20:45):
another country.
So that was awesome and fun tosee.
And then another thing thathappened out of it is um, uh,
malone University in Canton,ohio, um, was looking for a
podcast to base a course on anda new medium, and so they were
looking through Google andapparently we came up on top and
(21:07):
so they just Goog new PBISpodcast and they contacted us
and since I am retired now, Ichose to do that and so I am
teaching a class at Malone basedall on our podcast.
So it's very friendly formatand if you're interested in
(21:28):
getting a credit hour, it wouldbe for professional development.
So this would be for teachersgoing back to getting their
certifications renewed, that youcan check out Malone's class
schedule and the website to seeif we're gonna offer again in
the fall.
But it's just basically, youlisten to the podcast.
There's medium that you use andthen you do comments and things
(21:49):
back to me about your thoughts,insights about the podcast.
So it's been fun doing it andfun listening, another
opportunity.
Speaker 1 (21:57):
I just I think that's amazing.
Speaker 2 (21:59):
So just you know kind of unraveled itself there and
it's been a lot of fun.
So if you would like to do that, and then you need to look on
Malone schedule for PBIS andthen my name, which is Diane
Farrell, and that would tell youif it was going to be offered
in the fall.
Speaker 1 (22:12):
So and my name, which is Diane Farrell, and that
would tell you if it was goingto be offered in the fall.
So yes, in Malone University inCanton, Ohio.
So really anybody can do that.
Yes, Anywhere in the worldbecause it's a podcast.
Speaker 2 (22:20):
You never have to go to the university, it's all
online, yeah.
Speaker 1 (22:24):
So yeah.
Speaker 2 (22:25):
Oh, wow.
Speaker 1 (22:26):
Well, all right, this wraps it up.
We're just again so thankfulthat you have joined us this
school year.
We hope to be back in the fall.
We'd like to dive into sometier two kinds of things, and so
look for us.
In August or the 1st ofSeptember, reach out to us at
(22:51):
PBIS.
Journey to genius.
Yes, PBIS journey to genius atgmailcom.
Speaker 2 (23:00):
All right, diane, it's been a lot of fun.
I have enjoyed so much comingback and talking with all the
teachers and all the people.
Oh my gosh, we've had a we've.
We've really had a good time,yes, so we'd like to thank
everyone.
Speaker 1 (23:12):
Thank you so much All right, we'll see you soon.
Bye.
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.
Speaker 2 (00:36):
Welcome back.
We are so excited to gettogether one more time.
My name is Diane Farrell andI'm here with Diane Ruff, and
all this year we have beenputting together a podcast
called PBIS Journey to Genius.
Diane and I have workedtogether for many years and
we've worked very hard on PBISin our school, and we decided to
(00:59):
put a podcast together.
So this season we have 22episodes.
Oh my gosh, diane, can youbelieve it?
Speaker 1 (01:05):
no, I can't.
22 episodes.
That is amazing because youknow we decided to do this, uh,
last September and we knewnothing about podcasting at all.
Speaker 2 (01:16):
So so it has been.
It has been a journey not onlyin our PBIS.
It's been a lot of fun inpodcasting and it is a of fun,
and we do this through a mediumcalled Buzzsprout and that has
been a very friendly medium forus.
So if you're out there thinkingabout doing that, you know we
could put a little plug in forBuzzsprout, because it has done
a really nice job and it's sofriendly.
Speaker 1 (01:37):
And you know we've also figured out that we could
Zoom and record the audio soclear.
Back in the beginning inSeptember, I kept wondering how
are we going to be able tointerview people in person?
Because we wanted to get outand about, and so we realized
that we could do that throughZoom.
Speaker 2 (01:54):
Yes, and Diane is our technical coordinator and she
has done a great job.
So we have had a lot of peoplefrom all over Cincinnati,
Columbus, you know Canton areaand they that's, that's far away
from from us, If I know, ifyou're listening out there, but
you know that's four hours awayand they were able to just zoom
in on their lunch break and do apodcast.
(02:16):
So that was really awesome andopened it up to have a lot more
guests.
So today we're talking aboutsome highlights, so we thought
we were talking last week.
We're going to wrap it up forthe summer since everybody's off
, on break and everything, andwe thought you know what we'd
like to do just one last session, just Diane and I, and talk
about our highlights, like whatjust really stood out for us.
(02:38):
So that's what we're doingtoday.
So our podcast is all aboutthat, and then you can go back
to the and look at the differentepisodes if they interest you.
Speaker 1 (02:48):
Yes, yes.
So when our very first episodereally or guest was Michelle
Nervo, and that was really neatto have her here and we got to
reminisce about what was goingon.
You know how we brought PBISinto our building and I think
it's good for all schools.
You know whether you'restarting or maybe you have
(03:10):
brought PBIS into your building.
It's good to look backsometimes and just look at your
journey, celebrate you know whatreally worked and look at
things that needed to be tweaked, and that's kind of what we did
in the first two episodes.
Speaker 2 (03:23):
We did, and Michelle Nerva was our principal and two
buildings were coming together,so we talked a lot about that.
So if you're out there in theconsolidation world and
buildings are coming togetherwith different philosophies and
different thoughts about howbehavior systems should be run,
that's what we were goingthrough and we had to have some
big aha moments to put that alltogether, but those episodes are
(03:45):
really good.
So if you are on that journeytoo and you might be bringing
some buildings together, evenbuildings that have PBIS in them
, but different types ofprocedures, well, and you know
your staff- changes.
So we've been at this about.
Speaker 1 (04:01):
Oh, I think we said maybe like 12 years or something
12 or 13 years PBIS, and sowhat in our building alone this
year?
You know, we've had to kind ofrethink a few things, plus PBIS
itself has changed.
And so you know, looking atwhat can we tweak, and coming
(04:22):
together again and making somechanges and trying to get on the
same page.
So you always have to kind ofcome back to that.
Speaker 2 (04:30):
So there's some really good tips in those first
couple episodes with Mrs Nervo.
Speaker 1 (04:34):
She's out there, she did a really good job she did.
We love talking to her.
Speaker 2 (04:38):
So then I was looking at Diane and I was looking at
one of our teachers.
She's a favorite of mine, she'sa kindergarten teacher and
because I always said, if youwant to fire me, make me teach
kindergarten, because it's atough job, it's really a tough
job.
Speaker 1 (04:54):
All of our kindergarten teachers are just
amazing, oh my gosh, they're sogood.
Speaker 2 (04:57):
So Mrs Roach was not only a great kindergarten
teacher, but she's also one ofour PBIS coaches, so we had her
on for an episode and she justwas amazing.
Do you remember what she wastalking about?
Speaker 1 (05:10):
Well, I know she likes to really, you know, go
beyond the idea of trinkets andhave her students be leaders and
, you know, reward them in thatway.
And we do talk a lot about thereward system and being more of
an acknowledgement system ratherthan a reward with
materialistic kinds of things.
But so she spent some timetalking about that and how her
(05:32):
little people can be leaders andrise to the occasion.
Speaker 2 (05:36):
I know and she did a great job with that.
So if and we actually hademails coming in about that and
and we hooked Aaron up withother people which was fun
because it was people who werelistening and wanting some help
and then Erin was more thanhappy to email them back and
talk about what she did to helpthem, which that's what this is
all about is not just listening,but also getting some
(05:57):
information.
So we wanted to bring thatepisode up because we know there
were some listeners out thereand sometimes kindergarten is a
tough thing because you know youare molding those little
behaviors and they're not usedto really being in school and
following procedures and thingslike that.
You are starting from scratch.
Speaker 1 (06:14):
I just love to watch the transition or maybe not,
that's not the right word howthey just evolve over the maybe
the first nine weeks, becausethey do come in and they're kind
of all over the place, they'renot real good at walking in a
line, I know, or sitting intheir seat, but by Christmas, oh
my goodness, they are littlestudents.
Speaker 2 (06:34):
I know because we said some of them don't go to
preschool.
You know, some of them don'thave any idea what it's like to
have a procedure to do anythingand then all of a sudden,
they're bombarded with this andand how to do anything.
And then, all of a sudden,they're bombarded with this and
how to do it.
But our kindergarten staff isawesome at this all of them but
Erin was able to come in andtalk to us.
So if you're a kindergartenteacher out there, that's a
really great episode with ErinRoach.
Speaker 1 (06:56):
And so PBIS, again, is not just for elementary.
We need to say that over andover, we do.
And so we go from kindergartenclear to high school, and high
school is amazing.
We need to say that over andover, we do.
And so we go from kindergartenclear to high school, and high
school is amazing.
We talked with Renee Parr fromMaslin High School I think it's
Washington Maslin, washingtonHigh School in Ohio.
They're pretty popular becausethey have a great football team.
(07:18):
We also heard from Phil Heflin.
He was an assistant principalat a vocational high school down
in the Cincinnati area.
But these two high schools aredoing amazing things in PBIS
Because again, it really comesback to positive behaviors,
interventions when students needit, whether they're in 12th
(07:39):
grade or kindergarten, and thensupporting them, and really both
of those principles talked alot about relationships and how
they support their almost adultstudents with relationship
pieces.
So those are really great.
Speaker 2 (07:56):
If you're a high school out there or you're a
high school teacher that wouldlike to do this and can't always
get your administration onboard.
Those are two great episodes tosee how that works, and have
them listen.
Speaker 1 (08:08):
Now.
Speaker 2 (08:09):
Mr Heflin is actually a personal friend of mine and
whenever I had him come on hedid talk a lot about that.
He was a naysayer he was.
He was a naysayer and thoughtit was only for elementary.
Speaker 1 (08:21):
We've heard that before.
Speaker 2 (08:23):
Whenever we were talking years and years and
years ago, when Diane and I werejust getting started on PBIS,
and we would get together Iwould say about this and he
would call it pibbis, and hewould say yeah, yeah, yeah, yeah
, yeah.
But Phil is a great guy and youknow what he was listening.
And then he took that back tohis high school and did a lot
(08:44):
with the relationship buildingpiece and then he retired and
went on to a vocational school,which I really liked that idea,
because that's a whole differentenvironment.
Speaker 1 (08:50):
Yes.
Speaker 2 (08:51):
A vocational school and that you have a lot.
You know high school altogether.
You have a lot of absenteeism.
You know trouble with truancy,things like that and then making
those kids want to come toschool.
You know building thatrelationships and the things
that he did.
Speaker 1 (09:05):
And he had some great incentives, and so did Renee,
great incentives to get kids tocome to school.
I think, renee, they had thecards, the bell cards, bell long
.
Speaker 2 (09:18):
Yes, I think it was little bell store cards and it
says you bell long here yes, Ithink it was.
Speaker 1 (09:22):
It was little bell store cards and it says you
belong here.
So either you know who doesn'twant that, to go get a, a pop
after school or a soda, I shouldsay she also had the starbucks
um yes yes and gas, you know, ifyou're driving, you might want
that ten dollars for starbuckswas a good um partnering and I
think that was based onattendance, if I'm right bellon,
yes, because you bell long yeah, um it good, you need to listen
(09:45):
to that one.
Speaker 2 (09:46):
Really, because she had a whole bunch of ideas with
incorporating businesses andstuff and I thought that was
really cool.
Now she's in a city, you know,massillon, which has businesses
around but you wouldn't be.
You'd be surprised how theymight really want to join on
with that.
And she said Starbucks wasreally up on that and wanted to
help with gift cards andrecognition.
Well, and I think that EricaBauer from down in the New
(10:13):
Philly area was using.
Speaker 1 (10:15):
yes, yes, that's right, they were using the
businesses in Starbucks, thebusinesses in the New Philly
area.
Speaker 2 (10:19):
That's right, they were using the businesses in
Starbucks In the New Philly area.
That's right.
Renee also talked about those90 kids being chosen every month
.
Remember that.
What did they do outside theirdoors, do you remember?
Speaker 1 (10:31):
Well, I think that they just had to show leadership
qualities and probably, if Iremember correctly, their three
big rules those students had youknow, I'm not sure what they
were, but like be safe,responsible, respectful all of
them kind of go on yeah on thatand then the teacher would
nominate a student in theclassroom every month and then
put their picture outside theclassroom and the kids would
(10:54):
look for that.
These are high school studentsthat would look for their
picture to be hanging up.
Yeah, because if you don't wantthat.
Speaker 2 (11:00):
she said you're wrong .
You're wrong Because they likedthat and their picture was up.
But also, you know, having thatmany you know instead of just
one, and then lots of kids don'tget it.
Speaker 1 (11:11):
Yeah, one from every classroom, which I really liked,
yeah.
Speaker 2 (11:13):
I thought that was really awesome and her ideas
about that.
Speaker 1 (11:22):
And yes, I did misspoke, erica Bauer was the
one from Green that did theStarbucks and the businesses.
Speaker 2 (11:24):
Yes, so her episode is awesome because she was a
district wide.
Remember that.
Speaker 1 (11:30):
Yes.
Speaker 2 (11:30):
And we thought that was amazing.
Speaker 1 (11:33):
Yes, that district is a district like gold PBIS,
which really means that thereare several buildings.
They have a high school,probably their middle school
elementaries, but they're all.
They've been awarded PBIS,which really means that there
are several buildings, they havea high school, probably their
middle school elementaries, butthey're all um, they've been
awarded PBIS, I think everyschool had to have an award or
something, um, but she is thecentral person in that.
Speaker 2 (11:53):
she's also the school counselor, but she is like the
one that you know, negotiatesthrough all the buildings and
works with them and theiradministrators, and so so she is
an awesome resource.
And that episode is really goodbecause she took a lot of time
to share things with that andwhat green was going, and her
advice was go slow to go fast.
Speaker 1 (12:13):
Yes, which I?
Speaker 2 (12:13):
thought was very interesting because and we heard
that actually from lots ofteachers- you know, when they
were starting something theywere like well, just do a little
bit, just start.
You know, you feel like youhave to go gangbusters.
Well, her, being a districtwide, said go slow to go fast,
that's good I thought that wasreally good.
Speaker 1 (12:35):
And so then you know, really we didn't really know
what our theme would be.
Throughout this whole thing itjust kind of evolved as we were
going.
We talked all about tier one,but what kept coming up was
building relationships over andover and acknowledging students
for the great things thatthey're doing.
These two things seem to be thetheme.
Speaker 2 (12:57):
That was a common thread all the way.
Yes, Yep.
Speaker 1 (12:59):
So PBIS, I think it's kind of gotten a bad rap
because some people think that'sjust a reward system and you're
just rewarding kids.
But it's so much deeper thanthat.
It's really acknowledging whatkids are doing and showing that
appreciation in a lot ofdifferent ways, Like we see that
you're working hard, we seethat you were, you know you're
(13:20):
working hard at your academics,we see that you are following
all of the rules, that you'rehelping other friends, and so
one of the ways in our buildingis to kind of foster more of
that is the leadership binders,and really it's just a goal
setting binder.
We called it a leadershipbinder because we were doing the
(13:41):
leader in me.
Moving forward in our buildingis we'll probably just call it a
goal setting or goal binders.
We still want our children todo that because we found out
this year that they took greatpride in all of the goal setting
that they did.
Speaker 2 (13:57):
Yeah, those episodes are really cool If you get a
chance and you want to knowabout leadership binders or goal
setting binders or you knowthose type of things.
It's a second grade episode andthen it's a fifth grade episode
and that really shows you thegamut you know.
So, like if fifth graders cando it.
Of course they're independent,they can, you know, know what
(14:19):
they're tracking and everything.
But even those little seven andeight year olds, you know
really can put their input intotheir binders and do a good job.
And the teachers were reallygood about talking about how
important that was and how youknow.
I liked it when Autumn Thomas,the fifth grade teacher, said if
you think you don't have timeto do it, you really don't have
(14:39):
time not to do it, because onceyou do it, you really don't have
time not to do it Because onceyou do it, you use it so much.
And then the kids, you know,love to see their progress and
see their, their achievements.
And what was it Mrs Jones, Ithink, said something like kids
don't even know they grow?
Speaker 1 (14:56):
Yes, they don't even know it, yeah.
Speaker 2 (15:03):
And then they'd see those behavior charts and those
you know reading levels, andthen they'd see the growth at
the end of the year and theywere like, wow, you know.
Speaker 1 (15:07):
Yeah, making them aware, and that is just
something that really needs tobe fostered throughout all of
education.
You know sports we were justtalking before we came on the
air here about track and youknow they're constantly.
You know, in any sport, whetherit's golf or track, you're
keeping track all of the timeyour progress, your personal
best, your and your goal setting.
(15:29):
You know in any, really in anysport, you look at where you are
and where you want to be inyour goal setting.
Well, we need to do that in theeducation world, in middle
school and high school as well.
Students should be you know,recording it somewhere and
taking the time to say, okay,this is where I am, this is
where I want to be, and try andnot just a report card.
Speaker 2 (15:51):
No, you know, like report cards are just so, um,
ambiguous, like it's an a, okay,what's an a, you know.
But to actually see, you know Iwas reading here and then I'm
reading here and you know I wasdoing my math here and now you
know.
But to actually see, you know Iwas reading here and then I'm
reading here and you know I wasdoing my math here and now you
know that that showing thatgrowth, that that is way more
important and meaningful to kidsthan an A or a B, right.
Speaker 1 (16:13):
Yes, and taking the time to celebrate that, because
you know a student at the middleschool or high school level.
Maybe they are getting D's in acertain subject area, but if
they were able to see the skillsand where they were at the
beginning of the year to wherethey are at the end, they could
celebrate their growth becausechances are they've grown a lot
and that grade might not reflectthat Because, like you said,
(16:35):
grades can be so ambiguous.
Speaker 2 (16:37):
It is.
And if you listen to thoseepisodes, especially in the
second grade, they have likelunches with parents and stuff
and grandparents and then theypull out those leadership
binders and they had her studentand she got the leadership
binder and then and she was like, oh, he cause every day he just
(17:07):
says, oh, okay, you know, likewhat'd you do today, okay, but
then you really got to see itall and you got to see that
whole year unfold.
So you know, those are types ofthings.
So.
So I was away one episode andDiane put together a little um
hodgepodge of testimonials fromkids about their leadership
binders.
(17:27):
It's adorable, you have tolisten, kindergarten to fifth
grade and the kindergartnerstalking about theirs and then
the fifth graders, of course,being so you know, just told all
about it, you know, and theyknew everything.
But even the littlekindergartners knew why.
Speaker 1 (17:44):
Yes, yes, they did.
Speaker 2 (17:46):
Yes.
Speaker 1 (17:46):
And the video is adorable too.
I think maybe we posted I'm notsure if I posted that video out
or not on our Facebook page orthe Minerva Elementary YouTube
channel.
But I was able to learn how topull the audio.
Yes, just the audio, yeah, andso, yes, yay for that, and bring
it into GarageBand.
(18:07):
That's what we use and was ableto share that with everyone,
and it was very insightful tohear what the kids said.
Speaker 2 (18:13):
It really was, and it wasn't rehearsed.
Speaker 1 (18:15):
I just went to the teachers and said who do you
think could talk about theirbinder?
And you teachers out there, youknow the students in your
classroom who love to talk andshare.
Speaker 2 (18:25):
And they did a great job because these were adorable.
Speaker 1 (18:27):
It's like, oh yeah, so-and-so, ask this one.
Speaker 2 (18:35):
They'll tell you anything you want to know kind
of thing.
So that was a lot of fun goingaround and finding those few
students to do that.
So if you're interested outthere about a leadership binder
or starting that out in yourschool, really check into that
episode.
It's 17 and 19 are the twoepisodes and then the
testimonials from the kiddos.
Speaker 1 (18:52):
And what we have seen this year is that more so this
year than I think any other yearis that students do care more
about their learning personally.
So there's that intrinsicmotivation happening that.
That was a goal of mine lastyear in August I shared with the
teachers how can we get ourstudents to care, how can they
(19:12):
motivate themselves?
And so I saw a lot of that thisyear and we were able to get
our test scores back for fourthand fifth grade and we had
several students this yearactually score perfects on
different parts of the OhioState test and, to my knowledge,
that's never happened beforeand I think I want to believe
(19:35):
that it's because our studentscare about their learning.
You know, and they've beentracking their learning all year
and they know that they can dothings.
So we'll continue to see, butwe were very excited about it.
Speaker 2 (19:46):
And you should be Perfect.
I mean, that's awesome Ondifferent parts.
Yeah, on the writing.
Speaker 1 (19:51):
Writing's always been hard for us On the writing on
math and then some English.
Speaker 2 (19:56):
So tracking, seeing your progress.
That's big business and it'simportant.
So those were some of ourhighlights that we talked about.
Of course, there's 22 episodes,so there's lots more, but we
tried to make this podcast be 20minutes.
So you know we can't go onforever, so, but we really did
appreciate you guys, Um, if youwere tuning into us.
We had so many downloads andwhat we feel is so much success.
Speaker 1 (20:20):
Oh, yes, we weren't sure if anyone would listen to
us.
I know.
Speaker 2 (20:23):
And we would get people.
Buzzsprout does a nice job ofgiving you weekly updates on
what podcast you know how manypeople are downloading you, so
that was really fun to see whenthere were downloads and from
where, because Buzzsprout alwaystells you.
Also there's other countriesthat were downloading us.
I don't know why, but I lovethat.
So they gave us updates aboutif a download came from even
(20:45):
another country.
So that was awesome and fun tosee.
And then another thing thathappened out of it is um, uh,
malone University in Canton,ohio, um, was looking for a
podcast to base a course on anda new medium, and so they were
looking through Google andapparently we came up on top and
(21:07):
so they just Goog new PBISpodcast and they contacted us
and since I am retired now, Ichose to do that and so I am
teaching a class at Malone basedall on our podcast.
So it's very friendly formatand if you're interested in
(21:28):
getting a credit hour, it wouldbe for professional development.
So this would be for teachersgoing back to getting their
certifications renewed, that youcan check out Malone's class
schedule and the website to seeif we're gonna offer again in
the fall.
But it's just basically, youlisten to the podcast.
There's medium that you use andthen you do comments and things
(21:49):
back to me about your thoughts,insights about the podcast.
So it's been fun doing it andfun listening, another
opportunity.
Speaker 1 (21:57):
I just I think that's amazing.
Speaker 2 (21:59):
So just you know kind of unraveled itself there and
it's been a lot of fun.
So if you would like to do that, and then you need to look on
Malone schedule for PBIS andthen my name, which is Diane
Farrell, and that would tell youif it was going to be offered
in the fall.
Speaker 1 (22:12):
So and my name, which is Diane Farrell, and that
would tell you if it was goingto be offered in the fall.
So yes, in Malone University inCanton, Ohio.
So really anybody can do that.
Yes, Anywhere in the worldbecause it's a podcast.
Speaker 2 (22:20):
You never have to go to the university, it's all
online, yeah.
Speaker 1 (22:24):
So yeah.
Speaker 2 (22:25):
Oh, wow.
Speaker 1 (22:26):
Well, all right, this wraps it up.
We're just again so thankfulthat you have joined us this
school year.
We hope to be back in the fall.
We'd like to dive into sometier two kinds of things, and so
look for us.
In August or the 1st ofSeptember, reach out to us at
(22:51):
PBIS.
Journey to genius.
Yes, PBIS journey to genius atgmailcom.
Speaker 2 (23:00):
All right, diane, it's been a lot of fun.
I have enjoyed so much comingback and talking with all the
teachers and all the people.
Oh my gosh, we've had a we've.
We've really had a good time,yes, so we'd like to thank
everyone.
Speaker 1 (23:12):
Thank you so much All right, we'll see you soon.
Bye.
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.