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Today our guest is Mariah Reed-Brown, School Counselor at Paradise Valley High School. We talk to Mariah about how she's customized the CharacterStrong curriculum to strengthen her school's PBIS framework. She shares how getting into classrooms and intentionally connecting Tier 1 practices to PBIS has helped foster a stronger sense of belonging for all students. Mariah offers practical examples, including how co-creating community agreements with students has shaped the culture on campus. She also reflects on the impact of giving students voice and choice—and the remarkable buy-in it's generated among her school community.
As we explore what inclusive education means, we need to talk about what it means to create truly inclusive schoolwide systems, data, and practices. If schoolwide means all students have access to the same foundational features, how do you ensure “all” really means “all” in your Tier 1 PBIS implementation? Joining us to help answer this question is Dr. Sheldon Loman from Portland State University (PSU). Sheldon is a Professor in the Special Education Department at PSU. He has a passion for researching and teaching about inclusive practices to support students with extensive support needs. Most recently, his research explores universal design and how to make schoolwide PBIS more inclusive of students with extensive support needs. Before his work at PSU, Sheldon was a special education teacher and positive behavior support coordinator in a diverse, urban school district in California. For more information about the resources shared in this episode, check out the following resources and links: Research Findings: Walker, V. L., & Loman, S. L. (2021). Strategies for Including Students With Extensive Support Needs in SWPBIS. Inclusive Practices, 1(1), 23-32. https://doi.org/10.1177/27324745211000307 Research Findings: Walker, V. L., Loman, S. L., Mickelson, A. M., & Lyon, K. J. (2022). Participation of students with extensive support needs in SWPBIS: Administrator and educator perspectives. Psychology in the Schools, 59(8), 1623-1642. The TIES Center. This center works with states, districts, and schools to support moving students with disabilities from less inclusive to more inclusive environments. The TIES Center resources on PBIS The TIES Center PBIS video series on how to make PBIS more inclusive
Welcome back to another episode of School Counseling Simplified! All April long, I'm sitting down with amazing guest experts to bring you insight, encouragement, and practical tools for your school counseling practice. Today's guest is the incredible Patti Hoelzle from Rooted Well, and we're talking all about something many counselors shy away from… data. But don't worry—Patti breaks it down in a way that's simple, empowering, and exciting! Patti Hoelzle is the owner of Rooted WELL and a National Board Certified School Counselor with a passion for building proactive, equitable systems of student support. She trains and consults on mindfulness in schools, trauma-informed practices, tiered interventions, and PBIS, working with educators and families nationwide. A sought-after speaker, Patti has presented at local and national conferences and teaches as an adjunct professor in a school counseling graduate program. Previously, she led social-emotional learning and MTSS efforts in a school district and has spent 18 years dedicated to being a professional school counselor. Recognized as Washington's 2021 School Counselor Advocate of the Year, Patti is dedicated to ensuring every student gets the whole-child support they deserve. Why Data Matters in School Counseling School counselors are in a unique position—we have to do the job, prove our impact, and often justify our position for the following school year. The good news? Data can do all three. Using data allows you to: Advocate for your role and time Communicate impact to stakeholders, families, and administration Support budget decisions and staffing Build confidence in your work Time Tracking as a Starting Point Patti recommends starting with one of the simplest tools: a time tracker. She's created an Excel spreadsheet workbook that allows counselors to track: Time spent on individual students Tasks completed throughout the day Graphs and charts that automatically populate from your entries This is perfect for sharing with admin, staying accountable, and noticing patterns in how your time is spent. You can find this resource in Patti's Teachers Pay Teachers store (linked in the show notes below). Using Google Tools for Easy Data Collection Another strategy Patti loves: Google Forms + the Google Suite. These tools are powerful for: Progress monitoring Sending surveys to students, teachers, and caregivers Collecting ongoing data during small groups Tracking changes in student behavior or academic progress And bonus—sending forms to caregivers via email often leads to higher participation rates than paper handouts. Advice for New Counselors Start small. Patti suggests: Begin with tracking your time, since it's something you're already doing Add in pre/post assessments once you're in the groove Use tools that already exist—no need to reinvent the wheel A Mindset Shift: The Slow Cooker Analogy “Our work is like a slow cooker, not a microwave.” Counselors often wish for a quick fix, but real change takes time. Don't be discouraged if you don't see growth right away. If your data isn't showing growth: Don't take it personally—there are many factors at play Use it as a learning opportunity Be willing to adapt and try new approaches Track student growth over time, especially with Tier 2 or Tier 3 students This conversation was such a great reminder that data doesn't have to be intimidating—it can actually empower us to better serve our students and advocate for ourselves. You can connect with Patti and find her time tracker and other amazing resources linked below in the show notes. Thanks for listening, and I'll see you next week on School Counseling Simplified! Resources mentioned: Join my school counselor membership IMPACT here! If you are enjoying School Counseling Simplified please follow and leave us a review on Apple Podcasts! Connect with Rachel: TpT Store Blog Instagram Facebook Page Facebook Group Pinterest Youtube Connect with Patti: rootedwellcoaching.com TpT Store TikTok Instagram More About School Counseling Simplified: School Counseling Simplified is a podcast offering easy to implement strategies for busy school counselors. The host, Rachel Davis from Bright Futures Counseling, shares tips and tricks she has learned from her years of experience as a school counselor both in the US and at an international school in Costa Rica. You can listen to School Counseling Simplified on Apple Podcasts, Spotify, Google Podcasts, and more!
Join us this month with guest Dr. Nikole Hollins-Sims as we discuss how to cultivate a culture of belonging in your classroom. Using the elements of PBIS, Dr. Hollins-Sims helps us break down how students thrive at school when they feel they belong. For starters, the ABCs of student wellbeing, Agency, Belonging and Connectedness, have a tremendous influence on whether students feel like they are part of your school. When educators focus on cultivating each of these components in their classroom climate through greetings, exercises and class culture, students thrive. We also visit how your own SWIS data results can tell a story of class belonging.Nikole Y. Hollins-Sims, Ed.D., is an internationally recognized speaker, author and facilitator. She currently serves as a research associate for Educational and Community Supports (ECS) as a research unit within the University of Oregon's College of Education. Nikole has formerly served as a technical assistance coordinator for the Midwest PBIS Network and is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education.For more information about the resources shared in this episode, check out the following links:Expert Instruction Ep. 21: Benefits & Examples of Creating a Schoolwide Purpose Statement with Dr. Nikole Hollins-SimsSchool Climate SurveyFeedback & Input SurveyTiered Fidelity Inventory (TFI)Teach by Design “Proven Ways to Make Schoolwide Feedback Work”
In this episode, we're focusing on a key element of successful schools: understanding and supporting positive student behaviour. Brendan Lee speaks with Dr. Brandi Simonsen, a professor of special education at the University of Connecticut and co-director of the National Center on Positive Behavioral Interventions and Supports (PBIS). Brandi shares her practical insights into PBIS, exploring the crucial links between behaviour, attendance, and academic success. We delve into the ABCs of behavior and uncover effective, evidence-based strategies for creating positive classroom environments, from setting clear expectations to the power of specific praise. Whether you're new to teaching or looking to enhance your practice, this episode offers valuable knowledge and actionable takeaways on implementing Positive Behaviour Interventions and Supports. Resources mentioned: Brandi Simonsen and Diane Myers: Classwide Positive Behavioral Interventions and Supports: A Guide to Proactive Classroom Management Diane Myers, Brandi Simonsen and Jennifer Freeman: Implementing Classwide PBIS: A Guide to Supporting Teachers, which I highly recommend. National Center on Positive Behavioral Interventions and Supports (PBIS) You can connect with Brandi: Linkedin You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net Support the Knowledge for Teachers Podcast: https://www.patreon.com/KnowledgeforTeachersPodcast
As we explore what it means to achieve equitable solutions in PBIS implementation, we start by defining what equity looks like. So, what happens when our definitions of equity are different from each other? In this episode, learn how one coach successfully collaborates with the whole schoolwide community to create shared definitions and equitable systems that work for everyone.Joining us is Mari Meador from the University of Washington's School Mental Health Assessment Research and Training (SMART) Center. As an implementation coach, Mari supports schools in their implementation efforts. She has been a PBIS state facilitator, an assistant coordinator for the Northwest PBIS Network, and a school-based counselor and mental health associate. Mari is a forever advocate for system-level change, culturally responsive practices, and social-emotional learning.Listen in as Mari shares her strategies for working with community and family members to define their shared values and identify interventions that are culturally responsive. Additionally, we'll discuss the importance of mental health screening in schools and how it serves as a powerful foundation within any multi-tiered system of support.For more information about the resources shared in this episode, check out the following links:SMART CenterBehavioral Health AuditPBIS Community of Practice!Intervention Map Template
HBCUs and PBIs are the dynamic duo of Black education—one with a rich history of excellence and the other an urban hero meeting today’s needs. Together, they’re making sure we don’t just show up, we show out. Learn the differences and similarities on today’s episode of IDKMYDE.See omnystudio.com/listener for privacy information.
In this conversation, Dr. Erika McDowell discusses the challenges and opportunities within the education system, focusing on school enrollment, the importance of capital in education, and the role of micro-schools and Montessori education. She emphasizes the need for liberatory schools that prioritize freedom and inclusivity, while also addressing the intersection of PBIS and Montessori practices. Dr. McDowell highlights the resilience of educators and the importance of community engagement in navigating political changes affecting education. Watch the video here! https://youtu.be/7y3i08Z9A7I Continuing Education Credits (https://www.cbiconsultants.com/shop) BACB: 1.5 Learning IBAO: 1.5 Cultural QABA: 1.5 DEI Contact Dr. McDowell LinkedIn https://www.linkedin.com/in/dr-erika-mcdowell-85499013/ Wildflower Schools https://www.wildflowerschools.org/ Black Wildflowers Fund https://www.blackwildflowers.org/ Inspired Minds Collide https://www.inspiredmindscollide.com/ Links: Territories on which Erika Resides https://www.lenape-nation.org/ Rosa Parks School of Fine and Performing Arts https://www.paterson.k12.nj.us/Page/296 Howard University https://howard.edu/ Dr. Deja L. Jones https://www.dejaljones.com Sep Kamvar - Ted Talk https://www.youtube.com/watch?v=dbB5na0g_6M Teal Organizations https://www.iberdrola.com/talent/teal-organisations Kamontá Heidelburg https://ehe.osu.edu/educational-studies/directory?id=heidelburg.3 MACTE Accreditation https://www.macte.org/ American Montessori Internationale https://montessori-ami.org/ Dr. Ayize Sabater https://www.morgan.edu/psychology/center-for-predictive-analytics/staff/ayize-sabater APBS https://apbs.org/ Dianna Yip Director of P.L.A.I. Behaviour Consulting & CEO of PBSA.Asia https://www.linkedin.com/in/dianna-yip-plai/?originalSubdomain=hk Behaviour Speak Episodes to Check Out Episode 195 APBS Executive Director Cheretta Clerkley https://www.behaviourspeak.com/e/episode-195-the-association-for-positive-behavior-support-with-executive-director-cheretta-clerkley/ Episode 114 Dr. Nikole Hollins-Sims https://www.behaviourspeak.com/e/episode-114-equity-belonging-and-inclusion-with-drnikole-hollins-sims/
Episode Summary: This episode explores the definition of Project Based Learning (PBL) from the perspective of three key audiences: students, teachers, and administrators. Host Ryan Steuer emphasizes the importance of tailoring the explanation of PBL to resonate with each group, highlighting the unique benefits they experience through its implementation. Key Takeaways: For Students: PBL fosters deep content knowledge by providing context and real-world applications for core subjects. It cultivates 21st-century skills like critical thinking, problem-solving, and teamwork, which are highly sought after by employers. PBL empowers students, shifting them from passive recipients of information to active, engaged learners. For Teachers: PBL allows teachers to teach in a way that aligns with their passion and desired instructional approach. It provides a structured framework that incorporates components like PBIS, relationship building, and rigorous content, streamlining their efforts. PBL fosters stronger teacher-student relationships by creating opportunities for interaction and collaboration within the learning process. For Administrators: PBL serves as a unifying framework that can encompass various school improvement goals, such as equity, engagement, and academic achievement. It provides a vehicle for bringing community partners into the classroom, showcasing student work, and enhancing community perception of the school. PBL leads to improved standardized test scores by challenging all learners and promoting growth. It offers a solution to the challenges of personalization and differentiation, empowering teachers and reducing their overwhelm. Implementation Tips: Visit schools successfully implementing PBL to observe firsthand and gather insights. Build momentum by involving leadership teams, teachers, and parents to create a grassroots movement. Be patient and persistent in driving the change process. Call to Action: Rate and review the show to help other inspired leaders discover the benefits of PBL. Explore the "Binge PBL for Administrators" series for a comprehensive overview of PBL implementation. Tune in next week for a discussion on leveraging social media to showcase the positive impact of PBL with guest David Griffith.
Join Gretchen as she speaks about the Crisis Response in Education and what you can do to make it better. Throughout the episode, Gretchen gives you resources and tangible action steps to make your school more prepared in a crisis situation. Quotables "We can't just prepare for crisis itself. We have to prepare for what happens after the crisis." "You don't have to be a leader in the school to have a game plan and bring it to the table. " "Develop plans that are thorough enough to handle a lot of things." Resources 332: Clear Communication: Effective com w/ Ss and Ps 207: From Crisis to Calm https://alwaysalesson.com/episodes/207-from-crisis-to-calm/ Office for victims of crime: https://ovc.ojp.gov/sites/g/files/xyckuh226/files/publications/bulletins/schoolcrisis/pg3.html Office for victims of crime 2: https://www.schoolcrisiscenter.org/wp-content/uploads/2017/05/School-Crisis-Response-Initiative.pdf PBIS: https://www.pbis.org/crisis-recovery NEA: https://www.nea.org/sites/default/files/2020-07/NEA%20School%20Crisis%20Guide%202018.pdf Office of State Superintendent of Education: https://osse.dc.gov/page/responding-school-crisis Join the Always A Lesson Newsletter Join here and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.com Blog:
Whether its students clutching their phones or endlessly scrolling YouTube shorts, there is a sense student apathy is real and rampant. In this episode, we're out to bust the myth that students today just don't care about school like they used to. Joining us are Marisa Cardenas-Joslyn and Aydree, from Silverado High School in Mission Viejo, CA. Our colleague and friend, Mimi McGrath Kato is also a special guest cohost today while Danielle Triplett is out of the office. Marisa is a member of the Silverado's PBIS team and an instructional coach supporting teachers and administrators to use data to enhance their instructional practices. She comes to our conversation with a passion for continuous improvement and helping everyone achieve their fullest potential for student success. Aydree is an 11th-grader at Silverado and a student in the school's Peer Assistance Leadership (PALS) class. When the Silverado PBIS team needs to reteach an expectation, the PALS class comes up with the lesson plan and delivers it to their peers. The class is new this year, but Silverado has already seen more active engagement from students and an increase in the behaviors they hope to see. For her part, Aydree says the class makes her feel more involved at school and more confident in her skills as a leader. If students didn't care about school, a class like this wouldn't work…but it does! For more information about the resources shared in this episode, check out the following links: PBISApps Job PostingExpert Instruction Ep. 42: Creating and Sustaining Positive School ClimateSchool Climate Survey
In this Immigration Conversation podcast episode, Senior Manager Lindiwe Mapota interviews Director Johannes Kgotso Tiba on recent changes to the South African immigration system following the long-anticipated publication of the Points-Based Immigration System (PBIS). Together, they discuss the PBIS's impact on businesses and explore key elements such as transparency and attributes.
If you like this show, consider making a donation this holiday season. 100% of your donation will go towards helping us create more podcasts (like this one!). Click here to make a gift today.We've all been there: Our child is refusing to do something that, to us, seems super reasonable. Do we offer them a reward to get them to cooperate? Where is the line between bribery and rewarding a child? Will we ruin them?In this episode of In It, hosts Gretchen Vierstra and Rachel Bozek welcome Dr. Andy Kahn back to the show. Dr. Andy is a licensed psychologist and Understood's associate director of behavior change and expertise. He's also the host of the podcast Parenting Behavior with Dr. Andy Kahn.Tune in to get Andy's expert advice about bribes and rewards.Related resourcesWhat are positive behavioral interventions and supports (PBIS)?7 ideas for using rewards and consequencesThe power of motivation for kids who learn and think differentlyHow to give praise that builds kids' self-esteem“I'm not yelling—you're yelling!” Tips for staying calm when kids act outTimestamps (1:22) The difference between a bribe and a reward(5:08) Pairing verbal praise with reinforcement(8:31) How close to the behavior should the reward be(16:03) Money as a reward(21:08) Behavior charts and LTDs(25:14) Helping kids change behaviorsFor a transcript and more resources, visit the In It page at Understood.orgWe love hearing from our listeners. Email us at init@understood.org. Understood is a nonprofit organization dedicated to empowering people with learning and thinking differences, like ADHD and dyslexia. If you want to help us continue this work, donate at understood.org/give
Decoding the ABCs of Acronym Overload - A Pep Talk by YOUR Principal"Good morning, team! Today's priorities: align PPG with MTSS strategies, focusing on PBIS to reduce ODRs. Address RTI needs for students with ADD, ADHD, or OHI in IEPs and 504s. Boost ELA, MAPE, and SEL through targeted SLOs. Support ELL students via SSI and ensure compliance with FAPE and ESSA. Plan interventions during PLC to discuss SPED and ESY. Tonight: report PBIS, IEP, and SEL gains to the BOE. In fact, I'm going to take them directly to the BOE for you. Let's make this count people!" We've got this together." Holy crap! It's like the DaVinci code. We need to have some kind of code breaker.Do you have a story to share? Do you just want to talk? Send us a text! #holidayParties #StaffParties #TheyDontPayMeEnoughForThis, #IGiveUp, #HandsToYourself, #WhyDoIBotherDressingUp, #WhatItsAllAbout, #LessonPlan, #BathroomBreak, #DanielsonModel, #TryingToBeNice, #StopTheWorldIWantToGetOff, #WeDidntKnow, #WeDidntKnowWhatWeDidntKnow, #StressedTeacher, #funny,#NiceTry #StillFail #elementaryHumor, #DoAsISayNotAsIDo , #AForEffort, #IsItSummerYet, #ImHip #CoolTeacher, #WhyIsThisSticky, #ClassPets Please contact us with comments or questions at podcastwedidntknow@gmail.com. Facebook: https://www.facebook.com/SueandLisaInstagram: https://www.instagram.com/wedidntknowpodcast/YouTube: https://www.youtube.com/channel/UCgpsWcy93XJpleqVCML4IBQThanks for listening! -Sue and Lisa #teacherlife #teachersofinstagram #teacher #iteach #teachers #iteachtoo #funnyteacherstories #education #teaching #school #teach #teacherstyle #classroom #teacherretirement #teachertribe #learning #teacherproblems #students #elementaryteacher #primaryteacher #cryingteachers #elementary #thirdgrade #fourthgrade #fifthgrade #cryinginmycar #teacherfunny #ageism #proudtoteach #teachermamas #recessduty
Join us for this episode of the IASP Leadership podcast. A weekly podcast production containing short, sweet, nuggets of Wednesday wisdom for our leadership growth. In this episode, we hear from our Assistant Principal Liaison and Associate Principal at Chesterton HS, Mrs. Kristen Peterson, and guests Nicole Laird and Victor Torres, assistant principals at Wilbur Wright Middle School, in our “through the Assistant Principal Lens” series.
We're back with another episode of Mythbusters where we explore some of the critiques about PBIS. Along with our guests, we'll declare the criticisms true or busted! The myth we'll explore today is: Rewards don't work to improve student outcomes. Joining us in our conversation are Erica Bauer, Joya Mitchell, and Jaymz Keller Jr. Erica is a school counselor and the Green Local School District's PBIS coordinator. Joya is the Student Services Director at Green Local Schools. She's been an educator for over 20 years working in both special education and as an assistant principal before transitioning to her current position. Jaymz W. Keller Jr is the store manager at the local Starbucks in Green, OH. Erica, Joya, and Jaymz, have established a staff recognition system for Green Local School District like no other we've seen. Their partnership was only made possible because of the district's focus on building strong relationships and supporting everyone in their larger schoolwide community. Listen to how they leveraged the power of recognition to uplift their staff, encourage students, and engage the entire town of Green, OH in their PBIS implementation. For more information about the resources shared in this episode, check out the following links: Tiered Fidelity Inventory5 Ways to Reward Students the Right WayAre Schoolwide Tickets the Secret to Better Classrooms? Here's the Truth Find your state-level PBIS coordinator
There's a feeling you get when you walk into a school. You get a sense for the kind of place it is when you look at the people's faces, or the way the light that comes through the windows. It's even in the colors and art on the walls in the hallway. This intangible thing is your school's climate and it's something you co-create with your schoolwide community.In this episode of Expert Instruction, we're joined by three educators who know how to create that positive school climate we all want to experience: Dr. Ginny Joseph, Kathy Stauffer, and Sun Saeteurn.Ginny is a PBIS and Mental Health Coordinator for the Orange County Department of Education in Costa Mesa, CA. She supports schools and district in their efforts to implement a multi-tiered framework for inclusive behavior supports. Ginny is passionate about creating safe learning spaces by engaging the entire schoolwide community. Kathy comes to us from the Saddleback Valley Unified School District in Mission Viejo, CA where she trains and supports school teams in their implementation of multi-tiered systems of support. In her work, she focuses on fostering respectful, responsible, and inclusive communities. Sun has been the principal at Monroe Middle School in Eugene, OR for the last six years. Before that, he was a high school assistant principal and a middle school teacher. Everywhere he goes, no matter what his role, Sun creates supportive spaces by engaging students, staff, and the larger community and building strong relationships. For more information about the resources shared in this episode, check out the following links: School Climate SurveyTiered Fidelity Inventory Turquoise or Blue? How One Test Uncovers the Hidden Assumptions in Our Classrooms Proven Ways to Make Schoolwide Feedback workStart With Why: How to Put Purpose Back in Your Work
In this episode of the Principal's Handbook podcast, guest Brian Callahan, an experienced educator and state support team consultant. Brian shares insights on using data to inform decisions in schools, with a focus on Positive Behavioral Interventions and Supports (PBIS) and school climate.Key points discussed include:The importance of easy-to-use data collection systemsFocusing on acknowledging positive behaviorsThe impact of adult behavior on school climateConsistent teaching and reinforcement of expectationsExtending PBIS beyond the classroomThe potential of AI in interpreting school dataBrian emphasizes the need for data-driven decision-making and the value of building positive relationships with students. He also touches on common mistakes teams make with PBIS data and offers suggestions for improvement. The episode concludes with a discussion on the emerging role of AI in education and encourages listeners to explore more about educational technology.Listen to the EdTech Startup Showcase HEREFind Brian Callahan HERE on LinkedIn
Ms. Barnes encourages students to see math challenges as stepping stones to mastery.Today we are joined by middle school math teacher, Camyrea Barnes from Michigan. Camyrea believes that with the right mindset and community support, students will can take on any math problem. As a leader on her school's positive behavior interventions and supports (PBIS) team, Camyrea is also dedicated to fostering a supportive classroom environment. In this episode, Camyrea shares strategies for fostering a growth mindset, like journaling and one-on-one conferencing. Plus she discusses how to build a supportive community for both teachers and students.Teachers in America profiles K–12 teachers across the country. Hear firsthand from the people who are shaping young lives in the classroom every day. If you or someone you know would be a good candidate for Teachers in America, please email us at shaped@hmhco.com.
Annie Friday is joined this week by Megg Thompson, Behavior Consultant, Coach, Speaker, and Youth Advocate. Megg shares the importance of behavioral support that is centered on caring, playful, and respectful relationships in order to affirm all neurotypes. Megg has seen firsthand Positive Behavioral Interventions and Support (PBIS) fail many young people leaving them to feel like they are a problem. PBIS is a program used by thousands of schools across the US. While employing reward-based intervention strategies can show positive results for some kids, many others are left out of the "fun." Even those who may be considered successful in PBIS, long-term damage of pressure, anxiety, and perfectionism can build over time. Seeing young people repeatedly broken down by school behavior plans, Megg centers her own work on supporting and empowering young people and families through education, information, and hands-on support. Find more about Megg with 2 Gs at MeggThompson.com where she has more information and resources for young people, their families, and educators in both convention and unconventional learning environments. Thanks for listening! Links Share a comment or ask a questionSupport the show (and save 10%) when you shop early learning trainings at Explorations Early LearningVisit the show archives to browse and search all episodesMore AnnieMore CandisVisit Blue Bridge School's website or Instagram
When educators are in the classroom day after day, year after year, the focus on fresh authentic, genuine PBIS implementation gets harder. In this episode, we're talking about how to adapt, evolve, and continuously improve your efforts over the long term. Joining us in conversation are the three co-directors of the Center on PBIS.Dr. Brandi Simonsen is a professor of Special Education in the Department of Educational Psychology at University of Connecticut. She is also the co-principle investigator of the National Multi-Tiered System of Supports Research Network. She's an advocate for supporting educator implementation across a continuum of settings.Dr. Kent McIntosh is the Philip H. Knight Chair of Special Education at the University of Oregon and the Director at PBISApps. His current research focuses on increasing racial equity in school discipline, and sustainability of systems for social, emotional, and behavior support in schools.Dr. Heather George is a professor in the Department of Child and Family Studies at the University of South Florida, the director of the Florida Center for Inclusive Communities and the co-director of Florida's Statewide PBIS Project. She's a longtime colleague of ours in this implementation work, and she's a continued advocate for supporting system level implementation to support all students wherever they learn.Our experts offer some timeless tips for continually improving your PBIS. These include focusing on building genuine relationships with your students right at the start of the school year and building relationships with families. In fostering meaningful bonds with students, educators approach PBIS in the classroom from a more holistic, respected position with students that is less about compliance and more about connection and kindness. We also share what it looks like to make an intentional effort to build an inclusive classroom that feels safe and welcoming to everyone. Resources • PBIS Implementation Blueprint • Tiered Fidelity Inventory • Crisis Recovery
Learn from Ashley White (Assistant Principal) about: - Achieving dramatic improvements in PBIS fidelity scores - Shifting mindset around *why* we teach behaviors - Fostering student voice through surveys and involvement - Creating grade-level rewards days everyone loves - And more! Tune in to learn from Ashley
Today our guests are Kate Nichols, and Jill Gleason, School Counselor & Intervention Director at Beaver Valley Elementary in Brush, Colorado. We talk to Kate and Jill about ways that they integrate their current PBIS system at Beaver Valley Elementary with curriculum like CharacterStrong. They share about the PBIS matrix that they use for their school and share how they are combining it with the traits “Be Well”, “Be Strong”, and “Be Kind” from the PurposeFull People curriculum along with other elements like morning meetings. Kate and Jill also talk about how they intentionally take the time to pre-correct expectations are as they interact in the different spaces of the school and how this can work for students of any age. Learn More About CharacterStrong: Access FREE MTSS Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website Bio: Hi! We are Kate Nichols and Jill Gleason. Combined we have worked in education for forty years, with thirty-four of those years at our current school, Beaver Valley Elementary. Kate has taught 3rd, 4th, 5th, 6th, Intervention and is currently the school counselor. Jill was a third grade teacher for twenty years, has been an interventionist, and is currently the intervention director.
Learn from Julie Haden (Coordinator for Student Support Services) about: - Successfully implementing PBIS across multiple school levels - Creative ways to boost teacher and student buy-in - Strategies for using discipline data to improve school culture - And more! Tune in to learn from Julie
Dr. Bruce Tinor returns to the podcast for an informative conversation about his work as a principal at The Child and Career Developmental Center of Chester County, Pennsylvania. Long-time listeners will recall that Bruce originally joined me in Session 197. In this podcast, we talk all things alternative ed. Specifically, Bruce gives a quick review of how students find their way to his school, and in doing so, provides a mini-seminar in FAPE (and if you're not familiar with that acronym, you will be shortly). We talk about working in a multidisciplinary setting, how those related services are provided, improving academic skills as a behavioral intervention, and in general, what it's like to be a BCBA and a school principal. In many ways, this is a podcast about culture and leadership too. Bruce talks about his interview practices and how he supports teachers and staff throughout the day. We also talk about some of the unique Tier 1 and Tier 2 behavioral practices, how he makes new students feel welcome, his behavioral approach to social-emotional learning, and lots more. We close the podcast with what I thought was a really special discussion about Bruce being a role model. I don't want to spoil that part of the podcast here. You'll definitely want to listen to it for yourself, so I hope you check that part of the show out. Say 'hi' to Bruce on LinkedIn. Whole Group Responding (Interview with Dr. Bill Heward). Using Behavioral Contracts (Interview with Drs. Jill Dardig and Bill Heward). Back to School with PBIS (Interview with Elissa Johnson). How to Get Better Results (Interview with Dr. John Austin). Improving Classroom Management (Interview with Dr. Jeannie Donaldson). When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms (asynchronous course from thebehavioraltoolbox.com). This podcast is brought to you by the following: How to ABA…The Bx Resource Membership saves you time, lends you support, and helps you keep up with your CEUs. It's a growing library of resources, materials, programs, datasheets, assessments, and how-to videos to help you tackle any ABA program with ease. It also includes live CEUs each month, live mentorship sessions, a full library of CEUs (60+, enough for recertification), and a community of fellow behavior professionals where you can ask questions when you need support. Join us at howtoaba.com/join. The New England Center for Children! I am beyond thrilled to partner with one of the oldest and well-respected ABA institutions to help them find staff to continue their mission of supporting individuals with Autism. Learn more about careers at NECC over at necc.org/jobs. ACE Approved CEUs from .... Behavioral Observations. That's right, get your CEUs while driving, walking your dog, doing the dishes, or whatever else you might have going on, all while learning from your favorite podcast guests! The Behavioral Toolbox. thebehavioraltoolbox.com is a new education and training site that my colleagues Anika Costa and Dr. Paulie Gavoni and I have been working on for over two years. We have two courses available: our first course, Ready, Set, Consult! and our newly released course, When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms.
Learn from Shaleece Long (Assistant Principal) about: - Strategies to improve teacher buy-in - Combining school-wide and classroom incentives - Tips for planning a successful rollout - And more! Tune in to learn from Shaleece
Ch-ch-ch-changes (turn and face the pain?) Show Description:Last week you listened to Chad Dumas and I discuss PLCs. When we began talking, I had in my head the idea of a PLC being a discrete thing – group of teachers collaborating around honing their teaching skills. I suspect that most of you listening also had similar ideas – that PLCs were things we could drop into schools and have teachers “do.” However, as the conversation unfolded, Chad reminded me of some things I had forgotten, foremost of which is that PLCs are a culture, not a practice. In today's episode, I'm going to briefly recap a couple of the main points from last week and then do a deep dive on how to implement a change in your school. I will use PLCs as an example, but the process will apply to any change you want to support. Celebrations:Watching seeds that have been planted bear fruit:· Garden – peas, greens, strawberries· Relationships – most of the people you hear on this show become friends. The show isn't an end, it is a beginning for those relationships, but also, I hope, for your own practice· Growing my speaking, slowly over timePatience brings piece, helps me stay focused on process, not product The Big IdeaRecap from last week:1. PLC is an ethos, the school is the community part of PLC, the team is just one feature.2. Within a PLC school, teachers use multiple forms of evidence to hone their craft.3. The first two critical questions that teachers ask are:a. What do I want students to be able to do?b. How will I know if they can do it?4. To change beliefs, we need to change behaviors5. “It starts with us! We can't lead a change until we look in the mirror.”6. Three years to implementation7. Begin by asking reflective questions What does a three-year implementation look like?· Train analogy:o The engine plants the seedso The cars provide the momentum· Must be driven from the people who will be implementing the change (teachers)· Role of leaders:o Plant seedso Support (organization)o Grow (teachers) Fall 1: Plant seeds with teachersSpring 1: Form a pilot – if teachers want it. No desire, no project (examine the alternatives)Fall 2: Expand the pilot slightly, refine practices, gather evidenceSpring 2: Big expansion, still piloting, completely voluntaryFall 3: Whole staff training and supportSpring 3: Anchoring (structures, language, processes, priorities, consistency) and expectations Dissecting challenges to PLCs:· Org levelo Schedule and lack of collaboration timeo Competing demands, esp. other initiatives (e.g. resources)o Priorities and clarity of purpose· Teacher levelo Skill to reflect deeplyo Disposition to be vulnerableo Knowledge of specific practices (that second question is scary)· The challenge of alignment and the Six Dimensions· External forces and why it must be teacher-driven Strategic Action Cycles as a way to pinpoint problems and drive incremental change Summarizing (The big takeaway)Wrap up:· Big change is hard: complex, messy, resource intensive· Sans drive from teachers and enough resources, don't do it· The way you impact your school, is to support and grow teachers, whether it is PLCs, MTSS, PBIS, improving teaching, the process is the same. Sponsorship:I want to thank IXL for sponsoring this podcast… Everyone talks about the power of data-driven instruction. But what does that actually look like? Look no further than IXL, the ultimate online learning and teaching platform for K to 12. IXL gives you meaningful insights that drive real progress, and research can prove it. Studies across 45 states show that schools who use IXL outperform other schools on state tests. Educators who use IXL love that they can easily see how their school is performing in real-time to make better instructional decisions. And IXL doesn't stop at just data. IXL also brings an entire ecosystem of resources for your teachers, with a complete curriculum, personalized learning plans, and so much more. It's no wonder that IXL is used in 95 of the top 100 school districts. Ready to join them? Visit http://ixl.com/assistant to get started. Close· Leadership is a journey and thank you for choosing to walk some of this magical path with me.· You can find links to all sorts of stuff in the show notes, including my website https://www.frederickbuskey.com/· I love hearing from you so consider email me at frederick@frederickbuskey.com or connecting with me on LinkedIn.· My new book, A School Leader's Guide to Reclaiming Purpose, is now available on Amazon. You can find links to it, as well as free book study materials on my website at https://www.frederickbuskey.com/reclaiming-purpose.html· Please remember to subscribe, rate, and review the podcast.· Have a great rest of the week, be present for others and, more importantly, take time to reflect and recover so you can continue to live and lead better.· Cheers! Frederick's Links:Email: frederick@frederickbuskey.comWebsite: https://www.frederickbuskey.com/LinkedIn: http://www.linkedin.com/in/strategicleadershipconsultingDaily Email subscribe: https://adept-experimenter-3588.ck.page/fdf37cbf3aThe Strategic Leader's Guide to Reclaiming Purpose: https://www.amazon.com/dp/B0CWRS2F6N?ref_=pe_93986420_774957520
By the end of the school year, you have a lot of data at your fingertips. There are two important actions to take. The first is to share it with your schoolwide community as part of your annual PBIS evaluation. The second is to plan how you'll build on your success next year. In this episode, we're talking about what it takes to evaluate PBIS implementation and use data to create an action plan at the end of the year. Joining us in our conversation are Diane LaMaster, Michele Cook, and Kim Barker. Diane LaMaster is a technical assistance coordinator with the Midwest PBIS Network. Diane brings with her decades of experience in various roles including as a special education teacher, behavior interventionist, and a district coach. Michele Cook has been a special educator, PE teacher, PBIS coach, building principal, and executive director of student support services in the Gresham-Barlow School District in Gresham, OR. Now she works part time to support multi-tiered systems of support (MTSS) implementation in the district. Kim Barker is a long-time educator from Gresham-Barlow School District, too. This year marks her 21st year with the district where she now works as an administrator for Deep Creek Damascus K-8 School. During our conversation, we explored the way data serve as historical references for where implementation has been and where it will go in the future. For more information about the resources shared in this episode, check out the following links: Tiered Fidelity InventorySelf-Assessment SurveySWIS Suite
Today our guest is Marcy Carter the Middle School Dean of Students at Parchment Public Schools in Kalamazoo MI. We talk with Marcy the integration of PBIS and social emotional learning in a building. She emphasizes the necessity of combining both these elements and the significance of a PBIS matrix as a foundation. Marcy also highlights the importance of clarity in our roles and responsibilities as educators, as we help students understand expectations and responsibilities. Marcy also gives some practical tips for how others can effectively bring PBIS and social & emotional learning together. Learn More About CharacterStrong: Access FREE MTSS Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website
In this week's episode, Michelle Smith and Heidi Kerchenski from our team are talking with colleagues in Green Local Schools about an extremely creative and impactful partnership they have developed with the Starbucks Coffee location in their community. What started as Starbuck's general interest in supporting the local district has grown into a robust partnership in so many innovative ways, including recognizing staff members doing outstanding work in PBIS and highlighting students that exemplify the Safe, Kind, and Responsible expectations of the district. So if you don't have a cup of coffee in your hand - maybe pause this and get one before listening. Co-Hosts: Michelle Smith and Heidi Kerchenski, SST8 consultants Guests: Erica Bauer, District PBIS Coordinator, Green Local Schools; Jaymz Keller, Starbucks Coffee, Green Ohio
Does your child have trouble following the teacher's rules? Are you getting a lot of calls from the principal? An IEP, or Individualized Education Program, can do a lot of things to help with behavioral challenges in school. But as you explore getting an IEP and putting it into action, things can get confusing. Along the way, you might run into wonky terms like FBA, BIP, and manifestation determination. Those terms might all sound confusing now. But in this episode of Understood Explains, host Juliana Urtubey will help you understand what they mean and how they can help your child make progress in school. For more resources, including a transcript formatted for easy skimming, visit the episode page on Understood.org.Timestamps(00:46) Does my child need behavioral support at school?(04:20) Can my child get an IEP for ADHD?(05:50) What is a functional behavioral assessment?(06:58) What is a behavior intervention plan?(08:50) Can schools discipline kids with IEPs?(10:33) Key takeawaysRelated resourcesWhat is PBIS?School discipline rights for kids with IEPs and 504 plansPodcast: Understood Explains Evaluations for Special EducationUnderstood.org is a nonprofit resource dedicated to shaping the world so the millions of people with learning and thinking differences can thrive. Learn more about Understood Explains and all our podcasts at u.org/podcasts.Copyright © 2024 Understood for All, Inc. All rights reserved.
This week, we are discussing the many strategies utilized in Akron Public Schools to create consistency and high-fidelity implementation of Positive Behavior Interventions and Supports (otherwise known as PBIS). Nearly every district we work with, of every size, situation, and location, finds that it is extremely challenging to get all buildings doing the same thing - or at least meeting district non-negotiables that keep everyone aligned to the same set of priorities. And of all the districts are who making the shift to a district-wide focus, only one in Region 8 has a whopping 47 buildings to coordinate, and that is Akron Public Schools. Today, we're talking with Nicole Hassan, APS Coordinator of School Climate, and Taylor Hair, APS District Instructional Specialist, about the many creative strategies their district uses to make this happen. Co-Host: Heidi Kerchenski, SST8 Educational Consultant Additional Resources: District Systems Fidelity Inventory (DSFI; website and resource download)
In this episode, we explore the impact of empathy in classroom management with MCIU Project Consultant, Marisa Crapella. Learn how empathy can help manage challenging behaviors, build strong connections with students, and create a more inclusive learning environment!Read Marisa's Blog Posts on the MCIU Learning Network:5 Effective Ways to Create a Culture of Trust and Respect in Your ClassroomHow to Avoid the Power Struggle
MDJ Script/ Top Stories for April 23rd Publish Date: April 23rd Commercial: From the Ingles Studio, Welcome to the Marietta Daily Journal Podcast. Today is Tuesday, April 23rd and Happy heavenly Birthday to singer Roy Orbinson. ***04.23.23 – BIRTHDAY – ROY ORBINSON*** I'm Dan Radcliffe and here are the stories Cobb is talking about, presented by Credit Union of Georgia. Former Police Officer Indicted in Fatal Shooting of Marietta Man Cobb Chairwoman Calls Out Republican Resistance to Ramadan Resolution Palmer Middle School Continues Earning Recognitions for Helping Students Succeed All of this and more is coming up on the Marietta Daily Journal Podcast, and if you are looking for community news, we encourage you to listen and subscribe! BREAK: CUofGA STORY 1: Former Police Officer Indicted in Fatal Shooting of Marietta Man Former Woodstock police officer Grant Matthew Shaw has been indicted by a Cobb County grand jury for involuntary manslaughter in the fatal shooting of 20-year-old Emmanuel Malik Millard during a police chase late last year. Shaw, 23, is accused of causing Millard's death "without any intention to do so." While the grand jury declined to indict Shaw for felony murder and aggravated assault, Shaw was taken into custody and is held without bond. The shooting occurred after a police chase led by Millard from Woodstock into Cobb County. Shaw, who resigned from the Woodstock Police Department in October, was placed on administrative leave pending the investigation's results. STORY 2: Cobb Chairwoman Calls Out Republican Resistance to Ramadan Resolution Chairwoman Lisa Cupid criticized Commissioners Keli Gambrill and JoAnn Birrell for their opposition to a Ramadan proclamation while supporting an antisemitism resolution. Cupid highlighted this as a double standard, advocating for equal recognition and fairness across communities. Despite the controversy, she affirmed her support for the "End Jewish Hate Day" but called for consistent and fair acknowledgment of all religious and cultural celebrations. STORY 3: Palmer Middle School Continues Earning Recognitions for Helping Students Succeed Palmer Middle School has gained recognition for its exceptional achievements, being named a National AVID Demonstration School and attracting attention from educational organizations like Learn4Life and the Georgia Education Policy Fellowship Program. Learn4Life representatives visited Palmer to understand its successful strategies, particularly in supporting Black and Hispanic students who outperform regional peers. The Georgia Education Policy Fellowship Program also visited to learn about the school's culture and academic success. Palmer's strategies include Schoolwide AVID Strategies, PBIS, counseling programs, and intervention strategies. The school emphasizes inclusivity, celebrates student and staff accomplishments, and fosters a supportive environment. Additionally, Palmer has been recognized for its health initiatives and Positive Behavioral Interventions and Supports program. The dedication of Palmer's educators, including Cobb County Social Worker of the Year Ginnie Barnes and Georgia Middle School Art Teacher of the Year Nicole Gaut, contributes to its success. We have opportunities for sponsors to get great engagement on these shows. Call 770.799.6810 for more info. We'll be right back Break: CURIOSITY LAB BIKE RACE – DRAKE STORY 4: Kennesaw Battlefield Park Trail Blocked by Fallen Tree A fallen tree has damaged a trail bridge at Kennesaw Mountain National Battlefield Park, blocking access to part of the 24-Gun Battery Trail west of Old Mountain Road. The park's Facebook page urged visitors to avoid attempting to cross the damaged bridge and plan their hikes accordingly. Park staff are actively working to address the issue. An alert remains posted on the park's website to inform visitors about the situation. STORY 5: Men Don High Heels to Raise Awareness of Domestic Violence Men in red high heels participated in the "Walk a Mile in Her Shoes" event at Swift-Cantrell Park to raise awareness of domestic violence. Organized by the Cobb Domestic Violence Task Force, the walk aims to educate the community and support victims. In 2023, the event raised over $5,000 for the Cobb Family Advocacy Center. Law enforcement officials stressed the importance of advocacy in combating domestic violence, highlighting its prevalence and the challenges victims face in reporting abuse. Participants experienced discomfort wearing heels, symbolizing the challenges faced by victims. Despite the discomfort, participants acknowledged the importance of empathy and understanding in addressing domestic violence issues. We'll be back in a moment Break: INGLES 1 STORY 6: East Cobb Middle School Student Takes 2nd Place at Robot Combat League National Championship Charlie Siegel, a 12-year-old student from East Cobb Middle School, achieved second place in the 150 g class at the Robot Combat League National Championship in San Jose, California. Despite fierce competition from seasoned adult competitors, Siegel showcased his talent and dedication. What sets Siegel apart is his involvement in Turnabot, a family business specializing in robotic kits for educational purposes. Siegel plays a crucial role in Turnabot's strategic development, testing, and ensuring a student-centered approach to their products. His success in competitive robot combat and practical robotics education uniquely positions Turnabot as a leader in STEM education. Visit www.turnabot.com for more information. STORY 7: Cobb County Water System Reports 1,020 Gallon Sewage Overflow On April 21, the Cobb County Water System reported a sewage overflow of approximately 1,020 gallons at 1794 Cloverhurst Lane in Kennesaw. The overflow, caused by root intrusion, discharged into a tributary of Due West Creek. Water System staff responded promptly, halting the overflow by April 22 at 1:35 a.m. Upon arrival, they observed sewage spilling from a secured manhole into two storm drains leading to the tributary and a nearby retention pond. Crews used a jet machine to clear the blockage, followed by road washing and lime application to the affected area. No fish kills were observed during their assessment. For further details, contact the Cobb County Water System's Maintenance Division at 770-419-6351. Break: TEDS Signoff- Thanks again for hanging out with us on today's Marietta Daily Journal podcast. If you enjoy these shows, we encourage you to check out our other offerings, like the Cherokee Tribune Ledger Podcast, the Gwinnett Daily Post, the Community Podcast for Rockdale Newton and Morgan Counties, or the Paulding County News Podcast. Read more about all our stories and get other great content at MDJonline.com. Did you know over 50% of Americans listen to podcasts weekly? Giving you important news about our community and telling great stories are what we do. Make sure you join us for our next episode and be sure to share this podcast on social media with your friends and family. Add us to your Alexa Flash Briefing or your Google Home Briefing and be sure to like, follow, and subscribe wherever you get your podcasts. Produced by the BG Podcast Network Show Sponsors: ingles-markets.com cuofga.org drakerealty.com tedsmontanagrill.com #NewsPodcast #CurrentEvents #TopHeadlines #BreakingNews #PodcastDiscussion #PodcastNews #InDepthAnalysis #NewsAnalysis #PodcastTrending #WorldNews #LocalNews #GlobalNews #PodcastInsights #NewsBrief #PodcastUpdate #NewsRoundup #WeeklyNews #DailyNews #PodcastInterviews #HotTopics #PodcastOpinions #InvestigativeJournalism #BehindTheHeadlines #PodcastMedia #NewsStories #PodcastReports #JournalismMatters #PodcastPerspectives #NewsCommentary #PodcastListeners #NewsPodcastCommunity #NewsSource #PodcastCuration #WorldAffairs #PodcastUpdates #AudioNews #PodcastJournalism #EmergingStories #NewsFlash #PodcastConversationsSee omnystudio.com/listener for privacy information.
Hey everyone! In today's episode we connect with LeiLani Scott from Mesa Public Schools. I've had the honor of working with her for several years now and am alway so impressed by her leadership and ability to push the system forward. In this episode she highlights the importance of building a true culturally relevant PBIS system, supporting our educators, and prioritizing the growth of all students. LeiLani brings 26 years of extensive experience in the field of education to her current role as the Director of Student Support Systems for Mesa Public Schools. Her career has encompassed various roles, including general education and special education teacher, itinerant Vision specialist, Trauma Specialist, Special Education Director, and Principal. LeiLani has been committed to enhancing educational systems and frameworks, such as MTSS and PBIS to better serve educators, districts, and learners alike. LeiLani strives to be a force for improvement, empowerment, and growth, in order to propel others forward in leaving their mark on the world.
Learn from Adrienne Malone (PBIS Coach) about: - Starting your focus with verbal acknowledgement - PBIS Trivia & raffle to bring expectations to life - Monthly focuses & morning announcements - And more! Tune in to learn from Adrienne
Have you heard this before in your teams: If we removed these students from our schoolwide data, our trends would look better. In this episode, we're tackling the myth that some students' behavior data skew our schoolwide data. Joining us in this conversation are Rayann Silva and Mari Meador from the University of Washington's School Mental Health Assessment Research and Training (SMART) Center. Rayann has done it all in education. From classroom teacher to district administrator, to state/regional school mental health training and technical assistance provider, she centers social-emotional well-being in every role she holds. In her current work, she supports education agencies and school districts to deliver evidence-based strategies that improve social, emotional, and behavioral outcomes for all. As an implementation coach, Mari supports schools in their implementation efforts. She has been a PBIS state facilitator, an assistant coordinator for the Northwest PBIS Network, and a school-based counselor and mental health associate. Mari is a forever advocate for system-level change, culturally responsive practices, and social-emotional learning. Together, we talked about the unintended consequences of excluding some students from schoolwide data, and what it truly means to include every student's experience in our schoolwide decisions. For more information about the resources shared in this episode, check out the following links: Role of social worker at all three tiers from Washington State Association of School Psychologists Behavioral Health Coalition
I bring up how the current events and the education we gained from the past were designed to get us to wake up for what we are experiencing now; I discuss the lie of PBIS in schools and play audio from an elementary principal exemplifies why schools are failing; I also read from a reviewed manuscript on how COVID has impacted university work life and the excuses that have come from that; and how the CDC is studying itself and the results are typical. https://chemtrails.substack.com/p/solar-eclipse-chemtrails-what-were?utm_source=post-email-title&publication_id=1865725&post_id=143529463&utm_campaign=email-post-title&isFreemail=true&r=qxfyj&triedRedirect=true&utm_medium=email
As we wind down the school year, we know that folks have been giving it their all for a very long time and may be feeling tired - or even, a bit uninspired. But when we at SST8 look around, we see no shortage of inspiration in the creative and innovative ways our local colleagues are tackling today's challenges and opportunities in education. So this season, we are bringing you another series of interviews - still talking to educators across the region, for the most part - but this time thinking about how we can shake things up to improve education in our community. We'll answer questions about things you might never have thought to ask, like: How can Starbucks help a district implement PBIS? How are police officers helping a district promote early literacy? How did chronic absenteeism become a public health crisis and what How do you get 48 schools on the same page about implementation? How can educational leaders use artificial intelligence to move their districts and schools forward? And many other exciting topics to come. So get ready for a new season of 8 with 8 - Eight Great Educational Innovations - coming to Anchor and all other podcast platforms on Friday, April 12. See you soon!
Learn from Dr. Kari Franchini (Principal) about: - Creating a vibrant PBIS system in middle school - Supporting substitutes with your points system - Building trust and managing change - And more! Tune in to learn from Dr. Franchini
Scrum, you ask. Are we talking here about Rugby? Not at all. My guest on this episode is Rodrigo Quezada. Rod says he grew up with a pretty normal childhood until, during college, he was in a serious automobile accident that effected his ability to easily draw on childhood memories. I leave it to Rod to tell you about this. He went to college and graduated after which he entered the workforce. In 2015 Rod discovered a book entitled “Scrum, The Art of Doing Twice the Work in Half the Time” by Jeff Sutherland. I will not attempt here to describe what “Scrum” is. Rod is much more articulate about it than I. What I will say is that the art of Scrum takes creating and enabling teamwork to a new level. Scrum is all about teams working as cohesive units. I personally can see why one can say that using the Scrum model well may be a cause for more efficiency. This episode is to me quite engaging and worth the hearing. I think you will learn more about teamwork and perhaps you will discover a way to enhance how you work on projects. About the Guest: My name is Rodrigo Quezada from Mexico and I currently work as Principal Project Management at AT&T. During high school had a near-death experience at a car accident that compressed most of my childhood memories. They are there and can be retrieved by external triggers yet not by myself. Overall have awareness that had a childhood and within normal parameters as far as I can remember. Started my career path at the century start in procurement and was having a good time yet by 2015 a pivotal event happened when I ran across a book by Jeff Sutherland called Scrum, The Art of Doing Twice the Work in Half the Time. As failing at implementing traveled to the USA for training by Scrum.org and a new career path emerged. Implemented in the most empiric and lean way possible which aligns with the pillar of the Scrum system. Began a new undergraduate as computer engineering which was followed by a masters in data science and now a Phd in progress along with several professional certifications and a lot of learning. At this point in time would like to share this out as find it very beneficial to both individuals and organizations as, per the Scrum guide definition, it aims at “adaptive solutions for complex problems”. Ways to connect with Rodrigo: Linkedin: www.linkedin.com/in/rodrigoquezadareyes About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can also subscribe in your favorite podcast app. Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us. Michael Hingson ** 01:21 Welcome to another episode of unstoppable mindset. Thanks for being here. And for listening. We really appreciate it. Today, we get to introduce and interview Rodrigo Quezada. But we're gonna call him Rod and he said, That's okay. He asked me if I preferred Mike or Michael. And I said absolutely. So he's going to call me Mike. And I'm going to call him Rod. And I guess that works out pretty well. Rod has an interesting story to tell both about life in in his childhood and what he's doing now. And he's going to talk to us a lot about Scrum. And I'm not talking about rugby, necessarily. But we'll get to that. Anyway. Rod, I want to welcome you to and thank you for joining us here on unstoppable mindset. Rodrigo Quezada ** 02:05 Thank you so much for inviting me, Mike. I'm very excited to be here, I think this opportunity to be able to share this out with with the team at large. I'm super excited about it. So then again, thank you. Well, absolutely. Michael Hingson ** 02:19 And you're You're most welcome. And we're really glad that you're here. Rod, by the way, is in Mexico City. So I get to learn new things and refine old things every day. So Mexico City is an hour ahead of us. So it is about 1134 in the morning where I am and it's 12:34pm where he is so he's he's doing this during lunch. So I don't know whether you had lunch? Or we'll have to get through this. So you can go eat lunch, but we'll get there. Sure. Well, let's start by kind of going back and talking like I love to do about you growing up the early rod. So tell us about childhood and kind of what your experiences were like and and a little bit about you growing up? Rodrigo Quezada ** 03:09 Absolutely. I think of myself as a fairly normal childhood. I however, during college, I had a car accident where most of my memories were, I'm not gonna say wipe out because they're there. They're just word kind of compressed somewhere in my mind. So I'm able to access memories of my childhood as long as somebody else triggers them. And happens a similar situation with music, I'm able to pretty much sing a song as long as the music starts. But as soon as the music ends, I cannot go ahead and play it again. And I cannot sing it. But if the music starts again, I can see it again completely. So it's very similar with my memories from my childhood. So as far as I know, it was a normal, happy childhood childhood. And that's as far as I can go. Michael Hingson ** 03:58 Yeah. Did you so were you always in Mexico City? Is that where you grew up? Or where did you grow up? Yes, Rodrigo Quezada ** 04:04 I was born. Yes, I was born and I live in Mexico City. Most of my life. There have been a few projects for work where I have been in the in the US for a couple of it was a couple of weeks and every now and then a couple of months. But but basically that and coming back. Yes. remote work for a long time. But but you based basically in Mexico City. Yes. Michael Hingson ** 04:27 So you're pretty used to doing remote work already? Rodrigo Quezada ** 04:31 Yes, actually, I was long before the pandemic that we had the COVID in the year. I believe that was 2020. Right? Before that as communications start to become more accessible. It was becoming much much more easier to talk around people around the globe at a fairly unexpensive way. So because of that it was fairly easy to work from pretty much anywhere. So I had the I guess I was lucky He enough to consider myself a knowledge worker and start doing that since probably say about year 2020 10 When I was working in the automotive industry, Michael Hingson ** 05:10 what did you do in the automotive industry, Rodrigo Quezada ** 05:12 I used to be a buyer, which later turned into a global responsibility bility becoming a Category Manager, specifically for rubber, later on adding plastics and gaskets. So I was in charge of global supply in order to make sure our facilities in Mexico in the US had the materials they needed in order for us to assemble the products for for commercial vehicles. Right. Michael Hingson ** 05:42 Okay. And that kept you busy. What, when you were in college, what was your degree? And what were you studying? Well, Rodrigo Quezada ** 05:49 my original major was in international business. Back then, by the time that I was just about to select my major, the we start getting some of these agreements like NAFTA, where we were able to start sending goods back and forth, because before that, there was not a lot of trading among at least not along among Mexican other countries. After that, it opened what it is wide open. And now we have globalization is a whole different landscape right now. But back then, there were not as many commercial agreements, and it was pretty trendy. And I thought that was interesting. And it started out in that route. Michael Hingson ** 06:29 So did you end up getting your bachelor's degree in that? Rodrigo Quezada ** 06:32 Originally? Yes. And once we unfold the story on Scrum, then everything changed. And I see a very different career path. Yes, Michael Hingson ** 06:42 I gather and we'll we'll definitely get to that. But so when did you graduate? What year did you graduate from college? Rodrigo Quezada ** 06:48 That was me in year 2000. Michael Hingson ** 06:54 That was around the time you had your auto accident? Rodrigo Quezada ** 06:57 Yeah, like, before I graduated, like it's probably happened somewhere along the lines of 9697. Michael Hingson ** 07:04 All right, so it was a little bit before you graduated anyway. But yes, that was certainly a major change in your life. Where you were you laid up for a while, or our, how did it affect you other than suppressing memories? Well, Rodrigo Quezada ** 07:22 I think on the bright side, it allowed me to have a visitor give life a much broader meaning I was I was super grateful that I was able to make it. The heat came in my on my side, I was driving, it was my fault. I started moving forward in order to cross and then a car was coming, and there was no way that he can be avoided. And it was interesting, because I look into this person, that driver, it was I look at her eyes. And it was almost like communication, that it's I think of it out of this world. It was like talking through through without talking if you know what I mean, there was like a moment where I was pretty much saying please, please, I want to I want to still be here a little longer. And I start watching a movie. Before that I start watching a movie of my life, like a lot of kind of pictures in a super fast space. And and that's when I realized that I was just about to no longer be here in this world. And that's when I was like, oh, no, please, I read a Ruby. And that's when I make these super quick communication and eat work and and she seared the wheels. And it still hit me for sure. But not not in my door. If he had been in my door, I would not be fortunate enough to be talking to a and sharing all of this. So once once they helped me realize what happened, I realized how fortunate I am to having a second chance in this life to make the best out of it and and validate and savor as much as possible. Of course, it's not always easy, but but definitely worth attempting to to enjoy it. Michael Hingson ** 08:58 Well, and it's interesting, I've talked to a number of people who have had major crises in their lives, and have had to, to deal with that. And so many people have said, sort of the same thing, that having a second chance and really having the opportunity to go back and think about it. They realize that the second chance gives them the opportunity to try to do more meaningful things and to be hopefully better people but certainly gives them the opportunity to go off and better value life and what it brings. Rodrigo Quezada ** 09:39 Yes, fully agree. Michael Hingson ** 09:41 Yeah. And you know, I'm, of course, I had my own experience with that, needless to say, surviving being in the World Trade Center on September 11. And, and we had discussions about it my wife and I, especially when the press started getting our story and the decision that that I'm made and my wife agreed was that if we could help people move on from September 11, by me doing interviews and, and also, eventually also starting a speaking career. And if we could teach people a little bit more about blindness and disabilities and guide dogs and other things, and it was worthwhile. And I love to tell people now being in large part of keynote speaker traveling the world to speak. It's much more fun to sell philosophy of life than it is to sell computer hardware. So Rodrigo Quezada ** 10:36 yes, it's Michael Hingson ** 10:37 a whole lot more fun to do that. So I will always do that if I can. It's much more fun to do computer stuff. So I can't complain a bit. Well, so I'm, well, I'm very much glad that you're here. So we could do this podcast. So I really appreciate it, though, that you have learned to value life more. And that's a good thing to do. But you went into the to the automotive world, and how long were you doing that? I Rodrigo Quezada ** 11:07 was in that industry for 13 years. Wow. And then what happened? Okay, he gets interesting, I was into project management handling these different kinds of prod projects. And I was looking for ways to be a little bit more productive. So I was doing that. And then I spotted a name, a title of a book that was called doing twice the work in half the time by the author, Jeff Sutherland. And I was like, Oh, this sounds like a book that I need to get into. Right. So I started reading it. And I was a pivotal moment in my life, or at least, yeah, no, it was in many different ways. So I start reading the book. And I was I have, I had almost, I have to try it at least. So I tried to implement it. And I wasn't not being lucky enough to say that I was successful. So I realized I needed additional understanding of it, and then I seek out for training back then, right now is certain it's a bit more accessible to have training online. But back then it was not in like late year 2015. But I was able to find a place called scrum.org that had this workshop. And that was lovely. That sounds about perfect. And so So I did, I traveled to the US got this training. And it was it was amazing that the environment was very energizing. And I was like, oh, gosh, this is so definitely it. And I was able to connect the dots that I was missing prior to just reading the book. And I came back super excited. And I told my boss, I know this is gonna sound really, really weird, but I want to go ahead and implement it even I still not an expert on this, but I want to give it a try. And if you don't mind, we're gonna play roles. And we can make it happen if you're willing to allow me to. And that's the way I started pioneering on using Scrum. So where were you working at the time? Yeah, I was working for Bendix, commercial vehicle systems. Bendix, I was based on Mexico City would enough is here. But eventually, I also got an office in our corporate facility. Back then it was located in Elyria, Ohio, very close to the Cleveland airport, about 30 minutes from there. And now they move over to Avon the corporate move over. So back then I was like, why don't, why don't we don't have a kind of like a team like the scrum team that I can refer to, but I was like, let me make you the product owner. And I'm going to be a little bit of a mix of a developer and a scrum master. Because our organization, I don't know if has changed ever since. But it used to be kind of like a matrix. So the the way the teams were set up, were very dynamic. So it was not a this is a specific team that we can call scrum team. But even then, that was enough raw material where to get started. And it was the most empirical way to do it. I was back then I was even using Excel as a way to visually track the work that was meant to be done. Michael Hingson ** 14:10 Well, so far, first of all, what did your boss say when you said I want to try to put this into effect and so on? What was your boss's position? Rodrigo Quezada ** 14:23 He was one of the directors for purchasing and aside of the fact of thinking that I was kind of crazy of doing something so something and nobody else seemed to be doing around us. I think he was more of why not? You already went through this training. So let's let's give it a shot. And interesting enough later on. I don't think I don't know if it was because of me or pretty disconnected. But the company has eventually moved over to using Scrum, which I was super happy when I heard they were about you about then I was at that point in time. I was no longer with the company but but it was I was super excited to hear that they weren't going to do that. Michael Hingson ** 14:59 So, why Scrum? That is? Why, why that word. Give us a little bit of the origins and kind of maybe start to fill us in a little bit about what this is all about. Rodrigo Quezada ** 15:14 Absolutely. A scrum comms. Scrum is the framework right? grandslam to atheris, with our Kench, whoever and Jeff Sutherland. So they together created this framework, and they have refine it and make it better and better over time. Were these idea of giving these a specific name, they describe it as referring to the game of rugby, rugby, where the team is very cross functional in that like, you go like here and I go here and we stay in an each position is more alpha, we transition into whatever needs to happen in order to make this work. So that's what they thought this is almost like, like, like doing Scrum when you when you're playing rugby. And that's the reason why they gave his name off a scrum to the framework. And what it happens is that within this framework, you set up yourself in small teams, but each team has everything it needs in order to accomplish its goals. So basically, is a small unit of people 10 or less, usually, that set up a scope and, and become or are allowed to become self organized in order to make everything work. Michael Hingson ** 16:29 So does that team then work on a specific job a specific function? Or is it more general, kind of trying to understand a little bit about what the framework is and the whole process? Absolutely, Rodrigo Quezada ** 16:44 the team is meant to be cross functional, because it has to handle the order or has to have all the resources needed to accomplish the goals that are set for for that specific team. Now, there will be times where a project is extremely complex, and one single team is not going to be able to do everything. So that's where you're able to what is called as scale or scaling, which basically means different teams are working on a small portion of a larger goal. But the outputs of the different teams combined allow for these one big thing for a company to be able to go happen. Maybe Maybe if I go ahead and describe how the framework breaks down into its components, that could be helpful to share. Let's do that. Okay, sounds good. So So basically, there's three roles, three artifacts, and five, it has changed names over time, sometimes we call them events, we call them ceremonies, or commitments, I think the most recent way to to frame them. And basically, within a team, you're going to have three roles. And there's going to be a product owner, who is the person in charge of maximizing value for the team. And that is a person that is a bridge between the customers or stakeholders and the team that is actually doing the work. So So that's more related to what we usually think of as a project manager. But this position in the scrum team becomes quite complex. And that's why there's a second role that is created that is called the scrum master. The scrum master accountability is efficiency of the team. So it's more geared towards the inside of the team, which is the communication with the product owner and the auditor role, which is the developer. So when we think of developer, it can pretty much be any function. Because scrum can be used in any industry, although it has a natural, a natural fit with anything related to technology and software and all of that, however, it can be expanded to pretty much any industry. So that will change the scope and therefore the composition of of a team. So for instance, let's say in a non tech kind of team, you could have somebody from marketing and somebody from accounting and somebody from I don't know, some sort of operations and that team combined is going to go and reach a given amount of goals. And and then that's kind of like the three roles of the team. The product owner, the scrum master and developer and the developer are the the people that actually make the work happen. The the go getters, let's think of it that way. And the team works as a cohesive unit, which means there's got to be a clear direction of what needs to be done. The supporting coaching by the scrum master and the team actually making that work happen. Once we transition from the roles to the artifacts, that's where pretty much how the work gets managed. You create what we call a backlog of work or product backlog items within this product backlog which is everything you can build or create or accomplish. Basically your list of goals are Wish List. And so far, I'm not going to find that you want me to elaborate on any of the points that already talked about? Michael Hingson ** 20:07 No, I think you're, you're doing fine. Let me let me ask you a question though. Typically, in a team environment, there's a team leader, is that the scrum master in this case? Rodrigo Quezada ** 20:18 Ah, that's a? That's a great question. It's a complicated question, by the way, that's fair, as us as a scrum master and product owner sharing that leadership accountability. But if you think of, if a stakeholder or a customer has a question, Who were they gonna direct their question to, that's gonna be the product owner. So in that classic regard, I think I'm gonna have to lean more towards the product owner would be that lead. However, from a team standpoint, kind of like the leadership tends to gravitate more towards the scrum master, because the scrum master is is willing and able to help the team, figure out or solve, actually understand which which impediments you might have, and find a way to solve them. Now, in a great scenario, when you're coaching as a Scrum Master, you're not trying to solve the problem for the team, you're just trying to help the team being able to solve it by themselves. So it's more of a facilitator. But it's also a leadership role. Okay, Michael Hingson ** 21:22 so if the scrum master is more of a coach and a facilitator, in sort of the typical language of teams, and so on, then what is the product corner person, Rodrigo Quezada ** 21:38 it's also a leader. But the broker will be more centered around the product itself than than the team or the team efficiency, because that's where the support from the scrum master comes from. So the product owner will be more more related to to figuring out the requirements and needs from the customers slash stakeholders, and translate that into a team in order for the team to work on that value maximizing goal. Okay. Michael Hingson ** 22:08 All right, well, go ahead and continue sort of the explanation of how the whole the whole process works, then? Rodrigo Quezada ** 22:14 Absolutely. So from the goals, we go to what are called the artifacts, and there are three, one of them is the product backlog, which is basically your inventory of everything that that we can go ahead and build related to a given product. From there, what you're going to do is that you're going to break him down in a small in a smaller chunk, which is where from everything that we could do, where are we actually going to commit to do and that's when you go into what we call the sprint backlog, which is basically a smaller one, wait a given timeframe in order to be accomplished. And once it is that will usually refer in in traditional project management as deliverable. We call it an increment in Scrum, which is the outcome of work from the team within a given timeframe. Now, that will take us over to the ceremonies because that timeframe happens to be one of those. But before I move over to the events or ceremonies, any any questions you might have regarding the in the artifacts, or the rolls? Michael Hingson ** 23:20 I don't think so at this point. I'll keep thinking about it. But I'm just fascinated to hear this explanation. Rodrigo Quezada ** 23:28 Thank you so much. So moving into the ceremonies, there's there's the container for the word, it's called a sprint. And it comes from from racing, right like like a short race called Sprint. So what you're going to do is that you're going to work on something, and it's going to be a month or less, usually in increments of weeks. So usually you're going to use the sprint stuff one week, two weeks, three weeks, or up to four weeks. But no more than four reason being you want to keep it a as a scope of work that is no longer than that. In order for you to make sure you collect feedback, which is one of the I think biggest benefits of using Scrum. You're not working on something for a long time. And then in the end, come back and say a marketplace live, what I got is more of I work in a little something and I collect feedback. And based on that feedback, I'm able to inspect and adapt. So the team is always working on the highest customer priority or value, value or valuable item. So that being said, you set up a cadence of your sprint, which can go from one week up until four. And that's it. Once you have the spring. You start your spring with a sprint planning meeting, which basically do us collectively as a team commit to a given amount of work and therefore an increment or increments by the end of the sprint. Once that happens, you have a daily meeting which too it's wondering it's worth it happens On a daily basis, and it's a meeting where you're going to synchronize with a team, you want to make sure that everybody is working towards the goal, and basically keeping the eyes on the ball. And then by the end, the close to the end of the sprint, you're going to have what is called a sprint review, which is where you showcase the work that has been completed to the customers largest stakeholders. And it's a great place for interaction and collaboration, because basically, you're promising something, then you are showing what you have committed to what you promise, and then you get understanding of the path moving forward. Sometimes the customer know exactly what they want. And sometimes they think they want something but then once they start to seeing that as something they can actually inspect, they might want something different. And that's great timing, because this chrome allows for rapid changes or ongoing changes. So I might go one a given route, but I want to change route. Absolutely, let's do it. And that's what these sessions are for is kind of like a working session where collaborate the team or the scrum team and the people that are going to be using the outcome of the work, meet to review and, and provide feedback to each other. And the last event, once that happens is a what is called a retrospective or retro where basically just the scrum team gathers and understand what are the what is the team doing right? What is the team, that what the team can improve, and basically include those small improvements. And that's where the continuous improvement portion comes in. Because every single sprint, if the team is working properly, the team is growing better and better over time. Michael Hingson ** 26:44 Well, okay, so this is clearly a very structured organizational process, which I can appreciate. But you said a lot earlier that that what you really got intrigued about and what intrigued you with the the whole idea of Scrum, even before you necessarily knew the name was do twice the work in half the time. So why does this process really increase workflow? Rodrigo Quezada ** 27:13 Great question. One, one of the answers is because of the communication flow, the fact that you are keeping keeping teams small enough allows every team member to be able to understand each other, if the team is too weak, like when you go to a party, right? If there's too many people in the table, you can talk to a few that are close to you, but you cannot understand what is happening by the end of the table. So it's very similar, because the team is small enough communication flows properly. And therefore you avoid misunderstandings. And you're able to communicate faster and better. Therefore, you become far more productive. The other thing that I think is a part of the answer is the level of autonomy of a scrum team is fairly large. So that allows the team to organize to better suit their own needs, which allows each of the team members to bring in the best of them, and then combine them into the pool of resources. So the fact that everybody is able to work in such a pace, and the team either failing or succeeding as one. I think that's part of the reason why it makes a team so productive. And last but not least, you you every spring, you work towards the goal. So there's no misunderstanding of Yeah, everybody's doing a little something. Now, by the end of the sprint, we're going to show the work that we have completed. So so we keep focused, and we make sure it happens. Michael Hingson ** 28:46 So it sounds like in any company, where you have a fairly decent number of people, you're going to have a number of different Scrum teams. And each one is is working on a project or maybe a few teams are working on different parts of the same project. But who coordinates all of that. So it sounds like there could be essentially a scrum within a scrum then that you've got somebody who is overseeing what the various teams are doing. Rodrigo Quezada ** 29:21 Yeah, interesting question that's probably gonna change from from company to company or industry to industry. Think probably should explain that. A Scrum is a framework is meant to work as a whole. I mean, you don't escape roles or escape ceremonies or increments, you use all of those elements. But once you have that basic foundation, which is basically the framework, pretty much the rest of the field is very flexible. It allows for us I was explaining like scaling for instance, if I have a larger project, one team is not going to be able to accomplish everything then we can Scale to two teams or three teams or four teams. Now, if we are to go that route, then yes, your point, we're probably going to need to use as an organization, some additional tools for managing that complexity across different teams. But as long as the teams are not working on the exact same thing, potentially, you're pretty much just setting goals, and letting them go work towards those goals. So so the self organization of the teams allows a lot of flexibility for the organizations as well, they just need to set the goals. And then the teams go work to make those goals happen. Michael Hingson ** 30:34 Well, let me maybe phrased the question slightly differently, who sets the goals? Rodrigo Quezada ** 30:41 Well, that's what we usually refer to as the stakeholders, but stakeholder can be pretty much usually is going to be like senior leadership levels, that are saying this is what we need. So depending on the size of the company, that's kind of like which level is setting which goals, but I think is gonna probably cascade down, it's going to be most likely many of these pros is going to be top down. Eventually, if there are some mature Scrum teams, you can actually let them run wild with Can you set up your own goals of what you can actually accomplish and make that kind of proposals bottoms up? That's definitely something that can be done as well. Michael Hingson ** 31:17 Sure that and I can appreciate that. But in general, what you're saying is that there, there is someone or there is some part of the organization, as you said that the top leadership that essentially stakeholders sets the goals. And that's where the process begins, and then assigns or works with the people below them to decide what team is responsible for what goals? Rodrigo Quezada ** 31:49 Yes, and that's where the communication takes place between these stakeholders and the product owner, in order to break it down for the team to work in that. Right. Michael Hingson ** 32:00 Okay. And so, once the goals are assigned, then is it also true that someone keeps the the leadership informed as to how the team is going? Or is the idea you have to trust the team and let them do their job for a month, and not interfere with the dynamic of the team? Rodrigo Quezada ** 32:25 What I'm saying? Absolutely, yes, I guess potentially, that sometimes that can actually happen, in my experience is more of less ongoing communication between the product owner and the stakeholders, even though we're working on a given set goal for each sprint, yeah, is usually potentially having these communication helps towards the same point in time, good practice to have a roadmap of what you're doing. And eventually the roadmap can as I said, it can change because of what we think of discoveries, right, or validated learning and, and kind of think of, there's an amazing book about that by Eric, oh, gosh, he's like, I almost could swear it's Reyes, it's called the lean startup. And there's something concept that brings that comes from this book called validated learning, which is sometimes and the reason why the scope of this team says is small, is because there's a lot of unknowns when you start a project. So there's things and assumptions that that kind of like could hold true over time. But the more the larger the project, the less likely they are. So you have a certain degree of assumptions, and you want to go try to test them as fast and early as you can. Which leads to a concept that we refer to in this Agile world as your fail fast, which doesn't mean you're trying to intentionally fail. But if you are going to fail, it's better to do it as fast as you can and get your lesson learn and move forward. Because that allows you to experiment a little bit, which pairs well with the empirical nature of this process. And it also helps on the Lean thinking, because you don't want to waste resources. So if a project is going to be canceled six months from now, I rather know what would not let leave that padding to that project and cancel six months from now and cancel it, let's say two weeks after getting started, right. And I'm thinking worst case scenario, right with a project canceled, more often than not, your project is gonna change paths in order to arrive to one that is actually your successful path. So you go from something good to I guess I'm learning this from a title of a book, right? But what kind of going from good to great, right? Because you are understanding your product better as you are building it. And that takes me over to a concept which I think is in the core of everything we're talking, which is the iterative and incremental nature of Scrum. So what you're doing is building a little something, you do an iteration, and then you stop. You inspect and adapt and based on your findings, and Next time around your next iteration is going to build on top of that. So that's what we call the incremental nature because you're always delivering something. And it's always better than the, the version you delivered before. Can Michael Hingson ** 35:15 you give us an example and tell maybe a story of, of a project and how Scrum, really enhanced getting the project done? Can you actually, is it easy enough to tell an actual story and talk about your experiences with it? Rodrigo Quezada ** 35:35 Yeah, absolutely. I'm kind of thinking across I know, I'd see for an example is like, oh, gosh, it's been a couple of years. So I mean, I've collecting experiences. Sure. And, yeah, plus the NDAs. Right, what I can and can't share about Sure. Michael Hingson ** 35:54 When you just sort of in general. Rodrigo Quezada ** 35:58 Okay, got it. Yeah, well, let me share this example. It happened in one team, where we had these cross functional setup of the team members. So each of them having a speciality or kind of like being a specialist with one thing. And what happened, eventually, when we started doing the work, there were a couple of team members that were doing a lot of work. And there were some of them that we, we see working every now and then. And that makes it kind of complex, because as long as every, you have like two options, right? If you're going to be cross functional allele, everybody, there's a little bit of everything now, that for sure, nobody's going to be as proficient as the specialist. But the whole idea is that we can rely on each other. So for example, if our our programmer gets a stock, and he can get some help from the tester, then the tester gets the program a little bit with some shadowing are helped by the programmer, and then they can both program a little bit. And that's an example of clean Croc cross function. But if you're not able to do that kind of thing, because of whatever risk management policies or even willingness by the team members to go outside of their usual line of work. And that was the case here. There were team members that said, this is what I do, this is what I want to keep doing. So what we end up doing is if if these team members are don't have some tech skills that we need, but there's this other activities that they can do, as long as they don't have to mess up with the complexity, complexity of programming, or managing certain technology tools, what we did was simplify that and create a web application for for low to no code, tech team members to be able to produce work in that application. And that helped because now they can do work in an ongoing basis, as opposed to having to wait until there was some no tech work for them. And that helped the team increases the throughput dramatically, because now different team members could actually be producing work in parallel, kind of like everybody working on something at the same time, and the output was increased significantly. So Michael Hingson ** 38:14 with those team members that really were not very technically inclined in the process, it sounds like they may not have really embraced the whole scrum idea at the beginning. But what did they think by the end of the project? Rodrigo Quezada ** 38:30 Well, I think by providing them tools and make their life easier, and they can actually contribute to the whole, I think that that was a pretty amazing experience for us all because it is great if everybody can like go ahead and do different functions, but it's not always possible. So if it is not, how can we think outside of the box and seal provide a solution that allows the team to be more productive? And that's what we did. And it was an amazing experience. Michael Hingson ** 38:55 And I think that's really the issue here isn't that what you're really promoting is people thinking and innovative in different ways, collectively, so that you are able to fashion and create a solution may be where you didn't think there was one. But by working together by functioning as a team, and by valuing the team, you figured out? Well, we've got to do these additional kinds of tasks to make it possible for everybody to be productive. But that's what it's really all about, isn't it is everybody needs to be involved in the team and be be productive? And the team has to be concerned about that and really work to make that happen. Rodrigo Quezada ** 39:39 Yes, I'm glad you mentioned that. It's almost like as simple as saving the best for last. The definition of a scrum includes the fact that it is creating adaptive solutions to complex problems. And where it connects very well. What you just mentioned is that it is more of a mindset. It works within a framework. Yes. But but all the pieces working together, it is really about a mindset of problem solving in a way that that, let's say sets up the field in order for you to be very successful. So it is a tool that embraces change and innovation and problem solving, I think to a whole new level, and that's what I think we need in this day and age. Because as we have evolved as a human species, we have also been facing challenges that we didn't have before, like, like, like global warming, and are things that that are like, gosh, how are we going to solve that, right? But we gotta find a solution. Because if we don't, our our, our future is compromised. So how do we manage and handle all these projects, and I think this might not be the only way to do it. But it's definitely one way to do it. And that's the reason what I consider myself such an advocate for Scrum. I think once you do it and understand what it's coming from, you cannot stop using it, I can't. Michael Hingson ** 41:05 So you use it in, in work and everything that you do, what do you do now? Or are you working for a company now? Or, or what's your current job environment like? Rodrigo Quezada ** 41:15 Yes, eventually, as I started gravitating towards technology related words and phrasing and things like that, I start exploring into a new career path. And by year 2018, I started a new undergraduate program for computer engineering. And I finished that when in 2020. And then I got into a master's in data science. And about that same timeframe, I was lucky enough to join at&t, where I currently work as a principal project manager working with Scrum teams. And And most recently, I also getting engaged pursuing a PhD in computer science as well. So once I started gravitating towards technology, I realized my passion for it. And that process Grom. And it started ignited me into a very different career path, which is what I currently do. Michael Hingson ** 42:12 So did you bring scrum to a TNT or was AT and T already embracing that as a concept? Rodrigo Quezada ** 42:18 Because fine, I think they're really for this specific project is something that was about to get started. So pretty much. There were a few people getting started with it with a project. And then eventually, there was a significant amount of additional of team members that were hired. When I started with them, I started actually as a scrum master. And eventually, by doing the work, I transition over to product owner. So I'm fairly familiar with with with all the roles as I was leaving doing development when I got started on a very empirical way since early 2015. Yes, Michael Hingson ** 42:56 so as a product owner or as a scrum master. When I mean that, that isn't a full time job as such, that is, you don't just sit in monitor other people, you're directly involved in doing a lot of the work yourself, right? Rodrigo Quezada ** 43:14 Yes, absolutely. Regardless of the role, yes. Right. And Michael Hingson ** 43:18 so you are just as much a part of the working team as anyone else. Even though you have the additional responsibilities of being the product owner, the scrum master, which is understandable when a project is done. This is a question I've always found interesting with different kinds of teams, because a lot of times when there is a team effort to do something, when it's all over and it comes time to recognize the teams, the team leader gets recognition and the rest of the team doesn't necessarily get the same amount of visibility. How does that work in a scrum environment? Is it just the project owner, product owner or the scrum master that gets recognized or is is the company or the process such that it's understood that it's really the whole team that needs to get recognized not just one or one or two people, Rodrigo Quezada ** 44:12 it has to be the whole team if you ask me, because everybody is pushing towards this successful outcome that is a team outcome. So So collaboration and teamwork is is kind of like the glue that binds everything together. So even though the product owner is representing the team and helping the requirements and understanding and communicating with stakeholders, interestingly enough, as we are used to traditional management positions, item kind of think of off meter or scrum master or product owner as we can think of them as managers, however, from my view is almost like not giving yourself that managerial title. In some words, maybe you're doing it but you are so part of a team that is hard to tell apart. I'm kind of like, am I am I like, like overseeing? Or am I actually kind of like silly and bold, but I feel that I'm part of the team. If the scrum team is working properly, you are part of the team. So so it's not like different layers of people managing and people doing even though Yeah, true developers are doing. But you're so close to them that that that line gets kind of blurry, if you know what I mean. It's like, there's no way I could accomplish this by myself, I needed the team to backup whatever I'm supporting as a product owner. And similar thing with with the scrum master, if I'm helping a team become more efficient over time, the team is better than better. And that serves a higher purpose for both the team and the whole organization. Maybe Michael Hingson ** 45:44 more like viewing yourself as if you will, a senior member of the team in terms of experience or knowledge level subject matter expert that you're bringing to it. But that doesn't make you better, or a a person who is separate from the team. And I think that's a wonderful concept that you're still really part of the team. And it's all about how you best add value to the team. Yes, Rodrigo Quezada ** 46:06 it's all about maximizing value as a team. Yes. Michael Hingson ** 46:12 Yeah, that's, that's extremely important. Because in so many teams, in so many job situations, the boss regards themselves as the boss and everybody works for them. The team leaders, the team leader, everybody works for them. But they're not in a sense, as much a part of the team is they really ought to be Rodrigo Quezada ** 46:33 Yes, true indeed. And actually, that remember that, when they, when they created this framework, they they took away titles, they didn't want to say you're the senior de surgir, the junior dad, because that's more related to a hierarchical kind of structure. They wanted to make it as if you're a developer, you're helping with creating and crafting and adding value to the product. So you are a developer. And that's it, you don't need to have a specific title as you are a QA or you are a software engineer, or you are a site reliability engineer, SRE is like you're part of the team. And that's it, you might have a speciality. And there's something that I almost forgot to mention. Within this world, we're very used to I do one thing, and I do that one thing very well. But there's this concept of a T and are m shaped professional, which basically means you're extremely good at more than one thing. So So you have a broad understanding of several things, but you're good at at one or more things. So in that regard, there's no limit also to your potential as somebody doing the work. So kind of, is kind of like a path to mastery and fulfillment. So if you're doing these just like well, then then eventually that takes you to higher levels. And that in turn, moves over to your personal life. And then suddenly you have a virtuous, virtuous, virtuous cycle. I believe there's a right way to say it, Mike. Yeah, so so it's kind of like, like, it's fun. And then work doesn't feel as well, kind of like the way we think of work, right? Because work becomes far more fun, and you enjoy it. And then you do what you like. And then you happen to do even better, because now you aren't kind of like, completely nursing what you're doing. But aren't Michael Hingson ** 48:24 scrum master and product owner titles in of themselves? Or how, how is that in the scheme of things different than then having some other kind of title? Rodrigo Quezada ** 48:37 No, no, that's fair enough. That's where I think Trump is making an exception. We have these two, these two positions that are having kind of like extremely specific accountabilities within the team, because, for example, right, we only want one point of contact with the team to talk to stakeholders, because otherwise it could be 10 people sense from a stakeholder standpoint, right? You want to talk with one person from the team? And that's why it's specific to the scrum I'm sorry, to the product owner. Right. Michael Hingson ** 49:08 Okay. And, again, I think that gets back to what I said before, which is really, although they are titles, it's really talking more about your level of experience and some of the expertise that you bring to the team. Rodrigo Quezada ** 49:24 Yes, absolutely. It's a cohesive, cohesive unit of professionals working together, which breaks down silos, right, because you're trying to collectively achieve something opposed to this is my part of the word. And that's the only part I care for. And this is more of approach of this is what we are working towards building together. Michael Hingson ** 49:43 Right. And that's what teamwork is really all about, or should be really all about. And so often we we tend to really miss the whole point of what the value of the team is, and we pay more lip service to teamwork. then actually doing things to embody it and make it really a part of what we do. I know that when I hired salespeople and worked with salespeople, one of the things that I always said is my job is not to boss you around, because I hired you expecting that you already know what to do and how to do it. But my job is to add value to make you more successful. And it sounds like that is what you're really seeking in the whole scrum process as well. And why you have a scrum master and product owner. Rodrigo Quezada ** 50:33 Yes, indeed. And previously, you mentioned something about when the project ends. And I think that comes to a different concept that I found extremely interesting, which is, with your teams being kind of like a group of people working together, and the longer they can work together better, they can read each other's mind and, and, and talk to each other without even talking. If you happen to have a team like that, that is happy working together. The other thing that happens is, your cost and time is pretty much fixed. So so the team from a company standpoint has the keeping costs, right. And time is pretty much going going in a pretty linear way. What I'm trying to explain is, the scope is what's changing over time with the team. So you can you can start adding new or different things to the teams. And if one project ends, a new one can begin. As long as you have a problem to solve. You can leverage on on on a scrum team or several Scrum teams in order to make sure you keep addressing the problems that you want to tackle as a as an organization or as a group, right. It doesn't have to be a company always. But we can certainly use companies as a quick reference point for Scrum teams. Michael Hingson ** 51:47 You mentioned to me in the past that Scrum teams don't in Scrum and doesn't embrace as much some of the traditional tools like Gantt charts and so on, why is that? Rodrigo Quezada ** 52:00 Correct. The Gantt charts are mainly used within traditional project management when you are considering that all your assumptions are gonna are going to hold true through the whole lifecycle of your project. And therefore your planning is perfect at the beginning. But as soon as US bottlenecks that were not foreseen in time, or, or potentially, let's say technical difficulties that you find along the way. And those were not accounted for in the original Gantt chart. So usually what ends up happening is that the Gantt chart starts to deviate along from the actual planning or actual action in place. So eventually you depart from somewhere very different from where you intended to arrive. So what what is scrum does, there's there's some metrics that are used, usually referred to as velocity, which is very subjective, because it means something different to different teams. So one team have a 50 story points velocity, and our team can have a 500 story points velocity, which might seem that 501 is much faster than the team which 50 points but it's so subjective that from a working standpoint, that one was 50 points can be actually delivering more work to the to the to the organization. But anyway, you can have these kind of like burn downs, or burn up charts that you can use to track sort of metrics of how the team is doing against the planning. But remember, that is based on short spans of time, so no more than four weeks. So even if you're meeting or missing your targets, it just meant to be contained within a small or short timeframe for you to understand, learn, adjust, and do it again. But do it better. Michael Hingson ** 53:36 If you don't get a project done in the four week time that you originally set based on the scrum rules. Rodrigo Quezada ** 53:44 That would be a problem. Most of the time, what you do is you break down into small chunks that are achievable within a sprint, we we can think of and then again, this might come back to if I remember correctly, this Eric Ries and the Lean Startup, there's something called an MVP or minimum viable product, which is basically from everything we can do, what is the minimum we can achieve. So if you plan yourself to at least achieve a little something, and then everything you can add on top of that before the sprint is over, I think there's a safe path to always have something to show for you as a team accomplishing something because if you if you kind of lean towards the all or nothing approach, either I believe or everything or I don't have nothing to show, there could be points in time where the risk is high. And you're going to show up to the review saying I didn't complete it my work, right? There's nothing to show. So what I'll probably suggest is, is take the MVP path, always have a little something that is something you can guarantee as a team that you can deliver. And then if you happen to have extra time within your sprint, go build on top of that and add more things to here's what we have completed by the sprint review. Michael Hingson ** 54:53 So if something doesn't get done in the appropriate time, you really We have two potential reasons for that, that I can think of one is, you made the goal too large, or too, the team isn't functioning nearly as well as it should be. And that's an in both cases, that's something for someone to go back and reevaluate. Rodrigo Quezada ** 55:20 And that's where the rhetoric comes in. Because every by the end of every sprint, you need to collectively as a team say, Okay, where do we miss? Where do we waste? And what do we knew earlier? What do we need to do a little bit different to fix that in the future? So you're always looking for ways to becoming better and better as a team, which is one of the things that I definitely love about this framework. Michael Hingson ** 55:41 Yeah. And that was why I asked the question, because, again, it's all about the team making a collective decision or creating a collective understanding. And again, is all about the team. Yes, it is, which then can communicate with the stakeholders and so on. In case it's the stakeholder that screwed up. And the stakeholder hopefully understands what the scrum team is all about. And we'll accept the observations when that happens as well. Yes. Rodrigo Quezada ** 56:18 And there was something else that you mentioned that it triggered. Yeah, at one point in time, you mentioned about the team recognition. The sprint review is not only between this, the product owner and the stakeholders for the sprint review, you have to have the whole team. So the product owner can be presenting. Yes. But the team is there. So there's kind of like very specific questions about things on the, of how the product was built, or how the product is working, or any What if coming from the either end users, customers or stakeholders. That's where the team can bring in their expertise, because they build it together. Right? So the team has a voice as well within the Sprint Review isn't is not necessarily only a steal your point like like just who is managing the team, it's more off. Here's the whole team that builds together. And any questions, here's a whole team in order to be able to answer as a team. Michael Hingson ** 57:10 And that's what really makes this such an exciting concept, because it's all about the team. And and hopefully, when the team completes a project, if they really work together, then no one tries to separate the team and put different people from one team on to another team. They allow the team to continue to operate and be a cohesive unit. Yes. Rodrigo Quezada ** 57:35 And there's one more thing that also Bond's things together, which is one of the pillars of Scrum, which is called transparency. The process is extremely visible to everybody in the organization. So what the team is working on what progress are having, everybody can actually go see. So whether the team is working these working items, which you should refer to, or at least I'm used to referring to them as PBIS, or product backlog items. Everybody can go see what the team is working on and how they're communicating and their evidences of work completed and everything else. So stakeholders don't always have to rely on whatever the product owner says. They can actually go and see what the team is doing. Because the process is extremely transparent to everybody. And for sure, the team as well. So So usually the work is not a sign that work is is kind of taken, right? How can I help? How can I contribute? So I go to the to the sprint backlog, and I grab a working item. And let's say me as a developer, I go work on that. And every now and then it's not, it's not. It's not recommended that it's done. But every now and then even other roles such as a scrum master can go ahead and take a little bit of work, even though it's not recommended can be done. So. Yeah. Michael Hingson ** 58:49 Why should more people embrace the scrum concept of doing work? Rodrigo Quezada ** 58:55 God, gosh, first and foremost, because, aside from the fact that it, it's fosters teamwork, and increases happiness levels on and promotes mastery from team members, which makes it ever more exciting, it helps you deal with that the solutions to complex problems borrowing from the definition of Scrum. So as long as you have complex problems to solve it, what you want to solve is pretty repetitive and fairly and linear and straightforward. Yearning, you're probably not going to need Scrum. But as long as it starts to deviate from something that is that predictable. You can rely on group of professionals working together as a unit in order to tackle together those those problems and come out with adaptive solutions. Cool. Michael Hingson ** 59:46 If people want to learn more about Scrum and the process, how can they do that? Rodrigo Quezada ** 59:54 I'll probably say start out with information that is already provided. it on the scrum guide. You look at it as that the scrum guide. It was created by Ken Ken Shriver and Jeff Sutherland, the creators of Scrum. It's out there on the internet. So so I'll probably say start there, because that's the guideline for the whole framework. And Michael Hingson ** 1:00:16 what is it called Rodrigo Quezada ** 1:00:18 the scrum guideline, okay. It's even trademarked. But it is open to the public, you don't have to even pay to in order to be able to read or things like that. And it's been translated to different languages as well. So I'll probably say start there, because that's, that's pretty much the epicenter from for the whole framework. However, if you want to learn a little more, there's different books out there and different organizations that can help in the process, including certifications and everything else. Guess one of them, for sure, is this book that started me with Scrum, which is called doing twice the work and half the time by Jeff Sutherland is definitely one of my top recommendations for Scrum. There's also two websites that I think of that are that are scrum.org. And there's other ways to that is called Scrum Alliance. Dot I believe that.com. But if I'm incorrect that.org Both both promote a lot of conversations and best practices on Scrum. So a lot, those are great resources. There's a lot more out there. But those are the ones that come top of mind. Michael Hingson ** 1:01:23 And is there a way if people want to talk to you and kind of get more thoughts from you about all this or just get to meet you? Is there a way for them to do that? Rodrigo Quezada ** 1:01:32 Yeah, we could probably use LinkedIn for that. I haven't had a lot of civility. But I don't mind if I do because the whole purpose of this podcast was sharing this out loud with more people. I know what I know what up what I want that to be spread out, because I'm definitely a scrum enthusiast. So if there's way that I can help somebody else I'll I'll be happy to. So Michael Hingson ** 1:01:59 how can they reach you on LinkedIn? What? What do they look for? Rodrigo Quezada ** 1:02:06 Let me go seek my gosh, would it be okay if I sent it to you, I don't have it handy. Kind of like but but you can look for my name, Rodrigo. Queszada Queszada with a Z and Reyes with a Y in the end. And it's I think it's fairly accessible. Once you're into Lincoln system. Go ahead and spell all that for me. So sure, no problem. Rodrigo says spelled R o d r i g o, my first life name. Last name is Queszada. Which is Q u e z as in Zebra a d as in Daddy a. My other last name it which is Reyes R e y e s Michael Hingson ** 1:02:51 There we go. So we can search for you on LinkedIn with that. So what are you doing? You're not working? Rodrigo Quezada ** 1:03:00 Guys, I would rather work I'm usually doing some training. And aside of that, for sure. It's spending time with friends and family. It's a mix of of those. I have these reckless pursuit of understanding and training and eventually I'll find my purpose in life. I'm still in debt that I cannot say I have it. What I always feel I'm getting a little bit closer. So I hope I get there before. Before my end of Michael Hingson ** 1:03:24 life. There you go. Do you do you have a family? Are you married or anything like that? Yes. Rodrigo Quezada ** 1:03:28 I'm married. Two kids. Almost 10. Actually, they're just about to be 10. And, yeah, and also two bucks. So So yeah, I think. Michael Hingson ** 1:03:41 Yeah, so So that's six in the family. If you get four more, you can have a scrum team. Rodrigo Quezada ** 1:03:48 Yeah, getting close. Yeah, keep Michael Hingson ** 1:03:50 keep working on that. Well, Rod, this has really been very much fun and enjoyable. And I really appreciate you coming on and talking about Scrum. It's a concept I have not been familiar with. But I'm going to go learn more about it. I think it's fascinating. I think there are parts of it that as I listen to you tell it that I have used in the course of my life, although I never understood it and call it Scrum. But I appreciate it. And I think it's an extremely valuable thing. Anything to promote teamwork is always a good thing. So I want to thank you once again for being here. And I want to thank you for li
Today our guest is Tyler Wolfe, the Director of Student Wellness at Dublin City Schools. We talk to Tyler about the increase in the mental health needs of students and how, to help meet these needs, they created a 2 year program that supports teachers in the district to go back to school to get their Masters degree. This is possible thru a partnership they have built with The Ohio State University. Tyler explains how the program will provide each school in the district with a mental health specialist on their campus and how the district sees the program as an important investment into the future. Learn More About CharacterStrong: Access FREE Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website For the past 3 years, Tyler Wolfe has served as the Director of Student Wellness in Dublin City Schools where he oversees programming and personnel for all mental health, counseling and substance use disorder services. Tyler has worked with building leadership teams to bring Hope Squad to every high school and middle school in the district, co-implement PBIS programming with fidelity at 24 schools, and onboard CharacterStrong as a Tier I and Tier II resource for all 14 elementary schools. In collaboration with The Ohio State University, Tyler has brought LiFEsports to Dublin City Schools, which is a positive youth development program for underserved and marginalized youth. In addition, Tyler is currently engaged in a collaborative partnership with The Ohio State University to provide 25 internal staff credentialing to become school social workers in Dublin City Schools through a “Grow Your Own” initiative that began in 2023. Tyler has spent over 30 years in education as a special education teacher, elementary principal and district level director. Tyler lives with his wife Laura in Columbus Ohio, both of which are Crossfit addicts. They have 2 grown daughters and 2 Australian Shepherds named Carlos and Cinch.
Who: Mr. Nick Payne (Principal) Where: Huntingdon, PA What: - Incorporating school pride into PBIS - Building buy-in at the high school level - School visits for students to experience PBIS - And more! Tune in to learn from Mr. Payne
Claire de Mézerville López welcomes Cheyenne E. Rhodes to the Restorative Works! Podcast. Cheyenne speaks with us about her insights into the evolution of her approach to intervention, realizing the need for trauma-informed care, positive behavioral support, and restorative practices. She shares examples of the power of data analysis in shaping interventions, understanding the importance of cooperation, and being in the “with” box when fostering relationships. Through her experiences, Cheyenne emphasizes the common thread among diverse groups facing trauma, homelessness, or discrimination: the need to shift from survival behaviors to thriving behaviors. Cheyenne is the behavioral data and PBIS intervention coordinator at The American School for the Deaf in the PACES Residential Treatment Program in Connecticut. She plays a pivotal role in guiding the school to achieve PBIS Model Demonstration Site recognition, leading her to collaborate with UCONN on PBIS best practices. Cheyenne began her career with the Knowledge Project in New York City, igniting a passion for providing inner-city students across Brooklyn, the Bronx, and Manhattan with a haven after school—a space immersed in the arts, encompassing theatre, dance, music, and visual arts. Beyond her professional endeavors, her most cherished role is that of a mother to two remarkable boys. Their vibrancy and curiosity fuel her commitment to making a positive impact on the world. Tune in to learn more about Cheyenne's perspective on the early intervention of positive relationship building and managing conflict with diverse and trauma effected youth.
Angus Kittelman is an assistant professor within the Department of Special Education at the University of Missouri. His research areas include positive behavioral interventions and supports with an emphasis in high schools, implementation science and systems change, and implementing and evaluating school-based interventions for students with emotional and behavioral problems. Angus has received funding from the Institute of Education Sciences (IES) and the Office of Elementary and Secondary Education/Education Innovation and Research (EIR). In 2023, he was a recipient of the Initial Researcher Award from the Association of Positive Behavior Support (APBS).Links:Angus' faculty page: https://cehd.missouri.edu/person/angus-kittelman/PBIS: www.pbis.org Missouri Schoolwide Positive Behavior Support: https://pbismissouri.org/Other Think Aloud guests/episodes we mentioned:Tim Lewis - E33Aaron Campbell - E42Mary Rose Sallese - E16Mark Schneider - E41Matt Burns - E23To read: (Check out your local bookstore or favorite online provider)On Writing: A Memoir of the Craft by Stephen King
Coach Carlos Johnson - Power Engage: Seven Power Moves for Building Strong Relationships to Increase Engagement with Students and Parents. This is episode 654 of Teaching Learning Leading K12, an audio podcast. As a professional speaker, trainer, and author, Carlos Johnson, aka “Coach Carlos,” is locally bred, but his work and research on culture and engagement have taken him across the nation and globe. Coach Carlos and his team of consultants have utilized his experience and research to successfully turn around three failing public schools and one private Christian academy. In addition, his training and strategies have helped to change school culture and increase parental engagement, student enrollment, and staff and student retention. His driving belief can be best summarized by the following quote: “After 20 years of research, all evidence confirms that a highly engaged school culture is the mother of high performance!” The research and results from this philosophy led Coach Carlos to create his systematic approach to revolutionizing school culture by teaching districts how to build healthy performance-based relationships and institutionalize stakeholder engagement. In 2015, Coach Carlos stepped into principalship, and during his three-year tenure, he doubled school enrollment, increased staff pay, transformed school culture, and increased student performance schoolwide. In response to the national school-to-prison pipeline crisis for young men, Coach Carlos created an online Tier-2 PBIS behavior and leadership course for boys called Future Man Success Prep. In addition, his PowerEngage system is an online/on-site system that trains thousands of parents, students, and instructional teams each year on the psychology and practice of engagement. Coach Carlos is committed to transforming institutions and individuals through leadership and learning. Our focus today is his book - Power Engage: Seven Power Moves for Building Strong Relationships to Increase Engagement with Students and Parents. Coach Carlos has an awesome focus! So much to learn from him. Awesome conversation. Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it. Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! Okay, one more thing. Really just this one more thing. Could you follow the links below and listen to me being interviewed by Chris Nesi on his podcast Behind the Mic about my podcast Teaching Learning Leading K12? Click this link Behind the Mic: Teaching Learning Leading K12 to go listen. You are AWESOME! Thanks so much! Connect & Learn More: www.carlosjohnson.org https://www.imageofsuccess.com/ https://www.facebook.com/coachcarlosjohnson https://www.linkedin.com/in/coachcarlosjohnson/ Length - 44:09
Who: Eric Stephenson (Principal) Where: Fairfield, OH What: - What to do if your PBIS ratio is too high - Creating a system of consequences that is fair - Finding the right cost for rewards - And more! Tune in to learn from Eric
In this episode, Dr. Paulie explores the realm of improving PBIS (Positive Behavioral Interventions and Supports) and Trauma-Informed Care, guided by the expertise of psychologist Mike Bonevento. Join us as we uncover practical strategies and expert insights grounded in the principles of OBM (Organizational Behavior Management) and ABA (Applied Behavior Analysis). These insights are set to enhance the well-being and success of individuals, schools, and communities. Don't miss this conversation as it offers real-world, valuable takeaways for educators, professionals, and advocates dedicated to fostering positive change. 5 Steps to Creating a Trauma Informed Culture
In this engaging episode of our podcast, we dive deep into the world of Positive Behavioral Interventions and Supports (PBIS) Tier I, focusing on its vital role in both mainstream and alternative education settings, with Dr. Bruce Tinor. As both a seasoned behavior analyst and a school principal, Dr. Tinor brings a unique and practical perspective to the topic.The episode begins with a thorough exploration of PBIS, particularly Tier I, which forms the foundation of this behavior management framework. Dr. Tinor discusses how Tier I strategies are essential in establishing a proactive and positive school culture, setting students up for success from the outset.We then explore the nuances of implementing PBIS Tier I in alternative education environments. Dr. Tinor shares his first-hand experiences and insights, illustrating how PBIS can be adapted to meet the diverse needs of students who may face challenges in conventional educational settings. He provides real-world examples and effective strategies, highlighting the importance of a tailored approach to behavioral interventions.Throughout the discussion, we delve into the broader impacts of PBIS Tier I, not just on student behavior, but also on academic performance and the overall atmosphere of a school. Dr. Tinor addresses common hurdles in implementing PBIS and offers practical solutions for educators and administrators.This episode is an invaluable resource for educators, school leaders, and anyone interested in the transformative effects of PBIS Tier I. Whether you're working in a traditional or alternative educational setting, join us for a thought-provoking conversation with Dr. Tinor that will leave you with a deeper understanding of effective behavioral support and its critical role in fostering educational excellence.
In Session 243, Dr. Casey Dupart joins me to talk about School Psychology, and in doing so, we touched on a range of related topics including the challenges of military families, multi-tiered systems of supports, socio-emotional learning, school refusal, educational policy, and so much more. As you'll hear in the interview, Casey has been a School Psychologist in various roles across several states. She also provides consultation and training through her company, Embracing Resilience. And while we're on that topic, she has a few webinars and workshops coming up on topics like Multidisciplinary Collaboration and Improving School Climate and Culture. You can find links to these events at the shownotes for this episode, or simply go to Embracingresiliance.org and click the services tab here. I believe BCBAs serving in public school settings may be an increasing area of practice. According to the BACB, about 12% of the BCBA and BCBA-D certificants work in educational settings. Also, I was invited to speak about low-tech interventions for disruptive classroom behavior at the recent BABAT conference, and I was honestly shocked to how many attendees were interested in this topic, particularly given the many other excellent talks that were going on in the same time slot. As some of you may already know, I've been working with Anika Costa and Dr. Paulie Gavoni on a project called thebehavioraltoolbox.com to provide BCBAs and other school-based professionals trainings and tools to help them perform more successfully in these settings. Our first course, Ready, Set, Consult! is now available, and we've been really pleased with the feedback that we've gotten from our initial participants. We're also hard at work on getting our second course ready. This one is based off of the talk I gave at the recent BABAT conference. Our working title currently is, When NOT to FBA: 5 Quick Strategies for Improving Behavior in Classroom. I mention all of this to perhaps underscore the importance of being able to work both collaboratively and effectively in school settings. And I think this conversation with Casey will be helpful for BCBAs who are new to school settings, or who simply want to be more successful with the students they serve. Here are some links to resources, etc... we discussed during the podcast: Back to School with PBIS, Session 198. PBIS, School Mental Health, and Supporting Students with Trauma: Session 78. Other school-related BOP shows. CASEL: Fundamentals of Social Emotional Learning. Sold a Story Podcast. Chronic absenteeism article. More school refusal literature. ABA Inside Track episode on chronic absenteeism.
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