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Finding high-quality training on equity that will be approved by my leadership for our coaches that will move the needle for schools and districts.

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We need to think through the language we use so that the work isn't ignored by SEAs/LEAs/schools and community leadership in a time of uncertainty and impact of federal Executive Orders.

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Training of state-level trainers.

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Political climate; resistance from leadership; fear in the field.

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Add "coaching for equity" onto our team's next PLC.

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We can follow up on the recommendations from the state-level equity consultant to consider who we might ask to join our SLT. - VT

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We are trying to build internal expertise in centering equity in PBIS and the equity constructs from the Midwest + Plains Equity Center, but some of our team members are still pretty new to the content and don't feel comfortable presenting it. - VT

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We have hesitated to reach out to those who represent marginalized populations to ask if they would like to sit on our State Leadership Team for two reasons: 1) we are not sure how compensation would work; 2) we don't want them to feel tokenized. We have met with a state-level equity consultant to start working on these issues. - VT

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We are also looking to diversify our state team membership to include more diverse voices. - VT

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We are beginning to reach out to schools that have not been active in our network to encourage them to reengage with us, come through training again, meet with their TA, access coaching, etc. Our acknowledgement system is also designed so that it incentivizes attending training, accessing coaching, or meeting with the TA at least every 2 years. We have equity considerations embedded in all of our trainings and have a webpage devoted to resources (it needs updating though): https://www.pbisvermont.org/training-resources/equity-resources/ - VT

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The BEST/VTPBIS State Team is currently in the process of engaging in ongoing equity work. You can find our Commitment to Equity here. Equity Resources Scroll down to find information […]

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We are trying to center the equity constructs and cultural responsiveness field guide in all of our trainings. I think the biggest gap is for schools who have not come through training recently. They are out there saying they are implementing PBIS, but may not be doing it in a way that centers equity. - VT

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Our team contributes to some of the upper level executive functions (mostly partner engagement and alignment). We are building our capacity to support workforce capacity this year. We mostly provide training, technical assistance, coaching, and evaluation supports and support local implementation sites. - VT

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I've made an effort to educate myself on issues of equity, understanding my background, identity, and the privilege or disadvantage it affords me, how it shapes my assumptions and worldview, and to question some of those assumptions or at least realize that other people may perceive things differently.

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Our team is diverse in some respects but not others. We urge schools to build diverse and representative teams to promote diverse voices but our team lacks some of this diversity which may contribute to missed opportunities for centering equity.

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I'm sure there are missed opportunities, in my work individually and as part of a team. While equity is something I value, it is not always top of mind.

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I am part of a team that develops training, coaching, and evaluation materials and guidance for the region with some materials or guidance reaching a national audience through the Center's website. I also conduct research that examines the effectiveness and efficacy of PBIS in schools.

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I can reflect on the NAG conversations from 11/14 to continue working to understand myself and use the "wheel" model to understand others more deliberately.

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Due to the sheer volume of content that we are trying to make available in an engaging way without creating learning opportunities that are so long that participants disengage., results in us not being able to center equity as prominently as we would like.

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Concerns about messaging in online offerings given that we are not in the room to see reactions and adjust to support growth.

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In conjunction with external content experts, we have created online offerings (1-2 hour self-paced courses) on anti-racism. Online PBIS team training addresses the topics of implicit bias and neutralizing routines. Additionally, every online offering requires a statement that highlights how the subject of the course contributes to the aim of ensuring high and equitable outcomes for all students. Our professional learning and technical assistance support in the use of data includes disaggregating student data by student variables so as to surface and address areas of disproportionality.

Our project has engaged a team of educators representing diverse backgrounds in "equity reviews" of our online course content to inform revisions that better address voice, representation, welcoming and affirming environments, situational appropriateness, and data.

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I provide professional learning opportunities, including face-to-face and online asynchronous courses. In this capacity, I influence the content educators across our state see and engage with.

I also participate as a member of the state-level MTSS team. In this capacity, I engage directly with members of our education department to discuss and explore important issues.

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Training, coaching, workforce capacity, evaluation, local implementation demonstrations, partner engagement