Applying Student Data for Informed Decision Making

Hello, welcome everyone. Thanks for joining us. We're gonna get started in just a few minutes, and I'll kick us off with some housekeeping items. Just hang on just a, a second. All right, we are here, and today we're going to be talking about applying student-reported data for informed decision-making. Before we jump right in and make introductions, please be sure to stay for the whole webinar so you can be sure to get your CEU credits. And you'll receive a link at the end to complete a survey about how you felt the webinar went today, how valuable it was to you, what you learned. There will also be some polls throughout the webinar, so you'll see a pop-up come on up on your screen. So be sure to keep a lookout for that and put your questions in the chat. We're definitely gonna leave some time at the end to answer any questions and have some time for conversation. Before we get started, I'd like to introduce myself. I'm Taylor Vealey. I'm a school psychologist in Grand Rapids, Michigan. I've been working in the teleassessment and teleservices space for the last, oh, 7, 8, 9 years, and I'm very excited to be joined tonight by my dear friends and colleagues, Stacy Quarter and Theresa Bowen. Theresa and Stacy and I have had the pleasure of working together for several years. These ladies are extremely skilled clinicians, very compassionate and empathetic leaders, and very wise, and they're going to guide us through a lot of good information tonight about how we can really add the student's perspective to our, to our decision-making in terms of how we decide what we want to do with students and how we decide if our interventions with students are working. So I'm going to go ahead and turn it over to Stacy and Teresa now. Here they are, and they're going to go ahead and introduce themselves and kick us off.

Thanks, Taylor, so much for that introduction. That was great. Um, welcome everyone. My name is Teresa Bowen. I am a school psychologist, and I have been a school psych for about 16 years, and I have also worked in the teletherapy space for I think going on 6 years. So I'm pleased to be here with my colleague Stacy Quarter. Stacy, you want to introduce yourself?

Yeah, hi everyone, Stacy Quarter, school psych manager here at Parallel. I'm a school psychologist, um, primarily worked in the Midwest and have been working remotely, um, since 2019.

Awesome, thank you so much everyone. We would like to welcome you. Um, here are some learning objectives for our And Stacy and I would really like to get to know more about you. So can you please go ahead and open your chat and add the number that best describes your discipline or job title? So number 1 if you're a school psych, number 2 if you're a special education teacher, number 3 if you're a school social work, if you're one of our SLP friends, a number 4, and a number 5 if you're an administrator or if your job title isn't captured. Otherwise, we will also have some poll questions for you tonight and a mini toolkit that we're pretty excited about at the end of our slides. We invite you to participate because we are also collecting some self-reported data for our own ROMS. So thank you so much again. Please know where our goal is to provide practical information, tips and tricks, some real-life examples, all with the hopes to boost your practice. When you're considering collecting student data and using ROMs. So moving on. So at Parallel, we are pretty passionate about collecting student data, also known as routine outcome measures. Melissa, last February, as part of our spring webinar series, Dr. Jordan Wright, our Chief Clinical Officer, provided this information to better summarize the why behind collecting student data. The big why of collecting student data is to ensure high-quality services. However, any provider can utilize ROMS to inform their practice, monitor client progress, and create and refine interventions. They are a great tool to add to your practice toolbox. So let's start with some big-picture information about ROMS. On the next slide, you will see our learning objective. Perfect. As previously mentioned, our spring 2024 webinar, Dr. Jordan discussed the research on why collecting student-reported data really matters and how PearLO captures ROM information to assist in celebrating student success. So today we hope to empower you and help force your data to be more flexible and work for you. So let's start with an overview of ROMs, what they are, who uses them, and move on to discuss the benefits and limitations of using that data in your work. We're gonna be honest here. So let's go to the next slide and talk about this. So routine outcome measures or routine out—

monitoring.

They are not unique to providing direct therapy services. There are business applications. ROMs are used across business and corporate applications. Data is collected to narrow the most popular inventory in a store or on a website for those of you Etsy fans. Corporate sales managers review their data to look at how their workers are meeting sales goals. And in the medical field, measures like blood pressure, heartbeats per minute, and weight gain or loss For the lucky ones, are used to track a patient's health. For our purposes, in terms of direct therapy and services, we know we have formal measures and informal monitoring. Formal measures like an anxiety and depression scale or a strengths and difficulties questionnaire, and informal monitoring like how do you feel about your therapist, your goal, your progress. These tied together really help us understand what is happening with students and how they feel. As we look at the next slide, we want to discuss some of the research that's out there. Here are a few sort of did-you-know facts regarding ROMs that really summarize some of the research that is behind ROMs. But the bottom line is pretty simple. ROMs allow us to assumption-proof the work that we do with students and ensure better outcomes. We're gonna work with students, we're gonna assess how things are going. The more tied they are to us and the more tied they are to their goals, the better things go, the more we increase student satisfaction, and it also helps us to not get overly confident on why some of those things may or may not be working and provide some real answers. So let's talk fundamentals. Fundamentally, here is what we really know about the benefits of ROMs. They're really going to help us inform or change the intervention or services that we're using with students. That mutual feedback really helps to improve relationships, between provider-student and student-provider. It is designed— the process is designed to empower our clients. We want any student or any individual that you're working with to have a voice in what they're doing, not only their goal, also their progress and how they feel about both of those things. Increasing awareness for students is probably one of the most important pieces of the work that we're doing around what it is that we're providing. We know that by asking for feedback, we are improving a client's experience, and that's pretty powerful and not always something we knew prior to this work. So let's move on and talk a little bit about what you're doing. So in February of 2024, Jordan reached out and asked, asked our providers how satisfied they were with their progress and outcomes in working with students. 70% of folks said that they were mostly satisfied. We would really like to know more about the data you have collected in the past, so we're going to launch a poll about what kind of student reported Or teacher-reported information you've gathered in the past. So have you used a student survey, parent or teacher survey? That would be 1, 2, and 3. Student provider— student and provider graphing and charting. So charting that progress together. Have you reviewed a goal with a student and discussed ways to monitor their progress? Or a more formal questionnaire? So please, please vote and let us know what you've used. I'm excited about the outcome of this, and so is Stacy. Okay, are you seeing some information come up?

Let's see here. Okay, here we go.

Oh, beautiful, beautiful. All right. Oh, student surveys and teacher surveys are very popular. That's exciting. Other questionnaires, formal in nature, reviewing goals, graphing and charting. You guys already have this. This is exciting. This is great, huh, Stace?

I know. And that's really our goal tonight is to help you think about that. You might already be doing this and finding some ways to be able to consistently gather this feedback for your students.

Absolutely. So let's talk about the elephant in the room with gathering data. It's pretty much always along the same lines, and these are some bulleted thoughts about that. But we know that collecting additional data is extra work for providers. Absolutely. So the goal with this collection is to make it usable. And we're gonna talk a little bit about technology and automation and some of the pitfalls associated with that. But let's not forget the idea that asking for feedback is really hard and uncomfortable. And that goes for anyone who does any work anywhere. Asking for you to rate me tonight is uncomfortable, but it is hard to ask for feedback and then utilize that productively, which is part of what we're gonna talk about. If we go back a little bit to the extra work piece, we know that technology and automation are improving this process all the time, making it easy and accessible and something you can review and not viewing data collection as piles of paperwork and spreadsheets and trying to crunch numbers. That can feel like a real barrier or a blocker to the idea of collecting data. There's already so much going on as a service provider. We've got a lot to think about. Sometimes collecting data feels truly like some kind of program evaluation, and there's nothing worse than that word program and evaluation tied together. We also know that that significantly reduces our desire, or that— I'm sorry, we know that it significantly reduces our desire to collect data. when certain things happen to impact the collection. Maybe students move, maybe your cooperating teacher leaves, maybe you're an itinerant professional and you have 4 or 5 buildings this year and you have 4 or 5 different buildings next year. Things like that can make it difficult to manage this piece of data collection. The other thing that can happen in every school all the time is that administration focus can change. So you may have been collecting data on a particular student's progress in a curriculum and the curriculum has changed. So overall, we know focus changes. We also know that we can collect data in a way to continue to give us information. It's really just about how we do it. The last piece of the challenges for providers is that sometimes it can feel like a performance review, right? You're collecting data data about how things are going with students, and some of the feedback can be challenging to your own perspective on what's happening. At the end of the day, we still need to do it. It's important, and we just need to frame it in a way that's easy to access. If we go to the next slide, we're going to talk about those challenges for students as well, because if this is a relationship that's symbiotic and you're working with another student, or you're working with a student, or in some cases several students, This requires the recognition that ROMs are hard for kids too, because we ask them to be honest with adults. How many of us have asked kids how they think things are going and you get that whole, I don't know? It's hard. Kids don't always know that we're okay with being told that they don't feel like things are going well unless we tell them. Sometimes students might also turn that back towards themselves. When you ask them questions, they may feel that you're evaluating their progress from a pass/fail, or you're doing great, you're not doing that great. And so again, we have to educate students so that they know that it's a hard, uncomfortable process, but we really want their information, and really this is about their goals and not them personally. The other thing sometimes we have to do is we really have to teach kids how to answer questions to evaluate their progress. So it's uncomfortable. I really don't know. I think I'm doing terrible. We have to teach that process of gather— or of giving us information so that we can gather good data to inform what we're doing. At the end of the day, the process can feel very personal for both the provider and student. But the more we persevere and keep our focus on students and their goals, the more we will learn and be able to move on. So just know that we all feel it. As previously mentioned, at Parallel, we are pretty passionate about collecting data, and we do this after each session, and it's conducted on our platform. We discuss both functioning and sentiment, asking 2 questions in each area. How am I doing overall? How is my goal going at the moment? How did today's session go in general? And how do I feel about my speech therapist? This information helps us to continuously monitor students' progress and gives us some insight on what we might need to change. or continue doing great. So now I'm going to turn it over to Stacy, and she's going to talk specifics about identifying and analyzing all this data.

Right, thank you so much, Teresa. Teresa was able to discuss the benefits and challenges of ROMS, and I know now you all are so ready and excited. So on the next slide, we'll talk about our learning objective Which is to really think about the process of the data. And I know I have a lot of school psychs here, so this will probably feel very comfortable and familiar to you about analyzing and identifying patterns in data, but really that, that focus on student-reported data. So we want this to work for you. You know, if you work here at Parallel and you want to build on the ROMS work that we do here, you know, if you're a school psych and you aren't seeing students regularly, but you want to bring this back to your schools and your SPED teams. We really hope that in these next couple sections we give you some tools and resources and ways to think about data that's really flexible and works for you and your teams and, and most importantly, your students. So when we talk about the process on the next slide, we want to chat about how often. So I think that's important to note here at Parallel, we do offer a routine outcome measure after Every session, but it can be done at key milestones. So you can do it at, you know, the end of a curriculum milestone, a quarter, semester, trimester, you know, even the end of the year, or tied to an annual review IEP to really assess a student's academic and emotional well-being. But I want to make sure to note that it can be at a cadence that really works for you and your students. As long as it's occurring on a regular basis. So when we think about what students are rating, just want to take a little bit of time to go more in depth about what those things can look like. So they can rate how they're doing and their overall progress with their academic journey. We can also think more specifically to look at their pers— how they feel about subjects and skills, looking for strengths, opportunities for improvement, and also give us some good insight to their confidence level and how they feel about their work on something that might be harder for them. And if you're doing it on a regular cadence, it'll allow you to have some feedback about those daily sessions to then address any immediate concerns, and then on the flip side, to really celebrate any successes in real time. And then the last one, which Teresa, you know, talked about too, was when we're asking them feedback about their teacher and provider, We know that's important because we have so much research on how important that relationship is for student, for student growth. So it really is interesting to gather that data on how they feel this relationship is and that impact on their learning and their growth. All right, so you've got this data, you're really excited about it. There's— how do you use it? How do you really make meaningful changes and allow this student to be heard? Because we do a great job, I think, collecting lots of data, but we really want to think about this in a way that works for you. And I think one thing to just remember is we collect a lot of data, but to figure out a way to review it regularly. We do offer it. You can, here at Parallel, you're able to see your data with your students, and then we offer that to our providers monthly. But thinking about a way to include your student, maybe that's at the end of the week when you're working with the student daily to review the data together and really thinking about that. And then in general with data, when we're looking at it and reviewing outcome data, we want to also think about other data we're collecting. So we're collecting probably data on their goals and their progress with whatever service that you are providing or the team's providing. And we really hope these 2 things correlate, right? That the student's feeling good about the work that they're doing and that you are also seeing growth. But, you know, I think it's important to note, just like with any other intervention, if progress isn't occurring, it's okay. Change your strategies, try something else. You know, if you do see progress, definitely celebrate and promote it and let others know on your student's team. We want to make sure that the kids feel really proud of their accomplishments, and we really celebrate all the hard work that they do. And if you see the progress plateau, let's say the ROMs are kind of sticking in that 7, 8 range, or it's just not moving, or the IEP goals, same thing, not moving at the rate that you would like, you know, review those goals, review your intervention goals, and make sure that they remain really relevant to your student. You know, if you're aiming too high, maybe some foundational work is needed. You need to step back and work a little bit more on some other things with All right, so when we talk about data, one thing that we're obviously talking about student-reported data is pulling in the student, right? So asking the student about the data. I think sometimes we often overlook this, especially with students that are younger or maybe even have some more significant differences, is really how are they feeling about their reading? How do you feel about how you're working towards asking for help in the classroom, turning turning in work, whatever that looks like. You know, Teresa pointed out all the benefits because we know that really asking for student-reported data, it's a really, really effective tool. It's been shown to improve outcomes and reduce the length of interventions just by the act of giving a ROMP. So I know she said it earlier, but I wanted to say it again because I think it's super powerful. And really some of those mechanisms to it is that it really helps build that relationship between the provider and the student, and it boosts those outcomes no matter what kind of intervention is used. And, you know, I think another piece of it too is it really allows the student to be heard and feel seen and valued. It gives them a jumping-off point. It's another way for them to share how they're feeling. So I think our providers do a great job. And I know myself, when I'd work with students, I'd check in, how are things going? How are you feeling? But the idea of a ROM and having something for them to fill out and give you that feedback, and then having that data and having that as a jumping-off point, but like, hey, I noticed that you rated today's session lower than any other session. Can you tell me what's going on? So I think that's just a really great tool that we can utilize to engage students and really get their buy-in and help them be part of, you know, their intervention and their progress with us. And then the next dot is to communicate progress to those who can help. So we love data, and data does communicate something, right? So we can always use this data to support your IEP annual goals and objectives progress reports, right? But making sure team members, really anyone who cares about this student, knows about the data, knows about the perceptions about how they're feeling, and is able to celebrate the successes, but also pull in the team into problem solving as needed based on the data. All right, so on the next slide, so you're so excited about ROMs. We've been talking at an individual level, but you've got a whole caseload and you're so excited and you're doing it with multiple I think another way to look at the data that's super exciting is that you can look across your caseload. So if you do see a lot of students, or you're working with a service provider that does have— as a school psych that has a lot of students, you can help them analyze the student-reported data. So you can look across your caseload to see if you're making more progress with some types of students than others. So for example, you may be more effective with younger students versus older students, girls versus boys, one type of problem, you know, anxiety versus acting out behavior, or you're really doing very well with a certain group of kids in a certain intervention. It really then too allows our clinician to grow in their skills by engaging in certain students or certain groups that you might not be engaging, you have to gauge them differently because of what the data is showing you. I personally find this a little scary to acknowledge that I personally don't connect with older students the way that I connect with elementary students. I am an elementary school psych, if you can't tell by my animation, right? So I think that's helpful to know that if I'm working with high school students, and I do see this data, I can say, okay, you know, I'm not connecting as well with my high school students. I need to reach out to some of my high school psychs or social workers and ask for what, what works for you. Are you using certain tools, interventions, ways to engage these students? And then one of the other points on here is about low scores. So you're collecting ROMS, you might start to see low scores. I think if you see a low score, Don't worry, the session may have been tough. You might have, you know, really worked on something really hard during that session, and that's okay. But if you do see a trend, if those scores start to dip, it could mean something else is going on, and it could lead to you to put some sort of intervention or resource in place. So making sure that rapport is there, that the intervention is correct, that you say, you know what, I'm going to pause for a couple weeks. I'm going to really work on building rapport with this student, doing a lot more getting-to-know-you things to really build that relationship. Because I'm not seeing the progress that I like. And I think about this for myself because I wish I would have had ROMS to gather some feedback quicker myself. When I was working with a student who was autistic, I was having a really hard time connecting with her, really getting her engaged during sessions. I could not get really anything out of her. When I finally got it out of her and was able to engage her, it was about. the session time and missing choir class. She absolutely loved choir class. And I think about what if I would have had something more objective for her, and I would have seen those low scores, and I could have been able to engage her quicker and had another avenue to problem solve that sooner and to intervene. So I really think there's so much value in it and being able to open up conversations. All right, so we're back with another poll for you. So we want to get a little bit of feedback from you all about what you see from what you've heard so far, even from your own experience. What will be your biggest challenge in collecting student-reported data or retuning outcome measures? Would it be just getting started, developing the measurement, finding time, being consistent with data collection, being able to analyze the data, or actually using the data and putting it into action. So we'll let Corrine launch the poll here and give you all a minute to give us some feedback on that.

I think maybe all of the things, Stacy.

Yes, I know.

All of the things, yes. Awesome. A little bit more time. Yeah. All right.

All right. Time. I'm— oh my gosh, it's a perfect segue for my next thing that I actually wanted to point out. So yes, the time, and we know how important and valuable your time is. So it's a perfect segue because the next section is about what we're calling our toolkit. So, you know, we do, we know your time is limited and we don't want this to feel like one more thing. So we put this toolkit together to share some easy ways to gather data that we hope will then and also some resources to help you analyze the data so you can have those meaningful conversations with your students and your staff. We hope today we can help you identify what is a ROM, think about data a little bit differently, think about what you're already doing. I'm already doing a parent survey, what if I tweaked it for a student survey? That sort of thing, where it's a way I could continuously collect this and gather this feedback for students. So some easy ways that we hope will be not a big lift on you and not take a lot of time. So these are, like I said, real-world examples, things that we have used ourselves as school psychologists and as clinicians over the years as ways to engage students. So as you can see from the list, we use questionnaire quite a lot. We like that as a way to engage and query students. We'll start with some Google Forms, but when I— before we move on to the next slide, I should note that I'm a huge fan of Google Forms. I'll talk a little bit more about why I love them so much, but I just wanted to note that always be mindful of data safety and security, especially in this digital world, and to check in with your school's policies around, you know, utilizing this and having a way to share this, this data safely. So on the next slide, I have a self-monitoring form. That will pop up here in just a second. So, um, like I said, I'm a big fan of Google Docs, um, Google Forms, and I have used those, um, even before I moved to remote work in 2019, but really have utilized them quite heavily in the last several years as a way to engage students and also get feedback from teachers in a very easy way. Schools seem very comfortable with it. And just in general, they do a great job where there's a summary section after you gather some data where you'll get graphs, pie charts, and kind of an analysis of the data. So they do a summary for you, which is nice, and then you can of course look at the data, export it to Excel if you need to, utilize it how you see fit. But here's a self-monitoring form, and thinking about that as a way to engage students. So a student had a behavior intervention plan working on some skills with me in individual sessions, and we wanted to see if they were able to self-monitor and generalize those skills into the general education setting, and really the skills from the sessions. And we know there's a lot of benefit to students self-monitoring and the research behind that. So had the student fill it out after each class period, and these were just the goals that we were working on tied to his behavior intervention plan. Plan, being respectful, responsible, keeping his hands to himself, um, only talking when called upon, sitting, like, working on sitting, um, face forward. So, um, what was really nice about this, collecting it frequently, very frequently, um, with the student after each class period, was I was— our team was able to analyze the data and see if there was a certain class period, certain teacher And then there was another component too where we added that I didn't screenshot for this, but where the teacher actually rated the student too. So we wanted to get a sense if the student was actually really internalizing and accurate in their ability to identify their behavior and seeing where that was consistent, and if it wasn't consistent, what I could do to help support that in the sessions that I had with the student. And then on the next slide, we have a Likert scale. So this is— you've seen these a lot. You get a lot of surveys where, you know, people are always asking for feedback. We're going to be asking for feedback from you today. So instead of a yes/no, you know, a Likert scale will look at an intensity of feelings towards a particular statement and gives you, you know, more information than a simple yes/no. So what I did here was just wanted to show people how they could make their own ROMs, because here at Parallel we do have that sliding smiley scale, but you could put questions that you want information your student to answer on here. And I actually just, I use the questions that we use here at Parallel. So, how am I doing? How is my reading going at the moment? How did today's session go in general? And how do I feel about my teacher? And you allow the student to rate that, and you would get that data into your Google Form and get a summary on that, pie charts, that sort of thing. So a really easy way to collect data and be able to share that out with your teams on a regular basis. You know, depending on your school's policies, you can even add team members. So if you're, you know, a special education teacher, adding a gen ed teacher so they can get a look at the data in real time as well. So it's a really nice tool. And then on the next slide, we have IEP goal monitoring. So something I had been surprised sometimes working with students was that they weren't even— they weren't aware of their IEP goals or their objective or what they were working on. And I think this is especially true with younger students, and I think it could be a really powerful way to work with students to let them know their goal, what the objective is that they're working on, And this is just an example that we put together about an IEP goal that I had worked with students. So it was a coping strategy. So movement break, deep breathing, quiet space break to avoid engaging in unexpected behavior. So I put in a Google Form the IEP goal, and then I asked the student what kind of coping strategy do they use best. So getting a sense of where they felt that their strength was at, was it with the movement break, Deep breathing, quiet space break. And that information, I thought, is very helpful in the sense that you could use that to see, oh, they feel really good about deep breathing. Yeah, actually, now that I think about it, we've spent a lot of time working on deep breathing. They're probably doing a pretty good job on this. So it could also help tailor what you're doing with this student, because sometimes these goals and objectives, there's a, there's a lot to work on. So letting that student feedback guide you and support the decisions that you're making, because you guys know well, and you know your students best, but just to have that information to validate that and also to let that student be heard, um, I think it's a super powerful thing. Um, so I, um, also one other thing I wanted to note before Teresa shows you really cool data analysis is that you can even have this student like graph it together, um, be creative, use like colored pencils, charts with this data. If they're younger students, they especially like this. So if you're collecting this data and they're giving themselves a 3, a 4, you could have them graph it, because that's one way to also show the data, and you could take a picture of that, upload it to their IEP, of course share with the student and celebrate that. And then on this next slide, Charisse is going to show you a very powerful tool to analyze ROM data.

Thanks so much, Stace. Yeah, you know, it's interesting because if you are working at all anywhere, AI is the hot topic, right? Everybody wants to think about how can I incorporate AI into my practice? And this is a good example of that. I did wanna hit on a couple of things that Stacy mentioned that I think are so valuable, which is the Google machine that it is really does provide some great avenues for collecting that data and then managing that data. So as Stacy indicated, don't forget that Sharing the data that you receive from the standpoint of you can share individual forms all the way into spreadsheets, and those spreadsheets actually allow for you to monitor the specifics of even a group of students at the same time, especially if you're collecting data for some group sessions alongside your individual sessions. But back to AI. So really using AI in your practice is something that I personally was a little bit afraid of, I admit. And as a person who is ever working hard to overcome my technology gaps, please note that this is open source AI where essentially what I did was take some data. And I actually typed into open source, make a graph of the following with data points, and I gave this information to it, and within about a minute, this was the graph I got, which is a little bit mind-blowing if you're used to doing anything by hand. But the reason that we highlight this piece is because we understand that you can use universal standards of rate of improvement for acquisition skills. So, we know that 2nd grade students should be able to read between 70 and 130 words per minute. In this case, if what you're doing is you're manipulating this data through the process of first gathering it and then giving your student some strong ability or abilities to assist in graphing it, you are not only increasing the relationship that you have with the student, but you are helping them to feel empowered and responsible for their own data. I'm going to talk a little bit more about that in a few minutes, but the other piece that can occur as a challenge for gathering data is that students know that they're getting these scores and, you know, I have this score for the number of words and this score for the number of words, and looking at a graph like this really summarizes what they've done. It's, it removes that overwhelmed feeling by, yeah, I think I'm doing okay. And now you can see it in real life form. And I do wish all of your data looks just like my fake data right here where you've got this trajectory. If we look at the next slide, what we'll see is a similar type of graph. This one is just simply done Through a Google Sheet process where you can input your data, and you can once again have a student get heavily involved in the process of graphing this data by choosing the kind of graph that they would like, changing colors, doing the things that kids like to do to not only manipulate data, but to look at it closer and really dig into it. Giving students the opportunity to participate in this way adds to that experience of feeling accomplished and really helps highlight their progress. It also, as we know from the research, helps them to feel more committed and to manage compliance. So again, this is just another opportunity. So if we look at the next slide, really what I want to highlight here is something that Stacy mentioned earlier, and that is, is that we're all working in this digital age, but we want to make sure that you know that any provider can manage a ROM. Any provider can manage collecting data, and if you are on the ground, if you have digital resources, if you're working in both ways, you can utilize a student sitting side by side either you or someone who's facilitating a session. This is a good example of you're going to use a process to teach how to rate your feelings, And the energy that you're using. And maybe what will come out of this is an opportunity for your more artsy students to feel committed to doing more graphing because they get to use different colors and they get to think about this differently. And if you wonder about the power of assigning colors to emotion, feel free to take a look at, you know, some pretty big movies right now, Inside Out 1 and 2, as my grandchildren were all the test. are real clear about what those emotions look like. Red is definitely angry. So just keeping in mind that we want to collect data, we want to have fun with it, we want to let kids have an outlet. On the next slide, this is the old-fashioned paper to pencil, in this case crayon, and this is a really good example of a way to give students nearly full command of charting and managing their data. Several years ago, when I was working as an RTI coordinator in a building where we were implementing lots and lots of services in the, in the good old days of managing an MTSS, one of the things that we were finding was the curriculum that we had to use was one that students had really used a lot, and they had unfortunately sort of managed this reading fluency program to death. Unfortunately, they didn't love it. So, we implemented the ability for them to begin graphing, and it was as simple as a 2-color set of crayons and their graphing of their progress on, actually in this case, it was 3 times a week. These were for intensive kids, and what we found was that they were so much more committed to managing this program that they were already sort of tired of because they had the opportunity to not only participate in this exercise, but they could actually see what their progress looked like. And to have students parrot back to you, oh my gosh, I've got 6 out of 7 words on my list. I can't believe I've made this much gain this year. All of a sudden they're using those phrases. And sort of rather adult words to describe what's happening, and it's because they understand and they know it. Please know that a paper-pencil resource like this is easy to manage through a doc cam if you are working in a teletherapy world, and you can have the students still fill it in as opposed to being right next to them and working on the ground. Okay, one more poll. Hang in there with us. We want to do a little bit more with this. We need to know what you think. So what can you bring back to your daily work and use tomorrow? Might it be converting a paper resource to a digital resource, pulling out some of those old tried and true things? How about a self-monitoring goal, capturing some student collected data? Use some of those great forms that Stacy is talking about. All of a sudden you will have so much More information. Daily, weekly, semester use of ROMs with students. So you're gonna just increase what you're collecting. Or might you work alongside a student in a different way? Allow them to graph their progress, see what you get. So let's launch this poll and let's see what you're thinking about. We really are interested in knowing what you can take back and use tomorrow. That's some of our reported data. You will help us with our ROMs if you fill this out. So thank you very much. This might be another all situation, Stacy. I know anytime I went to a presentation, there were so many good pieces, and that's what we want today. We hope that this is helping you.

You know, we need an all of the above option.

Right. All right, just a few more minutes or seconds, maybe.

Okay.

Awesome. Alright, we gotta write this down along with the other things, Stace, for our future thinks. This is great information. I love that you're gonna think about converting a paper resource to a digital resource and working alongside your students. That's great. There's that self-monitoring goal. Stacy takes lots of question and answer processes. You can see her in office hours. She can tell you about all the ways to capture She's the capture queen with these great forms.

Do you love my Google Forms?

And that's right.

But yeah, no, this is great to see, and it's kind of mixed, a little bit of everything. Nothing's jumping out, but I love the idea of using what you have and turning it digitally and thinking about how to then send it to your, you know, student or teams digitally and make it work for you.

Absolutely. We want to thank you so much for participating in these polls and for attending our presentation. We definitely appreciate your time. Thank you so much.

Thank you all. As Theresa said, I'd like to mention that Parallel is hiring for the coming school year. We're right in the midst of it. And also, if you are working with a district who might need some extra support, Parallel also has a referral program. But all of that aside, I just want to give a special thank you to each and every one of you who spent the evening with us. We know how valuable your time is. We know that you're doing amazing work with your students every single day, day in, day out, and you're really on the front lines of that advocacy and support of students and families. And we're just honored to work with you. We did have a couple of questions and kind of themes that came up in the chat. So Stacy and Teresa, I'm gonna kind of throw those out there to you. One big theme, and I think you kind of touched on this a little bit, but how do you think about managing this as part of your daily workflow in terms of finding the time to really be intentional about getting this information from students, but also taking that extra step of sharing it with others and giving yourself Yeah, I have a lot of thoughts about this.

I'm gonna give 2 and then turn it over to my colleague. I think that building in time at the end of the day or at the end of the week and making it part of your daily work is very helpful. I think the other piece to that is utilizing any automation that is at your fingertips. that gives you the ability to collect and share utilizing a spreadsheet opportunity, as we've mentioned, via Google. I think that makes a lot of difference in how you can keep the piles from overwhelming you.

Yeah, no, I would, um, just piggyback on that, that, um, as a provider, I was much more successful when I was intentional and was able to build it in. Into it sessions. So if I was working with a student once a week and wanted to gather this information maybe every other week or once a month, I made sure that I had that on my calendar or some sort of alert to remind me to build it in. For me personally, Fridays tend to be a day that I'm able to take some time to look at data and analyze it just building that in and putting that on my calendar. And I think, you know, using digital resources and tools like Teresa mentioned and adding collaborators, so key stakeholders, so whether that's the general education teacher, other related service providers, so they have a view of the data in real time. That was super powerful, especially for my students that had the most most intensive needs to be able to all be able to look at that, um, in real time. And when it worked for us on our own time, but then having it ahead of a meeting, right, so that we were able to reflect on it and problem solve during any of our, you know, BIP or behavior problem-solving meetings.

Absolutely. It's like you kept saying throughout the presentation, and I think it struck me all over again, just how powerful it is to have a way to quantify the student's perception of their progress, both for the student but also for the entire team. It gives kind of a different way of understanding what the student is doing. It's really exciting to think about. One other question that came to mind is, how much data would you collect before you might consider changing the intervention or adapting the student's goals? Like, when would you know that you're kind of at a decision point, or how would you think about that?

Well, yeah, there's definitely no hard and fast rule I have learned on that. Um, I have found that typically the number that seemed to work was 3 data points kind of below where we would like to see them, whatever our intervention goal was. Um, but that also depends on how often you're collecting that data, right? So if it's on a weekly basis, maybe it's 3 data points. But I don't think you can ever be too proactive, especially with student data, um, to ask for their feedback and to check in if you notice a dip, if you notice a low score, to see what's going on. So I think you can utilize that data and gather that feedback Quicker than you, you know, you don't have to wait for three points. I don't know, Theresa, if there's anything else you would add about that.

I don't think I would add much more other than if you're seeing some immediate resistance, you might want to think about things differently. I tend to sit in the the framework of four to five points, so I think I think it's very similar, and I agree with Stacy. I also did want to mention that the other thing that helps to keep us accountable to data is adding a data meeting, or excuse me, adding a data conversation to all of your agendas for student conversations. So if you have an MTSS, a standing STAR, a standing IEP conversation that you review student information and data, make sure that you're adding this, and you're not just talking about their current benchmarking, but that you're adding any data as a, a line in your meeting agenda.

I love that idea, kind of overlaying all of the different data we have about students to kind of get that full picture, that triangulation, or that pattern that we're looking for. Um, one last question, and this is, um, a more general question, is where can people find more information about what it would look like to work virtually as a school psychologist? I think there, there's some interest being generated just being able to see all the things that we are able to do in a virtual environment with our students. Where could people find more information about that?

Boy, I think it is in many different places. There is a lot of information on social media about becoming a virtual psychologist. And I know for me, I was probably one of the biggest naysayers for virtual service that you've ever met. As a building administrator, I, I was not interested in it, and I really had to come back around to recognizing that the limitations were in myself. And I actually learned more about virtual services by looking on social media and actually doing webinars like this to be able to get a sense of what it is that can be done, especially when you have a wonderful platform like we have here at Parallel and the ability to feel confident in the security of that platform, as well as knowing that you have all these great tools that are built in with an agreement with a publisher. So I'm gonna say social.

Yeah, no, I'll just add, and it's more of a plug for Parallel, is that we have a YouTube channel that has our previous webinars. It also has some videos, some testimonials. You might see me on there as a provider where I speak about what it's like to work for Parallel as a provider, but it is a great way to kind of get a feel for Parallel and what we do here and how we are building a network, a community to support students. We also— LinkedIn is a great place to connect with us on LinkedIn, and we are constantly updating that with articles, resources, research. Dr. Jordan Wright, our Chief Clinical Officer, wrote the book on teleassessment and does an amazing job providing resources and white papers on really interesting topics. So that's another place to connect and kind of learn a little bit more about Parallel, but just virtual services and being a school psych in general.

Yeah, absolutely. And you can certainly reach out to any of us here— myself, Teresa, Stacy. We love talking about school psychology, education, and what that looks like in the virtual world, whether it's with Parallel or anywhere else. We're happy to answer any questions or to share our experiences with you. And that's a great segue into Some dates for your calendar. I'm going to go ahead and click into the next slide. We do have some upcoming webinars that you can earn additional credits through NASP or ASHA, so mark your calendars. We've got September 12th with Dr. Jordan Wright, who's— he's going to be talking about neurodiversity and executive functioning. So I'm actually like super excited about all of these because we're really— we have a theme around working with neurodiverse of neurodivergent students and learning differences this fall. So lots of good information to share about that. October 10th will be our part 2, and November 14th will be our 3rd part about trauma-informed care and education. So, so much good information here. Very excited to welcome these speakers. So please make sure you register. I think there's a QR code right here ready for you to scan. And don't forget, as Stacy mentioned, you can follow us on all of our socials for information about what we're doing with students, what's going on at Parallel, and what's going on in the world of education and education technology more generally. So again, thank you so much. Thank you to my presenters, Stacy and Teresa. I learned so much. It was so good to spend the evening with you. And we look forward to seeing everybody again soon.

Thanks, everyone. Thank you.