PBIS Coaches Networking: Tier 1 January 13 & 14, 2016 Marlene Gross-Ackeret Lori Cameron Emilie O’Connor

Wisconsin RtI Center Our vision: All Wisconsin students will learn and be successful in life. Our mission: To build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students.

PBIS Coaches Networking Outcomes Connect Stakeholders Encourage collaborative learning Further develop implementation of PBIS Gather resources & model processes Address technical and adaptive change

Sticking to our norms Be here Begin on time. Be present. Avoid side conversations. Be positive & productive Put ideas forward Listen actively Assume positive intentions Be respectful Stay on agenda Monitor your airtime. Discuss ideas, not people Honor confidentiality Be Prepared Do what you’ve committed to do Share and network with colleagues

Introductions Tiered Fidelity Inventory Update: Dave Stanley – West Allis/West Milwaukee This year’s focus: Culturally Responsive Data-Based Decision- Making What’s up at The RtI Center/PBIS Network? Networking

Introductions Please take a moment to State your name Role What’s one word to describe how well Tier One is going at this point in the year.

Networking What topics would you like to network about?

TIERED FIDELITY INVENTORY (TFI) Dave Stanley

CULTURALLY RESPONSIVE DATA-BASED DECISION MAKING

Cultural Competence Model

Application for Schools of Recognition Describe how you systematically ensure culturally responsive practices at the universal level for all students, including students with disabilities and students from different cultural backgrounds. Why this focus?

Application for Schools of Recognition Explain how your implementation team creates action plans using your system level implementation results in collaboration with your student level data. Why this focus?

Recognition for 2016 – more to come in February 1.Applications will be out early March and due late April 2.Only 4 narrative questions: CRP, FE, highlights in the data submitted, matching instruction/interventions to student needs 3.Data! 4.Major changes coming in 2017! Problem solving using risk ratio can only help! Why this focus?

Full implementation Initial implementation Infrastructure Purpose Building Not in Place Why this focus?

White Why this focus?

Goal: Impact Outcomes Around Disproportionality Themes Session 1: Cultural Awareness Session 2: Examine Systems’ Impact Session 3: Digging Deeper Today’s Session Objective: Examine the impact your system has on students and families.

Cultural Proficiency Continuum REACTIVE Tolerance for Mandated Equity PROACTIVE Transformation for Desired Equity Destructiveness   Incapacity  Blindness  Pre-competence  Competence  Proficiency  Focuses on “them” being problems  Tolerates, excludes, separates  Diversity is a problem to be solved  Prevent, mitigate, avoid cultural dissonance and conflict  Stakeholders expect or help others assimilate  Information added to existing policies and procedures  Focuses on “us” and “our practices”  Esteems, respects, includes  Diversity and inclusion are goals to be attained  Manage, leverage, facilitate conflict  Stakeholders adapt to meet needs of others  Existing policies, procedures, practices examined and adapted to changing environment

2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? What should be done? Is the plan working? (All data use slides adopted from Kelsey Morris; Using Data Presentation;

Step 1: Problem Identification Is there a problem? Identify the difference between what is currently observed (performance) and what is expected or desired (goals). Defining the problem with objective measures makes the process more effective and allows accountability for improvement. Requires multiple data points.

Connecting Culturally Responsive Practices To Periodic Data Suspension (OSS data from Dignity in Schools): Black students are 8 times more likely to be suspended than white students American Indian students are 3 times more likely to be suspended than white students Hispanic students twice as likely to be suspended than white students Academic ( ): Hispanic students in grade 3 (Reading ) are 1.45 times more likely to be below benchmark than white students Black students in grade 8 (Mathematics) are 2 times more likely to be below benchmark than white students American Indian and Hispanic students are three times more likely to not graduate high school that white students. WISCONSIN’S REALITY

Step 1: Problem Identification Chart your own Ethnicity% Graduation in 4 years Native American78.4 Asian89.9 Black65.0 Hispanic78.1 White92.9 Wisconsin’s 4 year graduation rate is 88.6%.

Step 1: Problem Identification Risk Ratio – Represent the likelihood of the outcome (e.g., ODRs) for one group in relation to a comparison group. – Works for any educational outcome. – Comparison group most commonly used is white students Risk index for all other groups is sometimes used – Risk Ratio = 1.0 is indicative of equal risk – Risk Ratio > 1.0 is indicative of overrepresentation – Risk Ratio < 1.0 is indicative of underrepresentation Risk Index of Target Group Risk Index of Comparison Group Risk Index of Latino Students Risk Index of White Students = 1.27

Risk Ratio Module

Other Examples Students of color enrolled in AP courses Achievement gaps in state testing/screening Attendance gaps by neighborhood Girls enrolled in computer programming/STEM courses

Work time Run a risk ratio Create a problem statement: “The way our system is set up now, xxx students are xxx times more likely to xxx than xxx.” Example: The way Wisconsin schools are set up now, Black students are 5 times more likely not to graduate high school in four years than white students.

2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? What should be done? Is the plan working? (All data use slides adopted from Kelsey Morris; Using Data Presentation;

Step 2: Problem Analysis Why is it happening? By finding the specific cause of the problem, teams can identify more effective solutions. Focus: identifying variables that can be changed, not individual traits or variables that are beyond the control of the system(i.e. no blaming the studentsor their families!).

Problem Why?

Variables Over Which School has Control Technical Policies Procedures Programs Schedule Curriculum Instructional methods Staff roles and responsibilities SLOs Staff development Team protocols Imaging Interaction patterns Adaptive Low expectations/fixed mindset Biases, resentments, fears Sense of self-efficacy Knowledge Stereotypes, misconceptions Deficit vs. asset thinking Belief systems Ownership of vision/mission Relationships Connectedness to schooling History with schooling

Resources Equity in PBIS website from OSEP PBIS Technical Assistance Centerwebsite Data Guidebook WI Risk Ratio module and tool WI Risk Ratio module and tool

Connect and Engage Next Online Technical Assistance Sessions – Tier 1 and 2: January 19! Tier One Training Cohort – Begins Mar 8 th Tier Two Training Cohort – Begins March 1st