1. PBIS Coaches Networking: Tier 1 March 15 & 16, 2016 Marlene Gross-Ackeret Lori Cameron Emilie O’Connor

2. Brief Introductions Applications of Recognition This year’s focus will be folded into Application information: Culturally Responsive Data-Based Decision-Making Networking

3. Introductions Please take a moment to State your name Role Networking need

4. Merit and Distinction Applications Universal – Tier 1 Applications Due: April 27th

5. School of Merit Schools of Merit must demonstrate the following criteria: Have sent a complete team to PBIS Tier 1 Training Have school leadership teams that meet regularly and includes active participation of a decision maker Benchmarks of Quality (BoQ) or Tiered Fidelity Inventory-Tier One (TFI) score at 70%. Score must be entered into PBIS Assessment before application is submitted Actively use implementation and office discipline referral data to action plan and guide implementation

6. School of Distinction Must demonstrate Schools of Merit Criterial AND... BoQ / TFI scores at least 80% or higher this year, and 70% in 2014-15. Have at least two years of disaggregated office disciplinary referral data by race and disability ALL schools (Merit or Distinction applications) must answer narrative questions to describe implementation activities.

7. Schools of Merit receive: A school banner A letter of congratulations Recognition at the annual Wisconsin RtI Center’s PBIS Leadership Conference School listed on the Wisconsin RtI Center’s websites

8. Schools of Distinction receive the same as Merit AND: Certificate of recognition One free registration to the 2016 PBIS Summer Leadership Conference *or* a copy of one of the following books: The Art of Coaching: Effective Strategies for School Transformation by Elena Aguilar Responding to Problem Behavior in Schools, 2 nd Ed. by Deanne Crone, Leanne Hawken, and Robert Horner Culturally and Linguistically Teaching and Learning by Sharokky Hollie

9. Notification Letters to notify schools of their recognition status will be sent out early June 2016.

10. The 4 Narrative Questions

11. Using data to drive systems level improvements: After entering your Office Discipline Referrals, describe how your team (regularly) reflects on and uses this data and what improvements or specific actions were taken. Specifically, highlight improvements for all students or subgroups of students.

12. 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; www.pbis.org)

13. Example: After running a risk ratio on ODR’s from last year, Springdale developed the following problem solving statement: African American students were 2 times more likely to receive an ODR than white students. Behaviors were mostly occurring for disrespect and non compliance in the classroom setting

14. 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; www.pbis.org)

15. Activity: Addressing Root Causes of Disparities in School Discipline Risk Issue: African Americans 2Xs ODR Longitudinal Issues 1. 2. 3. Climate, Conditions for Learning/Learning Environment Issues 1. 2. 3. Capacity Issues 1. 2. 3. Intervention Issues 1. 2. 3. Bias Issues 1. 2. 3. Policy Issues 1. 2. 3. Attitude/Knowledge/Behavior Issues 1. 2. 3. 15 minutes HO: Article and Worksheet

16. 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; www.pbis.org)

17. Action Plan

18. 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; www.pbis.org) What were the measureable results? Example: Risk ratio for African American students was reduced to 1.3

19. Culturally Responsive Practices Describe how your school identifies underserved groups of students (i.e. identified students with disabilities, students of color, English language learners, etc.) Describe the culturally responsive practices put in place at the universal level to systemically address the areas of disproportionality identified. Consider the following practices: instructional practices, staff professional development opportunities, imaging and affirmations, using data to change system practices/policies, etc.

20. Example Risk Issue: African Americans 2Xs ODR Longitudinal Issues 1. 2. 3. Climate, Conditions for Learning/Learning Environment Issues 1. 2. 3. Capacity Issues 1. 2. 3. Intervention Issues 1. 2. 3. Bias Issues 1. 2. 3. Policy Issues 1. 2. 3. Attitude/Knowledge/Behavior Issues 1. 2. 3. Bias Issues 1. Teachers are misinterpreting cultural behaviors as wrong behaviors 2. 3. Attitude/Knowledge/Behavior Issues 1. Teachers lack awareness of distinction between valid African American cultural behaviors and wrong behaviors 2. Teachers need PD around checking their biases prior to disciplining 3.

21. Implicit bias “Automatic association of stereotypes and attitudes toward a particular group that we don’t know we have” Example Activity

22. Stroop Test Say the color of the text blue green black green blue red black Example Activity

23. Implicit bias “Automatic association of stereotypes and attitudes toward a particular group that we don’t know we have” Where does implicit bias show up in your system? During Vulnerable Decision Making Points Example Activity

24. Vulnerable Decision Points from National ODR Data Subjective problem behavior Defiance. Disrespect, disruption Major vs minor Non-classroom areas Hallways Afternoons Ambiguity Lack of Contact Fatigue Example Activity

25. VDP’s? Example Activity

26. Implicit bias “Automatic association of stereotypes and attitudes toward a particular group that we don’t know we have” Where does implicit bias show up in your system? Bias over-ride: What safe guards can you put in your policies, decision-making protocols, interactions? During Vulnerable Decision Making Points Example Activity Two Step Neutralizing Routine

27. Two-Step Neutralizing Routine for Staff: When you see problem behavior, stop and ask yourself: 1. Is this a VDP? Situation Decision state 2. Is the behavior cultural or is it wrong? Example Activity

28. Neutralizing Routine Student Action Home work Response to a question Asking a question Answering what was meant to be rhetorical question with attidude? Teacher Action Is this a VDP? Cultural or Wrong? Teacher Self Reflection Example Activity

29. Teacher Responses It is Cultural Validate – make legitimate Affirm – Make positive Build – connections between home and school culture and cultural capital Teach school appropriate behavior to school! Bridge – look for ways to incorporate home culture within school practices It is Wrong Decide if it is a minor or major If classroom managed, choose a consequence that is: A teaching consequence when possible Age and behavior appropriate Example Activity

30. Family Engagement Based on the area in which you are applying, provide specific examples of how you actively engage families in your school-wide implementation through collaborative decision making as evidenced by two-way communication.

31. Partnering with Families in a CRMLSS Embrace! Honor family values, culture and beliefs Consider families and communities as Experts on their Children Families are intentionally and authentically included in culturally responsive decision making at the school and individual levelEngage! Create a welcoming and engaging environment Foster strong relationships and communications between families and school staff The school enables ongoing authentic and meaningful participation, professional learning and two-way communication with families and community members and agencies.Empower! Champion improved learning opportunities for their children, schools, and community Model lifelong learning Family Engagement connects to students’ academic/social emotional learning

32. Partnering with Families Within a Culturally Responsive Multi-Level System of Support Lower Impact Higher Impact Celebrations EmbraceEngageEmpower P-T Conferences to Set Goals Monthly Positive Phone Calls/Contacts Positive Phone Call Home Visits Potlucks Back to School Nights Data Sharing Folders Regular, Personalized Communication Read with child at home Literacy/Math Nights PBIS/RtI Family Brochures, website Share Academic & Behavioral Expectations Fundraisers Class Parties Using Family Surveys & Feedback Parent Representative(s) on PBIS/RtI Universal Team Modeling Learning Support Strategies Adapted from Flamboyan Foundation Class-wide Family Engagement http://flamboyanfoundation.org/resources_and_publications/school-wide-family-engagement-rubric/ Communications done in home language Family Resource Room Acknowledgement System Performances Feature Photos that represent families in your school

33. PBIS in the Classroom How is PBIS implemented systematically in all classrooms within your school? Consider: 1. How school-wide expectations are reflected in classroom procedures; 2. How school-wide acknowledgements are used in the classroom setting; 3. The system for handling misbehavior at the classroom level; and 4. How the match between students' cultural norms and class norms is considered when establishing classroom systems? http://www.wisconsinpbisnetwork.org/tier2

34. Technical Assistance For any assistance regarding technical issues, contact Melissa Marks atmarksm@wisconsinrticenter.org or 920-948-5979.marksm@wisconsinrticenter.org Applicants that experience unforeseen technical issues with the application submission software beyond their control that prevent them from submitting their application by the deadline must e-mail Melissa Marks (contact information above) within 24 hours after the application deadline and request approval to submit their application.

35. Looking Forward... The Wisconsin RtI Center's Recognized School program will undergo exciting changes in the 2016-17 school year. Details are being finalized. More information to come!

36. Activity

37. PBIS Coaches Networking: External Coaches March 15 & 16, 2016 Marlene Gross-Ackeret Lori Cameron Emilie O’Connor

38. Introductions Please take a moment to State your name Role Networking need

39. The Consultancy Protocol Consultancy- a structured process for helping and individual or team think more expansively about a particular, concrete dilemma. Dilemma- a puzzle, an issue that raises a question, an idea that seems to have conceptual gaps, something about process or product that you just can’t figure out.

40. The Consultancy Protocol Presenter (whose work is being discussed by the group) Facilitator (guides the process, may or may not participate based on the size of the group) Consultants Purpose (to help a colleague examine a school improvement challenge from alternative perspectives to expand our collective repertoire)

41. The Consultancy Protocol Process: 5-10 minutes Description of the dilemma ending with presenter’s focus question 5 minutes Clarifying Questions from consultants 5 minutes Probing Questions from consultants 15 minutes Facilitated discussion among consultants 5 minutes Presenter’s reflections on the discussion, reframing of the dilemma 5 minutes Facilitated debrief of the consultancy process

42. The Consultancy Protocol - Modification Process: Describe your dilemma ending with presenter’s focus question Others ask Clarifying Questions from consultants Others ask Probing Questions from consultants Use this as an opportunity to practice coaching questions.

43. Clarifying Questions Clarifying questions are for the person asking them. They ask the presenter “who, what, where, when, and how.” These are not “why” questions. They can be answered quickly and succinctly, often with a phrase or two. Examples: How often are you in the building? When and how often do you meet with teachers, administrators, superintendent? Refer to Handout

44. Probing Questions Probing questions are for the person answering them. They ask the presenter “why” (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter before s/he speaks. Possible probing questions/question stems: What would have to change in order for…? What was your intention when…? What is the best thing that could happen? Why do you think this is the case?