1. Module 4: Continuum of Responses to Behavioral Error
Section 4: Implicit Bias
Welcome to the Classroom Management for Academic Engagement training module from the Wisconsin PBIS Network. These modules are designed to support schools as they implement PBIS at the classroom level. The modules can be used as a group learning experience or by individuals to refine their classroom practices and learn how to use PBIS in their classrooms. The modules will cover material that is assessed on the Tiered Fidelity Inventory, and a few other skills that have been national recognized as key to created conditions for learning.
This section, Implicit Bias, builds on the last section, ABC’s of Behavior. Just as we “true” the spokes in a bike wheel so that it keeps it optimum shape, we also need to “true” our responses to behavioral errors, so that keep the learning focus of the classroom. Knowing the function of behavior is one tool that helps teachers “true” their responses to behavioral errors.
Another is inner reflection to identify our implicit biases. In combination, these tools (identifying function and our implicit bias), can aide teachers in effectively responding to behaviors. That is, responding in a way that reduces the likelihood of continuous error, and maintains a healthy and safe learning climate.

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports
EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management.
An important part of PBIS in the Wisconsin RtI Framework is equity..   
Equity* includes the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture.
These practices prepare all students for a multicultural world.  When we think about culture in schools, we include characteristics such as race, age, gender, socio-economic status, rural/suburban/urban, religion, nationality, language and ethnicity.
Please take time to view the 2 minute snippet that provides an overview of how these modules are connected to equitable educational practices.
Additional resources:
More about Wisconsin’s framework
More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:
Developing and teaching procedures is highly researched, and is aligned with the Evidence-Based Practices and Positive Culture features of Wisconsin’s framework.

5. Objectives and Outcomes
As a result of viewing this module, participants will:
Know and Understand:
Understand the hostility cycle
Understand how implicit bias impacts teacher decisions in the classroom
Do:
Learn to distinguish between cultural mismatch and “wrong” behavior
Identify empathic defusing statements reflective of your voice
Identify personal vulnerable decision points
Test your mastery on Kahoot
The objectives/outcomes of this session are to:
Present the Hostility Cycle and defusing power statements as developed by Drs. Curwin and Mendler.
Identify the Rings of Culture, and check your recognition of wrong vs cultural behavior.
Distinguish implicit bias and identify the vulnerable decision points when bias is most likely to impact our actions.
Test you mastery of the use of Validating, Affirming, Building and Bridging when confronted with a cultural behavior that is a mismatch for your classroom expectations.

6. Connection to Tiered Fidelity Inventory: 1.8
1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems.
Not formally implementing 1
Classrooms are informally implementing tier 1 but no formal systems exist
(80% of classrooms) 2*
Classrooms are formally implementing all core tier 1 features, consistent with school-wide expectations
The strategies covered in these modules correlate with several assessment inventories schools use to determine implementation of best practices. One is the Tiered Fidelity Inventory, Item 1.8 addresses implementation of PBIS at a classroom level. To earn a score of 1 or 2, there must be evidence that 80%of the teaching staff:
Applies school-wide expectations within the class setting;
Teaches class routines;
Implements a class level acknowledgement system that is in line with the school-side system;
Use an in-class continuum of consequences.
To earn a 2, these systems must also be formalized.
This module section will explore the effect implicit bias has on how teachers respond to students behavioral error, and how to correct for that bias. Understanding this principle will assist teachers in determining the best response to use within their continuum.
*Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education
Creating a Safe Learning Environment
Physical
Emotional
Academic
Social and
Behavioral
Classroom Management Module 3
and
Trauma Sensitive School Module 13
The Wisconsin Department of Education’s School Mental Health Project created a series of modules outlining best practice for Trauma Sensitive Education. Module 12 has information to consider in creating environments that support the learning of all students.
Also, in Module 7, a resource entitled Safety Review Tool outlines strategies that create Physical, Emotional, Academic, Social and Behavioral safety for students. Many of the strategies included in these modules are listed in this Safety document, and can be used for schools that working to become more sensitive to students that have experienced adversity.
Safety Review Tool

8. Responding to Misbehavior
Behavioral Error
Responding to Misbehavior
The overarching goal for classroom discipline is to keep the focus on learning, while maintaining a classroom that’s physically and emotionally safe for all. Responsive Classroom
Behavioral errors are result of a mismatch between a student’s skill set and the behavioral expectations in the classroom.
Wisconsin School Mental Health Initiative: Trauma Sensitive Schools
“African American students have a 31% higher likelihood of being suspended than white students,” says criminal justice policy expert, Tony Fabelo, “even though no evidence supports the notion that African American students misbehave more.”
Many teachers report that their biggest frustration as teachers is dealing with student misbehavior – or behavior that is disrupting the learning environment. Our goal in responding to behavioral disruption is not to push students out of school, but to respond in a way that promotes learning for all students.
The Responsive Classroom advocates for responding to misbehavior in a way the keeps the focus on learning, while maintaining a learning climate that is physically and emotionally safe for all.
Trauma Sensitive care views misbehavior, or behavioral error, as a mismatch between a student’s skills set and the behavioral expectations in the classroom.
“African American students have a 31% higher likelihood of being suspended than white students,” says criminal justice policy expert, Tony Fabelo, “even though no evidence supports the notion that African American students misbehave more.”

9. Individual reflection: 1 min Shout out: 2 min
Activity 4.5 A
What “hooks” you as an educator?
Individual reflection: 1 min Shout out: 2 min
Before looking at implicit bias, we will look at our general responses to misbehavior.
Given that disruption is highly frustrating, it helps to identify exactly what hooks us as educators. Hooks are the things that students do that get our blood pressure up. They can be as little as rolling eyes, to swearing. What are your hooks?
Note to Presenter: These can be put on big paper, or on Padlet.
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

10. Hostility Cycle Student Teacher Teacher Student
Impulsive
Refusal to cooperate
Acting-out
Has a hostile world view
Teacher
Feels more threatened
More fight/flight
Teacher
Feels attacked
Fight or Flight
Our reaction to students at the beginning of this cycle can make the difference between a scene and a learning opportunity.
An all to common cycle goes likes this:
(Highlight the top square.) The student acts out by saying something disrespectful about an assignment or even the teacher within ear shot of the teacher.
2. (Highlight the second square). The teacher may feel hurt, attacked, or that her authority has been threatened. She may be thinking, “I can’t let this student get away with this. I need to show the whole class this behavior will not be tolerated.”
3. (Highlight 3rd square): So the teacher responds in an angry voices, perhaps delivering a consequence, “Javon, that is disrespectful. I’m writing you up!”
4. (4th square highlighted): The student, who may have wanted to leave class anyway to avoid an assignment, escalates, this time swearing at the teacher. The whole class is watching now, and the response to the student behavior has taken center stage. It my cost 5 minutes or more of instructional time, and emotions are heightened.
Ask: When is the best time to defuse the hostility cycle?
The best time to defuse an emotional student is at the beginning of the cycle. The person defusing the situation is most the adult.
Students may still need a consequence, but when we defuse, we have the chance to cool down and act (vs. react). We give the student time to cool down, and give them a chance to communicate more appropriately what is bothering them.
Student
Accepts challenge
Increased Rage/Feels Attacked
From Allen Mendler: Power Struggles: Successful Techniques for Educators, 1997

11. What is a Defusing Statement?
Affirms and validates a students point of view or emotion.
Communicates the needs of the teacher.
Defers discussion to a later time, when both teacher and student are calm.
As teachers are often angry when they get “hooked”, it is a good idea to have a few statements written out in your lesson plan. Using Statement J allows you time to collect yourself before handling the situation.
Again, if the student is misbehaving, a consequence may be appropriate. However, delivering a consequence to an emotionally keyed up student is not a good idea. It can lead to more confrontation. Defusing statements give teachers and students time to calm down, before discussing the situation. When both are calm, there is a better chance of getting to the root of the problem, and for the student to accept responsibility for their misbehavior.
Also, it gives the teacher time to consider the function of the student’s disrespectful comment. And, how capable is this student of: Asking for help? Dealing with frustration? Managing their emotions?
See Activity 4.5 for examples of defusing statements.
This can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

12. Activity 4.5 B What Statements Work for You?
Read the empathic, defusing statements, and circle a few you would use.
Feel free to edit to make the statement validating and affirming, and to reflect your voice.
Share
Individual reflection: 4 min Share out
See if you need to rewrite the statements to be affirming and validating.
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

13. True or False? My racial identity dictates my cultural identity. Youth
Gender
Religious
Nationality
Ethnic
False
Cultural identity differs from racial identity. Cultural identity is passed down from generation to generation. The central feature of CLR is the cultural identity of the students, without excluding the other identities that come with culture.
My identity is comprised of who I am , my customary beliefs, social forms , religion, cuisine, social habits, music and arts.
My race is not all that I am and should not be just what you see.
Don’t let your first thought be your last thought. SHOW ME LOVE.
View the Rings of Culture snippet to see an example and non-example of how this might play out in a classroom.
Dr. Sharroky Hollie
Culture and Language Academy of Success (CLAS) lab school

14. Activity 4.6 A Cultural Mismatch or Behavioral Error?
Look at handout 4.6. Determine whether each example represents a cultural mismatch or a behavioral error.
Mark C next to examples of cultural behavior
Mark E next to examples of behavioral error
Complete the survey: Is it a cultural mismatch for our class, or is it a behavioral error?
Students who are consistently affirmed in their cultural connections through the instruction and the environment, are less likely to misbehave.
Adapted from Dr. Sharroky Hollie. Culturally and Linguistically Responsive Teaching and Learning
Individual reflection: 3 min
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

15. Cultural Mismatch or Behavioral Error?
Student is talking while teacher is talking but in an affirming way.
Student is tapping on desk while other students are working quietly.
Students are picking on another student.
Student says mean and disrespectful things to the teacher. C
Give answers, then have them talk about how they can address this using empathic responding. 1 & 2- use to discuss how one can use empathic responding.
Students are reinforced for academic development in classrooms with Cultural Capital. Classroom interactions stress collectivity rather than individuality. Students see the classroom as theirs – a place of learning that is physically and emotionally inviting. Diversity and positive identity development are celebrated in authentic ways daily through the activity infusion and inclusion of musicality, rhythm, orality, verbal expression, resilience, spirituality and emotional vitality.
Dr. Sharroky Hollie, p. 73

16. Cultural Mismatch or Behavioral Error?
Students are in a collaborative group paying attention to students in another collaborative group.
Students are stealing.
Student is assertively--as opposed to aggressively--talking back, trying to make a point with the teacher. C
The process of validating, affirming, building and bridging are moving the student toward being situationally appropriate. Codeswitching is an intentional choice to shift from one linguistic or cultural mode into another one skillfully and proficiently without giving up, disavowing or abandoning the home culture or language.
Dr. Sharroky Hollie, p. 73

17. Rings of Culture Youth Gender Ethnic Religious Nationality
Implicit Bias Snippet
Youth
Gender
Religious
Nationality
Ethnic
Presenter Notes: Slides 17 – 18 are a review of material covered in the snippet, with more detailed notes
Educators have to be responsive to youth culture, gender culture, religious culture, national culture, ethnic culture, as well as socioeconomic culture, called THE RINGS OF CULTURE. Educators must not confuse any of the rings of culture with RACE, which often happens in the classroom.
For Example:
Some educators will sometimes make judgements about African American students’ behaviors as being Black ethnically when in actuality the behaviors are more in alignment with lower socioeconomic behaviors. Attend to the economic culture and don’t miss the opportunity to be responsive to economic culture.
Setting: Classroom, during “Centers” time in 2nd grade classroom. Multiple groups of students engaging in
different learning activities. (computers, worksheets, silent reading, Student-teacher conferencing).
An African American boy, Marvin is at the computers station and moves his head to look around the side of his
computer towards his friend Francisco, who is working at the back table with a few other students completing a
vocabulary worksheet.
Marvin: “Hey Francisco! Did ya get to number 12 yet?”
Francisco shakes his head no and continues on his worksheet
Mrs. Jones shushes Marvin
[several seconds pass]
Marvin: “Francisco! Lemmie know when you’re on 12 - I got you!”
Francisco nods and continues to work
Mrs. Jones tells Marvin “Keep focused on what you need to do Marvin, Francisco can do his own work.”
[more seconds pass]
Marvin: “Whadda ya think about number 12 Francisco, isn’t it a toughie!”
Francisco scratches his head.
Mrs. Jones stands up and reprimands Marvin: “Marvin, you are not being respectful to everyone else’s learning!
Marvin pushes his chair away from the computer and leans back with his arms folded and refuses to do anything
for the rest of the time at that station.
Meanwhile, in a different 2nd grade classroom....
During Centers time, Marcus, an African American boy is at his desk silently reading a book about Booker T.
Washington. He sees his friend Manny at the back table scratching his head while working on his vocabulary
worksheet at the back table.
Marcus: "Hey Manny! did you get to number 12 yet?
Manny shakes his head no and goes back to his worksheet.
Mrs. Johnson, having recently attended a Culturally & Linguistically Responsive Classroom Practices training,
recognizes that Marcus’ behavior is likely cultural, as his home culture represents communalism.
Instead of redirecting or reprimanding Marcus, Mrs. Johnson decides that she will first Validate and Affirm Marcus.
Mrs. Johnson: Marcus, I really appreciate how much you want to help your friend Manny and I know how much
of a superstar you are in vocabulary, but let’s let him try and figure it out first and then you two can Think-Pair-
Share and go over it together.
Marcus: You got it.
Mrs. J.: Marcus beams and goes back to his book smiling.
Later on, Mrs. Johnson sits next to Marcus and starts a discussion helping Marcus understand that she will give
more opportunities for group work in the class; however, there are still times where it would be situationally
appropriate for him to code switch; and let his friends complete tasks on their own.
Dr. Sharroky Hollie
Culture and Language Academy of Success (CLAS) lab school

18. Implicit Bias is… Unconscious, automatic Based on stereotypes
We all have it (even those affected by it)
Generally not an indication of our beliefs and values
More likely to influence:
Snap decisions
Decisions that are ambiguous
What is Implicit Bias?
Implicit bias is unconscious and automatic. It is based on stereo-types that we all grew up with. Implicit bias is generally not an indication of our beliefs and values. For example, a white, female teacher can strongly believe in the importance of valuing and respecting students from all cultures. Yet when faced with a black, male student that is assertively expressing themselves, may end up labeling the behavior “disrespectful”.
Implicit bias most often comes into play during snap decisions, or when decisions or judgement are ambiguous (such as disrespectful behavior) Ambiguous: Example – What constitutes respect? Eye contact? Honesty? Deference? Expected behaviors that are not clearly defined.

19. 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
Remember the vulnerable decision points?
As implicit bias occurs most often during vulnerable decision points, its important to identify them.
Here is what the research it telling us about vulnerable decision points. They occur:
When the problem behavior requires a subjective assessment, such defiance or disrespect or disruption. Or in determining if the behavior is a major or minor infraction. These behaviors introduce ambiguity, and thus are more influenced by implicit bias.
Behaviors occurring in non-classroom areas, such as the hallway. The difficulty here is a lack of relationship between the adult and student. When we don’t know the student, our bias more heavily influences our judgements.
Finally, in the afternoon, when teachers are more tired.

20. Activity 4.6 B Cultural Mismatch or Behavioral Error?
Identify your vulnerable decision points.
To begin with, it’s a good idea to identify you personal Vulnerable Decision Points. Beginning with the national data shared in slide 20, what are your personal VDP’s?
Presenter Note: Capture on Big Paper
Individual reflection: 1 min Shout out
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

21. Two-Step Neutralizing Routine for Staff:
When you see problem behavior, stop and ask yourself:
1. Is this a vulnerable decision point?
Situation
Decision state
2. Is the behavior cultural or is it a behavioral error?
STOP
How can we neutralize the influence of our implicit biases?
By pausing, much as we did when defusing power struggles, and giving ourselves to time to ask these 2 questions.

22. Dr. Sharroky Hollie, in his book “Culturally and Linguistically Responsive Teaching and Learning”, says our first thought may be (biased)… But it shouldn’t be your last thought, the thought you act on.
Your first thought may be…. But it shouldn’t be your last thought, the thought you act on.
–Dr. Sharroky Hollie

23. Four Focus Words
Validate Making legitimate that which the institution (academia) and mainstream have made illegitimate Affirm Making positive that which the institution (academia) and mainstream media have made negative
Build Making the connections between the home culture/language and the school culture/language through instructional strategy and activity Bridge Giving opportunities for situational appropriateness or utilizing appropriate cultural or linguistic behavior
(If you have not yet viewed, please take 2 minutes to view the VABB snippet.)
If, once we give ourselves time to reflect, we decide that the behavior is a cultural mismatch for our class, we respond with VABB: Validating Affirming, Building and Bridging.
Short video about VABB
Dr. Sharroky Hollie, p.36

24. Defusing statement to defer to discuss at a later time
Neutralizing Pathway
Student action:
Teacher feels attacked/disrespected
Pause. Is it
Behavioral error? cultural? VDP?
Student
Impulsive
Refusal to cooperate
Acting-out
Student
Culturally appropriate in another setting, but not school
Defusing statement to defer to discuss at a later time
Validate, affirm
build and bridge
Cultural or Wrong comes from Dr. Sharroky Hollie. We substitute the term Behavioral Error, to better align our responses to behavioral error to that of academic error.
Behavioral Error: There are many causes for behavioral errors. For many students, the effective response has not been taught to fluency. That is, they may have been told what to do, but have not practiced in the classroom setting. Often, the break down can be in emotional regulation skills. Also, knowing the function of the behavior helps to determine how to best to respond to the behavior. A consequence may be needed, but so does re-teaching and possibly modifying the environment to support new learning.
Let’s look at how we can transform the Hostility Cycle into a Neutralizing Pathway by adding a few questions to ask ourselves when students misbehave: Is this a vulnerable decision point? Is their behavior cultural mismatch, or is it a behavioral error?
In the hostility cycle, we assumed that behavior was due to a student being impulsive or angry. We are now adding another possibility: that the behavior is not wrong, but a mismatch between the student’s home culture and the classroom culture..
At the beginning of the Neutralizing Pathway, we add our 2 questions.
It this a VDP?
Is this a behavioral error or is it a cultural mismatch?
If we are not sure, using a defusing statement will give us time to reflect. Our actions will be determined by how we answer those questions.
If we determine that the behavior is cultural, we then validate, affirm, build and bridge. We use specific positive feedback to affirm cultural behavior, and we teach alternative behaviors to increase the student’s cultural capital. It is important to remember that almost any social behavior is a set of procedures, which can be taught using the Cool Tool format.
Problem solve with student
Possible consequence/ re-teaching
Use specific positive feedback to affirm cultural behavior
Teach procedures to increase cultural capital

25. Activity 4.7 A Let’s Test your Knowledge: Kahoot
You’ll be asked to log onto Kahoot.
Once the game begins:
First, read a scenario from the handout.
Then, choose a culturally responsive response on Kahoot.
3. Read over the scenarios now. When you are done, log onto Kahoot.
Give time for people to read the scenarios, or read them out load while they read them silently. Once the Kahoot starts, the timer starts, and they will not have enough time to read the scene. Recommend practicing before launching this.
Presenter Option: After participants read individually, have them discuss their answers as a small group. There are 9 scenarios, so you can decide ahead of time if there is a specific culture you want to focus on. 2 Latino (B & C), 2 Hmong (D & G)), 3 African American (A, E & F), 2 Native (H & I).
Allow time as a big group to discuss the answers using the Notes sheet. The answer sheet if for reference only.
Individual reading: 5 min Small group: 4 min
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

26. Activity 4.7 B-C Scenarios Notes and Answer Sheet
In part 1 of the activity, you read through the scenarios.
On a computer or mobile device, log into Kahoot ( This link will launch our specific game.
Note: If you don’t have Internet access, you can still review the scenarios and come up with answers. An answer key is provided in the resource packet.
Test your knowledge by playing the game.
Our link on the bottom launches the game. Once the game is launched, it will provide the code for the game, which participants need to enter to get set up.
Presenter Notes: This may be a good time to dialogue about responses. Having multi-cultural presenters, or using staff from different cultural backgrounds can help in providing the fill that makes sense of the responses in the answer sheet.
If there are answers that don’t make sense for staff, it is an opportunity to provide learning around those cultures.
Large Group: 20 min (game and discussion)
The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

27. Check Your Understanding
Which of the following helps to respond effectively to behavioral errors and cultural mismatches? (Click on each statement to reveal answer)
Pause before responding.
TRUE
Become aware of vulnerable decision points.
TRUE
Determine if the misbehavior is due to behavioral skill deficits.
TRUE
If a behavior is a cultural mismatch, ignore it.
FALSE
Bullet 1, 2 and 3 are correct. Pausing before deciding on a response gives time for teachers to think through the possible function of behavior, and level of skill development of the student. Using a defusing statement helps to provide this wait time. Pausing to calm down or collect ones thoughts during vulnerable decision points also leads to more effective responses.
Bullet 4: If the behavior is a cultural mismatch, it should not be ignored. A consequence would not be appropriate, but validating, affirming and then teaching skills that add to a student’s cultural capital are needed.
Bullet 5: Forcing eye contact can lead to a power struggle. Also, making eye contact with an adult is considered disrespectful in some cultures, and just uncomfortable for others.
Wait for eye contact prior to communicating an error correction.
FALSE

28. Self-Reflection: Implicit Bias
Complete the Self-Reflection Checklist items for this section of the module.
Identify one or two areas you would like to improve.
Complete the Use of Implicit Bias section on page 4 of the Self Reflection Checklist. This checklist is a tool for you to reflect on and self-assess your current practices. Once you complete the checklist, go back and identify one or two areas that you would like to improve.
The following slide will provide ideas for improving your practice.
Reflection
The checklist for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error

29. Making the Most of Your Learning: Use KASAB!
Knowledge
Relationship Building Through CR
TSS: Chapter 13
Trauma Sensitive Safety Review Tool
Book Club
Skills
Write down a few defusing statements and use them
Classroom Management Observation Tool (CMOT)
Aspirations
How can learning more about your students and families help you meet your goals/dreams as a teacher?
Attitude
Equity: Wisconsin’s Model to Inform Culturally Responsive Practice
VABB Newsletter
How can you make the most of what you have just learned? Research on implementation from Learning Forward has identified 5 changes that need to occur for solid implementation of new learning:
K: Knowledge
A: Attitude
S: Skill
A: Aspirations
B: Behavior
Knowledge:
Collect data disproportionality within your school.
Check out Relationship building through Culturally Responsive Classroom Management by Todd Finley
Read or find videos that can help build your understanding of the cultures of the students in your school.
Reach out to families to better understand their cultural norms, and where cultural mismatches may be occurring.
Identify your vulnerable decision points, and create some generic responses to give yourself think time.
Attitudes:
•Review the Model to Inform Culturally Responsive Practices.  Identify an area in Will and Fill that you want to explore. 
•Select one activity from those suggested in this VABB newsletter:  
Skills:
Select a few defusing statements that you like. Write them down and use them throughout the day. Note the impact on power struggles and compliance.
Ask a colleagues to conduct the Classroom Management Observation Tool. Look at your score for Continuum of Consequences.
Aspirations: 
•Assess your current motivation to strengthen your relationships with your students and families?  What concerns/barriers do you have?  How can learning more about your students and families help you meet your goals and dreams as a teacher?
Behavior:  Network in your PLCs or grade level meetings on:
Discuss data trends, and identify a particular area that may be the result of implicit bias, such as respect, non-compliance, insubordination.
Behavior
Use PLC’s for support to discuss data trends

30. Wrapping Up: Twin Circles
Identify 2 – 3 strategies you will put into place when you return to the classroom.

31. Acknowledgements
Power Struggles: Successful Techniques for Educators 2nd edition Mendler and Mendler A 5-Point Intervention Approach for Enhancing Equity in School Discipline, February 2018, Kent McIntosh, Erik J. Girvan, Robert H. Horner, Keith Smolkowski, & George Sugai Culture and Language Academy of Success (CLAS) lab school; Dr. Sharroky Hollie