8/6/2020 JOIN THE CONVERSATION #PBISLC20 5 Terrific Tips for - - PDF document
8/6/2020 JOIN THE CONVERSATION #PBISLC20 5 Terrific Tips for Sustaining Equitable, Multi-Level Systems of Supports Kao Moua Her Jennifer Grenke herkm@wisconsinpbisnetwork.org grenkej@wisconsinpbisnetwork.org @her_kao @grenke_jennifer An
Jennifer Grenke
grenkej@wisconsinpbisnetwork.org @grenke_jennifer
Kao Moua Her
herkm@wisconsinpbisnetwork.org @her_kao
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sustainability
systemic practices
Specific assessment line items connected to this session’s content:
Tiered Fidelity Inventory Feature 1.11: Student/Family/Community Involvement Tiered Fidelity Inventory Feature 1.15: Annual Evaluation School‐wide Implementation Review: Line Item 61
Sustaining
School goals, policies, vision, mission, and programs align to an equitable, multi-level system of supports and specific key features
Monitor data continuously and have feedback systems in place: Engage all stakeholders with data, feedback around data, and develop solutions
New personnel are an integral part of teams: Strengthen systemic structure by seeking out diverse expertise and perspectives on teams
Further systemic training and
coaching/ support are provided after initial training
Processes for frequent, continual communication and re-commitment: Commit to the systemic vision and systematic practices are vitally energized
School goals, policies, vision, mission, and programs align to an equitable, multi-level system of supports and specific key features
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Articulate and commit to the school’s vision, mission, and goals Collaborate with families and community to align the school’s goals, policies, vision, and mission to an e-MLSS Reflect, investigate, and execute decisions based
data in order to develop and implement strategic practices Develop tools, resources, time, and capacities to support the implementation of an e-MLSS
e-MLSS = equitable, multi-level system of supports
Staff monitor data continuously and have feedback systems in place: Engage all stakeholders with data, feedback around data, and development of solutions
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Stakeholders understand intention and purpose; utilize them in a meaningful way Systemic processes in place to actively collect and monitor on a regular basis Aggregated/disaggregated; provides knowledge and skills to make data-based decisions Stakeholders are culturally competent, reflective, and investigative of data and analyze current practices within the system
New personnel are an integral part of teams: Strengthen systemic structure to seek out diverse expertise and perspectives on teams
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implemented to seek out diverse expertise and perspectives
commitments are aligned to the district/school’s vision, mission, goals, purpose, etc.
modeling, and advocating for equity
underserved populations that have been marginalized
Click to practice cultural competency strategies
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MLSS and integrated within the professional learning plan
training, and resources [including the time to analyze data, research evidenced-based materials, and peer learning] that are a match to the staffs’ needs
expertise around an e-MLSS [before, during, after]
e-MLSS = equitable, multi-level system of supports
Processes in place for frequent, continual communication and re-commitment: Commit to energize systemic vision and systematic practices
Knowing the strengths of educators within the system, leaders are able to
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Identify and implement effective and efficient communication practices Implement systemic communication routines
Implement collaborative structures to exchange information/share expertise
School goals, policies, vision, mission, and programs align to an equitable, multi-level systems of support and specific key features
Monitor data continuously and have feedback systems in place: Engage all stakeholders with data, feedback around data, and develop solutions
New personnel are an integral part of teams: Strengthen systemic structure by seeking out diverse expertise and perspectives on teams
Further systemic training and
coaching/ support are provided after initial training
Processes for frequent, continual communication and re- commitment: Commit to the systemic vision and systematic practices (keep them energized)
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School goals, policies, vision, mission, and programs align to an equitable, multi-level system of supports and specific key features Spring 2020, the school board directed AnyTown School District to conduct an equity audit on their policies, programs, procedures, and practices. Under guidance from their school board, the district administrators ensured that AnyTown School District developed their strategic plan based on Wisconsin’s Framework for Equitable Multi-Level Systems of Supports. As part of their continuous improvement journey, the school board and district administrators made the commitment to work closely with the Wisconsin RtI Center, in particular their regional technical assistance coordinator (TAC), to ensure their school building leadership team has the knowledge and skills to take the Tiered Fidelity Inventory (TFI) and School-wide Implementation Review (SIR). With facilitation from the TAC, the school was successful in collecting reliable and valid data to progress monitor their strategic plan. From this facilitated process, the building leadership team decided to implement Reviewing Your Multi-level System of Supports Through a Culturally Responsive Lens as one of the critical tools in the equity auditing
thinks implementing the tool was a great starting point.
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Staff monitor data continuously and have feedback systems in place: Engage all stakeholders with data, feedback around data, and development of solutions Based upon data reviewed monthly by Anytown Middle School’s PBIS team, they noticed a trend during passing time. Their problem statement was that they had more than 100
and there were very few adults monitoring the hallways. They brought the data to ALL staff during a staff meeting led by the PBIS team. The staff helped problem solve a solution that was agreeable to all. The staff came up with the practice to have teachers assigned to hallways at specific locations and times throughout passing time (rotating, so all teachers participate in connecting with students during passing time). This one change in practice reduced office referrals by 30%. Then, they staggered the passing time bells so that certain grades (grades 5 and 6) would pass during the first three minutes and then (grades 7and 8) passed the next three minutes. An unintended consequence the school noted was on their student climate surveys, students stated they had more positive relationships with teachers after this practice was implemented in this large middle school building.
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Jeffrey Canada Promise Academy leadership team and staff have been working to unpack individual and systemic shared stereotypes, biases, and prejudices that are causing team members to develop deficit-based views* of students and families (Knotek, 2003). They are aware that deficit-based thinking can make subcultural behaviors appear as atypical from the mainstream culture, and individual and cultural expressions appear as disorder rather than difference (Newell & Chavez-Korell, 2017). This often results in a surmount of office referrals, particularly with disrespect and with their African American students. After reflecting and investigating multiple data points, the building leadership team reached out to the district equity coordinator, the district liaison, and district parent coordinator to help them examine their data and practices and identify next possible steps in terms of how they can culturally and competently engage with the community of their underserved populations. *“Deficit thinking refers to the notion that students (particularly low income, minority students) fail in school because such students and their families
experience deficiencies that obstruct the learning process (e.g. limited intelligence, lack of motivation and inadequate home socialization).”Return to slide
New personnel are an integral part of teams: Strengthen systemic structure to seek out diverse expertise and perspectives on teams
After reflecting and investigating their system and outcome data in December, the building leadership team realized that any student groups who have IEPs, are identified as English Language Learners, economically disadvantaged, Latinos, Black, or multi-racial are more likely to perform below basic in English Language Arts. Aware of the data trend, the team knew they needed to take their school through Equity: Model to Inform Culturally Responsive
through the examination of practitioners and institutional beliefs, values, cultures, and practices. Specifically, racist, prejudicial, biased, or stereotypical comments—that contribute to learner outcomes (they also attended Beyond Diversity with the Disproportionality Technical Assistance Network in February). The team recognized they couldn’t do this work alone. By April, the building leadership reached out to the Wisconsin RtI Center and connected with their regional technical assistance coordinators (TACs) for behavior and academics to build their knowledge around the School-wide Implementation Review (SIR), the system self-assessment for academics. They have been taking the Tiered Fidelity Inventory (TFI), the system self-assessment for behavior, and wanted to ensure their school begins to work on the integration of their equitable, multi-level system of supports. By working closely with the regional TACs, the building leadership team is building and activating their background knowledge around the SIR, examining their impacts on students and the system's high expectations on students, and are planning to attend Universal Reading Instruction next summer.
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Further systemic training and ongoing coaching and support is provided after initial training
Yourtown Elementary School, with a staff of 12, developed a process to provide equity of voice, frequent and continual communication, and re-commitment through their staff meetings. They have bimonthly staff meetings and the PBIS team meets once a month to plan for them. During the first monthly staff meeting they
At the second monthly meeting they
students (student outcome data) This continues to be done with ALL staff to ensure everyone has a voice and that they ALL agree upon the actions taken.
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Processes in place for frequent, continual communication and re-commitment: Commit to energize systemic vision and systematic practices Practice these strategies from Culturally Responsive Teaching and the Brain by Dr. Patricia Devin, UW-Madison, so that you can address systemic cultural competency skills in your district/school:
to a situation or person in a stereotypical fashion. They consider the reasons and actively replace this biased response with an unbiased one. Another way to use this strategy is to reframe negative associations such as, “Black students are loud and disruptive.” A reframe would be, “African-American students are enthusiastic and energetic.”
student of color, she thinks of examples that prove the stereotype to be inaccurate.
feel like to have your intelligence automatically questioned, or to be trailed by security each time you walk into a store? Perspective-taking can be very useful in assessing the emotional impact on individuals who are constantly being stereotyped in negative ways. It is also a way to checking one’s self if you begin to judge a person of color for reacting a particular way in a stressful situation.
actively seek out situations where one is likely to be exposed to positive examples of African- Americans, Latinos, or other people of color. This can involve either being in a very diverse social setting such as going to a farmer’s market in a more diverse part of town or seeking out personal contact through shared group activities with a diverse community.
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