PBIS Tier 1 Training

1. PBIS Tier 1 Training Day 1: Foundational Work

2. Acronyms in the Field RtI = Response to Intervention PBIS =Positive Behavior Intervention Supports CRP = Culturally Responsive Practices MLSS/MTSS = Multi-level (tiered) System of Support

3. Putting it All Together in Wisconsin Equitable Multi-level System of Support Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention. RtI (reading/math) + PBIS (behavior) + CRP

4. Put Wisconsin’s Vision of College and Career Readiness into Actionby Implementing an Equitable Multi-Level System of Supports KNOWLEDGE: Students receive equitable access to the academic content SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

5. Key Features of an SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports; A CONTINUUM OF SUPPORTS for learners… …among staff, learners, families, and communities STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation EQUITY is at the center of the framework and is embedded into all other key features. We believe in the STRATEGIC USE OF DATA for CONTINUOUS IMPROVEMENT Equitable Multi-level System of Supports We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools. COLLABORATION to make the complex work of system change possible…. Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and emotional teaching and are supports are delivered. Use of EVIDENCE-BASED PRACTICES to ensure that school and district efforts positively impact learner outcomes …starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base; All of these key features inform and impact each other.

6. Today Positive School Culture Leadership Teams Systemic Implementation ABC’s of Behavior

7. Objectives for Today Teams will… • Establish a vision of success for every learner, creating a plan to foster a shared commitment with all stakeholders • Reflect on how policies, practices, and systems impact student outcomes • Reflect on the roles and responsibilities of the leadership team and make adjustments as necessary • Create a plan for how your team will build purpose, train, and support your staff and stakeholders in using principles of behavior at the universal level

8. School-wide PBIS The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Positive Predictable Consistent Safe

9. PBIS Framework Source: https://www.pbis.org/school

10. Tier 3/Intensive 1-5% • Individual students • Assessment-based • High intensity Tier 2/Selected 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal 80-90% • All students • Preventive, proactive

11. Student Snapshot Math (Acceleration) Reading (Intervention) Strengths & Challenges PE Language Arts Hallway Behavior Attendance Science

12. DISCUSSION Write in your workbook and prepare to share out. What’s Your Why? Page 1

13. Positive Culture A collective sense of purpose and commitment to ensure the well being, sense of belonging, safety, and success of every learner. Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

14. Positive Culture All stakeholders demonstrate an unwavering belief in every learner to achieve success and a shared commitment to the vision of success for all The school and district provides environments where learners, staff, and families feel physically, socially, emotionally, intellectually, and culturally validated, safe and supported Staff, learners, and families have positive relationships creating a strong sense of identity and belonging with the school and district School and district policies, decisions, and practices are reviewed, revised, developed, and delivered through a lens of equity and a strengths-based perspective Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

15. DISCUSSION Positive Culture Part 1 Write in your workbook and prepare to share out. Page 2

16. DISCUSSION Positive Culture Part 2 Write in your workbook and prepare to share out. Page 3

17. Family and Community Engagement Embrace! • Honor family values, cultures, and beliefs • Consider families and communities as experts on their children • Intentionally and authentically include families in decision making Engage! • Create a welcoming and engaging environment • Foster strong relationships and communication with families & school staff • Enable ongoing authentic and meaningful participation Empower! • Champion learning opportunities for children, schools, and community • Model lifelong learning for families and the community • Connect practices to students’ academic and social-emotional learning Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

18. Partnering with Families Within a Culturally Responsive Multi-Level System of Support Lower Impact Higher Impact Feature photos that represent families in your school Family resource room Share academic and behavioral expectations Positive phone call P-T conferences to set goals Celebrations Parent representative(s) on PBIS/RtI universal team Monthly positive phone calls/contacts Back to school nights Potlucks Communications done In home language Modeling learning support strategies Acknowledgement system Class parties Home visits Performances Regular, personalized communication Literacy/math nights Read with child at home PBIS/RtI family brochures, website Using family surveys and feedback Fundraisers Data sharing folders Embrace Engage Empower Adapted from the Class-wide Family Engagement Rubric created by Flamboyan Foundation. http://flamboyanfoundation.org/resources_and_publications/school-wide-family-engagement-rubric/

19. DISCUSSION Positive Culture Part 3 Write in your workbook and prepare to share out. Page 4

20. Discussion: Team Time • What are some reasons for educational outcome disparities? Share the explanations that people typically give (the reasons might not be ones that you believe). • Write each down on a post-it note.

21. Discussion Deficit Ideology: Beliefs and justification that outcome inequalities are caused by perceived moral, intellectual, and/or cultural deficiencies (often based on stereotypes) within students/families/communities. Structural Ideology: Recognition that educational outcome disparities are predominantly the result of structural barriers resulting in inequitable distribution of outcome and access. Source: Paul C. Gorski (2016)

22. Discussion Deficit Organize your post-it notes on the chart paper at your table into two sections (Deficit and Structural) Structural

23. Discussion and Share Out Which section has more post-it notes? Where do you think deficit perceptions come from?

24. Brain Tricks

25. Discuss “Ultimately, we believe our decisions are consistent with our conscious beliefs, when in reality our unconscious is running the show.” – Howard Ross (2008) I am awareof my personal biases. I am concerned about the consequences of bias in education. I have effective strategiesfor reducing bias in educational decisions. (Devine et al., 2012)

26. Gender-Career Implicit Association Test In this test you will see words that represent family, career, male, and female Family-garden, kitchen, marriage, laundry, home, children, relatives Career-office, manager, salary, job, briefcase, professions, employees Male-man, he, men, him, boy, his, gent Female-woman, she, women, her, girl, hers, lady Source: Banaji, M. R., & Greenwald, A. G. (2016). Blindspot: Hidden biases of good people.

27. Sort FEMALE or family MALE or career SHE garden HER office HE laundry GIRL job HIM profession HIS briefcase WOMAN kitchen WOMEN home MAN manager MEN salary SHE office BOY garden HIM marriage WOMAN children

28. Sort FEMALE or career MALE or family SHE garden HER office HE laundry GIRL job HIM profession HIS briefcase WOMAN kitchen WOMEN home MAN manager MEN salary SHE office BOY garden HIM marriage WOMAN children

29. Think-Pair-Share • What did you notice about completing the activity? • How might patterns of responses on this activity relate to real world interactions?

30. Implicit Bias Unconscious, automatic Generally not an indication of our beliefs and values We all have it (even those affected by it) Based on stereotypes Most likely to influence • Snap decisions • Decisions that are ambiguous

33. Implicit Bias Examples Implicit bias predicts the extent to which: Police officers use force when arresting Black children as opposed to White children (Goff et al., 2014) Arbitrators decide labor grievances in favor of men over women (Girvan, Deason, & Borgida, 2015) Pediatricians recommend less pain medication for Black children than White children with identical symptoms (Cooper et al., 2012; Sabin & Greenwald, 2012)

34. Where Do Implicit Biases Come From? “LOOTING” “FINDING”

35. Discussion How do you think implicit bias and deficit ideology shapes the way schools approach addressing educational outcome disparities?

36. Summary Source: https://campusclimate.wisc.edu/creating-inclusion-and-overcoming-bias/ We all learn stereotypes and unintentional biases from culture, whether we want to or not These unintentional biases sometimes cause us to do or say things that reflect stereotypes, even when our values say that stereotypes are wrong Although unintentional, these stereotypes and biases can have adverse effects on the well-being of those surrounding us

37. Revise your workbook and prepare to share out. DISCUSSION Revisit: What’s Your Why? Page 1

38. Strong Shared Leadership A representative team with responsibility to lead and oversee implementation of an equitable multi-level system of support. • All members model cultural competency and advocate for equity • All members promote a vision of success for every learner and foster a shared commitment to the vision across the school and district Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

39. Leadership Team Leadership teams work together with school and district leaders to make sure the system is implemented with fidelity and is sustainable. • Determine needs, establish goals, celebrate successes • Plan and coordinate implementation fidelity and sustainability of system • Ensure effective and reciprocal communication throughout the system • Identify and support non-negotiables • Action plan and progress monitor • Provide resources, professional development, and coordinate supports Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

40. Leadership at Tier 1 Team members represent multiple perspectives, with particular attention to providing voice to underserved learner populations Administrator Regular education teachers Pupil services staff Educational assistant Special education teacher(s) Family members Students Community providers Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

41. Leadership Team Data and problem solving Organization (leader/facilitator) Behavioralknowledge (ABCs, function) Effective communication (listening/questioning)

42. DISCUSSION Strong Shared Leadership Page 5

43. Systemic Implementation Collaborative teams across all levels of the school demonstrate strategic alignment driven by a shared vision of success for all. Policies, practices, and resources are aligned to the shared vision of fully implementing and sustaining an equitable multi-level system of support. Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti-emlss-framework.pdf

44. Stages of Implementation Source: http://nirn.fpg.unc.edu/learn-implementation/implementation-stages

45. How to Logically Move Toward Systems Change • Short term • Medium term • Long term Change knowledge, attitudes, and beliefs Change practices and policies Changes to overall system • Professional learning • Measuring implementation • Improving implementation over time • Sustaining implementation • Student outcomes

46. Technical & Adaptive Change Technical Change Supports actual practices or instruction, involves learning and implementing new strategies or tools. Adaptive Change Requires changes in values, beliefs, roles, relationships, & approaches to work. Changes you FEEL Changes you SEE Source: Helfetzand Lusky, 2002

47. Sustainability Context • Contextual fit • Align initiatives • Overlapping teaming structures

48. Activity Reinforcement (is reinforcement or celebration included) Pages 6-7

49. Sustainability Context • Contextual fit • Align initiatives • Overlapping teaming structures Capacity • Funding/time • Personnel • Diffusion and dissemination/coaching and support

50. Capacity Perceived abilities, skills, and expertise of staff needed to lead a school improvement effort to grow, progress, or improve. Definition adapted from http://edglossary.org/capacity/