pbis coaches networking tier one internal coaches november 10 and 11 facilitated by: lori cameron:...
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PBIS Coaches NetworkingTier One Internal Coaches
November 10 and 11
Facilitated by:Lori Cameron: [email protected]
Marlene Gross-Ackeret: [email protected]
Emilie O’Connor: [email protected]
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
PBIS Coaches NetworkingNorms
Be here• Begin on time.
• Avoid using cell phones or checking email
• 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
• Have items to share at meetings
Today’s Agenda• Introductions• Familiarize ourselves with the Tiered Fidelity Inventory• This year’s focus:
Culturally Responsive Data-Based Decision-Making• Updates on Classroom Management• Networking
TIERED FIDELITY INVENTORYSchool-wide PBIS
Why the TFI?
• Efficient tool for measuring all 3 tiers of implementation
• National trend• Guide to see what is considered good
implementation - the roadmap.
WI PBIS Network Recommended Assessment Schedule
Self-Assessment Survey (SAS)• Baseline• Annually – fall• Full staff
Team Implementation Checklist (TIC) - Optional• Progress monitor• 2x per year—fall-Winter• Team - consensus
Benchmarks of Quality (BoQ)• Annually – spring• Team
Tiered Fidelity Inventory (TFI) – Stay tuned!• Not yet determined
Fidelity Score
80%
80%
70%
80%
PBIS Fidelity Tool ResourcesPbisapps.org
Download from www.pbis apps.org
TFI
In small groups, familiarize yourself with the TFI Manual.
Answer the questions listed on the TFI handout.
Note any lingering questions you have regarding the TFI.
FOCUS ON: TIER 1
Total Score Report
CULTURALLY RESPONSIVE DATA-BASED DECISION MAKING
Why
this
focus?
Engagement
CESA #1 Applications for Recognition
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?
Full implementation
Initial implementation
Infrastructure
Purpose Building
Not in Place
Why this focus?
CESA #1 14-15 SIR Math and Reading
Why this focus?
Suspension Practices In Wisconsin
Why this focus?
White
Wisconsin Achievement Gaphttp://statesupt.dpi.wi.gov/excforall
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?
Goal: Impact Outcomes Around Disproportionality
ThemesSession 1: Cultural Awareness Session 2: Evaluating Systems’ ImpactSession 3: Digging Deeper
Today’s Session Objective: Explore how cultural awareness influences data-based decision-making.
• Culturally responsive practices are what localize your system
• System is responsive to the students, families and community you serve
CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' ethnicity, language, and culture.
i.e., the students and community
your school serves
Cultural Competence Model
Step in if…• Your school/district vision/mission includes
something about ALL students…• Your school/district is meeting its vision/mission
for ALL• Your school/district regularly disaggregates data• Your school has disparities / disproportionality in
achievement outcomes by – Language proficiency– Economic status– Race/ethnicity– Students with Disabilities
Step in if…• You’ve done any professional or personal
learning in CR• (Stay in if) you’ve just started this journey (<1
year)– What pd?– Where are you in your journey?
• If you’ve been engaged in this work for >1 year– How long? What experiences?– What’s different now / how have you changed?
Become Self Aware – As an Individual
• What is your racial identity? When and how did you become aware of your racial identity?
• What did your parents/family teach you about race and ethnicity when you were a child?
• What’s your most recent experience with race, racism, or difference?
• How do you benefit from your racial identity? How do you suffer or “miss out”?
Which of these questions were more difficult to answer than others? Why might this be?
In 2014, Wisconsin’s 66,702 teachers were…• 95% white• 76% female• 72% white female
Become Self Aware – As a SystemDimensions of
Culture
Laws, rules, procedures How decisions are made
It depends on the context & person
Personal freedom, autonomy, self-determination, individual
needs come first
Relationship between individuals
in a group
Allegiance, loyalty, honor to family, group needs come
first
Work and life are separate How far people get involved
Work and life are all part of who you are
Need to control/disguise emotions, act on reason
How people express emotions
Spontaneous expression of emotions across settings
You are what you do, respected based on how you
perform/achieve
How people view status
You are who you are, deference to authority/elders
High value on punctuality, planning, schedules
How people manage time
Flexible plans and commitments
Can control environment and people to meet goals
How people relate to their environment
Work with environment, avoid conflict
…Culturally Responsive Data-Based Decision Making?
What does this
have to do with…
Tying it Back to Vision…
Are we who we say we are?How is it reflected• in our schedules• interventions• Teacher assignments• Resource allocation• Professional development• Family engagement opportunities
Become self-aware resources
BREAKMeet new friends, talk PBIS. ☺
Updates
• SAS: completed?• Tier 2 Cohort Dates:
– Cohort 1 - Full– Cohort 2 - 1/7, 2/23, 4/14, 5/17– Cohort 3 - 3/1, 5/10, last two days TBD
• Next Networking dates: – CESA - 1/13,3/15– South - 1/14, 3/16
• Online Tier One TA• Classroom Management - see flyer
Why
this
focus?
Engagement
CESA #1 Applications for Recognition
Describe how you have implemented PBIS in ALL of your classrooms. Provide descriptive examples of how classroom expectations and procedure were defined and taught, and classroom acknowledgement and consequence systems. Please provide
more than just a list.
Example• Class Matrix with class
specific environments• Teaching class procedures• Tokens/acknowledgements
for class behavior• Teacher self monitoring
ratio 5:1 ratio of positives in class
• Consequences for classroom managed behaviors
Non-Example• Column for Classwide
expectations within SW matrix
• Teaching SW expectations in class setting
• Mention of SW acknowledgement, but no application to class
• T chart, and SW consequences
3 out of 4 must be present
to receive full points!
Classroom Management WorkshopWho: New teachers and teachers that need support in classroom management, and their mentor
What: 3 day workshop over the course of 3 months
Cost: $450 for 2 people for all 3 days; $150 each additional teacher
NETWORKING
PBIS Coaches NetworkingExternal Coaches
November 10 and 11
Facilitated by:Lori Cameron: [email protected]
Marlene Gross-Ackeret: [email protected]
Emilie O’Connor: [email protected]
PBIS External Coaches Networking Outcomes
• Connect External Coaches
• Encourage collaborative learning
• Further develop implementation of PBIS
• Gather resources & model processes
• Address technical and adaptive change
Today’s Agenda
• Introductions
• Review the Tiered Fidelity Inventory Action Plan and discuss the external coach role
Introductions
Who Am I?
1.You each have a nametag face-down in front of you with the name of a famous person.
2.Have the person next to you affix it to your back.
3.Walk around and ask questions to find out who you are.
Rule: 1 question and 1 guess per person until you have asked everyone in the room a question. Then you may ask the same people new questions.
External Coaches and the TFI
1. E = ExcitedWhat excites you about this idea or proposition? What’s the upside?
2. W = Worrisome What do you find worrisome about this idea or proposition? What’s the downside?
3. N = Need to KnowWhat else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?
External Coach LunchExternal Coaches, Colleen, and TACs
PBIS Coaches NetworkingTier Two Networking
November 10 and 11
Facilitated by:Lori Cameron: [email protected]
Marlene Gross-Ackeret: [email protected]
Emilie O’Connor: [email protected]
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.
Tier 2 Networking Outcomes
• Connect Stakeholders
• Encourage collaborative learning
• Further develop implementation of PBIS
• Gather resources & model processes
• Address technical and adaptive change
PBIS Coaches NetworkingNorms
Be here• Begin on time.
• Avoid using cell phones or checking email
• 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
• Have items to share at meetings
Today’s Agenda
• Introductions• Familiarize ourselves with the Tiered Fidelity Inventory• This year’s focus:
Culturally Responsive Data-Based Decision-Making• Networking
Introductions
TIERED FIDELITY INVENTORYSchool-wide PBIS
Why the TFI?
• Efficient tool for measuring all 3 tiers of implementation
• National trend• Guide to see what is considered good
implementation - the roadmap.
WI PBIS Network Recommended Assessment Schedule
Self-Assessment Survey (SAS)• Baseline• Annually – fall• Full staff
Team Implementation Checklist (TIC) - Optional• Progress monitor• 2x per year—fall-Winter• Team - consensus
Benchmarks of Quality (BoQ)• Annually – spring• Team
Tiered Fidelity Inventory (TFI) – Stay tuned!• Not yet determined
Fidelity Score
80%
80%
70%
80%
PBIS Fidelity Tool ResourcesPbisapps.org
Download from www.pbis apps.org
Think, Pair, ShareCONNECT:How are the ideas and information presented CONNECTED to what you already knew?
EXTEND:What new ideas did you get that EXTENDED or pushed your thinking in new directions?
CHALLENGE:What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?
Total Score Report
Culturally Responsive PracticesTier 2 Systems and Implementation
Think, Discuss, Share...A vision for Tier 2 supports:What does a culturally responsive Tier 2 system look like?
Who does it serve?
How does it work?
What staff members are involved?
How are families engaged in the process?
1. E = ExcitedWhat excites you about this idea or proposition? What’s the upside?
2. W = Worrisome What do you find worrisome about this idea or proposition? What’s the downside?
3. N = Need to KnowWhat else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?
NETWORKING