JOIN THE CONVERSATION PBISLC 20 G 1 H

JOIN THE CONVERSATION #PBISLC 20

G 1, H 1, I 1—That. Was Then; The Future Is Now Deidra Gorman Jennifer Grenke gormand@wisconsinrticenter. org grenkej@wisconsinrticenter. org Stephanie Skolasinski Rachel Denning skolasinskis@wisconsinrticenter. org @Mamaskolly denningr@wisconsinrticenter. org

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Agenda 9: 00 -10: 20 —Evolution of PBIS & Role of the Team 10: 20 -10: 30 —Break 10: 30 -11: 30 —Use Data to Inform Decisions 11: 30 -12: 30 —Lunch 12: 30 -1: 15 —Feedback within the Instructional Model 1: 15 -1: 25 —Break 1: 25 -2: 10 —Specific Positive Feedback & Corrective Feedback 2: 10 -2: 15 —Conclusion & Evaluation

Please Complete a Brief Survey at the End of This Session The link for this session’s survey is on the last slide of this presentation.

An Equitable, Multi. Level System of Supports This session connects to: • Strong Universal • Systemic Implementation

Equity Connection If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Equity: Wisconsin’s Modelto Inform Culturally Responsive Practices Access model to inform : http: //bit. ly/Modelto. Inform

Session Outcomes • Develop awareness of how data is used to adjust adult practices and policies for equitable outcomes • Understand why safe and trusting environments are necessary for student learning and effective feedback • Understand what specific positive feedback and corrective feedback looks like within an instructional model for teaching and supporting behavior Specific assessment line items connected to this session’s content: Tiered Fidelity Inventory (TFI ) 1. 13 Data-based Decision Making 1. 6 Discipline Policies 1. 9 Feedback and Acknowledgment

Breakout Activity Directions 1. Select and assign a facilitator, recorder, and a timekeeper 2. With your group, discuss each question … 3. The recorder will type the group’s response in the chat when you return to the large group

Breakout Room Norms equity of voice Be fully present Safe and supportive The stories that are told here stay here, the lessons learned we take with us to share. use video (if possible)

Breakout 1. Name, school/district you are attending from? Why did you choose this session? Pleas remem e ber to assig n role s! 2. Have you ever gone through a formal PBIS training—if so, when? 3. What do you believe most people in your school think when they hear “PBIS”? 10 minutes v For Share Out: Identify themes for #3, and be prepared to list 2 -3 words in the large group chat that captures the common themes

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

Adaptive vs Technical Changes Systemic change initiatives are always a mix of technical and adaptive challenges. • Technical challenges may be very complex and important to solve, but can be addressed by present day knowledge and current organization structures and processes • Adaptive challenges lack clear agreement on what the problem is and solutions are unlikely to be found in the present ways of work --SISEP (State Implementation and Scaling-up Evidenced-based Practices)

Systemic Challenges (Balanced Leadership Pa. CR-MLSScipant’s Manual, Mc. REL, 2005) 60 seconds Technical Adaptive Incremental, linear Complex, non-linear Extension of past A break with the past Consistent with prevailing norms and paradigms Outside of norms and beyond paradigms Marginal/limited impact System disturbance Focused, bounded Emergent, unbounded • Has the work of your PBIS team been more heavily technical, adaptive, or both? • Are there situations where your team has tried to address an adaptive challenge (mindsets, beliefs, etc. ) with a technical solution?

PBIS Evolution Initial Interpretation of PBIS Evolution Based on Learning Aligned within an e-MLSS ● Focus on behavioral compliance and procedural routines ● Intentionality creates positive environments and supports the social, emotional, and behavioral growth of students ● Instruction as a one time independently scheduled event (“Cool Tools” and “Kick offs”) ● Defines and teaches the skills students need to be successful ● Instruction is ongoing and provided in natural context ● Focus on common areas ● Focuses more so on the classroom environment ● Focus on tangible rewards (tickets) ● Specific positive feedback is outlined as an instructional practice to support student learning ● Work planned and completed by coaches and teams ● Teams train and support all staff and stakeholders to do the work ● Multiple sources of data are used to measure training, support, and disaggregated student outcome data (beyond ODRs) ● Student outcome data (“Big 5” typically based on ODRs) as the main data source * ODRs= Office Discipline Referrals

PBIS Framework ENVIRONMENT positive relationships with students and families, proactively DEFINE THE SKILLS define social, emotional, academic-enabler & behavioral skills TEACH, PROMPT, & PROVIDE FEEDBACK prosocial, emotional, and behavioral skills PROVIDE INSTRUCTIONAL RESPONSE through re-teaching and brief, respectful corrective feedback MAKE DECISIONS based on information collected

Do the best you can until you know better. Then when you know better, do better. —Maya Angelou

Breakout Triangle—three key points from the “Evolution of PBIS Slides” to remember Square—what “squares” (resonates) with your thinking Circle - What is still “circling” in your head or questions you have Share out: As a group agree upon something that squares with your thinking. 15 minutes Add to your reflection journal something from this section to bring back to your team.

Role of the Team

Activity: Reflection Reflect on the: Top 2 -3 responsibilities your PBIS leadership team spends time doing. 60 seconds

Role of the Team Train Support

Train & Support Understanding Skill Attainment (Can demonstrate) (Uses the skill effectively and consistently) 85% 15% 5%-10% Modeling 85% 18% 5%-10% Practice & Feedback 85% 80% 10%-15% Coaching 90% 80%-90% (Explain main concepts) Presentation of Theory + Lecture, cooperative learning + Modeling, video, simulation + Practice during learning Where work occurs Use w/Fidelity Joyce and Showers 1995 and Collins 1997

System “The use of effective interventions (practices) without implementation strategies is like serum without a syringe; the cure is available but the delivery system is not. ” —Dean Fixen

Reflection As you think about team, train, and support, consider: • What are some areas where your team already operates as a leadership team using the team, train, and support model? • What are some potential barriers as you shift to this type of work? 60 seconds Be prepared to share with your breakout room.

Breakout As you considered these questions what thoughts came up and what questions do you still have? • What are some areas where your team already operates as a leadership team using the team, train, and support model? • What are some potential barriers as you shift to this type of work? 7 minutes

Document. Your. Next Steps 2 minutes

Coherent breathing Maximizes your heart rate variability (HRV), reduces stress, and, reduces symptoms of depression when combined with Iyengar yoga. To do this: —Inhale for a count of 5 —Exhale for a count of 5 —Continue this breathing pattern for at least 2 minutes 10 minute break

D A T A -Develop an awareness of how data is used to adjust adult practices and policies for equitable outcomes.

Reflection What data is utilized to inform decisions at the classroom level and/or the school level? Please put 1 -2 words in the chat. 30 seconds

Types of Student Outcome Data What student data do you disaggregate to inform universal decisions, practices, and policies? Attendance Academic Behavior Climate Survey Angel List Students in intervention Students in enrichment Course enrollment Extracurricular involvement

Accepting Institutional Responsibility: What is the nature of the conversation in your school about inequitable outcomes? Underperforming Underserving Describe and deflect Inspect and reflect

Individual Reflection Who are the underserved student groups in your school? Do you know? If not, how can you find out? 1 minute

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

When a flower doesn’t bloom you fix the environment in which it grows, not the flower. —Alexander Den Heijer

Is the Universal Serving All? Student Group Enrollment (total 500) # students w/ 0 -1 ODRs (total 425) Hispanic/Latino 60 38 White 350 339 Black 45 17 Asian 20 16 5 2 Two or more 20 13 Students with IEPs 60 30 Students without IEPs 440 395 Students low SES 200 140 Students not low SES 300 285 Males 250 178 Females 250 247 American Indian or Alaska Native

Tier 1 Systems Check Do 80 -90% of all student groups experience success at the Universal? Total: 425/500 = 85% • Hispanic/Latino: 38/60 = 63% • Students with IEPs: 30/60 = 50% • White: 339/350 = 97% • Students without IEPs: 395/440 = 89. 8% • Black: 17/45 = 38% • Students low SES: 140/200 = 70% • Asian: 16/20 = 80% • Students not low SES: 285/300 = 95% • American Indian: 2/5 = 40% Male: 178/250 = 71% • Two or more: 13/20 = 65% • • Female: 247/250 = 98. 8%

Breakout Dialogue 1. Discuss one of the following common discipline policies/ practices in schools and how they could potentially cause inequitable outcomes for student groups: • attendance policies • tardy policies • dress codes 2. What could be some potential adult/system practices that could be changed to provide more equitable student outcomes? 10 minutes v For Share Out: Identify themes for #1, and be prepared to share an adult/school practice that could be changed in a short, concise sentence.

Putting it All Together: Student outcome data, adult practice data, and systems data

Breakout Discuss 3 key points from this first outcome on how data is used to adjust adult practices and policies for equitable outcomes that you want to remember Triangle—three key points from the “how data is used to adjust adult practices and policies for equitable outcomes” to remember Square—what “squares” (resonates) with your thinking Circle - What is still “circling” in your head or questions you have 10 minutes Share out: As a group agree upon one square to share in large group chat.

Document. Your. Next Steps 3 minutes

Lunch 11: 30 a. m. -12: 30 p. m. Please keep the Zoom meeting open

F E E D B A C K Feedback Within the Instructional Model TEACH, PROMPT, & PROVIDE FEEDBACK prosocial, emotional, and behavioral skills PROVIDE INSTRUCTIONAL RESPONSE through re-teaching and brief, respectful corrective feedback - Understand why safe and trusting environments are necessary for student learning and effective feedback - Understand what specific positive feedback and corrective feedback looks like within an instructional model for teaching and supporting behavior

Emotions Impact Learning Thalamus Visual Corte x Amygdala—responsible for the response and memory of emotions; especially fear (releases Cortisol which stops learning for 20 minutes) Amygdala “Trust deactivates the amygdala and blocks the release of cortisol. ” Culturally Responsive Teaching & The Brain, Zaretta Hammond Image from: blog. cognifit. com/amygdala-2/

Responsesto Behavior that Activate the Amygdala LABELING STIGMATIZING ANXIETY ENGAGEM ENT

Student Groups Disproportionately Impacted Research shows that, “…disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality (between Black and White students). ” and, that, “…strategies to neutralize the effects of implicit bias…may be a promising avenue for achieving equity in school discipline. ” E. Girvan, C. Gion, K. Mc. Intosh, and K. Smolkowski. “The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline. ” https: //files. eric. ed. gov/fulltext/EJ 1086522. pdf

Trust. Creates. Learning. Environments that the Brain. Perceivesas Safe. Culturally Responsive Teaching & The Brain, Zaretta Hammond

Breakout Reflect on creating equitable and trusting learning environments Triangle—three key points about creating equitable trusting learning environments to remember Square—what “squares” (resonates) with your thinking Circle - What is still “circling” in your head or questions you have 10 minutes Share out: As a group agree upon something that squares with your thinking; share in large group chat.

Instruction DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE in Setting

Skill Development Model Newly Taught Skill or Strategy Learn It With Accuracy Practice for Fluency/ Automaticity Keep Practicing for Maintenance Now Can Make Generalizations Adapt/ Apply to New Situations

Scavenger Hunt? —something that tells time —a green crayon or marker —something w/ a triangle —journal from #pbislc 20 —paper clip or clothes pin —a nickel and a penny Post a picture of the items on the conference app with #Ask. Me. What. We. Learned #GHI 1 10 minute break

Scavenger Hunt? —something that tells time —a green crayon or marker —something w/ a triangle —journal from #pbislc 20 —paper clip or clothes pin —a nickel and a penny Post a picture of the items on the conference app with #Ask. Me. What. We. Learned #GHI 1 Implementation takes time Universal level Three key points about learning environments The importance of reflecting on your practices Ditch the Clip (extra points for throwing it away) Feedback should be 5 positive to 1 corrective and we are going to talk about monitor and acknowledgement next

Monitor and Acknowledge: Feedback is one of the most powerful influences on learning and achievement. —Hattie, 2015

Reflection Think about a time you learned a new skill. How much feedback did you get from the instructor? Was it specific? Was it positive? Was it corrective? ○ ○ 1 minute ○

Monitor & Acknowledge Specific Positive Feedback Effective specific positive feedback: ○ 1) specifically describes the behavior ○ 2) provides reasons or rationales ○ 3) attributes success to effort and ability A word about tangibles ○ ○ ○ Tangibles (“tickets”) are a tool that can be in your toolbox Not meant to be continuously provided Use upon teaching a new skill Earned (not given) Always paired with specific positive feedback

Breakout 10 minutes Describe: A time when the use of tangibles was beneficial. How were they used and how did you know it was beneficial? OR A time when the use of tangibles was a barrier. How were they used? Why was it a barrier?

Specific Positive Feedback q Helps adults and students focus on positive social behaviors and actions q Increases likelihood students will use the recognized behaviors and skills in the future q Decreases inappropriate behavior, and reduces the need for correction q Fosters a safe and supportive environment q Develops positive connections

Specific Positive Feedback Clear Contingent Timely 5: 1

If A Child… “If a child doesn’t know how to read, we teach. ” “If a child doesn’t know how to swim, we teach. ” “If a child doesn’t know how to multiply, we teach. ” “If a child doesn’t know how to drive, we teach. ” “If a child doesn’t know how to behave, we… …teach? …punish? ” “Why can’t we finish the last sentence as automatically as we do the others? ” (Herner, 1998)

Reflection What response do you see when kids are punished? Chat: Use one or two words to describe their response in the chat. 60 seconds

Impact of Punishment on Relationships and Learning 1. 2. 3. 4. 5. Fails to teach desired or replacement behavior Teaches that harm is a response to harm Fails to address the multiple factors Can be reinforcing unexpected behavior Creates a negative classroom and school climate Bear, G. (2010). Discipline: Effective school practices.

Accidental error Diagnose problem, adjust teaching COMMON RESPONSES TO BEHAVIORAL ERROR Skill deficit Provide assistance More practice and feedback Deliberate error Performance deficit insubordinate More consequences Consequence or punishment COMMON RESPONSES TO ACADEMIC ERROR removal Maintain removal Modified from Colvin & Sugai, 1988

Break Out Use the handout, linked in your reflection sheet as you discuss the following: In what ways can response to behavioral error be modeled after response to academic error? 10 minutes

Instructional Response Consistent, specific, brief instruction that redirects student focus • Focused on skill • Private, respectful, brief • Provide adequate response time • Prompt/redirect student • Move away - give the student time to respond • Check back in with the student • Use guiding questions • Restorative in nature

Response Considerations • Consequence • Consistent response • Slow down decision making • Students remain in learning environment • Clearly define subjective behaviors • Become self-aware

Write. Your. Next Steps Take three minutes to write down next steps in your journal 3 minutes

Please Complete the Survey and Tell Us What Yo Thought of This Session https: //bit. ly/3 TDQKJ

Resources Team, Train, Support Five Stereotypes About Poor Families and Education From Reaction to Prevention Examples of Engaging Instruction to Increase Equity in Education Five Point Intervention Approach for Enhancing Equity in School Discipline Classroom Management Observation Tool

Books Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap —Paul Gorski Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students —Zaretta Hammond

Research Reference Links • National Low Income Housing Coalition for Wisconsin • Biases Regarding Families Experiencing Poverty

Thankyou!