PBIS Coaches Networking High School April 12th Facilitated by: Lori Cameron: Emilie O’Connor: Marlene Gross Ackeret: grossackeretm#wisconsinpbisnetwork.orggrossackeretm#wisconsinpbisnetwork.org Heidi Erstad:

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 Networking Norms for Courageous Conversations Be respectful Speak your truth without blame or judgement Notice Moments of Discomfort and Stay Curious Be Prepared Do what you’ve committed to do Have items to share at meetings Be here Begin on time. Avoid using cell phones or checking Avoid side conversations. Be positive & productive Listen Fully, with your ears, eyes and heart Assume positive intentions

 House Keeping Film Festival Application of Recognition changes Summer PBIS Leadership conference  BOQ Reminder  Calculating Risk Ratios  Wauwatosa East High School  Networking

Set up Round 1: Your name and school, how many years implementing. What is 1 or 2 things you would like to network on Round 2: From the topics listed, choose a topic your school has figured out, to some degree.

Housekeeping: 3 minutes or less Include School name, district and topic Good sound and production quality Upload beginning now until June 17 th !

Housekeeping: Tips Connections to SW expectations Culturally responsive theme Actively engage students Example of what to do is more enrolling than the non example Integration of behavior and academics within a CR MLSS.

Application of Recognition: 4 Narrative Questions  Family Engagement,  Culturally Responsive Practices,  Classroom Implementation,  Use of outcome and implementation data to action plan Next Year: All based on data! No/limited narrative.

Dates Applications: – Available March 1 st Due April 27 th Summer PBIS Leadership Conference: – Registration opens March 1 st – Pre-Conference Aug 15 th Conference Aug 16 th and 17 th If you are applying for recognition, register for conference early. Schools of Distinction will get 1 free registration.

Calculating Risk Ratios

2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? What should be done? Is the plan working? (All data use slides adopted from Kelsey Morris; Using Data Presentation;

Step 1: Problem Identification Is there a problem? Identify the difference between what is currently observed (performance) and what is expected or desired (goals). Defining the problem with objective measures makes the process more effective and allows accountability for improvement. Requires multiple data points.

Connecting Culturally Responsive Practices To Periodic Data Suspension (OSS data from Dignity in Schools): Black students are 8 times more likely to be suspended than white students American Indian students are 3 times more likely to be suspended than white students Hispanic students twice as likely to be suspended than white students Academic ( ): Hispanic students in grade 3 (Reading ) are 1.45 times more likely to be below benchmark than white students Black students in grade 8 (Mathematics) are 2 times more likely to be below benchmark than white students American Indian and Hispanic students are three times more likely to not graduate high school that white students. WISCONSIN’S REALITY

Step 1: Problem Identification Chart your own Ethnicity% Graduation in 4 years Native American78.4 Asian89.9 Black65.0 Hispanic78.1 White92.9 Wisconsin’s 4 year graduation rate is 88.6%.

Step 1: Problem Identification Risk Ratio – Represent the likelihood of the outcome (e.g., ODRs) for one group in relation to a comparison group. – Works for any educational outcome. – Comparison group most commonly used is white students Risk index for all other groups is sometimes used – Risk Ratio = 1.0 is indicative of equal risk – Risk Ratio > 1.0 is indicative of overrepresentation – Risk Ratio < 1.0 is indicative of underrepresentation Risk Index of Target Group Risk Index of Comparison Group Risk Index of Latino Students Risk Index of White Students = 1.27

Risk Ratio Module

Other Examples Students of color enrolled in AP courses Achievement gaps in state testing/screening Attendance gaps by neighborhood Girls enrolled in computer programming/STEM courses

Work time Run a risk ratio Create a problem statement: “The way our system is set up now, xxx students are xxx times more likely to xxx than xxx.” Example: The way Wisconsin schools are set up now, Black students are 5 times more likely not to graduate high school in four years than white students.

2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? What should be done? Is the plan working? (All data use slides adopted from Kelsey Morris; Using Data Presentation;

Activity: Addressing Root Causes of Disparities in School Discipline Risk Issue: African Americans 2Xs ODR Longitudinal Issues Climate, Conditions for Learning/Learning Environment Issues Capacity Issues Intervention Issues Bias Issues Policy Issues Attitude/Knowledge/Behavior Issues minutes HO: Article and Worksheet

2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? What should be done? Is the plan working? (All data use slides adopted from Kelsey Morris; Using Data Presentation;

Action Plan

Resources Equity in PBIS website from OSEP PBIS Technical Assistance Centerwebsite Data Guidebook WI Risk Ratio module and tool WI Risk Ratio module and tool

Wauwatosa East

Networking