Tier 3, Equity, and Culturally Responsive Practices:  Supporting Students and Families in a Way that Makes Sense to THEM! Rachel Saladis saladisr@wisconsinpbisnetwork.org @rspbis

Assessment Connection The content of this session connects to TFI – Tier 3

Brain Tricks Frontload about the video (religious references)-dominant culture and belief systems are embedded in what we teach. (if it made you uncomfortable, what made you uncomfortable, students…) Click the image to view: Brain Tricks – This Is How Your Brain Works (https://www.youtube.com/watch?v=JiTz2i4VHFw)

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. Bantam. (page 113) Source: Banaji, M. R., & Greenwald, A. G. (2016). Blindspot: Hidden biases of good people.

FEMALE or family MALE or career Sort FEMALE or family MALE or career MEN manager salary home SHE MAN BOY WOMAN children marriage HIM WOMEN garden office kitchen office HE HER garden SHE laundry GIRL HIS briefcase WOMAN profession HIM job Click once for animation, it will continue to play.

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

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

Examining Cultures Tool Facilitators: complete Facilitator Culture for yourself Tier 3 Teams: complete School Culture together SELF TEAM Take some time to individually identify your own expectations/culture/values around some things that may be issues for Wrap team meetings. Feel free to change things in the column on the left, those are just ideas to get you started. As a team, determine if you’re going to change the left hand column at all, choose where you’d like to focus, and then individually complete the first column. Once you’ve completed that, move on to complete the second column as a team. Try to imagine how these mismatches might have impacted work with families in the past and really dig in to what’s seen as “appropriate” in your building.

Examining Cultures Examples See norms re: cancelling or postponing meetings Email Text Yes On-time over prepared Prepared over on-time On-time & prepared expected This is a good spot to talk about the value judgements that we often assign to people when they’re not timely. Point out that valuing being prepared over on-time is another way to look at people being late for something, and adding a positive spin to it. It’s very likely that there’s a reason behind people making different choices than the choices WE would make, and we can’t decide that different automatically = wrong.

10 Principles of Wraparound Family voice and choice/Self-determination Team-based Natural supports Collaboration Community-based/Flexible resources Culturally responsive Individualized Strengths-based Unconditional care Outcome-based NWI standardized the 10 principles in 2004; 2008–revised persistent to unconditional; revised 2018 to include RENEW/youth centered language

Putting the Pieces Together What does this mean for your engagement with families, at all tiers, but especially in your work at Tier 3? How will you utilize this information? What are 1-2 actions that you can complete when you return to your school/district?

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