1. Marlene Gross Ackeret and Lori Cameron

2.  Introductions  PBIS Apps – Changes to Website  Using Data: Local Stories  Culturally Responsive Practices  Networking 11 – 12:15: External Coach Session The Consultancy Protocol 12:15 – 1:00Lunch 1:00 – 3:00 Tier 2 SAIG

3.  Managing Multiple Response Surveys (video)  Add Users to PBIS Assessments (video)  Edit Users in PBIS Assessments (video)  PBIS Assessment User’s Manual – updated December 2014

5. School District of Cudahy

7. Minors  AM-Academic Misconduct  Defiance  Disrespect  Disruption  Inappropriate attire  Inappropriate Language  Misuse of Property  Physical Contact/Aggressio n  Technology/Electro nics Violation Step 1 Name of Student Step 2 √ Step 3 √√ Step 4 √√√ Document in Skyward ODR Time:______ Location Codes: C=Classroom; H=Hallway; B= Bathroom; LR= Lunchroom; L= Library P= Playground; O= Other Do not forget to put the time of the incident. Directions: 4 instances of any one behavior in the same day warrant an Office Disciplinary Referral (ODR).

9.  Discipline Offense  Location  Grade  Ethnicity  Gender

10. Generating Discipline Reports with Skyward

13.  Precision Statement Worksheet Precision Statement Worksheet

14. Developed by Wisconsin RtI Center Sources: “Indicators to evaluate pre-service teachers’ cultural competence research” by Xin Liang and Gang Zhang The Will to Lead, the Skill to Teach by Anthony Muhammad and Sharroky Hollie State of Washington Department of Public Instruction Website

15. Healthy School Cultures Belief in all students' abilities Determination to make student learning and success a school-wide priority How staff use quality, responsive methods and activities Dr. Anthony Muhammad Will: + Skill: =

16. “Will” is the power of making a reasoned choice or having control of one’s own actions.  It is characterized by determination, a certain attitude or a particular desire or choice.  Will is best when it is developed collectively as opposed to individually.  Students are part of a school system - not a one room school house. (Dr. Anthony Muhammad) “Fill” is the learning we do as individuals and as a school to know and understand who our students are as culturally and linguistically diverse people. We need to understand their backgrounds and interests so the teaching we do has relevance to who they are, how we can affirm their backgrounds/interests, and then bridge their learning to insure their success in the dominant culture. (Lynn Winn) “Skill” requires specific action to bring vision into reality. Skill is a great ability or proficiency, an art or a craft. It is the ability of a staff to tailor its professional skill to the specific needs of the students it serves. (Dr. Sharroky Hollie) Desire and Passion! Believe and Do! Train and Implement!

17. WISCONSIN’S REALITY  Suspension (OSS data from Dignity in Schools): ◦ Black students are 9 times more likely to be suspended than White students ◦ American Indian students are 5 times more likely to be suspended than White students ◦ Hispanic students are 3 times more likely to be suspended than White students

18. Equity is the quality of being fair or impartial. Applied to education this means accommodating and meeting specific needs to ensure equal educational opportunity (OECD, 2007). Students of all cultures, languages, classes, races, ethnic backgrounds, disabilities, religions, genders, sexual orientation, and other diversity factors have equal educational opportunities.

20. What will you do to be an interrupter of inequitable opportunities for underserved students? Stay Engaged Experience Discomfort Expect and Accept Non-Closure Speak Your Truth

21. Marlene Gross Ackeret and Lori Cameron

22.  Announcements (brief)  Demo of Consultancy Protocol

24. PBIS External Coaches Networking Consultancy Protocol PBIS External Coaches Networking Consultancy Protocol Wisconsin’s Response to Intervention Wednesday, January 14, 2015, 11:00-12:15 Hosted by: Cudahy School District Facilitators: Lori Cameron and Sara Summ, Regional Technical Assistance Coordinators The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

26. Consultancy- a structured process for helping and individual or team think more expansively about a particular, concrete dilemma. Dilemma- a puzzle, an issue that raises a question, an idea that seems to have conceptual gaps, something about process or product that you just can’t figure out.

27.  Presenter (whose work is being discussed by the group)  Facilitator (guides the process, may or may not participate based on the size of the group)  Consultants  Purpose (to help a colleague examine a school improvement challenge from alternative perspectives to expand our collective repertoire)

28. Process: 5-10 minutes Description of the dilemma ending with presenter’s focus question 5 minutes Clarifying Questions from consultants 5 minutes Probing Questions from consultants 15 minutes Facilitated discussion among consultants 5 minutes Presenter’s reflections on the discussion, reframing of the dilemma 5 minutes Facilitated debrief of the consultancy process

29. Clarifying questions are for the person asking them. They ask the presenter “who, what, where, when, and how.” These are not “why” questions. They can be answered quickly and succinctly, often with a phrase or two. Examples: How often are you in the building? When and how often do you meet with teachers, administrators, superintendent? Refer to Handout

30. Probing questions are for the person answering them. They ask the presenter “why” (among other things), and are open-ended. They take longer to answer, and often require deep thought on the part of the presenter before s/he speaks. Possible probing questions/question stems: What would have to change in order for…? What was your intention when…? What is the best thing that could happen? Why do you think this is the case?

31. Allows for multiple responses Empowers the presenter to manage the dilemma Stimulates reflective thinking Encourages multiple perspectives Challenges assumptions Creates a paradigm shift Evokes more questions

32. Suggesti on Advice Giving Probing Try using verbs Whose Agenda? “Right” answer in mind

33. 1.The presenter gives an overview of the dilemma 2.The Consultancy Group asks clarifying questions 3.The Group asks probing questions 4.The Group talks with one another about the dilemma presented 5. The presenter reflects on what s/he heard and on what s/he is now thinking, and shares anything that particularly resonated during the Consultancy 6.The facilitator leads a debriefing about the Group and Presenter’s observation of the Consultancy process.

34. Focus Question: How can I help principals understand the administrative role in the PBIS process? Dilemma: Jane’s has noticed in her role as an external coach that there are inconsistencies in the role the principals play in the PBIS process. There is a large variance of the administrative role, from not having part to completely running the PBIS process. She would like to have some consistency and clarity regarding the role of the principal. With her experiences in PBIS she knows the power schools can have to impact positive changes if they have a process and adhere to the fidelity of the of the process, instead that is not what she currently sees in her role. As a result, PBIS teams are becoming frustrated with the inconsistencies and of PBIS in general.

35. Clarifying  Gives the Consultancy Group information and details  Who, what, where, when, how?  Informational  Can be quickly and succinctly answered Probing  Helps the Presenter clarify and expand her/his thinking about the dilemma  Not easily answered; slow response  Open-ended; holds no judgment  No suggestion of action  Paradigm shift; new perspectives Focus Question: How can I help principals understand the administrative role in the PBIS process?

36.  The Presenter will step back from the group. Discussion Questions: 1. What are the key elements of the dilemma in Jane’s description? 2. Are there pieces of information that were missing that might be relevant for Jane to explore? 3. Are there assumptions at work that might need to be checked? 4. Have you encountered a similar situation? How did you deal with it? What were the outcomes?

37. Jane will describe what she heard in the discussion, ideas she might take away to work with. She may offer a restatement of her dilemma responding to your comments.

38. 1. Share a word/sentence about what you observed/ experienced. 2. What do you know now that you didn’t know before? 3. What makes the Consultancy Protocol a useful tool? 4. What worked well in the process? 5. What might we do differently if we use this protocol again? 6. Are there opportunities where you might use this protocol in your work?

39. Thank you!!

40. Marlene Gross Ackeret and Lori Cameron

41.  Introductions  Announcements  Best Practices for SAIG  Networking

42.  In the area of Systems Teaming, CICO or SAIG, what would you like to network on?

43.  Series of 5 webinars  Statewide audience  Topic Specific Oct 9: Tier 2 Systems Nov 5: Consistency in using DPR Feb 13 : FBA/BIP – This date will change Apr 16: Action Planning based on need May 12: Panel Discussion

44.  Network

45.  MATT C5: A Tier 2 intervention is available that is implemented with regular measurement of fidelity.  BAT E17 Tier 2 strategies are evaluated and updated regularly. G31 Fidelity of the Tier 2 strategy is assessed.  Discuss: How do you know?

46.  CICO  SAIG Complete the SAIG Check list. (If you are not implementing SAIG, either plan on how you will, or complete CICO check list) Discuss: Where are your areas of strength, weakness

47.  MPS website http://mps.milwaukee.k12.wi.us/en/home.ht m http://mps.milwaukee.k12.wi.us/en/home.ht m  Take time to explore these lessons.  Network: What other sites do you use to find lessons?

48.  COL: Check for change of date  Next session is on FBA/BIP