rti center - bcrsday1powerpoint 2018-19 · 2019. 2. 1. · the wisconsin rti center (cfda #84.027)...

10/23/2018

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The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation 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.

WisconsinRtICenter:BuildingCulturallyResponsiveSystems

http://www.wisconsinrticenter.org/crcp.html

Facilitators: Date:

Youcanstartyourjourneythroughanydoor.

WhoCanParticipate?

• Teams of six (administration is encouraged, classroom teachers, student services)

• Wisconsin school districts (public, private, charter, tribal)

• Preferential registration for teams from DTAN‐identified school districts

• Only identified and invited school districts

• Wisconsin school districts (public and charter)

• Individuals participate in trainings

• School district teams participate in the annual needs assessment and training

*Promoting Excellence for All: Anyone with web access

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WhatisOffered?

• Cohort‐based, year‐long training and technical assistance (4 one‐day trainings and onsite technical assistance) offered in multiple locations throughout the state (fee‐based)

• Annual summit and PBIS conference integrating culturally responsive practices (fee‐based)

• Free web‐based resources

• National consulting

• Data analysis and annual identification

• Compliance reviews• Training and supports• Free research‐based needs

assessment and improvement plan required for identified districts with some technical assistance

• Free web‐based resources• Research‐to‐practice grants to

highlight successful WI practices (noncompetitive grants)

*Promoting Excellence for All: Free e‐course and web‐based resources

WheretoFindMoreInformation

http://www.wisconsinrticenter.org/administrators/understanding‐rti/culturally‐responsive‐practices.html

http://www.TheNetworkWI.com

http://statesupt.dpi.wi.gov/excforall

• The Wisconsin Response to Intervention (RtI) Center is a product of collaboration between the Cooperative Educational Service Agency (CESA) Statewide Network and the Wisconsin Department of Public Instruction (DPI).

– The center was created to assist Wisconsin’s educational systems to build capacity, adopt and implement high quality practices, make informed decisions, ensure sustainability of efforts, and increased success for all students.

– The Wisconsin Positive Behavioral Interventions and Supports (PBIS) Network operates within the Wisconsin RtI Center with a specific focus on behavior.

• The Wisconsin RtI Center and entities such as the Disproportionality Technical Assistance Network provide professional development and technical assistance to help schools operationalize implementation of equitable, multi‐level systems of supports. The center offers statewide trainings on the components in order to establish consistent foundations upon which schools should build their systems.

Source: http://www.wisconsinrticenter.org/

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OVERVIEW&GROUNDINGINTHEWORK

RtI = Response to Intervention

PBIS = Positive Behavior Intervention Supports

CRP = Culturally Responsive Practices

MLSS/MTSS = Multi-level (tiered) System of Support

AcronymsintheField

http://www.wisconsinrticenter.org/assets/files/rti‐guiding‐doc.pdf

PutWisconsin’sVisionofCollegeandCareerReadinessINTOACTIONbyImplementinganEquitableMulti‐LevelSystemofSupports

KNOWLEDGE: Students receive equitable access to the academic content

KNOWLEDGE: Students receive equitable access to the academic content

SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills

SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

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Wisconsin’sVisionfor

Equitable,Multi‐levelSystemsofSupports

EQUITY is at the center of the framework and is embedded into all other key features.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools.

Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti‐emlss‐framework.pdf

VisionAll Wisconsin students will learn and be successful in life.

MissionThe Center’s mission is to build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi‐level system of support to ensure success for all students.

RTICenterValues

• Today’s decisions must be made in the context of both today and tomorrow

• “How will this decision affect the future of Wisconsin schools, students, and our organization?”

• The best decision provides the best end result for our schools and students

• Positive change means the whole educational community must work together, focusing resources on improving student success

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Equitable, Multi-level System of Supports

+ CRP RtI (reading/math)

+ PBIS(behavior)

Systematicallyprovidingequitableservices,practices,andresourcestoALLstudentsbasedupontheirresponsivenesstoeffectiveinstructionandintervention.

PuttingitAllTogetherinWisconsin

OwnershipofVisionDo our behaviors and practices align with our talk regarding high student achievement? Why or why not? Where are the gaps?

Who We SayWe are…

“I am a culturally responsive teacher”

“I am not a racist”

“I am a change agent”

“I am an equity champion”

“I believe in social justice”

“I believe all children can be successful”

Who We Are

“Can we get more napkins?”

“There are no qualified teachers of color.”

Who We Are

“Can we get more napkins?”

“There are no qualified teachers of color.”

Equitable,Multi‐levelSystemofSupports

KeyFeaturesofan

All of these key features inform and impact each other.

Use of EVIDENCE‐BASED PRACTICES to ensure that school and district efforts positively impact learner

outcomes

STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation

SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports;

…starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base;

A CONTINUUM OF SUPPORTS for learners……among staff, learners, families, and communities

COLLABORATION to make the complex work

of system change possible….

We believe in the STRATEGIC USE OF

DATA for CONTINUOUS IMPROVEMENT

Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and

emotional teaching and are supports are delivered.

EQUITY is at the center of the framework and is embedded into all other key features.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools.

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Wisconsin’sModeltoInformCulturallyResponsivePractices

Developed by Wisconsin RtI CenterSources: “Indicators to evaluate pre‐service teachers’ cultural competence research” by Xin Liang and Gang ZhangThe Will to Lead, the Skill to Teach by Anthony Muhammad and Sharroky HollieState of Washington Department of Public Instruction Website

Handout 1.1Handout 1.1

WhatdoestheModeltoInformdo?

The Model to Inform Culturally Responsive Practices describes the beliefs, knowledge, and practices Wisconsin educators, schools, and districts need to reach and teach diverse students within their culturally‐responsive, equitable, multi‐level systems of supports.

It’s not a checklist or a toolkit; rather, cultural responsiveness is a way of being and knowing. It’s how we show up to do the work of schools.

Will,Fill,andSkill“Will” is the power of making a reasoned choice or having control of one’s own actions.

• Characterized by determination, a certain attitude or a particular desire or choice.

• Best developed collectively as opposed to individually.

• Students are part of a school system – not a one‐room schoolhouse.

(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.

• Understand their backgrounds & interests so the teaching we do has relevance to who they are.

• Understand how we can affirm their backgrounds & interests, and then bridge their learning to insure their success in the dominant culture. Lynn Winn

(Andreal Davis)

“Skill” requires specific action to bring vision into reality.

• 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!Desire and Passion! Believe and Do!Believe and Do! Train and Implement! Train and Implement!

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TheWILL

WhyareWEhere?

Dignity in Schools campaign noted students of color, students with disabilities, students in foster care, and LGBTQ students are more likely to be suspended and expelled than their peers

Wisconsin has the country’s

worst inequities between children of color and their white peers

and

Unacceptable national and state data trends inBehavior and Academics

Whyareyou here?Grounding your work in…

Culturally responsive practices is a journey, not a destination.

Thinking about your family traditions, who your friends are, experiences you’ve had/learned from, we want to know where you are on this journey…

Tell us where you are on the journey and why you’re here:

BEGINNING, MIDDLE, OR FURTHER ALONG? BELIEVING, THINKING, FEELING, ACTING PHASE?

2018‐19

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TheFILL

Body language Religious beliefs

Individualist vs. collectivistAttitudes toward time, mothering, etc.

Moral beliefs,How to express disagreement

Gender rolesIndirect/direct language

What is culture?The system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to interact with their world and with one another.

Zion and Koslewski (2005). Understanding Culture, p. 3

Behavior

Communication

Learning

What is culture?

Body language Religious beliefs

Individualist vs. collectivistAttitudes toward time, mothering, etc.

Moral beliefs,How to express disagreement

Gender rolesIndirect/direct language

Whydoesculturematter?

“As educators, we are committed to ensuring that all

children can learn and achieve to the best of their ability.

Misunderstandings about the role of culture in behavior,

communication, and learning often lead to assumptions

about the abilities of children to be successful in school.

An awareness and understanding of the role of culture in

the classroom, and the different values and behaviors that

may accompany culture can remove unintentional barriers

to a child’s success.”Source: Zion and Koslewski (2005). Understanding Culture, p. 4

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SevenExperiences

School VisitsSchool VisitsSchool VisitsBook StudiesBook StudiesBook Studies

Coaching & ModelingCoaching

& ModelingCoaching

& Modeling

Guest SpeakersGuest SpeakersGuest Speakers

Community Site Visit



Conferences & WorkshopsConferences & WorkshopsConferences & Workshops

ArticlesArticlesArticles

Handout 1.2Handout 1.2Link to Seven Experiences

TheSKILL

Technical&AdaptiveChange

Technical ChangeSupports actual practices or instruction, involves learning and implementing new strategies or tools.

Adaptive Change Requires changes in values, beliefs, roles, relationships, & approaches to work.

• Essential components • Steps in the process• Intervention tools

• How can we help our school reach more students?

• How can we be more responsive to the students we serve?

Source: Helfetz and Lusky, 2002

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• Defining the why

• Interaction protocols

The Will to do the WorkSectionObjectives

Federal/StateLevelState Superintendent Dr. Tony Evers

PROMOTING EXCELLENCE FOR ALL

After reviewing your mission, vision and data, how does that connect to Dr. Evers’ comments?

Rewrite your mission/vision reflecting your current data.

Create a visual representation of your alignments or disconnects.

TeamDiscussion

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CoalitionoftheWilling

“Knowing is not enough; we must apply.

Willing is not enough; we must do.”

‐Johann Wolfgang von Goethe, writer and statesman

Grounding your work in self‐reflection…Thinking about your family traditions, who your friends are, experiences you’ve had/learned

from, we want to know where you are on this journey…

Beginning Middle Further AlongBeginning Middle Further Along

BelievingBelieving

ThinkingThinking

FeelingFeeling

ActingActing

…so tell us where you are on the journey and why you’re here

…so tell us where you are on the journey and why you’re here

Being culturally responsive is a journey, not a destination…

Being culturally responsive is a journey, not a destination…

FOURAGREEMENTS

How to talk about things we have been conditioned to not talk about

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UsingtheFourAgreementsinaProblemSolvingProcess

(Adapted from National Equity Project & Pacific Education Group)

1) Notice moments of discomfort and stay curious

2) Listen fully, with your ears, eyes, and heart

3) Be open to the experience and each other ‐ expect and accept non closure

4) Speak your truth without blame or judgment Handout 1.3Handout 1.3

FourAgreementsCanwecommitto…

• Notice moments of discomfort and stay curious

• Listen fully, with your ears, eyes, and heart

• Be open to the experience and each other ‐expect and accept non closure

• Speak your truth without blame or judgment

Reminders•Stay engaged – monitor your distractions

•Speak your truth – this is a safe space to have the

difficult conversations; all voices and perspectives

are welcome and honored

•Experience Discomfort – this is challenging work

•Expect and accept non‐closure – we may not get

to everything on our agenda today; we will

continue our conversation at the follow‐up sessions

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Application&TeamTimePlanning

• Short term: How will you use the 4 agreements as a team throughout this training?

• How will you use these 4 agreements back in your building as a team?

• Long term: How will you teach the four agreements to staff and ensure their use?

BecomingSelf‐AwareSectionObjectives

Build awareness of:

• Own identity development

• School identity

• How identity affects others

BecomingSelfAwareAs an individual

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“Awareness of the dimensions of one’s own culture is a prerequisite to understanding the culture of others.”

McAllister & Irvine, 2000

“We see the world not as it is but as we are.”Rabbi Shemuel ben Nachmani, as quoted in the Talmudic tractate Berakhot (55b.)

PractitionerIdentity

PractitionerIdentity

Practitioners must examine and understand:

• How and why they perceive the world the way they do

• Their own comfort level with issues of race, ethnicity, and educational and social disparities

• The background from which they develop and apply their expectations, procedures, routines, and practices

• The purpose of their expectations, procedures, and practices

WhatdoyouBringtotheClassroom?

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RacialAutobiography

• A graphic organizer to show your racial history

• Identifies how you view yourself now

• Identifies key events in your life related to race that makes you that way today

Handout 1.4

RacialAutobiography

MichelleBelnavisRacialAutobiography

GRADUATE

AUTHOR

MY SONS

THROUGH THE YEARS…

MOM & DAD

MY SISTAHS

DEBUTANTE

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Andreal Davis’RacialAutobiography

Complete the center parts of your autobiography:

‐ 4 adjectives that identify you as you are today

‐ 10 key events in your life related to race; how your race and culture impacted you, when you first became aware of racial and cultural differences, etc.

WORKTIME

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KnowThyself

The first step is to understand yourself.

Using a quick write, identify your:

• Passions?

• Influences?

• Role models?

• Strengths?

• Biases?

From Onalaska SD

KnowThyself

Now think about these deeper and more complicated cultural aspects:

• Politics• Religion• Language• Ethnicity and national heritage• Socio‐economic issues

From Onalaska SD

Elements of Culture

My Values Growing Up My Values Now How Schools

Operate

How my Students & Families Might Be Different

How This Difference Creates Conflict

Language

Space/Proximity

Attitudes Towards Time

Gender Roles

Family Roles

25 Minutes25 Minutes

ElementsofCulture/Values


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TheRoleofSubjectivity

It is imperative that staff examine their beliefs about what is “normal,” “appropriate,” or

“acceptable.”

These notions are culturally defined and can vary greatly from person to person, thus providing the basis for disproportionality.

Research indicates that subjective behaviors more

often result in disproportionate discipline for

students of color (e.g., defiance, disrespect).

Source: McIntosh, Girvan, Horner, & Smolkowski, 2014; Skiba et al., 2011

HowThisPlaysOutinSchools

BecomingSelfAwareAs a system

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Weseetheworldnotasitis…

In 2014, of Wisconsin's 66,702 teachers:

• 95% white

• 76% female

• 72% white female

Now think about the culture and values of your school and how it operates…

…butasweare.

TrueColorsActivity

• Complete the Personal Style Assessment by RANKING each GROUP of words in each ROW

• Add up your scores to determine which is your highest “color”

• Make sure you score the columns and not the rows


1. Rank sets of words

by row

1. Rank sets of words

by row

2. THEN, score all columns

2. THEN, score all columns


Source: Kahil, C. & Lowry, D. (2005). Follow Your True Colors to the Work You Love. True Colors, Inc. Publishing. Santa Ana, CA.

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• Join your color group

• On chart paper, create two posters

TrueColorsActivity

One that explains why your “color” is the best

One that identifies how those “other”

colors make you crazy…

StudentsandSchools

• In our traditional systems, which color do you think would be the most successful?

• Which color(s) would be more disconnected from our traditional systems?

• Identify a student or a colleague in which you have had a “color” disconnect. Use the student’s color characteristics to identify possible action steps toward bridging this disconnect.

ElementsofCulture/ValuesElements of Culture

My Values Growing Up My Values Now How Our Schools

Operate

How My Students& Families Might Be Different

How This Difference Creates Conflict

Language

Space/Proximity

Attitudes Towards Time

Gender Roles

Family Roles

25 Minutes25 Minutes


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CultureInteractions

FamilyCulture

Community Culture

Student Culture

Practitioner Culture

SchoolCulture

TeamPlanning

• Identity development work must be systemic

• This work will not occur or sustain unless staff are provided support regarding when and how it can best happen

• Short term: How do our individual and collective identities impact our work in this training?

• Long term: How will you help your staff examine their individual identity and collective culture?

ExaminetheSystem’sImpactonFamiliesandStudents

Use data to identify a precision statement and hypotheses to drive the work of the group

SectionObjectives:

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ExamplesHow Wisconsin schools have

developed self‐awareness

Appleton’s(Ongoing)JourneyTowardCulturalCompetency

Nick IvoryAfrican American Cultural Support Liaison

Ben VogelCo‐chair of Achievement, Community, Equity Committee (ACE)

Demographics• Appleton Population: Approximately 75,000

• District Size/Number of Schools: – 38 schools at

– 27 school sites

• Enrollment: 16,212 students

• Race/Ethnicity counts: – 73% white

– 11% Asian

– 8% Hispanic

– 6% African American

– 2% Native American

• Free/reduced lunch: 40%

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OngoingJourneyTowardCulturallyResponsivePractices

• Minority Achievement Task Force – 2004

• Achievement, Community, Equity (ACE) Committee – 2012

• District Continuous School Improvement Process (CSIP) Support Team – 2014‐15

FocusAreas…Fostering multiple partnerships

• Business/Community/Parent/Professional Partnerships

• Examples include FVTC, African Heritage Inc., Great Lakes Equity Center

Redefining our work…and how we work together• Academic, Behavior and Culture/Equity Committees working together

in unison

Providing meaningful and regular community/school events to highlight partnerships and student excellence across our district

Creating a district‐wide culture of care and trust

• How do we meet each student’s unique needs?

• How do we form trusting relationships with our parents?

• How do we show our commitment to equity and cultural responsiveness on a daily basis?

FosteringRelationshipsandPartnerships

Partnerships have been used to create important relationships with people who are committed to increasing cultural competency in our Appleton Area School District staff members.

Some examples include:

– Fox Valley Technical College – Cultural Support Specialists (Hmong, African American, Hispanic, and Native American (Goodwill).

– African Heritage Inc. – Worked to put on the first annual African American Emerging Student Leader Institute this past year. More than 200 students from across the area took part.

– Great Lakes Equity Center – Partnership for the past three years in which GLEC has provided resources, training, and personnel to assist AASD in our equity plan and ongoing equity work.

– Wisconsin RtI Center/PBIS Network – Culturally Responsive Classroom Practices Training – Two teams of eight took part in this training during the 2014‐15 school year.

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RedefiningourWork……andHowWeWorkTogether

Our District Continuous School Improvement Process (CSIP) Support Team was recently created to maximize the strength of our key teams that support district academics, behavior, and culture/equity.

– PBIS, RtI, and ACE had been working in a vacuum and in many ways duplicating work.

– Bringing together key members from each group has allowed all AASD staff members to better understand how these areas are interrelated.

– School teams feel supported by the District CSIP Support Team but also feel empowered to take ownership over how they will implement culturally competencies into their building and school‐based CSIP plan.

ExaminetheSystem’sImpactonFamiliesandStudents

Use data to identify a precision statement and hypotheses to drive the work of the group

SectionObjectives:

SystemChangeisaboutEquity,NOTEquality

Equity means every learner has access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income.

Source: CCSSO, 2017.

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EquityataSystemLevel

SYSTEM EQUITYINDIVIDUAL EQUITYEQUALITY

LookatYourData

NO TALKING IN CODE.

We need to be

Open

Honest,

&

Clear

about what our data tells us.

Whatisthenatureoftheconversationinyourschoolabout

disproportionality?

UnderservingUnderserving

UnderperformingUnderperforming

Inspect and reflectInspect and reflect

Describe and deflectDescribe and deflect

Source: Anthony Muhammad

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2. Problem Analysis

2. Problem Analysis

3. Plan Implementation

3. Plan Implementation

4. Plan Evaluation4. Plan

Evaluation

1. Problem Identification1. 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; www.pbis.org)

PBISDisproportionalityDataGuide

• Equity in PBIS websitefrom OSEP PBIS Technical Assistance Center

• Data Guidebook

• WI Risk Ratio Tool

ConnectingCulturallyResponsivePracticesToYourPeriodicData

WISCONSIN’S REALITY

Suspension (OSS data from Dignity in Schools):

– Black students are 7 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

ADDRESSING THE DATAHillcrest in Shawano, Wisconsin

2012‐13 | SWIS Data23 Native students received 64 ODRs resulting in 27.9% of the total ODRs for the school.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

2013‐14 | SWIS Data Reduced ODRs for Native American students by 45.3%

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Step1:ProblemIdentification

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.


One way to look at data…

Step1:ProblemIdentificationRisk 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

.82

.65= 1.27

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Step1:ProblemIdentificationComposition

– Comparison of the proportion of students within a racial/ethnic group to the proportion of ODRs from the same group

– Allows for evaluation of whether the number of ODRs from one group is proportionate to the group’s size


Regardless of the specific data, the following general steps are used:

1. Identify data that indicates a problem2. Compare to targets

• Previous years from same school• Local or national norms

• 2011‐2012 U.S. public schools using SWIS with at least 10 African American and 10 white students

• Median risk ratio (African American to white) = 1.84; 25th percentile = 1.38

• Logical criteria• U.S. Equal Employment Opportunity Commission (EEOC)

• Disparate impact criterion

• Goal risk ratio range between .80 and 1.25

3. Examine target outcomes for all groups

MoreExamples

• % of students of color enrolled in AP courses

• Achievement gaps in state testing/screening

• Attendance gaps by neighborhood

• # of girls enrolled in computer programming and/or STEM courses

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Short term:

• Analyze your data as a team.

• Develop a problem statement.

• Does your data reflect national and state patterns?

Long term:

• How will you educate all staff as to what the needs are as evidenced by your data?

TeamTimePlanning

RiskRatioWork

• Going back to your mission, use the data outcomes that you just identified to write a mission as evidenced by your data.

Whoareyoureallyserving?

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EveryKidNeedsAChampionRita Pierson

• How do we Validate, Affirm, Build, and Bridge?

• Relationships, Engagement, and Learning

https://bit.ly/1HSCFVe Handout 1.7

Stay connected, join the conversation

@WisconsinRtICenter

@WisRtICenter

Tips to Your Inbox: http://bit.ly/WisRtICenter

@Wisconsin RtI Center/PBIS Network

Live webinars and networking events

Tomorrow’sAgenda

• Practitioner Identity

• Implicit Bias

• Student Identity

• School/Community Identity

• Validate, Affirm, Build, and Bridge (VABB)

rti center - bcrsday1powerpoint 2018-19 · 2019. 2. 1. · the wisconsin rti center (cfda #84.027)...

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