Marlene Gross Ackeret and Lori Cameron
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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 – 1:00
Lunch
1:00 – 3:00 Tier 2 SAIG
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Managing Multiple Response Surveys (video)
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Add Users to PBIS Assessments (video)
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Edit Users in PBIS Assessments (video)
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PBIS Assessment User’s Manual – updated
December 2014
School District of Cudahy
Minors
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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
ODR
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Document in
Skyward
Time:______
Time:______
Time:______
Time:______
Time:______
Time:______
Time:______
Time:______
Time:______
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).
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Discipline Offense
Location
Grade
Ethnicity
Gender
Generating Discipline Reports with
Skyward
Offense Date
12/12/2014
12/19/2014
12/09/2014
12/10/2014
12/11/2014
12/11/2014
12/03/2014
12/03/2014
12/03/2014
12/05/2014
12/01/2014
12/01/2014
12/18/2014
12/18/2014
12/04/2014
12/04/2014
12/04/2014
12/04/2014
12/04/2014
12/04/2014
12/08/2014
Student Key
CAMUSCAI000
BROOKAID001
REDMOJAL000
REDMOJAL000
LUKE RIL000
MALLUMIL000
RIVERJIN000
SCHABSEB000
DAVISCHR000
ALVIRGRA000
POLENKAC000
GIEBEGEO000
MALLUMIL000
TAIRIDES000
LUKE RIL000
MALLUMIL000
KNOWLKEA000
RIVERJIN000
SCHABSEB000
DAVISCHR000
RIVERJIN000
Student
Offense
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
Entity
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
Schl
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
140
Disc. Officer
Grd
01
KG
05
05
01
01
02
02
02
02
04
04
01
01
01
01
05
02
02
02
02
Gender
M
M
M
M
M
F
M
M
M
F
F
M
F
F
M
F
F
M
M
M
M
Race
Hispanic or Lat
White
Black or Afr Am
Black or Afr Am
White
White
Hispanic or Lat
White
Black or Afr Am
Hispanic or Lat
White
Hispanic or Lat
White
White
White
White
American Indian
Hispanic or Lat
White
Black or Afr Am
Hispanic or Lat
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Precision Statement Worksheet
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
Will:
+
Skill:
Belief in all students' abilities
Determination to make student learning
and success a school-wide priority
How staff use quality, responsive
methods and activities
= Healthy School
Cultures
Dr. Anthony Muhammad
“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)
Desire and Passion!
“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.
(LynnBelieve
Winn) and Do!
“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)
Train and
Implement!
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
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.
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
Marlene Gross Ackeret and Lori Cameron
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Announcements (brief)
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Demo of Consultancy Protocol
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.
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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)
Process:
5-10 minutes
question
5 minutes
consultants
5 minutes
consultants
15 minutes
5 minutes
dilemma
5 minutes
consultancy
Description of the dilemma ending
with presenter’s focus
Clarifying Questions from
Probing Questions from
Facilitated discussion among
consultants
Presenter’s reflections on the
discussion, reframing of the
Facilitated debrief of the
process
Refer to
Handout
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?
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?
• 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
Try using
verbs
Suggesti
on
Whose
Agenda?
Advice
Giving
Probing
“Right”
answer in
mind
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
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.
Focus Question: How can I help principals understand
the administrative role in the PBIS process?
Focus Question: How can I help principals understand
the administrative role in the PBIS process?
Clarifying
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Gives the Consultancy
Group information and
details
Who, what, where, when,
how?
Informational
Can be quickly and
succinctly answered
Probing
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Helps the Presenter clarify
and expand her/his thinking
about the dilemma
Not easily answered; slow
response
Open-ended; holds no
judgment
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No suggestion of action
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Paradigm shift; new
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?
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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.
1.
2.
3.
4.
5.
6.
Share a word/sentence about what you
observed/ experienced.
What do you know now that you didn’t
know before?
What makes the Consultancy Protocol a
useful tool?
What worked well in the process?
What might we do differently if we use this
protocol again?
Are there opportunities where you might
Thank you!!
Marlene Gross Ackeret and Lori Cameron

Introductions
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Announcements
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Best Practices for SAIG
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Networking
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In the area of Systems Teaming, CICO or
SAIG, what would you like to network on?
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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
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Network
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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.
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Discuss: How do you know?
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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
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MPS website
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?
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COL: Check for change of date
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Next session is on FBA/BIP
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Tier 1 Coaching Networking