Culture & Climate Toolkit 2021–22 Office of School Administration
Contents Culture and Climate Toolkit Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Universal Supports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 What is Restorative Practices?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Shifting Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Trauma-Sensitive Strategies to Build Relationships and Communities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Responding to Individual Problem Behaviors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Responding to Individual Problem Behaviors – Flowchart (Example). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Classroom-Based Responsive Strategies for Individual Problem Behaviors. . . . . . . . . . . . . . . . . . . . . . . . 7 Positive Behavioral Interventions and Supports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Supporting Positive Behavior Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Additional Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Classroom Management Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Addressing Disproportionality: Creating an Anti-Racist Classroom Community. . . . . . . . . . . . . . . . . . . . 13 Activities to Promote Positive Culture and Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Culture and Climate Toolkit Overview The MPS Culture and Climate Toolkit is designed to provide MPS staff with researched-based strategies that can be used as alternatives to discipline referrals and suspensions. Specific attention should be paid to applying these strategies within your school culture and emphasizing The Essential 8: arrival, breakfast, morning meetings/circle/grade-level meetings, transitions, lunch, dismissal, celebrate learning, and school-wide discipline plan.
Purpose of this Guide ] Highlight strategies from the Incident Intervention Toolbox and other resources. ] Support integration and extension of Positive Behavioral Intervention and Supports (PBIS) program implementation. ] Build the capacity of staff members to use restorative practices in their classrooms. ] Provide support at the school level for classroom management best practices. ] Interrupt role of bias in discipline and address discipline disproportionality.
Goals of Improving Culture and Climate ] Increase the number of schools using restorative practices. ] Decrease disproportionality of exclusionary practices being used with students of color, especially Black/African-American students. ] Decrease the number of Central Services discipline referrals and suspensions. ] Provide a safe, nurturing environment for students and staff to learn and work.
Universal Supports Many strategies are available that teachers and staff can use to build a positive classroom culture and climate. Teachers and staff are encouraged to implement and try new strategies as needed to achieve desired outcomes.
Build Meaningful Relationships and Community ] Teacher builds relationships with all students. ] Teacher builds a community of learners. ] Teacher creates a classroom environment that is warm and inviting.
Co-create Expectations, Procedures, and Agreements ] Classroom expectations and rules are created with student input. ] Procedures are in place for all transitions and activities during the school day. ] Teacher uses a verbal and/or physical signal to get students’ attention.
Collectively Teach and Practice Expectations, Procedures, and Agreements ] Implement posted expectations, rules, and procedures (classroom matrix). ] Practice all procedures with students (I Do, We Do, You Do model). ] Use redirection strategies consistently to remind students of expectations, rules, and procedures. ] Utilize Cool Tools/Behavior Lessons.
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Develop Systems for Holding Self and Others Accountable ] Use classroom management strategies and interventions (Incident Intervention Toolbox). ] Document behaviors and teacher response in Infinite Campus › PLP › Classroom Behavior. ] Use start requests: “Please start working on your math activity on page 33.” ] Have one-on-one conversations with students about specific behaviors.
Acknowledge All Students and Recognize Their Worth ] Positively acknowledge all positive behaviors. ] Ensure that every student receives more positive interactions with adults than negative interactions. ] Actively supervise students at all times, moving throughout the classroom and giving equal attention to all students while keeping an eye on the entire class. ] Provide a classroom-based reward system that is linked to behavior.
Reinforce Every student feels like a welcomed member of the classroom community each day and has positive experiences throughout the day with everyone.
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What is Restorative Practices? In MPS, restorative practices is a framework that emphasizes the value of relationships. It is founded on the belief that a high level of accountability and a high level of support combine to promote a safe and equitable environment. The restorative framework includes a continuum of practices for building community and repairing relationships when harm has occurred. More information and The Restorative Practices Educator Guide can be found on the MPS Restorative Practices Toolbox: https://sites.google.com/milwaukee.k12.wi.us/mps-restorativepractices/ home.
Principles of a Restorative School Community The use of restorative practices is one way to build and maintain the relationships that are integral to a healthy learning environment, but this adoption is not a quick fix. Long-term change in both adult and student behavior requires dedication to this mindset shift and a willingness to try these practices, selfreflect, and adapt as necessary. ] Building relationships is central to healthy communities. ] Relationships are strengthened by focusing on harm done rather than on rules alone. ] The focus is on an individual’s needs rather than their behavior. ] All voices are valued and everyone is heard, ensuring equity of voice. ] Collaborative problem solving is promoted. ] There is an emphasis on doing things “with” others instead of “to” or “for” them.
Benefits of Restorative Practices in Schools ] A safe and supportive learning environment ] A more effective teaching and learning environment ] A reduction in interpersonal conflicts among the members ] Greater awareness of the importance of connectedness among young people ] Recognition of the need to belong and feel valued by peers and significant adults ] Greater emphasis on responses to inappropriate behavior that seek to reconnect school community ] Reductions in suspensions and expulsions due to shifts in mindsets by all school community members, not reductions in accountability
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Shifting Expectations Restorative practices should not be thought of as a program or a curriculum but as a shift in mindset and a shift in the way we react to situations and communicate with others. The examples that follow illustrate this shift in mindset.
A Systemic Change in School Culture Traditional Approach to Schooling
Restorative Approach to Schooling
The role of authority is to…
…establish which rules are broken and who is to blame.
…facilitate relationships, build community, and promote community-shared agreements.
Students are expected to…
…comply with authority figures in pursuit of personal achievement.
…be empathetic, responsible members of a learning community with established shared agreements.
Relationships are…
…secondary to academic achievement and dependent upon a child’s desire to have a relationship.
…fundamental to all meaningful learning.
In response to harm, the focus is on…
…placing blame and assigning punishment in response to rule violations.
…repairing the harm for the sake of those who caused the harm (accepting responsibility), those harmed (voice the impact of the harm), and the school community (building a safe a nd supportive school).
…a barrier to learning and an interruption to teaching, and should be resolved immediately or avoided.
…an opportunity to learn about ourselves and others, grow from our mistakes, and strengthen existing relationships.
…immediate.
…a process that takes patience and time.
Conflict is… Change is expected to be…
Adapted by Milwaukee Public Schools with permission from Fresno Unified School District, https://www.fresnounified.org/dept/dpi/rp
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Trauma-Sensitive Strategies to Build Relationships and Communities The work of building a positive climate and culture for all students begins with relationships. All staff members must regularly engage in trauma-sensitive strategies with all students to continue to grow a school and classroom community in which all relationships are valued.
Relationship Strategies
] Greet students at the door ] Use student names ] Call on students equitably ] Give students assignments that allow them to share their experiences or interests ] Engage students in cooperative activities ] Encourage student-centered discussions ] Display student work
SelfRegulation Strategies
] Offer music or movement breaks, calming spaces and corners, purposeful pacing ] Warn of transitions ] Obtain student permission before placing a hand on their shoulder, for example ] Get attention and then provide direction ] Have students repeat directions to check for understanding ] Provide flexible seating options or a variety of seating options
Restorative Circles
] Hold a class circle to reteach or develop a consensus on an expectation or problem behavior ] Discuss the importance of the behavior and how the class can improve
Social Emotional Learning Practices
] Choose educator language to reflect responsibility and choice, warmth and support ] Promote student-centered discipline and classroom discussion ] Establish academic press and expectations ] Cultivate opportunities for cooperative learning ] Provide time for self-reflection and self-assessment ] Strive for balanced instruction ] Build social and emotional competence
Adapted from “Responding to Individual Problem Behavior,” James Madison Academic Campus (MPS), 2018.
Responding to Individual Problem Behaviors Schools have a flowchart indicating how staff members should respond to problem behaviors (called a T-chart within the PBIS framework). This chart illustrates the student behaviors that should be handled in the classroom by a staff member (with the creation of a PLP Classroom Behavior note in Infinite Campus) and those behaviors that should be referred to the office for action by an administrator (for which a Behavior Referral is completed in Infinite Campus). See flowchart on the following page.
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Responding to Individual Problem Behaviors – Flowchart (Example) Classroom-Managed Behavior What Teachers Will Do
Office-Managed Behavior What School Leaders Will Do
Step 1: Redirection Statement
Behavior referral in Infinite Campus is required.
Reminder Statement: “Remember, the expectation is that we keep our hoods down in class. Please take yours down.” Teacher walks away and gives student time to comply.
Administration uses Incident Intervention Toolbox to determine office-level response and implements response
Affective Statement: I + feeling word + impact + expectation. “I feel disrespected when you talk over me. It’s my job to make sure the class knows this information. Please stop talking.”
Reviews PLP to identify classroom strategies implemented by teachers. Uses restorative strategies, as needed, to resolve issue with student.
Positive Affective Statement to Others: “I feel proud when students try hard to focus and take notes while I’m talking.”
Refers to Administrator Guide to Discipline for discipline levels and possible next steps.
Classroom behaviors are documented in Infinite Campus in PLP under Classroom Behavior tab.
Going forward after discipline, the administrator should monitor the following:
Step 2: Teacher Response Strategy
• Teacher use of classroom management strategies • Universal supports for all students • Disproportionality data • BIT/PBIS team meetings • Use of restorative practices
Planned ignoring, redirection, secret signal, 1:1 conference, meet and greet, proximity control, move seat, acknowledgment, praise
Step 3: Responsive Conversation Affective Question: Ask student about their feelings and the feelings of others. “I noticed you weren’t paying attention in class. How are you feeling today?” Small Impromptu Conference: “What happened? Who was affected? What can you do to make things right?”
Step 4: Classroom-Level Consequence Implement classroom consequence such as seat change, loss of a privilege, call home, etc.
Step 5: Submit Behavior Referral If behavior continues over time, submit a behavior referral and include documentation of strategies.
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Classroom-Based Responsive Strategies for Individual Problem Behaviors The following strategies can be used for responding to individual classroom behaviors. Remember to remain consistent, try strategies several times, and try multiple strategies. Behavior and strategies should be documented in PLP Classroom Behavior. Additional strategies can be found online at http://tinyurl.com/plpteacherresponse. Planned Ignoring
Staff member does not pay attention or acknowledge minor irritants.
Redirection
Provide the student with a quick reminder of the expectations of what they should be doing (in two sentences or less). Provide redirection—state what they are supposed to be doing—and move on with the lesson.
Secret Signal
Develop nonverbal communication with a specific student to remind the student to correct their behavior. Pre-arrange a signal that will be private from other students in the classroom (for example, tug your ear to remind the student to stop talking).
One-on-One Conference
Speak with the student privately while the rest of class is engaged in an educational activity. Address the behavior and focus on positive changes.
Meet and Greet
Meet all students at the door when class begins and welcome them with a smile. Attempt to check in with a few students who need additional engagement to feel welcome in class.
Proximity Control
Stand or sit near the student.
Move Seat
Place the student in a location in the classroom that is away from the negative stimulus.
Acknowledgment
Use the school-wide acknowledgment system.
Praise Three
Verbally acknowledge three students who are meeting expectations and exhibiting the behaviors you want to see; wait to see the behaviors in other students.
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Positive Behavioral Interventions and Supports PBIS is a research-based framework that provides preventative strategies for staff members to support positive climate and culture for all students. A multi-tiered system of support (MTSS) offers a flexible, three-tiered framework to assist educators in organizing behavioral interventions to support the success of all students. When implemented at fidelity, the framework will: ] Emphasize student outcomes; ] Provide practices to support positive behavior; ] Use data-driven decision making; and ] Create systems of support throughout the school.
Students Positive Behavioral Interventions and Supports (PBIS) assists students by creating systems and supports to ensure that every student’s behavior, social, and emotional needs are being met. Students are provided opportunities to make connections with staff members, are explicitly taught expectations and procedures, are provided options to redirect and adjust their behavior, and receive positive and redirective feedback from staff members about their behavior.
Administrators PBIS aids administrators by creating systems and teams that organize efforts and supports through a data-based decisionmaking process. Work of PBIS aligns directly with the MPS School and District Improvement Plans and the district’s Five Priorities for Success. A PBIS framework allows administration to focus staff members on the work that will create the most effective supports and strategies for all students.
Staff PBIS supports staff members by creating systems to use data and observation of students to ensure that all students have their behavior, social, and emotional needs met. Staff members have opportunities to learn and practice specific behavior strategies and are supported by a school-based team structure. All staff members support students through the implementation of best practices within the five universal supports. ] ] ] ] ]
Build Meaningful Relationships and Community Co-create Expectations, Procedures, and Agreements Collectively Teach and Practice Expectations, Procedures, and Agreements Develop Systems for Holding Self and Others Accountable Acknowledge All Students and Recognize Their Worth
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Supporting Positive Behavior Strategies Creating a positive climate and culture for all students starts with relationships and requires preventative strategies with all students. Following are some evidence- and research-based preventative strategies that can be used to support all students. Strategy
Example
Greeting Students at the Door
Mr. Smith stands at his door at the start of class. Mark is entering class and Mr. Smith says, “Good morning, Mark, I am excited to see you today. We will be doing an interesting activity on planets that I think you are going to like.” Sally is entering class next and Mr. Smith says, “Good morning, Sally. I know you really like American Idol. What did you think of last night’s episode?”
Direct Request/ I Statements
Instead of saying, “Please take a seat until the bell rings,” the teacher can say, “I need you to remain in your seat until the bell rings.”
Closing Distance
While the teacher is at the board writing definitions and talking to the class, two students in the back of the room are making noises and tapping their pencils on the desks. The teacher stops writing on the board, continues to instruct the class, and proceeds to the back of the room near the students making the noises. Once closer to the students, the teacher whispers to them to ask them to stop making noises. The teacher then goes back to the front of the class.
Repeating Requests
Mr. James always repeats his requests of students to ensure that all students have heard his request. When intervention time is over, he asks all students to finish their activity, log out, and walk to the large group circle. Thirty seconds after giving his request, he repeats this request in the same tone for all students to hear again.
Allowing Time
In her classroom, Ms. Stucking always gives students one minute after she makes a behavior request before attempting any redirection strategy for those students struggling with the behavior expectation. When small group work is over, Ms. Stucking asks students to clean up their area, push in their chairs, and walk back to their desks. After making that request, she waits for one minute to directly address those students still in small groups who are not beginning to clean up.
More Start Requests than Stop Requests
During an assessment, Charles is walking around the back of the classroom and humming out loud. Instead of telling Charles to stop goofing around or humming, the teacher instead tells Charles what he should be doing and says, “Charles, please go back to your seat, turn voices off, and work on your quiz.”
Calm Requests
A student walks into the room with his hood up. After the teacher asks him to take his hood off, the student says something under his breath directed at the teacher. Instead of reacting, the teacher steps away from the situation and starts class. Once class is started, the teacher calmly approaches the student and has a conversation about why he asked the student to remove his hood and why the student’s response was inappropriate.
Descriptive Requests
In science class, Mrs. Dunder gave the directions for the lab assignment twice and has redirected Mary multiple times on her behaviors. Mary is at her lab station reading a magazine. Instead of approaching Mary and asking her what she should be doing, Mrs. Dunder approaches Mary and specifically tells her, “Mary, I need you to put away the magazine, take out your science book and turn to page 143, and re-create the project the students are working on. If you need help on the project, please raise your hand, and I will come around and help you.”
Positive Reinforcement
Kevin is known to be late to class nearly every day. The teacher reminds him every day to be on time, but every day he is spotted hanging out with his friends until after the bell rings. Today, Kevin was seen in the hallway right before the bell rang, and his teacher cheered him on to get to class on time. When he was in the room before the bell rang, the teacher gave him a high five and told Kevin how much he appreciated his efforts to get to class on time and how he looks forward to Kevin being on time tomorrow.
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Additional Resources For additional resources, research, and articles to support a positive climate and culture, please explore the MPS and external links that follow. Resource
Description
Behavior Interventions and Intervention Toolbox (mConnect)
Behavior intervention and Tier 1 supports to use in all settings throughout the school to promote positive climate
http://tinyurl.com/ mpsbehaviorinterventions
Violence Prevention Program
Web page of MPS Violence Prevention Program with resources and professional development opportunities
https://tinyurl.com/yywajvuu
Integrating Universal Supports
One-page document of Universal Supports to deliver with all students in all settings to create a positive school climate
Restorative Practices
Resources for Restorative Practices
Mindfulness Resources
MPS web page with activities, videos, articles, and mindfulness resources
http://tinyurl.com/mpsmindfulness
Relationship-Building Guide
Resources for building relationships and building community, both school-wide and in individual classrooms
http://tinyurl.com/ mpsrelationshipbuilding
Classroom Climate PD and Modules
Modules, videos, articles, and professional development supporting classroom climate and discipline
http://tinyurl.com/ mpsclassroomclimatepd
Why Race Matters
Videos, articles, activities, and professional development to ensure that talking about race is a regular part of school climate and discipline
https://tinyurl.com/mpswhyracematters
PBIS Process Guide
Handbook outlining all aspects of PBIS as a multitiered system of support in MPS
https://mconnect.milwaukee.k12.wi.us/ MPS-English/CAO/Documents/PBIS/ PBISProcessesGuide.pdf
PBIS World
Tier 1, Tier 2, and Tier 3 strategies to support specific student behaviors
MPS mConnect
Research and articles on school climate
PLP Classroom Behaviors
Explanation of PLP Classroom Behaviors and possible strategies
PLP Teacher Response
Explanation of PLP Classroom Behavior–Teacher Response and links to resources
National Clearinghouse on Supportive School Discipline National PBIS Technical Assistance Center Publications
Location
https://tinyurl.com/ mpsuniversalsupports https://sites.google.com/milwaukee. k12.wi.us/mps-restorativepractices/ home
https://www.pbisworld.com/ http://tinyurl.com/ mpsbehaviorinterventions Click the dropdown for Sources/Research http://tinyurl.com/ plpclassroombehavior http://tinyurl.com/plpteacherresponse
https://supportiveschooldiscipline.org/learn/reference-guides/ positive-behavioral-interventions-and-supports-pbis https://www.pbis.org/publications/all-publications
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Classroom Management Plan Reference: Integrating Universal Supports Handout http://tinyurl.com/universalsupports Build Meaningful Relationships and Community List relationship and community-building activities you will use with students.
Co-Create Expectations, Procedures, and Agreements Expectations, procedures, and agreements have been created with student input and are prominently posted. Expectations are stated in a positive manner explaining behaviors you want to see in the classroom. List brainstormed classroom expectations, procedures, and agreements below.
Collectively Teach and Practice Expectations, Procedures, and Agreements What is your plan to teach and re-teach classroom expectations, procedures, and agreements throughout the school year? How will you use redirection to ensure students understand the expectations, procedures, and agreements throughout the day?
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Develop Systems for Holding Self and Others Accountable Classroom-managed behaviors include:
Office-managed behaviors include:
Redirection strategies to use:
Acknowledge All Students and Recognize Their Worth What are some verbal acknowledgements you can use with students to continue to encourage positive behaviors?
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Addressing Disproportionality: Creating an Anti-Racist Classroom Community Continue to focus on the five universal supports using an anti-racist lens. q Ensure Community Building – Offer activities and foster relationships that validate and affirm the racial, linguistic, and cultural beliefs of students. – Ensure that students see themselves in classroom imaging, posters, and examples. Be thoughtful of the learning experience for diverse students. – Present opportunities for students and families to share their unique and diverse communities, values, and cultures. w Set Expectations and Procedures – Co-create classroom expectations and procedures with students and families. – Set classroom expectations and procedures; share with families. – Address inappropriate behaviors with students as a situation occurs. e Teach Expectations – Release control gradually (I do, we do, you do) or follow interactive models to teach expectations. – Use call-and-response attention signals (“Bring it back” – “way back”). – Use a personal matrix to allow students to make connections to expectations at home or in their community; take time to teach students the situational appropriateness of behaviors. r Use Redirection Strategies – Use Validate & Affirm, Build & Bridge (VABB) when redirecting student behaviors. – Make sure to de-emphasize personal approval and/or disapproval of a behavior; use a neutral tone; maintain student dignity throughout discipline. – Reinforce, remind, and redirect behaviors.
Ensure Community Building
Set Expectations and Procedures
Teach Expectations
Use Redirection Strategies
Acknowledge
t Acknowledge – Validate the racial, cultural, and linguistic backgrounds of students through verbal acknowledgment. Students need to receive 5:1 positive-to-corrective feedback daily. – Solicit feedback and input from students and families; acknowledge their ideas and suggestions; share that their contributions are valued. – Establish structure and opportunities for students to acknowledge peers and staff members.
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Discipline Disproportionality Best Practices q D efine and categorize behaviors – Staff and students specifically define what behaviors look like, sound like, and feel like. Staff operationalize expectations for classroom culture, environment, and instruction, ensuring political viewpoints that reinforce Whiteness and/or White supremacist ideology are not implemented under the guise of classroom culture, environment, and/or instruction. w T alk about race – Staff and students use protocols and agreements to create a space, time, and format to have brave conversations about race and bias. Follow guidelines from Glenn Singleton’s Courageous Conversations about Race for recommended protocols. Use these protocols along with restorative practices for incidents where staff created race-based harm. e E ngage student voice – Ensure that all students have a voice in school-wide and classroom decision making such as creation of expectations, bulletin boards, announcements, etc. r I nterrupt bias during vulnerable decision points – Staff members use specific strategies to interrupt their bias when handling discipline and other vulnerable decision points. t R e-entry after discipline – Ensure all students receive additional support and are welcomed back into the classroom community after any discipline occurs (not just after suspension). y U niversal Supports through an anti-racist lens – In Courageous Conversations about Race, Glenn Singleton defines antiracism as “The conscious and deliberate efforts to challenge the impact and perpetuation of institutional White racial power, presence, and privilege. To be anti-racist is to be active.” For more information on each best practice, refer to Six Best Practices to Address Disproportionality. Staff should not engage in conversations and instruction about racial and intersectional oppression if they have not done the necessary critical reflection1 to unpack their own biases. If an individual has not established their own understanding first, they may create harm and trigger or re-traumatize students. Individuals should use asset-based and dignity-based approaches (such as healing-centered engagement) while having the awareness to know that our young people are more than their trauma and that they have dreams and aspirations instructional staff will discover through relationship building. If trained in restorative practices, staff are encouraged to implement restorative practices to repair harm and restore relationships with students.
Addressing Bias in Discipline A variety of strategies to interrupt bias are available including expanding the background knowledge of other races and cultures. Engage in counter-stereotypic reasoning, take the perspective of someone else, participate in empathic listening, and practice mindfulness strategies. When a staff member witnesses or hears bias or microaggressions from colleagues, utilize a sentence stem to engage colleagues in further discussion on their beliefs and formation of the bias. Additional professional development, best practices, articles, activities, and supports can be found on the MPS Why Race Matters site.
1 Howard, T. C. (2010). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195–202. doi:10.1207/ s15430421tip4203_5
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Addressing Bias in Discipline
Understand we all have bias
Identify biases you have
Interrupt bias with specific strategies
“Bias” has many definitions. A working definition of bias applied to the work of discipline disproportionality might be “attitudes that affect our understanding, actions, and decisions in unconscious manners that are activated involuntarily and without awareness or intentional control.” The following videos are excellent resources on bias. ] NY Times – Peanut Butter Jelly & Racism ] Bias Starts in Kindergarten ] PBS Learning – Let’s Talk Bias A variety of strategies to interrupt bias include: building your own background knowledge of other races and cultures; engaging in counter-stereotypic reasoning; taking the perspective of someone else; empathic listening; and mindfulness. When you hear bias or microaggressions from colleagues, use a sentence stem to engage colleagues in further discussion around their beliefs and formation of their bias.
Culturally Responsive Problem Solving School teams are encouraged to use WI DPI Culturally Responsive Problem Solving for Teams developed in collaboration with Dr. Markeda Newell. Within this framework, school teams monitor the following attributions and engage in strategies to reframe their mindsets to strength-based interventions: ] Unfounded attribution: No evidence exists ] Untrue attribution: Is not true ] Unalterable attribution: Cannot be changed For more information, visit the resources listed here. ] ] ] ]
Culturally Responsive Problem-Solving Part 1: Dr. Markeda Newell presentation, MPS, 2019 Culturally Responsive Problem-Solving Part 2: Dr. Markeda Newell presentation, MPS, 2019 WI DPI Culturally Responsive Problem-Solving Guide WI DPI Culturally Responsive Problem-Solving Module
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Activities to Promote Positive Culture and Climate Simple activities can help students feel comfortable and included in the classroom, as well as build relationships. Staff are encouraged to try some of the activities that follow. ] H old a special dress day such as favorite team, favorite color, school color/spirit wear, inside out, or an idea suggested by students. ] Let each child be the Superstar for a day or a week. Give each child time to talk about themselves or bring in a favorite item. ] Ask students to write positive messages about each other or about their teacher. ] Try the Inside/Outside activity. Cut out simple paper doll shapes. Have students decorate one side to look like themselves. On the other side, have students write favorite things. Compare with the class. Students will see the similarities among themselves even though they look different. Consider trying this activity with another class of a different age. ] Give students time to unplug. Turn off the lights, play relaxing music, and let them put their heads down and let their minds wander for five minutes. Consider other mindfulness, yoga, or breathing techniques. ] Look for simple team-building activities such as the Human Knot. Groups of six or more students stand in a close circle; each student randomly joins hands with two other students across the circle. After they are all joined, students must figure out how to untangle themselves without releasing hands. ] Make a word search puzzle using the names of all the students in class. ] Offer a treat on a special day, such as hot chocolate on a cold day, a popcorn party, or coffee and pastries for staff. ] Recognize staff members through an employee-of-the-week bulletin board or other shout-out. ] Schedule an activity for Teacher Appreciation Week in May. ] Plan a small art project or poetry project to express gratitude to family, friends, staff, guests, or others. ] Ensure that PBIS materials are displayed in school. To update, contact Molly Quirk at quirkmm@milwaukee.k12.wi.us.
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Milwaukee Board of School Directors Board members may be contacted at the MPS Office of Board Governance, (414) 475-8284. Jacqueline M. Mann, Ph.D., Board Clerk/Chief
Bob Peterson, Ed.D. At-Large, President
Sequanna Taylor District 3, Vice President
Jilly Gokalgandhi District 5
Marva Herndon District 1
Marcela (Xela) Garcia District 6
Erika Siemsen District 2
Henry Leonard District 7
Aisha Carr District 4
Megan O’Halloran District 8
Dr. Keith P. Posley, Superintendent
5225 W. Vliet St. Milwaukee, WI 53208 (414) 475-8002 mpsmke.com
MPS Senior Team Calvin Fermin, Deputy Superintendent Marla Bronaugh, Chief Communications & School Performance Officer Katrice Cotton, Ed.D., Chief School Administration Officer Martha Kreitzman, Chief Financial Officer Adria D. Maddaleni, J.D., Chief Human Resources Officer Jennifer Mims-Howell, Chief Academic Officer Sue Saller, Manager III, Superintendent’s Initiatives
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