culturally responsive pbis (8) (2)
TRANSCRIPT
Leticia Smith-EvansMilaney Leverson
Kent Smith
Culturally Relevant Practices and PBIS
Your PresentersLeticia Smith-Evans; NAACP Legal Defense Fund
[email protected] Leverson; Eau Claire Area School
Kent Smith; WI PBIS Network, Eau Claire Area School [email protected]
Important DefinitionsODR – Office
Discipline ReferralOSS – Out of
School Suspension
SES – Socio-economic Status
CRT – Culturally Relevant Teaching
Cultural Capital – Ways of behaving, talking, interacting valued by dominant society.
Culture – similar language, beliefs, norms, values, behaviors and material objects held by a unique group of people.
What is Culturally Responsive Practice?
Congruent behaviors, attitudes and policies that come together; In a system, agency or among professionals.To work effectively in cross-cultural situations.
The capacity to function effectively in cultural contexts that differ from your own.
Awareness of your culture and the influence it has on those around you.
When did segregation end?(Skiba, et al, 2011)
Brown v. Board of Education“with all deliberate speed…”
Alexander v. Holmes County Board of Education“There is no reason why such a wholesale deprivation
of constitutional rights should be tolerated another minute.”
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Why do we talk about this?National and State Data showing need
for CR Practices
% Enrollment 08-09 Suspension %
08-09 Attendance Rate
08-09 HS Comple-tion Rate
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
120.0%
District 1 (~15000)
Black
Hispanic
White
Culturally Relevant Teaching and PBIS
School discipline rates are at their all time highs:
Students are being removed from school at nearly double the rate of the early 1970s.
2006 projections from US Dept. of Education: 3.3 MILLION students suspended at least once each year. 109,000 students EXPELLED each year.
http://ocrdata.ed.gov
More reasons2006 Projections from US Dep’t of Ed.:
African-American students nearly 3 times as likely to be suspended and 3.5 times as likely to be expelled as white peers.
Latino students 1.5 times as likely to be suspended and twice as likely to be expelled as white peers.
http://ocrdata.ed.gov
Common Justifications
This is a result of negative
peer culture.
It is about poor parenting who
don't value education.
It's about a lack of
resources and classroom size.
Itn's not race; it's poverty.
There are a few difficult
students who drive the data.
These are students from
poor communities.
Frequent OffensesWhite students:SmokingVandalismLeaving without
permissionObscene languageObjective
Offenses
African-American students:
DisrespectExcessive noiseThreatLoiteringSubjective Offenses
Conclusions and Implications (as posed by Skiba, et al, 2011)
Disproportionality begins at referral.
Administrative consequences appear to be distributed rationally in general.
But when disaggregated, see significant disproportionality.
African American and Latino students are more likely to receive harsher punishment for same ODR than white students.
WHAT DO WE DO ABOUT IT?
Understand the context Stereotyping & unconscious bias.
Cultural disconnect.
Misperceived actions on the part of both students and educators.
Lack of proper professional development in culturally responsive teaching, de-escalation, etc.
WE STILL CAN’T TALK ABOUT RACE!
However… Things we were taught in the past such as:
Not talking about race. Not SEEING color (“my classroom is colorblind”). Not talking about differences. Not being aware of what the practitioner’s background brings
to the class. Not attending to the presence and role of whiteness.
…ALL contribute to the problem
PBIS addresses School Wide Behaviors, but does not impact the classroom level systems without direct instruction.
Development of Universal supports for behavior lay foundation for Academic supports that take place in the same setting.
Culturally Relevant Instruction is not only best practice but essential to the success of ALL students.
Is one part of reducing disproportionate representation in discipline data.
A THREE TIERED APPROACH
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UNIVERSAL LEVELEmbedding Culturally Relevant
Teaching practices in Classroom and School-wide expectations and instruction.
Frequent Review of Data.Examine practice and challenge the
status quo.
At the Universal Level: Pre-Teach Critical Concepts
Every person has a cultural and racial Identity
Staff MUST respond actively and positively to changing social, economic and cultural patterns
Behavioral standards are tied to the dominant culture
Behavioral interventions that are culturally responsive are more effective
It is ESSENTIAL to teach the "cultural captial" to succeed
And…Teachers intend the best for their students.Cultural mismatches MUST be examined
before selecting a behavior intervention as they can lead to inappropriate behavior.
Behavior occurs in a context;the relationship between the student, teacher,
peers, classroom, instruction and material.It is easy to misinterpret or misread behavior.Parent and family involvement is CRUCIAL for
success.
Cultural mismatches MUST be examined before selecting a behavioral intervention as they can lead to inappropriate behavior
Parent and family involvement is critical for success
Realize that behavior occurs in a a context and is easy to misinterpret
And…
Setting the stage at Universal
Guiding Questions Linked to Classroom Systems and Universal School-wide
Systems
Practitioner Culture:What cultural expectations do you bring to the
educational setting?What is your culture in relation to education, interactions
and school? (values, beliefs, traditions, customs, worldview,
conversational styles, non-verbal language and parenting styles).
What are the historic experiences/implications of your culture?
What are the differences/dissonances between your culture and the student’s?
Are you expecting one-way accommodation from the student for any cultural differences? Why?
What accommodations are you expecting?
Student’s Culture:What cultural expectations does the student bring
to the educational setting?What is the student’s culture in relation to education,
interactions and school? (values, beliefs, traditions, customs, worldview, conversational
styles, non-verbal language and parenting styles).What are the historic experiences/implications of the
student’s culture?What are the cultural characteristics of this student that are
strengths in the educational environment?What have you determined to be motivating &
reinforcing to this student?What are the parents’/caretakers’ view on the student’s
behaviors of concern?
Good TeachersTeach students - not a subject or grade
level.
Maximize academic learning time.
Have students earning their own achievement.
Keep students actively engaged in learning.
High quality and rigorous instruction and high expectations for ALL students.
Good Teachers
Clearly state positive expectations.
Create a climate of positive expectations for all.
Establish effective management techniques.
DATA, DATA, DATA
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The BIG 5 + 2
At each team meeting, recall your Tier I training to review the Big 5 and look for patterns.
Deeper data analysis allows for the disaggregation of data; By subgroups: race, SPED status, SES.
Review of patterns DOES NOT imply a quick a fix.
Screening ToolsA measure should be used for students who are
“internalizers”; No externalizing behaviors show up in ODR data, but
teachers have concerns.Such tools should be systemic in use as well as
well researched with regards to cultural bias.Screening data is considered along with Big 5 + 2
and ODR data on student for pattern.
Parent/Family Involvement
Parent/family involvement is essential at the beginning, but even more so as need for intervention increases.Schools must value families and whatever level of
support they have to offer.Script/Consent process
Vital at entrance to Tier II intervention for the family to understand HOW the intervention works as well as their role in the intervention.
Culturally Relevant Practice Checklist(Initially referred to as Mismatch Checklist)
Brief interview between school and family.Gauges family PERCEPTION of mismatch.Geared to gather the family’s perspective on:
Student/school relationship.Student/classroom relationship.Behavior concerns.
Checklist continued…
Provides starting point for discussions based on degree of mismatch;Then utilizes the guiding questions to determine how
to enhance practice.Becomes paramount as a student moves into
higher tier interventions and wraparound is considered.
Enhances partnership and communication.
Family involvement should increase as need increases
Functional Behavioral Assessment (FBA) helps us understand WHAT the student is getting from the behavior.
Need family perception:Why the behavior continues.What the student gets from the behavior.
FBA is about changing our system to modify student behavior. Perception is vital.
Wraparound
Teams members selected by the family Include natural supports, not just school staff.
Team should reflect family values based on their perceptions of what is important to them and respecting their natural supports.
Progress on goals is based on measures of perception and data (ODR, DPR, attendance, grades, etc.)
ACTIVITY
In next slide, consider the information presented.How do you address this information with staff?How do you start creating change based on this one
piece of information?
Record your thoughts and impressions in your reflection journal.
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Culturally Relevant Practices in PBIS…
…is emerging. There is no “best practice”… YET.
Research shows that CRT practices must be a part of a system for lasting effect.
Suspended Educationwww.splcenter.org/get-informed/publications/suspended-education
APA Zero Tolerance Reportwww.apa.org/ed/cpse/zttfreport.pdf
PBIS Indianawww.indiana.edu/~pbisin
Creditshttp://www.naacpldf.org
Guiding Questions: Lisa Bardon, PhD. University of Wisconsin – Stevens Point
Cultural checklist: Eau Claire Area School District adapted from University of Wisconsin – Green Bay