PBIS Indiana: Establishing a Statewide Network of Culturally Responsive PBIS

1. PBIS Indiana: Establishing a Statewide Network of Culturally Responsive PBIS EQUITY ALLIANCE Phoenix. Arizona March 1, 2011 Shana Ritter The Equity Project at Indiana University

2. THE EQUITY PROJECTat IndianaUniversity • A consortium of projects dedicated to providing high quality data to educational decision-makers in order to better understand and address issues regarding educational equity and bridge the gap between research and practice. • Our mission is to provide evidence-based information specific to issues of school discipline, school violence, special education and equality of educational opportunity for all students. • The Equity Project supports educators and educational institutions in developing and maintaining safe, effective, and equitable learning opportunities for all students.

3. PBIS INDIANA GOAL: “To develop and establish a sustainable statewide network of culturally responsive Positive Behavior Interventions and Supports” • State and federally funded: 4 ½ years • Integrating PBIS, culture • Development of six model sites • Work with out-of-compliance schools A collaboration of Center for Education and Life Long Learning (CELL) and The Equity Project at I.U.

4. PBS Indiana: Scaling Up a New Model • PBIS INDIANA Resource Center Implementation Phase • State Leadership & Advisory Teams • National Advisory Board Years 1-3 Knowledge & Capacity- Building Partial PBIS Schools Model Sites Assigned Sites Year 4 • Statewide Scale-up & Sustainability

5. WHY CONSIDER CR PBIS?

6. Fact or Fiction? • Out-of-school suspensions and expulsions are effective methods for changing student behavior.

7. There is no evidence that out-of-school suspension or expulsion are effective in changing student behavior. • 30-50% of students suspended are repeat offenders • Suspension functions as reinforcement...rather than as punishment (Tobin, Sugai & Colvin,1996)

8. Fact or Fiction? • Suspension and expulsion are associated with improved school climates, lower dropout rates, and higher achievement.

9. Higher rates of suspension and expulsion are associated with poorer school climate, higher dropout rates, and lower achievement. • Predict higher future rates of misbehavior & discipline concerns • Long term relationship with dropout,(Raffaele-Mendez; Ekstrom, 1986)failure to graduate on time, juvenile incarceration (Skiba et al, 2002)

10. Fact or Fiction? • Suspension and expulsion creates equity for all students.

11. Minority disproportionality in suspension and expulsion has been consistently documented over the last 30 years. • Black students suspended 2-3x as frequently • Racial/Ethnic Disproportionality also found in: • Office referrals • Expulsion • Corporal Punishment • Students with disabilities over-represented: • 11-14% of population • Approx. 20-24% of suspensions

12. Disproportionality in School Discipline at the National Level: 1972, 2000, 2003 Note: Derived from U.S. Department of Education, 2004

13. For What Behaviors are Students Referred? • White students referred more for: • Smoking • Vandalism • Leaving w/o permission • Obscene Language • Black students referred more for: • Disrespect • Excessive Noise • Threat • Loitering Of 32 infractions, only 8 significant differences:

14. What is PBIS Indiana? (CR-PBIS) PBIS INDIANA blends evidence-based findings concerning effective implementation of SW-PBIS with culturally responsive practices, resulting in perspectives, instruction and interventions which promote equal access to learning and success for all students.

15. Goals & Activities Equity Project CELL District Level Data Collection Evaluation/Research Work with Assigned Sites Ensure CR Integrity School Level School Training Coaching Work with Demo. Sites Ensure PBS Integrity Commitment to PBS, CR, CSR, National Network

16. PBIS-IN: The Implementation Framework

17. Culture: What Is It? Culture: the language, beliefs, values, norms, behaviors, and material objects that are passed from one generation to another. Every person on the planet is a member of at least one culture (Glenn Hoffarth,2002)

18. Three Things To Remember About Culture... • Culture is dynamic, not static • No culture is monolithic …. There are cultures within cultures • Our identity, including our values, beliefs and behaviors, are formed by Culture. Language, ethnicity and race, as well as socio-economic status, education, occupation, personal experience, community, family and personality traits all influence who we are.

19. Three Key Facets of Cultural Responsivity • Understanding your cultural identity. • What do you value? • What is your style of communication? • What are your strengths and challenges around teaching, learning, and behavior management? • What are your expectations? • What do you see through your cultural lens?

20. Three Key Facets of Cultural Responsivity 2. Understanding your student’s cultural identity. • What do they value? • What is their style of communication? • What are their strengths and challenges around teaching, learning, and behavior? • What are their expectations? • What do they see through their cultural lenses?

21. Three Key Facets of Cultural Responsivity 3. Understanding what happens when different cultures intersect. • How do you capitalize on cultural capital? • How do you bridge differences? • How do you create access to opportunities?

22. Self What cultural groups do I identify with? What are Awareness my values, beliefs, ways of communicating? Cultural How do I interpret the behaviors, beliefs, values Awareness of other cultural groups? Am I aware of my biases and prejudices towards other cultural groups? Knowledge Am I knowledgeable about communication and conflict styles of different  cultural groups, and the implications those differences might have on educational outcomes? Skill Do I have the skills needed to work effectively across cultures? Actions Do I actively change my perspective and behaviors in order to adapt in culturally diverse settings? Do I seek out interactions to broaden my perspectives about cultural difference?

23. Culturally Responsive Practice Cultural Awareness Self Awareness Cultural Knowledge Action Skill

24. Positive Behavior Interventions & Support OUTCOMES DATA SYSTEMS PRACTICES Adapted from OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

25. Social Competence & Academic Achievement Elements of SW PBS that is Culturally Responsive Cultural Equity OUTCOMES Cultural Knowledge and Self-Awareness Cultural Validity Supporting Staff Behavior Supporting Decision Making DATA SYSTEMS PRACTICES Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (in press). Cultural Relevance and Validation Supporting Student Behavior

26. A Blueprint for Culturally Responsive PBIS “ A profound focus on behavior you want.” • Look at the data • racial/ethnic disparities • infractions & consequences • Make meaning of the data • represent all groups and perspectives • consider cultural norms • Develop a culturally responsive lens leading to equitable interventions • know our students, their community and families • Evaluate if the system is working equally well for all students • have we changed both rate and disproportionality?

27. CR-PBIS Framework

28. District Leadership Team EQUITY

30. Hypothesis Worksheet

31. What does Culturally Responsive PBIS look like?

33. Creating a School Wide Plan School-wide Behavioral Expectations Setting-Specific Behavioral Expectations Teaching of behavior in settings Establish Adult Responsibilities for Settings System to Acknowledge Expected Behaviors System to Respond to Behavioral Errors Use data to monitor and make decisions

35. Using a CR Lens in all Aspects • It is human nature to assume that our unique individual and cultural behaviors, beliefs, and perspectives are universal human behaviors, beliefs, and perspectives (Sue & Sue, 2003).

37. Teaching Lesson Plan Template

39. Data System • Big Five • Average Referrals Per Day, Per Month • Referrals by Problem Behavior • Referrals by Location • Referrals by Student • Referrals by Time • Ethnicity data • Suspension and Expulsion Data • Suspension and Expulsion Data by Ethnicity

40. What do you see in schools using SW-PBS that considers culture? • Teams meeting regularly to: • Review disaggregated data • Determine if PBS and culturally responsive practices are being used • Determine if practices are being effective for all student subgroups and their families • Identify the smallest changes that are likely to produce the largest effects • Focusing on the use of evidence-based practices

41. What do you see in schools using SW-PBS that considers culture? • Staff engaged in developing awareness of students’ and their own cultural backgrounds. • Staff engaged in difficult conversations that directly address disparities evident in data. • Team-based systems for Targeted and Intensive behavior support for youth with more significant needs. • Teams include families.

42. Supporting Implementation of CR-PBS Cultural Competence and Responsivity • Demonstrate trust and respect for all cultures, abilities, and experiences • Validate students’ cultural identity in classroom practices and instructional materials • Understand how one’s own cultural views and values influence practice • Communicating with families in ways which are culturally meaningful

43. Questions to consider… • Do our methods of behavior management draw form the experience of our students and their communities? • Do our teaching styles relate to the multiplicity of ways in which our students learn? • Are we engaged in professional development that is ongoing and connected to practice and achievement? • Have we considered a range of possible hypotheses? • Who is not at the decision making table?

44. If our examination and understanding of the root causes of social inequality are too shallow, then our approach to corrective action will necessarily be superficial and ineffective. - Christine Sleeter

45. TOOLS and RESOURCES ¢Cultural Responsivity Self – Assessment ¢5x5 Walkthrough ¢District Data Audit ¢SAS ¢District Readiness ¢District Leadership Team Functions ¢CR Activities

46. c • Current Status • Feature • Priority for Improvement • 5 • Professional Development

48. Difficult Dialogues Conversing about issues of equity, especially race, is a developmental process; ample time to build trust is necessary.

49. Ownership Ownership of the process grows through action: ongoing dialogue with colleagues, gaining a deeper understanding of the issues, design, implementation, and assessment.

50. Sustainability Addressing issues of equity is more likely to be ongoing: • When it is viewed as an effort that benefits all children. • When incorporated into the district’s overall plans for school improvement and other initiatives. • When the community is involved.