B2: PBIS & Examination of Culture

To provide definition & description of culture that would enhance SWPBS implementation. Definitions, descriptions, practices, & guidelines will be presented. Implementation example from the Guam territory will be presented Nieves Flores, Celeste Dickey, George Sugai Lindsay Fallon & Breda O’Keeffe University of Guam, Oregon, & Connecticut Oct 27 2011 www.pbis.org

Consider these statements

Risk Indicators

High rates disciplinary exclusion (ODR, OSS) High rates special education referrals High rates reactive management practices High academic failure High rates dropout & delinquent behavior Low ratings organizational health & safety

Our Challenge

School not culturally relevant, preventive, prosocial Students at higher risk Poor academic & social behavior outcomes

HOW?!

Enhance school & classroom practices to be more culturally relevant, preventive, prosocial Reduce impact/influence of risk factors Improve academic & social-behavior outcomes

Our PBIS Challenge

Is SWPBS “ culturally relevant ”?

Can SWPBS become more culturally relevant ?

What does culturally relevant SWPBS implementation look like ?

How do we measure impact of culturally relevant implementation of SWPBS?

In sum, many students & adults do not experience schools as culturally & contextually relevant , & as a result, are at high risk of * lower academic achievement , * more frequent & negative disciplinary consequences , & * more deleterious social behavioral outcomes . s Currently, the use of SWPBS practices & systems is increasing as a viable approach to improving the social & behavioral culture of schools through the use of constructive & preventive strategies

Local Context

Immigrant Racial Identity Nationality Generation Status Beliefs Disability Gender Languages SES Family Structure Sexual Orientation Values Religion

Our Starting Point

Work from defendable theoretically foundation Adopt research-evidence based approach Establish operational/measurable definitions of culture & cultural relevance Develop guidelines for improving cultural relevance

SWPBS Theoretical Foundations

Behaviorism ABA PBS SWPBS

aka PBIS

Learned & purposeful

Behavior Analysis

Biologically influenced Contextual or environmental Manipulable & Teachable Behavior

Behavioral Perspective on Culture

“No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a given individual in their because historical & situational context no two members of any group are socialized in exactly the same way ” Hayes & Toarmino, 1995 “A culture evolves when practices… contribute to the success of the practicing group in solving its problems” Skinner, 1981

Only 2 JA, 1 AA @ LGHS, Stones BF: Dale, Jim, Lansing, “Molly,” Roger UCSB, hippies, BoA No Japanese, fork v. hashi, soy sauce v. shoyu Nature director in ESC Mom interned, Dad moved to UT PBIS, SpEd & Kids w/ BD Sugai Fernandez CA, WA, CO, KY, NH, OR, CT Buddhism v. “Elks” little league baseball 1951 Santa Cruz, CA. Parents born Watsonville CA Sansei JA “George Sugai?” Learning History Sansei “Damn behaviorist” Shaped into “damn behaviorist!” Bi-racial: Fernandez Hapa: Sugai Fernandez

PBIS

(SWPBS)

is…..

Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students

All about implementation

Early Conclusion…

• • Nothing is inherently biased or culturally irrelevant about practices & systems PBIS implementation. However, we definitely can improve kid outcomes by making those practices & systems more reflective of norms, expectations, & learning histories of kids, family & community members, & school staff .

SWPBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are logical effective, efficient, relevant, durable, scalable, & for all student

s

(Zins & Ponti, 1990)

Systems Implementation Logic Effective Efficient

Relevant

Durable Scalable Logical

• Achieve desired outcome? • Doable by implementer? • Contextual & cultural? • Lasting? • Transportable? • Conceptually Sound?

Implementation must be culturally responsive & shaped

Horner, R. H., Sugai, G., & & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support.

Focus on Exceptionality, 42

(8), 1-14.

www.pbis.org

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories , serving to differentiate the group from other groups , & predicting how individuals within the group act in specific setting conditions. That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e.

, learning history ).

Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic , & (b) changed & shaped over time, across generations, & from one setting to another .

Integrated Elements

Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

SWPBS & Cultural Responsive Practices Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Staff Behavior

CULTURAL KNOWLEDGE CULTURAL EQUITY

Supporting Social Competence & Academic Achievement OUTCOMES PRACTICES

CULTURAL VALIDITY

Supporting Decision Making Supporting Student Behavior

CULTURAL RELEVANCE

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories groups , & , serving to differentiate the group from other predicting how individuals within the group act in specific setting conditions.

Culturally & contextually relevance is used to describe & consider unique variables, characteristics, & learning histories of students, educators, & family & community members involved in the implementation of SWPBS. A major assumption is that effective instructional practices & behavior & classroom management strategies exist (Horner, Sugai, & Anderson, 2010), & consideration must be given to culture & context

Literature Review Research Questions

How is culture defined in research focused on behavior management, discipline, & improving problem behavior in schools?

What culturally & contextually relevant strategies are documented in research focused on behavior management, discipline, & improving problem behavior in schools ?

Selection Criteria (3/4)

Definition of culture Focus on problem behavior(s) Focus on behavior management &/or discipline Suggestions for culturally, contextually relevant behavior management strategies

Total 21 Total 7

Findings

Qualitative

Intervention Description Reviews/ Current Issues 9 8 Case Studies 2

Quantitative

Records Reviews Case Studies 4 2 Other 2 Experimental 1

Literature Review Summary

More experimental research needed SWPBS promotes most frequently recommended strategies from descriptive literature SWPBS can be adapted easily to diverse schools & cultural norms

General Guidelines

Adopt RtI perspective Assess local behavior patterns, values, expectations, & norms Monitor progress continuously Establish familiar, predictable, & consistent local expectations Teach, model, & acknowledge local expectations Consider educational & social validity of decisions & priorities from perspective of student, family, teacher, school, & community

Classroom Educator Guidelines

Define from contextual perspective Increase positive interactions Decrease negative interactions Engage in equitable interactions Set explicit, realistic, high, & challenging expectations Teach social skills Learn, include, & use students’ culture & language in instruction & interactions Use effective instructional practices & curricula

Professional Development Guidelines

Adopt perspective that student behavior is culturally & contextually learned & influenced Self-assess or self-reflect cultural & contextual features & implications of their instructional & behavioral decisions Assess & consider their students’ cultures .

View & involve parents as resources Use data to evaluate outcomes

34 T HE ON A I MPLEMENTATION OF P ACIFIC I SLAND PBIS - GUAM Presented by: Dexter Fullo, Principal, V.A. Benavente Middle School Christopher Castro, Assistant Principal, Oceanview Middle School Tara Leon Guerrero, Counselor, Jose Rios Middle School Nieves Flores, University of Guam CEDDERS

O VERVIEW  Where and What is Guam?

 The Beginning – Project Menhalom (Partnership in Character Education Grant)  The Story of Three Middle Schools

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• • •

What is Guam?

US Territory Where America’s Day begins Population: 159,358 (2010)

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T HE G UAM D EPARTMENT OF E DUCATION  One district  2010-2011 School enrollment: 30,972  Levels:   26 Elementary Schools 8 Middle Schools   5 High Schools 1 Alternative School

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D EMOGRAPHICS OF THE S CHOOLS G UAM P UBLIC  Free and Reduced Lunch   Average percentage of students receiving free lunch = 56% Average percentage of students receiving reduced lunch=6%  Special Programs   Pre-GATE and GATE = 6% Special Education = 7%   Students who speak English as a 2 nd Head Start = 2% language=69%

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T HE BEGINNING !

Project Menhalom: Partnership in Character Education (U.S. DOE Grant)

 July 2006 –Grant awarded  June 2010 – End of performance period

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V.S.A. B ENAVENTE M IDDLE S CHOOL

History

 5 th year of implementation for PBIS.

 2 principals within 5 years with different degree of implementation.

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V.S.A. B ENAVENTE M IDDLE S CHOOL  Demographics  1300+ students      78 teachers 20 support staff 80% free/reduced lunch 58%ESL Ethnic Breakdown  40% Filipino   40% Chamoru 20% outer islanders (Chuukese, Ponapean, Yapese, Paluan, Kosrean, etc)

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V.A. B ENAVENTE M IDDLE S CHOOL

Culture (school)

 6 years accreditation from WASC  Active member of Learning Forward’s Learning School Alliance  Uses PBIS to apply the continuous cycle of improvement  Infuses elements of PLCs with PBIS (data analysis, accessing student voices, lesson planning)

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V.A. B ENAVENTE M IDDLE S CHOOL

Current Status

 Second year of full implementation and monitoring of PBIS  First year focus: Improving and empowering the school climate cadre (SY10-11)  Second year focus: Primarily on developing school wide PBIS lessons bi-weekly. (SY11-12)

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J OSE R IOS M IDDLE S CHOOL

History (SY 2007 – 2010)

 Implementation of PBIS  School Level Facilitator  School Wide Expectations  WAVE program  SWIS data

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J OSE R IOS H ISTORY M IDDLE S CHOOL

SY 2010 – 2011:

 Launch of School Climate Cadre       WAVE program SWIS data Grade-level lunches Monthly grade-level recognition Vote for Peace campaign Student driven assemblies       Mentorship Intramurals Team sponsored lunch activities Check in – Check out Faculty and staff rewards Customized interventions

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J OSE R IOS C ULTURE M IDDLE S CHOOL  Ethnic Groups: o o o o o o Chamorro Filipino Ponapean Kosraean Chuukese Belauan o o o o o Yapese Korean Chinese Japanese White o District Range: • South • • Central North

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J OSE R IOS C URRENT M IDDLE S TATUS S CHOOL

SY 2011 – 2012:

 School Climate Cadre sustained (new members, roles, and committees)      WAVE program SWIS data Grade-level lunches Grade-level recognition Monthly themes  Student driven assemblies        Mentorship Intramurals Team sponsored lunch activities Grade-level lunches Faculty and staff rewards Customized preventions Customized interventions

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O CEANVIEW M IDDLE S CHOOL

History

 PBIS was initially introduced in 2006-2007  School Level Facilitator provided in 2007-2008  Expectation matrix developed and implemented during the 2007-2008 school year  Adoption of SWIS in 2008-2009  School Climate Cadre established in 2008-2009

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O CEANVIEW M IDDLE S CHOOL

Culture of the School

 Prior to implementation of PBIS  School climate did not reflect the hospitable and family-friendly culture of the community  After 4 years of PBIS  Increased awareness of behavior expectations  More family-oriented culture

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O CEANVIEW M IDDLE S CHOOL

Current Status

 161 referrals for major behaviors during first two months of SY 2007-2008   14 referrals for major behaviors during first two months of 2011-2012 School Climate Cadre in place with rotational leadership     School Wide Behavior Matrix in place Implementation of character education program that complements PBIS Reinforcement system in place Data-based decision making process

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CHALLENGES  Beliefs vs. Practices  Consensus building/Ownership  Financial Constraints

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Effective Social & Academic School Culture

Common Experience Common Language PBIS

GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented

Common Vision/Values