Transcript Culturally Relevant Practices and PBIS Leticia Smith-Evans Milaney Leverson Kent Smith Your Presenters  Leticia Smith-Evans; NAACP Legal Defense Fund  [email protected]  Milaney Leverson; Eau.

Culturally Relevant Practices and PBIS
Leticia Smith-Evans
Milaney Leverson
Kent Smith
Your Presenters
 Leticia Smith-Evans; NAACP Legal Defense Fund
 [email protected]
 Milaney Leverson; Eau Claire Area School District
 [email protected]
 Kent Smith; WI PBIS Network, Eau Claire Area School
District
 [email protected]
Defining our TLAs, ASAP
 ODR – Office
Discipline Referral
 OSS – Out of
School Suspension
 SES – Socioeconomic 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
District 1 (~15000)
120.0%
100.0%
80.0%
Black
60.0%
Hispanic
40.0%
White
20.0%
0.0%
% Enrollment
08-09 Suspension %
08-09 Attendance Rate 08-09 HS Completion
Rate
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 reasons
 2006 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
 It’s not race; it’s poverty.
 These are students from more challenging
communities.
 There are just a few difficult students who are
driving the data.
 These are students in under-resourced schools
with big class sizes.
 Its poor parenting, negative parenting, or parents
don’t value education
 This is a result of negative peer culture.
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Frequent Offenses
White students:
African-American students:
 Smoking
 Disrespect
 Vandalism
 Excessive noise
 Leaving without
 Threat
permission
 Obscene language
 Loitering
 Objective Offenses
 Subjective 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?
But first a quick game…
1. What do we know about the Hmong culture?
2. About Native American cultures?
3. About Middle Eastern cultures?
4. What about white culture?
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:



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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
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A THREE TIERED APPROACH
UNIVERSAL LEVEL
 Embedding 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, some
pre-teaching…
 EVERY person has a cultural and racial identity
 Staff MUST respond actively & 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 capital”
needed 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
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?
Classroom Instruction:
What is the teaching style, materials, content,
structure, etc?
 How are your methods of instruction designed to meet
the cultural strengths & learning styles of the student?
 How have you explicitly taught this student the “cultural
capital” needed to succeed in school?
 How do you elicit high expectations for this student?
 How have you clearly demonstrated & explained to this
student expected behavioral responses?
 How do you include this student’s interests &
background in your instruction?
The Classroom Context/Ecology:
What is the cultural environment of the individual classroom
based on identified best practices?
 How is your classroom based on collaboration
& cooperation rather than competition?
 How is your classroom based on praise &
reinforcement rather than punishment?
 How does your classroom environment allow
for movement & interaction?
 How does your classroom environment honor
student strengths, including this student?
Good Teachers
 Teach 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.
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DATA, DATA, DATA
The BIG 5 + 2
 Recall your Tier I training to, at each team meeting, review
the Big 5 and look for patterns
 Even deeper data analysis means to disaggregate data
 By subgroups: race, sped status, SES
 Review for patterns DOES NOT mean quick a fix
Screening Tools
 A measure should be used for students who are
“internalizers”
 No externalizing behaviors to show up in ODR data, but
teachers have concerns
 Such tools should be systemic in use as well as
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
 This 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 utilize 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?
Take 7 minutes to do this.
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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 to be lasting.
Resources
[email protected]
[email protected]
 Suspended Education
 www.splcenter.org/get-
informed/publications/suspended-education
 APA Zero Tolerance Report
 www.apa.org/ed/cpse/zttfreport.pdf
 PBIS Indiana
 www.indiana.edu/~pbisin
Credits
 http://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