1. PBIS Indiana Training Curriculum
Dr. Sandy Washburn
PBIS State Coordinator
Center on Education and Lifelong Learning
Indiana Institute on Disability and Community
Indiana University

2. Training Outlook
Develop culturally responsive school-wide PBS plan by:
Addressing disproportionality in discipline
Explicitly discussing inequity based on race, ethnicity, poverty, and disability
Training all school staff to become more self-aware about their beliefs and knowledgeable and aware of other cultures
Using data to identify target areas
Engaging with students and families to integrate different cultural perspectives
Moving along the Culturally Proficient Continuum
And always be asking this question…
To achieve a culturally responsive PBIS plan trainers will lead school teams to do the following…

3. “To what extent are all groups benefitting equally?”

4. Elements of Culturally Responsive SW PBS
Social Competence &
Academic Achievement
Elements of Culturally Responsive SW PBS
Cultural Equity
OUTCOMES
Cultural Knowledge and Self-Awareness
Cultural Validity
SYSTEMS
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
PRACTICES
As an approach, PBS represents an adoption of evidence based practices that support student behavior, the use of data to drive the selection of those practices, and developing the systems needed by the staff to implement the practices with high fidelity. The entire process is driven by establishing important student outcomes related to social competence and academic achievement.
Practices Support Student Behavior—SWPBS emphasizes the explicit teaching and rewarding of expected behavior. In a school with cld students, this teaching would incorporate students’ experiences and cultural contexts that impact behavior and reference distinct differences between behavior that will bring success in school versus behavior that might bring success in other settings. Given the inextricable relationship between behavior and academic success, it is imperative that teachers use diverse instructional methods that reflect the learning preferences that exist among students.
Within the existing SWPBS framework, data are used to make decisions regarding student behavior, needed supports and the implementation and effectiveness of SWPBS practices. Operational definitions of behavioral violations can be difficult and involving stakeholders from different backgrounds and applying knowledge and socio-cultural contexts when creating operational definitions is necessary. Refusal to follow directions might be due to culturally conditioned perceptions of what constitutes a command. Disaggregation of behavioral data is a necessary step to assess the presence and amount of potential bias in discipline decisions.
Within the existing SWPBS framework, school-wide systems are intended to promote staff’s high fidelity and sustainable use of evidenced based practices and data for decision making. To support’s staff use of culturally relevant and validating behavior support practices, school wide systems need to proactively promote, encourage and support the development of staff’s cultural knowledge and self-awareness.
Within the current PBS framework, student outcomes, defined as social and academic expectations endorsed by all stakeholders, drive implementation of practices, systems and data use. We must assure that all stakeholders have a voice in determining the social competencies. To rationalize and underscore the importance of culturally relevant practices, culturally valid decision making and training in cultural knowledge and self-awareness, strong commitment to culturally equitable outcomes must be established.
Cultural Relevance and Validation
Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011)
Supporting
Student Behavior
PBIS Indiana CELL/Equity Project Indiana University 2011

5. The Tools The Guiding Principles – underlying values of the approach
The Barriers – caveats that assist in overcoming resistance to change
The Continuum – 6 unique ways of seeing and responding to difference
The Essential Elements –behavioral standards for individuals and organizations to measure and plan for growth
Becoming more culturally proficient starts with awareness of self, gaining knowledge, etc. So we are constantly moving along this image.
In-side/out approach – focusing first on ourselves (the insiders) and encouraging reflection on our own individual understandings and values.
Which “relieves those identified as outsiders, the members of the excluded groups, from the responsibility of doing all the adapting” - CP A guide for people who Teach p. 5

6. PBIS that Considers Culture School Team Training--Session One
Overview of PBIS that Considers Culture
Developing Cultural Proficiency
Four Tools
Guiding Principles
Teamwork & Efficient Team Meetings
Group Norms
Team Roles
Representing all stakeholders
Note taking
Collecting/Gathering/Summarizing Data

7. PBIS that Considers Culture School Team Training--Session Two
Developing Cultural Proficiency
Agreements for Conversations
Barriers
Continuum
Race Impacts My Life
Family Engagement/Getting Family Input
School-wide Expectations and Definitions
Getting Started with Data
Team Implementation Checklist (TIC)

8. PBIS that Considers Culture School Team Training--Session Three
Behavior Principles
Developing Cultural Proficiency
Definitions (stereotypes, generalizations)
Interaction Styles
Conflict Styles
Essential Elements
Assessing Culture
Valuing Diversity
Reviewing Data
Identifying Rules for Unique Settings
Adult Expectations

9. PBIS that Considers Culture School Team Training--Session Four
Developing Cultural Proficiency
Exploring poverty
Teaching Behavior
Code-Switching
Developing a culturally responsive Reinforcement System
Team Work Time

10. PBIS that Considers Culture School Team Training--Session Five
Developing a Cultural Lens to Handling Behavioral Errors/Infraction System
Classroom Systems
Rules
Procedures
Effective Classroom Management

11. PBIS that Considers Culture School Team Training--Session Six
Teaching
SW Expectations as broad general principles
Classroom Rules
Classroom Management Self-Assessment
Putting It All Together
Schedule for Fall training
Assessments for Monitoring Implementation
TIC and BoQ