1. PBIS: Equity and Cultural Competency
Matthew Phillips, M.A., CCC-SLP
PBIS Coordinator, Ingham ISD
Ruthie Riddle, Ph. D.
Executive Director of Curriculum and Staff Development, Holt Public Schools Nationally-Recognized Speaker

2. Agenda AFTERNOON: Ruthie Riddle, Ph.D.
Cultural Mismatch and Silenced Voices: Experiences of Historically Marginalized Elementary Students within the School-Wide Positive Behavior Supports (SWPBIS) Context
Dr. Riddle will present her research regarding the experiences of marginalized youth in our schools with an emphasis on practical application of evidence- based strategies to develop relationships, layers of support, and a culture of caring.
MORNING:
Review of Day 1
State of the District
Moving to the HOW?
From a PBIS Model
To a CRPBIS Model

6. Prologue

7. The Golden Circle Start with the Why? What? TedTalk Video How? Why?
(Sinek, 2009)

8. Start with the Why?
Nearly 1 out of every 5 African American male students was suspended out of school ( ) school year, a rate 3.5 times their peers.
Discipline discrepancy between Black and White girls is even greater.
Discipline discrepancy is greater in resource-rich suburban schools
Remains true when controlling for SES.
US Dept. of Ed. (2014)
US Dept. of Ed. (2014)
Rausch & Skiba (2004)
Wallace, et. al, 2008

9. Start with the Why?
Strong positive relationship between time engaged in academic learning and student achievement
Office Discipline Referral is estimated to take a student out of class for minutes at a time ; in in-school or out-of-school suspension for hours or days at a time.
Cascading effects: Time out of class, Academic decline, Reduced school commitment, Lower academic engagement, Higher high school dropout
The dropout rate is 50% higher for African Americans, Native Americans, Hispanic youth.
Horton & Utley (2002)
Scott & Barrett (2004)
Carter, et al. (2014)

10. Start with the Why?
The dropout rate is 50% higher for African Americans, Native Americans, Hispanic youth.
Controlling for demographics and student attitudinal factors, high suspension schools have a dropout rate 56% higher than low suspension schools.
Losen & Gillespie (2012)
Lee, et al. (2011)

11. Start with the Why?
Risk Index: The proportion of a group that is at risk for a particular outcome. Number of African American Students Receiving One or More ODRs Risk Index = Total Number of enrolled students who are African American Difficult to interpret in the absence of a comparison group.
Boneshefski & Runge (2014)

12. Start with the Why?
Risk Ratio: The relative risk of a target group compared with the risk of a comparison group Risk Index of African American Students Receiving One or More ODRs Risk Ratio= Risk Index of Caucasian Students Receiving One or More ODRs A Risk Ratio of 1.0 indicates that the two groups are proportional. Overrepresentation is indicated by a risk ratio greater than 1.0.
Boneshefski & Runge (2014)

18. + 11.4%

19. + 12.3%

20. + 23.4%

21. Move to the How?
Using PBIS to Improve PBIS

22. Move to the How?
1. Use Effective Instruction to Reduce the Achievement Gap

23. Move to the How?
2. Implement School-Wide PBIS to Build a Foundation of Prevention

24. Move to the How?
3. Collect, Use, and Report Disaggregated Student Data
4. Develop Policies with Accountability for Disciplinary Equity
Office Referral Reviews
Restorative Practices
Hiring Practices
Student and Family Voice

25. Move to the How?
5. Teach Neutralizing Routines for Vulnerable Decision Points

26. Vulnerable Decision Points

27. Vulnerable Decision Points

28. Vulnerable Decision Points

29. Vulnerable Decision Points

30. Vulnerable Decision Points

31. Vulnerable Decision Points

32. Vulnerable Decision Points
Proportional:
Objective Behaviors
Disproportional:
Subjective Judgments
Severity of Behavior

33. Vulnerable Decision Points
Proportional:
Number of Referrals in AM
Disproportional:
Spike of Referrals for Students of Color in PM

34. Vulnerable Decision Points

35. Vulnerable Decision Points
The problem with “code switching”

36. Vulnerable Decision Points

37. Move to the How? Culture defined…
“pattern of human knowledge, belief, and behavior; customary beliefs, social forms, and material traits of a racial, religious, or social group. (Merriam-Webster)”
Characterized by what people do (overt), say (verbal), and believe (feel/think)
serves to maintain the identity of the group
Shared but also distinguishes one group from another
Based an learning histories
Predict how individuals/groups will act in specific setting conditions (cues/prompts)

38. Move to the How? Culture expanded…
Macro and microcultures: overlap; respond to operant principles and create learning histories
A classroom of students may share a unique culture, but most of their actual cultural practices will be attributed to the learning history of larger groups.
Sugai, et al. (2014)

39. Move to the How? Culture Competence defined…
Attitude/Beliefs Component: understanding one’s own cultural conditioning that affects personal beliefs, values, attitudes, as well as having positive attitudes and beliefs about others’ cultures
Knowledge Component: understanding and knowledge of world views of individuals and groups with cultures different from your own
Skills Component: use of culturally appropriate intervention/ communication skills
APA Div. 17, Ed. and Training Committee

40. Move to the How?
Knowledge Component: understanding and knowledge of world views of individuals and groups with cultures different from your own
Variables that effect students’ academic and social behaviors
Ethnicity Exceptionality or disability
Race Gender
Age Sexual orientation
SES Religion
Nationality Geographics (rural, urban, suburban)
Immigration status Physicality
Ponterott, et al. (2006)

41. Move to the How? Knowledge Component:
African American Asian American Hispanic Native American
Social/Interpersonal
Verbal Communication
Nonverbal Communication
View of Authority
Inappropriate Language
Tardy
Harrassment
Inappropriate Affection
Defiance
Insubordination
Non-Compliance
Disrespect
Disruption
Utley, et al. (2014)

42. African America Asian American Hispanic Native American
Move to the How?
Knowledge Component:
African America Asian American Hispanic Native American
What is (potentially) wrong with this approach?
What have I / we learned from the mistake?
Utley, et al. (2014)

43. Cross-Cultural Interactions
Move to the How?
Self-Assessment
Cross-Cultural Interactions
Valuing Diversity
Cultural Knowledge
Essential Elements of a Culturally Competent System
Benjamin (1991)

44. General Education Principles Multicultural Education Principles
Build upon and expand learning potential and style preferences of students
Facilitate the self-acceptance of students
Education is essential for social consciousness, democratic citizenship, and well-being
Promote intolerance for all forms of discrimination and oppression
Relevant teaching methods and materials increase learning
Education should transmit cumulative knowledge of humankind
Match teaching styles to learning styles of different ethnic individuals and groups
Help students accept their ethnicity as an essential component of personal development
Knowledge of cultural, racial, and ethnic diversity is needed for a dem/pluralistic society
Teach ethnic and social justice for culturally diverse groups and individuals
Multicultural content, experiences, and perspectives improve learning for students
Students should learn about the contributions that diverse groups and individuals have made to humankind and culture in the US.
Utley, et al. (2014)

45. Move to the How?
Build It Better!

46. Move to the How?

47. CRPBIS

48. Then move and discuss.
Read: p. 4 to middle of p. 7
Identify new learning or insights

49. CRPBIS
Grounded in the basic tenants of PBIS: outcomes, e-b practices, data, systems change
Remediates a school culture from the inside out; contextually valid solutions from the ground up
Requires committed involvement of
Teachers
Families
Students
(Community)

50. CRPBIS CRPBIS Learning Labs
Intentional recruitment of school staff, students, families, community members
Collective critical reflection and action informed by specific daily tensions and systemic issues
Takes “culturally-neutral” PBIS to culturally-responsive to address the strengths and needs of the historically marginalized
Multiple labs per year; group processes

51. CRPBIS Determining Desired Outcome of CRPBIS
Universal supports (expectations, rewards, consequences) are clearly defined and more socially- relevant and ecologically valid.
e.g., Be Respectful
Diversity is valued and drawn upon to as learning resources
Behavioral success and social agency

52. CRPBIS
Understanding Cultural Mediation and Implementing Culturally Responsive Research- Based Practices
Teacher-student-family relationships
Culturally responsive pedagogies:
Democratic Collaborative Learning
Reciprocal Curricular Content
Extra-curricular experiences

53. CRPBIS Using Data for Continuous Improvement and Innovation
Disaggregated data from the usual sources – academic and behavioral
Interactive data mapping: looking beyond; looking for intersections between individuals and infrastructure

54. CRPBIS Ongoing Systematic Change
Affect policies that can be shown to systematize a balance of regime and power
Race
Class
Age
Ability
Language
Reltionships
Historical privilege

55. The Golden Circle Start with the Why? What? TedTalk Video How? Why?
(Sinek, 2009)

57. Behavior and Growth Mindset

58. Restorative Practices

59. Trauma-Informed Schools

60. Check and Connect