Centering Equity within Tier 1 PBIS: Examples from a Statewide Training Curriculum Therese Sandomierski & Brooke Curtiss FLPBIS Project, University of South Florida This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K- 12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Objectives for this session • Describe the advantages that can be gained by including culturally responsive considerations in Tier 1 PBIS planning • Describe common recommendations for culturally responsive PBIS implementation • Practice activities that employ culturally responsive considerations as part of a Tier 1 PBIS planning process
Disclaimer • This isn’t a session on culturally responsive positive behavioral interventions and support (CRPBIS) • The focus of this session is to provide time to review training activities that prioritize culturally responsive practices as a means of achieving equitable outcomes • We hope this session will provide enough information to jump start your thinking about what your school can do differently to support culturally responsive PBIS implementation
Overview • Cultural responsiveness and PBIS • What’s different about this Tier 1 training • Selection of Activities: – Critical reflection, personal beliefs and equitable outcomes – Equitable reward systems – Reconsidering behaviors & disciplinary infractions • Partnering with stakeholders
Cultural responsiveness reflects a commitment to partnering with underserved groups to build caring and inclusive communities. Groups Individuals Organizations Culturally Responsive
Cultural Responsiveness Requires: Attitude Reflection Learning Action Using How beliefs & Understanding meaningful practices are the interaction communication Holding constructed strategies between affirming historical , views about cultura l & diversity Advocating for Others’ lived political the rights of experiences contexts others
How our Definition Aligns with the CRPBIS Field Guide Attitude Reflection What to do How to get there Learning Action https://www.pbis.org/Common/Cms/files/pbisresources/PBIS%20Cultural%20Responsiveness%20Field%20Guide.pdf
Core Principles of PBIS Strategies that are consistent with PBIS are: • Instructional • Preventative • Values Evidence-based Science Practices that • Practical Practices that impact quality of • work Developed by those who will be affected by them life PBIS PBIS strategies: • Respect the dignity of all individuals • Focus on positive lifestyle changes and increased social belonging Vision Shame-based strategies and strategies that Practices are doable, take away rewards earned by students are durable and available inconsistent with PBIS principles. www.flpbis.org – Foundations/PBIS in Schools
Tier 1 PBIS Helps Discipline Disparities, but isn’t Enough https://www.pbis.org/resource/do- schools-implementing-swpbis-have- decreased-racial-and-ethnic- disproportionality-in-school-discipline
Tier 1 PBIS: Traditional Areas of Emphasis • Using data to design positive, preventative & instructional strategies to support behavior • Fostering positive & caring student-teacher relationships, school climate • Communicating high standards for all students • Using explicit instruction to teach clear expectations for behavior • Getting to know students & building on their strengths and preferences • Underserved students & families share in Tier 1 decision-making • Consideration of the impact of personal culture and bias on expectations for behavior Sandomierski, 2011
Advantages of CR Implementation Wisconsin Dept. of Public Instruction: Equitable • What’s been said: Multi-Level System of Supports Training – Increased awareness of students’ backgrounds – More relevant & engaging instruction – Positive relationships – Positive climate – Positive student self-image – Greater student, family involvement – Critical thinking & problem solving skills https://www.pbis.org/publications/ • Measurement of culturally responsive all-publications#equity practices – What is CR? How do we recognize it when we see it? – How much is needed to obtain benefit? Statistically significant reduction in OSS Rate for – There are other practices that are not explicitly CR but Black Students will produce improvements in equity @LeversMil @Kent1915 Bazron et al., 2005; Bondy, Ross, Cartledge & Kourea, 2008; Delpit, 1995; Gallingane, & Hambacher, 2007; Ladson-Billings, 1995; Ware, 2006; Weinstein et al., 2003; Zirkel, 2005
FLPBIS’ Prior Training Materials Very “school - focused” Advantages: • Primary focus on 10 critical • Teams left the training with a good elements (Benchmarks of Quality) start on their Tier 1 procedures • Time to work through activities/ • Proven outcomes design Tier 1 was maximized • Tier 1 system reflected team member • District & funder support perspectives & beliefs • Stakeholder “buy in” was “I’m good enough, something that happened after the I’m smart enough, training (primarily with other staff) and doggone it, people like me.” - Stuart Smalley
Our new materials Still focus on the 10 critical elements Teams use their own (disaggregated) data • Ripple effects of changes: Teams are encouraged to actively partner with – District planning underserved groups while designing Tier 1 – Expectations for training – Team composition Addresses equity, mental health & climate – Readiness data, capacity for using data system • Discipline, attendance, Introduces critical reflection & bias climate – Team responsibilities after Behaviors are “situationally inappropriate,” not the training “problem” Activities to be finished in partnership with other staff, students & families
Supporting a Wide Range of Schools The curriculum needs to work for: – Small/rural schools, large/urban schools – Schools with equitable discipline outcomes – Schools’ internal capacity for discipline data (limitations) – Personnel capacity for using discipline data, climate surveys, etc. – Individuals’ readiness for difficult conversations • In districts, schools
Activity 1 Critical Reflection for Improving Disciplinary Procedures This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K- 12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Critical Reflection Decisions • A practice that supports about cultural responsiveness. It immediate issues includes: – Reflection on one’s attitudes, Considering beliefs and practices Considering effects of – Consideration of how one’s sociopolitical personal forces beliefs on attitudes, beliefs and practices others impact others Considering – Consideration of the impact of Analyzing & alternatives explaining social, political and historical for action performance factors on a situation
Why? • Considerations of bias, power & diversity in decision-making – Who’s in charge of deciding what’s “acceptable” or “desired” for children? – May provide a chance to correct policies & practices that lead to inequitable outcomes • Other benefits: Consider potential for negative – Examining personal beliefs/ mindset may help to build support for consequences of discussions new ways of work – Identifying differences may help to highlight strategies for differentiating instruction – Potential for relationship-building
Activity: Critical Reflection 10 min. • Focus on one belief statement (trainer's choice) • Individually respond to the questions at the top of each column • Discuss your reflections with your shoulder partner • Be prepared to share a summary of your discussion with the large group
Discussion How difficult did you (personally) find it to answer the question? How similar were your responses? Share an example of how this belief is/is not reflected in your school or district’s policies and practices. Bonus question: If the belief has a negative impact on equity, how might you begin to correct this?
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