Download we punish? - PBIS

PBIS: Equity Issues and
Cultural Competency
December 9, 2014
Matthew Phillips, M.A., CCC-SLP
PBIS Coordinator, Ingham ISD
http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working
Prologue
Review of PBIS
• Where are you?
• Where are we?
• Where is the culture?
Continuum of
Positive
Behavior
Supports
• Positive:
• Proactive,
• Preventative,
• Instructional
• Behavior:
• Structure,
• Explicitly Teach,
• Observe,
• Supports:
• Interact Positively,
• Correct Fluently
• Interventions:
• Targeted and Intensive
If a child doesn’t know how to read…
we teach.
If a child doesn’t know how to swim…
we teach.
If a child doesn’t know how to multiply…
we teach.
If a child doesn’t know how to behave…
we punish?
John Herner; Counterpoint, Vol 19 (2) NASDSE
High Effect Sizes
• High Expectations: 1.44
• MTSS/RtI: 1.07
• Formative Evaluation of Teacher: 0.90
• Teacher Clarity: 0.75
• Feedback: 0.75
• Teacher-Student Relationships: 0.72
• Classroom Behavioral Strategies: 0.68
Why are we here?
Start with the Why?
• TedTalk Video
https://www.youtube.com/watch?v=fMOlfsR7SMQ
The Golden Circle
What?
How?
Why?
(Sinek, 2009)
11
Start with a “Compelling Why”
Why would we do something different?
Something that takes lots of time and lots of
effort?
Logic alone doesn’t work…
12
Would You Ever??
Run outside in
the freezing cold
in the middle of
a snowy night
without a coat
or shoes?
13
Would You Ever??
Inflict significant pain
on yourself,
rendering yourself
unable to bend, walk
up and down stairs,
or raise your arms?
Starve yourself
voluntary?
14
Start with the Why?
• Ed in Punitive Society – Swain
• Suspension and Drop out - Lee
• Data
• US Dept. of Ed.
• Minnesota
• Russell-achievement and discipline gap
http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working
Start with the Why?
• Nearly 1 out of every 5 African American male students was
suspended out of school (2009-10) school year, a rate 3.5 times their
US Dept. of Ed. (2014)
peers.
• Discipline discrepancy between Black and White girls is even greater.
US Dept. of Ed. (2014)
• Discipline discrepancy is greater in resource-rich suburban schools
Rausch & Skiba (2004)
• Remains true when controlling for SES.
Wallace, et. al, 2008
Start with the Why?
• Cascading effects:
•
•
•
•
•
Time out of class
Academic decline
Reduced school commitment
Lower academic engagement
Higher high school dropout
Carter, et al. (2014)
Start with the Why?
• Strong positive relationship between time engaged in academic
learning and student achievement
Horton & Utley (2002)
• Office Discipline Referral is estimated to take a student out of class for
20-40 minutes at a time ; in in-school or out-of-school suspension for
Scott & Barrett (2004)
hours or days at a time.
• The dropout rate is 50% higher for African Americans, Native
Americans, Hispanic youth.
Start with the Why?
• The dropout rate is 50% higher
for African Americans, Native
Americans, Hispanic youth.
Losen & Gillespie (2012)
• Controlling for demographics
and student attitudinal factors,
high suspension schools have a
dropout rate 56% higher than
low suspension schools.
Lee, et al. (2011)
Start with the Why?
http://www.mprnews.org/story/2014/11/07/
minneapolis-public-schools-to-take-a-newapproach-to-suspensions
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)
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)
Start with the Why?
If the Risk Ratio for a particular group is high:
• Behavior
• Motivation
• Staff
• Action Taken
• Number of ODRs/student
Boneshefski & Runge (2014)
Start with the Why?
Move to the How?
Theory of Behavior:
A repeated behavior has value
or serves a function
A
B
C
Antecedent
Behavior
Consequence
C-
A
Antecedent
Behavior
Negative
Consequence
A
?
Antecedent
Behavior
CNegative
Consequence
A
B
Antecedent
Teach Behavior
C+
Positive
Consequence
4:1
You can’t
make me.
Table 1.1 Motivation Formula
Expectancy
Rate
10
10
0
x Value Rate
x
x
x
10
0
10
© Safe & Civil Schools
= Motivation
= 100%
=
0%
=
0%
36
The connection…
Behavior…
… Academics
Individual
Host Environment
Life Skills
Values
Turn and Talk
• The ABCs of Behavior
• The Motivation Equation
• Braided nature of behavior and academics
Calibration
http://quizlet.com/15395145/
chapter-8-racial-and-ethnicinequality-vocabulary-flashcards/
Calibration
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)
Calibration
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)
Calibration
Culture Competence defined…
APA Div. 17, Ed. and Training Committee
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
Move to the How?
Attitude/Beliefs Component:
understanding one’s own cultural
conditioning
https://www.youtu
be.com/watch?v=z
RW8yvf_u-Q
https://www.youtub
e.com/watch?v=4yI
HOybMCMA
Move to the How?
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
Helms’ Model of White Racial Identity Development:
1.
2.
3.
4.
Helms (1994)
Contact: First encounter; do not recognize any real differences
Disintegration: anxiety at realizing one’s own privilege; cognitive dissonance
Reintegration: transformation to anger toward people of color; a sense of superiority
Pseudo-independence: redefine one’s own racial identity; attempt to understand
5. Immersion/Emersion: Seek correct information; shift from paternalism to helping
other White people change
6. Autonomy: Ongoing process of internalizing positive identity; engage other cultures
Move to the How?
Knowledge Component: understanding and knowledge of world views of
individuals and groups with cultures different from your own
Minority Identity Development Model:
Ponterott, et al. (2006)
Minority group members need to resolve two primary conflicts that
result from their status as members of the nondominant group
• Stereotyping toward their group
• Balancing their cultural value system relative to that offered by the dominant
culture
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
Race
Age
SES
Nationality
Immigration status
Exceptionality or disability
Gender
Sexual orientation
Religion
Geographics (rural, urban, suburban)
Physicality
Ponterott, et al. (2006)
Move to the How?
Knowledge Component:
Inappropriate Language
African American
Social/Interpersonal
Tardy
Harrassment
Asian American
Hispanic
Native American
Verbal
Communication
Nonverbal
Communication
Inappropriate Affection
Defiance
Insubordination
Non-Compliance
Disrespect
View of Authority
Disruption
Utley, et al. (2014)
Move to the How?
General Education Principles
1.
2.
3.
4.
5.
6.
Multicultural Education Principles
Build upon and expand learning potential and
style preferences of students
Facilitate the self-acceptance of students
1.
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
3.
2.
4.
5.
6.
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)
Move to the How?
Essential Elements of
a Culturally
Competent System
SelfAssessment
Valuing
Diversity
CrossCultural
Interactions
Cultural
Knowledge
Benjamin (1991)
Developing the What
Skills Component: use of culturally appropriate intervention/
communication skills
Vincent, et al. (2014) : SWPBIS and Cultural Responsiveness
•
•
•
•
Practices that Support Student Behavior
Data and Decision-Making
PBIS Systems
Academic Outcomes
Developing the What
Skills Component: use of culturally appropriate intervention/
communication skills
Sugai, et al. (2014) : Contextual Consideration of Culture and SWPBIS
• Understanding Miscommunication and Promoting Positive Understanding
• Tier 1 Suggestions (Table 3)
Developing the What
Skills Component: use of culturally appropriate intervention/
communication skills
Gregory, et al. (2014) : Eradicate Disparities in School Discipline
• Principles of Conflict Prevention
• Principles of Conflict Intervention
Developing the What
Skills Component: use of culturally appropriate intervention/
communication skills
See also…
Fallon, et al. (2012) : Literature Review
Table 1. Recommendations for Culturally Responsive Behavior
Management, Qualitative Literature