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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