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Culturally Responsive Practices in SWPBIS
Schools implementing PBIS have a variety of components in place that can support Culturally Responsive Practices. This session will examine ways to infuse Culturally Responsive Practices into PBIS
systems at the Universal Level. Examples will be linked to the core components of PBIS and participants will learn how to apply some of
these practices within their own systems.
Milaney LeversonWI RtI Center
Regional Technical Assistance Coordinator
CR and SWPBIS• SWPBIS is a framework for implementing practices that fit
the values and needs of students, families, and staff (Sugai, O’Keeffe, & Fallon, 2012).
• With its focus on systems, teaming, and data-based decision making, SWPBIS creates an ideal structure within which to embed the core components of cultural responsiveness.
Because contextual fit is a core principle of SWPBIS, SWPBIS cannot be considered fully
implemented until it is culturally responsive.
The SWPBIS Culturally-Responsive Companion Guide
Section I: Identity Development • identity development specific to practitioners and the impact of practitioners’
cultures and experiences on the school and classroom• strategies to gain knowledge of the cultures and experiences of families,
students, and communities served by the school.
Section II: SWPBIS Cultural Responsiveness Companion • resource for embedding culturally responsive components within the critical
features of SWPBIS • follows the structure of the SWPBIS Tiered Fidelity Inventory (TFI) to coincide
with assessment and action planning
Section III: Additional Resources • glossary of key terms• list of materials and tools for further work• sample activities and lesson plans
Section I: Identity DevelopmentPractitioners
Practitioners must examine and understand:• How and why they perceive the world the way they do• Their own comfort level with issues of race, ethnicity, and
educational and social disparities • The background from which they develop and apply their
expectations, procedures, routines, and practices• The purpose of their expectations, procedures, and practices
It is imperative that staff examine their beliefs about what is “normal,” “appropriate,” or “acceptable” behavior.
These notions are culturally defined and can vary greatly from person to person, thus providing the basis for disproportionate
correction.
Identity DevelopmentStudent & Family and School & Community
Student and Family Identity: • Student and family backgrounds, cultures, and values• Students understanding their own identity
School and Community Identity:• People of the community; their beliefs, values, and expectations• Shared experiences that shape the behaviors of community members• The school’s place in the community: Source of pride? Source of
conflict? • Connections between the school and community agencies/organizations• Visibility of the school at community events
Identity Development
• Identity development work must be systemic
• This work will not occur or sustain unless staff are provided support regarding when and how it can best happen
Section II: SWPBIS Cultural Responsiveness Companion
• Teams are encouraged to:– Complete the Tiered Fidelity Inventory (TFI), found
at www.pbisapps.org– Identify areas of priority from the TFI– Refer to related sections of the SWPBIS Cultural
Responsiveness Companion– Develop an action plan – Use Culturally Responsive SWPBIS Self Assessment
for progress monitoring
Technical & Adaptive Change Technical ChangeSupports actual practices or instruction, involve learning and implementing new strategies or tools.
Adaptive Change Requires changes in values, beliefs, roles, relationships, & approaches to work.
Changes you
SEEChanges y
ou
FEEL
Essential components Steps in the processIntervention tools
How can PBIS help our school reach more students? How can we be more responsive to the students we serve?
Helfetz and Lusky, 2002
SWPBIS Cultural Responsiveness Companion: Organized by TFI Features
1. Team Composition2. Team Operating Procedures3. Behavioral Expectations4. Teaching Expectations5. Problem Behavior Definitions6. Discipline Policies7. Professional Development8. Classroom Procedures9. Feedback and Acknowledgement10. Faculty Involvement11. Student/Family/Community Involvement12. Discipline Data13. Data-based Decision Making14. Fidelity Data15. Annual Evaluation
Team Composition
Behavioral Expectations
Validate – Affirm – Build – Bridge
Validate – To make legitimate that which the institution (academia) and mainstream has made illegitimate.
Build – Making the connections between the home culture and language with the school culture and language through instructional strategy and activity.
Affirm – To make positive that which the institution (academia) and mainstream media has made negative.
Bridge – Giving opportunities for situational appropriateness or the utilization of the appropriate cultural or linguistic behavior.
V A B B
Bayfield Strive for Five
Problem Behavior Definitions
Behavior Definitions
• Research indicates that subjective behaviors more often result in disproportionate discipline for students of color (e.g., defiance, disrespect)
McIntosh, Girvan, Horner, & Smolkowski, 2014 Skiba et al., 2011
Feedback and Acknowledgement
Student/Family/Community Involvement
Engagement Defined
Engaged Stakeholders demonstrate ownership through: • Investment in Purpose• Commitment to Common Goal/Vision• Active and Continued Participation• Interactive Communication– Internal/External and two way
Discipline Data
PBIS Disproportionality Data Guide
• Equity in PBIS website from OSEP PBIS Technical Assistance Center
• Data Guidebook• WI Risk Ratio Tool
Section III: Resources
PBIS Culturally-Responsive Companion Guide
http://tinyurl.com/ncn8fmf
Soon available at: http://www.pbis.org/school/equity-pbis
Questions or Comments
Arcadia Elementary School
Culturally Responsive Practices In PBIS
Arcadia Elementary SchoolArcadia, WI
Presenters: Lynsey Bakkum, Molly Fawcett, Carrie Taysom, Courtney Smith, Paul Halverson
Demographics
• Arcadia, WI (40 miles north of La Crosse)–Population: about 3000–Population: about 7500 during work day
(Ashley Furniture, Gold N’ Plump)• Enrollment:– 70% Culturally Diverse PK-4
• High Hispanic & ELL population– 62% Free/Reduced Lunch
PBIS Implementation Status
• 2010-2011: Administrative Overview
• 2011-2012: Began Common Language (Line Basics, Body Basics), Team Formed & Trained at Tier 1
• 2012-2013: Tier 1 Kick-off & Implementation
• 2013-2014: Fidelity at Tier 1; Team formed and trained at Tier II; Tier II Pilot
• 2014-2015: Maintain Tier 1 Fidelity; Implemented Tier II
PBIS Implementation Status
• Self-Assessment Survey (SAS)– 11/10/2013: 81%– 2/20/2015: 79%
• Benchmarks of Quality (BOQ)– 4/28/2014: 79%
• School-Wide Evaluation Tool (SET)– 4/29/2014: 92%– 5/18/2015: 95%
CR Components
• Why we added Culturally Responsive practices: 70% of our PK-4 students are culturally diverse learners.
• What those look like: – Communication with families– Acknowledgements/Celebrations– Community Involvement – 21st Century Learning Grant: CLC
Communication with Families
• Bilingual office staff greet all school visitors• Bilingual interpreters for parent/teacher
conferences, concerts (Concert Basics)• Bilingual PBIS postcards, ODRs• Bilingual signs throughout school• Community Liaison
– Parent and Family Programs (homework, taxes, insurance, food pantry, energy assistance).
Communication with Families
Dear __________________________________,
Your child showed fantastic paw pride at our school today!!
________________________________________was being: ● Respectful
● Responsible● Safe
Your child showed this paw pride in the _____________________________________________,
because_____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________.
Keep up the great work!!!
_______________________
Communication with Families
Querida __________________________________,
¡Su hijo demostró “Paw Pride” fantástico en nuestra escuela hoy!!
________________________________________era: ● Respetuoso● Responsable
● Seguro
¡Su hijo demostró “Paw Pride” fantástico en: La clase, El pasillo, El cafetería, El patio de recreo, o
El bano
porque_____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________.
¡Mantenga el gran trabajo!!!
___________________________________________
Communication with Families
• First day of school PBIS Carnival
Acknowledgements/Celebrations
Daily Prizes● Dia de los muertos tattoos, Cinco de Mayo
stickers● Candy from Latino grocery store● Soccer/Spanish language stickers, tattoos
Acknowledgements/Celebrations
Beginning of year Kick-Off● Soccer/World Cup Theme (BELIEVE)
Winter Booster● Donated Piñatas from MM San Juan
Community Involvement
• Recess re-teaching– HS soccer coach came and taught soccer
rules to students having behavioral difficulties at recess.
• Local bakery donates Tres Leche cakes for family nights (Math, Reading, Behavior)
• Latino Band: Held a dance as a fundraiser to support our PTO and PBIS acknowledgements.
Community Learning Center (CLC)
• What it looks like: academic, physical, snack• 90% of students are culturally diverse learners• Extending CLC to morning as well as afternoon• El Sol--High School Club• Winona State University: International
Students Organization• Integrated PBIS expectations
Our Future Plans• Parent on the Team.• Continuing to reteach staff on Cultural Responsiveness
Strategies- Especially communicating with families. • Translating more classroom resources.• SIOP: Sheltered Instruction Observational Protocol
implementation and book study. • Cultural Diversity Day.
Thank
you!!!
