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Culturally Responsive Prac3ces in SWPBIS
Kent Smith and Milaney Leverson
WI RtI Center Regional Technical Assistance Coordinators
CR and SWPBIS • SWPBIS is a framework for implemen3ng prac3ces 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 un;l it is culturally responsive.
The SWPBIS Culturally-‐Responsive Companion Guide
Sec;on I: Iden;ty Development • iden3ty development specific to prac33oners and the impact of
prac33oners’ cultures and experiences on the school and classroom • strategies to gain knowledge of the cultures and experiences of
families, students, and communi3es served by the school. Sec;on II: SWPBIS Cultural Responsiveness Companion • resource for embedding culturally responsive components within the
cri3cal features of SWPBIS • follows the structure of the SWPBIS Tiered Fidelity Inventory (TFI) to
coincide with assessment and ac3on planning Sec;on III: Addi;onal Resources • glossary of key terms • list of materials and tools for further work • sample ac3vi3es and lesson plans
Sec3on I: Iden3ty Development Prac33oners
Prac33oners 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
educa3onal and social dispari3es • The background from which they develop and apply their
expecta3ons, procedures, rou3nes, and prac3ces • The purpose of their expecta3ons, procedures, and
prac3ces It is impera3ve that staff examine their beliefs about what is
“normal,” “appropriate,” or “acceptable” behavior. These no3ons are culturally defined and can vary greatly from
person to person, thus providing the basis for dispropor3onate correc3on.
Iden3ty Development Student & Family and School & Community
Student and Family Iden3ty: • Student and family backgrounds, cultures, and values • Students understanding their own iden3ty
School and Community Iden3ty: • People of the community; their beliefs, values, and expecta3ons • Shared experiences that shape the behaviors of community members • The school’s place in the community: Source of pride? Source of
conflict? • Connec3ons between the school and community agencies/
organiza3ons • Visibility of the school at community events
Iden3ty Development
• Iden3ty 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
Sec3on II: SWPBIS Cultural Responsiveness Companion
• Teams are encouraged to: – Complete the Tiered Fidelity Inventory (TFI), found at www.pbisapps.org
– Iden3fy areas of priority from the TFI – Refer to related sec3ons of the SWPBIS Cultural Responsiveness Companion
– Develop an ac3on plan – Use Culturally Responsive SWPBIS Self Assessment for progress monitoring
Technical & Adap;ve Change Technical Change Supports actual prac3ces or instruc3on, involve learning and implemen3ng new strategies or tools.
Adap3ve Change Requires changes in values, beliefs, roles, rela3onships, & approaches to work.
Essen%al components Steps in the process Interven%on 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 Composi;on 2. Team Opera3ng Procedures 3. Behavioral Expecta;ons 4. Teaching Expecta3ons 5. Problem Behavior Defini;ons 6. Discipline Policies 7. Professional Development 8. Classroom Procedures 9. Feedback and Acknowledgement 10. Faculty Involvement 11. Student/Family/Community Involvement 12. Discipline Data 13. Data-‐based Decision Making 14. Fidelity Data 15. Annual Evalua3on
Team Composi3on
Behavioral Expecta3ons
Validate – Affirm – Build – Bridge
Validate – To make legi;mate that which the ins3tu3on (academia) and mainstream has made illegi3mate.
Build – Making the connec;ons between the home culture and language with the school culture and language through instruc3onal strategy and ac3vity.
Affirm – To make posi;ve that which the ins3tu3on (academia) and mainstream media has made nega3ve.
Bridge – Giving opportuni;es for situa3onal appropriateness or the u3liza3on of the appropriate cultural or linguis3c behavior.
V A B B
Bayfield Strive for Five
Problem Behavior Defini3ons
Behavior Defini3ons
• Research indicates that subjec3ve behaviors more ojen result in dispropor3onate 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 • Ac3ve and Con3nued Par3cipa3on • Interac3ve Communica3on
– 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 Ra3o Tool
Sec3on III: Resources
PBIS Culturally-‐Responsive Companion Guide
Draj version: hkp://3nyurl.com/ncn8fmf
Final version available soon at: hkp://www.pbis.org/school/equity-‐pbis
Ques3ons or Comments
Appleton’s (ongoing) Journey Toward Cultural Competency Appleton Area School District, Appleton WI
Nick Ivory African American Cultural Support Liaison
Ben Vogel Co-‐chair of Achievement, Community, Equity Commikee
(ACE)
Demographics
• Appleton Popula3on: Approximately 75,000 • District Size/Number of Schools: 38 schools at 27
school sites • Enrollment: 16,212 students • Race/Ethnicity counts: 73% white, 11% Asian, 8%
Hispanic, 6% African American, 2% Na3ve American • Free/reduced lunch: 40%
Ongoing Journey Toward Culturally Responsive Prac3ces
• Minority Achievement Task Force -‐ 2004
• Achievement, Community, Equity (ACE) Commikee -‐ 2012
• District Con3nuous School Improvement Process (CSIP) Support Team – 2014-‐15
Focus Areas… • Fostering Mul;ple Partnerships: Business/Community/Parent/
Professional Partnerships (examples include FVTC, African Heritage Inc., Great Lakes Equity Center)
• Redefining our work…and how we work together: • Academic, Behavior and Culture/Equity Commikees working together in unison
• Providing Meaningful/Regular Community/School Events to highlight partnerships and student excellence across our District
• Crea;ng a District-‐wide culture of care and trust • How do we meet each student’s unique needs? • How do form trus3ng rela3onships with our parents? • How do we show our commitment to equity and cultural responsiveness on a daily basis?
Fostering Rela3onships/Partnerships Partnerships have been used to create important rela3onships with others who are commiked to increasing cultural competency in our Appleton Area School District staff members. • Fox Valley Technical College – Cultural Support Specialists
(Hmong, African American, Hispanic and Na3ve American (Goodwill)
• African Heritage Inc. – Worked to put on the first annual African American Emerging Student Leader Ins3tute this past year. Over 200 students from across the area took part.
• Great Lakes Equity Center – Partnership for the past three years in which GLEC has provided resources, training and personnel to assist AASD in our Equity Plan and ongoing equity work.
• Wisconsin RtI Center/PBIS Network – Culturally Responsive Classroom Prac3ces Training – Two teams of eight took part in this training during the 2014-‐15 school year.
Redefining our Work… and How We Work Together
• Our District Con3nuous School Improvement Process (CSIP) Support Team has been recently created to maximize the strength of our key teams that support District academics, behavior and culture/equity. – PBIS, RtI and ACE had been working in a vacuum and in many ways duplica3ng work.
– Bringing together key members from each group has allowed all AASD staff members to beker understand how these areas are interrelated.
– School teams feel supported by the District CSIP Support Team but also feel empowered to take ownership over how they will implement culturally competencies into their building and school-‐based CSIP plan.
Overall CSIP Support Structure
Our ACE Commikee takes the lead in working with our schools and our partners in determining how we can best support all of our students from a culturally responsive lens. • ACE Commikee meets regularly and is made up of community
members, teachers, staff members, administrators and students.
• Ongoing Professional Development Opportuni3es • African American Emerging Leaders Ins3tute • Ron Dunlap Student Success Awards Program • Students serving on diverse student panels to educate staff
members on what they need to be successful learners • Town Hall Mee3ngs • Community Plunges
Providing Meaningful/Regular Community/School Events/Opportunities to educate and highlight student excellence across our District
BLACK EXPERIENCES IN THE FOX CITIES
Sponsored by: Appleton Area School District City of Appleton African Heritage, Inc. Channel 5 History Museum at the Castle
Do you want to be part of a group of African American families and AASD staff working together for the success of our Black Children?
Do you want to discuss with community members and AASD staff about your child’s experiences in school?
Do you want to meet with many African American families and discuss your children’s success within the AASD Schools? Is this SOUL FOOD town hall mee3ng for you? Yes! We Need You! • May 21st 5:00 p.m. • Wilson Middle School • 225 N Badger Avenue Appleton
Conversa3ons with Black Families and AASD Officials
1. Please tell us if you have any children/grandchildren in the AASD. If so, what grades are they in and what schools do they aaend?
2. What are some of the successes that your children have achieved while aaending school in the Appleton Area School District?
3. What are some of the challenges that your children have faced while aaending school in the Appleton Area School District?
4. We appreciate and want to hear your thoughts on how we can con;nue to improve. What sugges;ons do you have for us as we con;nue our work to support all of our young people in the Appleton Area School District?
Table Time
Ron Dunlap Student Success Award Congratulations! (Student name) has been awarded the Ronald Dunlap Student Success Award. This is a recognition program sponsored by the Appleton Area School District’s Achievement, Community and Equity (ACE) committee to identify and reward student success in the areas of academics, resilience, leadership, character and work ethic. Student name has been identified by her school as a person who has shown great success in at least one of the outlined areas of academics, resilience, leadership, character and work ethic. Each school in the Appleton Area School District has the opportunity to recognize up to three students for this award. In addition to this letter, students will receive a signed certificate of recognition and a pin to signify their accomplishment. We congratulate Student name on the success she has shown. We would also like to take this opportunity to thank you for supporting Student name’s continued efforts in school. To celebrate your child’s success, we invite you to attend our Celebrating Student Success Community Gathering on Monday, March 9, 2015 which will take place prior to our School Board meeting. The program will begin promptly at 5:30 p.m. in Einstein Middle School’s auditorium. Einstein Middle School is located at 324 E. Florida Avenue. We are honored to have Ronald C. Dunlap as our guest speaker. In addition, a panel of high school students will share their insights and discuss what they have done to find success in school and beyond. Refreshments will be served following the award ceremony. We are looking forward to a great night…and we promise we will be done by 7:00 p.m. A group picture will be taken at the event and a copy of the picture will be given to each family. We hope that you and your child are able to join us!
• LA Gay Men’s Choir
• “Bullied” Jamie Nabozny
• Professional Development Opportunities for Staff
It Gets Better… Events
• Building trust – How do we do that? • Professional Development for staff • Working with our parents and students • Providing posi3ve venues to communicate and collaborate
• Becoming part of the community • Crea3ng a safe, welcoming and inclusive environment
• Having a system in place to answer ques3ons/concerns when they arise
Crea3ng a District-‐wide Culture of Care and Trust
• Diversity Circles: Courageous Conversa3ons • Promo3ng Excellence for All -‐ Promo3ng Excellence for All:
Superintendent’s Task Force on Wisconsin’s Achievement Gap • CRP Resources • Validate, Affirm, Build, and Bridge: How to use CRP in your
school • Journeys, Privilege Exercise • U3lizing Na3ve American Culture to Develop Strategies to
Address the Achievement Gap • La3no Culture – Immigrants are Makers, Not Takers • African American Culture – Building Stronger Student/Staff
Rela3onships • Hmong Culture
Culturally Responsive Practices for AASD Staff
Next Steps Non-‐nego3ables for each level of organiza3on
• PLC’s • Building CSIP Teams • District CSIP Support Team
Determine baseline data for each of three areas (Academic, Behavioral, Cultural Competencies) Formulate clear goals for each of three areas and a process to track progress and report back to Board and community
Ques3ons to Guide Our Ongoing Work
• How do we meet each student’s unique needs?
• How do we form trus3ng rela3onships with our parents?
• How do we show our commitment to equity and cultural responsiveness on a daily basis?
