Overview of Today’s Session - pbiscaltac.org responsive/PBIS Coaches... · discipline through PBIS 3. Share details regarding a systematic alternative to out-of-school suspension

Strategies and Tools for Enhancing Equity through PBIS

Kent McIntoshRhonda Nese

University of Oregon

1. Discuss strategies and activities for coaches to build commitment to address equity

2. Describe a multi-component intervention approach for enhancing equity in school discipline through PBIS

3. Share details regarding a systematic alternative to out-of-school suspension

Overview of Today’s Session

Handouts: http://www.pbis.org

PBIS Center Disproportionality Workgroup

Acknowledgements

Aaron Barnes Alondra Canizal Delabra Yolanda Cargile Erin Chaparro Tai Collins Bert Eliason Erik Girvan Steve Goodman Clynita Grafenreed Ambra Green Rob Horner Don Kincaid

Milaney Leverson Tim Lewis Kent McIntosh Kelsey Morris Rhonda Nese Vicki Nishioka Heidi von Ravensberg Jennifer Rose Therese Sandomierski Russ Skiba Kent Smith Keith Smolkowski

Turn to a neighborWhat do you want to get out of this session?

Getting going…

Ask questions throughout

Speak your truth Get comfortable

with discomfort

Ground Rules Disproportionality in School Discipline (Losen et al., 2015)

http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap

How do we begin to address racial bias without it backfiring?

Technical changeUse of specific

strategies, tools, interventions

Adaptive changeShifts in beliefs

and attitudes

Two Types of Change(Heifetz, Grashow, & Linksy, 2009)

Change in Beliefs and Attitudes

Change in Teaching Practices

Change in Student Outcomes

How to Make Lasting Change Happen in Schools (Guskey, 1986)




How to Make Lasting Change Happen in Schools (Guskey, 1986)




1. I am aware of my personal biases.2. I am concerned about the consequences

of bias in education.3. I have effective strategies for reducing

bias in educational decisions.

Status Questions:How much do you agree?

(Devine et al., 2012)

1. Show data: either theirs or national

Some options for establishing commitment to equity

1. Show data: either theirs or national Hit them over their heads with inequities Cognitive dissonance: pattern that is not in

line with our values as educators


Disproportionality in School Discipline (Losen et al., 2015)

http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap

Black/White ODR Risk Ratio = 2.67

Risk Indices

1. Show data: either theirs or national Hit them over their heads with inequities Cognitive dissonance: pattern that is not in

line with our values as educators Common Outcomes: Defensiveness Challenging validity of the data More blaming of students


1. Show data: either theirs or national2. Cultural sensitivity training


2. Cultural sensitivity training Discuss value of diversity Introduce concept of White Privilege Brief introductions to various cultures


2. Cultural sensitivity training Discuss value of diversity Introduce concept of White Privilege Brief introductions to various cultures

Common Outcomes: Defensiveness White people crying Shift in attitudes for some? No new strategies

(Lai et al., 2013; Pettigrew & Tropp, 2006)


1. Show data: either theirs or national2. Cultural sensitivity training3. Impel an “aha” moment


3. Impel an “aha moment” Activity that addresses equity subtly Problem-solve biggest challenges and hope Tell a personal story of discrimination


Think back to a situation when you were unfairly stereotyped.

What was the situation? How did you feel?

Think-Pair Share

3. Impel an “aha moment” Activity that addresses equity subtly Problem-solve biggest challenges and hope Tell a personal story of discrimination

Common Outcomes: Defensiveness? Shift in attitudes for some? No new strategies?

(Lai et al., 2013)


1. Show data: either theirs or national2. Cultural sensitivity training3. Impel an “aha” moment4. Introduce the concept of implicit bias

and provide specific strategies

Some options for establishing commitment to equity A 5-point

Intervention Approach to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

1. Use engaging academic instruction to reduce the support gap (achievement gap)

2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive

3. Collect, use, and report disaggregateddiscipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

5-point Intervention Approach


Explicit instruction High rates of opportunities to respond Quality performance feedback Progress monitoring and data-based

decision making

What do we mean by engaging academic instruction?

(Hattie, 2009)

43% 47%36%

28% 24%11%81% 84%

88%94% 91% 94%

38% 37%

52%

66% 67%

83%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007‐08 2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

Percent M

eetin

g or Exceeding

Stand

ards

White

Latino

Effects of Engaging Instruction on the Support Gap

Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)

1. Proactive, instructional approach mayprevent problem behavior and exposure to biased responses to problem behavior

2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges

3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias

4. Professional development may provide teachers with more instructional responses

2. Why start with a foundation of SWPBIS?

(Greflund et al., 2014)

Vincent et al., 2011 Statistically significantly lower Black-White ODR

disproportionality in 72 schools implementing SWPBIS than in 81 schools not implementing SWPBIS

Vincent et al., 2009 Decreases in ODRs seen across racial/ethnic groups

in 69 schools implementing SWPBIS Scott, 2001

Larger decreases in suspensions for Black students when SWPBIS implemented

McIntosh et al., 2014 Sustained decrease in suspensions over eight years of

SWPBIS implementation in an Indigenous school

Effects of PBIS onDiscipline Disproportionality

Examined change in Black-White Relative Risk Index for suspensions in 46 schools

Two key predictors of decreased disproportionality:Regular use of data for decision making Implementation of classroom SWPBIS

systems

Which SWPBIS Features are Most Related to Equity? (Tobin & Vincent, 2011)

Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Transitions are efficient and orderly

Which features predicted decreased disproportionality?

Aligned directly with SWPBIS Tiered Fidelity Inventory (TFI) Tier I Scale

PBIS Cultural Responsiveness Companion (Leverson, Smith, & McIntosh, in prep)

http://www.pbisapps.org

https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#tfi

Identifies 15 critical features of behavior supportDescribes the big idea Identifies cultural responsiveness conceptProvides non-examples, examples, activities,

and resources

PBIS Cultural Responsiveness Companion

1. Cultivate identity awareness2. Complete the TFI Identify areas of strength and priority

3. Refer to the CRC with the following options:Build on TFI strengthsAddress TFI prioritiesComplete the entire CRC

4. Create and use an action plan

Recommended use…

1. Identity Awareness (staff/student/community)

5 Ways to Make School Systems More Culturally Responsive (Leverson, Smith, & McIntosh, in preparation)

This activity can be completed for staff to reflect on their personal values and how these values:Change over timeShape the school cultureMay vary from those of othersHow these differences could raise conflict

Identity Awareness Activity(self-reflection on values)

Elements of Culture My values

growing up

My values now

What my school values

How my students and families might be different

How this difference may create conflict

Appropriate personal space

Appropriate voice level

Appropriate dress

Appropriate response to insults

Review all 4 elements (rows) on your own Discuss your responses for one element

Activity

Elements of Culture My values

growing up

My values now

What my school values

How my students and families might be different

How this difference may create conflict

Appropriate personal space

Appropriate voice level

Appropriate dress

Appropriate response to insults

What has changed in your values over time?

How might your values differ from those of your students?

How do we identify what the school values are?

Discussion Points


2. Voice

5 Ways to Make School Systems More Culturally Responsive (Leverson, Smith, & Mcintosh, in prep)

Student Input &SatisfactionSurveys


2. Voice3. Supportive Environment


Clarify what is expected for students Create consistency among staff Reduce miscommunication Make hidden curriculum visible Focus on prosocial behavior

Common PBIS Activity: School-wide Expectations Matrix


2. Voice3. Supportive Environment4. Situational Appropriateness


Aka “behavior dictionary” Tool to assist in “code-switching” The tweak:Take school expectations and…

Add differences at home Add differences in community

Culturally Responsive Adaptation: Personal Matrix

Expectation At SCHOOL it looks like…

At HOME it looks like…

In myNEIGHBORHOODit looks like…

Be Safe

• Keep hands and feet to self

• Tell an adult if there is a problem

Be Respectful

• Treat others how you want to be treated

• Include others

• Listen to adults

Be Responsible

• Do my own work

• Personal best

• Follow directions

• Clean up messes

Expectation At SCHOOL it looks like…

At HOME it looks like…

In myNEIGHBORHOODit looks like…

Be Safe

• Keep hands and feet to self

• Tell an adult if there is a problem

• Protect yourfriends and family

• Don’t talk back

• Stick up for your friends

• Don’t back down

• Look the other way

Be Respectful

• Treat others how you want to be treated

• Include others

• Listen to adults

• Do exactly what adults tell you to do

• Don’t stand out

• Don’t bring shame

• Text back within 30 seconds

• Be nice to friends’ parents

• Share food

Be Responsible

• Do my own work

• Personal best

• Follow directions

• Clean up messes

• Help your family out first

• Own your mistakes

• Share credit for successes

• Have eachother’s backs

• Own your mistakes

• Check in about what to do

At home this looks like…

At school this looks like…

Questions I have about how it looks at

school…

Specific ExpectationDuring _________________ at school, the expectation is for me to _________________________.

At home this looks like…

At school this looks like…

Questions I have about how it looks at

school…

Get a snack

Go to the kitchen table

Follow the directions

Ask my brother if I need help

Go play when done

Sit at my desk

Use a volume level of “1”

Try every problem

Work until the teacher says to stop

How do I know I’m doing it right?

What do I do when I’m done?

Specific Expectation: ExampleDuring independent seat work at school, the expectation is for me to work quietly by myself . 1. Identity Awareness

(staff/student/community)2. Voice3. Supportive Environment4. Situational Appropriateness5. Data for Accountability


Disproportionality Data Guide

3. Using disaggregated data to assess and address equity


4. Implement policies with accountability for equity Equity Policy Guide


Racial Bias

Disproportionate Discipline

Situation

5. How can we reduce implicit bias in our decision making?

Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs

and values More likely to influence:Snap decisionsDecisions that are ambiguous

What is implicit bias?

A Unidimensional View of Bias

Racial Bias


Racial Bias


Situation

A Multidimensional View of Bias

System 1: Fast DecisionsAutomatic, snap judgments Intuitive, unconscious

System 2: Slow DecisionsDeliberate decisionsAllows for conscious attention

Two Systems for Decision Making (Kahneman, 2011)

Which decisions in schools are more likely to be snap judgments?

Discussion

Correcting a student’s behavior

Sending a student to the office

Picking which student to call on

Deciding whether to call a student’s parent

Suspending a student from school

Grading students’ work

Likelihood of “Arrest Ad”Black-sounding

name: 60%White-sounding

name: 48%

Bias in Google Web Searches (Sweeney, 2013)

Implicit Bias Research:Racism is Real (Brave New Films)

https://www.youtube.com/watch?v=fTcSVQJ2h8g

Reflect on what you’ve seen so far

Turn to partner and shareOne “aha”One “ah…huh?”

Think-Pair Share

We all believe that a student’s color should not fate him or her to negative outcomes

Discussing equity and race is uncomfortable

Creating discomfort without providing effective strategies for equity is not productive

In discussing equity and taking steps, we will make mistakes

Assumptions

A specific decision that is more vulnerable to effects of implicit bias

Two parts:Elements of the situationThe person’s decision state (internal state)

What is a Vulnerable Decision Point (VDP)?

Levels of specificity:1. All ODR/suspension decisions

(general self-instruction routine)2. Identify VDPs through national data3. Use school or district data

Situations:Options for Identifying VDPs


SWIS Drill Down (www.swis.org)

Add demographic group of interest as a filter (click to

“Include in Dataset”).

Click each graph and compare to overall patterns.

National SWIS Data(2011-12)

3,026,367 ODRs6,269 schools47 states, plus DC

5

21

9

51

31

117

1 2 3 31

3

0

5

10

15

20

25

Black

4

14

5

21

31

15

10

12

6 6

2

4

02468

1012141618

WhiteOffice Referrals by Problem Behavior

1 25

0

5

56

1 03

7

1 0 1 13 2

0

9

0 0 1 00

10

20

30

40

50

60

70

Black

White

Office Referrals by Location

0.01.02.03.04.05.06.07.08.09.0

12:00A

M12:30A

M1:00AM

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Black

0.01.02.03.04.05.06.07.08.09.0

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M12:30A

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White

Office Referrals by Time of Day

Subjective problem behaviorDefiance, Disrespect, DisruptionMajor vs. minor

Non-classroom areasHallways

Classrooms Afternoons

VDPs from national ODR data

Racial Bias


Situation

Vulnerable Decision PointsSubjective Behavior HungerVague Discipline System FatigueCommon Areas Unfamiliar with Student

Multidimensional View of Bias

An event occurring before or with an antecedent that increases likelihood of a behavior

Sets it up (slow trigger) Sometimes is present and sometimes is not Does not require one’s awareness Examples from students:

Lack of sleep Headache/illness Lack of food (e.g., no breakfast) Fight with peer/parent/etc. Failed a test in previous class Didn’t get any coffee this morning

Decision States: Setting Events

As we become fatigued, our filters for appropriate behavior can be affected

Effects of hunger (Gailliot et al., 2009)

Decreases in willpower later in day“The Morning Morality Effect” (Kouchaki & Smith, 2014)

Examples…

Decision States: Resource Depletion (Girvan et al., 2014) Outcomes of parole hearings (Danziger et al., 2011)

Resource Depletion in Action

Judges’Snack Break

Judges’Lunch Break

When you see problem behavior, stop and ask yourself:

1. Is this a VDP? Situation Decision state

2. If so, use an agreed-upon alternative response

Two-step Neutralizing Routine for Staff:

Neutralizing Routines for Reducing Effects of Implicit Bias

Setting event Antecedent Behavior ConsequenceLack of positive interactions with student

Fatigue

Loud complaints about work (subjective behavior)

Send student to office (ODR)

Student leaves class (Escape social interaction)Alternative

Response“See me after class.”

Self‐assessment“Is this a vulnerable decision point?”

1. If-then statement2. Brief3. Clear steps4. Doable5. Interrupts the chain of events

What makes for a good neutralizing routine?

If this is a VDP…, “See me after class/at the next break”am I acting in line with my values?delay decision until I can think clearlyask the student to reflect on their feelings/behavior take two deep breaths recognize my upset feelings and let them go “I love you, but that behavior is not ok”picture this student as a future doctor/lawyerassume student’s best effort at getting needs metmodel cool-down strategy know that’s Rock Brain talking to me

Neutralizing Routine Examples

Can also be used as precorrection1. Am I about to enter a VDP?2. What are my values?3. When I see problem behavior, I’ll use the

alternative response

Two-step Neutralizing Routine for Staff:

“If you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

- Geoff Colvin

Opportunities to build fluency

The staff decision to send a student to the office (i.e., issue an ODR)

What about the administrator’s decision?

We just discussed one kind of discipline decision…

The school principal’s endorsement of exclusionary discipline and zero tolerance policies.

What is the strongest predictor of disproportionality in school discipline?

(Skiba, Trachok, Chung, & Baker, 2012)

When you have to handle problem behavior, stop and tell yourself:

1. Don’t just do something, stand there! Be sure you are ready to act in line with values Get information from student and staff Assess student-teacher relationship

2. Whenever possible, use an agreed-upon instructional response Teaches missing skills Connects student to school and staff

Two-step Neutralizing Routine for Administrators:(Susan Barrett)

1. Tell me what happened.2. What you were thinking at the time?3. What do you think about it now?4. Who did this affect?5. What do you need to do about it?6. How can we make sure this doesn't

happen again?7. What can I do to help you?

The Restorative Chat (Alton School District, Alton, IL)

Professional Development

1. Use data to identify:The extent of the problemVulnerable Decision Points (VDPs)

2. Teach and practice: Implicit biasVDPsNeutralizing routines

3. Follow up:Ongoing coachingMonitor progress with data

School Example

Urban K-8 School


Risk Indices Drill Down: Phys. Aggression on Playground


ODRs and observations indicated differences in perceived basketball rules

Team clarified rules for staff and studentsAka “code-switching”

Additional teaching, practice, and acknowledgement

Monitor with ODRs and Black-White RRs

The School PBIS Team’s Intervention

Black-White Risk Ratios Overall2013-14: 2.672014-15 (Sept to Dec): 2.0

Physical Aggression on Playground2013-14: 4.5 2014-15 (Sept to Dec): can’t calculate (1 ODR)

The School PBIS Team’s Intervention Outcomes

Thinking about and discussing solutions is the first step

Pick a neutralizing routine and try it out Use your data to assess and monitor If you don’t have the data you need at hand,

advocate for it This is hard work – but you know how to

do it!

Big Ideas

Piloting a Systematic Instructional Alternative to Out-of-School Suspension

Rhonda Nese, PhDUniversity of Oregon

What Do We Know?

OSS/EP = ineffective for changing student behaviors Most often used for non-threatening problem

behaviors Students miss: Academic instructional time Social skill building time Being a part of a larger learning community

What Do We Know?

Most frequently used with: Students of color Students from lower SES status Students with disabilities Students with academic deficits

Harsh & disproportionate disciplined in schools for non-threatening behaviors linked to: School failure Drop-out Substance use Incarceration

What Can We Change?

Keep students in class engaged in instruction Develop a system where fewer students are being

sent to the office Provide an in-school instructional alternative for

students who are sent out of class Help students and teachers improve their

relationship by reconnect before returning to class

Preventative Strategies

Establish classroom routines Positive acknowledgement of appropriate behaviors Differentiated instruction Re-teach of appropriate behavior Request change in behavior Invitation to self-correct Modify assignment Teacher proximity or visual prompt Mini-conference with student

Instructional Suspension Learning Alternative (ISLA)

Start with school-wide staff training on classroom vs. office managed problem behaviors

Clarify what to do for students who need breaks, but NOT referral worthy (set limits) Peer teacher classroom Academic assignment, 15 min limit Peer training on ignoring When to request additional support

Clarify system for sending students to office Need a referral Academic assignment Hall pass Call home

Student sent out of class for problem behavior: Goes to office with referral in hand & an academic

assignment

Triage: Is the behavior a safety concern?

Yes

Administrator Response: Admin does student‐guided FBA, reintegration plan w/ CICO, parent

meeting, behavior contract, safety plan, modified schedule, detention, suspension

No

Is the student calm, cooperative, and/or wanting to go back to class?

Yes

ISLA: 1)Student‐guided FBA, 2) Rehearsal of appropriate responses, 3) reintegration plan with rehearsal, 4) Transition back to class with a restorative chat OR

restorative card filled out and placed in teacher’s mailbox

Academic supports on completing an assignment

No

Administrator Response: Admin does student‐guided FBA, reintegration plan w/ CICO, parent meeting, behavior contract, safety plan, modified

schedule, detention, suspension

Instructional Suspension Learning Alternative (ISLA)

Step 1: Student-guided FBA Step 2: Skills Coaching & Academic Support Step 3: Restitution Plan (if necessary) Step 4: Restorative Chat Step 5: Restorative Chat Card Step 6: Classroom Reentry

Student-guided FBA

6 QuestionsWhat was the situation and what happened?Why did you do that?How did it make you feel?How do you think that affected others?What would’ve been a better response?What can you do the next time it happens?

Let’s practice that!

Skills Coaching

1. Identify the Appropriate Skill2. Teach and Model3. Practice with Guided Support4. Performance Feedback5. Communication with Staff Members

**Academic support is a great tool for de-escalation if a student is not ready for skills

coaching**

Restitution Plan (if necessary)

Part of skills coaching If a student caused minor destruction (e.g. food fight

in the cafeteria, ripping down a poster, knocking over a trash can), Help the student brainstorm ideas that would repair the

damage and make amends with anyone affected (e.g. custodial staff).

**Any restitution activity must be logically tied to correcting the harm that was originally

caused.**

Restorative Chat

Conversation between teacher and student before student reenters the classroom.

Allows for reparation of relationship and clarity of behavior correction.

Is guided and rehearsed before going live. Adult is present with student while they engage in

chat.

**Call teacher before escorting student back to class.**

Restorative Chat CardDear__________,I am sorry for ______________________________In ISLA, I learned____________________________Therefore, I will work on ______________________Here is how I’m going to try and prevent the problem from happening again:______________

In order for me to be successful, here is the support I need from you:___________________________

I appreciate the opportunity to correct my behavior. Thank you, _____________

Teacher Response

Allow the student to engage in the restorative chat with you.

If they do this, allow them back into the classroom without punishment, retribution, or a grudge.

Allow the student to rejoin the class activity without a further conversation about it, trust that the point has been driven home.

Goals of ISLA

A reduction in OSS A reduction in the amount of time spent out of class A reduction in administrative time dedicated to low-

level pb A more systematic process for getting students back

to class, with learned skills A system that students and staff feel is fair,

equitable, and feasible

Turn to partner and share:One ahaOne ah…huh?One next step

Think-Pair Share and Steps Forward

Contact Information

Kent McIntoshSpecial Education ProgramUniversity of [email protected]

@_kentmc

Handouts: http://kentmcintosh.wordpress.com

Cannon Beach, Oregon © GoPictures, 2010

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References

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References

Greflund, S., McIntosh, K., Mercer, S. H., & May, S. L. (2014). Examining disproportionality in school discipline for Aboriginal students in schools implementing PBIS. Canadian Journal of School Psychology, 29, 213-235.

Judge, T. A., & Cable, D. M. (2004). The effect of physical height on workplace success and income: preliminary test of a theoretical model. Journal of Applied Psychology, 89, 428-441.

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References

McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (in press). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children.

McIntosh, K., Barnes, A., Morris, K., & Eliason, B. M. (2014). Using discipline data within SWPBIS to identify and address disproportionality: A guide for school teams. Eugene, OR: Center on Positive Behavioral Interventions and Supports. University of Oregon.

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References

Skiba, R. J., Chung, C. G., Trachok, M., Baker, T., Sheya, A., & Hughes, R. L. (in press). Where should we intervene? How infractions, students, and schools all contribute to out-of-school suspension. In D. J. Losen (Ed.), Closing the school discipline gap: Research for policymakers. New York: Teachers College Press.

Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342. doi: 10.1023/A:1021320817372

Staats, C. (2014). State of the science: Implicit bias review 2014. Columbus, OH: Kirwan Institute.

Tobin, T. J., & Vincent, C. G. (2011). Strategies for preventing disproportionate exclusions of African American students. Preventing School Failure, 55, 192-201. doi: 10.1080/1045988X.2010.532520

Vincent, C. G., Swain-Bradway, J., Tobin, T. J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Exceptionality, 19, 175-190.

Wallace, J. M. J., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Educational Review, 59, 47-62.

References

Documents

Overview of Today’s Session - pbiscaltac.org responsive/PBIS Coaches... · discipline through PBIS 3. Share details regarding a systematic alternative to out-of-school suspension