This is a presentation of the IL PBIS Network. All rights reserved.

Session A12: Exploring Equity in PBIS Implementation

Jennifer Rose, Ph.D., NCSP Illinois PBIS Network

Lori Casey, Associate Superintendent of EducationWoodland School District 50

2013 National PBIS Leadership ForumOctober 10, 2013

Session Agenda

• Understand the link between integrating cultural relevance with School-wide PBIS (SWPBIS) and educational equity

• Review the CR-PBIS self-assessment tool• Learn the significance of self-assessment

during presentations by a school-based exemplar who has piloted the CR-PBIS tool

Disproportionality in the news

• Disproportionality refers to the over or under representation of a group within a category• Eighty-five percent of office discipline referrals

(ODRs) are given to male students who are 50% of total enrollment (Overrepresentation)

• Males represent less than 30 % of elementary school teachers, yet are 50% of the U.S. population (Underrepresentation)

Disproportionality defined

Disparate Discipline Rates

Source: U.S. Department of Education, Office of Civil Rights. The Transformed Civil Rights Data Collection (2009-10)

• Use of suspensions/expulsions associated with future student misbehavior (Raffaele, Mendez, 2003; Tobin, Sugai, & Colvin, 1996)

• Loss of student exposure to instruction (Scott & Barrett, 2004) and related negative impact on educational progress (Rausch, Skiba, & Simmons, n.d.)

• Reduced administrative efficiency (Scott & Barrett, 2004)• Link with ‘school-to-prison pipeline’ ( APA Zero Tolerance Task Force,

2008)• Lower rates of academic achievement (Rausch et al., n.d.)

Outcomes associated with exclusionary discipline & disproportionality

Effect of SWPBIS

Source: Do elementary schools that document reductions in overall office discipline referrals document reductions across all student races and ethnicities? Vincent, C.G., Cartledge, G., May, S., & Tobin, T.J. (2009)

Disproportionality and SES

• “When the relationship of SES to disproportionality in discipline has been explored directly, race continues to make a significant contribution to disproportionate disciplinary outcomes independent of SES”

• Source: Skiba, R.J., Horner, R.H., Chung, C., Rausch, M.K., May, S.L., & Tobin, T. (2011)

Objective vs. subjective referral categories

White students referred more for:• Smoking• Vandalism• Leaving with out

permission• Obscene

Language

Black students referred more for:• Disrespect• Excessive Noise• Threat• Loitering

Source: Center for Evaluation and Education Policy, Indiana University (2008)

Culture and disproportionality

• “Culture mediates school and mental health processes and outcomes…cultural competence is frequently recommended as a mechanism for bridging the cultural disconnect between teachers, other professionals, schools, students, and families and for reducing service disparities.”

• Source: Osher, D., Cartledge, G., Oswald, D., Sutherland, K.S., Artiles, A.J., & Coutinho, M. (2004)

Six defining features of SWPBIS

Source: Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C.,…Simonsen, B. (2010).

Cultural responsiveness

• Cultural responsiveness recognizes the importance of culture and incorporates cultural elements (e.g., characteristics, experiences, and perspectives) from people who are different than oneself into interpersonal interactions to facilitate more effective relationships.

• Note: Adapted from “Preparing for Culturally Responsive Teaching,” by G. Gay, 2002, Journal of Teacher Education, 53(2), p.p. 106-116.

Characteristics of culturally responsive educators

• 1. Have awareness of how an individual’s cultural background may influence their instructional, or disciplinary practices.

• 2. Are knowledgeable of their students’ culture. • 3. Utilize culturally diverse curriculum content.• 4. Build learning communities that acknowledge

student culture. • 5. Are skilled cross-cultural communicators (e.g., verbal

and non-verbal forms). • 6. Can implement culturally diverse forms of

instruction.

• Note: Adapted from “Preparing for Culturally Responsive Teaching,” by G. Gay, 2002, Journal of Teacher Education, 53(2), p.p. 106-116.

Components of CR-SWPBIS• DATA

• Disaggregate data by student race/ethnicity• Define the problem in objective, measurable termsPRACTICES• Identify culturally relevant and validating interventions to help foster student success• Include students and parents in defining what is appropriate and inappropriate

behavior• Acknowledge differences between school culture, home culture, youth culture

• SYSTEMS• Share disaggregated data with staff• Encourage staff to problem-solve together• Provide professional development to help generate self-awareness, build knowledge of

students’ cultures, and gain the skills to work effectively with students from different cultures

• OUTCOMES• Define measurable outcomes

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SYST

EMS DATA

OUTCOMES

Social Competence &Academic Achievement

Cultural Equity

Cultural Knowledge

and Self-Awareness

Cultural Relevance and

Validation Figure 1. Integrating Schoolwide Positive Behavior Support and culturally responsive practices. Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). 17

CR-SWPBIS tool description• The purpose of the CR-SWPBIS tool is to help ensure that SWPBIS practices and systems have equal impact for

all students.

• The CR-SWPBIS tool is a self-assessment instrument that was developed based on the research of Sugai, O’Keeffe, and Fallon (2012) .

• It is organized in three sections. The first two sections cover elements related to culturally responsive implementation of data, systems, and practices at tier 1 and tiers 2/3. A third section is allocated to developing an action plan.

• Respondents may select whether an element is ‘In place,’ ‘Partially in place,’ or ‘Not in place.’ A rubric is provided to guide the self-assessment process.

• Items identified as ‘Partially in place,’ or ‘Not in place’ may be used to develop an action plan.

• It is recommended that universal, secondary, and tertiary teams, and at least one building administrator complete the Culturally Responsive SWPBIS Team Self-Assessment tool. It may also be helpful to include an external PBIS coach for consultative purposes.

• This document is not intended for evaluation (e.g., SET), or for recognition purposes (e.g., PoI). Completion of this tool is optional. It is offered to provide guidance for schools currently engaged in exploring/practicing culturally responsive SWPBIS (CR-SWPBIS).

• The tool is offered free of cost at www.pbisillinois.org under ‘Equity’ resources located on the ‘Curriculum’ tab.

CR-SWPBIS tool

CR-SWPBIS tool

Woodland District 50

Lori CaseyAssociate Superintendent of Education

District 50 School Information

Five schoolsPrimary School – Early Childhood and Kindergarten-757

Elementary East-998

Elementary West-1004

Intermediate-1472

Middle School-2332

Total Enrollment-6606

District 50 Demographics

District 50 Demographics

District 50 Board InformationThis following chart represents the percentages of students by ethnicity for FY11-FY12:

This following chart represents the percentages of referrals by ethnicity for FY11- FY12:

Mistakes we made….

• Begin the hard discussions with universal team-anticipate questions with large group

• Delve into data not just surface data-black, socioeconomic, special ed, mobility

• Where does professional development fit in long term planning

• Meeting time and place based on what is best for staff not parents

• Student voice and leadership• Stop the excuses

Presenters’ contact information

• Jennifer Rose: jen.rose@pbisillinois.org• Lori Casey: lcasey@dist50.net

References• American Psychological Association, Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations..

American Psychologist, 63(9), 852-862. DOI: 10.1037/0003-066X.63.9.852

• Gay, G. (2001). Preparing for culturally responsive teaching. Journal of Teacher Education. 53(2), pp. 106-116.

• Osher, D., Cartledge, G., Oswald, D., Sutherland, K.S., Artiles, A.J., & Coutinho, M.(2004). Cultural and linguistic competence and disproportionate representation. In R.B. Rutherford Jr., & S.R. Mathur (Eds.), Handbook in Research of Emotional and Behavioral Disorders, pp. 54-77. New York: Guilford Press.

• Raffaele Mendez, L.M. (2003). Predictors of suspension and negative school outcomes: A longitudinal investigation. New Directions for Youth Development, 99, 17-34. Retrieved from http://flagship.luc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11773660&site=ehost-live

• Rausch, M. K., Skiba, R. J. (n.d.) The academic cost of discipline: The relationship between suspension/expulsion and school achievement. Center for Evaluation and Education Policy Indiana University. Retrieved from http://www.agi.harvard.edu/Search/download.php?id=45.

• Scott, T.M., & Barrett, S.B. (2004). Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6(1), 21-27.Retrieved from http://flagship.luc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11655301&site=ehost-live

• Skiba, R.J., Horner, R.H., Chung, C., Rausch, M.K., May, S.L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review , 40(1), pp.85-107.

• Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C.,…Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

• Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline records. Journal of Emotional & Behavioral Disorders, 4(2), 82-94.

• U.S. Department of Education, Office of Civil Rights. The Transformed Civil Rights Data Collection (2009-10). Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/crdc- 2012-data-summary.pdf

• Vincent, C.G., Cartledge, G, May, S., & Tobin, T.J. (2009, October). Do elementary schools that document reductions in overall office discipline referrals document reductions across all student races and ethnicities? Positive Behavior Interventions and Supports Evaluation Brief retrieved from http://www.pbis.org/evaluation/evaluation_briefs/oct_09.aspx

• Vincent, C.G., Randall, Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Support, 13(4), 219-229.