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Implementing PBIS with a Native Voice

Implementing PBIS with a Native Voice. Govinda Budrow , Fond du Lac Tribal and Community College; Tara Dupuis , Fond du Lac Ojibwe School; Daniel Torrez , North St. Paul-Maplewood-Oakdale School District; Clay Keller , Minnesota Department of Education 2019 Minnesota PBIS Summer Institute.

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Implementing PBIS with a Native Voice

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  1. Implementing PBIS with a Native Voice Govinda Budrow, Fond du Lac Tribal and Community College; Tara Dupuis, Fond du Lac Ojibwe School; DanielTorrez, North St. Paul-Maplewood-Oakdale School District; Clay Keller, Minnesota Department of Education 2019 Minnesota PBIS Summer Institute

  2. Overview • Introductions • Adapting PBIS culturally • Work to examine PBIS from a Native perspective Leading for educational excellence and equity, every day for every one. | education.mn.gov

  3. Reclaiming Native Truth Research 2018 • Reclaiming Native Truth • Largest public opinion research project on Native Americans • Invisibility was a major theme that impacts perceptions and meeting needs in “invisible” communities

  4. Invisibility • Media: Little to no--.0% to .04%--media representations portray Native Americans as contemporary people (Tukachinsky, Mastro, & Yarchi, 2005; Fryberg, 2003). • Google/Bing Search: 95% of first 100 Google images and 99% on Bing for the terms “Native American” and “American Indian” are antiquated portraits (Leavitt, Covarrubias, Perez, & Fryberg, 2015). • School Curricula: 87% of references to Native Americans in 50 states’ academic standards portray them in a pre-1900 context (Shear, Knowles, Soden, Cnaitz, & Castro, 2015). • Social Science Research: Of the approximately 39,538 publications peer reviewed publications on prejudice, intergroup relations, stigma, and stereotyping, only 0.5% of publications mention Native Americans; only 0.2% include Native American participants (Fryberg & Eason, 2017; see also, Brady, Shoda, Fryberg, 2018).

  5. Rarely Encounter Information71.7% of people rarely or never encounter or seek outinformation about Native Americans.

  6. Adapting PBIS Culturally Leading for educational excellence and equity, every day for every one.|education.mn.gov

  7. Recommendations forAddressing Discipline Disproportionality • A 5-Point Approach • Use engaging academic instruction to reduce the support gap (achievement gap or opportunity gap) • Implement a behavior framework that is preventive, multi-tiered, and culturally responsive • Collect, use, and report disaggregated discipline data • Develop policies with accountability for discipline equity • Teach neutralizing routines to address implicit bias Recommendations for Addressing Discipline Disproportionality Leading for educational excellence and equity, every day for every one.|education.mn.gov

  8. Using Disaggregated Datato Assess and Address Equity • Problem Analysis • General problem-solving approach • Identify underlying causes of the problem • Focus on variables that can be changed • For disproportionality • Identify whether disproportionality is consistent across all situations or more pronounced in some situations • Assess other causes, such as • Achievement gap/Opportunity gap • Fidelity of implementation of discipline or equity interventions Policies to Address Discipline Disproportionality Leading for educational excellence and equity, every day for every one.|education.mn.gov

  9. PBIS Cultural Responsiveness Field Guide PBIS Cultural Responsiveness Field Guide • “The primary goal of cultural responsiveness within a SWPBIS framework is to use SWPBIS principles to change school cultures and systems to enhance educational equity.” (p. 2) • Core components of the cultural responsiveness definition • Identity • Voice • Supportive environment • Situational appropriateness • Data for equity Leading for educational excellence and equity, every day for every one.|education.mn.gov

  10. Examples of Culturally Responsive Elaborationsof PBIS from the Field Guide • School SWPBIS leadership teams not only include stakeholders as team members but also actively elicit ownership, voice and broad representation of their families and communities, especially underserved families and cultures. (p. 7) • Teams adopt or revise expectations that are reflective of the cultural values of the surrounding community. Expectations and rules are identified based on a legitimate purpose within the setting, as opposed to simply school tradition or maintaining the status quo. (p. 9) • Teams have a process and procedures for staff to teach students the behaviors necessary to be successful in the school setting regardless of previous learning and without disrespecting families’ beliefs. When expectations differ between home or community and school, staff explicitly teach the differences (i.e., code-switching), the purpose of having the expectations at school, and provide additional practice until students demonstrate the behaviors fluently. (p. 10) Leading for educational excellence and equity, every day for every one.|education.mn.gov

  11. Layering of PBIS Support From Catherine Bradshaw's Presentation: Promoting Positive Learning Leading for educational excellence and equity, every day for every one.| education.mn.gov

  12. MDE Dream Catcher Training; slide shared by Govinda Budrow, Nay Ah Shing Elementary School Culturally Layering PBIS Support: One Way Leading for educational excellence and equity, every day for every one.| education.mn.gov

  13. MDE Dream Catcher Training; slide shared by Govinda Budrow, Nay Ah Shing Elementary School Culturally Layering PBIS Support: A Better Way Leading for educational excellence and equity, every day for every one.| education.mn.gov

  14. Adapting PBIS Culturally:Bug-O-Nay-Ge-Shig School

  15. How Can We Implement PBISwith a Native Voice? • If these are the major components of PBIS… • Positively stated behavioral expectations • System for positive feedback and acknowledgement • Support system for students who do not display behaviors • Data-based decision making • Supporting academic and behavioral success • Using a team-based approach • How can we implement them in Native ways?

  16. Initial Work Leading for educational excellence and equity, every day for every one.|education.mn.gov

  17. Participants at the Fond duLac Tribal and CommunityCollege Meeting

  18. Group Photo

  19. Steps in the Process • Vision of how things would look in 2027 if positive behavior supports were in place • Individual responses • Small group consensuses on what are most important • Content analysis to cluster small group responses into 4 themes (which are more outcomes than a statement of a vision) • Presentation about PBIS, PBIS in Minnesota, and adapting PBIS culturally • Discussion about implementing PBIS with a Native voice • Blending 2 sets of PBIS components to the 4 themes • 6 components of the definition in statute • 5 core components of the cultural responsiveness definition from the PBIS field guide • Questions to address what’s needed to strengthen the vision Leading for educational excellence and equity, every day for every one.|education.mn.gov

  20. Vision andthe Components PBIS Field Guide Components PBIS Statute Components

  21. Thank You! Leading for educational excellence and equity, every day for every one. | education.mn.gov

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