Town Hall Culture , Disability, & Behavior: Let’s Have Conversation

1. Town HallCulture, Disability, & Behavior: Let’s Have Conversation George Sugai, Lindsay Fallon & Breda O’Keefe University of Connecticut Center on Positive Behavioral Interventions & Supports Center for Behavioral Education & Research April 26 2011 www.pbis.org www.cber.org

2. “Culture, Disability, & PBIS: Let’s Have Conversation” Culture is often central in discussions related to diversity, school discipline, academic achievement, & disability. However, education community struggles with conceptualization of culture that enhances our understanding of culture, enables effective communications & expressions of our unique experiences, & leads toward meaningful benefits for all students. In this town hall meeting, reconceptualization of culture will be presented that has evolved from positive behavioral interventions &supports perspective. Participants will have the opportunity to react to & comment on this reconceputalization of culture & voice their thoughts & experiences regarding culture, disability, &improvement of social & educational culture of schools for all students. (15500)

3. RESPECTFULLY • ASK • ANSWER • DESCRIBE • SUGGEST • OFFER • SHARE • CONVERSE TOWN HALLStimulus Questions What does Cultural Relevance & Responsiveness look like? How would we measure status of & change in Cultural Relevance & Responsiveness? What has been shown to improveCultural Relevance & Responsiveness?

4. Consider these statements • “Our kids are 3 times more likely to dropout of school than any other demographic in our district.” • “How can we teach kids when we can’t talk with their parents?” • “Who’s running this school…students or staff?” • “How we supposed to maintain a positive school culture when playgrounds covered with needles, & buildings with graffiti?” • “It’s not about race; it’s about immigration.” • “Why are so many kids of color referred to special education?” • “We can’t teach respect, when there’s no respect at home.” • “The school is located in center of the community, but it functions like a different country.” • School climate & culture • Normative conflicts: us v. them • School & community context • Reactive responsibility • Etc.

5. HOW do we improve cultural relevance to reduce/prevent risk of poor outcomes?

6. Our Starting Point

7. Behaviorism SWPBS Theoretical Foundations ABA PBS SWPBS aka PBIS

8. Behavioral Perspective on Culture

9. PBIS (SWPBS) is….. Framework Continuum Academically All

10. Early Conclusion… • Nothing is inherently biased or culturally irrelevant about practices & systems PBIS implementation. • However, we definitely can improve kid outcomes by making those practices & systems more reflective of norms, expectations, & learning histories of kids, family & community members, & school staff.

11. Systems Implementation Logic

13. Local Context Nationality Racial Identity Immigrant Status Generation Beliefs Disability Gender Languages SES Sexual Orientation Family Structure Religion Values

15. PBIS, SpEd & Kids w/ BD Sugai-Fernandez CA Sansei JA “Damn behaviorist”

20. Findings

21. Literature Review Summary

22. General Guidelines

23. Classroom Educator Guidelines

24. Professional Development Guidelines

25. Effective Social & AcademicSchool Culture GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented Common Language PBIS Common Experience Common Vision/Values

26. EXPECTATIONS • 1 minute comment • Appropriate person-first language • Respectful of speaker • Constructive statements Stimulus Questions What does Cultural Relevance & Responsiveness look like? How would we measure status of & change in Cultural Relevance & Responsiveness? What has been shown to improveCultural Relevance & Responsiveness?