Nieves Flores, Celeste Dickey, George Sugai Lindsay Fallon & Breda O’Keeffe University of Guam, Oregon, & Conne

1. B2: PBIS & Examination of CultureTo provide definition & description of culture that would enhance SWPBS implementation. Definitions, descriptions, practices, & guidelineswill be presented. Implementation examplefrom the Guam territory will be presented Nieves Flores, Celeste Dickey, George Sugai Lindsay Fallon & Breda O’Keeffe University of Guam, Oregon, & Connecticut Oct 27 2011 www.pbis.org

2. 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.

3. Risk Indicators

4. Our Challenge

5. HOW?!

6. Our PBIS Challenge

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

9. Our Starting Point

10. Behaviorism SWPBS Theoretical Foundations ABA PBS SWPBS aka PBIS

11. Behavior Analysis

12. Behavioral Perspective on Culture

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

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

16. 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.

17. SWPBS Logic! 8 Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

18. Systems Implementation Logic

19. Implementation must be culturally responsive & shaped Horner, R. H., Sugai, G., & & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. www.pbis.org

21. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

22. SWPBS & Cultural Responsive PracticesVincent, Randall, Cartledge, Tobin, & Swain-Bradway2011

23. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior 15 OUTCOMES DATA CULTURAL KNOWLEDGE SYSTEMS CULTURAL VALIDITY Supporting Decision Making PRACTICES CULTURAL RELEVANCE Supporting Student Behavior

28. Findings

29. Literature Review Summary

30. General Guidelines

31. Classroom Educator Guidelines

32. Professional Development Guidelines

33. The Implementation of PBIS on a Pacific Island - GUAM Presented by: Dexter Fullo, Principal, V.A. Benavente Middle School Christopher Castro, Assistant Principal, Oceanview Middle School Tara Leon Guerrero, Counselor, Jose Rios Middle School Nieves Flores, University of Guam CEDDERS

34. Overview • Where and What is Guam? • The Beginning – Project Menhalom (Partnership in Character Education Grant) • The Story of Three Middle Schools

36. What is Guam? • US Territory • Where America’s Day begins • Population: 159,358 (2010)

37. The Guam Department of Education • One district • 2010-2011 School enrollment: 30,972 • Levels: • 26 Elementary Schools • 8 Middle Schools • 5 High Schools • 1 Alternative School

38. Demographics of the Guam Public Schools • Free and Reduced Lunch • Average percentage of students receiving free lunch = 56% • Average percentage of students receiving reduced lunch=6% • Special Programs • Pre-GATE and GATE = 6% • Special Education = 7% • Students who speak English as a 2nd language=69% • Head Start = 2%

39. The beginning! Project Menhalom: Partnership in Character Education (U.S. DOE Grant) • July 2006 –Grant awarded • June 2010 – End of performance period

40. V.S.A. Benavente Middle School History • 5th year of implementation for PBIS. • 2 principals within 5 years with different degree of implementation.

41. V.S.A. Benavente Middle School • Demographics • 1300+ students • 78 teachers • 20 support staff • 80% free/reduced lunch • 58%ESL • Ethnic Breakdown • 40% Filipino • 40% Chamoru • 20% outer islanders (Chuukese, Ponapean, Yapese, Paluan, Kosrean, etc)

42. V.A. Benavente Middle School Culture (school) • 6 years accreditation from WASC • Active member of Learning Forward’s Learning School Alliance • Uses PBIS to apply the continuous cycle of improvement • Infuses elements of PLCs with PBIS (data analysis, accessing student voices, lesson planning)

43. V.A. Benavente Middle School Current Status • Second year of full implementation and monitoring of PBIS • First year focus: Improving and empowering the school climate cadre (SY10-11) • Second year focus: Primarily on developing school wide PBIS lessons bi-weekly. (SY11-12)

44. Jose Rios Middle School History (SY 2007 – 2010) • Implementation of PBIS • School Level Facilitator • School Wide Expectations • WAVE program • SWIS data

45. Jose Rios Middle SchoolHistory SY 2010 – 2011: • Launch of School Climate Cadre • WAVE program • SWIS data • Grade-level lunches • Monthly grade-level recognition • Vote for Peace campaign • Student driven assemblies • Mentorship • Intramurals • Team sponsored lunch activities • Check in – Check out • Faculty and staff rewards • Customized interventions

46. Jose Rios Middle SchoolCulture • Ethnic Groups: • Chamorro • Filipino • Ponapean • Kosraean • Chuukese • Belauan • Yapese • Korean • Chinese • Japanese • White • District Range: • South • Central • North

47. Jose Rios Middle SchoolCurrent Status SY 2011 – 2012: • School Climate Cadre sustained (new members, roles, and committees) • WAVE program • SWIS data • Grade-level lunches • Grade-level recognition • Monthly themes • Student driven assemblies • Mentorship • Intramurals • Team sponsored lunch activities • Grade-level lunches • Faculty and staff rewards • Customized preventions • Customized interventions

48. Oceanview Middle School History • PBIS was initially introduced in 2006-2007 • School Level Facilitator provided in 2007-2008 • Expectation matrix developed and implemented during the 2007-2008 school year • Adoption of SWIS in 2008-2009 • School Climate Cadre established in 2008-2009

49. Oceanview Middle School Culture of the School • Prior to implementation of PBIS • School climate did not reflect the hospitable and family-friendly culture of the community • After 4 years of PBIS • Increased awareness of behavior expectations • More family-oriented culture

50. Oceanview Middle School Current Status • 161 referrals for major behaviors during first two months of SY 2007-2008 • 14 referrals for major behaviors during first two months of 2011-2012 • School Climate Cadre in place with rotational leadership • School Wide Behavior Matrix in place • Implementation of character education program that complements PBIS • Reinforcement system in place • Data-based decision making process