Culturally Responsive PBIS Pre-conference 2014

1. Culturally Responsive PBIS Pre-conference 2014 Wisconsin Dells, WI Andreal Davis, Kathy Myles, Kent Smith, Michelle Belnavis, Milaney Leverson

2. Wisconsin RtI Center Our vision is that every Wisconsin school has a culturally responsive multi-level system of support that ensures fidelity and sustainability for students to achieve academic and behavioral success. Our mission is to support Wisconsin schools in the implementation of culturally responsive multi-level systems of support for all students.

3. Materials • Presentation Power-point, activities and other resources referenced in session can be found at • http://tinyurl.com/kgcwbuh • Or by scanning:

4. Agenda • Setting the Stage: What is the purpose behind this work? • Use of data to identify needs and PD focus • Culturally Responsive Practices • Begin to Incorporate CRP into PBIS Framework • Wrap up and work/planning time

5. True Colors • Take a few minutes to complete the personal profile. • (Make sure you score the columns and not the rows)

6. Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.” "Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant." - Chike Akua

7. “Students with disabilities are almost TWICE as likely to be suspended from school as nondisabled students, with the highest rates among black children with disabilities.” NYTimes, M. Rich Aug 7 2012 • National Data • 13% with disabilities are suspended from school versus 7% of students without disabilities • 1 in 4 Black K-12 students are suspended from school at least once • Students with greater than one suspension per year: • 1 in 6 Black students • 1 in 13 American Indian students • 1 in 14 Latino students • 1 in 20 White students • Not correlated with the race of staff writing referrals. • High suspension is correlated with: • Low achievement • Dropout • Juvenile incarceration State by state data found at Dignity in Schools Campaign Fact Sheet: www.dignityinschools.org Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA – Presented by George Sugai (8/12)

8. As a result of these trends and data… • Federal guidelines issued January 9, 2014 from the US Dept. of Education and US Dept. of Justice recommending use of PBIS and Cultural and Racial Equity to: • alter school climate, • reduce use of exclusionary practices and • decrease discipline disproportionality • Copies of Federal Guidelines and additional resources at the end of presentation

9. Creating a common vision Mission, vision, beliefs Cultural, linguistic, environmental Behavior, achievement, perception data System implementation of prioritized actions Adapted from Muhammad, A. (2013, August 7). The Will to Lead: Creating Healthy School Culture. Speech presented at WI RtI Center training. Madison, WI.

10. Personal Style • How do these tendencies impact you in your work ? • In your family?

11. Color Group Discussion • Join your color group • Discuss “What if we had a team of people who were all (orange/blue/gold/green)? What would happen? What would go well? What may not? • Then discuss “how schools are set up? For which color group?” Share specific examples.

12. Unintentional Reinforcement of Trends • These outcomes continue because our systems are not designed to meet the needs of or examine outcomes for ALL groups of students. • Institutions and systems have not changed substantially in the last 100 years. • These outcomes are reinforced by policy at every level; Federal, State and Local.

13. We see the world not as it is, but as we are…

14. StudentsandSchools • Create mixed color groups • Using one specific example from the previous activity – differentiate it for all color groups

15. Culture Affects How We. . . • Think • Communicate • Interpret the World • Make Decisions • Solve Problems

16. Cultural Competence • Believing students will learn • Examining the system • Understanding world view Self Awareness • Standing up • Respectful curriculum • Knowing the community • Responsibility • = Institution Adapted from X. Liang and G. Zhang and the State of Washington Department of Public Instruction

17. Developing Cultural Competence • Can you think of anyone that works with you, a family member, or friend that you believe is culturally competent? • Why do you think they are culturally competent? • Are you culturally competent? Why do you think so? How do you know? • What steps have you taken to improve your knowledge and understanding of your students and colleagues who are from a different racial/ethnic/cultural group from your own?

18. Creating a common vision Mission, vision, beliefs Cultural, linguistic, environmental Behavior, achievement, perception data System implementation of prioritized actions Adapted from Muhammad, A. (2013, August 7). The Will to Lead: Creating Healthy School Culture. Speech presented at WI RtI Center training. Madison, WI.

19. Risk Ratio Purposes of webinar: Schools understand what a Risk ratio is and why it’s important How to calculate Where to find resources What to do next? --- relative risk (RR) is the ratio of the probability of an event occurring (for example, developing a disease, being injured) in one group to the probability of the event occurring in a comparison group Create a story of getting pulled over. Contrary to popular belief, drivers in red cars don’t get ticketed more often than their less-flashy comrades. Middle-aged males with a thing for foreign brands, on the other hand, had better watch out.Men who drive a Volkswagen GTI or Mercedes-Benz CLS-63 AMG are twice as likely to get a ticket than the average driver. If they’re in a Hummer (4.63 times higher), they might as well plan on it–drivers of the Hummer H2 face more than triple the chances of a citation.“It’s the combination of the male driver driving the big old Hummer and a mid-life kind of person feeling good,” says Bob U’Ren, senior vice president at Quality Planning, a San Francisco-based company that validates policyholder information for auto insurers. “That’s the magical combination that drives some of these things.”

20. Link Risk back to Education….

21. In Wisconsin, it’s another story(Retrieved from DPI website, 3/31/14)

22. Create a story of getting pulled over. Contrary to popular belief, drivers in red cars don’t get ticketed more often than their less-flashy comrades. Middle-aged males with a thing for foreign brands, on the other hand, had better watch out.Men who drive a Volkswagen GTI or Mercedes-Benz CLS-63 AMG are twice as likely to get a ticket than the average driver. If they’re in a Hummer (4.63 times higher), they might as well plan on it–drivers of the Hummer H2 face more than triple the chances of a citation.“It’s the combination of the male driver driving the big old Hummer and a mid-life kind of person feeling good,” says Bob U’Ren, senior vice president at Quality Planning, a San Francisco-based company that validates policyholder information for auto insurers. “That’s the magical combination that drives some of these things.” An example of Risk RatioRisk of Getting a Speeding Ticket

23. Calculation • Automatic calculator available by going to: http://tinyurl.com/pb3qg74 • Risk Ratio = x ÷ y x = percent of subgroup with particular outcome _________________________________________ y = percent of majority subgroup with same outcome

24. Example Calculations Over the past 30 days, Office Discipline Referral (ODR) data indicates: • x = 48% of Black students have received an ODR • y = 24% of White students have received an ODR

25. Example Calculations Continued… Risk Ratio = x ÷ y • x (48%) ÷ y (24%) = 2 ±.25 difference betweenrisk ratios indicates a need for further action

26. Risk Ratio Calculator • Show slides of calculating risk ratio with the calculator

27. Team Time: Take Action to Address Needs • Disaggregate data specific to the subgroup: • What are the behaviors that are most common? • When are the behaviors happening? • Where are the behaviors happening? • Why might they be happening (possible motivation)? • Action plan around identified areas of need: • What is the task, Who is responsible, by When will it be completed, etc.

28. Team Time: Planning • Once data shows a pattern, teams need to consider: • What knowledge and skills the staff need • How to deliver that (short term) • How to support that (long term) • How to monitor the effects and impact • Where resources will come from • Align to blueprint

29. Content Expertise

31. Norms/Values and their Effects • Ways to evaluate the effects of norms/values on your system: • Disaggregate Discipline data • Disaggregate Suspension data • Compute Risk Ratio: http://tinyurl.com/pb3qg74 • If negative trends are visible: • Problem solve at the SYSTEMS level (i.e. not just one classroom/teacher at a time) • What knowledge and skills the staff need • How to deliver that (short term) • How to support that (long term) • We must change the educational setting to reach all students, NOT simply expect the student to assimilate

32. Gloria Ladson-Billings (UW-Madison) coined the term “cultural relevancy” in 1994. It is a way of teaching that “empowers students intellectually, socially, emotionally, and politically by using culture to impart knowledge, skills, and attitudes.” Cultural Relevancy

33. Key components ofCulturallyResponsive Practices: • are culturally competent, know about their students’ cultural beliefs and practices; • think of all of their students as capable learners, have high expectations for them, and help the students set short and long term goals for themselves; • know each student and draw on the students’ own experiences to help them learn; • have a wide variety of teaching strategies and skills to engage the students; • can help the students deal with the inequitable treatment of students of color and other underserved populations by helping them become critically conscious and knowledgeable about the students' culture; and • can create a bridge between the students’ home and school lives while meeting district and state curricular requirements.

34. Concept 1 • Teachers who can create a bridge between the students’ home and school lives while meeting district and state curricular requirements.

35. Where can I… • Validate • Affirm • Build • Bridge Whip Around

36. Validate – Affirm – Build – Bridge

37. Keeping Relationships at the Center This involves building and nurturing relationships, established through honest self-reflection and having an open mind about what factors might be contributing to a student’s success and struggles in the classroom. Validating and Affirming

38. Concept 2 • Teachers who are culturally competent know about their students’ cultural beliefs and practices.

39. Establishing Relationships • Know the students’ family, interests and culture. • Plan for culturally responsive teacher/student/parent opportunities for strengthening relationships • Welcome students by name as they enter the classroom. • Learn, use and display some words in students’ heritage languages. • Acknowledge all students’ comments, responses, questions and contributions by affirming, validating, probing. • Use students’ real life experiences to connect school learning to students’ lives.

40. Read Your Heart Out – Family Engagement • Video clip https://mediaprodweb.madison.k12.wi.us/node/579-hawthorne

41. Concept 3 • Teachers who think of all of their students as capable learners, have high expectations for them, and help the students set short and long term goals for themselves

42. Identity Development • Does your body language, gestures and expressions convey a message that all students’ questions and opinions are important? • Do your VISUALS (bulletin boards, instructional materials etc.): • reflect the racial, ethnic and cultural backgrounds of ALL students? • Do you create class team-building opportunities that promote peer support for academic achievement?

43. Shawno Exemplar Strategies to Build a Culturally Responsive System of PBIS

44. behavior violation systems

45. Behavior Violations • Systems must have: • Clear definitions of Major versus Minor behavior • Components to ensure staff understanding of behavior violations • Initial teaching of the system • Staff fluency checks • Frequent data reviews • Ongoing professional development for all staff based on data • When those components are in place, teams must determine whether behaviors are wrong or culturally inappropriate

46. Addressing Culturally “Inappropriate” Behaviors • Scenario: Student comes from a strong tradition of “overlap,” which is seen as interruption in the classroom. • Allow for overlap in discussion; teach class to overlap during discussion (code-switch) • Teach student not to overlap during instruction (code-switch) • Systems need to move away from punishing students who bring cultural diversity to our schools.

47. Team Time • Look at your T chart of behaviors as it exists. • Thinking about the Norms Matrix Andreal and Michelle walked you through: • What of those behaviors are points of concern for your team either because of: • Subjectivity, lack of staff fluency, or cultural misunderstanding • Action plan system needs: who needs to do what with whom by when?

48. Teachers who can create a bridge between the students’ home and school lives while meeting district and state curricular requirements. Family Engagement

49. Family Engagement • Keep in mind: • Representation of community cultures • Representation of diverse family values and systems • Family representatives and family engagement opportunities can: • Ease in validating, affirming, building relationships • Enhance sense of belonging and communication

50. Epstein’s 6 Types of Parent Engagement • Parenting: Helping homes support children as students • Communicating: Designed to facilitate communication about programs and progress • Volunteering: Parents as helpers and supports • Learning at home: How to help students with homework & other curriculum related activities, etc. • Decision making: Involving families in school decisions • Collaboration with community: Strengthen home/school/community