nieves flores, celeste dickey, george sugai lindsay fallon & breda o’keeffe university of ...

B2: PBIS & Examination of Culture

To provide definition & description of culture that would enhance SWPBS implementation. Definitions, descriptions, practices, & guidelines will be presented. Implementation

example from the Guam territory will be presented

Nieves Flores, Celeste Dickey, George Sugai

Lindsay Fallon & Breda O’KeeffeUniversity of Guam, Oregon, & Connecticut

Oct 27 2011www.pbis.org

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.

Risk Indicators

Low ratings organizational health & safety

High rates dropout & delinquent behavior

High academic failure

High rates reactive management practices

High rates special education referrals

High rates disciplinary exclusion (ODR, OSS)

Our Challenge

School not culturally relevant,

preventive, prosocial

Students at higher risk

Poor academic &

social-behavior outcomes

HOW?!

Enhance school & classroom

practices to be more culturally

relevant, preventive,

prosocial

Reduce impact/influence of risk factors

Improve academic &

social-behavior outcomes

Our PBIS Challenge

Is SWPBS “culturally relevant”?

Can SWPBS become more culturally relevant?

What does culturally relevant SWPBS implementation look like?

How do we measure impact of culturally relevant implementation of SWPBS?

In sum, many students & adults do not experience

schools as culturally & contextually relevant, &

as a result, are at high risk of

* lower academic achievement,

* more frequent & negative disciplinary

consequences, & * more deleterious social behavioral outcomes. s

Currently, the use of SWPBS practices &

systems is increasing as a viable approach

to improving the social & behavioral culture of schools through the use of

constructive & preventive strategies

Local Context

Gender

Family Structure

Sexual Orientation

Languages

Beliefs

SES

Values

Racial Identity NationalityImmigrant

Status

Religion

GenerationDisability

Our Starting Point

Develop guidelines for improving cultural relevance

Establish operational/measurable definitions of culture & cultural relevance

Adopt research-evidence based approach

Work from defendable theoretically foundation

SWPBS Theoretical Foundations

Behaviorism

ABA

PBSSWPBS

aka PBIS

Behavior Analysis

Behavior

Learned & purposeful

Biologically influenced

Contextual or environmenta

l

Manipulable & Teachable

Behavioral Perspective on Culture

“No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a given individual in their historical & situational context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995

“A culture evolves

when practices… contribute

to the success of

the practicing

group in solving its

problems”Skinner, 1981

“George Sugai?” Learning History

Sansei

1951 Santa Cruz, CA. Parents born

Watsonville

Buddhism v. “Elks” little

league baseball

Mom interned, Dad moved to UT

No Japanese, fork v. hashi, soy sauce v.

shoyu

Only 2 JA, 1 AA @ LGHS, Stones

BF: Dale, Jim, Lansing, “Molly,” Roger

UCSB, hippies, BoA

Nature director in ESC

CA, WA, CO, KY, NH, OR, CT

Bi-racial: Fernandez

Hapa: Sugai-Fernandez

Shaped into “damn behaviorist!”

CA Sansei JA

PBIS, SpEd & Kids w/ BD

Sugai-Fernandez

“Damn behaviorist”

PBIS (SWPBS) is….. for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

All about implementation

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.

SWPBS Logic!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)

• Achieve desired outcome?Effective

• Doable by implementer?Efficient

• Contextual & cultural?Relevant

• Lasting?Durable

• Transportable?Scalable

• Conceptually Sound?Logical

Systems Implementation Logic

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

Implementation must be culturally responsive & shaped

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.

That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).

Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SWPBS & Cultural

Responsive Practices

Vincent, Randall, Cartledge, Tobin, &

Swain-Bradway 2011

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

SupportingDecisionMaking

CULTURAL VALIDITY

CULTURAL RELEVANCE

CULTURAL EQUITY

CULTURAL KNOWLEDGE

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.

Culturally & contextually relevance is used to describe &

consider unique variables,

characteristics, & learning histories of

students, educators, & family & community members involved in

the implementation of SWPBS.

A major assumption is that effective

instructional practices & behavior &

classroom management

strategies exist (Horner, Sugai, &

Anderson, 2010), & consideration must be

given to culture & context

Literature Review Research Questions

How is culture defined in research focused on

behavior management, discipline, & improving

problem behavior in schools?

What culturally & contextually relevant

strategies are documented in research

focused on behavior management, discipline,

& improving problem behavior in schools?

Selection Criteria (3/4)

Definition of culture

Focus on problem

behavior(s)

Focus on behavior

management &/or

discipline

Suggestions for culturally, contextually

relevant behavior

management strategies

Findings

QualitativeTotal Intervention

DescriptionReviews/ Current Issues

Case Studies

Other

21 9 8 2 2

QuantitativeTotal Records Reviews Case Studies Experimental

7 4 2 1

Literature Review Summary

SWPBS can be adapted easily to diverse schools & cultural norms

SWPBS promotes most frequently recommended strategies from descriptive literature

More experimental research needed

General Guidelines

Consider educational & social validity of decisions & priorities from perspective of student, family, teacher, school, & community

Teach, model, & acknowledge local expectations

Establish familiar, predictable, & consistent local expectations

Monitor progress continuously

Assess local behavior patterns, values, expectations, & norms

Adopt RtI perspective

Classroom Educator Guidelines

Use effective instructional practices & curricula

Learn, include, & use students’ culture & language in instruction & interactions

Teach social skills

Set explicit, realistic, high, & challenging expectations

Engage in equitable interactions

Decrease negative interactions

Increase positive interactions

Define from contextual perspective

Professional Development Guidelines

Use data to evaluate outcomes

View & involve parents as resources

Assess & consider their students’ cultures.

Self-assess or self-reflect cultural & contextual features & implications of their instructional & behavioral decisions

Adopt perspective that student behavior is culturally & contextually learned & influenced

THE IMPLEMENTATION OF PBIS ON A PACIFIC ISLAND - GUAMPresented by:Dexter Fullo, Principal, V.A. Benavente Middle SchoolChristopher Castro, Assistant Principal, Oceanview Middle SchoolTara Leon Guerrero, Counselor, Jose Rios Middle SchoolNieves 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

35

36

37

What is

Guam?

• US Territory

• Where America’s Day begins

• Population: 159,358 (2010)

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 SCHOOLHistory 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+ students78 teachers20 support staff80% free/reduced lunch58%ESL Ethnic Breakdown

40% Filipino 40% Chamoru 20% outer islanders (Chuukese, Ponapean, Yapese,

Paluan, Kosrean, etc)42

V.A. BENAVENTE MIDDLE SCHOOLCulture (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 SCHOOLCurrent 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 SCHOOLHistory (SY 2007 – 2010)Implementation of PBISSchool Level FacilitatorSchool Wide ExpectationsWAVE programSWIS data

45

JOSE RIOS MIDDLE SCHOOLHISTORYSY 2010 – 2011:

Launch of School Climate Cadre

WAVE programSWIS dataGrade-level lunchesMonthly grade-level

recognitionVote for Peace campaignStudent driven assemblies

MentorshipIntramuralsTeam sponsored

lunch activitiesCheck in – Check

outFaculty and staff

rewardsCustomized

interventions 46

47

JOSE RIOS MIDDLE SCHOOLCULTURE Ethnic Groups:

o Chamorroo Filipinoo Ponapeano Kosraeano Chuukeseo Belauan

o Yapeseo Koreano Chineseo Japaneseo White

o District Range:• South• Central• North

48

JOSE RIOS MIDDLE SCHOOLCURRENT STATUS

SY 2011 – 2012:School Climate Cadre

sustained (new members, roles, and committees)

WAVE programSWIS dataGrade-level lunchesGrade-level recognitionMonthly themesStudent driven assemblies

Mentorship IntramuralsTeam sponsored

lunch activitiesGrade-level lunchesFaculty and staff

rewardsCustomized

preventionsCustomized

interventions

OCEANVIEW MIDDLE SCHOOLHistory 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 SCHOOLCulture 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 culture50

OCEANVIEW MIDDLE SCHOOLCurrent 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

51

CHALLENGES Beliefs vs. Practices

Consensus building/Ownership

Financial Constraints

52

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

PBIS

GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are

possible & problem behaviors are prevented