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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
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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.
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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)
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Our Challenge
School not culturally relevant,
preventive, prosocial
Students at higher risk
Poor academic &
social-behavior outcomes
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HOW?!
Enhance school & classroom
practices to be more culturally
relevant, preventive,
prosocial
Reduce impact/influence of risk factors
Improve academic &
social-behavior outcomes
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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?
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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
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Local Context
Gender
Family Structure
Sexual Orientation
Languages
Beliefs
SES
Values
Racial Identity NationalityImmigrant
Status
Religion
GenerationDisability
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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
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SWPBS Theoretical Foundations
Behaviorism
ABA
PBSSWPBS
aka PBIS
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Behavior Analysis
Behavior
Learned & purposeful
Biologically influenced
Contextual or environmenta
l
Manipulable & Teachable
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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
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“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”
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PBIS (SWPBS) is….. for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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All about implementation
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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.
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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)
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• Achieve desired outcome?Effective
• Doable by implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Systems Implementation Logic
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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
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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.
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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SWPBS & Cultural
Responsive Practices
Vincent, Randall, Cartledge, Tobin, &
Swain-Bradway 2011
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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
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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.
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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
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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?
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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
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Findings
QualitativeTotal Intervention
DescriptionReviews/ Current Issues
Case Studies
Other
21 9 8 2 2
QuantitativeTotal Records Reviews Case Studies Experimental
7 4 2 1
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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
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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
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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
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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
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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
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OVERVIEW Where and What is Guam?
The Beginning – Project Menhalom (Partnership in Character Education Grant)
The Story of Three Middle Schools
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What is
Guam?
• US Territory
• Where America’s Day begins
• Population: 159,358 (2010)
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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
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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
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THE BEGINNING!Project Menhalom: Partnership in Character Education (U.S. DOE Grant)
July 2006 –Grant awarded
June 2010 – End of performance period
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V.S.A. BENAVENTE MIDDLE SCHOOLHistory 5th year of implementation for PBIS.
2 principals within 5 years with different degree of implementation.
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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
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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)
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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)
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JOSE RIOS MIDDLE SCHOOLHistory (SY 2007 – 2010)Implementation of PBISSchool Level FacilitatorSchool Wide ExpectationsWAVE programSWIS data
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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
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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
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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
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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
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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
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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
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CHALLENGES Beliefs vs. Practices
Consensus building/Ownership
Financial Constraints
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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