Culturally Responsive Practices in SWPBIS
Schools implementing PBIS have a variety of components in place
that can support Culturally Responsive Practices. This session will
examine ways to infuse Culturally Responsive Practices into PBIS
systems at the Universal Level. Examples will be linked to the core
components of PBIS and participants will learn how to apply some of
these practices within their own systems.
Milaney Leverson
WI RtI Center
Regional Technical Assistance Coordinator
CR and SWPBIS
• SWPBIS is a framework for implementing practices that
fit the values and needs of students, families, and staff
(Sugai, O’Keeffe, & Fallon, 2012).
• With its focus on systems, teaming, and data-based
decision making, SWPBIS creates an ideal structure
within which to embed the core components of
cultural responsiveness.
Because contextual fit is a core principle of
SWPBIS, SWPBIS cannot be considered fully
implemented until it is culturally responsive.
The SWPBIS Culturally-Responsive
Companion Guide
Section I: Identity Development
• identity development specific to practitioners and the impact of
practitioners’ cultures and experiences on the school and classroom
• strategies to gain knowledge of the cultures and experiences of
families, students, and communities served by the school.
Section II: SWPBIS Cultural Responsiveness Companion
• resource for embedding culturally responsive components within the
critical features of SWPBIS
• follows the structure of the SWPBIS Tiered Fidelity Inventory (TFI) to
coincide with assessment and action planning
Section III: Additional Resources
• glossary of key terms
• list of materials and tools for further work
• sample activities and lesson plans
Section I: Identity Development
Practitioners
Practitioners must examine and understand:
• How and why they perceive the world the way they do
• Their own comfort level with issues of race, ethnicity, and
educational and social disparities
• The background from which they develop and apply their
expectations, procedures, routines, and practices
• The purpose of their expectations, procedures, and
practices
It is imperative that staff examine their beliefs about what is
“normal,” “appropriate,” or “acceptable” behavior.
These notions are culturally defined and can vary greatly from
person to person, thus providing the basis for
disproportionate correction.
Identity Development
Student & Family and School & Community
Student and Family Identity:
• Student and family backgrounds, cultures, and values
• Students understanding their own identity
School and Community Identity:
• People of the community; their beliefs, values, and expectations
• Shared experiences that shape the behaviors of community members
• The school’s place in the community: Source of pride? Source of
conflict?
• Connections between the school and community agencies/organizations
• Visibility of the school at community events
Identity Development
• Identity development work must be systemic
• This work will not occur or sustain unless staff
are provided support regarding when and how
it can best happen
Section II: SWPBIS Cultural
Responsiveness Companion
• Teams are encouraged to:
– Complete the Tiered Fidelity Inventory (TFI), found
at www.pbisapps.org
– Identify areas of priority from the TFI
– Refer to related sections of the SWPBIS Cultural
Responsiveness Companion
– Develop an action plan
– Use Culturally Responsive SWPBIS Self Assessment
for progress monitoring
Technical & Adaptive Change
Technical Change
Adaptive Change
Supports actual practices or
instruction, involve learning
and implementing new
strategies or tools.
Requires changes in
values, beliefs, roles,
relationships, &
approaches to work.
Essential components
Steps in the process
Intervention tools
How can PBIS help our school
reach more students?
How can we be more
responsive to the
students we serve?
Helfetz and Lusky, 2002
SWPBIS Cultural Responsiveness
Companion: Organized by TFI Features
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Team Composition
Team Operating Procedures
Behavioral Expectations
Teaching Expectations
Problem Behavior Definitions
Discipline Policies
Professional Development
Classroom Procedures
Feedback and Acknowledgement
Faculty Involvement
Student/Family/Community Involvement
Discipline Data
Data-based Decision Making
Fidelity Data
Annual Evaluation
Team Composition
Behavioral Expectations
Validate – Affirm – Build – Bridge
Validate –
Build –
To make legitimate that
which the institution (academia)
and mainstream has made
illegitimate.
Making the connections
between the home culture and
language with the school culture
and language through instructional
strategy and activity.
Affirm –
Bridge –
To make positive that which
the institution (academia) and
mainstream media has made
negative.
Giving opportunities for
situational appropriateness or the
utilization of the appropriate
cultural or linguistic behavior.
VABB
Bayfield Strive for Five
Problem Behavior Definitions
Behavior Definitions
• Research indicates that subjective behaviors
more often result in disproportionate
discipline for students of color (e.g., defiance,
disrespect)
McIntosh, Girvan, Horner, & Smolkowski, 2014 Skiba
et al., 2011
Feedback and Acknowledgement
Student/Family/Community Involvement
Engagement Defined
Engaged Stakeholders demonstrate ownership
through:
• Investment in Purpose
• Commitment to Common Goal/Vision
• Active and Continued Participation
• Interactive Communication
– Internal/External and two way
Discipline Data
PBIS Disproportionality Data Guide
• Equity in PBIS website from OSEP PBIS
Technical Assistance Center
• Data Guidebook
• WI Risk Ratio Tool
Section III: Resources
PBIS Culturally-Responsive Companion Guide
http://tinyurl.com/ncn8fmf
Soon available at:
http://www.pbis.org/school/equity-pbis
Questions or Comments
Arcadia Elementary School
Culturally Responsive Practices In
PBIS
Arcadia Elementary School
Arcadia, WI
Presenters: Lynsey Bakkum, Molly Fawcett, Carrie Taysom,
Courtney Smith, Paul Halverson
Demographics
• Arcadia, WI (40 miles north of La Crosse)
– Population: about 3000
– Population: about 7500 during work day
(Ashley Furniture, Gold N’ Plump)
• Enrollment:
– 70% Culturally Diverse PK-4
• High Hispanic & ELL population
– 62% Free/Reduced Lunch
PBIS Implementation Status
•
•
•
•
•
2010-2011: Administrative Overview
2011-2012: Began Common Language (Line Basics, Body
Basics), Team Formed & Trained at Tier 1
2012-2013: Tier 1 Kick-off & Implementation
2013-2014: Fidelity at Tier 1; Team formed and trained at
Tier II; Tier II Pilot
2014-2015: Maintain Tier 1 Fidelity; Implemented Tier II
PBIS Implementation Status
• Self-Assessment Survey (SAS)
– 11/10/2013: 81%
– 2/20/2015: 79%
• Benchmarks of Quality (BOQ)
– 4/28/2014: 79%
• School-Wide Evaluation Tool (SET)
– 4/29/2014: 92%
– 5/18/2015: 95%
CR Components
• Why we added Culturally Responsive
practices: 70% of our PK-4 students are
culturally diverse learners.
• What those look like:
– Communication with families
– Acknowledgements/Celebrations
– Community Involvement
– 21st Century Learning Grant: CLC
Communication with Families
• Bilingual office staff greet all school visitors
• Bilingual interpreters for parent/teacher
conferences, concerts (Concert Basics)
• Bilingual PBIS postcards, ODRs
• Bilingual signs throughout school
• Community Liaison
– Parent and Family Programs (homework,
taxes, insurance, food pantry, energy
assistance).
Communication with Families
Dear __________________________________,
Your child showed fantastic paw pride at our school today!!
________________________________________was being:
●
Respectful
●
Responsible
●
Safe
Your child showed this paw pride in the
_____________________________________________,
because___________________________________________________________________
__________________
__________________________________________________________________________
_____________________
__________________________________________________________________________
_____________________.
Keep up the great work!!!
_______________________
Communication with Families
Querida __________________________________,
¡Su hijo demostró “Paw Pride” fantástico en nuestra escuela hoy!!
________________________________________era:
●
Respetuoso
●
Responsable
●
Seguro
¡Su hijo demostró “Paw Pride” fantástico en:
La clase, El pasillo, El cafetería, El patio de recreo, o
El bano
porque____________________________________________________________________
_________________
__________________________________________________________________________
_____________________
__________________________________________________________________________
_____________________.
¡Mantenga el gran trabajo!!!
___________________________________________
Communication with Families
• First day of school PBIS Carnival
Acknowledgements/Celebrations
Daily Prizes
● Dia de los muertos tattoos, Cinco de Mayo
stickers
● Candy from Latino grocery store
● Soccer/Spanish language stickers, tattoos
Acknowledgements/Celebrations
Beginning of year KickOff
Soccer/World Cup
Theme (BELIEVE)
●
Winter Booster
Donated Piñatas from
MM San Juan
●
Community Involvement
• Recess re-teaching
– HS soccer coach came and taught soccer
rules to students having behavioral
difficulties at recess.
• Local bakery donates Tres Leche cakes for
family nights (Math, Reading, Behavior)
• Latino Band: Held a dance as a fundraiser to
support our PTO and PBIS acknowledgements.
Community Learning Center (CLC)
•
•
•
•
•
What it looks like: academic, physical, snack
90% of students are culturally diverse learners
Extending CLC to morning as well as afternoon
El Sol--High School Club
Winona State University: International
Students Organization
• Integrated PBIS expectations
Our Future Plans
• Parent on the Team.
• Continuing to reteach staff on Cultural Responsiveness
Strategies- Especially communicating with families.
• Translating more classroom resources.
• SIOP: Sheltered Instruction Observational Protocol
implementation and book study.
• Cultural Diversity Day.
Questions
Contact Information:
www.arcadia.k12.wi.us
(608) 323-7500