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
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Culturally Responsive Practices in SWPBIS Schools implementing PBIS have a variety of components in place that can support Culturally Responsive Practices.
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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 LeversonWI 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 DevelopmentPractitioners
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 DevelopmentStudent & 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
• 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
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 Kick-Off● 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.