Culturally Responsive - Positive Behavioral Interventions and Supports: A commitment to equity in school cultures January 16, 2014 8:30AM – 10:00AM 2014 ACSA Every Child Counts Symposium Monterey, CA Presented by: Nancy Dome, Ed.D and Dora J. Dome, Esq.
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Culturally Responsive - Positive Behavioral Interventions and
Supports: A commitment to equity in school
cultures
January 16, 2014 8:30AM – 10:00AM
2014 ACSA Every Child Counts Symposium
Monterey, CA
Presented by: Nancy Dome, Ed.D and
Dora J. Dome, Esq.
Dora J. Dome Biography Dora J. Dome has practiced Education Law for over 17 years, primarily in the areas of student issues and special education. She currently provides legal representation to school districts on student issues, and has renewed her emphasis on developing and conducting professional development trainings for district staff that focus on Bullying, Equity and Legal Compliance in a proactive effort to build staff capacity to address the changing needs of their students. Ms. Dome’s work with Bullying focuses on helping school districts create the necessary infrastructure to identify and address bullying in schools and to provide staff with effective strategies to respond to various forms of bullying and harassment. Her Equity trainings examine diversity and equity issues facing school districts such as examining stereotypes that impact attitudes and behavior of staff and students, identifying the harmful effects of stereotypes within the school setting, and coaching staff to develop skills to identify, interrupt and prevent discriminatory behavior. Ms. Dome’s legal compliance trainings provide up-to-date information and guidance on how to ’stay legal’ in the areas of special education, student discipline and Section 504. Admitted to the Hawaii State Bar in 1996, Ms. Dome served as a special education consultant and trainer for the Hawaii State Department of Education and Hawaii State Department of Health for five years. Ms. Dome was admitted to the California Bar in 2003. She worked with the education law firm of Dannis Woliver Kelley, (fka Miller Brown and Dannis) for eight years. Ms. Dome has studied in the areas of Race and Ethnicity, Critical Legal Studies and Critical Race Theory and has been certified as a Cultural Diversity Trainer by the National Coalition Building Institute (aka NCBI). She has developed and conducted trainings for numerous school districts and school boards in the areas of student diversity and equity, student and special education discipline, harassment/discrimination, bullying, special education, No Child Left Behind, alternative assessments for African American students, Section 504, and student records. Ms. Dome also regularly presents at association conferences such as ACSA, CSBA and CASCWA. She also participated on the Gay & Lesbian Athletics Foundations (aka GLAF) Keynote Panel on “Race and Racism in LGBT Athletics” and presented at the NCAA Black Coaches Association Annual Conference on “Homophobia in Sports.” She graduated from University of Hawaii, Richardson School of Law (J.D.) and from University of California, Los Angeles (B.A.). Ms. Dome is an Adjunct Professor at Mills College and a Lecturer at the University of California at Berkeley, teaching Education Law and Policy in the administrative credential programs for soon to be administrators.
• Collaborate with families and community members in teaching and reinforcing school-‐wide behavioral expectaDons.
• Monitor disproporDonality between dominant and non-‐dominant groups by collecDng and reviewing disaggregated student disciplinary data.
• Provide professional development aimed at increasing awareness of differences between a teacher’s own and a non-‐dominant student’s cultural paWerns of communicaDon styles, roles of authority, etc. that improve interpretaDon of problem behaviors.
• ShiX from teaching desired behaviors to creaDng opportuniDes to learn.
• ShiX from understanding culture as a variable to exploring the cultures in schools as contextual mediators.
• Expansion of viewing PBIS desired outcomes from reducDons in referrals to encompassing societal interacDons resulDng in greater well-‐being for all students.
• ShiX from cultural assimilaDon to student, family, and community empowerment.
• Develop clear definitions of disproportionality. • Disaggregate data to highlight disproportionality in practice. • Conduct a School Climate Survey to understand the cultural
perceptions regarding discipline that exist among staff, students, and parents.
Interrupt It. • Analyze disciplinary practices that result in predictable disproportionality.
• Involve the community in establishing social expectations. • Balance zero tolerance policies and consideration of students’
intentions for misbehavior. • Establish protocols for ongoing self-reflection to unmask
unconscious racial and cultural bias.
Repair It. • Establish PBIS team that reflects district diversity (race, ethnicity, teachers, admins, special ed., families).
• Develop culturally responsive instructional and classroom management strategies and train teachers to use them.
• Seek alternative disciplinary approaches and procedures. • Establish a learning community to connect positive outcomes
in schools to overall well-being throughout society. • Apprise the extent intervention works for all groups.