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Nieves Flores, Celeste Dickey, George Sugai Lindsay Fallon & Breda O’Keeffe University of Guam, Oregon, & Connecticut Oct 27 2011 www.pbis.org

Feb 25, 2016

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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. I mplementation example from the Guam territory will be presented . - PowerPoint PPT Presentation

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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 OKeeffeUniversity of Guam, Oregon, & ConnecticutOct 27 2011www.pbis.orgConsider these statementsOur kids are 3 times more likely to dropout of school than any other demographic in our district.How can we teach kids when we cant talk with their parents?Whos running this schoolstudents or staff?How we supposed to maintain a positive school culture when playgrounds covered with needles, & buildings with graffiti?Its not about race; its about immigration.Why are so many kids of color referred to special education?We cant teach respect, when theres no respect at home.The school is located in center of the community, but it functions like a different country.School climate & cultureNormative conflicts: us v. themSchool & community contextReactive responsibilityEtc.Risk IndicatorsOur ChallengeCurrently, 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

4HOW?!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

5Our PBIS ChallengeLocal ContextGenderFamily StructureSexual OrientationLanguagesBeliefsSESValuesRacial IdentityNationalityImmigrant StatusReligionGenerationDisability8Our Starting PointSWPBS Theoretical FoundationsBehaviorismABAPBSSWPBSaka PBISBehavior AnalysisBehavioral Perspective on CultureCA Sansei JAPBIS, SpEd & Kids w/ BDSugai-FernandezDamn behavioristReconceptualizing Culture from Behavior Analytic Perspective for SWPBSPBIS (SWPBS) is..Framework

Continuum

Academically

All

Early ConclusionNothing 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)818Systems Implementation LogicHorner, 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.orgImplementation must be culturally responsive & shapedSYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMakingIntegratedElements1522SWPBS & Cultural Responsive Practices

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

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMaking15CULTURAL VALIDITYCULTURAL RELEVANCECULTURAL EQUITYCULTURAL KNOWLEDGEVincent, Randall, Cartledge, Tobin, & Swain-Bradway 20112427FindingsQualitativeTotalIntervention DescriptionReviews/ Current IssuesCase StudiesOther219822QuantitativeTotalRecords ReviewsCase StudiesExperimental7421Studies suggest teachers praise rates & quality of praise differ depending on students race & gender (Bullara, 1993). To prevent this, positive & negative consequences should be planned, reasonable, & delivered consistently across students social & academic behaviors.

While several authors made this recommendation (Include students culture & language), suggestions were made on a continuum of less to more inclusion of students culture in instruction. These recommendations ranged from learning about students home culture (Day-Vines & Day-Hairston, 2005; Green, 2005) to matching students language & cultural styles in the classroom (e.g., cultural synchronicity; Monroe, 2005a; Monroe, 2005b). 29Literature Review SummaryNote limitations of literature review:Not an exhaustive search Did not include all studies in which an intervention was tested with CLD students (however, other research shows that these continue to be limited in number).Narrative Reviews can suffer confirmation bias.30General GuidelinesClassroom Educator GuidelinesProfessional Development Guidelines33The 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 CEDDERS3434OverviewWhere and What is Guam?

The Beginning Project Menhalom (Partnership in Character Education Grant)

The Story of Three Middle Schools

353536

3637

What is Guam?

US TerritoryWhere Americas Day beginsPopulation: 159,358 (2010)37The Guam Department of EducationOne district

2010-2011 School enrollment: 30,972

Levels:26 Elementary Schools8 Middle Schools5 High Schools1 Alternative School

3838Demographics of the Guam Public SchoolsFree and Reduced LunchAverage percentage of students receiving free lunch = 56%Average percentage of students receiving reduced lunch=6%

Special ProgramsPre-GATE and GATE = 6%Special Education = 7%Students who speak English as a 2nd language=69%Head Start = 2%

3939The beginning!Project Menhalom: Partnership in Character Education (U.S. DOE Grant)

July 2006 Grant awarded

June 2010 End of performance period4040V.S.A. Benavente Middle SchoolHistory5th year of implementation for PBIS.

2 principals within 5 years with different degree of implementation.

4141V.S.A. Benavente Middle SchoolDemographics1300+ students78 teachers20 support staff80% free/reduced lunch58%ESL Ethnic Breakdown40% Filipino 40% Chamoru20% outer islanders (Chuukese, Ponapean, Yapese, Paluan, Kosrean, etc)4242V.A. Benavente Middle SchoolCulture (school)6 years accreditation from WASC

Active member of Learning Forwards 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)

4343V.A. Benavente Middle SchoolCurrent StatusSecond 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)

4444Jose Rios Middle SchoolHistory (SY 2007 2010)Implementation of PBISSchool Level FacilitatorSchool Wide ExpectationsWAVE programSWIS data

4545Jose Rios Middle SchoolHistorySY 2010 2011:Launch of School Climate CadreWAVE programSWIS dataGrade-level lunchesMonthly grade-level recognitionVote for Peace campaignStudent driven assemblies

MentorshipIntramuralsTeam sponsored lunch activitiesCheck in Check outFaculty and staff rewardsCustomized interventions

464647Jose Rios Middle SchoolCultureEthnic Groups:ChamorroFilipinoPonapeanKosraeanChuukeseBelauan

YapeseKoreanChineseJapaneseWhite District Range: South Central North4748Jose Rios Middle SchoolCurrent StatusSY 2011 2012:School Climate Cadre sustained (new members, roles, and committees)WAVE programSWIS dataGrade-level lunchesGrade-level recognitionMonthly themesStudent driven assemblies

MentorshipIntramuralsTeam sponsored lunch activitiesGrade-level lunchesFaculty and staff rewardsCustomized preventionsCustomized interventions

48Oceanview Middle SchoolHistoryPBIS 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

4949Oceanview Middle SchoolCulture of the SchoolPrior to implementation of PBISSchool 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 culture5050Oceanview Middle SchoolCurrent Status161 referrals for major behaviors during first two months of SY 2007-200814 referrals for major behaviors during first two months of 2011-2012School Climate Cadre in place with rotational leadershipSchool Wide Behavior Matrix in placeImplementation of character education program that complements PBISReinforcement system in placeData-based decision making process

5151challengesBeliefs vs. Practices

Consensus building/Ownership

Financial Constraints5252Effective Social & AcademicSchool CultureCommon Vision/ValuesCommon LanguageCommon ExperiencePBISGOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented53