assessing & enhancing equity 9 th Central Oregon PBIS Conference - - PowerPoint PPT Presentation

Getting started in your school or classroom assessing & enhancing equity

9th Central Oregon PBIS Conference

Eoin Bastable ebastabl@uoregon.edu

Thank you!

• Your dedication and

commitment

• Focus and interest in enhancing

equity in schools

• Appreciate your effort & focus
• n supporting all students

Session agenda:

• 1. What’s up with school discipline practice?
• 2. Strategies & approaches to enhance equity in schools
• 3. How can we engage others in this work?

**Leave with at least one idea or strategy you can use or share tomorrow!

• PBIS Center Disproportionality Workgroup

Acknowledgements

 Timberly Baker  Aaron Barnes  Kimberly Bunch-Crump  Alondra Canizal Delabra  Yolanda Cargile  Erin Chaparro  Soraya Coccimiglio  Tai Collins  Bert Eliason  Erik Girvan  Steve Goodman  Clynita Grafenreed  Ambra Green  Beth Hill  Rob Horner  Don Kincaid  Milaney Leverson  Tim Lewis  Stephanie Martinez  Kent McIntosh  Rhonda Nese  Vicki Nishioka  Ruthie Payno-Simmons  Heidi von Ravensberg  Jennifer Rose  Therese Sandomierski  Russ Skiba  Kent Smith  Keith Smolkowski

Norms for this session

• Speak your truth from your own experience
• Honor and listen to diverse opinions (even if you

totally disagree)

• Care/manage your/our time together
• Others suggestions?

Introduce yourself & share with a partner

• Name & role
• What brings you to this session today

(i.e., what do want to learn?)

Share

What’s going

• n with school

discipline?

History of U.S. education…

Continues today

This Photo by Unknown Author is licensed under CC BY-SA

Increased focus on equity in school discipline

Nationwide picture: suspensions by race/ethnicity

https://escholarship.org/content/qt2t36g571/qt2t36g571.pdf

Good news!

❖ Administrators’ approach and implement discipline policy

makes biggest difference in how school and district.

(Losen et al., 2015; Skiba et al 2014)

❖Schools have the power to change their rates of exclusions

✓Relationship-building (Gregory et al. 2014) ✓School-wide supports (Vincent et al. 2011, McIntosh, 2018) ✓Evaluating codes of conduct (Fenning, 2013)

Effects of PBIS on Discipline Disproportionality

Effects of SWPBIS on Discipline Gap for Students on IEPs

(Loudoun County, VA)

Moving forward…

Interventions/strategies designed to reduce use

• f exclusionary

discipline overall don’t necessarily also reduce disparities.

(Skiba et al 2014)

So, how do we enhance Equity??

“Try tomorrow” strategies

This Photo by Unknown Author is licensed under CC BY

✓ Systems ✓ Teams ✓ Data ✓ Priority

Reflect & apply for self/students/colleagues

Activities Myself My students my colleagues

1. 2. 3. 4. 5.

• 1. Using an Equity line

More supportive equitable? less supportive

Make a list of labels you have heard in your school or community. Do you have a gut feeling about which help and which harm students?

Reflect/ share

Guidance on labels

“Labels help when they prompt inquiry into real experiences requiring attention. Labels harm when people refuse to question them – more precisely, when we fail to look beyond labels so that students are more fully know.”

Mica Pollack, School Talk

DEFINE school-wide expectations (i.e., social competencies) TEACH & PRACTICE expectations MONITOR & ACKNOWLEDGE prosocial behavior PROVIDE INSTRUCTIONAL CONSEQUENCES for unwanted behavior MAKE DECISIONS based on information collected

CORE PRACTICES

• f school-

wide PBIS 1

2 3 4 5

BULDING ON WHAT YOU ALREADY HAVE IN PLACE USE PBIS SYSTEMS

• Clarify what is expected for students
• Create consistency among staff
• Reduce miscommunication
• Make hidden curriculum visible
• Focus on prosocial behavior

Purpose of School-wide Expectations Matrix

• 1. Students walk around the school and document

(e.g., photograph) any “rules”

• 2. Post rules on the walls of the gym with a set of

questions on flipchart paper:

• Is the rule positively stated?
• What is the purpose of the rule?
• What is the underlying value that this rule promotes?
• Is this rule necessary?
• Does this rule fit within any of our school-wide expectations (if they

exist)?

• 3. Use results to revise expectations and rules
• 2. Rules Gallery Walk

Rationale: Provide student voice, educate staff on student perceptions’ of school

• Aka “behavior dictionary”
• Tool to assist in “code-switching”
• The tweak:
• Take school expectations and…
• Add differences at home
• Add differences in community
• 3. Personal Matrix

Rationale: Adapting expectations to align with students norms/expectations

This Photo by Unknown Author is licensed under CC BY-SA

Expectation At SCHOOL it looks like… At HOME it looks like… In my NEIGHBORHOOD it looks like… Be Safe

• Keep hands and feet to

self

• Tell an adult if there is

a problem Be Respectful

• Treat others how you

want to be treated

• Include others
• Listen to adults

Be Responsible

• Do my own work
• Personal best
• Follow directions
• Clean up messes

Expectation At SCHOOL it looks like… At HOME it looks like… In my NEIGHBORHOOD it looks like… Be Safe

• Keep hands and feet to

self

• Tell an adult if there is a

problem

• Protect your friends

and family

• Don’t talk back
• Stick up for your

friends

• Don’t back down
• Look the other way

Be Respectful

• Treat others how you

want to be treated

• Include others
• Listen to adults
• Do exactly what adults

tell you to do

• Don’t stand out
• Don’t bring shame
• Text back within 30

seconds

• Be nice to friends’

parents

• Share food

Be Responsible

• Do my own work
• Personal best
• Follow directions
• Clean up messes
• Help your family out

first

• Own your mistakes
• Share credit for

successes

• Have each other’s

backs

• Own your mistakes
• Check in about what to

do

Assess differences between school and other settings and ask: Are the “different” school rules necessary for positive student development?

• NO: Change the rules to align more with home and

neighborhood

• YES: Acknowledge explicitly and provide additional

teaching, practice, and acknowledgment

Interpreting the Personal Matrix

Activities/tips Myself My students my colleagues

Equity line Gallery walk Personal matrix

Reflect

• 4. Staff activities
• 1. Provide staff members

with a table/poster board

• 2. Ask them to think about

values they grew up with for each element and how those values changed.

• What values the school

models?

• What values the students

my model?

• 5. student

surveys

Are the school wide expectations meaningful to you? Are the expectations the same as they are in your home? Do teachers follow the SW expectations?

https://www.pbisapps.org/Resource s/SWIS%20Publications/School%2 0Climate%20Survey%20Suite%20 Manual.pdf

Self/students/colleagues?

Activities for me For my students For my colleagues Equity line Gallery walk Personal matrix Staff matrix Student survey Reflect

PBIS Cultural Responsiveness Field Guide (Leverson et al., 2016)

http://www.pbis.org/school/equity-pbis

 Three sections:

• 1. Identity awareness
• 2. TFI Cultural

Responsiveness Companion

• 3. Appendices

• 1. Collect, use, and report disaggregated

discipline data

2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3. Use engaging academic instruction to reduce the opportunity (achievement) gap 4. Develop policies with accountability for disciplinary equity

• 5. Teach strategies to neutralize implicit

bias

5-point Intervention Approach

http://www.pbis.org/school/equity-pbis

Lots more info here…..

Session Review:

• 1. Disparities persist in schools, but we have

power to make our schools more equitable place for our students.

• 2. Be open to what works for you school
• implicit v explicit approach?
• Self, students, or colleagues?
• 3. Leverage your school-wide system (make it

even better)

• 4. Practice, adapt and improve strategies
• 5. Share you learning here or elsewhere…

Thank you for your sharing your time, talent & expertise! Enjoy the rest of the conference and Bend!

Contact: Eoin Bastable ebastabl@uoregon.edu

References

Barclay, C. M. (2017). Benchmarks of Equality? School-Wide Positive Behavior Interventions and Supports and School Discipline Risk and Disparities for Black and Hispanic Students (Doctoral dissertation, University of South Florida). Girvan, E. J., Deason, G., & Borgida, E. (2014). The generalizability of gender bias: Effects

• f expertise and accountability on sexism in labor arbitration decisions.

Gregory, A., & Fergus, E. (2017). Social and Emotional Learning and Equity in School

• Discipline. The Future of Children, 117-136

Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). The promise of a teacher professional development program in reducing racial disparity in classroom exclusionary discipline. Closing the school discipline gap: Equitable remedies for excessive exclusion, 166-179. Gregory, A., & Fergus, E. (2017). Social and Emotional Learning and Equity in School

• Discipline. The Future of Children, 117-136.

Losen, D. J., Hodson, C. L., Keith, I. I., Michael, A., Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap?. K-12 Racial Disparities in School Discipline.

References

Pollock, Mica (2017) School talk: Rethinking what we say about— and to — students every day. The New Press: New York. Sandomierski, T. (2011). Disciplinary Outcomes by Race and Gender in Schools Implementing Positive Behavior Support: Does Fidelity of Implementation Reduce Disproportionality?. University of South Florida. Vincent, C. G., Tobin, T. J., Hawken, L. S., & Frank, J. L. (2012). Discipline referrals and access to secondary level support in elementary and middle schools: Patterns across African-American, Hispanic-American, and White

• students. Education and Treatment of Children, 35, 431-458.

Vincent, C. G., Cartledge, G., May, S., & Tobin, T. J. (2009). Do elementary schools that document reductions in overall office discipline referrals document reductions across all student races and ethnicities. PBIS evaluation brief