Getting started in your school or classroom assessing & enhancing equity 9 th 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 on 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 !
Acknowledgements • PBIS Center Disproportionality Workgroup Timberly Baker Don Kincaid Aaron Barnes Milaney Leverson Kimberly Bunch-Crump Tim Lewis Alondra Canizal Delabra Stephanie Martinez Yolanda Cargile Kent McIntosh Erin Chaparro Rhonda Nese Soraya Coccimiglio Vicki Nishioka Tai Collins Ruthie Payno-Simmons Bert Eliason Heidi von Ravensberg Erik Girvan Jennifer Rose Steve Goodman Therese Sandomierski Clynita Grafenreed Russ Skiba Ambra Green Kent Smith Beth Hill Keith Smolkowski Rob Horner
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 on 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 of exclusionary discipline overall don’t necessarily also reduce So, how do disparities. we enhance Equity?? (Skiba et al 2014)
“Try tomorrow” strategies This Photo by Unknown Author is licensed under CC BY
✓ Teams ✓ Systems ✓ Priority ✓ Data
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 wide PBIS 1 CORE school-wide PRACTICES expectations (i.e., social competencies) of school- 2 TEACH & PRACTICE expectations MONITOR & 3 ACKNOWLEDGE prosocial behavior PROVIDE 4 INSTRUCTIONAL BULDING ON WHAT CONSEQUENCES for unwanted behavior YOU ALREADY HAVE IN PLACE MAKE DECISIONS 5 USE PBIS SYSTEMS based on information collected
Purpose of School-wide Expectations Matrix • Clarify what is expected for students • Create consistency among staff • Reduce miscommunication • Make hidden curriculum visible • Focus on prosocial behavior
2. Rules Gallery Walk 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 Rationale : Provide student voice, educate staff on student perceptions’ of school
3. Personal Matrix •Aka “behavior dictionary” This Photo by Unknown Author is licensed under CC BY-SA •Tool to assist in “code - switching” • The tweak: • Take school expectations and… • Add differences at home • Add differences in community Rationale: Adapting expectations to align with students norms/expectations
At SCHOOL it At HOME it In my NEIGHBORHOOD Expectation looks like… looks like… it looks like… • Keep hands and feet to self • Tell an adult if there is Be Safe a problem • Treat others how you want to be treated • Include others Be Respectful • Listen to adults • Do my own work • Personal best • Follow directions Be Responsible • Clean up messes
At SCHOOL it looks At HOME it In my NEIGHBORHOOD it Expectation like… looks like… looks like… Protect your friends Stick up for your • • • Keep hands and feet to and family friends self Don’t talk back Don’t back down • • • Tell an adult if there is a Be Safe problem Look the other way • Do exactly what adults Text back within 30 • • • Treat others how you tell you to do seconds want to be treated Don’t stand out Be nice to friends’ • • • Include others parents Be Respectful Don’t bring shame • • Listen to adults Share food • Help your family out Have each other’s • • • Do my own work first backs • Personal best Own your mistakes Own your mistakes • • • Follow directions Be Responsible Share credit for Check in about what to • • • Clean up messes successes do
Interpreting the Personal Matrix 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
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) Three sections: 1. Identity awareness 2. TFI Cultural Responsiveness Companion 3. Appendices http://www.pbis.org/school/equity-pbis
5-point Intervention Approach 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 Lots more info here….. http://www.pbis.org/school/equity-pbis
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
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