Lens

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PBIS Framework 10th Annual Northwest PBIS ConferenceThursday, March 1, 2012

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Learning Targets

Through this session, I will…

• Develop a working definition of equity & culturally responsive practice

• Deepen my understanding of culturally responsive practice• Identify one concrete action to ensure culturally responsive

PBIS at my school

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What’s Familiar?

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FINISH

START

Equity

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Equity

“All students achieve high levels of academic success, regardless of any student’s race, ethnicity, culture, neighborhood, income

of parents, or home language.”- Scheurich & Skrla (2003)

“ Student achievement belongs to each student and will not be predicted by race, ethnicity, family economics, mobility, gender,

disability, or initial proficiencies.” - Beaverton School District Vision for Equity 2010-15

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“Predictable”?• African American students are 2.19 (elementary) to 3.78

(middle) times as likely to be referred to the office for problem behaviors as their White peers.

• African American and Hispanic students are more likely than their White peers to receive expulsion or OSS (out of school suspension) as consequences for the same or similar problem behavior. (Skiba, Horner, Chung, Rauhsch, May, & Tobin, 2010)

• In Beaverton, Hispanic students were twice more likely than their White peers to be suspended. Hispanic students eligible for special education services were three times more likely than their White peers to be suspended. (Beaverton School District, 2010)

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“Predictable”?

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18

425

45

71

5 7

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28

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Student % of Population Student % of Referrals

White

Hispanic

Black/African Am.

Asian Am./Pacific Is

Native Am.

Multiracial

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“Authentically striving for equity requires interruption of current thinking, systems, and constructs, as well as behaviors.”

- Bay Area Coalitions for Equitable Schools

Pair Share: How does this relate to PBIS framework?

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Culture• “Beliefs, norms, values, customs, and patterns of thoughts and

behaviors, which are influenced by primary cultural group, family norms, and wider societal influences.” (King, Murri, & Artiles, 2006)

• “Dynamic system of social values, cognitive codes, behavioral standards, worldviews, and beliefs used to give order and meaning to our own lives as well as the lives of others.” (Gay, 2010)

• “Even without our being consciously aware of it, culture determines how we think, believe, and behave, and these, in return, affect how we teach and learn.” (Gay, 2010)

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Read & Ponder

“Teachers carry into the classroom their personal cultural background. They perceive students, all of whom are

cultural agents, with inevitable prejudice and preconception. Students likewise come to school with

personal cultural backgrounds that influence their perceptions of teachers, other students, and the school itself. Together students and teachers construct, mostly without being conscious of doing it, an environment of meanings enacted in individual and group behaviors, of conflict and accommodation, rejection and acceptance,

alienation and withdrawal.” (Spindler, 1994)

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Our Assumptions• Conventional thinking, systems, constructs, and behaviors are

not adequate to support the success of the children who do not “fit” in the dominant culture (e.g. students of color, English Language Learners, students in poverty, religious minority, sexual minority, etc.)

• Culture is a dominant force in teaching and learning. • “Education is a socio-cultural process.” (Gay, 2010)

• Culturally responsive practice is a process that is needed to achieve equitable outcomes.

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Speed Dating• Read your quote & add your own meaning to it (1 min)• Find a partner. Share your quote & your meaning, showing

what you’ve written/drawn. (3 min)• Exchange your quote. Now you have a new quote and your

previous partner’s meaning.• Repeat the same process x 2.

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Culturally Responsive Practice

4 Pillars of Practice (Gay, 2010)

• Teacher attitudes and expectations• Cultural communications in the

classroom/school• Culturally diverse content in the curriculum• Culturally congruent instructional strategies

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1. Teacher Attitudes & Expectations

• “Caring teachers expect highly, relate genuinely, and facilitate relentlessly.”

• Caring for students as people• Honor students humanity, hold them in high esteem, expect

high performance, use strategies to fulfill their expectations• Authentic relationship through involvement in student’ lives• Focus on strengths and potentialities• View teaching and learning as holistic enterprises• Teaching knowledge & skills needed to negotiate in the

current reality and constructing one for the future• Develop and nurture relationships and environment that

radiate unequivocal belief in students promise and possibility

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2. Cultural Communications in the Classroom & School • “Communication is governed by the rules of the social

and physical contexts in which it occurs. Culture is the rule-governing system that defines the forms, functions, and content of communication.”

• Cultural communication = general and traditional referents of group dynamics across many wide-ranging contexts, times, and circumstances (not static attributes of particular individuals)

• Quintessential way in which humans make meaningful connections with one another

• Viewing multiple communication systems as strengths, resource, and necessity to facilitate learning

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3. Culturally Diverse Content• “Content about the histories, heritages, contributions, perspectives,

and experiences of different ethnic groups and individuals, taught in diverse ways, is essential to culturally responsive teaching.”

• Curriculum content = a tool to help students assert and accentuate their present and future powers, capabilities, attitudes, and experiences

• Chosen and delivered in ways that are meaningful to the students for whom it is intended

• Deals with concepts, principles, and ideas (oppression, identity, powerlessness and privilege, culture and struggle) generalizable across groups and knowledge about the particular lives, experiences, and contributions of specific groups

• Pay attention to: textbooks, standards, assessment, books, mass media

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4. Culturally Congruent Instruction

• “The process of learning – not the intellectual capability to do so – used by students from different ethnic groups are influenced by their cultural socialization.”

• Learning style = tools for improving the learning, internalized rules and procedures, learned from their cultural socialization

• Strategies:• Use of “funds of knowledge” from home and community• Cooperative learning• Active and affective engagement & feedback

• Check out: “Equitable Classroom Practices” • http://www.montgomeryschoolsmd.org/departments/

development/resources/ecp/ECP%20-%2008-13-10.pdf

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SWPBIS Key Components• Whole school approach• Prevention of “problem” behavior• Defining, teaching and rewarding behavioral expectations• Consistent continuum of behavior supports and consequences• Active use of data for decision making

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Culturally Responsive PBIS• Small group work• Culturally Responsive PBIS worksheet

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One Action – Share Out• What will you do to ensure your SWPBIS is culturally

responsive when you return?

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Contract Information

• John Lenssen, lenssenj@mindsrping.com, 541-905-3292• Sho Shigeoka, sho_shigeoka@beaverton.k12.or.us

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