Wilder Research The Role of Positive Behavioral Interventions and Supports (PBIS) for Addressing Racial Disparities in School Discipline Amanda J. Petersen, Wilder Research Aaron Barnes, MDE PBIS Summer Institute 2016

 Introduction and Activity  Research questions  Key findings from literature on discipline disparities –Impact of PBIS on discipline disparities –Strategies to reduce disparities  Discussion and networking Agenda

Before we start…

 Talk with your table/person next to you about your perspectives:  Where do you come from?  Why you’re here and engaged in this work  Also, what needs to be acknowledged and applied moving forward (in this presentation and beyond) Activity—Pair Share

 In what ways do positive behavior initiatives bolster education equity? In which ways do they fall short?  What can be done at the school level and community level to engage families and community members in creating a positive school climate? What types of things could PBIS school teams do to engage parents and community members in dialog about positive behavior interventions and supports and positive school climate?  In what ways to initiatives like PBIS need to improve so they are more culturally responsive, appropriate, and inclusive to all students, especially of students of color? Research Questions

 PBIS is an evidence-based practice that has been proven to reduce the overall number of ODR’s in a school that implements PBIS with fidelity –Horner, 2009 –Bradshaw et. al, 2010 Literature review findings—in a nutshell

 There is not a strong body of evidence to suggest that all schools implementing School- wide PBIS close discipline disparity gaps –Mixed bag of results Some studies found that PBIS was not correlated to closing discipline disparity gaps Other studies indicated PBIS as a contributor to specifically closing discipline disparity gaps Literature review findings—in a nutshell

 Vincent et al., 2011 –Statistically significantly lower Black-White ODR disproportionality in 72 schools implementing SWPBIS than in 81 schools not implementing SWPBIS  Vincent et al., 2009 –Decreases in ODRs seen across racial/ethnic groups in 69 schools implementing SWPBIS  Scott, 2001 –Larger decreases in suspensions for Black students when SWPBIS implemented  McIntosh et al., 2014 –Sustained decrease in suspensions over eight years of SWPBIS implementation in an Indigenous school Documented effects of PBIS on discipline disproportionality

 Tobin & Vincent, 2011: –Examined change in Black-White Relative Risk Index for suspensions in 46 schools  Two key predictors of decreased disproportionality: –Regular use of data for decision making –Implementation of classroom SWPBIS systems Which PBIS Features are Most Related to Equity?

Promising leads exist, but more work needed

Onward: strategies from the literature

Strategy 1: Use the PBIS Framework as a foundation

Slide  A 5-point  Intervention  Approach to Enhance Equity in School Discipline

1.Use engaging academic instruction to reduce the support gap (achievement gap) 2.Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3.Collect, use, and report disaggregated discipline data 4.Develop policies with accountability for disciplinary equity 5.Teach neutralizing routines to address implicit bias Details of the 5 point approach

1.Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior 2.Increasing positive student-teacher interactions may enhance relationships to prevent challenges 3.More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias 4.Professional development may provide teachers with more instructional responses Starting with a PBIS Foundation

Strategy 2: Use disaggregated discipline data to inform decisions

SWIS Schools and Ethnicity Data Source: McIntosh, Eliason, Horner, and May “Have schools increased their use of the SWIS ethnicity report?” Feb 2014

Strategy 3: Use implementation fidelity data to identify areas of need

 Based on the TFI TIER 1 scale  Identifies 15 critical features of behavior support PBIS Cultural Responsiveness Companion (Leverson, Smith, & McIntosh, in prep)

Example: Team Composition

Strategy 4: Involve family and community

 Involve family and the community in PBIS initiatives –Planning/defining a school or district’s PBIS program –Including parents/community members on the PBIS team –Using staff and student surveys to gauge buy-in –Being open, transparent, and willing to share discipline data with the community Get community input to decide which data should be prioritized Strategy 4: Involve family and community

Student input and satisfaction surveys (McIntosh, 2016)

Strategy 5: Culturally responsive teacher training

Wilder Research “The pure and simple truth is rarely pure and never simple.” -Oscar Wilde

1)Does your school use strategies to help reduce discipline disparities? If yes, what strategies does your school implement to help reduce discipline disparities? Why do you think schools choose not to implement these strategies/what are the barriers to implementing them? 2)What practices (discussed today or additionally) might be incorporated into or along side PBIS to increase cultural responsiveness and promote positive outcomes for all students? 3)Does your school pull data from your behavioral tracking system by race/ethnicity? If yes, in what ways has this been helpful for you or your school team? If no, what are the barriers to doing this? 4)What actions could PBIS school teams make to further engage parents and community members in dialog about PBIS and positive school climate to ensure these initiatives support positive outcomes for racial and disability disparities in discipline? Discussion/Networking

 PBIS Center Disproportionality Workgroup Acknowledgements for Ongoing Work, Materials and Resources  Timberly Baker  Aaron Barnes  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  Kent McIntosh  Kelsey Morris  Rhonda Nese  Vicki Nishioka  Heidi von Ravensberg  Jennifer Rose  Therese Sandomierski  Russ Skiba  Kent Smith  Keith Smolkowski

Wilder Research THANK YOU!!! Amanda J. Petersen