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 O’Keeffe University of Guam, Oregon, & Connecticut Oct 27 2011 www.pbis.org

Consider these statements “Our kids are 3 times more likely to dropout of school than any other demographic in our district.” “How can we teach kids when we can’t talk with their parents?” “Who’s running this school…students or staff?” “How we supposed to maintain a positive school culture when playgrounds covered with needles, & buildings with graffiti?” “It’s not about race; it’s about immigration.” “Why are so many kids of color referred to special education?” “We can’t teach respect, when there’s no respect at home.” “The school is located in center of the community, but it functions like a different country.” School climate & culture Normative conflicts: us v. them School & community context Reactive responsibility Etc.

Risk Indicators High rates disciplinary exclusion (ODR, OSS) High rates special education referrals High rates reactive management practices High academic failure High rates dropout & delinquent behavior Low ratings organizational health & safety

Our Challenge School not culturally relevant, preventive, prosocial Students at higher risk Poor academic & social-behavior outcomes 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

HOW?! Enhance school & classroom practices to be more culturally relevant, preventive, prosocial Reduce impact/influence of risk factors Improve academic & social-behavior outcomes 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

Our PBIS Challenge Is SWPBS “culturally relevant”? Can SWPBS become more culturally relevant? What does culturally relevant SWPBS implementation look like? How do we measure impact of culturally relevant implementation of SWPBS?

* lower academic achievement, In sum, many students & adults do not experience schools as culturally & contextually relevant, & as a result, are at high risk of * lower academic achievement, * more frequent & negative disciplinary consequences, & * more deleterious social behavioral outcomes. s 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

Local Context Nationality Racial Identity Immigrant Status Generation Gender Family Structure Sexual Orientation Languages Beliefs SES Values Racial Identity Nationality Immigrant Status Religion Generation Disability

Our Starting Point Work from defendable theoretically foundation Adopt research-evidence based approach Establish operational/measurable definitions of culture & cultural relevance Develop guidelines for improving cultural relevance

SWPBS Theoretical Foundations Behaviorism ABA PBS SWPBS aka PBIS

Behavior Analysis Behavior Learned & purposeful Biologically influenced Contextual or environmental Manipulable & Teachable

Behavioral Perspective on Culture “No degree of knowledge about the characteristics of groups or cultures can substitute for the analysis of the actions of a given individual in their historical & situational context because no two members of any group are socialized in exactly the same way” Hayes & Toarmino, 1995 “A culture evolves when practices… contribute to the success of the practicing group in solving its problems” Skinner, 1981

“George Sugai?” Learning History Sansei 1951 Santa Cruz, CA. Parents born Watsonville Buddhism v. “Elks” little league baseball Mom interned, Dad moved to UT No Japanese, fork v. hashi, soy sauce v. shoyu Only 2 JA, 1 AA @ LGHS, Stones BF: Dale, Jim, Lansing, “Molly,” Roger UCSB, hippies, BoA Nature director in ESC CA, WA, CO, KY, NH, OR, CT Bi-racial: Fernandez Hapa: Sugai-Fernandez Shaped into “damn behaviorist!” PBIS, SpEd & Kids w/ BD Sugai-Fernandez CA Sansei JA “Damn behaviorist”

Reconceptualizing Culture from Behavior Analytic Perspective for SWPBS Emphasize overt observable behavior Consider sets of behavior w/ similar function (response class) Examine behavior in context Specific relationship between behavior & context (antecedent & consequence events) Describe behavioral learning histories (stimulus control) Change context to change probability of behavior

PBIS (SWPBS) is….. for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

All about implementation

Early Conclusion… Nothing 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.

8 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)

Systems Implementation Logic Effective Achieve desired outcome? Efficient Doable by implementer? Relevant Contextual & cultural? Durable Lasting? Scalable Transportable? Logical Conceptually Sound?

Implementation must be culturally responsive & shaped Horner, 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.org

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions. That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history). Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

Supporting Social Competence & Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

SWPBS & Cultural Responsive Practices Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

Supporting Social Competence & Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior 15 OUTCOMES DATA CULTURAL KNOWLEDGE SYSTEMS CULTURAL VALIDITY Supporting Decision Making PRACTICES CULTURAL RELEVANCE Supporting Student Behavior

CULTURE is extent to which group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.

Culturally & contextually relevance is used to describe & consider unique variables, characteristics, & learning histories of students, educators, & family & community members involved in the implementation of SWPBS. A major assumption is that effective instructional practices & behavior & classroom management strategies exist (Horner, Sugai, & Anderson, 2010), & consideration must be given to culture & context

Literature Review Research Questions How is culture defined in research focused on behavior management, discipline, & improving problem behavior in schools? What culturally & contextually relevant strategies are documented in research focused on behavior management, discipline, & improving problem behavior in schools?

Selection Criteria (3/4) Definition of culture Focus on problem behavior(s) Focus on behavior management &/or discipline Suggestions for culturally, contextually relevant behavior management strategies

Findings Qualitative 21 9 8 2 Quantitative 7 4 2 1 Total Intervention Description Reviews/ Current Issues Case Studies Other 21 9 8 2 Quantitative Total Records Reviews Case Studies Experimental 7 4 2 1 Studies 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).

Literature Review Summary More experimental research needed SWPBS promotes most frequently recommended strategies from descriptive literature SWPBS can be adapted easily to diverse schools & cultural norms Note 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.

General Guidelines Adopt RtI perspective Assess local behavior patterns, values, expectations, & norms Monitor progress continuously Establish familiar, predictable, & consistent local expectations Teach, model, & acknowledge local expectations Consider educational & social validity of decisions & priorities from perspective of student, family, teacher, school, & community

Classroom Educator Guidelines Define from contextual perspective Increase positive interactions Decrease negative interactions Engage in equitable interactions Set explicit, realistic, high, & challenging expectations Teach social skills Learn, include, & use students’ culture & language in instruction & interactions Use effective instructional practices & curricula

Professional Development Guidelines Adopt perspective that student behavior is culturally & contextually learned & influenced Self-assess or self-reflect cultural & contextual features & implications of their instructional & behavioral decisions Assess & consider their students’ cultures. View & involve parents as resources Use data to evaluate outcomes

The Implementation of PBIS on a Pacific Island - GUAM Presented by: Dexter Fullo, Principal, V.A. Benavente Middle School Christopher Castro, Assistant Principal, Oceanview Middle School Tara Leon Guerrero, Counselor, Jose Rios Middle School Nieves Flores, University of Guam CEDDERS

Overview Where and What is Guam? The Beginning – Project Menhalom (Partnership in Character Education Grant) The Story of Three Middle Schools

What is Guam? US Territory Where America’s Day begins Population: 159,358 (2010)

The Guam Department of Education One district 2010-2011 School enrollment: 30,972 Levels: 26 Elementary Schools 8 Middle Schools 5 High Schools 1 Alternative School

Demographics of the Guam Public Schools Free and Reduced Lunch Average percentage of students receiving free lunch = 56% Average percentage of students receiving reduced lunch=6% Special Programs Pre-GATE and GATE = 6% Special Education = 7% Students who speak English as a 2nd language=69% Head Start = 2%

The beginning! Project Menhalom: Partnership in Character Education (U.S. DOE Grant) July 2006 –Grant awarded June 2010 – End of performance period

V.S.A. Benavente Middle School History 5th year of implementation for PBIS. 2 principals within 5 years with different degree of implementation.

V.S.A. Benavente Middle School Demographics 1300+ students 78 teachers 20 support staff 80% free/reduced lunch 58%ESL Ethnic Breakdown 40% Filipino 40% Chamoru 20% outer islanders (Chuukese, Ponapean, Yapese, Paluan, Kosrean, etc)

V.A. Benavente Middle School Culture (school) 6 years accreditation from WASC Active member of Learning Forward’s 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)

V.A. Benavente Middle School Current Status Second 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)

Jose Rios Middle School History (SY 2007 – 2010) Implementation of PBIS School Level Facilitator School Wide Expectations WAVE program SWIS data

Team sponsored lunch activities Check in – Check out Jose Rios Middle School History SY 2010 – 2011: Launch of School Climate Cadre WAVE program SWIS data Grade-level lunches Monthly grade-level recognition Vote for Peace campaign Student driven assemblies Mentorship Intramurals Team sponsored lunch activities Check in – Check out Faculty and staff rewards Customized interventions

Jose Rios Middle School Culture Ethnic Groups: Chamorro Filipino Ponapean Kosraean Chuukese Belauan Yapese Korean Chinese Japanese White District Range: South Central North

Jose Rios Middle School Current Status SY 2011 – 2012: School Climate Cadre sustained (new members, roles, and committees) WAVE program SWIS data Grade-level lunches Grade-level recognition Monthly themes Student driven assemblies Mentorship Intramurals Team sponsored lunch activities Grade-level lunches Faculty and staff rewards Customized preventions Customized interventions

Oceanview Middle School History PBIS 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

Oceanview Middle School Culture of the School Prior to implementation of PBIS School 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 culture

Oceanview Middle School Current Status 161 referrals for major behaviors during first two months of SY 2007-2008 14 referrals for major behaviors during first two months of 2011-2012 School Climate Cadre in place with rotational leadership School Wide Behavior Matrix in place Implementation of character education program that complements PBIS Reinforcement system in place Data-based decision making process

challenges Beliefs vs. Practices Consensus building/Ownership Financial Constraints

Effective Social & Academic School Culture GOAL to create safe, respectful, effective, & relevant social culture where successful teaching & learning are possible & problem behaviors are prevented Common Language PBIS Common Experience Common Vision/Values