Beginning to Examine Universal Practice Through a Culturally Responsive Practices Lens Andreal Davis Michelle Belnavis Kent Smith

 Take a few minutes to complete the personal profile.  (Make sure you score the columns and not the rows) True Colors

 Setting the Stage: What is the purpose behind this work?  Culturally Responsive Practices  Begin to Incorporate CRP into PBIS Framework  Questions, comments or scathing rebuttal Agenda

Whatever you see in a child is what you will produce – “I don’t become what I think I can; I don’t become what you think I can; I become what I think YOU THINK I can.” "Educational researchers have proven time and again that culturally responsive teaching methods increase student engagement. So if our teaching is not culturally relevant, then we as educators are not relevant." - Chike Akua

“Students with disabilities are almost TWICE as likely to be suspended from school as nondisabled students, with the highest rates among black children with disabilities.” NYTimes, M. Rich Aug National Data 13% with disabilities are suspended from school versus 7% of students without disabilities 1 in 4 Black K-12 students are suspended from school at least once High suspension is correlated with: Low achievement Dropout Juvenile incarceration Students with greater than one suspension per year: 1 in 6 Black students 1 in 13 American Indian students 1 in 14 Latino students 1 in 20 White students Not correlated with the race of staff writing referrals. Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA – Presented by George Sugai (8/12) State by state data found at Dignity in Schools Campaign Fact Sheet:

 Federal guidelines issued January 9, 2014 from the US Dept. of Education and US Dept. of Justice recommending use of PBIS and Cultural and Racial Equity to:  alter school climate,  reduce use of exclusionary practices and  decrease discipline disproportionality  Copies of Federal Guidelines and additional resources at the end of presentation As a result of these trends and data…

How do these tendencies impact you in your work ? In your family? Personal Style

Students and Schools In our traditional systems, which color do you think would be the most successful? Which color(s) would be more disconnected from our traditional systems?

 These outcomes continue because our systems are not designed to meet the needs of or examine outcomes for ALL groups of students.  Institutions and systems have not changed substantially in the last 100 years.  These outcomes are reinforced by policy at every level; Federal, State and Local. Unintentional Reinforcement of Trends

Cultural Behaviors Spectrum Traditional school norms  Low movement  Turn-taking  Quiet & rule-driven Norms specific to under-served students  High movement  Overlap  Preference for variation/spontaneity

We see the world not as it is, but as we are…

Risk Ratio Relative risk (RR) is the ratio of the probability of an event occurring (for example, developing a disease, being injured) in one group to the probability of the event occurring in a comparison groupprobability Purposes of webinar: 1.Schools understand what a Risk ratio is and why it’s important 2.How to calculate 3.Where to find resources 4.What to do next? --- Create a story of getting pulled over. Contrary to popular belief, drivers in red cars don’t get ticketed more often than their less-flashy comrades. Middle- aged males with a thing for foreign brands, on the other hand, had better watch out. Men who drive a Volkswagen GTI or Mercedes-Benz CLS-63 AMG are twice as likely to get a ticket than the average driver. If they’re in a Hummer (4.63 times higher), they might as well plan on it–drivers of the Hummer H2 face more than triple the chances of a citation. “It’s the combination of the male driver driving the big old Hummer and a mid-life kind of person feeling good,” says Bob U’Ren, senior vice president at Quality Planning, a San Francisco-based company that validates policyholder information for auto insurers. “That’s the magical combination that drives some of these things.”

An example of Risk Ratio Risk of Getting a Speeding Ticket Create a story of getting pulled over. Contrary to popular belief, drivers in red cars don’t get ticketed more often than their less-flashy comrades. Middle- aged males with a thing for foreign brands, on the other hand, had better watch out. Men who drive a Volkswagen GTI or Mercedes-Benz CLS-63 AMG are twice as likely to get a ticket than the average driver. If they’re in a Hummer (4.63 times higher), they might as well plan on it–drivers of the Hummer H2 face more than triple the chances of a citation. “It’s the combination of the male driver driving the big old Hummer and a mid-life kind of person feeling good,” says Bob U’Ren, senior vice president at Quality Planning, a San Francisco-based company that validates policyholder information for auto insurers. “That’s the magical combination that drives some of these things.”

Link Risk back to Education….

In Wisconsin, it’s another story (Retrieved from DPI website, 3/31/14)

Calculation  Automatic calculator available by going to:  Formula % of an enrolled subgroup with particular outcome __________________________________________ % of enrolled majority subgroup with same outcome (white)

 Once data shows a pattern, teams need to consider:  What knowledge and skills the staff need  How to deliver that (short term)  How to support that (long term)  How to monitor the effects and impact  Where resources will come from  Align to blueprint Planning

Content Expertise

Examine your own values/norms…

 Ways to evaluate the effects of norms/values on your system:  Disaggregate Discipline data  Disaggregate Suspension data  Compute Risk Ratio:  If negative trends are visible:  Problem solve at the SYSTEMS level (i.e. not just one classroom/teacher at a time)  What knowledge and skills the staff need  How to deliver that (short term)  How to support that (long term)  We must change the educational setting to reach all students, NOT simply expect the student to assimilate Norms/Values and their Effects

Gloria Ladson-Billings (UW-Madison) coined the term “cultural relevancy” in It is a way of teaching that “empowers students intellectually, socially, emotionally, and politically by using culture to impart knowledge, skills, and attitudes.” Cultural Relevancy

 Teachers and staff who…  are culturally competent, know about their students’ cultural beliefs and practices;  think of all of their students as capable learners, have high expectations for them, and help the students set short and long term goals for themselves;  know each student and draw on the students’ own experiences to help them learn;  have a wide variety of teaching strategies and skills to engage the students;  can help the students deal with the inequitable treatment of students of color and other underserved populations by helping them become critically conscious and knowledgeable about the students' culture; and  can create a bridge between the students’ home and school lives while meeting district and state curricular requirements. Key components of Culturally Responsive Practices:

 Teachers who can create a bridge between the students’ home and school lives while meeting district and state curricular requirements. Concept 1

 Validate  Affirm  Build  Bridge Where can I…

Validate – Affirm – Build – Bridge

This involves building and nurturing relationships, established through honest self-reflection and having an open mind about what factors might be contributing to a student’s success and struggles in the classroom. Keeping Relationships at the Center Validating and Affirming

 Teachers who are culturally competent know about their students’ cultural beliefs and practices. Concept 2

 Know the students’ family, interests and culture.  Plan for culturally responsive teacher/student/parent opportunities for strengthening relationships  Welcome students by name as they enter the classroom.  Learn, use and display some words in students’ heritage languages.  Acknowledge all students’ comments, responses, questions and contributions by affirming, validating, probing.  Use students’ real life experiences to connect school learning to students’ lives. Establishing Relationships

 Teachers who think of all of their students as capable learners, have high expectations for them, and help the students set short and long term goals for themselves Concept 3

 Does your body language, gestures and expressions convey a message that all students’ questions and opinions are important?  Do your VISUALS (bulletin boards, instructional materials etc.) :  reflect the racial, ethnic and cultural backgrounds of ALL students?  Do you create class team-building opportunities that promote peer support for academic achievement? Identity Development

Strategies to Build a Culturally Responsive System of PBIS

Family Engagement Teachers who can create a bridge between the students’ home and school lives while meeting district and state curricular requirements.

 Keep in mind:  Representation of community cultures  Representation of diverse family values and systems  Family representatives and family engagement opportunities can:  Ease in validating, affirming, building relationships  Enhance sense of belonging and communication Family Engagement

1.Parenting: Helping homes support children as students 2.Communicating: Designed to facilitate communication about programs and progress 3.Volunteering: Parents as helpers and supports 4.Learning at home: How to help students with homework & other curriculum related activities, etc. 5.Decision making: Involving families in school decisions 6.Collaboration with community: Strengthen home/school/community Epstein’s 6 Types of Parent Engagement

School-wide expectations

Respectful Responsible Safe School-wide Behavior Expectations (activity)

GETTING OUR VABB ON!!!

EXPECTATIONS Classroom Procedures/Routines Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Identify Attention Signal…….Teach, Practice, Reinforce Be Respectful Use kind words & actions Follow adult directions Enter/exit classroom prepared Use inside voice so others may learn Listen to others Accept differences Use kind words Encourage Others Wait your turn to speak (this may disengage some students unless capital taught) Follow directions Create for yourself and be proud Be honest in your work Eyes/ears on speaker (is this distancing?) Raise hand to speak (is this distancing? Options?) Contribute to learning Be Responsible Take proper care of all personal belongings & school equipment Place materials in correct area (practice ORDER) Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor/com munity Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Respect community resources Keep hands, feet, and objects to self Stay at seat Keep hands, feet, and objects to self

Personal Matrix  Teach behavior expectations  Have students define what those expectations would look like: At school At home In the community  For example: what does it look like to be Responsible when someone is bothering you? At school: Tell an adult At home: Walk away (telling an adult annoys your parents) In your neighborhood: Stand up for yourself (or get your butt kicked)

Acknowledgment & Environment Do your VISUALS: (bulletin boards, instructional materials, etc.) reflect the racial, ethnic and cultural backgrounds of ALL students? Teachers have a wide variety of teaching strategies and skills to engage the students.

 5:1 acknowledgement to correction rate will help build behavior fluency  Begin each class period with a celebration or affirmation (Harambee time – “come together”)  Chant, song, celebration  Builds community, belonging and group identity  Your first comment to a child establishes behavioral momentum  “Interspersed requests”  Behavioral priming  Provide multiple paths to success/praise.  Group contingencies, personal contingencies, etc. Establish a Positive Environment

Review whose experience is on display:  What reading material is available and who is shown in it?  What music is used? Review range of instructional and work options:  How are students expected to complete work (in a small group, individually, etc.)?  What type of instruction is provided (lecture, call and respond, movement based)? Positive Environment

Types of Practice TraditionalResponsiveCulturally Responsive Teacher centered (eyes on me) One way High Affective Filter (nervous if you don’t do it) Student centered (teacher holds up fingers, students repeat) Two way interaction Lowered affective filter (compliance without fear) Call and Response Indigenous Ay’go, Ay’me Se Puede, Si Su Puede Rhythmic Peace-Quiet Holla-Back Are you ready?- Totally Lyrical I know I Can – Be What I Wanna Be

Acknowledgement:  Is an important part of how behaviors are taught  Builds behavioral fluency faster  Helps teach cultural capital (code switching) when cultural differences exist  Develops positive connections between student and school Teaching and Using Acknowledgement

 Objectives for this session included:  Define CRP and how it fits with PBIS  Offer practical short term ideas to start the conversation with staff  Guide how to start long term professional development (resource section) Wrap up

 Andreal Davis   Michelle Belnavis   Kent Smith  Questions, comments or scathing rebuttal?

Resources

 Black Students 3.5x more likely to be expelled than white students  Latino/Latina students 2x more likely to be expelled than white students  American Indian students 1.5x more likely to be expelled than white students  LGBTQ students 1.4x more likely to be expelled than heterosexual identified youth  Students in foster care 3x more likely to be suspended or expelled than students living with parents or guardians  Youth who do not finish High School are 8x more likely to be incarcerated Across the Nation… (Dignity in Schools Campaign, retrieved January 2014)

   Federal Guidelines on School Discipline

 Vincent, Claudia; et al. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions (13:219). Professional Development Long-term Vision