Culturally Responsive Practices in SWPBIS Schools implementing PBIS have a variety of components in place that can support Culturally Responsive Practices. This session will examine ways to infuse Culturally Responsive Practices into PBIS systems at the Universal Level. Examples will be linked to the core components of PBIS and participants will learn how to apply some of these practices within their own systems. Milaney Leverson WI RtI Center Regional Technical Assistance Coordinator

CR and SWPBIS SWPBIS is a framework for implementing practices that fit the values and needs of students, families, and staff (Sugai, O’Keeffe, & Fallon, 2012). With its focus on systems, teaming, and data-based decision making, SWPBIS creates an ideal structure within which to embed the core components of cultural responsiveness. Because contextual fit is a core principle of SWPBIS, SWPBIS cannot be considered fully implemented until it is culturally responsive.

The SWPBIS Culturally-Responsive Companion Guide Section I: Identity Development identity development specific to practitioners and the impact of practitioners’ cultures and experiences on the school and classroom strategies to gain knowledge of the cultures and experiences of families, students, and communities served by the school. Section II: SWPBIS Cultural Responsiveness Companion resource for embedding culturally responsive components within the critical features of SWPBIS follows the structure of the SWPBIS Tiered Fidelity Inventory (TFI) to coincide with assessment and action planning Section III: Additional Resources glossary of key terms list of materials and tools for further work sample activities and lesson plans

Section I: Identity Development Practitioners Practitioners must examine and understand: How and why they perceive the world the way they do Their own comfort level with issues of race, ethnicity, and educational and social disparities The background from which they develop and apply their expectations, procedures, routines, and practices The purpose of their expectations, procedures, and practices It is imperative that staff examine their beliefs about what is “normal,” “appropriate,” or “acceptable” behavior. These notions are culturally defined and can vary greatly from person to person, thus providing the basis for disproportionate correction.

Identity Development Student & Family and School & Community Student and Family Identity: Student and family backgrounds, cultures, and values Students understanding their own identity School and Community Identity: People of the community; their beliefs, values, and expectations Shared experiences that shape the behaviors of community members The school’s place in the community: Source of pride? Source of conflict? Connections between the school and community agencies/organizations Visibility of the school at community events

Identity Development Identity development work must be systemic This work will not occur or sustain unless staff are provided support regarding when and how it can best happen

Section II: SWPBIS Cultural Responsiveness Companion Teams are encouraged to: – Complete the Tiered Fidelity Inventory (TFI), found at – Identify areas of priority from the TFI – Refer to related sections of the SWPBIS Cultural Responsiveness Companion – Develop an action plan – Use Culturally Responsive SWPBIS Self Assessment for progress monitoring

Technical & Adaptive Change Technical Change Supports actual practices or instruction, involve learning and implementing new strategies or tools. Adaptive Change Requires changes in values, beliefs, roles, relationships, & approaches to work. Essential components Steps in the process Intervention tools How can PBIS help our school reach more students? How can we be more responsive to the students we serve? Helfetz and Lusky, 2002

SWPBIS Cultural Responsiveness Companion: Organized by TFI Features 1.Team Composition 2.Team Operating Procedures 3.Behavioral Expectations 4.Teaching Expectations 5.Problem Behavior Definitions 6.Discipline Policies 7.Professional Development 8.Classroom Procedures 9.Feedback and Acknowledgement 10.Faculty Involvement 11.Student/Family/Community Involvement 12.Discipline Data 13.Data-based Decision Making 14.Fidelity Data 15.Annual Evaluation

Team Composition

Behavioral Expectations

Validate – Affirm – Build – Bridge Validate – To make legitimate that which the institution (academia) and mainstream has made illegitimate. Build – Making the connections between the home culture and language with the school culture and language through instructional strategy and activity. Affirm – To make positive that which the institution (academia) and mainstream media has made negative. Bridge – Giving opportunities for situational appropriateness or the utilization of the appropriate cultural or linguistic behavior. V A B B

Bayfield Strive for Five

Problem Behavior Definitions

Behavior Definitions Research indicates that subjective behaviors more often result in disproportionate discipline for students of color (e.g., defiance, disrespect) McIntosh, Girvan, Horner, & Smolkowski, 2014 Skiba et al., 2011

Feedback and Acknowledgement

Student/Family/Community Involvement

Engagement Defined Engaged Stakeholders demonstrate ownership through: Investment in Purpose Commitment to Common Goal/Vision Active and Continued Participation Interactive Communication – Internal/External and two way

Discipline Data

PBIS Disproportionality Data Guide Equity in PBIS website from OSEP PBIS Technical Assistance Centerwebsite Data Guidebook WI Risk Ratio Tool

Section III: Resources

PBIS Culturally-Responsive Companion Guide Soon available at:

Questions or Comments

Arcadia Elementary School

Culturally Responsive Practices In PBIS Arcadia Elementary School Arcadia, WI Presenters: Lynsey Bakkum, Molly Fawcett, Carrie Taysom, Courtney Smith, Paul Halverson

Demographics Arcadia, WI (40 miles north of La Crosse) – Population: about 3000 – Population: about 7500 during work day (Ashley Furniture, Gold N’ Plump) Enrollment: – 70% Culturally Diverse PK-4 High Hispanic & ELL population – 62% Free/Reduced Lunch

PBIS Implementation Status : Administrative Overview : Began Common Language (Line Basics, Body Basics), Team Formed & Trained at Tier : Tier 1 Kick-off & Implementation : Fidelity at Tier 1; Team formed and trained at Tier II; Tier II Pilot : Maintain Tier 1 Fidelity; Implemented Tier II

PBIS Implementation Status Self-Assessment Survey (SAS) –11/10/2013: 81% –2/20/2015: 79% Benchmarks of Quality (BOQ) –4/28/2014: 79% School-Wide Evaluation Tool (SET) –4/29/2014: 92% –5/18/2015: 95%

CR Components Why we added Culturally Responsive practices: 70% of our PK-4 students are culturally diverse learners. What those look like: – Communication with families – Acknowledgements/Celebrations – Community Involvement – 21st Century Learning Grant: CLC

Communication with Families Bilingual office staff greet all school visitors Bilingual interpreters for parent/teacher conferences, concerts (Concert Basics) Bilingual PBIS postcards, ODRs Bilingual signs throughout school Community Liaison –Parent and Family Programs (homework, taxes, insurance, food pantry, energy assistance).

Communication with Families Dear __________________________________, Your child showed fantastic paw pride at our school today!! ________________________________________was being: ●Respectful ●Responsible ●Safe Your child showed this paw pride in the _____________________________________________, because___________________________________________________________________ __________________ __________________________________________________________________________ _____________________ __________________________________________________________________________ _____________________. Keep up the great work!!! _______________________

Communication with Families Querida __________________________________, ¡Su hijo demostró “Paw Pride” fantástico en nuestra escuela hoy!! ________________________________________era: ●Respetuoso ●Responsable ●Seguro ¡Su hijo demostró “Paw Pride” fantástico en: La clase, El pasillo, El cafetería, El patio de recreo, o El bano porque____________________________________________________________________ _________________ __________________________________________________________________________ _____________________ __________________________________________________________________________ _____________________. ¡Mantenga el gran trabajo!!! ___________________________________________

Communication with Families First day of school PBIS Carnival

Acknowledgements/Celebrations Daily Prizes ● Dia de los muertos tattoos, Cinco de Mayo stickers ●Candy from Latino grocery store ●Soccer/Spanish language stickers, tattoos

Acknowledgements/Celebrations Beginning of year Kick- Off ● Soccer/World Cup Theme (BELIEVE) Winter Booster ● Donated Piñatas from MM San Juan

Community Involvement Recess re-teaching –HS soccer coach came and taught soccer rules to students having behavioral difficulties at recess. Local bakery donates Tres Leche cakes for family nights (Math, Reading, Behavior) Latino Band: Held a dance as a fundraiser to support our PTO and PBIS acknowledgements.

Community Learning Center (CLC) What it looks like: academic, physical, snack 90% of students are culturally diverse learners Extending CLC to morning as well as afternoon El Sol--High School Club Winona State University: International Students Organization Integrated PBIS expectations

Our Future Plans Parent on the Team. Continuing to reteach staff on Cultural Responsiveness Strategies- Especially communicating with families. Translating more classroom resources. SIOP: Sheltered Instruction Observational Protocol implementation and book study. Cultural Diversity Day.

Questions Contact Information: (608)

Thank you!!!