1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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?

7. * 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

8. 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

9. 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

10. SWPBS Theoretical Foundations
Behaviorism
ABA
PBS
SWPBS
aka PBIS

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

12. 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

13. “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 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”

14. 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

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

16. All about implementation

17. 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.

18. 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)

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

20. 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.

21. 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.

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

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

24. 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

25. 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.

26. 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

27. 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?

28. 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

29. 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).

30. 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.

31. 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

32. 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

33. 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

34. 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

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

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

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

39. 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%

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

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

42. 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)

43. 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)

44. 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)

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

46. 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

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

48. 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

49. Oceanview Middle School
History
PBIS was initially introduced in
School Level Facilitator provided in
Expectation matrix developed and implemented during the school year
Adoption of SWIS in
School Climate Cadre established in

50. 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

51. Oceanview Middle School
Current Status
161 referrals for major behaviors during first two months of SY
14 referrals for major behaviors during first two months of
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

52. challenges Beliefs vs. Practices Consensus building/Ownership
Financial Constraints

53. 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