Creating Culturally Responsive Schools Utilizing School-wide Positive Behavior Support

1. Creating Culturally Responsive Schools Utilizing School-wide Positive Behavior Support Dr. Jason LaFrance Dr. Lisa Schulz Georgia Southern University

2. Culturally responsive educational systems benefit all students. What are Culturally Responsive Educational Systems? • Culturally responsive educational systems are grounded in the belief that students from culturally and linguistically diverse backgrounds excel in academic endeavors when • their culture, language, heritage, and experiences are valued and used to facilitate learning and development; and • they are provided access to high quality teachers, programs, curricula, and resources. Culturally responsive educational systems are concerned with instilling ethics of care, respect, and responsibility in the professionals who serve culturally and linguistically diverse students.

3. The Need for Multicultural Education • Social Realities • Culture and Human Development • Teaching and Learning • Developing Ethnic and Cultural Literacy • Attitudes and Value Clarification • Personal Development • Multicultural Social Competence • Personal Empowerment for Social Reform

4. Behaviorism SWPBS Conceptual Foundations Applied Behavior Analysis PBS SWPBS

5. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

6. SWPBS Study In Florida • Examine implementation fidelity statewide • Examine possible relationships between implementation fidelity and behavioral / academic outcomes • Examine possible differences between cohorts of schools with high fidelity, low fidelity, or no SWPBS training

7. Methodology

8. Fidelity Examination

9. Relationship of Fidelity to Behavioral Outcomes

10. Relationship of Fidelity to Academic Outcomes

11. The Story of One School

12. School Background • Opened 2006 in a suburban community in Florida • Full Title I school. • Apple Distinguished School: 2008-2009 • Apple Distinguished School: 2009-2010 • Florida SPBS Model School: 2008-2009

13. School Demographics • 1561 Students (Appox.223 grade) • Free and reduced lunch: 56.2% (874) • ESOL: 3% (48) • Individualized Education Plans: 11% (171) • Mobility rate: Approx. 25%

14. Community Facts • Fastest growing county in the nation from 2000 to 2005 • Facing increasing poverty – rose from 9.8 to 11.3 during this study • During the study unemployment rose from 8.2% to 13.8% (U.S. Dept of Labor statistics) • Food stamp requests up 77% past 2 years • Unemployment rose from 3.5% in 2006 to 17.2% in 2010

15. Issues • Issues between student and parents of various racial backgrounds. • Lack of cultural understanding by staff • Problems associated with poverty - drugs, sex, alcohol, violence, gangs. • Various cultural and economic challenges.

16. Results of SWPBS Implementation

17. Results (cont.)

18. Tier I: Proactive/Preventative Strategies

19. Tier 2 supports

20. Tier 3 supports

21. Evaluating Data

22. Referrals by Problem Behavior

23. Referrals by Student

24. Agents of and for Change • Advocates to remove systemic barriers that impede the academic (and social) success of any student (ASCA, 2005). • Advocacy competence • Leadership competence LLS

25. Advocacy Competence

26. Leadership Competence Five Characteristics of Effective Leadership ~ Kouzes & Posner (2002) 1. Model the way Modeling means going first, living the behaviors you want others to adopt. 2. Inspire a shared vision People are motivated most not by fear or reward, but by ideas that capture their imagination. 3. Challenge the process Leaders thrive on and learn from adversity and difficult situations. They are early adopters of innovation. 4. Enable others to act People must feel able to act and then must have the ability to put their ideas into action. 5. Encourage the heart People act best of all when they are passionate about what they are doing. Leaders unleash the enthusiasm of their followers with stories and passions of their own. LLS

27. School Counseling for Social Justice LLS

28. Unspoken messages students identify as marginalizing The three indicators are as follows: • Perceived teacher interest in students, • Perceived effectiveness of the school’s discipline system, and • Perceived fairness of the school’s discipline system. LLS

29. Culturally Responsive Teaching • To incorporate the following three concerns: • Weak or inappropriate curricula • Ineffective instruction • Disengaging classroom discourse (Goodwin, B., 2000) • CRT = An approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impact knowledge, skills and attitudes. • Ladson-Billings (1994) LLS

30. Culturally Responsive Teacher Characteristics (Villegas & Lucas, 2002) • Sociocultural consciousness • Affirming attitude towards students from culturally diverse backgrounds • Commitment and skills to act as agents of change • Constructivist views of learning • Learning about students • Culturally responsive teaching practices LLS

31. LLSchulz - ASCA 2009

32. Equity Concerns • “[M]uch of the current high levels of racial disproportionality in school discipline is a reflection of teachers not understanding and incorporating the cultural values, orientations, and experiences of African, Latino, Asian, and Native Americans into curriculum and instruction”. ~Geneva Gay, 2006, p. 343 LLS