The Role of Positive - PowerPoint Presentation

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The Role of Positive Behavioral Interventions and Supports (PBIS) for Addressing Racial Disparities in School Discipline

Amanda J. Petersen, Wilder Research

Aaron Barnes, MDE

PBIS Summer Institute 2016Slide2

Introduction and ActivityResearch questionsKey findings from literature on discipline disparitiesImpact of PBIS on discipline disparitiesStrategies to reduce disparities

Discussion and networking

AgendaSlide3

Before we start…Slide4

Talk with your table/person next to you about your perspectives:Where do you come from?Why you’re here and engaged in this workAlso, what needs to be acknowledged and applied moving forward (in this presentation and beyond)

Activity—Pair ShareSlide5

In what ways do positive behavior initiatives bolster education equity? In which ways do they fall short?What can be done at the school level and community level to engage families and community members in creating a positive school climate? What types of things could PBIS school teams do to engage parents and community members in dialog about positive behavior interventions and supports and positive school climate?

In what ways to initiatives like PBIS need to improve so they are more culturally responsive, appropriate, and inclusive to all students, especially of students of color?

Research QuestionsSlide6

PBIS is an evidence-based practice that has been proven to reduce the overall number of ODR’s in a school that implements PBIS with fidelityHorner, 2009Bradshaw et. al, 2010

Literature review findings—in a nutshellSlide7

There is not a strong body of evidence to suggest that all schools implementing School-wide PBIS close discipline disparity gapsMixed bag of resultsSome studies found that PBIS was not correlated to closing discipline disparity gaps

Other studies indicated PBIS as a contributor to specifically closing discipline disparity gaps

Literature review findings—in a nutshellSlide8

Vincent et al., 2011Statistically significantly lower Black-White ODR disproportionality in 72 schools implementing SWPBIS than in 81 schools not implementing SWPBISVincent et al., 2009

Decreases in ODRs seen across racial/ethnic groups

in 69 schools implementing SWPBIS

Scott, 2001

Larger decreases in suspensions

for Black students when SWPBIS implemented

McIntosh et al., 2014

Sustained decrease in suspensions over eight years of SWPBIS implementation

in an Indigenous school

Documented effects of PBIS on discipline disproportionalitySlide9

Tobin & Vincent, 2011:Examined change in Black-White Relative Risk Index for suspensions in 46 schoolsTwo key predictors of decreased disproportionality:

Regular use of data for decision making

Implementation of classroom SWPBIS systems

Which

PBIS Features are Most Related to Equity? Slide10

Promising leads exist, but more work neededSlide11

Onward: strategies from the literatureSlide12

Strategy 1: Use the PBIS Framework as a foundationSlide13

SlideA 5-point

Intervention

Approach to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

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Use engaging academic instruction to reduce the support gap (achievement gap)

Implement a

behavior framework

that is preventive, multi-tiered, and culturally responsive

Collect, use, and report

disaggregated

discipline data

Develop

policies

with accountability for disciplinary equity

Teach

neutralizing routines

to address implicit bias

Details of the 5 point approachSlide15

Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior

Increasing positive student-teacher interactions

may

enhance relationships to prevent challenges

More objective referral and discipline procedures

may

reduce subjectivity and influence of cultural bias

Professional development

may

provide teachers with more instructional responses

Starting with a PBIS FoundationSlide16

Strategy 2: Use disaggregated discipline data to inform decisionsSlide17

SWIS Schools and Ethnicity Data

Source: McIntosh, Eliason, Horner, and May

“Have schools increased their use of the SWIS ethnicity report?” Feb 2014Slide18

Strategy 3: Use implementation fidelity data to identify areas of needSlide19

Based on the TFI TIER 1 scale

Identifies 15 critical features of behavior support

PBIS Cultural Responsiveness

Companion

(

Leverson

, Smith, & McIntosh, in prep)Slide20

Example: Team CompositionSlide21

Strategy 4: Involve family and communitySlide22

Involve family and the community in PBIS initiativesPlanning/defining a school or district’s PBIS programIncluding parents/community members on the PBIS team

Using staff and student surveys to gauge buy-in

Being open, transparent, and willing to share discipline data with the community

Get community input to decide which data should be prioritized

Strategy 4: Involve family and communitySlide23

Student input and satisfaction surveys(McIntosh, 2016)Slide24

Strategy 5: Culturally responsive teacher trainingSlide25

“The pure and simple truth is rarely pure and never simple.”-Oscar WildeSlide26

Does your school use strategies to help reduce discipline disparities? If yes, what strategies does your school implement to help reduce discipline disparities? Why do you think schools choose not to implement these strategies/what are the barriers to implementing them?

What practices (discussed today or additionally) might be incorporated into or along side PBIS to increase cultural responsiveness and promote positive outcomes for all students?

Does your school pull data from your behavioral tracking system by race/ethnicity? If yes, in what ways has this been helpful for you or your school team? If no, what are the barriers to doing this?

What actions could PBIS school teams make to further engage parents and community members in dialog about PBIS and positive school climate to ensure these initiatives support positive outcomes for racial and disability disparities in discipline?

Discussion/NetworkingSlide27

PBIS Center Disproportionality WorkgroupAcknowledgements for Ongoing Work, Materials and Resources

Timberly Baker

Aaron Barnes

Alondra Canizal Delabra

Yolanda Cargile

Erin Chaparro

Soraya Coccimiglio

Tai Collins

Bert Eliason

Erik Girvan

Steve Goodman

Clynita Grafenreed

Ambra Green

Beth Hill

Rob Horner

Don Kincaid

Milaney Leverson

Tim Lewis

Kent McIntosh

Kelsey Morris

Rhonda Nese

Vicki Nishioka

Heidi von Ravensberg

Jennifer Rose

Therese Sandomierski

Russ Skiba

Kent Smith

Keith SmolkowskiSlide28

THANK YOU!!! Amanda J. Petersen

amanda.petersen@wilder.org