Culturally Responsive Practices in a PBIS Framework

Culturally Responsive Practices in a PBIS FrameworkHistorical Trauma

Paula FernandezKent SmithWelcome and IntroductionsWho we are

Who you areDiverse schools?Urban/suburban/rural?Admin?Parent team members?Teachers, paras, student services?

Intro presenters and get better sense of who is in the room2Why are we here?Nationally we have significant issue with disproportionate outcomes in education.

Wisconsin, depending on outcome measured is 2.5-7 times worse including completion, engagement, academic and discipline measures.

Addressing these challenges require multiple and complex responses.

We see the world not as it is, but as we areBriefly follow up on Skiba keynote and explain why we are here, and introduce concept of identity as it impacts schools and classrooms3Agenda for the sessionWhat is Historical Trauma

Why does it matter/What does it look like

What can schools do about it

Closing Trauma is like no other experience. We cannot talk someone out of it, or discipline them into appropriate behaviors. Consequences never change the person on the inside; it only takes place in relationships.

(Hargrave, 2010)What is Historical Trauma a multigenerational trauma experienced by a specific cultural group. Historical trauma can be experienced by anyone living in families at one time marked by severe levels of trauma, poverty, dislocation, war, etc. and who are still suffering as a result.

(Cutler, no date)Its a small number of kidsResearch tells us NO.Research suggests schools are divided into 1/3s:Top 1/3 are the achievers, Middle 1/3 are Survivors that could go either way, and Last 1/3 are wounded (visibly or otherwise) who need support.(Henderschott, 2015)

Regardless; what is our mission? To support the top 5% or 25% or 50% of our students or to support ALL students? 1-5%Tier 3/Intensive InterventionsIndividual studentsAssessment-basedIntense, durable procedures 5-15%Tier 2/Selected InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing

80-90%Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactive

School-Wide Systems for Student SuccessBehavioral SystemsIllinois PBIS Network, Revised May 15, 2008. Adapted from What is school-wide PBS? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm8Purpose: introduce PBIS Triangle Multiple levels of support

Main IdeaAdd levels of support, not replace or supplementPurpose of tier one-prevent new problem behaviors from occurring-tier two reduce the frequency of problem behaviors-tier three reduce the intensity of problem behaviorsThe triangle is not only kidsadults will need more supportCulturally Responsive Practices

Race, language and culture are central to the way RtI worksSaraWisconsin is unique in its consideration of CRP as an embedded aspect of RtI. It is important to consider the diverse racial, linguistic and cultural variations in your school/district and community. Culture is a word that can be defined broadly to include discussions of poverty, sexual orientation, or other unique considerations of your school/district.

Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world.

In the graphic, CRP intentionally touches each of the three essential elements because these practices are embedded within each element. They are in your curriculum and instructional practices, but also in your collaborative structures (for example, does your RtI planning committee racially represent your student population?) and your balanced assessment system (for example, are you asking questions like: Were our assessments normed on a population that represents our students, therefore making it valid for our particular students? What does our data tell us when we disaggregate by race? Who are our current instructional practices effective for, and who arent they? Do we adjust our instructional practices and procedures based on these results?)

9The following examples are to guide; they are NOT absolutes.These are offered to guide understanding and do not represent every person in that group nor are peoples experiences the same.First Nations PeopleTrauma: Violent colonization, assimilation and recurring loss.

Examples of stress: Boarding schools and forced assimilation of students.

Manifests: Assimilation of language & cultural identity, health concerns, diabetes, PTSD type symptoms.People of ColorTrauma: Generations of discrimination, racism, segregation and resulting poverty.

Example stressors: Slavery; colonialism

Current manifestations: Mistrust of authority (police, government, institutions), emphasis on self protection, self-esteem is impacted.Intergenerational PovertyTrauma: increased exposure to violence, limited access to resources, increased risk of recurring trauma.

Example stressors: Hunger, multiple transitions, poor or inadequate housing, community crime.

Current manifestation: Increased intimate partner violence, increased rates of child abuse and substance abuse.Practical Ways to Support and AddressAlternate disciplineStaff trainingSelf-esteem supportNo-failure attitudeAlternative Discipline*(cannot be used alone for severe offenses)Focuses on the redeeming qualities of students.

Focuses on connections to others and the setting and teaching. NOT focused on punishment.

Maintains power with those effected, not surrendering it to others.ExamplesPBIS!

Restorative Justice Programs

Restitution Programs

Peer juries/Peer mediatorsStaff trainingWhat Historical trauma is and is not, how it manifests.

Identity awareness for staff

Vulnerable Decision Points (VDPs McIntosh et al)

Classroom management

Discipline continuum

STAFF COMMITMENT AND CONSISTENCYSelf-esteem SupportEmpathy NOT SYMPATHY

Validation of student, family and history

Engagement of student/family/community in operation of classrooms and schools

Highlight student assets; use strengths whenever possibleNo-Failure AttitudeStudents dont come to school to dropout or struggle. Schools guide them in that direction through interactions.

Families dont raise their children to be naughty or belligerent; they raise their children to survive based on what the family knows.

Every student can succeed but they have to be able to define what success means; its not defined for them.

Work with students, families and communities around the schools negotiable and be clear on the non-negotiable (mandates)Questions, comments, discussion?

Contact InformationPaula Fernandezfernandezp@wisconsinrticenter.org

Kent Smithsmithk@wisconsinpbisnetwork.org