Dora dome crpbis

Culturally Responsive - Positive Behavioral Interventions and

Supports: A commitment to equity in school

cultures

January 16, 2014 8:30AM – 10:00AM

2014 ACSA Every Child Counts Symposium

Monterey, CA

Presented by: Nancy Dome, Ed.D and

Dora J. Dome, Esq.

Dora J. Dome Biography Dora J. Dome has practiced Education Law for over 17 years, primarily in the areas of student issues and special education. She currently provides legal representation to school districts on student issues, and has renewed her emphasis on developing and conducting professional development trainings for district staff that focus on Bullying, Equity and Legal Compliance in a proactive effort to build staff capacity to address the changing needs of their students. Ms. Dome’s work with Bullying focuses on helping school districts create the necessary infrastructure to identify and address bullying in schools and to provide staff with effective strategies to respond to various forms of bullying and harassment. Her Equity trainings examine diversity and equity issues facing school districts such as examining stereotypes that impact attitudes and behavior of staff and students, identifying the harmful effects of stereotypes within the school setting, and coaching staff to develop skills to identify, interrupt and prevent discriminatory behavior. Ms. Dome’s legal compliance trainings provide up-to-date information and guidance on how to ’stay legal’ in the areas of special education, student discipline and Section 504. Admitted to the Hawaii State Bar in 1996, Ms. Dome served as a special education consultant and trainer for the Hawaii State Department of Education and Hawaii State Department of Health for five years. Ms. Dome was admitted to the California Bar in 2003. She worked with the education law firm of Dannis Woliver Kelley, (fka Miller Brown and Dannis) for eight years. Ms. Dome has studied in the areas of Race and Ethnicity, Critical Legal Studies and Critical Race Theory and has been certified as a Cultural Diversity Trainer by the National Coalition Building Institute (aka NCBI). She has developed and conducted trainings for numerous school districts and school boards in the areas of student diversity and equity, student and special education discipline, harassment/discrimination, bullying, special education, No Child Left Behind, alternative assessments for African American students, Section 504, and student records. Ms. Dome also regularly presents at association conferences such as ACSA, CSBA and CASCWA. She also participated on the Gay & Lesbian Athletics Foundations (aka GLAF) Keynote Panel on “Race and Racism in LGBT Athletics” and presented at the NCAA Black Coaches Association Annual Conference on “Homophobia in Sports.” She graduated from University of Hawaii, Richardson School of Law (J.D.) and from University of California, Los Angeles (B.A.). Ms. Dome is an Adjunct Professor at Mills College and a Lecturer at the University of California at Berkeley, teaching Education Law and Policy in the administrative credential programs for soon to be administrators.

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© 2014 DORA DOME LAW 1

© 2014 DORA DOME LAW p. 1

Culturally Responsive - Positive Behavioral Interventions and

Supports: A commitment to equity in school cultures

January 16, 2014 8:30AM – 10:00AM

2014 ACSA Every Child Counts Symposium

Presented by: Nancy A. Dome, Ed.D. Dora J. Dome, Esq


What is School-wide Positive Behavior Support (PBIS)?

A systems approach for establishing the social culture and behavioral

supports needed for a school to be an effective learning environment for

all students.


What Does Culturally Responsive (CR) Add to the definition of PBIS?

A systems approach to address enduring educational equity issues,

such as the racialization of discipline and outcome disparities, and

establishing the social culture and behavioral supports needed for a

school to be safe, inclusive, and an effective learning environment for all

students.

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What Do you Make of the Data?

Why are African American Students disciplined at a disproportionate

rate?

What beliefs do we hold about African American children that allow this disproportionality to continue?


One cannot assume that interven0ons intended to improve behavior will be effec0ve to the same degree for all

groups.

Why CR?

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Asking the Right Questions What are the long-lasting cultural

assumptions in the US education system that systematically shape

school climate, rituals, and routines?

How do we re-frame questions to understand the impact of

school culture on disproportionality in discipline?

What practices are needed to acknowledge cultural differences among people, histories, groups, and how they facilitate learning?

Thinking Historically, Acting Systemically


Understanding School Culture Core Values

Heroes and Leaders

Rewards & Reinforcements

Culture Network

ArDfacts

These are the values arDculated and understood by staff,

students, and parents

These are the individuals showcased throughout the

school

These are the ways behaviors (good & bad) are reinforced.

These are the stories told around the school

These are the objects, arDfacts, costumes and other physical

evidence of the school culture

These are the daily events taking place in the school

Rituals & Ceremonies


Asking the Right Questions What are my school’s

cultural practices related to student behavior and

discipline? How does my school’s

culture impact the disproportionality in our

discipline data?

What practices can our school undertake to effectively

address disproportionality in discipline?

Thinking Systemically, Acting Personally

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Cultural Equity

Social Competence & Academic Achievement

SupporDng Staff

Behavior Cultural

Knowledge and Self-

Awareness

Cultural Validity

SupporDng Decision-‐Making

Cultural Relevance and ValidaDon

OUTCOMES

PRACTICES

SYSTEMS DATA

SupporDng Student Behavior

Elements of CR -‐ PBIS


How do we integrate CR into our practice?

•  Collaborate with families and community members in teaching and reinforcing school-‐wide behavioral expectaDons.

•  Monitor disproporDonality between dominant and non-‐dominant groups by collecDng and reviewing disaggregated student disciplinary data.

•  Provide professional development aimed at increasing awareness of differences between a teacher’s own and a non-‐dominant student’s cultural paWerns of communicaDon styles, roles of authority, etc. that improve interpretaDon of problem behaviors.


PBIS Component CR-PBIS DATA

•  Understand the cultural practices of your school.

•  Disaggregate data to highlight disproportionality in practice.

SYSTEMS (Define and teach positive social expectations)

•  Understand the cultural norms held by teachers, students, and parents.

•  Involve the community in establishing social expectations.

PRACTICES (supporting student behavior)

•  Culturally responsive intervention, teaching & learning

•  Inclusive and equitable learning community

OUTCOMES (supporting social competence, academic achievement)

•  Communication with students, parents, and community to connect positive outcomes in schools to overall well-being throughout society.

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How do we know when we’re making progress?

•  ShiX from teaching desired behaviors to creaDng opportuniDes to learn.

•  ShiX from understanding culture as a variable to exploring the cultures in schools as contextual mediators.

•  Expansion of viewing PBIS desired outcomes from reducDons in referrals to encompassing societal interacDons resulDng in greater well-‐being for all students.

•  ShiX from cultural assimilaDon to student, family, and community empowerment.


Action Plan Recognize It.

•  Develop clear definitions of disproportionality. •  Disaggregate data to highlight disproportionality in practice. •  Conduct a School Climate Survey to understand the cultural

perceptions regarding discipline that exist among staff, students, and parents.

Interrupt It. •  Analyze disciplinary practices that result in predictable disproportionality.

•  Involve the community in establishing social expectations. •  Balance zero tolerance policies and consideration of students’

intentions for misbehavior. •  Establish protocols for ongoing self-reflection to unmask

unconscious racial and cultural bias.

Repair It. •  Establish PBIS team that reflects district diversity (race, ethnicity, teachers, admins, special ed., families).

•  Develop culturally responsive instructional and classroom management strategies and train teachers to use them.

•  Seek alternative disciplinary approaches and procedures. •  Establish a learning community to connect positive outcomes

in schools to overall well-being throughout society. •  Apprise the extent intervention works for all groups.


Educators most o;en assume that schools work and that students, parents and community need to change to conform to this already effec0ve and

equitable system. — Tara J. Yosso

The Shift from this…

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The moral purpose of the systemic change effort via CRPBIS is for forming safe, posi0ve,

suppor0ve, inclusive school cultures for ALL. — Equity Alliance

…to this


THANK YOU!

Dora Dome Law 610 16th Street, Suite 305 Oakland, California 94612

510.464.DOME (3663) office 510.301.6667 cellular 510.291.9599 fax [email protected] e-‐mail www.doradomelaw.com web

Dr. Nancy Dome Pacific EducaDonal Group [email protected] 858.334.5260 Website: hWp://pacificeducaDonalgroup.com