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

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

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


1
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 2016

2
Agenda
  • Introduction and Activity
  • Research questions
  • Key findings from literature on discipline
    disparities
  • Impact of PBIS on discipline disparities
  • Strategies to reduce disparities
  • Discussion and networking

3
Before we start
4
ActivityPair Share
  • Talk with your table/person next to you about
    your perspectives
  • Where do you come from?
  • Why youre here and engaged in this work
  • Also, what needs to be acknowledged and applied
    moving forward (in this presentation and beyond)

5
Research Questions
  • 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?

6
Literature review findingsin a nutshell
  • PBIS is an evidence-based practice that has been
    proven to reduce the overall number of ODRs in a
    school that implements PBIS with fidelity
  • Horner, 2009
  • Bradshaw et. al, 2010

7
Literature review findingsin a nutshell
  • There is not a strong body of evidence to suggest
    that all schools implementing School-wide PBIS
    close discipline disparity gaps
  • Mixed bag of results
  • Some 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

8
Documented effects of PBIS on discipline
disproportionality
  • Vincent et al., 2011
  • Statistically significantly lower Black-White ODR
    disproportionality in 72 schools implementing
    SWPBIS than in 81 schools not implementing SWPBIS
  • Vincent 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

9
Which PBIS Features are Most Related to Equity?
  • Tobin Vincent, 2011
  • Examined change in Black-White Relative Risk
    Index for suspensions in 46 schools
  • Two key predictors of decreased
    disproportionality
  • Regular use of data for decision making
  • Implementation of classroom SWPBIS systems

10
Promising leads exist, but more work needed
11
Onward strategies from the literature
12
Strategy 1 Use the PBIS Framework as a foundation
13
Slide
  • A 5-point
  • Intervention
  • Approach to Enhance Equity in School
    Discipline

http//www.pbis.org/school/equity-pbis
14
Details of the 5 point approach
  • 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

15
Starting with a PBIS Foundation
  • 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

16
Strategy 2 Use disaggregated discipline data to
inform decisions
17
SWIS Schools and Ethnicity Data
Source McIntosh, Eliason, Horner, and May Have
schools increased their use of the SWIS ethnicity
report? Feb 2014
18
Strategy 3 Use implementation fidelity data to
identify areas of need
19
PBIS Cultural Responsiveness Companion(Leverson,
Smith, McIntosh, in prep)
  • Based on the TFI TIER 1 scale
  • Identifies 15 critical features of behavior
    support

20
Example Team Composition
21
Strategy 4 Involve family and community
22
Strategy 4 Involve family and community
  • Involve family and the community in PBIS
    initiatives
  • Planning/defining a school or districts PBIS
    program
  • Including 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

23
Student input and satisfaction surveys(McIntosh,
2016)
24
Strategy 5 Culturally responsive teacher training
25
The pure and simple truth is rarely pure and
never simple.
  • -Oscar Wilde

26
Discussion/Networking
  1. 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?
  2. 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?
  3. 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?
  4. 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?

27
Acknowledgements for Ongoing Work, Materials and
Resources
  • PBIS Center Disproportionality Workgroup
  • 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

28
THANK YOU!!!
  • Amanda J. Petersen
  • amanda.petersen_at_wilder.org
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