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Welcome, everybody,[br]to our session

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on using PBIS to ensure racial[br]equity in school discipline.

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My name is Kent McIntosh.

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I am co-director of the[br]Center on Positive Behavioral

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Interventions and Supports, and[br]I have the extreme privilege

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to be able to present[br]with Dr. Nikole

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Hollins-Sims from[br]the Pennsylvania

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Department of Education.

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We're going to talk through[br]for our session here

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and we hope you get a lot[br]of good information out

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of what we share.

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So we are just super[br]excited about the chance

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to share at this conference.

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It's a really important one[br]and a great place for focus

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on equity of all sorts.

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And particularly[br]we're going to be

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talking about racial equity[br]in school discipline.

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I want to start with[br]some acknowledgments.

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First, although this is[br]a virtual conference,

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I am sitting at the[br]University of Oregon

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and the University of Oregon is[br]located on Kalapuya llihi, which

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is the traditional Indigenous[br]homeland of the Kalapuya

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peoples.

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Following treaties[br]between 1851 and 1855,

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the Kalapuya peoples[br]were dispossessed

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of their traditional[br]homeland and forcibly removed

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to the Coast reservations[br]in Western Oregon.

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Today, members of the Kalapuya[br]are descendants of the Kalapuya,

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are members of the Confederated[br]Tribes of the Grand Ronde

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and Confederated Tribes[br]of the Siletz Indians,

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and continue to make important[br]contributions to our area,

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to the state of Oregon[br]and to the world.

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I also want to thank our[br]federal sponsors, including

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OSEP and OESE, and[br]as well National

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Center for Special[br]Education Research from IES

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that I'll be sharing a[br]little bit of information.

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And last but not least I want to[br]acknowledge the equity workgroup

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of the Center on PBIS.

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We have been around for going on[br]eight years now doing this work.

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And although the[br]members around the table

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have changed a[br]little bit over time,

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this group has been[br]really, really important

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in increasing the quality and[br]the cultural responsiveness

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of the work that we're[br]doing and what we're going

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to be able to share with you.

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And so as we think[br]about today's session,

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we really want to take[br]some time and go over

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some important pieces of[br]equity and discipline.

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So number 1, we're going to[br]share the effects of PBIS

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on disciplinary equity.

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And Ken is going to talk[br]about the great things

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that PBIS can do[br]for school systems.

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But we're also going to[br]think about introduction

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to an equity-focused[br]PBIS approach,

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to ensure that whatever we are[br]providing from a systems level

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lens that with that[br]there's equity embedded

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in everything that we do.

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And lastly, we want to[br]share some resources

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for increasing racial[br]equity in school discipline.

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And we know that resources[br]are highly valued in the work

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that everyone does.

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And so we want to be[br]sure that we leave you

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with some tangible things[br]that you can do tomorrow.

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And thanks.

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So I probably don't[br]need to describe

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to you all the long[br]standing, as long as we've

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been collecting federal data on[br]inequities in school discipline.

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They have been there and[br]they have been persistent.

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And I'm going to share with[br]you some federal data, these

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come from the Civil Rights[br]Data Collection database.

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This is some of the more recent[br]but not fully recent data

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looking at Out of School[br]Suspension Risk Index,

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which basically just means the[br]percent of students from each

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group who have been suspended[br]out of school at least once

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during the 2013/14 school year.

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And if you look[br]across the bottom

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if you start actually[br]on the left side

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you can see all students,[br]that left side 5%.

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Meaning that 1 in 20[br]students was suspended out

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of school at least once[br]K-12 across US schools.

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But you can see that risk[br]is not evenly distributed.

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And so you can see if you[br]look right into the middle,

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Black or[br]African-American students

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are the most exposed to[br]exclusionary discipline

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and out-of-school suspensions.

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And the next group is[br]students with disabilities.

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And of course, when we start[br]talking about and thinking

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about intersectionality,[br]the suspension rate

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for Black students[br]with disabilities

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would go all the way[br]off of this chart

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because of that compounding[br]risk that we see.

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So many educators, including[br]Dr. Hollins-Sims and I

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have been really[br]motivated to try

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to make this change on[br]a really broad level.

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And a lot of schools are[br]implementing PBIS or Positive

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Behavioral Interventions[br]and Supports

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to be able to not only make[br]schools more safe, predictable,

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and positive, but also[br]more equitable as well.

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What you can see here is[br]this is schools implementing

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PBIS over the years.

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And that one on the right[br]is the 19/20 school year.

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So this is our[br]most current data.

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We'll get some new numbers[br]in the next little bit.

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But what you can see is[br]even in this global health

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pandemic that we've had,[br]more schools than ever

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are implementing PBIS.

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Almost a third of schools[br]in the country supporting

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over 15 million students.

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And that number has just[br]continues to go up over time.

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And one of the[br]reasons for that is

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that if schools implement[br]PBIS with fidelity

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they are likely to see[br]these really, really

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important outcomes.

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Reduce problem behavior, reduced[br]use of exclusionary discipline

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in schools, including[br]those suspensions

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as I was describing[br]before, increased

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pro-social behavior,[br]social skills use,

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increased social emotional[br]competence, improved

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academic achievement, improved[br]perceptions of school safety,

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and also improved[br]organizational health.

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So also some adult outcomes.

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And then I also want to[br]share with you some outcomes

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for PBIS in high schools.

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So you can see this.

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These numbers are-- the research[br]base is a little bit smaller

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but it really is emerging you[br]can see over the past few years

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reduced use of[br]exclusionary discipline,

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reduced alcohol and[br]other drug use, improved

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attendance and improved[br]student engagement.

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And so as we think about the[br]information that Kent just

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described looking at high[br]schools for instance,

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and the things that can come[br]out of implementing PBIS

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with fidelity, we[br]know how important

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that is for engagement,[br]for students

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to want to remain in[br]school and complete it.

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Pedro Noguera, who is[br]one of the, I would say,

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premier people in[br]the equity work,

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gave the following quote which[br]resonates so much with me,

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"If you ran a hospital but you[br]were only known for serving

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people who are healthy, well,[br]then you wouldn't be a very good

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hospital."

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And I think as we consider[br]those outcomes of PBIS

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that we know can happen[br]when done with fidelity,

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we have to be clear that it's[br]reaching all of the people

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that we want it to.

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And there are still some[br]groups of students that

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are not getting what they need.

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And that's why equity in[br]discipline in particular

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is so important so those[br]outcomes that we just saw

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are available and accessible[br]to those students as well.

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And I think one of the things[br]that's really critical with PBIS

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is the main focus of it is[br]building this positive school

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culture.

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And we've got to be really[br]careful when we intentionally

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build a positive school culture,[br]whether we're building something

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that makes all students[br]welcome and whether we

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do something that makes students[br]feel like school is for them.

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So this is a little bit of[br]a humorous picture of it,

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but it might match unfortunately[br]the status of schools and maybe

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even schools using PBIS.

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So you see a big sign[br]in the middle that says,

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welcome home of the dawgs.

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And then if you look below,[br]you see the big sign policy

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saying no dogs.

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So we've got to be really,[br]really careful when we do this.

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And especially for us and me[br]as a co-director of the center,

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we are really, really concerned[br]about increasing equity.

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And I have heard[br]over the years people

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saying anecdotally things like,[br]PBIS only works in the suburbs.

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Or it only works[br]for white students.

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Or it maybe even increases[br]discipline disparities

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between students of color or[br]minoritized student groups

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and others.

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That PBIS is an agent[br]of white supremacy.

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And obviously, that is something[br]that is a huge concern for me

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and a huge concern[br]for many of us.

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And so one of the things[br]that we did, especially

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as I started working more deeply[br]and took on co-director roles,

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is to say, let's look, let's[br]look at the data that we have

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and see whether[br]things are actually

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better with PBIS in terms of[br]equity, whether things are worse

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or whether things[br]are about the same.

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So if you remember[br]those blue bars

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that I showed you before for Out[br]of School Suspension Risk Index

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that were national data.

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The reason why I showed[br]you those ones that

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were from a few years[br]ago is because we

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completed an evaluation[br]brief looking at this.

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So you can see the[br]blue bar on the left

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is all schools in the country.

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It's over 95,000 schools.

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And if you remember[br]that all students,

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that 5% that I was[br]describing are 1 in 20,

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if you look at[br]the green columns,

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those green columns are schools[br]that are implementing PBIS

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with adequate fidelity[br]of implementation

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using a validated measure.

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And so if you look, if we[br]start on the left side,

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you can see, OK, 5% nationally[br]and then 4% for schools

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using PBIS.

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So that's a 20% reduction[br]in out-of-school suspension.

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That's nice.

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But as you can see[br]the differences

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are not even all the way across.

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And so you see that where[br]the green bar is lower,

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that means that there are[br]fewer students receiving

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out-of-school suspensions.

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And so you can see that bar[br]is lower for Black students.

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That bar is lower for[br]multiracial students,

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and it's lower for[br]Pacific Islander students.

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And then that question of, does[br]it only work for white students?

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If you look all the[br]way on the right side,

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white students are[br]no more or less

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likely to be suspended in[br]schools using PBIS than not.

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So the decreases that[br]we see nationwide

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in out-of-school suspensions are[br]primarily for, as you can see,

0:11:25.320,0:11:27.900
Black, multiracial and[br]Pacific Islander students,

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not white students.

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Now, one of the things that[br]I think is really important

0:11:32.660,0:11:35.600
is I look at this[br]picture and this is not

0:11:35.600,0:11:37.530
a high five moment for me.

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This is not a, yay,[br]we've solved everything.

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This is a 2%[br]reduction if you look

0:11:42.590,0:11:47.640
for Black students in[br]out-of-school suspension rates.

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But what it tells us,[br]or at least tells me,

0:11:50.650,0:11:54.790
is that at the very least[br]it's not making a thing--

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PBIS is not making things worse.

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It's not that PBIS only[br]works for white students,

0:12:01.560,0:12:06.060
but yet it's not the[br]outcomes that we want to see.

0:12:06.060,0:12:11.550
It's a little bit better,[br]but not nearly as effective

0:12:11.550,0:12:17.130
in terms of decreasing that[br]discipline gap than we want.

0:12:17.130,0:12:20.830
So some research teams have[br]actually looked and said,

0:12:20.830,0:12:25.470
are there parts of PBIS that are[br]more related to racial equity

0:12:25.470,0:12:26.560
in school discipline?

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And this is particularly[br]between Black students

0:12:28.680,0:12:31.890
and all other students or[br]black and white students.

0:12:31.890,0:12:34.230
And these two separate[br]research teams

0:12:34.230,0:12:38.280
using two separate samples,[br]even separate fidelity

0:12:38.280,0:12:43.310
of implementation measures,[br]looked and found a few things

0:12:43.310,0:12:45.380
of PBIS, a few[br]critical features were

0:12:45.380,0:12:49.490
more related to equity[br]and school discipline.

0:12:49.490,0:12:53.690
Number 1, teams that use[br]their data for decision-making

0:12:53.690,0:12:57.170
more often were[br]more likely to have

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equity in school discipline.

0:13:00.320,0:13:07.130
Number 2, teams that implemented[br]PBIS in classrooms, not just

0:13:07.130,0:13:10.760
common areas around the school,[br]more likely to see equity

0:13:10.760,0:13:11.850
in school discipline.

0:13:11.850,0:13:15.800
And also actually more[br]likely to have reduced

0:13:15.800,0:13:17.840
use of overall[br]exclusionary discipline

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and increased sustainability[br]of implementation too.

0:13:21.540,0:13:24.080
So if you are[br]implementing in schools

0:13:24.080,0:13:26.790
or supporting schools[br]that are implementing,

0:13:26.790,0:13:29.300
it is absolutely[br]critically important

0:13:29.300,0:13:34.010
that they're using classroom[br]systems, not just non-classroom.

0:13:34.010,0:13:37.610
And then the third one which[br]both research teams found

0:13:37.610,0:13:42.720
is that the greater[br]implementation of formal reward

0:13:42.720,0:13:45.840
or acknowledgment systems, so[br]we're talking about systems

0:13:45.840,0:13:48.000
for recognizing students[br]when they do things

0:13:48.000,0:13:51.000
that we want them to[br]do, had greater equity

0:13:51.000,0:13:52.020
in school discipline.

0:13:52.020,0:13:55.410
That is across multiple states[br]across different samples

0:13:55.410,0:13:56.370
in there.

0:13:56.370,0:13:58.170
And so what that[br]tells us is we've

0:13:58.170,0:14:02.290
spent a bunch of time talking[br]about the discipline gap.

0:14:02.290,0:14:06.270
We may very well be seeing[br]an acknowledgment gap

0:14:06.270,0:14:08.730
where we're actually[br]not providing

0:14:08.730,0:14:13.390
these evidence-based practices[br]of behavior-specific praise,

0:14:13.390,0:14:16.140
possibly also[br]opportunities to respond,

0:14:16.140,0:14:19.210
things that we know are[br]absolutely critical,

0:14:19.210,0:14:25.800
maybe we're not providing those[br]equitably across student groups.

0:14:25.800,0:14:28.950
And so when I think[br]about this I go back

0:14:28.950,0:14:30.520
to my English teaching days.

0:14:30.520,0:14:34.260
And one of the authors[br]who really spoke to me

0:14:34.260,0:14:38.310
was Alex Haley, author[br]of Roots and also

0:14:38.310,0:14:42.237
the ghost author of The[br]Autobiography of Malcolm X.

0:14:42.237,0:14:43.820
When he was talking[br]about his writing,

0:14:43.820,0:14:46.660
and this really resonated[br]with me, he said in my writing

0:14:46.660,0:14:53.032
as much as I could I tried to[br]find the good and praise it.

0:14:53.032,0:14:56.560
When we look for[br]that behavior that we

0:14:56.560,0:14:59.680
want to see and[br]acknowledge it, we're

0:14:59.680,0:15:02.470
going to see it more often.

0:15:02.470,0:15:10.540
So taking that research that[br]I just shared and our practice

0:15:10.540,0:15:13.773
experience and other[br]research over time,

0:15:13.773,0:15:15.190
the center has[br]developed-- and you

0:15:15.190,0:15:19.940
can go to the pbis.org,[br]the equity topic page,

0:15:19.940,0:15:22.420
and see all of[br]our free resources

0:15:22.420,0:15:25.390
for increasing equity[br]in school discipline.

0:15:25.390,0:15:29.770
And most of these fit[br]under this large approach

0:15:29.770,0:15:32.920
of talking about what are[br]the most important things

0:15:32.920,0:15:37.320
we can do to increase racial[br]and ethnic equity in school

0:15:37.320,0:15:38.290
discipline.

0:15:38.290,0:15:41.230
And because this is[br]a complex problem,

0:15:41.230,0:15:44.400
there is not going to[br]be any one solution that

0:15:44.400,0:15:46.530
is going to fix it all.

0:15:46.530,0:15:49.590
Instead, our research[br]and our experience

0:15:49.590,0:15:56.010
tells us that there are five[br]best bets for doing that.

0:15:56.010,0:15:59.040
And Ken, I'm really excited that[br]you're talking about these five

0:15:59.040,0:16:01.140
best bets because[br]in Pennsylvania,

0:16:01.140,0:16:03.390
we've been able to work with[br]a lot of school districts

0:16:03.390,0:16:04.840
around these five.

0:16:04.840,0:16:08.970
And number 1 is to collect,[br]use, and report keyword word,

0:16:08.970,0:16:11.410
disaggregated discipline data.

0:16:11.410,0:16:14.010
You can look at your[br]aggregate and come up

0:16:14.010,0:16:16.420
with some actions[br]and some solutions.

0:16:16.420,0:16:19.440
But remember we said we want to[br]know if the hospital is serving

0:16:19.440,0:16:20.290
everyone.

0:16:20.290,0:16:22.230
The only way for[br]us to do that is

0:16:22.230,0:16:25.530
to get that disaggregated data,[br]to drill it down and figure out

0:16:25.530,0:16:28.320
which groups are not[br]getting what they need to be

0:16:28.320,0:16:30.070
successful in our settings.

0:16:30.070,0:16:32.470
And so that's crucial[br]if your systems,

0:16:32.470,0:16:34.200
your data systems[br]are able to provide

0:16:34.200,0:16:36.430
that, that's a necessary piece.

0:16:36.430,0:16:40.180
Number 2 is to implement[br]a behavior framework that

0:16:40.180,0:16:45.890
is preventive, multi-tiered, and[br]culturally responsive ala PBIS.

0:16:45.890,0:16:48.620
PBIS is that tiered framework.

0:16:48.620,0:16:51.910
It creates the lever[br]for equity to live.

0:16:51.910,0:16:54.070
Again, in Pennsylvania[br]our definition

0:16:54.070,0:16:56.170
really speaks to[br]giving students what

0:16:56.170,0:16:57.920
they need at that right moment.

0:16:57.920,0:17:00.740
And that right moment is[br]in a tiered structure,

0:17:00.740,0:17:03.760
when done again with fidelity[br]and through a culturally

0:17:03.760,0:17:05.030
responsive mindset.

0:17:05.030,0:17:07.119
So ensuring that[br]there's relevance there

0:17:07.119,0:17:10.040
and connection for the[br]people that we're supporting.

0:17:10.040,0:17:12.310
Number 3 ties[br]directly into that,

0:17:12.310,0:17:14.770
use of engaging[br]academic instruction

0:17:14.770,0:17:17.500
to reduce the opportunity gap.

0:17:17.500,0:17:20.650
It's really important to[br]think about what Kent just

0:17:20.650,0:17:23.900
highlighted, that acknowledgment[br]gap that might also be there.

0:17:23.900,0:17:26.810
So those increasing[br]opportunities to respond,

0:17:26.810,0:17:28.990
building and priming[br]background knowledge,

0:17:28.990,0:17:32.210
using explicit instruction,[br]giving feedback,

0:17:32.210,0:17:34.660
those are critical[br]practices that

0:17:34.660,0:17:37.290
are so important for that[br]engagement to happen.

0:17:37.290,0:17:40.590
And we know that when students[br]are not academically engaged,

0:17:40.590,0:17:43.460
behaviors tend to go up[br]because there's boredom

0:17:43.460,0:17:45.240
or there's not a[br]relevance for them.

0:17:45.240,0:17:47.070
So we want to have that happen.

0:17:47.070,0:17:50.210
Number 4, develop policies[br]with accountability

0:17:50.210,0:17:52.340
for disciplinary equity.

0:17:52.340,0:17:55.470
We know that policy[br]drives practice.

0:17:55.470,0:17:57.530
And so we have to[br]have policies that

0:17:57.530,0:18:01.280
are very explicit about what[br]it is that we look to do

0:18:01.280,0:18:04.860
and what we want to see as it[br]relates to equitable discipline.

0:18:04.860,0:18:07.620
It can't simply be a[br]nondiscriminatory statement

0:18:07.620,0:18:09.690
that's a statement[br]in and of itself.

0:18:09.690,0:18:13.130
We need the action to be very[br]much outlined in those policies

0:18:13.130,0:18:14.310
that we develop.

0:18:14.310,0:18:17.930
And number 5, I love this[br]one, teach strategies

0:18:17.930,0:18:19.980
to neutralize implicit bias.

0:18:19.980,0:18:23.940
Whether we agree on this or not,[br]we all have implicit biases.

0:18:23.940,0:18:25.790
There are things[br]that we may not even

0:18:25.790,0:18:27.890
be aware of, that's[br]why they're implicit.

0:18:27.890,0:18:30.630
So as we think about the[br]things that we encounter,

0:18:30.630,0:18:33.200
the people that we[br]encounter, automatically we

0:18:33.200,0:18:36.340
have associations going on[br]in our brain that tells us

0:18:36.340,0:18:39.490
certain messages to think[br]about when we see these actions

0:18:39.490,0:18:41.420
or these people in front of us.

0:18:41.420,0:18:45.340
We need strategies to help[br]us check that thinking.

0:18:45.340,0:18:47.960
And one of those is[br]neutralizing routines.

0:18:47.960,0:18:51.200
And they need to be[br]brief if then doable.

0:18:51.200,0:18:53.930
And they can be individual,[br]they can be team-based.

0:18:53.930,0:18:55.880
So if you're in a[br]grade level team,

0:18:55.880,0:18:59.150
you could have your own grade[br]level team neutralizing routine.

0:18:59.150,0:19:01.640
And it would say that[br]if this behavior occurs,

0:19:01.640,0:19:04.150
these are the steps[br]that we are going

0:19:04.150,0:19:07.990
to take to ensure that we don't[br]make quick, irrational decisions

0:19:07.990,0:19:10.720
that could ultimately,[br]unfortunately, lead

0:19:10.720,0:19:13.400
to disproportionate outcomes[br]for certain groups of students.

0:19:13.400,0:19:16.570
So these five points are[br]super critical to this work

0:19:16.570,0:19:19.750
and can be easily thought[br]about in your next steps

0:19:19.750,0:19:20.715
as you move forward.

0:19:20.715,0:19:23.500


0:19:23.500,0:19:27.700
And so as we think about what[br]I just highlighted and now

0:19:27.700,0:19:31.690
putting it all together, we joke[br]that this is the refrigerator

0:19:31.690,0:19:33.090
magnet of PBIS.

0:19:33.090,0:19:35.810
So we all have it[br]tattooed somewhere

0:19:35.810,0:19:38.150
to remind us of[br]how important it is

0:19:38.150,0:19:42.000
to keep all of these pieces[br]connected and intersecting.

0:19:42.000,0:19:45.000
Equity as you can see lives[br]directly in the center.

0:19:45.000,0:19:48.660
It has to, it has to drive[br]everything that we do.

0:19:48.660,0:19:50.960
The outcomes that[br]we hope to achieve

0:19:50.960,0:19:53.810
are high expectations[br]for each student.

0:19:53.810,0:19:56.790
But we have to get there[br]through some guideposts,

0:19:56.790,0:19:57.850
through a journey.

0:19:57.850,0:20:00.840
So in order to do that, we[br]have to begin with that data.

0:20:00.840,0:20:02.670
What was number 1[br]in our 5 points?

0:20:02.670,0:20:05.850
It was that being able to[br]look at disaggregated data.

0:20:05.850,0:20:08.960
So right there is one[br]of those key components.

0:20:08.960,0:20:11.960
The next piece is[br]systems, and that's really

0:20:11.960,0:20:13.950
focusing on us as adults.

0:20:13.950,0:20:16.430
So what can we do[br]at the systems level

0:20:16.430,0:20:18.750
to bring about[br]significant shift?

0:20:18.750,0:20:22.010
And that typically begins[br]with professional learning.

0:20:22.010,0:20:23.570
And that's for any educator.

0:20:23.570,0:20:26.160
No matter who is in[br]front of a child,

0:20:26.160,0:20:28.640
whether that's the cafeteria[br]worker, whether that

0:20:28.640,0:20:30.380
is the school[br]secretary, whether that

0:20:30.380,0:20:32.830
is the teacher, the[br]principal, you name it,

0:20:32.830,0:20:35.040
we all need a form of[br]professional learning

0:20:35.040,0:20:37.990
to really help us embrace[br]cultural humility.

0:20:37.990,0:20:40.600
And culture is very[br]broad when I say that.

0:20:40.600,0:20:43.210
So even though our[br]focus is racial equity,

0:20:43.210,0:20:46.963
cultural humility says that, I[br]don't know Kent's background,

0:20:46.963,0:20:48.630
Kent doesn't know my[br]background, but I'm

0:20:48.630,0:20:50.460
willing to learn[br]about Kent, and I'm

0:20:50.460,0:20:52.840
humble enough to know[br]that I won't know it all.

0:20:52.840,0:20:54.900
That's a form of[br]professional learning

0:20:54.900,0:20:57.330
that can be done[br]through coaching as well

0:20:57.330,0:20:59.940
as our traditional methods.

0:20:59.940,0:21:02.820
And then lastly, when[br]we have those pieces

0:21:02.820,0:21:06.940
all together intersecting, we[br]see the practices are informed.

0:21:06.940,0:21:08.670
And with that informed[br]practice we're

0:21:08.670,0:21:10.650
now adapting those[br]practices based

0:21:10.650,0:21:12.870
on what we've learned[br]about the different groups

0:21:12.870,0:21:13.990
that we're serving.

0:21:13.990,0:21:16.110
And we're meeting the[br]needs and we're also

0:21:16.110,0:21:19.210
respecting the values of[br]the people we're serving,

0:21:19.210,0:21:22.326
whether that's students[br]and/or staff or communities.

0:21:22.326,0:21:25.050


0:21:25.050,0:21:25.960
That was great.

0:21:25.960,0:21:28.000
Hollin, I wanted[br]to add one thing,

0:21:28.000,0:21:32.210
you've probably seen a lot--[br]this word equity being thrown

0:21:32.210,0:21:35.460
around the last 15 months.

0:21:35.460,0:21:38.900
And it's really important[br]when somebody does something

0:21:38.900,0:21:42.920
like slaps equity in the middle[br]of their refrigerator magnet,

0:21:42.920,0:21:46.410
you better be able to ask them,[br]what does that really mean,

0:21:46.410,0:21:49.110
and is that really[br]driving what you're doing?

0:21:49.110,0:21:52.100
Or was that something that[br]felt good in the moment

0:21:52.100,0:21:53.610
to be able to add?

0:21:53.610,0:21:56.930
And I think you ought to be[br]a little skeptical of us just

0:21:56.930,0:22:00.260
sharing this information without[br]being able to share with you

0:22:00.260,0:22:01.640
research.

0:22:01.640,0:22:06.570
And so the good news is we[br]have over the past few years

0:22:06.570,0:22:12.980
a great deal of new research,[br]primarily case studies showing

0:22:12.980,0:22:14.740
how this can be done.

0:22:14.740,0:22:18.030
And in early childhood[br]education settings,

0:22:18.030,0:22:21.470
so from our colleagues[br]at NCPMI, some

0:22:21.470,0:22:23.570
of the work that[br]we've done at the PBIS

0:22:23.570,0:22:29.280
Center and some other projects[br]all the way through where we're

0:22:29.280,0:22:32.410
really excited that this[br]five-point approach,

0:22:32.410,0:22:35.280
this equity-focused[br]approach actually does

0:22:35.280,0:22:38.880
seem to be increasing equity[br]more than that little bit

0:22:38.880,0:22:40.740
that I was sharing before.

0:22:40.740,0:22:44.790
And so I wanted to share[br]with you one particular study

0:22:44.790,0:22:48.870
that we've just completed, and[br]this is with research funding

0:22:48.870,0:22:51.780
from the National Center[br]for Special Education

0:22:51.780,0:22:54.420
Research from IES.

0:22:54.420,0:22:59.220
We did a one-year professional[br]development intervention

0:22:59.220,0:23:02.950
for all of staff in a[br]school implementing PBIS.

0:23:02.950,0:23:06.780
And what you can see[br]is the schools in blue

0:23:06.780,0:23:09.160
are the ones who received[br]our intervention.

0:23:09.160,0:23:11.340
And then the ones in[br]orange are the ones

0:23:11.340,0:23:13.590
who got it a year later.

0:23:13.590,0:23:16.380
So we can see before they[br]looked very similar and then

0:23:16.380,0:23:17.290
afterwards.

0:23:17.290,0:23:19.480
And what you can see is[br]this is the Risk Index.

0:23:19.480,0:23:21.930
So this is the risk for[br]office discipline referrals

0:23:21.930,0:23:25.050
of being sent out of the[br]classroom for discipline

0:23:25.050,0:23:26.170
challenges.

0:23:26.170,0:23:27.590
So you can see pretty similar.

0:23:27.590,0:23:30.830
But for our schools in[br]the treatment group,

0:23:30.830,0:23:34.390
32% of Black students[br]were sent to the office

0:23:34.390,0:23:39.070
at least once, and then that[br]dropped by more than half,

0:23:39.070,0:23:42.730
whereas it stayed about the[br]same for our waitlist group.

0:23:42.730,0:23:45.910
And this was a tightly[br]controlled randomized trial

0:23:45.910,0:23:49.660
that was just accepted[br]for publication.

0:23:49.660,0:23:52.850
So you might be asking, well,[br]how do we get some of this?

0:23:52.850,0:23:56.890
We're implementing PBIS,[br]but are we really doing it

0:23:56.890,0:23:58.510
with an equity focus?

0:23:58.510,0:24:00.500
How can we get this information?

0:24:00.500,0:24:03.910
So of course, anything[br]that we do we share out.

0:24:03.910,0:24:07.480
And I want to share[br]with you a few resources

0:24:07.480,0:24:11.960
that you can look at on your[br]own and be able to access.

0:24:11.960,0:24:17.390
So number 1 is our PBIS Cultural[br]Responsiveness Field Guide.

0:24:17.390,0:24:21.130
It's just been reformatted[br]and re-released

0:24:21.130,0:24:23.140
with cleaner live links.

0:24:23.140,0:24:26.910
And so you can get that, it's[br]a really, really deep dive

0:24:26.910,0:24:29.790
into cultural responsiveness[br]and picking up

0:24:29.790,0:24:32.130
on those elements[br]of cultural humility

0:24:32.130,0:24:34.620
that Dr. Hollins-Sims described.

0:24:34.620,0:24:37.350
And then going[br]specifically within that

0:24:37.350,0:24:42.330
and then some elaboration on it,[br]we have a tool for school teams

0:24:42.330,0:24:46.080
to examine, maybe with students,[br]maybe with families, maybe

0:24:46.080,0:24:49.410
with community members, their[br]school-wide expectations

0:24:49.410,0:24:53.100
or values, and that[br]school-wide teaching matrix

0:24:53.100,0:24:57.300
to be able to examine[br]how well the system fits

0:24:57.300,0:25:01.410
the strengths, needs,[br]and values of the people

0:25:01.410,0:25:03.660
who it's intending[br]to serve, and maybe

0:25:03.660,0:25:07.260
identify some of those hidden[br]biases that were accidentally

0:25:07.260,0:25:10.260
baking into our systems.

0:25:10.260,0:25:15.120
Also helping with students,[br]making sure that when

0:25:15.120,0:25:18.480
we provide that equitable[br]acknowledgment that we're

0:25:18.480,0:25:21.310
doing it in a way that's[br]valued by students and students

0:25:21.310,0:25:22.750
have some voice in doing that.

0:25:22.750,0:25:25.480
So we have this activity[br]called the Praise Preference

0:25:25.480,0:25:26.740
Assessment.

0:25:26.740,0:25:30.470
And then Dr. Hollins-Sims talked[br]about that neutralizing routine.

0:25:30.470,0:25:36.640
What can you do in the moment[br]when your snap decision might

0:25:36.640,0:25:39.110
be to send a student[br]out of the classroom,

0:25:39.110,0:25:41.530
and it might be[br]more likely to send

0:25:41.530,0:25:43.690
Black students, or[br]Black male students,

0:25:43.690,0:25:45.880
or Black students[br]with disabilities

0:25:45.880,0:25:47.840
out of the classroom?

0:25:47.840,0:25:50.870
How can we actually keep[br]that an instructional moment?

0:25:50.870,0:25:55.450
So you can look at and access[br]those materials anytime you

0:25:55.450,0:26:00.280
like, they're freely available.

0:26:00.280,0:26:03.160
And so just to[br]recap as you think

0:26:03.160,0:26:05.750
about that tiered[br]framework, and as we said,

0:26:05.750,0:26:07.690
one of the key[br]components of those five

0:26:07.690,0:26:10.070
was to think about a[br]behavioral tiered framework.

0:26:10.070,0:26:12.100
And so we wanted[br]to just give you

0:26:12.100,0:26:14.560
some go-to's as you[br]think about next steps

0:26:14.560,0:26:18.070
as to what the tiers could[br]look like as you embed equity

0:26:18.070,0:26:19.820
into all of your practices.

0:26:19.820,0:26:24.210
So when you think about tier[br]1, that's that core universal,

0:26:24.210,0:26:26.560
equity is tier 1 really.

0:26:26.560,0:26:30.430
So it really begins at that[br]foundational universal space.

0:26:30.430,0:26:32.680
Some of the things[br]we've already said,

0:26:32.680,0:26:35.820
however, we just wanted[br]to reinforce them.

0:26:35.820,0:26:37.480
We're honoring[br]student strengths.

0:26:37.480,0:26:39.600
So being asset-based,[br]focused on what

0:26:39.600,0:26:42.060
they bring to the table[br]rather than the deficit.

0:26:42.060,0:26:44.020
And honoring their voice.

0:26:44.020,0:26:46.740
Students are so in-tune[br]with what they want

0:26:46.740,0:26:47.920
and what they need.

0:26:47.920,0:26:50.200
And so as we're[br]building these systems,

0:26:50.200,0:26:52.080
we have to keep[br]their voice center

0:26:52.080,0:26:54.990
so that we're able to know that[br]we're making decisions that

0:26:54.990,0:26:56.940
ultimately will impact[br]them in a way that

0:26:56.940,0:26:58.780
makes the most sense for them.

0:26:58.780,0:27:01.750
We also need to think about[br]that professional learning.

0:27:01.750,0:27:05.400
And even though it might[br]be difficult sometimes,

0:27:05.400,0:27:09.310
self-awareness is a part of[br]that professional learning.

0:27:09.310,0:27:12.510
So as we think about those[br]implicit biases, those things

0:27:12.510,0:27:14.430
that as Kent said,[br]may accidentally

0:27:14.430,0:27:17.970
be misinforming our system,[br]we have to even know

0:27:17.970,0:27:19.150
that that's happening.

0:27:19.150,0:27:21.550
And that's that process[br]of self-awareness

0:27:21.550,0:27:24.770
and its things as simple as,[br]and Kent will attest to this,

0:27:24.770,0:27:28.150
looking at the behaviors that[br]you're sending office discipline

0:27:28.150,0:27:31.040
referrals for, are[br]they subjective?

0:27:31.040,0:27:33.770
So disrespect,[br]defiance, disruption,

0:27:33.770,0:27:36.520
the things that are[br]highly ambiguous

0:27:36.520,0:27:39.620
tend to lead to some of those[br]disproportionate outcomes.

0:27:39.620,0:27:42.010
Being self-aware allows[br]us to be able to drill

0:27:42.010,0:27:43.810
down and understand[br]what might be

0:27:43.810,0:27:47.060
causing some of those[br]referrals to come to us.

0:27:47.060,0:27:50.140
We need to always consider and[br]center the families and students

0:27:50.140,0:27:52.810
again when we're looking[br]at the values and the norms

0:27:52.810,0:27:54.250
that they hold.

0:27:54.250,0:27:58.130
And also the communities[br]that we have around us,

0:27:58.130,0:28:00.040
what are the norms[br]there and how can we

0:28:00.040,0:28:01.930
start to interface[br]with our community

0:28:01.930,0:28:06.620
to help build out school-wide,[br]classroom-wide expectations?

0:28:06.620,0:28:08.200
And then back to[br]that acknowledgment

0:28:08.200,0:28:11.750
gap, how do we create equitable[br]acknowledgment systems that

0:28:11.750,0:28:15.310
again utilize the voice of[br]students and communities

0:28:15.310,0:28:17.350
to ensure that what[br]we're providing

0:28:17.350,0:28:19.400
is most applicable for them?

0:28:19.400,0:28:22.590
At the advanced tiers, I[br]won't take too much time here,

0:28:22.590,0:28:25.200
but I just wanted to[br]highlight that at tier 2

0:28:25.200,0:28:27.000
it's an access concern.

0:28:27.000,0:28:30.170
We want students to have[br]access at that advanced tier

0:28:30.170,0:28:32.670
level based on the needs[br]that they're providing.

0:28:32.670,0:28:35.430
Remember, we said it has[br]to be at that right moment.

0:28:35.430,0:28:39.110
Tier 2 creates that space for[br]students in smaller groups

0:28:39.110,0:28:42.780
to get a little bit more than[br]what they're getting at tier 1.

0:28:42.780,0:28:46.220
And it's those increased[br]opportunities for feedback

0:28:46.220,0:28:48.720
or I'm sorry, increased[br]instructional opportunities,

0:28:48.720,0:28:52.740
having more feedback, positive[br]homeschool communication.

0:28:52.740,0:28:56.070
Not always calling to say,[br]Johnny did something wrong,

0:28:56.070,0:28:58.910
but increasing that positive[br]communication when we catch

0:28:58.910,0:29:00.865
him doing something right.

0:29:00.865,0:29:05.220
And then at tier 3, it's more[br]individualized, contextualized.

0:29:05.220,0:29:08.900
We're really engaging and[br]authentically engaging families

0:29:08.900,0:29:12.870
at that table to determine what[br]are the goals we should set,

0:29:12.870,0:29:15.890
what makes sense to have[br]consistency from home to school

0:29:15.890,0:29:16.980
to community?

0:29:16.980,0:29:19.270
Keyword word, trust.

0:29:19.270,0:29:22.580
At that intensive level,[br]families, communities,

0:29:22.580,0:29:25.010
and students need to[br]be able to trust us.

0:29:25.010,0:29:27.080
We need to be able[br]to trust them.

0:29:27.080,0:29:29.630
And that is a piece of[br]self-awareness as well.

0:29:29.630,0:29:32.260
So all of these things[br]as we said intersect

0:29:32.260,0:29:34.970
in some way, that[br]two-way communication,

0:29:34.970,0:29:38.450
it can't be us versus them[br]or just us talking at them.

0:29:38.450,0:29:40.790
Them being student,[br]family, community.

0:29:40.790,0:29:44.390
But how are we talking together[br]and making shared decisions?

0:29:44.390,0:29:46.460
And this last one[br]is so critical,

0:29:46.460,0:29:50.110
limiting those assumptions about[br]home life and family values

0:29:50.110,0:29:52.360
simply because a[br]family doesn't do

0:29:52.360,0:29:54.500
what you did when[br]you were a youth,

0:29:54.500,0:29:57.460
does not mean that the practices[br]that they have in their home

0:29:57.460,0:30:00.440
are not relevant or[br]are important to them.

0:30:00.440,0:30:03.160
So it's important that we[br]limit those assumptions

0:30:03.160,0:30:06.490
and focus on what we can do[br]together rather than separate

0:30:06.490,0:30:08.320
it.

0:30:08.320,0:30:12.160
And then as we think about[br]significant disproportionality

0:30:12.160,0:30:16.370
and discipline, particularly as[br]it relates to special education,

0:30:16.370,0:30:19.550
we hope that we've given you[br]a nice chunk of information

0:30:19.550,0:30:23.610
about the importance of[br]focusing on disciplinary equity

0:30:23.610,0:30:26.660
because that is the way that[br]we can start to mitigate some

0:30:26.660,0:30:28.850
of these significant[br]disproportionate outcomes

0:30:28.850,0:30:30.420
that we're seeing in the field.

0:30:30.420,0:30:33.290
And so here are a few things[br]to consider as we wrap up,

0:30:33.290,0:30:34.950
policy review.

0:30:34.950,0:30:37.950
Looking at your discipline[br]policies to really see,

0:30:37.950,0:30:41.270
are they explicitly tied to[br]those equitable practices

0:30:41.270,0:30:43.700
that we've highlighted[br]previously?

0:30:43.700,0:30:47.310
And if not, what can we do to[br]start to ensure that they are?

0:30:47.310,0:30:50.580
So again, a nondiscriminatory[br]statement is fine,

0:30:50.580,0:30:52.350
but it's just simply not enough.

0:30:52.350,0:30:55.400
Those policies have to[br]be explicit and connected

0:30:55.400,0:30:57.050
to the practices.

0:30:57.050,0:30:59.190
I've talked a little[br]bit about this.

0:30:59.190,0:31:01.700
It's important for us[br]to take an overall look

0:31:01.700,0:31:04.500
at our disciplinary[br]decisions and say,

0:31:04.500,0:31:06.590
are these decisions[br]that tend to be higher

0:31:06.590,0:31:10.040
on our radar very[br]subjective or could

0:31:10.040,0:31:12.320
be a piece of vulnerable[br]decision points, which

0:31:12.320,0:31:13.790
Kent knows all too well?

0:31:13.790,0:31:16.180
As we think about[br]vulnerable decision points,

0:31:16.180,0:31:19.750
there often as a result[br]of implicit biases

0:31:19.750,0:31:21.170
based on ambiguity.

0:31:21.170,0:31:24.350
And I'll quote Ken again[br]because I use his quote often,

0:31:24.350,0:31:26.920
"Ambiguity is[br]disproportionality's best

0:31:26.920,0:31:27.650
friend."

0:31:27.650,0:31:29.390
And it can't be more true.

0:31:29.390,0:31:32.080
That is so important[br]to remember as we

0:31:32.080,0:31:35.740
think about making decisions[br]that are equitable in nature.

0:31:35.740,0:31:38.470
I can't say enough that a[br]tiered system of support

0:31:38.470,0:31:40.370
needs to reflect[br]the whole child.

0:31:40.370,0:31:42.580
So not only academics,[br]which we know we

0:31:42.580,0:31:46.090
focus on a lot, but also that[br]behavioral component, which

0:31:46.090,0:31:48.800
we've highlighted here,[br]and then social, emotional,

0:31:48.800,0:31:50.750
and trauma-informed domains.

0:31:50.750,0:31:53.150
All of those create[br]a whole child.

0:31:53.150,0:31:56.590
They come to us in that space[br]of all of those things operating

0:31:56.590,0:31:59.000
together, we can't[br]silo them out.

0:31:59.000,0:32:02.410
And lastly, evaluation[br]of overall school climate

0:32:02.410,0:32:06.530
is really important for that[br]space of belonging and dignity.

0:32:06.530,0:32:10.310
Kent gave a great example[br]of, we welcome the dawgs,

0:32:10.310,0:32:12.110
but the dogs are[br]not welcome here.

0:32:12.110,0:32:16.340
We want every space that our[br]educators and that our students

0:32:16.340,0:32:19.650
occupy to be a place of[br]belonging and dignity.

0:32:19.650,0:32:21.620
That's the goal of equity.

0:32:21.620,0:32:26.360
At the core it's[br]about human dignity.

0:32:26.360,0:32:28.910
Now, what a great[br]way to wrap up.

0:32:28.910,0:32:34.190
I want to highlight that you[br]can get all of our resources

0:32:34.190,0:32:37.260
on www.pbis.org.

0:32:37.260,0:32:40.140
Come to our site, check[br]out the Equity page,

0:32:40.140,0:32:44.240
and look through all of[br]the resources that we have.

0:32:44.240,0:32:47.570
It's been an absolute[br]pleasure to get a chance

0:32:47.570,0:32:49.680
to work with Dr.[br]Hollins-Sims again.

0:32:49.680,0:32:51.080
It's always great.

0:32:51.080,0:32:53.880
If you want to get a[br]hold of either of us,

0:32:53.880,0:32:56.400
you've got our contact[br]information here.

0:32:56.400,0:33:00.560
And then lastly, I[br]just want to thank

0:33:00.560,0:33:03.110
the Office of Special[br]Education Programs

0:33:03.110,0:33:05.760
for the opportunity[br]to share here.

0:33:05.760,0:33:10.220
And thank you all for[br]watching our session.

0:33:10.220,0:33:12.250
Have a great day.

0:33:12.250,0:33:14.000