[Script Info]
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[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:00.00,0:00:03.50,Default,,0000,0000,0000,,
Dialogue: 0,0:00:03.50,0:00:05.81,Default,,0000,0000,0000,,Welcome, everybody,\Nto our session
Dialogue: 0,0:00:05.81,0:00:09.78,Default,,0000,0000,0000,,on using PBIS to ensure racial\Nequity in school discipline.
Dialogue: 0,0:00:09.78,0:00:11.97,Default,,0000,0000,0000,,My name is Kent McIntosh.
Dialogue: 0,0:00:11.97,0:00:16.01,Default,,0000,0000,0000,,I am co-director of the\NCenter on Positive Behavioral
Dialogue: 0,0:00:16.01,0:00:20.12,Default,,0000,0000,0000,,Interventions and Supports, and\NI have the extreme privilege
Dialogue: 0,0:00:20.12,0:00:22.40,Default,,0000,0000,0000,,to be able to present\Nwith Dr. Nikole
Dialogue: 0,0:00:22.40,0:00:24.74,Default,,0000,0000,0000,,Hollins-Sims from\Nthe Pennsylvania
Dialogue: 0,0:00:24.74,0:00:26.72,Default,,0000,0000,0000,,Department of Education.
Dialogue: 0,0:00:26.72,0:00:29.58,Default,,0000,0000,0000,,We're going to talk through\Nfor our session here
Dialogue: 0,0:00:29.58,0:00:32.21,Default,,0000,0000,0000,,and we hope you get a lot\Nof good information out
Dialogue: 0,0:00:32.21,0:00:35.30,Default,,0000,0000,0000,,of what we share.
Dialogue: 0,0:00:35.30,0:00:38.60,Default,,0000,0000,0000,,So we are just super\Nexcited about the chance
Dialogue: 0,0:00:38.60,0:00:40.44,Default,,0000,0000,0000,,to share at this conference.
Dialogue: 0,0:00:40.44,0:00:45.53,Default,,0000,0000,0000,,It's a really important one\Nand a great place for focus
Dialogue: 0,0:00:45.53,0:00:48.16,Default,,0000,0000,0000,,on equity of all sorts.
Dialogue: 0,0:00:48.16,0:00:49.58,Default,,0000,0000,0000,,And particularly\Nwe're going to be
Dialogue: 0,0:00:49.58,0:00:54.14,Default,,0000,0000,0000,,talking about racial equity\Nin school discipline.
Dialogue: 0,0:00:54.14,0:00:56.97,Default,,0000,0000,0000,,I want to start with\Nsome acknowledgments.
Dialogue: 0,0:00:56.97,0:00:59.74,Default,,0000,0000,0000,,First, although this is\Na virtual conference,
Dialogue: 0,0:00:59.74,0:01:02.31,Default,,0000,0000,0000,,I am sitting at the\NUniversity of Oregon
Dialogue: 0,0:01:02.31,0:01:06.12,Default,,0000,0000,0000,,and the University of Oregon is\Nlocated on Kalapuya llihi, which
Dialogue: 0,0:01:06.12,0:01:08.61,Default,,0000,0000,0000,,is the traditional Indigenous\Nhomeland of the Kalapuya
Dialogue: 0,0:01:08.61,0:01:09.49,Default,,0000,0000,0000,,peoples.
Dialogue: 0,0:01:09.49,0:01:12.79,Default,,0000,0000,0000,,Following treaties\Nbetween 1851 and 1855,
Dialogue: 0,0:01:12.79,0:01:15.12,Default,,0000,0000,0000,,the Kalapuya peoples\Nwere dispossessed
Dialogue: 0,0:01:15.12,0:01:18.21,Default,,0000,0000,0000,,of their traditional\Nhomeland and forcibly removed
Dialogue: 0,0:01:18.21,0:01:22.06,Default,,0000,0000,0000,,to the Coast reservations\Nin Western Oregon.
Dialogue: 0,0:01:22.06,0:01:26.71,Default,,0000,0000,0000,,Today, members of the Kalapuya\Nare descendants of the Kalapuya,
Dialogue: 0,0:01:26.71,0:01:29.61,Default,,0000,0000,0000,,are members of the Confederated\NTribes of the Grand Ronde
Dialogue: 0,0:01:29.61,0:01:32.14,Default,,0000,0000,0000,,and Confederated Tribes\Nof the Siletz Indians,
Dialogue: 0,0:01:32.14,0:01:35.56,Default,,0000,0000,0000,,and continue to make important\Ncontributions to our area,
Dialogue: 0,0:01:35.56,0:01:39.96,Default,,0000,0000,0000,,to the state of Oregon\Nand to the world.
Dialogue: 0,0:01:39.96,0:01:44.19,Default,,0000,0000,0000,,I also want to thank our\Nfederal sponsors, including
Dialogue: 0,0:01:44.19,0:01:48.57,Default,,0000,0000,0000,,OSEP and OESE, and\Nas well National
Dialogue: 0,0:01:48.57,0:01:51.72,Default,,0000,0000,0000,,Center for Special\NEducation Research from IES
Dialogue: 0,0:01:51.72,0:01:54.33,Default,,0000,0000,0000,,that I'll be sharing a\Nlittle bit of information.
Dialogue: 0,0:01:54.33,0:01:59.87,Default,,0000,0000,0000,,And last but not least I want to\Nacknowledge the equity workgroup
Dialogue: 0,0:01:59.87,0:02:01.80,Default,,0000,0000,0000,,of the Center on PBIS.
Dialogue: 0,0:02:01.80,0:02:08.40,Default,,0000,0000,0000,,We have been around for going on\Neight years now doing this work.
Dialogue: 0,0:02:08.40,0:02:11.12,Default,,0000,0000,0000,,And although the\Nmembers around the table
Dialogue: 0,0:02:11.12,0:02:13.62,Default,,0000,0000,0000,,have changed a\Nlittle bit over time,
Dialogue: 0,0:02:13.62,0:02:17.36,Default,,0000,0000,0000,,this group has been\Nreally, really important
Dialogue: 0,0:02:17.36,0:02:20.60,Default,,0000,0000,0000,,in increasing the quality and\Nthe cultural responsiveness
Dialogue: 0,0:02:20.60,0:02:22.64,Default,,0000,0000,0000,,of the work that we're\Ndoing and what we're going
Dialogue: 0,0:02:22.64,0:02:26.54,Default,,0000,0000,0000,,to be able to share with you.
Dialogue: 0,0:02:26.54,0:02:29.31,Default,,0000,0000,0000,,And so as we think\Nabout today's session,
Dialogue: 0,0:02:29.31,0:02:32.18,Default,,0000,0000,0000,,we really want to take\Nsome time and go over
Dialogue: 0,0:02:32.18,0:02:36.36,Default,,0000,0000,0000,,some important pieces of\Nequity and discipline.
Dialogue: 0,0:02:36.36,0:02:39.29,Default,,0000,0000,0000,,So number 1, we're going to\Nshare the effects of PBIS
Dialogue: 0,0:02:39.29,0:02:40.83,Default,,0000,0000,0000,,on disciplinary equity.
Dialogue: 0,0:02:40.83,0:02:42.89,Default,,0000,0000,0000,,And Ken is going to talk\Nabout the great things
Dialogue: 0,0:02:42.89,0:02:45.36,Default,,0000,0000,0000,,that PBIS can do\Nfor school systems.
Dialogue: 0,0:02:45.36,0:02:48.14,Default,,0000,0000,0000,,But we're also going to\Nthink about introduction
Dialogue: 0,0:02:48.14,0:02:50.99,Default,,0000,0000,0000,,to an equity-focused\NPBIS approach,
Dialogue: 0,0:02:50.99,0:02:54.53,Default,,0000,0000,0000,,to ensure that whatever we are\Nproviding from a systems level
Dialogue: 0,0:02:54.53,0:02:57.63,Default,,0000,0000,0000,,lens that with that\Nthere's equity embedded
Dialogue: 0,0:02:57.63,0:02:59.40,Default,,0000,0000,0000,,in everything that we do.
Dialogue: 0,0:02:59.40,0:03:02.25,Default,,0000,0000,0000,,And lastly, we want to\Nshare some resources
Dialogue: 0,0:03:02.25,0:03:05.35,Default,,0000,0000,0000,,for increasing racial\Nequity in school discipline.
Dialogue: 0,0:03:05.35,0:03:08.46,Default,,0000,0000,0000,,And we know that resources\Nare highly valued in the work
Dialogue: 0,0:03:08.46,0:03:09.37,Default,,0000,0000,0000,,that everyone does.
Dialogue: 0,0:03:09.37,0:03:11.16,Default,,0000,0000,0000,,And so we want to be\Nsure that we leave you
Dialogue: 0,0:03:11.16,0:03:15.67,Default,,0000,0000,0000,,with some tangible things\Nthat you can do tomorrow.
Dialogue: 0,0:03:15.67,0:03:16.95,Default,,0000,0000,0000,,And thanks.
Dialogue: 0,0:03:16.95,0:03:18.99,Default,,0000,0000,0000,,So I probably don't\Nneed to describe
Dialogue: 0,0:03:18.99,0:03:22.92,Default,,0000,0000,0000,,to you all the long\Nstanding, as long as we've
Dialogue: 0,0:03:22.92,0:03:28.39,Default,,0000,0000,0000,,been collecting federal data on\Ninequities in school discipline.
Dialogue: 0,0:03:28.39,0:03:31.06,Default,,0000,0000,0000,,They have been there and\Nthey have been persistent.
Dialogue: 0,0:03:31.06,0:03:33.39,Default,,0000,0000,0000,,And I'm going to share with\Nyou some federal data, these
Dialogue: 0,0:03:33.39,0:03:36.99,Default,,0000,0000,0000,,come from the Civil Rights\NData Collection database.
Dialogue: 0,0:03:36.99,0:03:42.39,Default,,0000,0000,0000,,This is some of the more recent\Nbut not fully recent data
Dialogue: 0,0:03:42.39,0:03:45.01,Default,,0000,0000,0000,,looking at Out of School\NSuspension Risk Index,
Dialogue: 0,0:03:45.01,0:03:47.79,Default,,0000,0000,0000,,which basically just means the\Npercent of students from each
Dialogue: 0,0:03:47.79,0:03:51.72,Default,,0000,0000,0000,,group who have been suspended\Nout of school at least once
Dialogue: 0,0:03:51.72,0:03:55.12,Default,,0000,0000,0000,,during the 2013/14 school year.
Dialogue: 0,0:03:55.12,0:03:57.39,Default,,0000,0000,0000,,And if you look\Nacross the bottom
Dialogue: 0,0:03:57.39,0:03:58.97,Default,,0000,0000,0000,,if you start actually\Non the left side
Dialogue: 0,0:03:58.97,0:04:02.92,Default,,0000,0000,0000,,you can see all students,\Nthat left side 5%.
Dialogue: 0,0:04:02.92,0:04:06.58,Default,,0000,0000,0000,,Meaning that 1 in 20\Nstudents was suspended out
Dialogue: 0,0:04:06.58,0:04:11.32,Default,,0000,0000,0000,,of school at least once\NK-12 across US schools.
Dialogue: 0,0:04:11.32,0:04:17.21,Default,,0000,0000,0000,,But you can see that risk\Nis not evenly distributed.
Dialogue: 0,0:04:17.21,0:04:20.27,Default,,0000,0000,0000,,And so you can see if you\Nlook right into the middle,
Dialogue: 0,0:04:20.27,0:04:22.42,Default,,0000,0000,0000,,Black or\NAfrican-American students
Dialogue: 0,0:04:22.42,0:04:26.14,Default,,0000,0000,0000,,are the most exposed to\Nexclusionary discipline
Dialogue: 0,0:04:26.14,0:04:27.98,Default,,0000,0000,0000,,and out-of-school suspensions.
Dialogue: 0,0:04:27.98,0:04:31.87,Default,,0000,0000,0000,,And the next group is\Nstudents with disabilities.
Dialogue: 0,0:04:31.87,0:04:34.27,Default,,0000,0000,0000,,And of course, when we start\Ntalking about and thinking
Dialogue: 0,0:04:34.27,0:04:38.38,Default,,0000,0000,0000,,about intersectionality,\Nthe suspension rate
Dialogue: 0,0:04:38.38,0:04:40.84,Default,,0000,0000,0000,,for Black students\Nwith disabilities
Dialogue: 0,0:04:40.84,0:04:43.75,Default,,0000,0000,0000,,would go all the way\Noff of this chart
Dialogue: 0,0:04:43.75,0:04:48.04,Default,,0000,0000,0000,,because of that compounding\Nrisk that we see.
Dialogue: 0,0:04:48.04,0:04:51.04,Default,,0000,0000,0000,,So many educators, including\NDr. Hollins-Sims and I
Dialogue: 0,0:04:51.04,0:04:53.35,Default,,0000,0000,0000,,have been really\Nmotivated to try
Dialogue: 0,0:04:53.35,0:04:56.62,Default,,0000,0000,0000,,to make this change on\Na really broad level.
Dialogue: 0,0:04:56.62,0:05:00.87,Default,,0000,0000,0000,,And a lot of schools are\Nimplementing PBIS or Positive
Dialogue: 0,0:05:00.87,0:05:03.54,Default,,0000,0000,0000,,Behavioral Interventions\Nand Supports
Dialogue: 0,0:05:03.54,0:05:10.18,Default,,0000,0000,0000,,to be able to not only make\Nschools more safe, predictable,
Dialogue: 0,0:05:10.18,0:05:14.67,Default,,0000,0000,0000,,and positive, but also\Nmore equitable as well.
Dialogue: 0,0:05:14.67,0:05:17.58,Default,,0000,0000,0000,,What you can see here is\Nthis is schools implementing
Dialogue: 0,0:05:17.58,0:05:19.33,Default,,0000,0000,0000,,PBIS over the years.
Dialogue: 0,0:05:19.33,0:05:22.45,Default,,0000,0000,0000,,And that one on the right\Nis the 19/20 school year.
Dialogue: 0,0:05:22.45,0:05:24.67,Default,,0000,0000,0000,,So this is our\Nmost current data.
Dialogue: 0,0:05:24.67,0:05:27.82,Default,,0000,0000,0000,,We'll get some new numbers\Nin the next little bit.
Dialogue: 0,0:05:27.82,0:05:31.71,Default,,0000,0000,0000,,But what you can see is\Neven in this global health
Dialogue: 0,0:05:31.71,0:05:35.88,Default,,0000,0000,0000,,pandemic that we've had,\Nmore schools than ever
Dialogue: 0,0:05:35.88,0:05:39.27,Default,,0000,0000,0000,,are implementing PBIS.
Dialogue: 0,0:05:39.27,0:05:42.63,Default,,0000,0000,0000,,Almost a third of schools\Nin the country supporting
Dialogue: 0,0:05:42.63,0:05:45.67,Default,,0000,0000,0000,,over 15 million students.
Dialogue: 0,0:05:45.67,0:05:49.18,Default,,0000,0000,0000,,And that number has just\Ncontinues to go up over time.
Dialogue: 0,0:05:49.18,0:05:51.18,Default,,0000,0000,0000,,And one of the\Nreasons for that is
Dialogue: 0,0:05:51.18,0:05:55.79,Default,,0000,0000,0000,,that if schools implement\NPBIS with fidelity
Dialogue: 0,0:05:55.79,0:05:58.33,Default,,0000,0000,0000,,they are likely to see\Nthese really, really
Dialogue: 0,0:05:58.33,0:06:00.04,Default,,0000,0000,0000,,important outcomes.
Dialogue: 0,0:06:00.04,0:06:04.00,Default,,0000,0000,0000,,Reduce problem behavior, reduced\Nuse of exclusionary discipline
Dialogue: 0,0:06:04.00,0:06:06.35,Default,,0000,0000,0000,,in schools, including\Nthose suspensions
Dialogue: 0,0:06:06.35,0:06:08.89,Default,,0000,0000,0000,,as I was describing\Nbefore, increased
Dialogue: 0,0:06:08.89,0:06:11.66,Default,,0000,0000,0000,,pro-social behavior,\Nsocial skills use,
Dialogue: 0,0:06:11.66,0:06:15.01,Default,,0000,0000,0000,,increased social emotional\Ncompetence, improved
Dialogue: 0,0:06:15.01,0:06:18.77,Default,,0000,0000,0000,,academic achievement, improved\Nperceptions of school safety,
Dialogue: 0,0:06:18.77,0:06:21.35,Default,,0000,0000,0000,,and also improved\Norganizational health.
Dialogue: 0,0:06:21.35,0:06:24.70,Default,,0000,0000,0000,,So also some adult outcomes.
Dialogue: 0,0:06:24.70,0:06:27.34,Default,,0000,0000,0000,,And then I also want to\Nshare with you some outcomes
Dialogue: 0,0:06:27.34,0:06:30.34,Default,,0000,0000,0000,,for PBIS in high schools.
Dialogue: 0,0:06:30.34,0:06:31.40,Default,,0000,0000,0000,,So you can see this.
Dialogue: 0,0:06:31.40,0:06:36.46,Default,,0000,0000,0000,,These numbers are-- the research\Nbase is a little bit smaller
Dialogue: 0,0:06:36.46,0:06:39.76,Default,,0000,0000,0000,,but it really is emerging you\Ncan see over the past few years
Dialogue: 0,0:06:39.76,0:06:42.23,Default,,0000,0000,0000,,reduced use of\Nexclusionary discipline,
Dialogue: 0,0:06:42.23,0:06:45.73,Default,,0000,0000,0000,,reduced alcohol and\Nother drug use, improved
Dialogue: 0,0:06:45.73,0:06:48.100,Default,,0000,0000,0000,,attendance and improved\Nstudent engagement.
Dialogue: 0,0:06:48.100,0:06:51.56,Default,,0000,0000,0000,,
Dialogue: 0,0:06:51.56,0:06:54.80,Default,,0000,0000,0000,,And so as we think about the\Ninformation that Kent just
Dialogue: 0,0:06:54.80,0:06:58.05,Default,,0000,0000,0000,,described looking at high\Nschools for instance,
Dialogue: 0,0:06:58.05,0:07:01.85,Default,,0000,0000,0000,,and the things that can come\Nout of implementing PBIS
Dialogue: 0,0:07:01.85,0:07:04.34,Default,,0000,0000,0000,,with fidelity, we\Nknow how important
Dialogue: 0,0:07:04.34,0:07:06.14,Default,,0000,0000,0000,,that is for engagement,\Nfor students
Dialogue: 0,0:07:06.14,0:07:08.52,Default,,0000,0000,0000,,to want to remain in\Nschool and complete it.
Dialogue: 0,0:07:08.52,0:07:11.61,Default,,0000,0000,0000,,Pedro Noguera, who is\None of the, I would say,
Dialogue: 0,0:07:11.61,0:07:14.46,Default,,0000,0000,0000,,premier people in\Nthe equity work,
Dialogue: 0,0:07:14.46,0:07:17.70,Default,,0000,0000,0000,,gave the following quote which\Nresonates so much with me,
Dialogue: 0,0:07:17.70,0:07:21.02,Default,,0000,0000,0000,,"If you ran a hospital but you\Nwere only known for serving
Dialogue: 0,0:07:21.02,0:07:24.77,Default,,0000,0000,0000,,people who are healthy, well,\Nthen you wouldn't be a very good
Dialogue: 0,0:07:24.77,0:07:25.77,Default,,0000,0000,0000,,hospital."
Dialogue: 0,0:07:25.77,0:07:29.33,Default,,0000,0000,0000,,And I think as we consider\Nthose outcomes of PBIS
Dialogue: 0,0:07:29.33,0:07:32.49,Default,,0000,0000,0000,,that we know can happen\Nwhen done with fidelity,
Dialogue: 0,0:07:32.49,0:07:35.96,Default,,0000,0000,0000,,we have to be clear that it's\Nreaching all of the people
Dialogue: 0,0:07:35.96,0:07:37.58,Default,,0000,0000,0000,,that we want it to.
Dialogue: 0,0:07:37.58,0:07:40.34,Default,,0000,0000,0000,,And there are still some\Ngroups of students that
Dialogue: 0,0:07:40.34,0:07:41.88,Default,,0000,0000,0000,,are not getting what they need.
Dialogue: 0,0:07:41.88,0:07:44.96,Default,,0000,0000,0000,,And that's why equity in\Ndiscipline in particular
Dialogue: 0,0:07:44.96,0:07:48.23,Default,,0000,0000,0000,,is so important so those\Noutcomes that we just saw
Dialogue: 0,0:07:48.23,0:07:53.79,Default,,0000,0000,0000,,are available and accessible\Nto those students as well.
Dialogue: 0,0:07:53.79,0:07:58.03,Default,,0000,0000,0000,,And I think one of the things\Nthat's really critical with PBIS
Dialogue: 0,0:07:58.03,0:08:03.13,Default,,0000,0000,0000,,is the main focus of it is\Nbuilding this positive school
Dialogue: 0,0:08:03.13,0:08:04.39,Default,,0000,0000,0000,,culture.
Dialogue: 0,0:08:04.39,0:08:07.78,Default,,0000,0000,0000,,And we've got to be really\Ncareful when we intentionally
Dialogue: 0,0:08:07.78,0:08:12.04,Default,,0000,0000,0000,,build a positive school culture,\Nwhether we're building something
Dialogue: 0,0:08:12.04,0:08:15.64,Default,,0000,0000,0000,,that makes all students\Nwelcome and whether we
Dialogue: 0,0:08:15.64,0:08:18.86,Default,,0000,0000,0000,,do something that makes students\Nfeel like school is for them.
Dialogue: 0,0:08:18.86,0:08:21.44,Default,,0000,0000,0000,,So this is a little bit of\Na humorous picture of it,
Dialogue: 0,0:08:21.44,0:08:27.28,Default,,0000,0000,0000,,but it might match unfortunately\Nthe status of schools and maybe
Dialogue: 0,0:08:27.28,0:08:29.03,Default,,0000,0000,0000,,even schools using PBIS.
Dialogue: 0,0:08:29.03,0:08:31.03,Default,,0000,0000,0000,,So you see a big sign\Nin the middle that says,
Dialogue: 0,0:08:31.03,0:08:32.75,Default,,0000,0000,0000,,welcome home of the dawgs.
Dialogue: 0,0:08:32.75,0:08:36.55,Default,,0000,0000,0000,,And then if you look below,\Nyou see the big sign policy
Dialogue: 0,0:08:36.55,0:08:38.56,Default,,0000,0000,0000,,saying no dogs.
Dialogue: 0,0:08:38.56,0:08:43.00,Default,,0000,0000,0000,,So we've got to be really,\Nreally careful when we do this.
Dialogue: 0,0:08:43.00,0:08:47.72,Default,,0000,0000,0000,,And especially for us and me\Nas a co-director of the center,
Dialogue: 0,0:08:47.72,0:08:53.13,Default,,0000,0000,0000,,we are really, really concerned\Nabout increasing equity.
Dialogue: 0,0:08:53.13,0:08:55.82,Default,,0000,0000,0000,,And I have heard\Nover the years people
Dialogue: 0,0:08:55.82,0:09:00.83,Default,,0000,0000,0000,,saying anecdotally things like,\NPBIS only works in the suburbs.
Dialogue: 0,0:09:00.83,0:09:03.51,Default,,0000,0000,0000,,Or it only works\Nfor white students.
Dialogue: 0,0:09:03.51,0:09:08.78,Default,,0000,0000,0000,,Or it maybe even increases\Ndiscipline disparities
Dialogue: 0,0:09:08.78,0:09:13.04,Default,,0000,0000,0000,,between students of color or\Nminoritized student groups
Dialogue: 0,0:09:13.04,0:09:14.84,Default,,0000,0000,0000,,and others.
Dialogue: 0,0:09:14.84,0:09:18.77,Default,,0000,0000,0000,,That PBIS is an agent\Nof white supremacy.
Dialogue: 0,0:09:18.77,0:09:23.66,Default,,0000,0000,0000,,And obviously, that is something\Nthat is a huge concern for me
Dialogue: 0,0:09:23.66,0:09:26.07,Default,,0000,0000,0000,,and a huge concern\Nfor many of us.
Dialogue: 0,0:09:26.07,0:09:29.12,Default,,0000,0000,0000,,And so one of the things\Nthat we did, especially
Dialogue: 0,0:09:29.12,0:09:34.38,Default,,0000,0000,0000,,as I started working more deeply\Nand took on co-director roles,
Dialogue: 0,0:09:34.38,0:09:38.72,Default,,0000,0000,0000,,is to say, let's look, let's\Nlook at the data that we have
Dialogue: 0,0:09:38.72,0:09:41.69,Default,,0000,0000,0000,,and see whether\Nthings are actually
Dialogue: 0,0:09:41.69,0:09:45.17,Default,,0000,0000,0000,,better with PBIS in terms of\Nequity, whether things are worse
Dialogue: 0,0:09:45.17,0:09:48.07,Default,,0000,0000,0000,,or whether things\Nare about the same.
Dialogue: 0,0:09:48.07,0:09:50.86,Default,,0000,0000,0000,,So if you remember\Nthose blue bars
Dialogue: 0,0:09:50.86,0:09:53.95,Default,,0000,0000,0000,,that I showed you before for Out\Nof School Suspension Risk Index
Dialogue: 0,0:09:53.95,0:09:55.28,Default,,0000,0000,0000,,that were national data.
Dialogue: 0,0:09:55.28,0:09:57.07,Default,,0000,0000,0000,,The reason why I showed\Nyou those ones that
Dialogue: 0,0:09:57.07,0:09:59.98,Default,,0000,0000,0000,,were from a few years\Nago is because we
Dialogue: 0,0:09:59.98,0:10:04.04,Default,,0000,0000,0000,,completed an evaluation\Nbrief looking at this.
Dialogue: 0,0:10:04.04,0:10:06.19,Default,,0000,0000,0000,,So you can see the\Nblue bar on the left
Dialogue: 0,0:10:06.19,0:10:07.70,Default,,0000,0000,0000,,is all schools in the country.
Dialogue: 0,0:10:07.70,0:10:10.33,Default,,0000,0000,0000,,It's over 95,000 schools.
Dialogue: 0,0:10:10.33,0:10:13.52,Default,,0000,0000,0000,,And if you remember\Nthat all students,
Dialogue: 0,0:10:13.52,0:10:16.72,Default,,0000,0000,0000,,that 5% that I was\Ndescribing are 1 in 20,
Dialogue: 0,0:10:16.72,0:10:18.92,Default,,0000,0000,0000,,if you look at\Nthe green columns,
Dialogue: 0,0:10:18.92,0:10:22.63,Default,,0000,0000,0000,,those green columns are schools\Nthat are implementing PBIS
Dialogue: 0,0:10:22.63,0:10:25.54,Default,,0000,0000,0000,,with adequate fidelity\Nof implementation
Dialogue: 0,0:10:25.54,0:10:27.62,Default,,0000,0000,0000,,using a validated measure.
Dialogue: 0,0:10:27.62,0:10:30.41,Default,,0000,0000,0000,,And so if you look, if we\Nstart on the left side,
Dialogue: 0,0:10:30.41,0:10:34.51,Default,,0000,0000,0000,,you can see, OK, 5% nationally\Nand then 4% for schools
Dialogue: 0,0:10:34.51,0:10:35.69,Default,,0000,0000,0000,,using PBIS.
Dialogue: 0,0:10:35.69,0:10:38.96,Default,,0000,0000,0000,,So that's a 20% reduction\Nin out-of-school suspension.
Dialogue: 0,0:10:38.96,0:10:39.86,Default,,0000,0000,0000,,That's nice.
Dialogue: 0,0:10:39.86,0:10:42.79,Default,,0000,0000,0000,,But as you can see\Nthe differences
Dialogue: 0,0:10:42.79,0:10:45.95,Default,,0000,0000,0000,,are not even all the way across.
Dialogue: 0,0:10:45.95,0:10:49.44,Default,,0000,0000,0000,,And so you see that where\Nthe green bar is lower,
Dialogue: 0,0:10:49.44,0:10:52.61,Default,,0000,0000,0000,,that means that there are\Nfewer students receiving
Dialogue: 0,0:10:52.61,0:10:54.18,Default,,0000,0000,0000,,out-of-school suspensions.
Dialogue: 0,0:10:54.18,0:10:57.24,Default,,0000,0000,0000,,And so you can see that bar\Nis lower for Black students.
Dialogue: 0,0:10:57.24,0:10:59.18,Default,,0000,0000,0000,,That bar is lower for\Nmultiracial students,
Dialogue: 0,0:10:59.18,0:11:01.65,Default,,0000,0000,0000,,and it's lower for\NPacific Islander students.
Dialogue: 0,0:11:01.65,0:11:05.76,Default,,0000,0000,0000,,And then that question of, does\Nit only work for white students?
Dialogue: 0,0:11:05.76,0:11:08.45,Default,,0000,0000,0000,,If you look all the\Nway on the right side,
Dialogue: 0,0:11:08.45,0:11:11.18,Default,,0000,0000,0000,,white students are\Nno more or less
Dialogue: 0,0:11:11.18,0:11:15.06,Default,,0000,0000,0000,,likely to be suspended in\Nschools using PBIS than not.
Dialogue: 0,0:11:15.06,0:11:18.77,Default,,0000,0000,0000,,So the decreases that\Nwe see nationwide
Dialogue: 0,0:11:18.77,0:11:25.32,Default,,0000,0000,0000,,in out-of-school suspensions are\Nprimarily for, as you can see,
Dialogue: 0,0:11:25.32,0:11:27.90,Default,,0000,0000,0000,,Black, multiracial and\NPacific Islander students,
Dialogue: 0,0:11:27.90,0:11:30.23,Default,,0000,0000,0000,,not white students.
Dialogue: 0,0:11:30.23,0:11:32.66,Default,,0000,0000,0000,,Now, one of the things that\NI think is really important
Dialogue: 0,0:11:32.66,0:11:35.60,Default,,0000,0000,0000,,is I look at this\Npicture and this is not
Dialogue: 0,0:11:35.60,0:11:37.53,Default,,0000,0000,0000,,a high five moment for me.
Dialogue: 0,0:11:37.53,0:11:40.50,Default,,0000,0000,0000,,This is not a, yay,\Nwe've solved everything.
Dialogue: 0,0:11:40.50,0:11:42.59,Default,,0000,0000,0000,,This is a 2%\Nreduction if you look
Dialogue: 0,0:11:42.59,0:11:47.64,Default,,0000,0000,0000,,for Black students in\Nout-of-school suspension rates.
Dialogue: 0,0:11:47.64,0:11:50.65,Default,,0000,0000,0000,,But what it tells us,\Nor at least tells me,
Dialogue: 0,0:11:50.65,0:11:54.79,Default,,0000,0000,0000,,is that at the very least\Nit's not making a thing--
Dialogue: 0,0:11:54.79,0:11:57.72,Default,,0000,0000,0000,,PBIS is not making things worse.
Dialogue: 0,0:11:57.72,0:12:01.56,Default,,0000,0000,0000,,It's not that PBIS only\Nworks for white students,
Dialogue: 0,0:12:01.56,0:12:06.06,Default,,0000,0000,0000,,but yet it's not the\Noutcomes that we want to see.
Dialogue: 0,0:12:06.06,0:12:11.55,Default,,0000,0000,0000,,It's a little bit better,\Nbut not nearly as effective
Dialogue: 0,0:12:11.55,0:12:17.13,Default,,0000,0000,0000,,in terms of decreasing that\Ndiscipline gap than we want.
Dialogue: 0,0:12:17.13,0:12:20.83,Default,,0000,0000,0000,,So some research teams have\Nactually looked and said,
Dialogue: 0,0:12:20.83,0:12:25.47,Default,,0000,0000,0000,,are there parts of PBIS that are\Nmore related to racial equity
Dialogue: 0,0:12:25.47,0:12:26.56,Default,,0000,0000,0000,,in school discipline?
Dialogue: 0,0:12:26.56,0:12:28.68,Default,,0000,0000,0000,,And this is particularly\Nbetween Black students
Dialogue: 0,0:12:28.68,0:12:31.89,Default,,0000,0000,0000,,and all other students or\Nblack and white students.
Dialogue: 0,0:12:31.89,0:12:34.23,Default,,0000,0000,0000,,And these two separate\Nresearch teams
Dialogue: 0,0:12:34.23,0:12:38.28,Default,,0000,0000,0000,,using two separate samples,\Neven separate fidelity
Dialogue: 0,0:12:38.28,0:12:43.31,Default,,0000,0000,0000,,of implementation measures,\Nlooked and found a few things
Dialogue: 0,0:12:43.31,0:12:45.38,Default,,0000,0000,0000,,of PBIS, a few\Ncritical features were
Dialogue: 0,0:12:45.38,0:12:49.49,Default,,0000,0000,0000,,more related to equity\Nand school discipline.
Dialogue: 0,0:12:49.49,0:12:53.69,Default,,0000,0000,0000,,Number 1, teams that use\Ntheir data for decision-making
Dialogue: 0,0:12:53.69,0:12:57.17,Default,,0000,0000,0000,,more often were\Nmore likely to have
Dialogue: 0,0:12:57.17,0:13:00.32,Default,,0000,0000,0000,,equity in school discipline.
Dialogue: 0,0:13:00.32,0:13:07.13,Default,,0000,0000,0000,,Number 2, teams that implemented\NPBIS in classrooms, not just
Dialogue: 0,0:13:07.13,0:13:10.76,Default,,0000,0000,0000,,common areas around the school,\Nmore likely to see equity
Dialogue: 0,0:13:10.76,0:13:11.85,Default,,0000,0000,0000,,in school discipline.
Dialogue: 0,0:13:11.85,0:13:15.80,Default,,0000,0000,0000,,And also actually more\Nlikely to have reduced
Dialogue: 0,0:13:15.80,0:13:17.84,Default,,0000,0000,0000,,use of overall\Nexclusionary discipline
Dialogue: 0,0:13:17.84,0:13:21.54,Default,,0000,0000,0000,,and increased sustainability\Nof implementation too.
Dialogue: 0,0:13:21.54,0:13:24.08,Default,,0000,0000,0000,,So if you are\Nimplementing in schools
Dialogue: 0,0:13:24.08,0:13:26.79,Default,,0000,0000,0000,,or supporting schools\Nthat are implementing,
Dialogue: 0,0:13:26.79,0:13:29.30,Default,,0000,0000,0000,,it is absolutely\Ncritically important
Dialogue: 0,0:13:29.30,0:13:34.01,Default,,0000,0000,0000,,that they're using classroom\Nsystems, not just non-classroom.
Dialogue: 0,0:13:34.01,0:13:37.61,Default,,0000,0000,0000,,And then the third one which\Nboth research teams found
Dialogue: 0,0:13:37.61,0:13:42.72,Default,,0000,0000,0000,,is that the greater\Nimplementation of formal reward
Dialogue: 0,0:13:42.72,0:13:45.84,Default,,0000,0000,0000,,or acknowledgment systems, so\Nwe're talking about systems
Dialogue: 0,0:13:45.84,0:13:48.00,Default,,0000,0000,0000,,for recognizing students\Nwhen they do things
Dialogue: 0,0:13:48.00,0:13:51.00,Default,,0000,0000,0000,,that we want them to\Ndo, had greater equity
Dialogue: 0,0:13:51.00,0:13:52.02,Default,,0000,0000,0000,,in school discipline.
Dialogue: 0,0:13:52.02,0:13:55.41,Default,,0000,0000,0000,,That is across multiple states\Nacross different samples
Dialogue: 0,0:13:55.41,0:13:56.37,Default,,0000,0000,0000,,in there.
Dialogue: 0,0:13:56.37,0:13:58.17,Default,,0000,0000,0000,,And so what that\Ntells us is we've
Dialogue: 0,0:13:58.17,0:14:02.29,Default,,0000,0000,0000,,spent a bunch of time talking\Nabout the discipline gap.
Dialogue: 0,0:14:02.29,0:14:06.27,Default,,0000,0000,0000,,We may very well be seeing\Nan acknowledgment gap
Dialogue: 0,0:14:06.27,0:14:08.73,Default,,0000,0000,0000,,where we're actually\Nnot providing
Dialogue: 0,0:14:08.73,0:14:13.39,Default,,0000,0000,0000,,these evidence-based practices\Nof behavior-specific praise,
Dialogue: 0,0:14:13.39,0:14:16.14,Default,,0000,0000,0000,,possibly also\Nopportunities to respond,
Dialogue: 0,0:14:16.14,0:14:19.21,Default,,0000,0000,0000,,things that we know are\Nabsolutely critical,
Dialogue: 0,0:14:19.21,0:14:25.80,Default,,0000,0000,0000,,maybe we're not providing those\Nequitably across student groups.
Dialogue: 0,0:14:25.80,0:14:28.95,Default,,0000,0000,0000,,And so when I think\Nabout this I go back
Dialogue: 0,0:14:28.95,0:14:30.52,Default,,0000,0000,0000,,to my English teaching days.
Dialogue: 0,0:14:30.52,0:14:34.26,Default,,0000,0000,0000,,And one of the authors\Nwho really spoke to me
Dialogue: 0,0:14:34.26,0:14:38.31,Default,,0000,0000,0000,,was Alex Haley, author\Nof Roots and also
Dialogue: 0,0:14:38.31,0:14:42.24,Default,,0000,0000,0000,,the ghost author of The\NAutobiography of Malcolm X.
Dialogue: 0,0:14:42.24,0:14:43.82,Default,,0000,0000,0000,,When he was talking\Nabout his writing,
Dialogue: 0,0:14:43.82,0:14:46.66,Default,,0000,0000,0000,,and this really resonated\Nwith me, he said in my writing
Dialogue: 0,0:14:46.66,0:14:53.03,Default,,0000,0000,0000,,as much as I could I tried to\Nfind the good and praise it.
Dialogue: 0,0:14:53.03,0:14:56.56,Default,,0000,0000,0000,,When we look for\Nthat behavior that we
Dialogue: 0,0:14:56.56,0:14:59.68,Default,,0000,0000,0000,,want to see and\Nacknowledge it, we're
Dialogue: 0,0:14:59.68,0:15:02.47,Default,,0000,0000,0000,,going to see it more often.
Dialogue: 0,0:15:02.47,0:15:10.54,Default,,0000,0000,0000,,So taking that research that\NI just shared and our practice
Dialogue: 0,0:15:10.54,0:15:13.77,Default,,0000,0000,0000,,experience and other\Nresearch over time,
Dialogue: 0,0:15:13.77,0:15:15.19,Default,,0000,0000,0000,,the center has\Ndeveloped-- and you
Dialogue: 0,0:15:15.19,0:15:19.94,Default,,0000,0000,0000,,can go to the pbis.org,\Nthe equity topic page,
Dialogue: 0,0:15:19.94,0:15:22.42,Default,,0000,0000,0000,,and see all of\Nour free resources
Dialogue: 0,0:15:22.42,0:15:25.39,Default,,0000,0000,0000,,for increasing equity\Nin school discipline.
Dialogue: 0,0:15:25.39,0:15:29.77,Default,,0000,0000,0000,,And most of these fit\Nunder this large approach
Dialogue: 0,0:15:29.77,0:15:32.92,Default,,0000,0000,0000,,of talking about what are\Nthe most important things
Dialogue: 0,0:15:32.92,0:15:37.32,Default,,0000,0000,0000,,we can do to increase racial\Nand ethnic equity in school
Dialogue: 0,0:15:37.32,0:15:38.29,Default,,0000,0000,0000,,discipline.
Dialogue: 0,0:15:38.29,0:15:41.23,Default,,0000,0000,0000,,And because this is\Na complex problem,
Dialogue: 0,0:15:41.23,0:15:44.40,Default,,0000,0000,0000,,there is not going to\Nbe any one solution that
Dialogue: 0,0:15:44.40,0:15:46.53,Default,,0000,0000,0000,,is going to fix it all.
Dialogue: 0,0:15:46.53,0:15:49.59,Default,,0000,0000,0000,,Instead, our research\Nand our experience
Dialogue: 0,0:15:49.59,0:15:56.01,Default,,0000,0000,0000,,tells us that there are five\Nbest bets for doing that.
Dialogue: 0,0:15:56.01,0:15:59.04,Default,,0000,0000,0000,,And Ken, I'm really excited that\Nyou're talking about these five
Dialogue: 0,0:15:59.04,0:16:01.14,Default,,0000,0000,0000,,best bets because\Nin Pennsylvania,
Dialogue: 0,0:16:01.14,0:16:03.39,Default,,0000,0000,0000,,we've been able to work with\Na lot of school districts
Dialogue: 0,0:16:03.39,0:16:04.84,Default,,0000,0000,0000,,around these five.
Dialogue: 0,0:16:04.84,0:16:08.97,Default,,0000,0000,0000,,And number 1 is to collect,\Nuse, and report keyword word,
Dialogue: 0,0:16:08.97,0:16:11.41,Default,,0000,0000,0000,,disaggregated discipline data.
Dialogue: 0,0:16:11.41,0:16:14.01,Default,,0000,0000,0000,,You can look at your\Naggregate and come up
Dialogue: 0,0:16:14.01,0:16:16.42,Default,,0000,0000,0000,,with some actions\Nand some solutions.
Dialogue: 0,0:16:16.42,0:16:19.44,Default,,0000,0000,0000,,But remember we said we want to\Nknow if the hospital is serving
Dialogue: 0,0:16:19.44,0:16:20.29,Default,,0000,0000,0000,,everyone.
Dialogue: 0,0:16:20.29,0:16:22.23,Default,,0000,0000,0000,,The only way for\Nus to do that is
Dialogue: 0,0:16:22.23,0:16:25.53,Default,,0000,0000,0000,,to get that disaggregated data,\Nto drill it down and figure out
Dialogue: 0,0:16:25.53,0:16:28.32,Default,,0000,0000,0000,,which groups are not\Ngetting what they need to be
Dialogue: 0,0:16:28.32,0:16:30.07,Default,,0000,0000,0000,,successful in our settings.
Dialogue: 0,0:16:30.07,0:16:32.47,Default,,0000,0000,0000,,And so that's crucial\Nif your systems,
Dialogue: 0,0:16:32.47,0:16:34.20,Default,,0000,0000,0000,,your data systems\Nare able to provide
Dialogue: 0,0:16:34.20,0:16:36.43,Default,,0000,0000,0000,,that, that's a necessary piece.
Dialogue: 0,0:16:36.43,0:16:40.18,Default,,0000,0000,0000,,Number 2 is to implement\Na behavior framework that
Dialogue: 0,0:16:40.18,0:16:45.89,Default,,0000,0000,0000,,is preventive, multi-tiered, and\Nculturally responsive ala PBIS.
Dialogue: 0,0:16:45.89,0:16:48.62,Default,,0000,0000,0000,,PBIS is that tiered framework.
Dialogue: 0,0:16:48.62,0:16:51.91,Default,,0000,0000,0000,,It creates the lever\Nfor equity to live.
Dialogue: 0,0:16:51.91,0:16:54.07,Default,,0000,0000,0000,,Again, in Pennsylvania\Nour definition
Dialogue: 0,0:16:54.07,0:16:56.17,Default,,0000,0000,0000,,really speaks to\Ngiving students what
Dialogue: 0,0:16:56.17,0:16:57.92,Default,,0000,0000,0000,,they need at that right moment.
Dialogue: 0,0:16:57.92,0:17:00.74,Default,,0000,0000,0000,,And that right moment is\Nin a tiered structure,
Dialogue: 0,0:17:00.74,0:17:03.76,Default,,0000,0000,0000,,when done again with fidelity\Nand through a culturally
Dialogue: 0,0:17:03.76,0:17:05.03,Default,,0000,0000,0000,,responsive mindset.
Dialogue: 0,0:17:05.03,0:17:07.12,Default,,0000,0000,0000,,So ensuring that\Nthere's relevance there
Dialogue: 0,0:17:07.12,0:17:10.04,Default,,0000,0000,0000,,and connection for the\Npeople that we're supporting.
Dialogue: 0,0:17:10.04,0:17:12.31,Default,,0000,0000,0000,,Number 3 ties\Ndirectly into that,
Dialogue: 0,0:17:12.31,0:17:14.77,Default,,0000,0000,0000,,use of engaging\Nacademic instruction
Dialogue: 0,0:17:14.77,0:17:17.50,Default,,0000,0000,0000,,to reduce the opportunity gap.
Dialogue: 0,0:17:17.50,0:17:20.65,Default,,0000,0000,0000,,It's really important to\Nthink about what Kent just
Dialogue: 0,0:17:20.65,0:17:23.90,Default,,0000,0000,0000,,highlighted, that acknowledgment\Ngap that might also be there.
Dialogue: 0,0:17:23.90,0:17:26.81,Default,,0000,0000,0000,,So those increasing\Nopportunities to respond,
Dialogue: 0,0:17:26.81,0:17:28.99,Default,,0000,0000,0000,,building and priming\Nbackground knowledge,
Dialogue: 0,0:17:28.99,0:17:32.21,Default,,0000,0000,0000,,using explicit instruction,\Ngiving feedback,
Dialogue: 0,0:17:32.21,0:17:34.66,Default,,0000,0000,0000,,those are critical\Npractices that
Dialogue: 0,0:17:34.66,0:17:37.29,Default,,0000,0000,0000,,are so important for that\Nengagement to happen.
Dialogue: 0,0:17:37.29,0:17:40.59,Default,,0000,0000,0000,,And we know that when students\Nare not academically engaged,
Dialogue: 0,0:17:40.59,0:17:43.46,Default,,0000,0000,0000,,behaviors tend to go up\Nbecause there's boredom
Dialogue: 0,0:17:43.46,0:17:45.24,Default,,0000,0000,0000,,or there's not a\Nrelevance for them.
Dialogue: 0,0:17:45.24,0:17:47.07,Default,,0000,0000,0000,,So we want to have that happen.
Dialogue: 0,0:17:47.07,0:17:50.21,Default,,0000,0000,0000,,Number 4, develop policies\Nwith accountability
Dialogue: 0,0:17:50.21,0:17:52.34,Default,,0000,0000,0000,,for disciplinary equity.
Dialogue: 0,0:17:52.34,0:17:55.47,Default,,0000,0000,0000,,We know that policy\Ndrives practice.
Dialogue: 0,0:17:55.47,0:17:57.53,Default,,0000,0000,0000,,And so we have to\Nhave policies that
Dialogue: 0,0:17:57.53,0:18:01.28,Default,,0000,0000,0000,,are very explicit about what\Nit is that we look to do
Dialogue: 0,0:18:01.28,0:18:04.86,Default,,0000,0000,0000,,and what we want to see as it\Nrelates to equitable discipline.
Dialogue: 0,0:18:04.86,0:18:07.62,Default,,0000,0000,0000,,It can't simply be a\Nnondiscriminatory statement
Dialogue: 0,0:18:07.62,0:18:09.69,Default,,0000,0000,0000,,that's a statement\Nin and of itself.
Dialogue: 0,0:18:09.69,0:18:13.13,Default,,0000,0000,0000,,We need the action to be very\Nmuch outlined in those policies
Dialogue: 0,0:18:13.13,0:18:14.31,Default,,0000,0000,0000,,that we develop.
Dialogue: 0,0:18:14.31,0:18:17.93,Default,,0000,0000,0000,,And number 5, I love this\None, teach strategies
Dialogue: 0,0:18:17.93,0:18:19.98,Default,,0000,0000,0000,,to neutralize implicit bias.
Dialogue: 0,0:18:19.98,0:18:23.94,Default,,0000,0000,0000,,Whether we agree on this or not,\Nwe all have implicit biases.
Dialogue: 0,0:18:23.94,0:18:25.79,Default,,0000,0000,0000,,There are things\Nthat we may not even
Dialogue: 0,0:18:25.79,0:18:27.89,Default,,0000,0000,0000,,be aware of, that's\Nwhy they're implicit.
Dialogue: 0,0:18:27.89,0:18:30.63,Default,,0000,0000,0000,,So as we think about the\Nthings that we encounter,
Dialogue: 0,0:18:30.63,0:18:33.20,Default,,0000,0000,0000,,the people that we\Nencounter, automatically we
Dialogue: 0,0:18:33.20,0:18:36.34,Default,,0000,0000,0000,,have associations going on\Nin our brain that tells us
Dialogue: 0,0:18:36.34,0:18:39.49,Default,,0000,0000,0000,,certain messages to think\Nabout when we see these actions
Dialogue: 0,0:18:39.49,0:18:41.42,Default,,0000,0000,0000,,or these people in front of us.
Dialogue: 0,0:18:41.42,0:18:45.34,Default,,0000,0000,0000,,We need strategies to help\Nus check that thinking.
Dialogue: 0,0:18:45.34,0:18:47.96,Default,,0000,0000,0000,,And one of those is\Nneutralizing routines.
Dialogue: 0,0:18:47.96,0:18:51.20,Default,,0000,0000,0000,,And they need to be\Nbrief if then doable.
Dialogue: 0,0:18:51.20,0:18:53.93,Default,,0000,0000,0000,,And they can be individual,\Nthey can be team-based.
Dialogue: 0,0:18:53.93,0:18:55.88,Default,,0000,0000,0000,,So if you're in a\Ngrade level team,
Dialogue: 0,0:18:55.88,0:18:59.15,Default,,0000,0000,0000,,you could have your own grade\Nlevel team neutralizing routine.
Dialogue: 0,0:18:59.15,0:19:01.64,Default,,0000,0000,0000,,And it would say that\Nif this behavior occurs,
Dialogue: 0,0:19:01.64,0:19:04.15,Default,,0000,0000,0000,,these are the steps\Nthat we are going
Dialogue: 0,0:19:04.15,0:19:07.99,Default,,0000,0000,0000,,to take to ensure that we don't\Nmake quick, irrational decisions
Dialogue: 0,0:19:07.99,0:19:10.72,Default,,0000,0000,0000,,that could ultimately,\Nunfortunately, lead
Dialogue: 0,0:19:10.72,0:19:13.40,Default,,0000,0000,0000,,to disproportionate outcomes\Nfor certain groups of students.
Dialogue: 0,0:19:13.40,0:19:16.57,Default,,0000,0000,0000,,So these five points are\Nsuper critical to this work
Dialogue: 0,0:19:16.57,0:19:19.75,Default,,0000,0000,0000,,and can be easily thought\Nabout in your next steps
Dialogue: 0,0:19:19.75,0:19:20.72,Default,,0000,0000,0000,,as you move forward.
Dialogue: 0,0:19:20.72,0:19:23.50,Default,,0000,0000,0000,,
Dialogue: 0,0:19:23.50,0:19:27.70,Default,,0000,0000,0000,,And so as we think about what\NI just highlighted and now
Dialogue: 0,0:19:27.70,0:19:31.69,Default,,0000,0000,0000,,putting it all together, we joke\Nthat this is the refrigerator
Dialogue: 0,0:19:31.69,0:19:33.09,Default,,0000,0000,0000,,magnet of PBIS.
Dialogue: 0,0:19:33.09,0:19:35.81,Default,,0000,0000,0000,,So we all have it\Ntattooed somewhere
Dialogue: 0,0:19:35.81,0:19:38.15,Default,,0000,0000,0000,,to remind us of\Nhow important it is
Dialogue: 0,0:19:38.15,0:19:42.00,Default,,0000,0000,0000,,to keep all of these pieces\Nconnected and intersecting.
Dialogue: 0,0:19:42.00,0:19:45.00,Default,,0000,0000,0000,,Equity as you can see lives\Ndirectly in the center.
Dialogue: 0,0:19:45.00,0:19:48.66,Default,,0000,0000,0000,,It has to, it has to drive\Neverything that we do.
Dialogue: 0,0:19:48.66,0:19:50.96,Default,,0000,0000,0000,,The outcomes that\Nwe hope to achieve
Dialogue: 0,0:19:50.96,0:19:53.81,Default,,0000,0000,0000,,are high expectations\Nfor each student.
Dialogue: 0,0:19:53.81,0:19:56.79,Default,,0000,0000,0000,,But we have to get there\Nthrough some guideposts,
Dialogue: 0,0:19:56.79,0:19:57.85,Default,,0000,0000,0000,,through a journey.
Dialogue: 0,0:19:57.85,0:20:00.84,Default,,0000,0000,0000,,So in order to do that, we\Nhave to begin with that data.
Dialogue: 0,0:20:00.84,0:20:02.67,Default,,0000,0000,0000,,What was number 1\Nin our 5 points?
Dialogue: 0,0:20:02.67,0:20:05.85,Default,,0000,0000,0000,,It was that being able to\Nlook at disaggregated data.
Dialogue: 0,0:20:05.85,0:20:08.96,Default,,0000,0000,0000,,So right there is one\Nof those key components.
Dialogue: 0,0:20:08.96,0:20:11.96,Default,,0000,0000,0000,,The next piece is\Nsystems, and that's really
Dialogue: 0,0:20:11.96,0:20:13.95,Default,,0000,0000,0000,,focusing on us as adults.
Dialogue: 0,0:20:13.95,0:20:16.43,Default,,0000,0000,0000,,So what can we do\Nat the systems level
Dialogue: 0,0:20:16.43,0:20:18.75,Default,,0000,0000,0000,,to bring about\Nsignificant shift?
Dialogue: 0,0:20:18.75,0:20:22.01,Default,,0000,0000,0000,,And that typically begins\Nwith professional learning.
Dialogue: 0,0:20:22.01,0:20:23.57,Default,,0000,0000,0000,,And that's for any educator.
Dialogue: 0,0:20:23.57,0:20:26.16,Default,,0000,0000,0000,,No matter who is in\Nfront of a child,
Dialogue: 0,0:20:26.16,0:20:28.64,Default,,0000,0000,0000,,whether that's the cafeteria\Nworker, whether that
Dialogue: 0,0:20:28.64,0:20:30.38,Default,,0000,0000,0000,,is the school\Nsecretary, whether that
Dialogue: 0,0:20:30.38,0:20:32.83,Default,,0000,0000,0000,,is the teacher, the\Nprincipal, you name it,
Dialogue: 0,0:20:32.83,0:20:35.04,Default,,0000,0000,0000,,we all need a form of\Nprofessional learning
Dialogue: 0,0:20:35.04,0:20:37.99,Default,,0000,0000,0000,,to really help us embrace\Ncultural humility.
Dialogue: 0,0:20:37.99,0:20:40.60,Default,,0000,0000,0000,,And culture is very\Nbroad when I say that.
Dialogue: 0,0:20:40.60,0:20:43.21,Default,,0000,0000,0000,,So even though our\Nfocus is racial equity,
Dialogue: 0,0:20:43.21,0:20:46.96,Default,,0000,0000,0000,,cultural humility says that, I\Ndon't know Kent's background,
Dialogue: 0,0:20:46.96,0:20:48.63,Default,,0000,0000,0000,,Kent doesn't know my\Nbackground, but I'm
Dialogue: 0,0:20:48.63,0:20:50.46,Default,,0000,0000,0000,,willing to learn\Nabout Kent, and I'm
Dialogue: 0,0:20:50.46,0:20:52.84,Default,,0000,0000,0000,,humble enough to know\Nthat I won't know it all.
Dialogue: 0,0:20:52.84,0:20:54.90,Default,,0000,0000,0000,,That's a form of\Nprofessional learning
Dialogue: 0,0:20:54.90,0:20:57.33,Default,,0000,0000,0000,,that can be done\Nthrough coaching as well
Dialogue: 0,0:20:57.33,0:20:59.94,Default,,0000,0000,0000,,as our traditional methods.
Dialogue: 0,0:20:59.94,0:21:02.82,Default,,0000,0000,0000,,And then lastly, when\Nwe have those pieces
Dialogue: 0,0:21:02.82,0:21:06.94,Default,,0000,0000,0000,,all together intersecting, we\Nsee the practices are informed.
Dialogue: 0,0:21:06.94,0:21:08.67,Default,,0000,0000,0000,,And with that informed\Npractice we're
Dialogue: 0,0:21:08.67,0:21:10.65,Default,,0000,0000,0000,,now adapting those\Npractices based
Dialogue: 0,0:21:10.65,0:21:12.87,Default,,0000,0000,0000,,on what we've learned\Nabout the different groups
Dialogue: 0,0:21:12.87,0:21:13.99,Default,,0000,0000,0000,,that we're serving.
Dialogue: 0,0:21:13.99,0:21:16.11,Default,,0000,0000,0000,,And we're meeting the\Nneeds and we're also
Dialogue: 0,0:21:16.11,0:21:19.21,Default,,0000,0000,0000,,respecting the values of\Nthe people we're serving,
Dialogue: 0,0:21:19.21,0:21:22.33,Default,,0000,0000,0000,,whether that's students\Nand/or staff or communities.
Dialogue: 0,0:21:22.33,0:21:25.05,Default,,0000,0000,0000,,
Dialogue: 0,0:21:25.05,0:21:25.96,Default,,0000,0000,0000,,That was great.
Dialogue: 0,0:21:25.96,0:21:28.00,Default,,0000,0000,0000,,Hollin, I wanted\Nto add one thing,
Dialogue: 0,0:21:28.00,0:21:32.21,Default,,0000,0000,0000,,you've probably seen a lot--\Nthis word equity being thrown
Dialogue: 0,0:21:32.21,0:21:35.46,Default,,0000,0000,0000,,around the last 15 months.
Dialogue: 0,0:21:35.46,0:21:38.90,Default,,0000,0000,0000,,And it's really important\Nwhen somebody does something
Dialogue: 0,0:21:38.90,0:21:42.92,Default,,0000,0000,0000,,like slaps equity in the middle\Nof their refrigerator magnet,
Dialogue: 0,0:21:42.92,0:21:46.41,Default,,0000,0000,0000,,you better be able to ask them,\Nwhat does that really mean,
Dialogue: 0,0:21:46.41,0:21:49.11,Default,,0000,0000,0000,,and is that really\Ndriving what you're doing?
Dialogue: 0,0:21:49.11,0:21:52.10,Default,,0000,0000,0000,,Or was that something that\Nfelt good in the moment
Dialogue: 0,0:21:52.10,0:21:53.61,Default,,0000,0000,0000,,to be able to add?
Dialogue: 0,0:21:53.61,0:21:56.93,Default,,0000,0000,0000,,And I think you ought to be\Na little skeptical of us just
Dialogue: 0,0:21:56.93,0:22:00.26,Default,,0000,0000,0000,,sharing this information without\Nbeing able to share with you
Dialogue: 0,0:22:00.26,0:22:01.64,Default,,0000,0000,0000,,research.
Dialogue: 0,0:22:01.64,0:22:06.57,Default,,0000,0000,0000,,And so the good news is we\Nhave over the past few years
Dialogue: 0,0:22:06.57,0:22:12.98,Default,,0000,0000,0000,,a great deal of new research,\Nprimarily case studies showing
Dialogue: 0,0:22:12.98,0:22:14.74,Default,,0000,0000,0000,,how this can be done.
Dialogue: 0,0:22:14.74,0:22:18.03,Default,,0000,0000,0000,,And in early childhood\Neducation settings,
Dialogue: 0,0:22:18.03,0:22:21.47,Default,,0000,0000,0000,,so from our colleagues\Nat NCPMI, some
Dialogue: 0,0:22:21.47,0:22:23.57,Default,,0000,0000,0000,,of the work that\Nwe've done at the PBIS
Dialogue: 0,0:22:23.57,0:22:29.28,Default,,0000,0000,0000,,Center and some other projects\Nall the way through where we're
Dialogue: 0,0:22:29.28,0:22:32.41,Default,,0000,0000,0000,,really excited that this\Nfive-point approach,
Dialogue: 0,0:22:32.41,0:22:35.28,Default,,0000,0000,0000,,this equity-focused\Napproach actually does
Dialogue: 0,0:22:35.28,0:22:38.88,Default,,0000,0000,0000,,seem to be increasing equity\Nmore than that little bit
Dialogue: 0,0:22:38.88,0:22:40.74,Default,,0000,0000,0000,,that I was sharing before.
Dialogue: 0,0:22:40.74,0:22:44.79,Default,,0000,0000,0000,,And so I wanted to share\Nwith you one particular study
Dialogue: 0,0:22:44.79,0:22:48.87,Default,,0000,0000,0000,,that we've just completed, and\Nthis is with research funding
Dialogue: 0,0:22:48.87,0:22:51.78,Default,,0000,0000,0000,,from the National Center\Nfor Special Education
Dialogue: 0,0:22:51.78,0:22:54.42,Default,,0000,0000,0000,,Research from IES.
Dialogue: 0,0:22:54.42,0:22:59.22,Default,,0000,0000,0000,,We did a one-year professional\Ndevelopment intervention
Dialogue: 0,0:22:59.22,0:23:02.95,Default,,0000,0000,0000,,for all of staff in a\Nschool implementing PBIS.
Dialogue: 0,0:23:02.95,0:23:06.78,Default,,0000,0000,0000,,And what you can see\Nis the schools in blue
Dialogue: 0,0:23:06.78,0:23:09.16,Default,,0000,0000,0000,,are the ones who received\Nour intervention.
Dialogue: 0,0:23:09.16,0:23:11.34,Default,,0000,0000,0000,,And then the ones in\Norange are the ones
Dialogue: 0,0:23:11.34,0:23:13.59,Default,,0000,0000,0000,,who got it a year later.
Dialogue: 0,0:23:13.59,0:23:16.38,Default,,0000,0000,0000,,So we can see before they\Nlooked very similar and then
Dialogue: 0,0:23:16.38,0:23:17.29,Default,,0000,0000,0000,,afterwards.
Dialogue: 0,0:23:17.29,0:23:19.48,Default,,0000,0000,0000,,And what you can see is\Nthis is the Risk Index.
Dialogue: 0,0:23:19.48,0:23:21.93,Default,,0000,0000,0000,,So this is the risk for\Noffice discipline referrals
Dialogue: 0,0:23:21.93,0:23:25.05,Default,,0000,0000,0000,,of being sent out of the\Nclassroom for discipline
Dialogue: 0,0:23:25.05,0:23:26.17,Default,,0000,0000,0000,,challenges.
Dialogue: 0,0:23:26.17,0:23:27.59,Default,,0000,0000,0000,,So you can see pretty similar.
Dialogue: 0,0:23:27.59,0:23:30.83,Default,,0000,0000,0000,,But for our schools in\Nthe treatment group,
Dialogue: 0,0:23:30.83,0:23:34.39,Default,,0000,0000,0000,,32% of Black students\Nwere sent to the office
Dialogue: 0,0:23:34.39,0:23:39.07,Default,,0000,0000,0000,,at least once, and then that\Ndropped by more than half,
Dialogue: 0,0:23:39.07,0:23:42.73,Default,,0000,0000,0000,,whereas it stayed about the\Nsame for our waitlist group.
Dialogue: 0,0:23:42.73,0:23:45.91,Default,,0000,0000,0000,,And this was a tightly\Ncontrolled randomized trial
Dialogue: 0,0:23:45.91,0:23:49.66,Default,,0000,0000,0000,,that was just accepted\Nfor publication.
Dialogue: 0,0:23:49.66,0:23:52.85,Default,,0000,0000,0000,,So you might be asking, well,\Nhow do we get some of this?
Dialogue: 0,0:23:52.85,0:23:56.89,Default,,0000,0000,0000,,We're implementing PBIS,\Nbut are we really doing it
Dialogue: 0,0:23:56.89,0:23:58.51,Default,,0000,0000,0000,,with an equity focus?
Dialogue: 0,0:23:58.51,0:24:00.50,Default,,0000,0000,0000,,How can we get this information?
Dialogue: 0,0:24:00.50,0:24:03.91,Default,,0000,0000,0000,,So of course, anything\Nthat we do we share out.
Dialogue: 0,0:24:03.91,0:24:07.48,Default,,0000,0000,0000,,And I want to share\Nwith you a few resources
Dialogue: 0,0:24:07.48,0:24:11.96,Default,,0000,0000,0000,,that you can look at on your\Nown and be able to access.
Dialogue: 0,0:24:11.96,0:24:17.39,Default,,0000,0000,0000,,So number 1 is our PBIS Cultural\NResponsiveness Field Guide.
Dialogue: 0,0:24:17.39,0:24:21.13,Default,,0000,0000,0000,,It's just been reformatted\Nand re-released
Dialogue: 0,0:24:21.13,0:24:23.14,Default,,0000,0000,0000,,with cleaner live links.
Dialogue: 0,0:24:23.14,0:24:26.91,Default,,0000,0000,0000,,And so you can get that, it's\Na really, really deep dive
Dialogue: 0,0:24:26.91,0:24:29.79,Default,,0000,0000,0000,,into cultural responsiveness\Nand picking up
Dialogue: 0,0:24:29.79,0:24:32.13,Default,,0000,0000,0000,,on those elements\Nof cultural humility
Dialogue: 0,0:24:32.13,0:24:34.62,Default,,0000,0000,0000,,that Dr. Hollins-Sims described.
Dialogue: 0,0:24:34.62,0:24:37.35,Default,,0000,0000,0000,,And then going\Nspecifically within that
Dialogue: 0,0:24:37.35,0:24:42.33,Default,,0000,0000,0000,,and then some elaboration on it,\Nwe have a tool for school teams
Dialogue: 0,0:24:42.33,0:24:46.08,Default,,0000,0000,0000,,to examine, maybe with students,\Nmaybe with families, maybe
Dialogue: 0,0:24:46.08,0:24:49.41,Default,,0000,0000,0000,,with community members, their\Nschool-wide expectations
Dialogue: 0,0:24:49.41,0:24:53.10,Default,,0000,0000,0000,,or values, and that\Nschool-wide teaching matrix
Dialogue: 0,0:24:53.10,0:24:57.30,Default,,0000,0000,0000,,to be able to examine\Nhow well the system fits
Dialogue: 0,0:24:57.30,0:25:01.41,Default,,0000,0000,0000,,the strengths, needs,\Nand values of the people
Dialogue: 0,0:25:01.41,0:25:03.66,Default,,0000,0000,0000,,who it's intending\Nto serve, and maybe
Dialogue: 0,0:25:03.66,0:25:07.26,Default,,0000,0000,0000,,identify some of those hidden\Nbiases that were accidentally
Dialogue: 0,0:25:07.26,0:25:10.26,Default,,0000,0000,0000,,baking into our systems.
Dialogue: 0,0:25:10.26,0:25:15.12,Default,,0000,0000,0000,,Also helping with students,\Nmaking sure that when
Dialogue: 0,0:25:15.12,0:25:18.48,Default,,0000,0000,0000,,we provide that equitable\Nacknowledgment that we're
Dialogue: 0,0:25:18.48,0:25:21.31,Default,,0000,0000,0000,,doing it in a way that's\Nvalued by students and students
Dialogue: 0,0:25:21.31,0:25:22.75,Default,,0000,0000,0000,,have some voice in doing that.
Dialogue: 0,0:25:22.75,0:25:25.48,Default,,0000,0000,0000,,So we have this activity\Ncalled the Praise Preference
Dialogue: 0,0:25:25.48,0:25:26.74,Default,,0000,0000,0000,,Assessment.
Dialogue: 0,0:25:26.74,0:25:30.47,Default,,0000,0000,0000,,And then Dr. Hollins-Sims talked\Nabout that neutralizing routine.
Dialogue: 0,0:25:30.47,0:25:36.64,Default,,0000,0000,0000,,What can you do in the moment\Nwhen your snap decision might
Dialogue: 0,0:25:36.64,0:25:39.11,Default,,0000,0000,0000,,be to send a student\Nout of the classroom,
Dialogue: 0,0:25:39.11,0:25:41.53,Default,,0000,0000,0000,,and it might be\Nmore likely to send
Dialogue: 0,0:25:41.53,0:25:43.69,Default,,0000,0000,0000,,Black students, or\NBlack male students,
Dialogue: 0,0:25:43.69,0:25:45.88,Default,,0000,0000,0000,,or Black students\Nwith disabilities
Dialogue: 0,0:25:45.88,0:25:47.84,Default,,0000,0000,0000,,out of the classroom?
Dialogue: 0,0:25:47.84,0:25:50.87,Default,,0000,0000,0000,,How can we actually keep\Nthat an instructional moment?
Dialogue: 0,0:25:50.87,0:25:55.45,Default,,0000,0000,0000,,So you can look at and access\Nthose materials anytime you
Dialogue: 0,0:25:55.45,0:26:00.28,Default,,0000,0000,0000,,like, they're freely available.
Dialogue: 0,0:26:00.28,0:26:03.16,Default,,0000,0000,0000,,And so just to\Nrecap as you think
Dialogue: 0,0:26:03.16,0:26:05.75,Default,,0000,0000,0000,,about that tiered\Nframework, and as we said,
Dialogue: 0,0:26:05.75,0:26:07.69,Default,,0000,0000,0000,,one of the key\Ncomponents of those five
Dialogue: 0,0:26:07.69,0:26:10.07,Default,,0000,0000,0000,,was to think about a\Nbehavioral tiered framework.
Dialogue: 0,0:26:10.07,0:26:12.10,Default,,0000,0000,0000,,And so we wanted\Nto just give you
Dialogue: 0,0:26:12.10,0:26:14.56,Default,,0000,0000,0000,,some go-to's as you\Nthink about next steps
Dialogue: 0,0:26:14.56,0:26:18.07,Default,,0000,0000,0000,,as to what the tiers could\Nlook like as you embed equity
Dialogue: 0,0:26:18.07,0:26:19.82,Default,,0000,0000,0000,,into all of your practices.
Dialogue: 0,0:26:19.82,0:26:24.21,Default,,0000,0000,0000,,So when you think about tier\N1, that's that core universal,
Dialogue: 0,0:26:24.21,0:26:26.56,Default,,0000,0000,0000,,equity is tier 1 really.
Dialogue: 0,0:26:26.56,0:26:30.43,Default,,0000,0000,0000,,So it really begins at that\Nfoundational universal space.
Dialogue: 0,0:26:30.43,0:26:32.68,Default,,0000,0000,0000,,Some of the things\Nwe've already said,
Dialogue: 0,0:26:32.68,0:26:35.82,Default,,0000,0000,0000,,however, we just wanted\Nto reinforce them.
Dialogue: 0,0:26:35.82,0:26:37.48,Default,,0000,0000,0000,,We're honoring\Nstudent strengths.
Dialogue: 0,0:26:37.48,0:26:39.60,Default,,0000,0000,0000,,So being asset-based,\Nfocused on what
Dialogue: 0,0:26:39.60,0:26:42.06,Default,,0000,0000,0000,,they bring to the table\Nrather than the deficit.
Dialogue: 0,0:26:42.06,0:26:44.02,Default,,0000,0000,0000,,And honoring their voice.
Dialogue: 0,0:26:44.02,0:26:46.74,Default,,0000,0000,0000,,Students are so in-tune\Nwith what they want
Dialogue: 0,0:26:46.74,0:26:47.92,Default,,0000,0000,0000,,and what they need.
Dialogue: 0,0:26:47.92,0:26:50.20,Default,,0000,0000,0000,,And so as we're\Nbuilding these systems,
Dialogue: 0,0:26:50.20,0:26:52.08,Default,,0000,0000,0000,,we have to keep\Ntheir voice center
Dialogue: 0,0:26:52.08,0:26:54.99,Default,,0000,0000,0000,,so that we're able to know that\Nwe're making decisions that
Dialogue: 0,0:26:54.99,0:26:56.94,Default,,0000,0000,0000,,ultimately will impact\Nthem in a way that
Dialogue: 0,0:26:56.94,0:26:58.78,Default,,0000,0000,0000,,makes the most sense for them.
Dialogue: 0,0:26:58.78,0:27:01.75,Default,,0000,0000,0000,,We also need to think about\Nthat professional learning.
Dialogue: 0,0:27:01.75,0:27:05.40,Default,,0000,0000,0000,,And even though it might\Nbe difficult sometimes,
Dialogue: 0,0:27:05.40,0:27:09.31,Default,,0000,0000,0000,,self-awareness is a part of\Nthat professional learning.
Dialogue: 0,0:27:09.31,0:27:12.51,Default,,0000,0000,0000,,So as we think about those\Nimplicit biases, those things
Dialogue: 0,0:27:12.51,0:27:14.43,Default,,0000,0000,0000,,that as Kent said,\Nmay accidentally
Dialogue: 0,0:27:14.43,0:27:17.97,Default,,0000,0000,0000,,be misinforming our system,\Nwe have to even know
Dialogue: 0,0:27:17.97,0:27:19.15,Default,,0000,0000,0000,,that that's happening.
Dialogue: 0,0:27:19.15,0:27:21.55,Default,,0000,0000,0000,,And that's that process\Nof self-awareness
Dialogue: 0,0:27:21.55,0:27:24.77,Default,,0000,0000,0000,,and its things as simple as,\Nand Kent will attest to this,
Dialogue: 0,0:27:24.77,0:27:28.15,Default,,0000,0000,0000,,looking at the behaviors that\Nyou're sending office discipline
Dialogue: 0,0:27:28.15,0:27:31.04,Default,,0000,0000,0000,,referrals for, are\Nthey subjective?
Dialogue: 0,0:27:31.04,0:27:33.77,Default,,0000,0000,0000,,So disrespect,\Ndefiance, disruption,
Dialogue: 0,0:27:33.77,0:27:36.52,Default,,0000,0000,0000,,the things that are\Nhighly ambiguous
Dialogue: 0,0:27:36.52,0:27:39.62,Default,,0000,0000,0000,,tend to lead to some of those\Ndisproportionate outcomes.
Dialogue: 0,0:27:39.62,0:27:42.01,Default,,0000,0000,0000,,Being self-aware allows\Nus to be able to drill
Dialogue: 0,0:27:42.01,0:27:43.81,Default,,0000,0000,0000,,down and understand\Nwhat might be
Dialogue: 0,0:27:43.81,0:27:47.06,Default,,0000,0000,0000,,causing some of those\Nreferrals to come to us.
Dialogue: 0,0:27:47.06,0:27:50.14,Default,,0000,0000,0000,,We need to always consider and\Ncenter the families and students
Dialogue: 0,0:27:50.14,0:27:52.81,Default,,0000,0000,0000,,again when we're looking\Nat the values and the norms
Dialogue: 0,0:27:52.81,0:27:54.25,Default,,0000,0000,0000,,that they hold.
Dialogue: 0,0:27:54.25,0:27:58.13,Default,,0000,0000,0000,,And also the communities\Nthat we have around us,
Dialogue: 0,0:27:58.13,0:28:00.04,Default,,0000,0000,0000,,what are the norms\Nthere and how can we
Dialogue: 0,0:28:00.04,0:28:01.93,Default,,0000,0000,0000,,start to interface\Nwith our community
Dialogue: 0,0:28:01.93,0:28:06.62,Default,,0000,0000,0000,,to help build out school-wide,\Nclassroom-wide expectations?
Dialogue: 0,0:28:06.62,0:28:08.20,Default,,0000,0000,0000,,And then back to\Nthat acknowledgment
Dialogue: 0,0:28:08.20,0:28:11.75,Default,,0000,0000,0000,,gap, how do we create equitable\Nacknowledgment systems that
Dialogue: 0,0:28:11.75,0:28:15.31,Default,,0000,0000,0000,,again utilize the voice of\Nstudents and communities
Dialogue: 0,0:28:15.31,0:28:17.35,Default,,0000,0000,0000,,to ensure that what\Nwe're providing
Dialogue: 0,0:28:17.35,0:28:19.40,Default,,0000,0000,0000,,is most applicable for them?
Dialogue: 0,0:28:19.40,0:28:22.59,Default,,0000,0000,0000,,At the advanced tiers, I\Nwon't take too much time here,
Dialogue: 0,0:28:22.59,0:28:25.20,Default,,0000,0000,0000,,but I just wanted to\Nhighlight that at tier 2
Dialogue: 0,0:28:25.20,0:28:27.00,Default,,0000,0000,0000,,it's an access concern.
Dialogue: 0,0:28:27.00,0:28:30.17,Default,,0000,0000,0000,,We want students to have\Naccess at that advanced tier
Dialogue: 0,0:28:30.17,0:28:32.67,Default,,0000,0000,0000,,level based on the needs\Nthat they're providing.
Dialogue: 0,0:28:32.67,0:28:35.43,Default,,0000,0000,0000,,Remember, we said it has\Nto be at that right moment.
Dialogue: 0,0:28:35.43,0:28:39.11,Default,,0000,0000,0000,,Tier 2 creates that space for\Nstudents in smaller groups
Dialogue: 0,0:28:39.11,0:28:42.78,Default,,0000,0000,0000,,to get a little bit more than\Nwhat they're getting at tier 1.
Dialogue: 0,0:28:42.78,0:28:46.22,Default,,0000,0000,0000,,And it's those increased\Nopportunities for feedback
Dialogue: 0,0:28:46.22,0:28:48.72,Default,,0000,0000,0000,,or I'm sorry, increased\Ninstructional opportunities,
Dialogue: 0,0:28:48.72,0:28:52.74,Default,,0000,0000,0000,,having more feedback, positive\Nhomeschool communication.
Dialogue: 0,0:28:52.74,0:28:56.07,Default,,0000,0000,0000,,Not always calling to say,\NJohnny did something wrong,
Dialogue: 0,0:28:56.07,0:28:58.91,Default,,0000,0000,0000,,but increasing that positive\Ncommunication when we catch
Dialogue: 0,0:28:58.91,0:29:00.86,Default,,0000,0000,0000,,him doing something right.
Dialogue: 0,0:29:00.86,0:29:05.22,Default,,0000,0000,0000,,And then at tier 3, it's more\Nindividualized, contextualized.
Dialogue: 0,0:29:05.22,0:29:08.90,Default,,0000,0000,0000,,We're really engaging and\Nauthentically engaging families
Dialogue: 0,0:29:08.90,0:29:12.87,Default,,0000,0000,0000,,at that table to determine what\Nare the goals we should set,
Dialogue: 0,0:29:12.87,0:29:15.89,Default,,0000,0000,0000,,what makes sense to have\Nconsistency from home to school
Dialogue: 0,0:29:15.89,0:29:16.98,Default,,0000,0000,0000,,to community?
Dialogue: 0,0:29:16.98,0:29:19.27,Default,,0000,0000,0000,,Keyword word, trust.
Dialogue: 0,0:29:19.27,0:29:22.58,Default,,0000,0000,0000,,At that intensive level,\Nfamilies, communities,
Dialogue: 0,0:29:22.58,0:29:25.01,Default,,0000,0000,0000,,and students need to\Nbe able to trust us.
Dialogue: 0,0:29:25.01,0:29:27.08,Default,,0000,0000,0000,,We need to be able\Nto trust them.
Dialogue: 0,0:29:27.08,0:29:29.63,Default,,0000,0000,0000,,And that is a piece of\Nself-awareness as well.
Dialogue: 0,0:29:29.63,0:29:32.26,Default,,0000,0000,0000,,So all of these things\Nas we said intersect
Dialogue: 0,0:29:32.26,0:29:34.97,Default,,0000,0000,0000,,in some way, that\Ntwo-way communication,
Dialogue: 0,0:29:34.97,0:29:38.45,Default,,0000,0000,0000,,it can't be us versus them\Nor just us talking at them.
Dialogue: 0,0:29:38.45,0:29:40.79,Default,,0000,0000,0000,,Them being student,\Nfamily, community.
Dialogue: 0,0:29:40.79,0:29:44.39,Default,,0000,0000,0000,,But how are we talking together\Nand making shared decisions?
Dialogue: 0,0:29:44.39,0:29:46.46,Default,,0000,0000,0000,,And this last one\Nis so critical,
Dialogue: 0,0:29:46.46,0:29:50.11,Default,,0000,0000,0000,,limiting those assumptions about\Nhome life and family values
Dialogue: 0,0:29:50.11,0:29:52.36,Default,,0000,0000,0000,,simply because a\Nfamily doesn't do
Dialogue: 0,0:29:52.36,0:29:54.50,Default,,0000,0000,0000,,what you did when\Nyou were a youth,
Dialogue: 0,0:29:54.50,0:29:57.46,Default,,0000,0000,0000,,does not mean that the practices\Nthat they have in their home
Dialogue: 0,0:29:57.46,0:30:00.44,Default,,0000,0000,0000,,are not relevant or\Nare important to them.
Dialogue: 0,0:30:00.44,0:30:03.16,Default,,0000,0000,0000,,So it's important that we\Nlimit those assumptions
Dialogue: 0,0:30:03.16,0:30:06.49,Default,,0000,0000,0000,,and focus on what we can do\Ntogether rather than separate
Dialogue: 0,0:30:06.49,0:30:08.32,Default,,0000,0000,0000,,it.
Dialogue: 0,0:30:08.32,0:30:12.16,Default,,0000,0000,0000,,And then as we think about\Nsignificant disproportionality
Dialogue: 0,0:30:12.16,0:30:16.37,Default,,0000,0000,0000,,and discipline, particularly as\Nit relates to special education,
Dialogue: 0,0:30:16.37,0:30:19.55,Default,,0000,0000,0000,,we hope that we've given you\Na nice chunk of information
Dialogue: 0,0:30:19.55,0:30:23.61,Default,,0000,0000,0000,,about the importance of\Nfocusing on disciplinary equity
Dialogue: 0,0:30:23.61,0:30:26.66,Default,,0000,0000,0000,,because that is the way that\Nwe can start to mitigate some
Dialogue: 0,0:30:26.66,0:30:28.85,Default,,0000,0000,0000,,of these significant\Ndisproportionate outcomes
Dialogue: 0,0:30:28.85,0:30:30.42,Default,,0000,0000,0000,,that we're seeing in the field.
Dialogue: 0,0:30:30.42,0:30:33.29,Default,,0000,0000,0000,,And so here are a few things\Nto consider as we wrap up,
Dialogue: 0,0:30:33.29,0:30:34.95,Default,,0000,0000,0000,,policy review.
Dialogue: 0,0:30:34.95,0:30:37.95,Default,,0000,0000,0000,,Looking at your discipline\Npolicies to really see,
Dialogue: 0,0:30:37.95,0:30:41.27,Default,,0000,0000,0000,,are they explicitly tied to\Nthose equitable practices
Dialogue: 0,0:30:41.27,0:30:43.70,Default,,0000,0000,0000,,that we've highlighted\Npreviously?
Dialogue: 0,0:30:43.70,0:30:47.31,Default,,0000,0000,0000,,And if not, what can we do to\Nstart to ensure that they are?
Dialogue: 0,0:30:47.31,0:30:50.58,Default,,0000,0000,0000,,So again, a nondiscriminatory\Nstatement is fine,
Dialogue: 0,0:30:50.58,0:30:52.35,Default,,0000,0000,0000,,but it's just simply not enough.
Dialogue: 0,0:30:52.35,0:30:55.40,Default,,0000,0000,0000,,Those policies have to\Nbe explicit and connected
Dialogue: 0,0:30:55.40,0:30:57.05,Default,,0000,0000,0000,,to the practices.
Dialogue: 0,0:30:57.05,0:30:59.19,Default,,0000,0000,0000,,I've talked a little\Nbit about this.
Dialogue: 0,0:30:59.19,0:31:01.70,Default,,0000,0000,0000,,It's important for us\Nto take an overall look
Dialogue: 0,0:31:01.70,0:31:04.50,Default,,0000,0000,0000,,at our disciplinary\Ndecisions and say,
Dialogue: 0,0:31:04.50,0:31:06.59,Default,,0000,0000,0000,,are these decisions\Nthat tend to be higher
Dialogue: 0,0:31:06.59,0:31:10.04,Default,,0000,0000,0000,,on our radar very\Nsubjective or could
Dialogue: 0,0:31:10.04,0:31:12.32,Default,,0000,0000,0000,,be a piece of vulnerable\Ndecision points, which
Dialogue: 0,0:31:12.32,0:31:13.79,Default,,0000,0000,0000,,Kent knows all too well?
Dialogue: 0,0:31:13.79,0:31:16.18,Default,,0000,0000,0000,,As we think about\Nvulnerable decision points,
Dialogue: 0,0:31:16.18,0:31:19.75,Default,,0000,0000,0000,,there often as a result\Nof implicit biases
Dialogue: 0,0:31:19.75,0:31:21.17,Default,,0000,0000,0000,,based on ambiguity.
Dialogue: 0,0:31:21.17,0:31:24.35,Default,,0000,0000,0000,,And I'll quote Ken again\Nbecause I use his quote often,
Dialogue: 0,0:31:24.35,0:31:26.92,Default,,0000,0000,0000,,"Ambiguity is\Ndisproportionality's best
Dialogue: 0,0:31:26.92,0:31:27.65,Default,,0000,0000,0000,,friend."
Dialogue: 0,0:31:27.65,0:31:29.39,Default,,0000,0000,0000,,And it can't be more true.
Dialogue: 0,0:31:29.39,0:31:32.08,Default,,0000,0000,0000,,That is so important\Nto remember as we
Dialogue: 0,0:31:32.08,0:31:35.74,Default,,0000,0000,0000,,think about making decisions\Nthat are equitable in nature.
Dialogue: 0,0:31:35.74,0:31:38.47,Default,,0000,0000,0000,,I can't say enough that a\Ntiered system of support
Dialogue: 0,0:31:38.47,0:31:40.37,Default,,0000,0000,0000,,needs to reflect\Nthe whole child.
Dialogue: 0,0:31:40.37,0:31:42.58,Default,,0000,0000,0000,,So not only academics,\Nwhich we know we
Dialogue: 0,0:31:42.58,0:31:46.09,Default,,0000,0000,0000,,focus on a lot, but also that\Nbehavioral component, which
Dialogue: 0,0:31:46.09,0:31:48.80,Default,,0000,0000,0000,,we've highlighted here,\Nand then social, emotional,
Dialogue: 0,0:31:48.80,0:31:50.75,Default,,0000,0000,0000,,and trauma-informed domains.
Dialogue: 0,0:31:50.75,0:31:53.15,Default,,0000,0000,0000,,All of those create\Na whole child.
Dialogue: 0,0:31:53.15,0:31:56.59,Default,,0000,0000,0000,,They come to us in that space\Nof all of those things operating
Dialogue: 0,0:31:56.59,0:31:59.00,Default,,0000,0000,0000,,together, we can't\Nsilo them out.
Dialogue: 0,0:31:59.00,0:32:02.41,Default,,0000,0000,0000,,And lastly, evaluation\Nof overall school climate
Dialogue: 0,0:32:02.41,0:32:06.53,Default,,0000,0000,0000,,is really important for that\Nspace of belonging and dignity.
Dialogue: 0,0:32:06.53,0:32:10.31,Default,,0000,0000,0000,,Kent gave a great example\Nof, we welcome the dawgs,
Dialogue: 0,0:32:10.31,0:32:12.11,Default,,0000,0000,0000,,but the dogs are\Nnot welcome here.
Dialogue: 0,0:32:12.11,0:32:16.34,Default,,0000,0000,0000,,We want every space that our\Neducators and that our students
Dialogue: 0,0:32:16.34,0:32:19.65,Default,,0000,0000,0000,,occupy to be a place of\Nbelonging and dignity.
Dialogue: 0,0:32:19.65,0:32:21.62,Default,,0000,0000,0000,,That's the goal of equity.
Dialogue: 0,0:32:21.62,0:32:26.36,Default,,0000,0000,0000,,At the core it's\Nabout human dignity.
Dialogue: 0,0:32:26.36,0:32:28.91,Default,,0000,0000,0000,,Now, what a great\Nway to wrap up.
Dialogue: 0,0:32:28.91,0:32:34.19,Default,,0000,0000,0000,,I want to highlight that you\Ncan get all of our resources
Dialogue: 0,0:32:34.19,0:32:37.26,Default,,0000,0000,0000,,on www.pbis.org.
Dialogue: 0,0:32:37.26,0:32:40.14,Default,,0000,0000,0000,,Come to our site, check\Nout the Equity page,
Dialogue: 0,0:32:40.14,0:32:44.24,Default,,0000,0000,0000,,and look through all of\Nthe resources that we have.
Dialogue: 0,0:32:44.24,0:32:47.57,Default,,0000,0000,0000,,It's been an absolute\Npleasure to get a chance
Dialogue: 0,0:32:47.57,0:32:49.68,Default,,0000,0000,0000,,to work with Dr.\NHollins-Sims again.
Dialogue: 0,0:32:49.68,0:32:51.08,Default,,0000,0000,0000,,It's always great.
Dialogue: 0,0:32:51.08,0:32:53.88,Default,,0000,0000,0000,,If you want to get a\Nhold of either of us,
Dialogue: 0,0:32:53.88,0:32:56.40,Default,,0000,0000,0000,,you've got our contact\Ninformation here.
Dialogue: 0,0:32:56.40,0:33:00.56,Default,,0000,0000,0000,,And then lastly, I\Njust want to thank
Dialogue: 0,0:33:00.56,0:33:03.11,Default,,0000,0000,0000,,the Office of Special\NEducation Programs
Dialogue: 0,0:33:03.11,0:33:05.76,Default,,0000,0000,0000,,for the opportunity\Nto share here.
Dialogue: 0,0:33:05.76,0:33:10.22,Default,,0000,0000,0000,,And thank you all for\Nwatching our session.
Dialogue: 0,0:33:10.22,0:33:12.25,Default,,0000,0000,0000,,Have a great day.
Dialogue: 0,0:33:12.25,0:33:14.00,Default,,0000,0000,0000,,