WEBVTT

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Welcome, everybody,
to our session

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on using PBIS to ensure racial
equity in school discipline.

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My name is Kent McIntosh.

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I am co-director of the
Center on Positive Behavioral

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Interventions and Supports, and
I have the extreme privilege

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to be able to present
with Dr. Nikole

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Hollins-Sims from
the Pennsylvania

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Department of Education.

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We're going to talk through
for our session here

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and we hope you get a lot
of good information out

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of what we share.

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So we are just super
excited about the chance

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to share at this conference.

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

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on equity of all sorts.

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And particularly
we're going to be

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talking about racial equity
in school discipline.

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I want to start with
some acknowledgments.

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First, although this is
a virtual conference,

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I am sitting at the
University of Oregon

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

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is the traditional Indigenous
homeland of the Kalapuya

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peoples.

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Following treaties
between 1851 and 1855,

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the Kalapuya peoples
were dispossessed

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of their traditional
homeland and forcibly removed

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to the Coast reservations
in Western Oregon.

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Today, members of the Kalapuya
are descendants of the Kalapuya,

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are members of the Confederated
Tribes of the Grand Ronde

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and Confederated Tribes
of the Siletz Indians,

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and continue to make important
contributions to our area,

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to the state of Oregon
and to the world.

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I also want to thank our
federal sponsors, including

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OSEP and OESE, and
as well National

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Center for Special
Education Research from IES

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

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

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of the Center on PBIS.

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

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And although the
members around the table

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have changed a
little bit over time,

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this group has been
really, really important

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in increasing the quality and
the cultural responsiveness

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of the work that we're
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
about today's session,

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we really want to take
some time and go over

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some important pieces of
equity and discipline.

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

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on disciplinary equity.

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And Ken is going to talk
about the great things

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that PBIS can do
for school systems.

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But we're also going to
think about introduction

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to an equity-focused
PBIS approach,

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to ensure that whatever we are
providing from a systems level

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lens that with that
there's equity embedded

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in everything that we do.

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And lastly, we want to
share some resources

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for increasing racial
equity in school discipline.

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And we know that resources
are highly valued in the work

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that everyone does.

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And so we want to be
sure that we leave you

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with some tangible things
that you can do tomorrow.

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And thanks.

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So I probably don't
need to describe

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to you all the long
standing, as long as we've

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been collecting federal data on
inequities in school discipline.

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They have been there and
they have been persistent.

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

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come from the Civil Rights
Data Collection database.

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This is some of the more recent
but not fully recent data

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looking at Out of School
Suspension Risk Index,

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which basically just means the
percent of students from each

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group who have been suspended
out of school at least once

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during the 2013/14 school year.

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And if you look
across the bottom

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if you start actually
on the left side

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

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Meaning that 1 in 20
students was suspended out

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

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But you can see that risk
is not evenly distributed.

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

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Black or
African-American students

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are the most exposed to
exclusionary discipline

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and out-of-school suspensions.

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And the next group is
students with disabilities.

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And of course, when we start
talking about and thinking

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about intersectionality,
the suspension rate

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for Black students
with disabilities

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would go all the way
off of this chart

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because of that compounding
risk that we see.

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

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have been really
motivated to try

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to make this change on
a really broad level.

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And a lot of schools are
implementing PBIS or Positive

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Behavioral Interventions
and Supports

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to be able to not only make
schools more safe, predictable,

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and positive, but also
more equitable as well.

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What you can see here is
this is schools implementing

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PBIS over the years.

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

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So this is our
most current data.

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

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But what you can see is
even in this global health

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pandemic that we've had,
more schools than ever

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are implementing PBIS.

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Almost a third of schools
in the country supporting

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over 15 million students.

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

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And one of the
reasons for that is

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that if schools implement
PBIS with fidelity

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they are likely to see
these really, really

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important outcomes.

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Reduce problem behavior, reduced
use of exclusionary discipline

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in schools, including
those suspensions

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as I was describing
before, increased

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pro-social behavior,
social skills use,

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increased social emotional
competence, improved

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academic achievement, improved
perceptions of school safety,

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and also improved
organizational health.

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So also some adult outcomes.

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And then I also want to
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
base is a little bit smaller

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

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reduced use of
exclusionary discipline,

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reduced alcohol and
other drug use, improved

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attendance and improved
student engagement.

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And so as we think about the
information that Kent just

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described looking at high
schools for instance,

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and the things that can come
out of implementing PBIS

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with fidelity, we
know how important

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that is for engagement,
for students

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to want to remain in
school and complete it.

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Pedro Noguera, who is
one of the, I would say,

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premier people in
the equity work,

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gave the following quote which
resonates so much with me,

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

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

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hospital."

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And I think as we consider
those outcomes of PBIS

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that we know can happen
when done with fidelity,

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

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that we want it to.

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And there are still some
groups of students that

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are not getting what they need.

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And that's why equity in
discipline in particular

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is so important so those
outcomes that we just saw

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are available and accessible
to those students as well.

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

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is the main focus of it is
building this positive school

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culture.

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And we've got to be really
careful when we intentionally

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

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that makes all students
welcome and whether we

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

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So this is a little bit of
a humorous picture of it,

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but it might match unfortunately
the status of schools and maybe

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even schools using PBIS.

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

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welcome home of the dawgs.

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

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saying no dogs.

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

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

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we are really, really concerned
about increasing equity.

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And I have heard
over the years people

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

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Or it only works
for white students.

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Or it maybe even increases
discipline disparities

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between students of color or
minoritized student groups

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and others.

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That PBIS is an agent
of white supremacy.

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And obviously, that is something
that is a huge concern for me

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and a huge concern
for many of us.

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And so one of the things
that we did, especially

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

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

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and see whether
things are actually

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

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or whether things
are about the same.

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So if you remember
those blue bars

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

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that were national data.

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The reason why I showed
you those ones that

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were from a few years
ago is because we

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completed an evaluation
brief looking at this.

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So you can see the
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
that all students,

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that 5% that I was
describing are 1 in 20,

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if you look at
the green columns,

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those green columns are schools
that are implementing PBIS

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with adequate fidelity
of implementation

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using a validated measure.

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

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

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using PBIS.

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

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That's nice.

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But as you can see
the differences

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are not even all the way across.

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

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that means that there are
fewer students receiving

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out-of-school suspensions.

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

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That bar is lower for
multiracial students,

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and it's lower for
Pacific Islander students.

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

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If you look all the
way on the right side,

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white students are
no more or less

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likely to be suspended in
schools using PBIS than not.

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So the decreases that
we see nationwide

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

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Black, multiracial and
Pacific Islander students,

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not white students.

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

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is I look at this
picture and this is not

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a high five moment for me.

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

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This is a 2%
reduction if you look

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for Black students in
out-of-school suspension rates.

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But what it tells us,
or at least tells me,

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is that at the very least
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
works for white students,

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but yet it's not the
outcomes that we want to see.

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It's a little bit better,
but not nearly as effective

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in terms of decreasing that
discipline gap than we want.

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So some research teams have
actually looked and said,

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are there parts of PBIS that are
more related to racial equity

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in school discipline?

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And this is particularly
between Black students

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and all other students or
black and white students.

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And these two separate
research teams

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using two separate samples,
even separate fidelity

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of implementation measures,
looked and found a few things

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of PBIS, a few
critical features were

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more related to equity
and school discipline.

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Number 1, teams that use
their data for decision-making

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more often were
more likely to have

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equity in school discipline.

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Number 2, teams that implemented
PBIS in classrooms, not just

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common areas around the school,
more likely to see equity

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in school discipline.

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And also actually more
likely to have reduced

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use of overall
exclusionary discipline

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and increased sustainability
of implementation too.

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So if you are
implementing in schools

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or supporting schools
that are implementing,

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it is absolutely
critically important

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that they're using classroom
systems, not just non-classroom.

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And then the third one which
both research teams found

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is that the greater
implementation of formal reward

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or acknowledgment systems, so
we're talking about systems

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for recognizing students
when they do things

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that we want them to
do, had greater equity

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in school discipline.

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That is across multiple states
across different samples

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in there.

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And so what that
tells us is we've

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spent a bunch of time talking
about the discipline gap.

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We may very well be seeing
an acknowledgment gap

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where we're actually
not providing

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these evidence-based practices
of behavior-specific praise,

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possibly also
opportunities to respond,

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things that we know are
absolutely critical,

00:14:19.210 --> 00:14:25.800
maybe we're not providing those
equitably across student groups.

00:14:25.800 --> 00:14:28.950
And so when I think
about this I go back

00:14:28.950 --> 00:14:30.520
to my English teaching days.

00:14:30.520 --> 00:14:34.260
And one of the authors
who really spoke to me

00:14:34.260 --> 00:14:38.310
was Alex Haley, author
of Roots and also

00:14:38.310 --> 00:14:42.237
the ghost author of The
Autobiography of Malcolm X.

00:14:42.237 --> 00:14:43.820
When he was talking
about his writing,

00:14:43.820 --> 00:14:46.660
and this really resonated
with me, he said in my writing

00:14:46.660 --> 00:14:53.032
as much as I could I tried to
find the good and praise it.

00:14:53.032 --> 00:14:56.560
When we look for
that behavior that we

00:14:56.560 --> 00:14:59.680
want to see and
acknowledge it, we're

00:14:59.680 --> 00:15:02.470
going to see it more often.

00:15:02.470 --> 00:15:10.540
So taking that research that
I just shared and our practice

00:15:10.540 --> 00:15:13.773
experience and other
research over time,

00:15:13.773 --> 00:15:15.190
the center has
developed-- and you

00:15:15.190 --> 00:15:19.940
can go to the pbis.org,
the equity topic page,

00:15:19.940 --> 00:15:22.420
and see all of
our free resources

00:15:22.420 --> 00:15:25.390
for increasing equity
in school discipline.

00:15:25.390 --> 00:15:29.770
And most of these fit
under this large approach

00:15:29.770 --> 00:15:32.920
of talking about what are
the most important things

00:15:32.920 --> 00:15:37.320
we can do to increase racial
and ethnic equity in school

00:15:37.320 --> 00:15:38.290
discipline.

00:15:38.290 --> 00:15:41.230
And because this is
a complex problem,

00:15:41.230 --> 00:15:44.400
there is not going to
be any one solution that

00:15:44.400 --> 00:15:46.530
is going to fix it all.

00:15:46.530 --> 00:15:49.590
Instead, our research
and our experience

00:15:49.590 --> 00:15:56.010
tells us that there are five
best bets for doing that.

00:15:56.010 --> 00:15:59.040
And Ken, I'm really excited that
you're talking about these five

00:15:59.040 --> 00:16:01.140
best bets because
in Pennsylvania,

00:16:01.140 --> 00:16:03.390
we've been able to work with
a lot of school districts

00:16:03.390 --> 00:16:04.840
around these five.

00:16:04.840 --> 00:16:08.970
And number 1 is to collect,
use, and report keyword word,

00:16:08.970 --> 00:16:11.410
disaggregated discipline data.

00:16:11.410 --> 00:16:14.010
You can look at your
aggregate and come up

00:16:14.010 --> 00:16:16.420
with some actions
and some solutions.

00:16:16.420 --> 00:16:19.440
But remember we said we want to
know if the hospital is serving

00:16:19.440 --> 00:16:20.290
everyone.

00:16:20.290 --> 00:16:22.230
The only way for
us to do that is

00:16:22.230 --> 00:16:25.530
to get that disaggregated data,
to drill it down and figure out

00:16:25.530 --> 00:16:28.320
which groups are not
getting what they need to be

00:16:28.320 --> 00:16:30.070
successful in our settings.

00:16:30.070 --> 00:16:32.470
And so that's crucial
if your systems,

00:16:32.470 --> 00:16:34.200
your data systems
are able to provide

00:16:34.200 --> 00:16:36.430
that, that's a necessary piece.

00:16:36.430 --> 00:16:40.180
Number 2 is to implement
a behavior framework that

00:16:40.180 --> 00:16:45.890
is preventive, multi-tiered, and
culturally responsive ala PBIS.

00:16:45.890 --> 00:16:48.620
PBIS is that tiered framework.

00:16:48.620 --> 00:16:51.910
It creates the lever
for equity to live.

00:16:51.910 --> 00:16:54.070
Again, in Pennsylvania
our definition

00:16:54.070 --> 00:16:56.170
really speaks to
giving students what

00:16:56.170 --> 00:16:57.920
they need at that right moment.

00:16:57.920 --> 00:17:00.740
And that right moment is
in a tiered structure,

00:17:00.740 --> 00:17:03.760
when done again with fidelity
and through a culturally

00:17:03.760 --> 00:17:05.030
responsive mindset.

00:17:05.030 --> 00:17:07.119
So ensuring that
there's relevance there

00:17:07.119 --> 00:17:10.040
and connection for the
people that we're supporting.

00:17:10.040 --> 00:17:12.310
Number 3 ties
directly into that,

00:17:12.310 --> 00:17:14.770
use of engaging
academic instruction

00:17:14.770 --> 00:17:17.500
to reduce the opportunity gap.

00:17:17.500 --> 00:17:20.650
It's really important to
think about what Kent just

00:17:20.650 --> 00:17:23.900
highlighted, that acknowledgment
gap that might also be there.

00:17:23.900 --> 00:17:26.810
So those increasing
opportunities to respond,

00:17:26.810 --> 00:17:28.990
building and priming
background knowledge,

00:17:28.990 --> 00:17:32.210
using explicit instruction,
giving feedback,

00:17:32.210 --> 00:17:34.660
those are critical
practices that

00:17:34.660 --> 00:17:37.290
are so important for that
engagement to happen.

00:17:37.290 --> 00:17:40.590
And we know that when students
are not academically engaged,

00:17:40.590 --> 00:17:43.460
behaviors tend to go up
because there's boredom

00:17:43.460 --> 00:17:45.240
or there's not a
relevance for them.

00:17:45.240 --> 00:17:47.070
So we want to have that happen.

00:17:47.070 --> 00:17:50.210
Number 4, develop policies
with accountability

00:17:50.210 --> 00:17:52.340
for disciplinary equity.

00:17:52.340 --> 00:17:55.470
We know that policy
drives practice.

00:17:55.470 --> 00:17:57.530
And so we have to
have policies that

00:17:57.530 --> 00:18:01.280
are very explicit about what
it is that we look to do

00:18:01.280 --> 00:18:04.860
and what we want to see as it
relates to equitable discipline.

00:18:04.860 --> 00:18:07.620
It can't simply be a
nondiscriminatory statement

00:18:07.620 --> 00:18:09.690
that's a statement
in and of itself.

00:18:09.690 --> 00:18:13.130
We need the action to be very
much outlined in those policies

00:18:13.130 --> 00:18:14.310
that we develop.

00:18:14.310 --> 00:18:17.930
And number 5, I love this
one, teach strategies

00:18:17.930 --> 00:18:19.980
to neutralize implicit bias.

00:18:19.980 --> 00:18:23.940
Whether we agree on this or not,
we all have implicit biases.

00:18:23.940 --> 00:18:25.790
There are things
that we may not even

00:18:25.790 --> 00:18:27.890
be aware of, that's
why they're implicit.

00:18:27.890 --> 00:18:30.630
So as we think about the
things that we encounter,

00:18:30.630 --> 00:18:33.200
the people that we
encounter, automatically we

00:18:33.200 --> 00:18:36.340
have associations going on
in our brain that tells us

00:18:36.340 --> 00:18:39.490
certain messages to think
about when we see these actions

00:18:39.490 --> 00:18:41.420
or these people in front of us.

00:18:41.420 --> 00:18:45.340
We need strategies to help
us check that thinking.

00:18:45.340 --> 00:18:47.960
And one of those is
neutralizing routines.

00:18:47.960 --> 00:18:51.200
And they need to be
brief if then doable.

00:18:51.200 --> 00:18:53.930
And they can be individual,
they can be team-based.

00:18:53.930 --> 00:18:55.880
So if you're in a
grade level team,

00:18:55.880 --> 00:18:59.150
you could have your own grade
level team neutralizing routine.

00:18:59.150 --> 00:19:01.640
And it would say that
if this behavior occurs,

00:19:01.640 --> 00:19:04.150
these are the steps
that we are going

00:19:04.150 --> 00:19:07.990
to take to ensure that we don't
make quick, irrational decisions

00:19:07.990 --> 00:19:10.720
that could ultimately,
unfortunately, lead

00:19:10.720 --> 00:19:13.400
to disproportionate outcomes
for certain groups of students.

00:19:13.400 --> 00:19:16.570
So these five points are
super critical to this work

00:19:16.570 --> 00:19:19.750
and can be easily thought
about in your next steps

00:19:19.750 --> 00:19:20.715
as you move forward.

00:19:20.715 --> 00:19:23.500


00:19:23.500 --> 00:19:27.700
And so as we think about what
I just highlighted and now

00:19:27.700 --> 00:19:31.690
putting it all together, we joke
that this is the refrigerator

00:19:31.690 --> 00:19:33.090
magnet of PBIS.

00:19:33.090 --> 00:19:35.810
So we all have it
tattooed somewhere

00:19:35.810 --> 00:19:38.150
to remind us of
how important it is

00:19:38.150 --> 00:19:42.000
to keep all of these pieces
connected and intersecting.

00:19:42.000 --> 00:19:45.000
Equity as you can see lives
directly in the center.

00:19:45.000 --> 00:19:48.660
It has to, it has to drive
everything that we do.

00:19:48.660 --> 00:19:50.960
The outcomes that
we hope to achieve

00:19:50.960 --> 00:19:53.810
are high expectations
for each student.

00:19:53.810 --> 00:19:56.790
But we have to get there
through some guideposts,

00:19:56.790 --> 00:19:57.850
through a journey.

00:19:57.850 --> 00:20:00.840
So in order to do that, we
have to begin with that data.

00:20:00.840 --> 00:20:02.670
What was number 1
in our 5 points?

00:20:02.670 --> 00:20:05.850
It was that being able to
look at disaggregated data.

00:20:05.850 --> 00:20:08.960
So right there is one
of those key components.

00:20:08.960 --> 00:20:11.960
The next piece is
systems, and that's really

00:20:11.960 --> 00:20:13.950
focusing on us as adults.

00:20:13.950 --> 00:20:16.430
So what can we do
at the systems level

00:20:16.430 --> 00:20:18.750
to bring about
significant shift?

00:20:18.750 --> 00:20:22.010
And that typically begins
with professional learning.

00:20:22.010 --> 00:20:23.570
And that's for any educator.

00:20:23.570 --> 00:20:26.160
No matter who is in
front of a child,

00:20:26.160 --> 00:20:28.640
whether that's the cafeteria
worker, whether that

00:20:28.640 --> 00:20:30.380
is the school
secretary, whether that

00:20:30.380 --> 00:20:32.830
is the teacher, the
principal, you name it,

00:20:32.830 --> 00:20:35.040
we all need a form of
professional learning

00:20:35.040 --> 00:20:37.990
to really help us embrace
cultural humility.

00:20:37.990 --> 00:20:40.600
And culture is very
broad when I say that.

00:20:40.600 --> 00:20:43.210
So even though our
focus is racial equity,

00:20:43.210 --> 00:20:46.963
cultural humility says that, I
don't know Kent's background,

00:20:46.963 --> 00:20:48.630
Kent doesn't know my
background, but I'm

00:20:48.630 --> 00:20:50.460
willing to learn
about Kent, and I'm

00:20:50.460 --> 00:20:52.840
humble enough to know
that I won't know it all.

00:20:52.840 --> 00:20:54.900
That's a form of
professional learning

00:20:54.900 --> 00:20:57.330
that can be done
through coaching as well

00:20:57.330 --> 00:20:59.940
as our traditional methods.

00:20:59.940 --> 00:21:02.820
And then lastly, when
we have those pieces

00:21:02.820 --> 00:21:06.940
all together intersecting, we
see the practices are informed.

00:21:06.940 --> 00:21:08.670
And with that informed
practice we're

00:21:08.670 --> 00:21:10.650
now adapting those
practices based

00:21:10.650 --> 00:21:12.870
on what we've learned
about the different groups

00:21:12.870 --> 00:21:13.990
that we're serving.

00:21:13.990 --> 00:21:16.110
And we're meeting the
needs and we're also

00:21:16.110 --> 00:21:19.210
respecting the values of
the people we're serving,

00:21:19.210 --> 00:21:22.326
whether that's students
and/or staff or communities.

00:21:22.326 --> 00:21:25.050


00:21:25.050 --> 00:21:25.960
That was great.

00:21:25.960 --> 00:21:28.000
Hollin, I wanted
to add one thing,

00:21:28.000 --> 00:21:32.210
you've probably seen a lot--
this word equity being thrown

00:21:32.210 --> 00:21:35.460
around the last 15 months.

00:21:35.460 --> 00:21:38.900
And it's really important
when somebody does something

00:21:38.900 --> 00:21:42.920
like slaps equity in the middle
of their refrigerator magnet,

00:21:42.920 --> 00:21:46.410
you better be able to ask them,
what does that really mean,

00:21:46.410 --> 00:21:49.110
and is that really
driving what you're doing?

00:21:49.110 --> 00:21:52.100
Or was that something that
felt good in the moment

00:21:52.100 --> 00:21:53.610
to be able to add?

00:21:53.610 --> 00:21:56.930
And I think you ought to be
a little skeptical of us just

00:21:56.930 --> 00:22:00.260
sharing this information without
being able to share with you

00:22:00.260 --> 00:22:01.640
research.

00:22:01.640 --> 00:22:06.570
And so the good news is we
have over the past few years

00:22:06.570 --> 00:22:12.980
a great deal of new research,
primarily case studies showing

00:22:12.980 --> 00:22:14.740
how this can be done.

00:22:14.740 --> 00:22:18.030
And in early childhood
education settings,

00:22:18.030 --> 00:22:21.470
so from our colleagues
at NCPMI, some

00:22:21.470 --> 00:22:23.570
of the work that
we've done at the PBIS

00:22:23.570 --> 00:22:29.280
Center and some other projects
all the way through where we're

00:22:29.280 --> 00:22:32.410
really excited that this
five-point approach,

00:22:32.410 --> 00:22:35.280
this equity-focused
approach actually does

00:22:35.280 --> 00:22:38.880
seem to be increasing equity
more than that little bit

00:22:38.880 --> 00:22:40.740
that I was sharing before.

00:22:40.740 --> 00:22:44.790
And so I wanted to share
with you one particular study

00:22:44.790 --> 00:22:48.870
that we've just completed, and
this is with research funding

00:22:48.870 --> 00:22:51.780
from the National Center
for Special Education

00:22:51.780 --> 00:22:54.420
Research from IES.

00:22:54.420 --> 00:22:59.220
We did a one-year professional
development intervention

00:22:59.220 --> 00:23:02.950
for all of staff in a
school implementing PBIS.

00:23:02.950 --> 00:23:06.780
And what you can see
is the schools in blue

00:23:06.780 --> 00:23:09.160
are the ones who received
our intervention.

00:23:09.160 --> 00:23:11.340
And then the ones in
orange are the ones

00:23:11.340 --> 00:23:13.590
who got it a year later.

00:23:13.590 --> 00:23:16.380
So we can see before they
looked very similar and then

00:23:16.380 --> 00:23:17.290
afterwards.

00:23:17.290 --> 00:23:19.480
And what you can see is
this is the Risk Index.

00:23:19.480 --> 00:23:21.930
So this is the risk for
office discipline referrals

00:23:21.930 --> 00:23:25.050
of being sent out of the
classroom for discipline

00:23:25.050 --> 00:23:26.170
challenges.

00:23:26.170 --> 00:23:27.590
So you can see pretty similar.

00:23:27.590 --> 00:23:30.830
But for our schools in
the treatment group,

00:23:30.830 --> 00:23:34.390
32% of Black students
were sent to the office

00:23:34.390 --> 00:23:39.070
at least once, and then that
dropped by more than half,

00:23:39.070 --> 00:23:42.730
whereas it stayed about the
same for our waitlist group.

00:23:42.730 --> 00:23:45.910
And this was a tightly
controlled randomized trial

00:23:45.910 --> 00:23:49.660
that was just accepted
for publication.

00:23:49.660 --> 00:23:52.850
So you might be asking, well,
how do we get some of this?

00:23:52.850 --> 00:23:56.890
We're implementing PBIS,
but are we really doing it

00:23:56.890 --> 00:23:58.510
with an equity focus?

00:23:58.510 --> 00:24:00.500
How can we get this information?

00:24:00.500 --> 00:24:03.910
So of course, anything
that we do we share out.

00:24:03.910 --> 00:24:07.480
And I want to share
with you a few resources

00:24:07.480 --> 00:24:11.960
that you can look at on your
own and be able to access.

00:24:11.960 --> 00:24:17.390
So number 1 is our PBIS Cultural
Responsiveness Field Guide.

00:24:17.390 --> 00:24:21.130
It's just been reformatted
and re-released

00:24:21.130 --> 00:24:23.140
with cleaner live links.

00:24:23.140 --> 00:24:26.910
And so you can get that, it's
a really, really deep dive

00:24:26.910 --> 00:24:29.790
into cultural responsiveness
and picking up

00:24:29.790 --> 00:24:32.130
on those elements
of cultural humility

00:24:32.130 --> 00:24:34.620
that Dr. Hollins-Sims described.

00:24:34.620 --> 00:24:37.350
And then going
specifically within that

00:24:37.350 --> 00:24:42.330
and then some elaboration on it,
we have a tool for school teams

00:24:42.330 --> 00:24:46.080
to examine, maybe with students,
maybe with families, maybe

00:24:46.080 --> 00:24:49.410
with community members, their
school-wide expectations

00:24:49.410 --> 00:24:53.100
or values, and that
school-wide teaching matrix

00:24:53.100 --> 00:24:57.300
to be able to examine
how well the system fits

00:24:57.300 --> 00:25:01.410
the strengths, needs,
and values of the people

00:25:01.410 --> 00:25:03.660
who it's intending
to serve, and maybe

00:25:03.660 --> 00:25:07.260
identify some of those hidden
biases that were accidentally

00:25:07.260 --> 00:25:10.260
baking into our systems.

00:25:10.260 --> 00:25:15.120
Also helping with students,
making sure that when

00:25:15.120 --> 00:25:18.480
we provide that equitable
acknowledgment that we're

00:25:18.480 --> 00:25:21.310
doing it in a way that's
valued by students and students

00:25:21.310 --> 00:25:22.750
have some voice in doing that.

00:25:22.750 --> 00:25:25.480
So we have this activity
called the Praise Preference

00:25:25.480 --> 00:25:26.740
Assessment.

00:25:26.740 --> 00:25:30.470
And then Dr. Hollins-Sims talked
about that neutralizing routine.

00:25:30.470 --> 00:25:36.640
What can you do in the moment
when your snap decision might

00:25:36.640 --> 00:25:39.110
be to send a student
out of the classroom,

00:25:39.110 --> 00:25:41.530
and it might be
more likely to send

00:25:41.530 --> 00:25:43.690
Black students, or
Black male students,

00:25:43.690 --> 00:25:45.880
or Black students
with disabilities

00:25:45.880 --> 00:25:47.840
out of the classroom?

00:25:47.840 --> 00:25:50.870
How can we actually keep
that an instructional moment?

00:25:50.870 --> 00:25:55.450
So you can look at and access
those materials anytime you

00:25:55.450 --> 00:26:00.280
like, they're freely available.

00:26:00.280 --> 00:26:03.160
And so just to
recap as you think

00:26:03.160 --> 00:26:05.750
about that tiered
framework, and as we said,

00:26:05.750 --> 00:26:07.690
one of the key
components of those five

00:26:07.690 --> 00:26:10.070
was to think about a
behavioral tiered framework.

00:26:10.070 --> 00:26:12.100
And so we wanted
to just give you

00:26:12.100 --> 00:26:14.560
some go-to's as you
think about next steps

00:26:14.560 --> 00:26:18.070
as to what the tiers could
look like as you embed equity

00:26:18.070 --> 00:26:19.820
into all of your practices.

00:26:19.820 --> 00:26:24.210
So when you think about tier
1, that's that core universal,

00:26:24.210 --> 00:26:26.560
equity is tier 1 really.

00:26:26.560 --> 00:26:30.430
So it really begins at that
foundational universal space.

00:26:30.430 --> 00:26:32.680
Some of the things
we've already said,

00:26:32.680 --> 00:26:35.820
however, we just wanted
to reinforce them.

00:26:35.820 --> 00:26:37.480
We're honoring
student strengths.

00:26:37.480 --> 00:26:39.600
So being asset-based,
focused on what

00:26:39.600 --> 00:26:42.060
they bring to the table
rather than the deficit.

00:26:42.060 --> 00:26:44.020
And honoring their voice.

00:26:44.020 --> 00:26:46.740
Students are so in-tune
with what they want

00:26:46.740 --> 00:26:47.920
and what they need.

00:26:47.920 --> 00:26:50.200
And so as we're
building these systems,

00:26:50.200 --> 00:26:52.080
we have to keep
their voice center

00:26:52.080 --> 00:26:54.990
so that we're able to know that
we're making decisions that

00:26:54.990 --> 00:26:56.940
ultimately will impact
them in a way that

00:26:56.940 --> 00:26:58.780
makes the most sense for them.

00:26:58.780 --> 00:27:01.750
We also need to think about
that professional learning.

00:27:01.750 --> 00:27:05.400
And even though it might
be difficult sometimes,

00:27:05.400 --> 00:27:09.310
self-awareness is a part of
that professional learning.

00:27:09.310 --> 00:27:12.510
So as we think about those
implicit biases, those things

00:27:12.510 --> 00:27:14.430
that as Kent said,
may accidentally

00:27:14.430 --> 00:27:17.970
be misinforming our system,
we have to even know

00:27:17.970 --> 00:27:19.150
that that's happening.

00:27:19.150 --> 00:27:21.550
And that's that process
of self-awareness

00:27:21.550 --> 00:27:24.770
and its things as simple as,
and Kent will attest to this,

00:27:24.770 --> 00:27:28.150
looking at the behaviors that
you're sending office discipline

00:27:28.150 --> 00:27:31.040
referrals for, are
they subjective?

00:27:31.040 --> 00:27:33.770
So disrespect,
defiance, disruption,

00:27:33.770 --> 00:27:36.520
the things that are
highly ambiguous

00:27:36.520 --> 00:27:39.620
tend to lead to some of those
disproportionate outcomes.

00:27:39.620 --> 00:27:42.010
Being self-aware allows
us to be able to drill

00:27:42.010 --> 00:27:43.810
down and understand
what might be

00:27:43.810 --> 00:27:47.060
causing some of those
referrals to come to us.

00:27:47.060 --> 00:27:50.140
We need to always consider and
center the families and students

00:27:50.140 --> 00:27:52.810
again when we're looking
at the values and the norms

00:27:52.810 --> 00:27:54.250
that they hold.

00:27:54.250 --> 00:27:58.130
And also the communities
that we have around us,

00:27:58.130 --> 00:28:00.040
what are the norms
there and how can we

00:28:00.040 --> 00:28:01.930
start to interface
with our community

00:28:01.930 --> 00:28:06.620
to help build out school-wide,
classroom-wide expectations?

00:28:06.620 --> 00:28:08.200
And then back to
that acknowledgment

00:28:08.200 --> 00:28:11.750
gap, how do we create equitable
acknowledgment systems that

00:28:11.750 --> 00:28:15.310
again utilize the voice of
students and communities

00:28:15.310 --> 00:28:17.350
to ensure that what
we're providing

00:28:17.350 --> 00:28:19.400
is most applicable for them?

00:28:19.400 --> 00:28:22.590
At the advanced tiers, I
won't take too much time here,

00:28:22.590 --> 00:28:25.200
but I just wanted to
highlight that at tier 2

00:28:25.200 --> 00:28:27.000
it's an access concern.

00:28:27.000 --> 00:28:30.170
We want students to have
access at that advanced tier

00:28:30.170 --> 00:28:32.670
level based on the needs
that they're providing.

00:28:32.670 --> 00:28:35.430
Remember, we said it has
to be at that right moment.

00:28:35.430 --> 00:28:39.110
Tier 2 creates that space for
students in smaller groups

00:28:39.110 --> 00:28:42.780
to get a little bit more than
what they're getting at tier 1.

00:28:42.780 --> 00:28:46.220
And it's those increased
opportunities for feedback

00:28:46.220 --> 00:28:48.720
or I'm sorry, increased
instructional opportunities,

00:28:48.720 --> 00:28:52.740
having more feedback, positive
homeschool communication.

00:28:52.740 --> 00:28:56.070
Not always calling to say,
Johnny did something wrong,

00:28:56.070 --> 00:28:58.910
but increasing that positive
communication when we catch

00:28:58.910 --> 00:29:00.865
him doing something right.

00:29:00.865 --> 00:29:05.220
And then at tier 3, it's more
individualized, contextualized.

00:29:05.220 --> 00:29:08.900
We're really engaging and
authentically engaging families

00:29:08.900 --> 00:29:12.870
at that table to determine what
are the goals we should set,

00:29:12.870 --> 00:29:15.890
what makes sense to have
consistency from home to school

00:29:15.890 --> 00:29:16.980
to community?

00:29:16.980 --> 00:29:19.270
Keyword word, trust.

00:29:19.270 --> 00:29:22.580
At that intensive level,
families, communities,

00:29:22.580 --> 00:29:25.010
and students need to
be able to trust us.

00:29:25.010 --> 00:29:27.080
We need to be able
to trust them.

00:29:27.080 --> 00:29:29.630
And that is a piece of
self-awareness as well.

00:29:29.630 --> 00:29:32.260
So all of these things
as we said intersect

00:29:32.260 --> 00:29:34.970
in some way, that
two-way communication,

00:29:34.970 --> 00:29:38.450
it can't be us versus them
or just us talking at them.

00:29:38.450 --> 00:29:40.790
Them being student,
family, community.

00:29:40.790 --> 00:29:44.390
But how are we talking together
and making shared decisions?

00:29:44.390 --> 00:29:46.460
And this last one
is so critical,

00:29:46.460 --> 00:29:50.110
limiting those assumptions about
home life and family values

00:29:50.110 --> 00:29:52.360
simply because a
family doesn't do

00:29:52.360 --> 00:29:54.500
what you did when
you were a youth,

00:29:54.500 --> 00:29:57.460
does not mean that the practices
that they have in their home

00:29:57.460 --> 00:30:00.440
are not relevant or
are important to them.

00:30:00.440 --> 00:30:03.160
So it's important that we
limit those assumptions

00:30:03.160 --> 00:30:06.490
and focus on what we can do
together rather than separate

00:30:06.490 --> 00:30:08.320
it.

00:30:08.320 --> 00:30:12.160
And then as we think about
significant disproportionality

00:30:12.160 --> 00:30:16.370
and discipline, particularly as
it relates to special education,

00:30:16.370 --> 00:30:19.550
we hope that we've given you
a nice chunk of information

00:30:19.550 --> 00:30:23.610
about the importance of
focusing on disciplinary equity

00:30:23.610 --> 00:30:26.660
because that is the way that
we can start to mitigate some

00:30:26.660 --> 00:30:28.850
of these significant
disproportionate outcomes

00:30:28.850 --> 00:30:30.420
that we're seeing in the field.

00:30:30.420 --> 00:30:33.290
And so here are a few things
to consider as we wrap up,

00:30:33.290 --> 00:30:34.950
policy review.

00:30:34.950 --> 00:30:37.950
Looking at your discipline
policies to really see,

00:30:37.950 --> 00:30:41.270
are they explicitly tied to
those equitable practices

00:30:41.270 --> 00:30:43.700
that we've highlighted
previously?

00:30:43.700 --> 00:30:47.310
And if not, what can we do to
start to ensure that they are?

00:30:47.310 --> 00:30:50.580
So again, a nondiscriminatory
statement is fine,

00:30:50.580 --> 00:30:52.350
but it's just simply not enough.

00:30:52.350 --> 00:30:55.400
Those policies have to
be explicit and connected

00:30:55.400 --> 00:30:57.050
to the practices.

00:30:57.050 --> 00:30:59.190
I've talked a little
bit about this.

00:30:59.190 --> 00:31:01.700
It's important for us
to take an overall look

00:31:01.700 --> 00:31:04.500
at our disciplinary
decisions and say,

00:31:04.500 --> 00:31:06.590
are these decisions
that tend to be higher

00:31:06.590 --> 00:31:10.040
on our radar very
subjective or could

00:31:10.040 --> 00:31:12.320
be a piece of vulnerable
decision points, which

00:31:12.320 --> 00:31:13.790
Kent knows all too well?

00:31:13.790 --> 00:31:16.180
As we think about
vulnerable decision points,

00:31:16.180 --> 00:31:19.750
there often as a result
of implicit biases

00:31:19.750 --> 00:31:21.170
based on ambiguity.

00:31:21.170 --> 00:31:24.350
And I'll quote Ken again
because I use his quote often,

00:31:24.350 --> 00:31:26.920
"Ambiguity is
disproportionality's best

00:31:26.920 --> 00:31:27.650
friend."

00:31:27.650 --> 00:31:29.390
And it can't be more true.

00:31:29.390 --> 00:31:32.080
That is so important
to remember as we

00:31:32.080 --> 00:31:35.740
think about making decisions
that are equitable in nature.

00:31:35.740 --> 00:31:38.470
I can't say enough that a
tiered system of support

00:31:38.470 --> 00:31:40.370
needs to reflect
the whole child.

00:31:40.370 --> 00:31:42.580
So not only academics,
which we know we

00:31:42.580 --> 00:31:46.090
focus on a lot, but also that
behavioral component, which

00:31:46.090 --> 00:31:48.800
we've highlighted here,
and then social, emotional,

00:31:48.800 --> 00:31:50.750
and trauma-informed domains.

00:31:50.750 --> 00:31:53.150
All of those create
a whole child.

00:31:53.150 --> 00:31:56.590
They come to us in that space
of all of those things operating

00:31:56.590 --> 00:31:59.000
together, we can't
silo them out.

00:31:59.000 --> 00:32:02.410
And lastly, evaluation
of overall school climate

00:32:02.410 --> 00:32:06.530
is really important for that
space of belonging and dignity.

00:32:06.530 --> 00:32:10.310
Kent gave a great example
of, we welcome the dawgs,

00:32:10.310 --> 00:32:12.110
but the dogs are
not welcome here.

00:32:12.110 --> 00:32:16.340
We want every space that our
educators and that our students

00:32:16.340 --> 00:32:19.650
occupy to be a place of
belonging and dignity.

00:32:19.650 --> 00:32:21.620
That's the goal of equity.

00:32:21.620 --> 00:32:26.360
At the core it's
about human dignity.

00:32:26.360 --> 00:32:28.910
Now, what a great
way to wrap up.

00:32:28.910 --> 00:32:34.190
I want to highlight that you
can get all of our resources

00:32:34.190 --> 00:32:37.260
on www.pbis.org.

00:32:37.260 --> 00:32:40.140
Come to our site, check
out the Equity page,

00:32:40.140 --> 00:32:44.240
and look through all of
the resources that we have.

00:32:44.240 --> 00:32:47.570
It's been an absolute
pleasure to get a chance

00:32:47.570 --> 00:32:49.680
to work with Dr.
Hollins-Sims again.

00:32:49.680 --> 00:32:51.080
It's always great.

00:32:51.080 --> 00:32:53.880
If you want to get a
hold of either of us,

00:32:53.880 --> 00:32:56.400
you've got our contact
information here.

00:32:56.400 --> 00:33:00.560
And then lastly, I
just want to thank

00:33:00.560 --> 00:33:03.110
the Office of Special
Education Programs

00:33:03.110 --> 00:33:05.760
for the opportunity
to share here.

00:33:05.760 --> 00:33:10.220
And thank you all for
watching our session.

00:33:10.220 --> 00:33:12.250
Have a great day.

00:33:12.250 --> 00:33:14.000