Agenda PBIS

1.
2.
3.
4.

3/18/16

Excellence with Equity

Heres What PBIS Data
So What Your Interpretation of the data
Now What What do we do with this information?

Excellence with Equity:

This is our Goal! It is what we are striving for.

Why? The term cultural proficiency can be vague.

What?
Goal: Excellence with Equity in education
High expectations
Diversity and inclusion diversity is being invited to the party
inclusion is being asked to dance diversity just is inclusion
includes a sense of belonging these must be together
Cultural (& global) Competence the need for our students to
have the skills to get along with others from other cultural groups
How? Through Culturally Proficient practice
Where Are We Going? Excellence with Equity
How Do We Get There? Cultural Proficiency

Heres What:
% of students receiving reflection forms from AES
33% of students who are black (represent 18% of AES)
15% of students who are identified as having special needs
(represent 10% of AES)

Linda Murveit

*HCPSS Positive Behavior Supports Rubric

So What:
Assessing Cultural Knowledge the extent to which PBIS facilitates
learning about the schools values and beliefs.

Valuing Diversity the extent to which the expectation, expression, and

teaching of those values reflect the various cultural groups.
How do we include the family when a child has been suspended (if they are
on in-school suspension)?
Is there a way to include the family prior to a child being suspended?

Managing the Dynamics of Difference the extent to which

conflicts are viewed and resolved as either barriers or opportunities.

Classroom conflict Is it a Distraction or an Opportunity?

Cultural Differences Arguments who can? What do they mean?
Does a student feel safe sharing differences or their culture?
Cultural Incapacity = Not conforming to the rituals of the classroom
Do we ..Seek different viewpoints?

Adapting to Diversity the extent to which implementation of PBIS

changes to meet the needs of underserved groups.
Being aware of trends and patterns and being proactive.
Being aware of individual students and being open to change during the
school year to help them.
Adjusting practices to meet the changing population.

Institutionalizing Cultural Knowledge the extent to which the

school integrates cultural knowledge into PBS implementation and schools
daily practices, policies and structures to meet diverse groups needs.
More mentors to represent our populations that need mentors (i.e. Jomo)
Bring mentors from OUR community
Pre-competence to competence Where are we currently?

Agenda PBIS
1. Now What
2. Engagement with Equity

Linda Murveit

4-29-16

*HCPSS Positive Behavior Supports Rubric

3. Review current SIT target and root cause analysis for student engagement.
4. Develop strategies for 2016-2017 SIP for student engagement with equity.

Now What:
Assessing Cultural Knowledge the extent to which PBIS facilitates
learning about the schools values and beliefs.
Parent conference after a certain number of reflection forms?
Using situations that occur in the classroom as opportunities to teach and discuss
school expectations.
Assesses gaps between the culture of the school, the culture of the students, and
the culture of PBS to ensure alignment of beliefs and desired behaviors. (Cultural
Proficiency)*

Valuing Diversity the extent to which the expectation, expression, and

teaching of those values reflect the various cultural groups.

Invite families in to talk about cultural norms/expected behaviors at home.

Value how the home norms and expectations impact behaviors at school

Managing the Dynamics of Difference the extent to which conflicts

are viewed and resolved as either barriers or opportunities.
Recognizes that differences in culture influence behavior and welcomes dialogue
with students and or families about how it impacts response to expectations.
(Cultural Competence)*
Actively seeks different viewpoints on behavior to inform responses to all student
groups for a safe and nurturing school environment. (Cultural Proficiency)*

Adapting to Diversity the extent to which implementation of PBIS

changes to meet the needs of underserved groups.

Collaborates with students and families who are not well-served by dominant school
cultures expectations to adapt current implementation to better serve the needs of
all groups. (Cultural Competence)*
Collaborates with students and families to implement PBS in a manner that better
serves all students by seeking understanding of the different cultural expressions of
behavioral expectations. (Cultural Proficiency)*

Institutionalizing Cultural Knowledge the extent to which the school

integrates cultural knowledge into PBS implementation and schools daily
practices, policies and structures to meet diverse groups needs.
Female community members serve as mentors to both female and male students = male students as a less represented group.
Appeal to greater Kings Contrivance community -Harris Teeter?

Linda Murveit

*HCPSS Positive Behavior Supports Rubric