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Culturally Responsive Graduation Positive Behavior Equity Intervention & Webinar Supports Series
Vision All students prepared for post-secondary pathways, careers, and
civic engagement.
Mission Transform K–12 education to a system that is centered on closing
opportunity gaps and is characterized by high expectations for all
students and educators. We achieve this by developing equity-
based policies and supports that empower educators, families,
and communities.
Values •
•
Ensuring Equity
Collaboration and Service
• Achieving Excellence through Continuous Improvement
• Focus on the Whole Child
Equity Statement Each student, family, and community possesses strengths and
cultural knowledge that benefits their peers, educators, and
schools.
Ensuring educational equity:
• Goes beyond equality; it requires education leaders to examine
the ways current policies and practices result in disparate
outcomes for our students of color, students living in poverty,
students receiving special education and English Learner
services, students who identify as LGBTQ+, and highly mobile
student populations.
• Requires education leaders to develop an understanding of
historical contexts; engage students, families, and community
representatives as partners in decision-making; and actively
dismantle systemic barriers, replacing them with policies and
practices that ensure all students have access to the instruction
and support they need to succeed in our schools.
Ancestral Lands
Share your location
Ancestral Lands Map in the Chat
Ancestral Lands Map | 10/13/2021 | 5
Equity Pause
Who will my decision What is my locus of Which actions will What’s a step I can
affect? control? have the largest take right away?
impact?
Objectives
• Learn foundational system strategies
for centering equity and culturally
responsive practices for positive
behavior interventions & supports with
Dr. Ruthie Payno-Simmons
• Get first hand experience on building a
system for culturally responsive positive
behavior interventions & supports with
Clover Park’s Jonathan Love.
• Check out resources to help your school
think whole child this school year
10/13/2021 | 7
Presenters
Kefi Andersen Doua Kha Akiva Erezim Ruthie Payno- Jonathan Love
System Improvement School Climate Continuous Simmons Ph.D. School Counselor
Program Supervisor & Transformation Grant Improvement Founder & CEO
Program Supervisor Dr. Claudia Thomas
Team Lead Program Specialist RPS Educational Middle School
OSPI
OSPI doua.kha@k12.wa.us OSPI Impact Clover Park School
kefi.andersen@k12.wa Akiva.Erezim@k12.wa. dr.ruth@rpsimpact.co District
.us us m
jlove@cloverpark.k12.
wa.us
10/13/2021 | 8
Questions & Polling 1
Who’s here? What grade band do you
work with the most?
• Administrator
• Counselor/
Counselor/Psych/Community • Elementary
Liaison/Attendance Liaison / Grad • Secondary
Specialist • Both
• None/NA
• Teacher
• Other
• Para-educator
• Parent/Community
Member/Community Based How familiar are you with our
Organization topic?
• District Office/ESD Staff/OSPI
• Continuous Improvement Partner or
• Very
Teaching Coach
• Somewhat
• Other • It’s new!
10/13/2021 | 9
Statewide Trends from the COVID-19 Survey
36% reported feeling
safer
67% reported trying
their best
COVID-19 Survey| 10/13/2021 | 10Implications for Recovery & Acceleration
Relationships Transitions Routines Burn-out
10/13/2021 | 11Shifting our Gaze
OSPI
Graduation Equity Webinar
Ruth Payno-Simmons, PhD
to Create
October 13, 2021
Culturally
Sustaining PBIS
www.rpsimpact.com
@RPSEdImpactAcknowledgments
Midwest and Plains Equity Assistance Center, Indiana University
Purdue University Indianapolis
Positive Behavioral Intervention Supports National Technical Center,
Oregon University
Michigan Multi-Tiered System of Supports (MTSS) Technical
Assistance Center
RPS Educational Impact
10/13/2021 | 13Alicia Garza
Put yourself in the story
and ask yourself questions
that lead to critical
reflection and a deeper
level of awareness.
14I was Born in 1971
15In 1973
Black and Brown kids who
looked like me were suspended
2 times more than their white
peers.
U.S. Department of Education, 2018; Children’s Defense Fund, 1975
10/13/2021 | 16Conditions in Which I Learned
Many of my teachers were white.
Text books were filled with white
history or white culture.
I was encouraged not to pursue college
Detroit Michigan
10/13/2021 | 17Questions Along this Journey
• Why don't prominent historical figures look like
me?
• Did only a few people who look like me make
important contributions to society?
• What is wrong with Black people?
• What is wrong with me?
• I want to become a doctor. Will I be able to go
to college?
• Will I graduate from high school?
• Will I be a successful adult?
18Positive Critical Moments as a High School Student
19A Helpful Critical
Moment
I beganastoa High
hear
School Student
about a very
different history in
th
the 11 grade.
20A Critical Moment as an Undergrad Student
•Majoring in history opened my eyes to truths I
did not know.
•I was empowered as I learned more about
systems of oppression.
•Majoring in history had aFirstmajor impact on my
black Senator and Representatives:
Sen. Hiram Revels (R-MS)
teaching. Rep. Benjamin S. Turner (R-AL)
Robert DeLarge (R-SC)
Josiah Walls (R-FL)
Jefferson Long (R-GA)
Joseph Rainey and Robert B. Elliott (R-SC)
10/13/2021 | 21Shifts in Questions Along this Journey
How can I ensure that students of all backgrounds
see current and historical figures that look like them?
How can I facilitate student learning that cultivate
critical consciousness?
How can I infuse multicultural literature across
content areas?
How can I help people interrogate their conceptions
of Black people?
What's wrong with people and their thinking? How
did they get there?
10/13/2021 | 22As a Classroom Teacher
in the Late 1990’s
I observed Black students being:
• Sent to the Office
• Suspended
• Labeled
• Sent to Hallway
10/13/2021 | 23In 1995
I became a new mom.
Although, I was educated,
achieved middle class status,
and my son had both parents in
the home.
However, he faced a similar
reality to mine at birth
10/13/2021 | 24In
2006 • Black and brown students,
who looked like my son
were suspended 3 times
more than their white
peers.
• 25 years of systemic
discipline inequities
U.S. Department of Education, 2018; Children’s Defense Fund, 1975
10/13/2021 | 25Today
African
American students are
nearly 4 times more 40 Years of Inequitable
likely to be suspended Discipline Practices
than white peers.
U.S. Department of Education, 2018; Children’s Defense Fund, 1975 |10/13/2021 | 26Shifts in My Questions
In my current roles and multiple hats, I now ask myself:
How do I continue to interrogate my own biases and assumptions?
How can I help teachers and administrators understand issues of bias
and systems of oppression?
How can I ensure that all students have access to equitable
educational opportunities?
How can I help educators and school communities interrogate their
conceptions of Black people and others from non-dominant cultures?
10/13/2021 | 27Educational Equity
Occurs when educational policies, practices,
interactions, and resources are representative
of, constructed by, and responsive to all people
so that each individual, has access to
meaningfully participates in, and has positive
outcomes from high-quality learning
experiences, regardless of individual
characteristics and group memberships.
10/13/2021 | 28Examining Discipline Outcome Data Is Not The
Same As Centering Equity In Behavior Systems
•What is it about our people, Disproportionality
practices, and policies Systems
contributing to the People
inequities we are seeing?
•Who is benefitting from the
way things are and who is Policies
Practices
not?
Payno-Simmons 2020
10/13/2021 | 29Factors That Contribute to Inequitable
Racial Discipline Practices and Outcomes
Cultural
Mismatch
Deficit Thinking
Implicit
Racial A Heavy Gaze on
Bias Outcome Data
Focusing on Fixing
Students & Other
Harmful Practices 10/13/2021 | 30Harmful Discipline Practices & Conditions Students
of Color Disproportionately Experience
Scripting & Major out of
Scapegoating
Labeling Minors
Falsely Punitive
Silencing
Accusing Consequences
Riddle 2014
10/13/2021 | 31What Students Had to Say About These Harmful Practices • Scripting & Labeling: Students shared feeling angry, sad, frustrated, unliked, and as if they could do nothing right. • Scapegoating: Students felt silenced, angry, frustrated, unliked, hopeless, misunderstood, treated unfairly, and beside themselves with disbelief • Majors out of Minors: Students shared feeling picked on, singled out, frustrated, unliked, and disconnected
Inequitable Learning Conditions Students
of Color Experience
Rigorous Course
Access To Quality Access To
Work Targeted At
Instructional Advanced Courses
Grade Appropriate
Resources & GATE Programs
Standards
Accurate & Access To An
Access To Related
Representative Experienced &
Services &
Text & Curricular Stable Teaching
Supports
Materials Work Force
Midwest and Plains Equity Assistance Center 2021
10/13/2021 | 33Edward Deming Quote
“Every system is perfectly
designed to get the result
that it does.”
W. Edwards Deming
10/13/2021 | 34Our Current Gaze
OUTCOME FIDELITY DATA
DATA SYSTEMS DATA
Are we What is the
How are our implementing context in
students systems of which students
performing? support with learn and
integrity? teachers
teach?
10/13/2021 | 35Shifting our Gaze
SYSTEMS DATA FIDELITY DATA OUTCOME
Are we DATA
What is the
context in implementing How are our
which students systems of students
learn and support with performing?
teachers integrity?
teach?
Are these conditions equitable?
10/13/2021 | 36MAP Center's Equity-Centric Metrics
Reflection Meaningful Positive
Access Representation
Questions Participation Outcomes
Are there inequities in Early learning PreK Programs Student attendance in Academic
student access, Programs Enrollment higher track courses Performance
representation, and/or CTE programs
participation,& positive Teacher/Student
outcomes? Demographic
Program Placement Behavior
Comparison Student
participation in co-
What do we know curricular/extra
already? Students’ enrollment in curricular or
Effective Educators higher level/advanced enrichment activities Attendance
courses
How do we know it?
What types of data help
us to know what we
Quality curricular Interests and Graduation, diploma
know? resources/ Variety of co-curricular type & School Push
and extra-curricular offers perspectives
Technology expressed by youth Out Rates
representing the specific
interests of student groups and adults reflected
What do we need to in school and district
know more about? Safe, clean, functioning policy decisions Perception of School
& inviting school Climate and Culture
environments Non-stereotypical &
Can we leverage authentic representation of
existing data structures minoritized groups in Student engagement Grade Passing
or systems to collect, curricular content across in classroom Rate/Credit Hours
Timely, effective Attainment
analyze and share academic, socio- course subjects in fiction instruction
these data? If so, which emotional & behavior and non-fiction material
ones? supports Post-secondary
Presence of youth and employment and/or
college/university/
How can we obtain or adults in decision-making
and leadership career training
create needed data enrollment
structures or systems to structures/opportunities
fill in our data gaps?
10/13/2021 | 37
Skelton & Gorman, 2021 |Expanding PBIS
We are:
•Expanding SWPBIS to
consider issues of racial
disproportionality, equity,
and bias
•Learning what it means to
create culturally sustaining
PBIS systems
10/13/2021 | 38Base curriculum, teaching, and learning on
the cultural-linguistic realities of students,
and view those realities as assets.
Culturally
Preserve and encourage linguistic, literate,
Sustaining and cultural pluralism by sustaining in-group
Practices cultural practices and cross-group cultural
practices.
Reflect and support communities’ language
and cultural practices in ways both traditional
and evolving.
Paris (2012), Paris and Alim (2014) , Ladson-Billings (1995) | 10/13/2021 | 39Job Embedded Equity- Critical
Focused Professional Examination of Self
Development
Creating
Culturally
Sustaining
Systems of
Implement Cultural Support Involves Examination &
Sustaining Practices Interrogation of
in School Systems Systems
Critical Actions
Toward Equitable
Systems of Support
Model based on Riddle 2014, Payno-Simmons 2017, Payno-Simmons 2021 | 10/13/2021 | 40Identity
Positionality
Critical
Implicit Racial
Examination Bias
of Self
Power &
Privilege
Deficit Thinking
Model based on Riddle 2014, Payno-Simmons 2017, Payno-Simmons 2021 | 10/13/2021 | 41What are the systemic Inequities?
What is it about our people, practices
and policies that is contributing to the
Examination inequities in our system?
and
Interrogation
of Systems How is implicit & explicit racial bias
contributing to the systemic inequities?
How is power and privilege
maintaining inequitable experiences for
marginalized students?
Model based on Riddle 2014, Payno-Simmons 2017, Payno-Simmons 2021 | 10/13/2021 | 42Engage in Equity-Oriented Strategic
Planning & Policy Review
Implement Center Equity in PBIS Systems &
Continuous Improvement
Culturally
Sustaining Involve Multiple & Diverse Stakeholders
Practices & in Systems Implementation & Decision-
Policies in Making
School Hiring Practices & Resources Allocation
Systems Supportive of Equity Work
Implement Cultural Sustaining
Curriculum, Resources & Instruction
Model based on Riddle 2014, Payno-Simmons 2017, Payno-Simmons 2021 | 10/13/2021 | 43National PBIS TA Center CR Tools
10/13/2021 | 44Midwest & Plains Equity Center CRS Tools
10/13/2021 | 45Our socio-historical context &
structural racism
Ongoing Job Cultivate critical consciousness
Embedded
(Implicit bias, power, privilege, &
Professional identity)
Development
Cultural competency
Culturally sustaining & relevant
practices
Model based on Riddle 2014, Payno-Simmons 2017, Payno-Simmons 2021 | 10/13/2021 | 46Promising Outcomes from PBIS Pilot School 1
During the three-year
pilot, this middle
school decreased
their ODR gap
between Black and
White students from
3.95 to 0.43 and their
overall ODRs for all
student from 5,930 in
2015-2016 to 1,235
in 2018-2019.
Payno-Simmons 2017 | 10/13/2021 | 47Teach Strategies for Neutralizing Implicit Bias in
Discipline Decisions
TRY STOP
• Take a deep breath • Stop your unconscious response
• Reflect on your emotions • Take three mindful breaths to
• Youth’s best interest self-regulate
• “Let’s TRY that again.” • Observe how you are feeling
• “Let’s TRY it a different way.” • Proceed positively by doing
• “Let’s TRY it how we do it at what is most effective (not what
school.” you initially feel like saying or
doing)
Renshaw et al., 2015 | 10/13/2021 | 48Email dr.ruth@rpsimpact.com
Website www.rpsimpact.com
@RPSEdImpact
10/13/2021 | 49Questions
Let’s check in with the chat!
10/13/2021 | 53Approaching School Climate through a Systemic Lens Jonathan Love Thomas Middle School Clover Park School District
• Dr. Claudia Thomas Middle School Counselor
• Restorative Practice Trainer
• Second Step Trainer
• 9 Years working in MTSS
• 7 Years as MS Counselor & 7 Years as a HS
Counselor
• Building rep for Equity and Inclusion
Jonathan Love
10/13/2021 | 55• Grew up a military
dependent. My Favorite Thing to
• Second of 4 do is sit on my porch
children. and drink a Coke.
• Lived in Germany,
Maryland, Texas,
and Korea.
• Grew up in the Clover Park
School District from 6th
grade to Graduation.
• Planned on going into the
military.
• Served a 2-year
missionary service in
Korea teaching in Korean.
My NarrativeWelcome to Perfection - Enjoy the Journey
• Where are you right now?
• Where do you want to be?
• Where are your needs?
• What is the plan?
• What are your resources?
10/13/2021 | 57Exploring and Sharing Personal Culture
In each box, write the
Race/Ethnicity Religion/Spirituality identity descriptor that is
salient (important) to you.
If you had to rank them 1-9
Language Life Value what would that look like?
How would that look
Vocation/Job Your Choice different for each person?
10/13/2021 | 58How do we define Equity and
Inclusion in our district?
Inclusion:
• Student and employees feel welcome,
seen, respected, understood, cared
for, and safe
Equity:
• Educational Disparities based on race,
economics and other dimensions of
diversity are reduced and eliminated.
• Positive school outcomes are distributed
equitably across all demographics and
identity groups.
• Negative outcomes are reduced for all
groups.
10/13/2021 | 59Considerations
Discuss Share Lead a
your ideas ideas with discussion
with your PLC with
leadership students
Do you have a next step? Tell us in the chat!Resources
Resources
Funding • Unlocking Federal & State Program Funds to Support Student Success
Tools & Videos
• Read & Subscribe to the Engage Newsletter
• PBIS Interview- Rhonda Nese
• Classroom Management Self-Assessment
Websites • Center on PBIS
• National School Climate Center
People • Connect with OSPI staff
10/13/2021 | 63Next Month
November 10, 2021
10:00 a.m. – 11:30 a.m.
LifeLines:
A Comprehensive
Approach to Suicide
Prevention for
Schools
10/13/2021 | 64Evaluation
This presentation The presentation I had an
The presenters
will change my met the stated opportunity to
were content
practice in the learning reflect on my
experts
future. objectives. next steps.
This presentation
was relevant to I would
my work and recommend
topics I want to participating to a
know about colleague.
right now.
Graduation Equity Feedback Survey | 10/13/2021 | 65Do You Need Clock Hours?
Free Clock Hours in pdEnroller
Register
• Register monthly for free Clock Hours on pdEnroller.
Attend Live or by Watching the Video
• Attend Live: we’ll verify your attendance – no action required
• Watch Later: complete our Feedback Survey:
https://tinyurl.com/m4vuwkxs
Evaluation
• Complete the pdEnroller Evaluation online. Clock hours will be
awarded when we have verified your attendance, usually within a
week.
Questions about this process? Contact Ronnie Larson
10/13/2021 | 66end
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