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Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Culture
Culture
A culturally competent school is generally defined as one that honors,
A culturally competent school is generally defined as one that honors,
A school’s social system is a reflection of the larger society and is
A school’s social system is a reflection of the larger society and is
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Data-based Decision Making at the Universal Tier
Data-based Decision Making at the Universal Tier
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
T.E.A.M
T.E.A.M
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
TEAM: Shaping today’s youth…
TEAM: Shaping today’s youth…
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Topics
Topics
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
Cultural Fit Within a School-wide System of PBIS: Universal and
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Cultural Fit Within a School-wide System of PBIS: Universal and Secondary Examples

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1Cultural Fit Within a School-wide 28eighth grade predictor (Allensworth &
System of PBIS: Universal and Secondary Easton, 2005).
Examples. Jill Mathews-Johnson, Technical 29The on-track indicator is highly
Assistance Coordinator Illinois PBIS predictive of whether students will
Statewide Network. eventually graduate. Among students
2Designing School-Wide Systems for entering CPS high school in 1999, those
Student Success A Response to Intervention who were on track by the end of their
Model. Academic Systems. Behavioral freshman year were three and one half
Systems. 1-5%. 1-5%. 5-10%. 5-10%. 80-90%. times more likely to graduate in four
80-90%. years than off-track students. Allensworth
3Schools as a Vessel. Culture is not & Easton, 2005.
inherited; rather we are socialized to 30
behave according to traditions established 31
over generations The cultures of schools 32What Works? Establish a data and
may or may not be in harmony with the monitoring system that will both diagnose
culture each student brings to school why students are struggling and be used to
Schools greatly influence how young people hold schools and districts accountable
see themselves and therefore need to Address the instructional needs of
understand and validate their backgrounds. students who enter high school unprepared
Source: Cartledge, 1996. for rigorous, college-prep work
4Culture. Culture: An integrated Personalize the learning environment to
pattern of human behavior that includes lower the sense of anonymity and address
thoughts, communications, languages, individual needs Build capacity with
practices, beliefs, values, customs, faculty and administration to address
courtesies, rituals, manners of diverse needs Make connections to the
interacting and roles, relationships and community, employers, and institutes of
expected behaviors of a racial, ethnic, higher education to better engage students
religious or social group; and the ability and help them see the relevance of the
to transmit the above to succeeding coursework.
generations. Source: National Center for 33What Works. Check and Connect – Drop
Cultural Competence of Georgetown out prevention program for high school
University, 2006. students with learning, emotional and
5Currently there are 5.5 million behavioral issues Partnership with
English Language Learners (ELLs) in U.S. parents, teachers, students and University
public schools who speak more than 400 of Minnesota, Institute of Community
different languages (Source: U.S. Integration Program begins in ninth grade.
Department of Education, 2004) The 2000 Mentor is matched with student who
census estimated that 65% of school-age monitors their attendance, behavior and
children are non-Hispanic White and that academic performance and works with them
35% are from other racial and ethnic throughout the year.
backgrounds It is estimated that by 2040, 34Results of Check and Connect.
no ethnic or racial group will make up the Increases in credits earned Increases in
majority of the national school-age attendance Increases in enrollment rates.
population Many students of diverse Sinclair, 2005.
cultures come from families in poverty, 35Students self-reports indicate that
39% of children in the United States live more transition support would ease their
at or near the poverty level ( Source: transition to high school Perceived less
National Association of State Boards of support and monitoring from teachers and
Education, 2002). principals and generally liked school less
6A culturally competent school is than when they were in middle school
generally defined as one that honors, Perceived need for more organization.
respects, and values diversity in theory Barber & Olson, 2004.
and in practice and where teaching and 36Additional Factors. Improved
learning are made relevant and meaningful communication between school, parents and
to students of various cultures. Source: A students Monitoring attendance Progress
More Perfect Union: Building an Education monitoring in class Better scheduling
System that Embraces All Children, Incentives to make up failures
National Association of State Boards of Relationship building.
Education , 2002. 37Why Do Group Interventions Work for
7A school’s social system is a Some Culturally Diverse Students? Troubled
reflection of the larger society and is inner-city children and adolescents, whose
instrumental in transmitting cultural relationships to adults are often
values The classroom teacher is the most impaired, learn to depend on their peer
important component of that system as far supports and communicate better within
as social development in youth. Source: this context. They benefit from group work
Schneider, B.H., 1993. because they come from cultures where
8How Teachers Can Help. • Learn as much value of groups is above the individual.
as possible about the cultural and Source: Canino, I.A., J. Spurlock, 2000.
linguistic background of students they 38What Schools Are Doing at the
teach • Pronounce students’ names Secondary Level Using Groups. TEAM
correctly and learn key phrases in their (Modeled off of Mychal Wynn’s The Eagles
native language • Allow students to share Who Thought They Were Chickens; A Tale of
their thoughts, ideas and feelings through Discovery, 2000) Cuentro Therapy
use of cooperative groups, role plays, (Constantro, 1988).
dialogue journals and other forms of 39T.E.A.M. Teaching Excellence Academics
active and interactive learning • Enhance Motivation Tatum, Ian and Thomas, Orlando,
students’ self-image, motivation and Jefferson Middle School, Champaign, IL
cultural pride by using 2006.
culturally-relevant materials and 40Program inception. 2002-2003, school
encouraging discussion and actions that discipline data: 30 % African American
honor their cultural and linguistic Boys accounted for over 30 of the schools
heritage. Source: National Association of discipline referrals.
State Boards of Education, 2002. 41Team Expectations. Maintain on-task
9• Invite parents and families to behavior Maintain acceptable academic
actively participate in their child’s performance minimum GPA 2.5 Decrease
education • Facilitate home-school discipline referrals by 50% Be respectful
communication and collaboration • Beware of peers Support other team member
that families from diverse linguistic or academically and socially. Tatum, Ian and
cultural backgrounds may not initiate Thomas, Orlando, Jefferson Middle School,
requests for help or use in-school Champaign, IL 2006.
resources available to address mental 42Jefferson Middle School TEAM
health issues. Teachers are urged to Discipline Update 2004-05 School Year.
provide orientations to inform parents and TEAM GOAL? Cut D.R.’s in half from last
families about school resources • Seek year MAGIC NUMBER 241 2003-04/ 482/1620
help from school psychologists or other (35% of total) 2004-05/254/1351 (19% of
school mental health professional if total).
students exhibit academic, behavioral 43Student of the Quarter… Mr. Tiger
and/or mental health problems. Source: O’Neil *2nd Team member to make the Honor
National Association of State Boards of Roll (G.P.A./4.111) *Three discipline
Education, 2002. referrals all year *Highest G.P.A. for 3rd
10Teachers Cannot Do It Alone Cultural Quarter.
Competence Within the PBIS System – 44November: Joe Cross Occupation:
Behavioral Side of the Triangle. Academic Advisor at U of I Topic: Student
School-wide PBIS Use of reliable data to Athletes/Alternative Plans Overview: Mr.
make decisions * Look at various forms of Cross discussed his journey to the
data * Focus on few key outcomes (Source: University of Illinois and his dream of
Lewis & Sugai, 1999; Sugai, Horner, being a professional basketball player. He
Sprague & Walker, 2000) Cool tools explained the importance of having an
Home/School connection Positive alternative plan to the dream of playing
reinforcement. in the N.B.A. He discussed his realization
11To generalize skills, social skills of the small percentage of college
need to be taught over a variety of athletes that actually play
settings, especially where a targeted professionally. He stressed the importance
behavior is exhibited (Source: Berler, of obtaining a college education. Tatum,
Gross, & Drabman, 1982) More than one Ian and Thomas, Orlando, Jefferson Middle
trainer needed for behavior generalization School, Champaign, IL 2006.
to occur The ability of a classroom 45
teacher to function as a social skill 46
trainers has been found to be a 47Community Outings/Incentives
determining factor in behavior University of Illinois vs. Michigan
generalization (Source: Smith, Young, football game University of Illinois vs.
West, Morgan & Rhode, 1988) ? Peers Wisconsin basketball game Bowling at GT’s
particularly important in the training Western Bowl Chicago Bulls vs. Cleveland
process and generally exercise Cavaliers basketball game Thanksgiving
considerable mutual influence (Source: Dinner Christmas Celebration/Gathering
Stokes & Baer, 1977; Stokes & Parkland College tour/class observation.
Osnes, 1986, 1988; Cartledge, 1996). 48School Year. Total School Referrals.
12Working on Social Skill Instruction Referral Identified Students. Referrals
with Culturally Diverse Youth. Identified Students. 03-04. 1621. 482.
Literature-based instruction to facilitate 482. 04-05. 1351. Before T.E.A.M. 482.
social learning Preventative management of After TEAM 254. 47 % decrease. 05-06.
behavior Social skill and self-management 1452. Before T.E.A.M. 329. After T.E.A.M.
instruction - Skill training - Cooperative 211. 36 % decrease. Tatum, Ian and Thomas,
learning procedures Functional Behavior Orlando, Jefferson Middle School,
Assessment. Source: Cartledge, 1996; Kerr Champaign, IL 2006.
& Nelson, 1998; Morgan & Jenson, 49Tiger 7th Grade-Islands 1st Quarter
1988; Sugai & Lewis, 1996; Lewis & G.P.A./3.857 2nd Quarter G.P.A./3.667 3rd
Garrison-Harrell, 1999. Quarter G.P.A./4.111.
13What Schools Are Doing at the 50Jimmy 8th Grade-Orange 1st Quarter
Universal Tier. Cool Tools with diversity G.P.A./3.375 2nd Quarter G.P.A./3.375 3rd
issues imbedded throughout Peer mediation Quarter G.P.A./2.875.
to allow students from diverse backgrounds 51TEAM: Shaping today’s youth… To become
an opportunity to talk about potentially tomorrow’s leaders.
divisive issues Student clubs that help 52After School Program. ALL 3rd graders:
large groups of students retain cultural Math (Monday and Wednesdays) Reading
identity (e.g., Muslim Student Society) (Tuesday and Thursdays) 2nd grade boys
Openness to starting new clubs to reflect Brothers Helping Brothers (Thur.)
the interests of the student body Parent ______________________________ 3:20-3:45
liaisons who are paid to work with Games 3:45-5:15 Teaching and Learning
families who would not otherwise have a 5:15-5:30 Snack. Mark Twain Elementary,
traditional involvement with the school Kankakee, IL.
Mentor programs with gender/cultural 53
sensitivity (Khan, C. & Reis, J., 54“Storytelling is a universal
2006; Rhodes, J. & Dubois, D., 2006; experience shared by every social group.
Cartledge, 1996) Home visits by parent Oral literature of a people was both the
liaisons. Source: NASP, March 2006. highest and truest expression of its
14Telephone tree in multiple languages authentic national culture and the
Minority parent committee that organizes appropriate foundation of its national
evenings for minority parents to come to literature.”. Baum, 1993; Carter-Black,
school in smaller groups and learn about 2006.
the college admissions process, SAT prep 55Cuentro Therapy Storytelling.
classes, scholarship and grant Traditional Puerto Rican folktales to
opportunities, and so forth Letters sent support and transmit cultural values Idea
home and phone contact with parents from that many Puerto Rican youth that are
culturally and linguistically diverse struggling in school and the community
backgrounds to ensure a good turnout at have: weakened cultural value systems,
parent meetings Establishment of a sense of distance from society and lack of
Hispanic PTSA with business discussion and pride in ethnic roots Graft themes of
programs in Spanish Initiation of a adaptive functioning with American culture
“challenge” program to invite promising plots. Source: Canstantino, 1988.
students to enroll in honors and Advanced 56Weekly Lesson. Folk story, biography
Placement classes. Source: NASP, March of a successful/famous Puerto Rican
2006. Analysis of folk story with emphasis on
15Parent involvement incentives (ie. character traits (ie. survival and success
passport) Wiring of schools for computers in adversity like poverty and
and telephone hub sites to allow parents discrimination) Question/Answer Parallels
to communicate with schools via computer. to own life Art project, role plays,
Parents can use terminals at nearby practice of skill sets. Source:
schools or local town halls to communicate Canstantino, 1988.
with the schools their children attend, 57Topics. Sexuality Family Independence
which are often many miles away Racism and discrimination Jobs and job
(www.ed.gov/pubs/FamInvolve/) Cleveland interviews Alcohol and drugs
Public Schools - teachers hold parent Self-regulation Trust. Source:
conferences off-campus in places that are Canstantino, 1988.
closer to parents' and students' homes. 58
The school also holds Block Parent 59
Meetings for those families who cannot 60
attend school events because they live on 61
the outskirts of the community and lack 62
transportation. Block meetings address 63
parent concerns and offer an opportunity 64
to share school-related information. These 65
meetings take place every two or three 66Reference List. Applied Research
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