3 minute read
Conclusion
are situationally appropriate, instead of locking students into a preset system of rewards and consequences. For example, rather than following a continuum of consequences for rules violations, teachers using a CLR approach guide students to think about how they could better cooperate with shared principles of conduct and how they should be held accountable for not cooperating with shared behavioral expectations. Furthermore, instead of managing student behavior in a cookie-cutter fashion, teachers tailor positive acknowledgment and behavior accountability to each individual student’s needs, similar to the logical consequences model promoted in Fay and Funk’s (2016) love and logic approach. That is to say, in a CLR approach, teachers handle disciplinary situations on a fluid, caseby-case basis with the intent of helping students learn from the situations.
Conclusion
This chapter began with the question of whether PBIS is authentically culturally and linguistically responsive. The clear answer is no; PBIS was not originally intended to be culturally and linguistically responsive. Though we have made the case that PBIS is not authentically culturally and linguistically responsive, this framework is reassuringly compatible with cultural and linguistic responsiveness. You just need to intentionally and strategically align it to CLR. As noted, even the developers of PBIS acknowledge this in their own literature. Sugai and colleagues (2012) emphasize schools and districts need to ensure their PBIS frameworks have cultural and contextual fit, meaning they are culturally responsive.
Therefore, though PBIS is not inherently culturally and linguistically responsive, but could and should be so, the next question is, “How can schools make a PBIS framework authentically culturally and linguistically responsive?” We will answer that question in the second half of this book, but before that, we must explore why schools need an authentic culturally and linguistically responsive PBIS.
© 2022 by Solution Tree Press. All rights reserved.
SUPPORTING
UNDERSERVED STUDENTS
How to Make PBIS Culturally & Linguistically Responsive
In Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive, authors Sharroky Hollie and Daniel Russell Jr. emphasize the need to align positive behavioral interventions and supports (PBIS) with culturally and linguistically responsive teaching and learning to ensure equity for all students. They offer an overview of traditional PBIS practices, highlighting where gaps exist for historically underserved students, and then address those gaps by offering practical strategies for aligning, assessing, and activating culturally responsive practices for PBIS. These practices include applying situational appropriateness for cultural behaviors; validating, affirming, and building those behaviors; and bridging the behaviors to the academic and social skills students need to succeed at school and in mainstream society. Readers will:
• Study the gaps in PBIS for historically underserved student populations • Implement a clear process to authentically align
PBIS with cultural and linguistic responsiveness • Understand how to validate and affirm cultural behaviors, and build and bridge those behaviors to support essential social and academic skills
• Learn how to communicate behavioral expectations with a culturally and linguistically responsive mindset • Gain the language of situational appropriateness to ensure equity
Visit go.SolutionTree.com/diversityandequity to download the free reproducibles in this book.
“In Supporting Underserved Students, authors Hollie and Russell provide a trenchant analysis of PBIS, identifying both its strengths and its shortcomings, to further the work of equitable and culturally responsive practices for underserved students. They offer strategies for reimagining and practicing PBIS in ways that are more complete and inclusive, and inspire educators to create school spaces where all students are validated and affirmed, honored, and supported to reach their limitless potential.”
—ANTHONY JACKSON
Schools Transformation Director, Los Angeles Unified School District, California
“In Supporting Underserved Students, the authors skillfully share the history, theory, and intentions connected to PBIS implementation. This comprehensive analysis reveals the gaps and missteps that often lead to only incremental improvements or worse, unintended negative consequences for historically underserved students. In response, this resource outlines carefully crafted strategies and steps to implement culturally responsive practices that meet the needs of all students in our schools.”
—LUVELLE BROWN
Superintendent, Ithaca City Schools, New York; Founder and CEO, Love2Achieve
