PBIS as a Framework for Equity
PBIS, as a multi-tiered system of social-emotional- behavior support, can allow us to identify and begin to correct the systematic inequities that have persisted in our school systems. However, unless we explicitly address systemic inequities, and implicit bias, our PBIS/MTSS systems can both hide and enable inequitable school outcomes.
By identifying the patterns of inequity in our school systems, and prioritizing individual consciousness and behavioral changes, we can begin to dismantle the practices that result in inequitable outcomes for our students and families. Read our NWPBIS Equity Statement.
The hyperlinked guides and examples below will help your team prioritize equitable school supports and outcomes. These research-based resources inform our approach to professional development to address equity in school outcomes.
- Center for Racial Justice in Education
- Teaching Tolerance
- Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education
- Talking About Race National Museum of African American History & Culture
- Anti-Racism Resources for Students, Educators, and Citizens
- Black Lives Matters at School- Resources
Addressing Implicit Bias in PBIS / MTSS Implementation
- Using Discipline Data within SWPBIS to Identify and Address Disproportionality: A Guide for School Teams
- Key Elements of Policies to Address Discipline Disproportionality: A Guide for District and School Teams
- PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches
- Research and publications from The Civil Rights Project, Proyecto Derechos Civiles, at UCLA
- Equity in School Discipline Collaborative, REL Northwest and a cross-state collaborative of state education agencies, educational and community-based organizations, and institutions of higher education in Oregon and Washington to address the issue of equity in school climate and discipline.
Evidence of a Multi-Tiered Approach to Equity