An 80-90% Response Rate Isn’t Enough! Uncovering inequity in schools Deidra Gorman Emilie O’Connor GormanD@wisconsinrticenter.org OconnorE@wisconsinrticenter.org @EmilieKOC

Assessment Connection The content of this session connects to the Tiered Fidelity Inventory: 1.13: Data-Based Decision Making 2.10: Level of Use

Agenda Setting the stage Examining data Digging deeper Committing to act

Courageous Conversation Agreements Stay engaged Experience discomfort Speak your truth Expect and accept non-closure Singleton G.E. & Linton C. (2006). Courageous conversations about race:  a field guide for achieving equity in schools. Thousand Oaks, CA: Corwin.

Adaptive vs Technical Changes Systemic change initiatives are always a mix of technical and adaptive challenges. Technical challenges may be very complex and important to solve, but can be addressed by present day knowledge and current organization structures and processes. In contrast, adaptive challenges lack clear agreement on what the problem is and solutions are unlikely to be found in the present ways of work. --SISEP

Overall 2015-16 graduation rate (4 year): 88.2% Wisconsin Data Overall 2015-16 graduation rate (4 year): 88.2% Students with disabilities: 68.5% Economically disadvantaged: 77.4% Limited English Proficiency: 65.5% Females: 90.2%; Males: 86.3% Migrant: 87.0 % American Indian: 77.8% Asian: 88.9% Black: 64.2% Hispanic: 79.9% Pacific Isle: 80.4% Two or More: 85.3% White: 92.7%

Wisconsin’s Reality: We create systems in which… Behavior (OSS data from Dignity in Schools) Black students are 8 times more likely to be suspended than white students American Indian students are 3 times more likely to be suspended than white students Hispanic/Latinx students are twice as likely to be suspended than white students Academic (Wisconsin Forward Exam) Hispanic/Latinx students in grade 3 (Reading) are 1.45 times more likely to be below benchmark than white students Black students in grade 8 (Mathematics) are 5 times more likely to be below benchmark than white students

Elbow partner; large group share out What are some reasons for disparities in educational outcome? Share the explanations that people typically give (the reasons might not be ones that you believe, but ones that you have heard before). Be prepared to share out Stay engaged, Experience discomfort, Speak your truth, and Expect and accept non-closure

Discussion Deficit Ideology: Beliefs and justification that outcome inequalities are caused by perceived moral, intellectual, and/or cultural deficiencies (often based on stereotypes) within students/families/communities. Structural Ideology: Recognition that educational outcome disparities are predominantly the result of structural barriers resulting in inequitable distribution of outcome and access. Source: Paul C. Gorski (2016)

What is the nature of the conversation in your school about disproportionality? Underperforming Underserving Describe and deflect Inspect and reflect

When a flower doesn’t bloom you fix the environment in which it grows, not the flower. Alexander Den Heijer

Agenda Setting the stage Examining data Digging deeper Committing to act

1. Problem Identification 2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? Is the plan working? What should be done? (All data use slides adopted from Kelsey Morris; Using Data Presentation; www.pbis.org)

Wisconsin’s Reality: We create systems in which… Behavior (OSS data from Dignity in Schools) Black students are 8 times more likely to be suspended than white students American Indian students are 3 times more likely to be suspended than white students Academic (Wisconsin Forward Exam) Hispanic/Latinx students in grade 3 (Reading) are almost 1.5 times more likely to be below benchmark than white students Black students in grade 8 (Mathematics) are 5 times more likely to be below benchmark than white students

Tier 3/Intensive 1-5% Tier 2/Selected 5-15% Tier 1/Universal 80-90% All students Preventive, proactive 0-1 ODR in a school year Tier 2/Selected 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 2-5 ODR in a school year Tier 3/Intensive 1-5% Individual students Assessment-based High intensity 6+ ODR in a school year

Is the Universal Serving All? Race/Ethnicity Enrollment (total 500) # students w/ 0-1 ODRs (total 425) # students w/ 2-5 ODRs (total 50) Hispanic/Latino 60 38 15 White 350 339 10 Black 45 17 14 Asian 20 16 4 American Indian or Alaska Native 5 2 Two or more 13

Tier 1 Systems Check Do 80-90% of all student groups experience success at the Universal? Total: 425/500 = 85% Hispanic/Latino: 38/60 = 63% White: 339/350 = 97% Black: 17/45 = 38% Asian: 16/20 = 80% American Indian: 2/5 = 40% Two or more: 13/20 = 65%

Similar to our student groups by school enrollment Tier 2 Systems Check Of the students to whom we provide tier 2 support, are student groups equitably represented? Similar to our student groups by school enrollment Total students receiving tier 2 supports: 50 Hispanic/Latinx: 15/50 White: 10/50 Black: 14/50 Asian: 4/50 American Indian: 2/50 Two or more: 5/50

Tier 2 Systems Check School Enrollment Tier 2

Examining Data What are some potential disparities in your school that you might want to verify using this problem identification process? How might you share this disparate data with key stakeholders to compel action? reflect

Agenda Setting the stage Examining data Digging deeper Committing to act

“If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it.”

1. Problem Identification 2. Problem Analysis 3. Plan Implementation 4. Plan Evaluation 1. Problem Identification Is there a problem? Why is it happening? Is the plan working? What should be done? (All data use slides adopted from Kelsey Morris; Using Data Presentation; www.pbis.org)

Disproportionality has more than one cause and more than one solution Beliefs Practices Policies Disproportionality is the result of the interactions among policies, practices, and beliefs that manifest across educational areas. Technical Assistance Center on Disproportionality

Inequities in outcomes What is it about our educational system that is reinforcing differential outcomes or failing to eliminate them? Beliefs What’s thought to be true… Practices What’s done… Policies, Programs, Procedures What’s written… …about teaching, learning, students, families Expectations, biases, mindsets, misconceptions, nature of conversations Instruction, tasks, assessment, collaboration, learning environment, classroom management Access, courses, teacher licensure, collaboration schedule, services, grading, discipline, homework, staff capacity Adapted from NYU Steinhardt Identifying the Root Causes of Disproportionality

The Causes of Inequities are complex Policies, Programs, & Procedures Beliefs What’s thought to be true… …about teaching, learning, behavior, students, families Policies, Programs, & Procedures What’s written… Practices What’s done…

Policies, Programs, Procedures Beliefs What’s thought to be true… Practices What’s done… Policies, Programs, Procedures What’s written… OR inspect and reflect Describe and deflect?

What might we be missing?

Who might we be missing? Student focus groups and interviews Observations of classrooms and schools getting better results Family and community focus groups and interviews Team representation or “Accountability Board”

Agenda Setting the stage Examining data Digging deeper Committing to act

“Research suggests that more generic consciousness of …inequality can actually be deadening for both educators and students unless analysis pinpoints concrete ways of counteracting” inequities. Source: Pollock, M., Deckman, S., Mira, M., & Shalaby, C. ( 2010). "But what can I do?" Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61, 211-224.

Committing to Act What actions will you commit to as a result of what you’ve reflected on or learned today? What are the consequences if you don’t? reflect

“Making significant progress in improving student learning and closing achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time—two to five years. It is not children’s poverty or race or ethnic background that stands in the way of achievement; it is school practices and policies and the beliefs that underlie them that pose the biggest obstacles.” -Nancy Love,  Data Coaches Guide to Improving Learning for All Students

Let’s read it once more… Every decision is an equity decision whether we are intentional about it or not. Now, let’s read it aloud, together reflect

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