Culturally Responsive Positive Behavioral Interventions and Supports MSAN INSTITUTE APRIL 14, 2014 Aydin Bal, PhD University of Wisconsin-Madison Wisconsin Center for Educational Research

Agenda Introduction Disproportionality The CRPBIS Project Discussion

Disproportionality: A complex and adaptive systemic problem A symptom of larger issues of equity in a stratified society A “runaway object” that is partially shared and determined by multiple interacting systems: a school, families, district, and the state educational agencies (Bal, Sullivan, & Harper, 2014). Requires situated analyses (Artiles, 2011; Bal et al., 2014).

Janette Klingner

is located beyond the borders of special education requires a solid understanding of the socio- historical constitution of educational processes and outcomes in local context What is needed is the transformation and improvement of educational systems in culturally responsive ways (Klingner et al., 2005). Disproportionality

Challenges & Opportunities If we do not engage in dialogue about the critical issues in educational systems, PBIS, RTI and other models will simply be like old wine in a new bottle- just another deficit-based approach to sorting children The most effective interventions for CLD students will come from: – bringing together diverse perspectives and from careful examination of notions about disability and diversity within their local sociocultural and historical contexts (Klingner & Edwards, 2006)

Understanding Outcomes Changing Systems

Culturally Responsive PBIS Project

Wisconsin Culturally Responsive PBIS ( CRPBIS)

Culturally Responsive PBIS Project Principal Investigator: Aydin Bal, University of Wisconsin-Madison & WCER Consultants & Partners: George Sugai - University of Connecticut Alfredo Artiles - Arizona State University Elizabeth Kozleski – University of Kansas Kathleen King Thorius – IUPUI-Indianapolis Audrey Trainor - University of Wisconsin-Madison Peter Goff -University of Wisconsin-Madison Advisory Board: Gloria Ladson-Billings, a Native American parent of student with EBD, an African American student, WDPI representatives

Principles of CRPBIS Goal: Participatory Social Justice for Systemic Change Method: Learning Labs for Capacity Building in Schools

Learning Lab: A Formative Intervention Methodology  Developed by Aydin Bal (2011)  Uses multiple data sources and mixed research methodologies for a formative intervention  Aims at re-mediating school cultures with local stakeholders for addressing behavioral outcome disparities (Bal, 2011)

(Engeström, 2010)

CRPBIS Learning Lab Implementation Design Cole Elementary School: Gradual Inclusive LL Rogoff Middle School: Inclusive LL MLK High School: Inclusive LL

Learning Lab at a Middle School

Rogoff Middle School SES: 61.6% FRL (more than doubled over 10 years) Race/Ethnicity (1999 to 2012): – White (72% - 37%); Latino (4% - 24%); Black (20% to 24%); Asian:(3% to 7%) NA (<1%) Language: 17% ELL Disability: 19% Behavioral Data: 18% Suspension Suspension rate double for students with disabilities. Black students comprised 50% of the suspensions

Rogoff Middle School Learning Lab Learning Lab composition – N=11 participants – 3 administrators, 2 parents, 5 school staff & 1 community representation – 7 African American, 4 White

Months 1-12 Collective Strategic Planning Months 1-3 Parent recruitment and engagement Months 3-12 Systemic & Equity Focus Rogoff Middle School: Timeline

Effective Strategies for Mapping the Behavior Support System Focus on both ideal behavior support model Interaction between individuals within support system in place Continuous member-checks

Rogoff Learning Lab “I think what we are doing now, twenty years from now we can all look back and say we helped transform Sennett Middle School and hopefully other schools pick up on it” – Mr. Grant

The Learning Lab at a High School

MLK High School 34.4% FRL (doubled in 10 years) AA (14.7%), Latino (15.5% - tripled in 10 years),Asian (9.8%), NA (.5%), White (55.1%), Mixed (5.3%); ELLs (12.8% - decreasing over 5 years) Disability: 15.5% Behavioral Data ( ) 50% of suspensions AA students 5% of the Non-SPED student population was suspended, while 18% of SPED students suspended/expelled

MLK High School Learning Lab Learning Lab Composition N=13 participants 2 administrators, 6 parents, 6 school staff (1 educator/parent, 1 parent/community member), 1 former student 6 White, 2 Hmong, 3 African American & 2 Latina/o 1 community member left (work complications) Added 1 parent (African American) and 1 former student (Latino)

Spatiotemporal Context: District Relative Risk- NA Students ( Bal, Sullivan, Harper, 2014)

Odds Ratio of Being Identified with EBD Student-Level Predictors Male3.33*** Free- or reduced lunch2.55*** Asian (comparison: White)0.38*** Black (comparison: White)1.26*** Hispanic (comparison: White)0.78*** Native American (comparison: White)1.53** ELL0.22*** Reading Test Score0.75*** Math Test Score0.67*** Attendance Rate0.96*** Transient (changed schools in current year)1.69*** p (*=<.1; **=<.05; ***=<.01) ( Bal, Betters-Bubon, & Fish,, 2013)

Odds Ratio of Being Removed for Disciplinary Reasons Student-Level Predictors Male2.72*** Free- or reduced lunch2.08*** Asian (comparison: White)0.47*** Black (comparison: White)2.37*** Hispanic (comparison: White)1.11*** Native American (comparison: White)1.51** ELL0.60*** Reading Test Score0.73*** Math Test Score0.78*** Attendance Rate0.95*** Transient (changed schools in current year)1.96*** p (*=<.1; **=<.05; ***=<.01) ( Bal, Betters-Bubon, & Fish,, 2013)

EQUITY TOOLS: INTERACTIVE DATA MAPS FOR RACIAL BEHAVIORAL OUTCOME DISPARITIES IN WISCONSIN SCHOOLS

Discussion

Contact Information Aydin Bal, PhD – University of Wisconsin- Madison – Wisconsin Center for Educational Research – CRPBIS Project: