+ AERA April 16, 2012 CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality Aydin Bal, PhD. University of Wisconsin- Madison

+ Wisconsin CRPBIS Collaboration

+ CRPBIS Implementation: A of State-Wide Action of Developmental Transfer The ultimate goal of the CRPBIS framework is to facilitate positive, safe, supportive, inclusive, and democratic school cultures via ecologically fit, locally meaningful, sustainable, and socially just systemic transformation efforts.

+ Research Partners: UW-Madison & WCER Elizabeth Kozleski – Arizona State University Kathleen King Thorius – IUPUI-Indianapolis Consultants George Sugai-University of Connecticut Alfredo Artiles - Arizona State University Advisory Board Gloria Ladson-Billings –University of Wisconsin-Madison, a student with EBD identification, a parent of student with disability, and a DPI representative UW-Madison Research Team CRPBIS Collaboration

+ Disproportionality at the intersection of Race, Language, & Ability Unequal proportions of CLD students in high incidence disability categories (i.e., LD, mild- MR, E/BD, and speech-language impairments) & gifted and talented education programs (Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982; Johnson, 1969) Male low-income AA and NA students are the most affected groups at the national level (Donovan & Cross, 2002) Disproportionality: low expectation, stigma, racial segregation, negative outcomes in SPED (Heller, Holtzman, & Messick, 1982)

+ Racialization of School Discipline Racialization of discipline: Minority students are punished more severely for less serious more subjective reasons such as disrespect (Skiba et al., 2008) Punitive and exclusionary discipline: Exclusion, academic failure, high-school dropout, and involvement in the juvenile delinquency system (Leone et al., 2003) AA students:18 % of the student population - 46 %of those suspended and 39 % of all expulsions. AA students with disabilities: 21 % of the total numbers of students w/ disabilities - 44 % of those w/ disabilities subject to mechanical restraints, like being strapped down (Office of Civil Rights, 2012).

+ Spatio-temporal Context : Disproportionality by Race and Disability High Incidence Disabilities (ED+LD+MR) Risk Ratio: African American vs. Whites t/maps/index.php (Source: NCCRESt, 2011)

+ Spatiotemporal Context of Disproportionality MADISON, WI net/city7/index.php (Source: NCCRESt, 2007)

+ District-wide Special Education Risk

+ Relative Risk – African-American Students

+ Relative Risk – Native-American Students

+ Relative Risk – Hispanic Students

+ School-wide Positive Behavior Support (SWPBIS): Challenges and Possibilities

+ (Reprinted from pbis.org)

+ ( Bal, 2011)

+ Existing Cultural Responsiveness in PBIS: 1. Cultural Awareness 2. Disaggregated Date 3. Family Involvement ( Bal, 2011)

+ ( Reprinted from Artiles, 2007)

Historicity Agency Expansive Learning Contradictions Space Transformatio n

+ (Cole & Engeström, 1996)

( Bal, 2011)

+ A Systemic Change Methodology: Local to Global Justice  A mixed research methodology of formative intervention (Engeström, 1987; 2008; 2011)  Re-mediating school cultures  Facilitating a equitable, sustainable, and locally meaningful systemic transformation via Learning Labs  Infusing culturally responsive research-based practices into 4 key tenets of culturally neutral PBIS

+ CRSPBIS Implementation Processes Inside-out & Outside-in 1. Forming CRPBIS Learning Labs 2. Determining Desired Outcomes of CRPBIS 3. Understanding Cultural Mediation and Implementing Culturally Responsive Practices 4. Using Data for Continuous Improvement and Innovation 5. Ongoing Systemic transformation

+ CRPBIS Learning Labs Before a major systemic transformation All stakeholders 5-10 consecutive sessions & monthly follow sessions Primary stimulus: Daily problems and disruptions Secondary Stimulus: CHAT theory, map rich data representation, new assessment and data analysis instruments, evidence-based culturally responsive practices, video recordings of lab sessions… New solutions are developed and tested locally Formation of a new shared tools, rules, and divisions of labor

+ (Engeström, 2010)

+ Spatiotemporal Patterns & Predictors of Disproportionality in Wisconsin Primary Research Questions: To what extent are CLD students represented in EBD category and suspension/expulsions? To what extent is individual risk predicted by individual and/or district sociodemographic factors? Wisconsin state level data from , , , Hierarchical linear modeling (hlm)

+ Disproportionality Dependent VariablesStudent Level Predictor variables District Level predictor variables Proportion of students identified with EBD Gender% youth with free or reduced lunch status Proportion of students who are suspended or expelled from school Race/ethnicity% minority enrollment % ELL enrollment % school attendance % proficient/advanced on state math test % proficient/advanced on state reading test

+ AERA April 16, 2012 CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality Aydin Bal, PhD. University of Wisconsin- Madison