Reducing Disproportionate Representation within PBIS Framework

Eau Claire Area School District Background Enrollment of approximately 10,500 students; 1500 staff (full and part time) 92% white 38% economically disadvantaged Identified in 2006 as Significantly Disproportionate in Special Education –Black boys in EBD –Native American and Hispanic in SLD –Boys for behavior in EC4T

We had a choice… Band-aid or System Change

System Change Contracted with Pacific Education Group to advise and train in Beyond Diversity and Culturally Relevant Teaching –Administration –School psychologists –Social workers –Coalition of the willing Partnership with UW-Eau Claire Coalition of the Committed The Consortium on Racial Equity in PK–12 Education in Wisconsin

CREATE: Culturally Responsive Education for All Training and Enhancement –formed by Wisconsin Dept. of Public Instruction Common language of Courageous Conversations adopted Book studies and independent learning by student services staff Cultural Mismatch Checklist at Initial and Re-evaluations for special education

Four Agreements and Six Conditions Four Agreements –Stay Engaged –Experience Discomfort –Speak YOUR Truth –Expect and Accept Non- closure Six Conditions –Keep positions personal/local/immediate –Isolate Race in the discussion –Encourage multiple racial perspectives/social constructs –Establish Parameter/Courageous Conversations Compass –Have a working definition of race –Focus on the Role and Presence of Whiteness

Post Secondary Readiness Budget based on Post Secondary Readiness for ALL STUDENTS Development of Social Emotional Learning Standards ready to “roll out” in November of 2010 Focus on EQUITY

Framework Specific to PBIS District framework applied to PBIS framework from beginning

Non-Negotiables Required completion of Beyond Diversity (BD) and Culturally Relevant Teaching (CRT) –Principals –External Coaches –Internal Coaches –District Leadership Team Members Required completion of BD and encouragement of CRT –All PBIS Team Members

System Checkpoints Expectation Matrix –reviewed annually by District PBIS team and CRT consultants for cultural relevance

Cultural Mismatch Checklist –required part of nomination process for Tier II intervention –reviewed at monthly team meetings to monitor systems and degree of mismatch

Parent/Teacher/Self Nomination –initial and progress monitoring data points generated using social/emotional screening tools (selected due to low cultural bias)

Data Sets –external coach and district coordinator review “big 5” data sets and race data every trimester

What does it look like? Assume nothing, teach everything Encourage counter story and student voice Acknowledge and discuss the role of whiteness and race in current practice Use of data to evaluate systems and practice regarding disproportionate representation Make race and data consideration part of “business as usual”

Current vs. Past Data Pilot Building