1. Establishing a Commitment to Equity: Where Do We Start? Kent McIntosh University of Oregon Jennifer Rose Midwest PBIS Network Milaney Leverson Kent Smith Wisconsin PBIS Network

2. 1. Background on building commitment for enhancing equity (and strand overview)  Kent M. 2. Specific approaches for establishing commitment  Jen – self-assessment  Milaney – identity development  Kent S. - data Session Agenda Handouts: http://www.pbis.orghttp://www.pbis.org

3. PBIS Center Disproportionality Workgroup Acknowledgements  Timberly Baker  Aaron Barnes  Alondra Canizal Delabra  Yolanda Cargile  Erin Chaparro  Soraya Coccimiglio  Tai Collins  Bert Eliason  Erik Girvan  Steve Goodman  Clynita Grafenreed  Ambra Green  Beth Hill  Rob Horner  Don Kincaid  Milaney Leverson  Tim Lewis  Kent McIntosh  Kelsey Morris  Rhonda Nese  Vicki Nishioka  Heidi von Ravensberg  Jennifer Rose  Therese Sandomierski  Russ Skiba  Kent Smith  Keith Smolkowski

4. Disproportionality in School Discipline (Losen et al., 2015) http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to- prison-folder/federal-reports/are-we-closing-the-school-discipline-gap

5. How do we begin to address racial bias without it backfiring?

7. Turn to a neighbor  What approaches have you tried to build a commitment to equity in your schools?  How have they worked? Getting going…

8. Technical change  Use of specific strategies, tools, interventions Adaptive change  Shifts in beliefs and attitudes Two Types of Change (Heifetz, Grashow, & Linksy, 2009)

9. Change in Beliefs and Attitudes Change in Teaching Practices Change in Student Outcomes How to Make Lasting Change Happen in Schools (Guskey, 1986)

10. Change in Teaching Practices Change in Student Outcomes Change in Beliefs and Attitudes How to Make Lasting Change Happen in Schools (Guskey, 1986)

11. Change in Teaching Practices Change in Student Outcomes Change in Beliefs and Attitudes

12. 1. I am aware of my personal biases. 2. I am concerned about the consequences of bias in education. 3. I have effective strategies for reducing bias in educational decisions. Status Questions: How much do you agree? (Devine et al., 2012)

13. We all believe that a student’s color should not fate him or her to negative outcomes Discussing equity and race is uncomfortable Creating discomfort without providing effective strategies for equity is not productive In discussing equity and taking steps, we will make mistakes Assumptions

14. A 5-point Intervention Approach to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

15. 1. Use engaging academic instruction to reduce the support gap (achievement gap) 2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3. Collect, use, and report disaggregated discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points 5-point Intervention Approach http://www.pbis.org/school/equity-pbis

16. 1. Use engaging academic instruction to reduce the support gap (achievement gap) 2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3. Collect, use, and report disaggregated discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points PBIS Forum Equity Strand Partnering with families C4 E6 D5 Supporting students who identify as LGBTQ E5 E4 A5 B5

17. 1. Complete a self-assessment 2. Engage in identity development 3. Use disaggregated discipline data Some options for establishing commitment to equity

18. CR-SWPBIS Tool-version 3.0 Revised tool based upon: 1. Five-point plan from the national PBIS center, and 2. Items are linked with indicators of cultural responsive actions associated with improved outcomes for students of color  Address hidden biases Professional development that addresses racial identity development, color-blindness Acknowledge link between implicit bias and inequitable outcomes for students of color  Use data to develop equity Use survey data to measure student and family satisfaction with school climate Analyze efficacy of interventions Regularly review discipline data  Encourage inclusiveness and clear communication Teams represent the culture(s) of students and families Team norms recognize cultural differences in communication styles  Use culturally appropriate interventions/proactive response Implement universal screening for behavior Identify culturally-competent community based service providers to support the most vulnerable students  Establish a positive, proactive systemic approach Implement professional development geared to address the needs of culturally-diverse learners Set high expectations using culturally-appropriate behavioral norms

19. CR-SWPBIS Tool-version 3.0 UNIVERSAL (TIER 1) SYSTEMS In Place Partially in Place Not in Place 1. Tier 1 team membership is representative of the cultural groups of the school and community. 2. Tier 1 team meeting guidelines (e.g., expectations, or norms) respect cultural differences in communication styles and the various perspectives of all team members. 3. Establish high behavioral expectations for students (school-wide and classroom) that incorporate feedback from staff, students, and families. 4. Review the behavior matrix for possible inappropriate messages related to the cultural groups of the school and community by soliciting feedback from students and families. 5. Translate school-wide behavior expectations into the language(s) of students and families. 6. Involve staff, students, and families in creating communications (e.g., handbooks, universal expectations, and acknowledgment systems) that are culturally responsive. 7. Professional development for curriculum and instruction includes information on how to differentiate materials and lessons to accommodate the unique learning and communication styles associated with cultural groups within the school. 8. Provide professional development for all staff to explore the influence of their own cultural backgrounds during interactions with students and families (e.g., racial identity development, color-blindness, explicit and implicit bias). 9. Staff is provided with explicit instruction on classroom management strategies that address situations frequently associated with disproportionate use of discipline with students of color (e.g., subjective behaviors like disrespect, differences in communication styles).

20. CR-SWPBIS Tool-version 3.0 Universal (Tier 1) Item 8: Provide professional development for all staff to explore the influence of their own cultural backgrounds during interactions with students and families (e.g., racial identity development, color-blindness, explicit and implicit bias).

21. Professional Development Matters

22. Identity Practitioner Identity Development Student and Family Identity Development – gain knowledge of the cultures and experiences of families, students, and communities served by the school School and Community Identity Development – identity development specific to practitioners and the impact of practitioners’ cultures and experiences on the school and classroom

23. “To establish meaningful connections with students from different cultural backgrounds, research recommends acknowledging the cultural identity of students instead of being ‘colorblind.’” Cartledge & Milburn, 1996; Delpit, 1992; Ladson-Billings & Tate, 1995; Singleton & Linton, 2006; Weinstein et al., 2004

24. Identity Development Identity development work must be systemic This work will not occur or sustain unless staff are provided support regarding when and how it can best happen

25. Practitioner Identity “Awareness of the dimensions of one’s own culture is a prerequisite to understanding the culture of others.” McAllister & Irvine, 2000 “To establish meaningful connections with students from different cultural backgrounds, research recommends acknowledging the cultural identity of students instead of being ‘colorblind.’” Cartledge & Milburn, 1996; Delpit, 1992; Ladson-Billings & Tate, 1995; Singleton & Linton, 2006; Weinstein et al., 2004

26. Practitioner Identity Practitioners must examine and understand: How and why they perceive the world the way they do Their own comfort level with issues of race, ethnicity, and educational and social disparities The background from which they develop and apply their expectations, procedures, routines, and practices The purpose of their expectations, procedures, and practices

27. It is imperative that staff examine their beliefs about what is “normal,” “appropriate,” or “acceptable” behavior. These notions are culturally defined and can vary greatly from person to person, thus providing the basis for disproportionate correction.

28. True Colors Activity Complete the Personal Style Assessment by RANKING each GROUP of words in each ROW Add up your scores to determine which is your highest “color” Make sure you score the columns and not the rows

29. Handout 1.7 Page 1 Rank sets of words by Row THEN, Score Columns

30. True Colors Activity Join your color group On chart paper, create two posters- – One that explains why your “color” is the best – One that identifies how those “other” colors make you crazy….

31. Students and Schools In our traditional systems, which color do you think would be the most successful? Which color(s) would be more disconnected from our traditional systems? Identify a student or a colleague in which you have had a “color” disconnect. Use the student color characteristics to identify a possible action steps toward bridging this disconnect.

32. Racial Autobiography A graphic organizer to show your racial history Identifies how you view yourself now Identifies key events in your life related to race that makes you that way today.

33. Name

34. Elements of Culture/Values Elements of Culture My Values Growing Up My Values NowHow Schools Operate How my Students/Families might be different How this difference Creates Conflict Language Space/proximity Attitudes towards time Gender roles Family Roles

35. Student and Family Identity and DECREASED INCREASED Problem behavior in 4 th grade African American students INCREASED Smith et al., 2009; Thomas, Townsend, & Belgrave, 2003; Hughes et al., 2009 Awareness of own cultural background + development of self-worth Academic and behavioral outcomes during middle school Practitioners learning about student and family backgrounds, cultures, and values Students understanding their own identity

36. A Note About Labels… When discussing national or state data, we generally use categories defined by the Office of Management and Budget (1997) Office of Management and Budget (1997) http://nces.ed.gov/ipeds/reic/definitions.asp These describe groups to which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote scientific definitions of anthropological origins. Ethnicity: Hispanic or Latino or Not Hispanic or Latino One or more races that apply: American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White OR

37. The Diversity Wheel

38. Student and Family Identity Practitioners learning about student and family backgrounds, cultures, and values Students understanding their own identity Awareness of own cultural background + development of self-worth = and DecreasedDecreased IncreasedIncreased Problem behavior in 4 th grade African American students. Academic and behavioral outcomes during middle school. IncreasedIncreased Smith et al., 2009; Thomas, Townsend, & Belgrave, 2003; Hughes et al., 2009

40. Circles of Identity Activity iDeal Identity and Assessment – Who am I? – Who are we? – What are our strengths and difficulties? – Where do we want to go as a group?

41. School and Community Identity People of the community; their beliefs, values, and expectations Shared experiences that shape the behaviors of community members The school’s place in the community: – Source of pride? Source of conflict? Connections between the school and community agencies/organizations Visibility of the school at community events

42. Look at Your Data NO TALKING IN CODE. We need to be open honest & clear on what our data tells us.

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

44. PBIS Disproportionality Data Guide Equity in PBIS website from OSEP PBIS Technical Assistance Centerwebsite Data Guidebook WI Risk Ratio Tool

45. Step 1: Problem Identification Is there a problem? Identify the difference between what is currently observed (performance) and what is expected our desired (goals). Defining the problem with objective measures makes the process more effective and allows accountability for improvement. Requires multiple data points

46. Step 1: Problem Identification Risk Ratio – Represent the likelihood of the outcome (e.g., ODRs) for one group in relation to a comparison group. – Works for any educational outcome. – Comparison group most commonly used is White students Risk index for all other groups is sometimes used – Risk Ratio = 1.0 is indicative of equal risk – Risk Ratio > 1.0 is indicative of overrepresentation – Risk Ratio < 1.0 is indicative of underrepresentation Risk Index of Target Group Risk Index of Comparison Group Risk Index of Latino Students Risk Index of White Students.82.65 = 1.27

47. Step 1: Problem Identification Regardless of the specific data system, the following general steps are used: 1.Select metrics to use Risk ratios and composition reports are recommended 2.Calculate metrics 3.Compare to goals Previous years from same school Local or national norms 2011-2012 U.S. public schools using SWIS with at least 10 African American and 10 White students Median risk ratio (African American to White) = 1.84; 25 th percentile = 1.38 Logical criteria U.S. Equal Employment Opportunity Commission (EEOC) Disparate impact criterion Goal risk ratio range between.80 and 1.25

48. Step 2: Problem Analysis Why is it happening? By finding the specific cause of the problem, teams can identify more effective solutions. Focus: identifying variables that can be changed, not individual traits or variables that are beyond the control of the system (no blaming the students) Key: is the disproportionality identified in Step 1 consistent across all situations or more pronounced in some situations? – Disproportionality across all settings indicates explicit bias – Disproportionality in specific settings indicates implicit bias

49. Variables over which school has control Technical Policies Procedures Programs Schedule Curriculum Instructional methods Staff roles and responsibilities SLOs Staff development Team protocols Imaging Interaction patterns Adaptive Low expectations/fixed mindset Biases, resentments, fears Sense of self-efficacy Knowledge Stereotypes, misconceptions Deficit v asset thinking Belief systems Ownership of vision/mission Relationships Connectedness to schooling History with schooling

50. Step 2: Problem Analysis Vulnerable Decision Points (VDPs) – What themes or issues are associated with disproportionate data? – Where is there disproportionate data occurring? – When is it occurring? Times of day, days of the week, months of the year, particular content – What motivations are associated with it? Perceived function of problem – Who is involved with it? Disparities do not indicate racism, but rather contexts where additional supports are necessary.

51. Step 3: Plan Implementation What should be done? Plan Implementation includes: a)Selecting and then b)Implementing strategies that are most likely to be effective in solving the problem

52. Step 3: Plan Implementation One or more of the following may be targeted: – Inadequate instructional fidelity or implementation – Misunderstanding of school-wide expectations Implement culturally-responsive practices with input from the students/families – Academic achievement gap Discussed in days 3&4 of this training – Disproportionality across all settings (indicating explicit bias) Enact strong anti-discrimination policies that include accountability – Disproportionality in specific settings (indicating implicit bias) Investigate vulnerable decision points – Lack of student engagement Use culturally-responsive pedagogy

53. Step 4: Plan Evaluation Is the plan working? Collect short-term (i.e., progress monitoring data) to determine whether solution strategies are being implemented and are effective. Engage in periodic data collection and meetings (e.g., monthly or quarterly) so that the plan can be changed based on the results. Calculate the metrics chosen in Problem Identification on a regular basis and review them for progress. – Risk indices are not recommended as they will continue to rise throughout the year. – Risk ratios are recommended because they remain more consistent.

54. Step 4: Plan Evaluation Regardless of the specific data system or time, the following general steps are used: 1.Identify the time periods for evaluating disproportionality data 2.Assess progress and fidelity of solution plan implementation 3.Calculate metrics from Step 1: Problem Identification 4.Compare to the goal determined in Step 1: Problem Identification 5.Share results with relevant stakeholders

55. Sharing Out

56. What are you doing to build commitment to address equity in school discipline?  What is working? And why?  What is not working? And why? Equity Intervention: Your Experiences

57. Contact Information Kent McIntosh Special Education Program University of Oregon kentm@uoregon.edu @_kentmc Handouts: http://kentmcintosh.wordpress.com Cannon Beach, Oregon © GoPictures, 2010

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