1. How Can We Reduce Racial Disproportionality in School Discipline? Kent McIntosh University of Oregon

6. 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

7. 1. Complete some activities to explore disproportionality in school discipline 2. Share an intervention approach for enhancing equity in school discipline 3. Provide time for questions and answers Overview of Tonight’s Talk Handouts: http://www.pbis.orghttp://www.pbis.org

8. Warm-Up Activity

10. Context matters! Warm-Up Activity

11. Words are displayed in different colors to test “snap decision” making Easier to identify the color of this word: GREEN (i.e., green) than this word: GREEN (i.e., red) Warm Up Activity: Stroop Task

12. Stroop Task (Part 1)Practice Say the color of each word as quickly and accurately as you can. NORTHEAST TEACHERS ARE THE BEST

13. Say the color of each word as quickly and accurately as you can Note the time it takes you to finish Stroop Task (Part 1) 00

14. Stroop Task 00

15. Stroop Task 01

16. Stroop Task 02

17. Stroop Task 03

18. Stroop Task 04

19. Stroop Task 05

20. Stroop Task 06

21. Stroop Task 07

22. Stroop Task 08

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24. Stroop Task 10

25. Stroop Task 11

26. Stroop Task 12

27. Stroop Task 13

28. Stroop Task 14

29. Stroop Task 15

30. Stroop Task 16

31. Stroop Task 17

32. Stroop Task 18

33. Stroop Task 19

34. Stroop Task 20 STOP

35. Stroop Task (Part 2) Say the color of each word as quickly and accurately as you can Note the time it takes you to finish

36. Stroop Task00

37. Stroop Task01

38. Stroop Task02

39. Stroop Task03

40. Stroop Task04

41. Stroop Task05

42. Stroop Task06

43. Stroop Task07

44. Stroop Task08

45. Stroop Task09

46. Stroop Task10

47. Stroop Task11

48. Stroop Task12

49. Stroop Task13

50. Stroop Task14

51. Stroop Task15

52. Stroop Task16

53. Stroop Task17

54. Stroop Task18

55. Stroop Task19

56. Stroop Task20 STOP

57. Stroop Task: A test of automatic associations Our brains are wired to look for patterns When we are forced to make quick decisions, we use our automatic associations to respond

58. Warm Up Activity #2: Implicit Association Test https://implicit.harvard.edu/ Uses beliefs (stereotypes) and evaluations (attitudes) associated with social groups Example: Gender-Career IAT  Tests automatic association of MEN more with CAREERS (work outside the home) and WOMEN more with FAMILY

59. Gender-Career IAT (Practice) Female Family Male Career Jeffrey

60. Gender-Career IAT (Practice) Female Family Male Career Julia

61. Gender-Career IAT (Practice) Female Family Male Career Corporation

62. Gender-Career IAT (Practice) Female Family Male Career Wedding

63. Gender-Career IAT (Practice) Female Family Male Career Jeffrey

64. Gender-Career IAT (Practice) Female Family Male Career Julia

65. Gender-Career IAT (Practice) Female Family Male Career Corporation

66. Gender-Career IAT (Practice) Female Family Male Career Wedding

67. Gender-Career IAT Female Family Male Career READY?

68. Gender-Career IAT Female Family Male Career Office

69. Gender-Career IAT Female Family Male Career Children

70. Gender-Career IAT Female Family Male Career Julia

71. Gender-Career IAT Female Family Male Career Rebecca

72. Gender-Career IAT Female Family Male Career Family

73. Gender-Career IAT Female Family Male Career Professional

74. Gender-Career IAT Female Family Male Career Emily

75. Gender-Career IAT Female Family Male Career Parents

76. Gender-Career IAT Female Family Male Career Paul

77. Gender-Career IAT Female Family Male Career John

78. Gender-Career IAT Female Family Male Career Anna

79. Gender-Career IAT Female Family Male Career Business

80. Gender-Career IAT Female Family Male Career Management

81. Gender-Career IAT Female Family Male Career Relatives

82. Gender-Career IAT Female Family Male Career Ben

83. Gender-Career IAT Female Family Male Career Salary

84. Gender-Career IAT Female Family Male Career Corporation

85. Gender-Career IAT Female Family Male Career Michelle

86. Gender-Career IAT Female Family Male Career Daniel

87. Gender-Career IAT Female Family Male Career Jeffrey

88. Gender-Career IAT Female Family Male Career Home

89. Gender-Career IAT Female Family Male Career

90. Gender-Career IAT Female Family Male Career Relatives

91. Gender-Career IAT Female Family Male Career Marriage

92. Gender-Career IAT DONE

93. Gender-Career IAT Female Career Male Family

94. Gender-Career IAT (Practice) Female Career Male Family Ben

95. Gender-Career IAT (Practice) Female Career Male Family Emily

96. Gender-Career IAT (Practice) Female Career Male Family Children

97. Gender-Career IAT (Practice) Female Career Male Family Salary

98. Gender-Career IAT (Practice) Female Career Male Family Ben

99. Gender-Career IAT (Practice) Female Career Male Family Emily

100. Gender-Career IAT (Practice) Female Career Male Family Children

101. Gender-Career IAT (Practice) Female Career Male Family Salary

102. Gender-Career IAT Female Career Male Family READY?

103. Gender-Career IAT Female Career Male Family Daniel

104. Gender-Career IAT Female Career Male Family Career

105. Gender-Career IAT Female Career Male Family Wedding

106. Gender-Career IAT Female Career Male Family Emily

107. Gender-Career IAT Female Career Male Family Jeffrey

108. Gender-Career IAT Female Career Male Family Professional

109. Gender-Career IAT Female Career Male Family Paul

110. Gender-Career IAT Female Career Male Family Corporation

111. Gender-Career IAT Female Career Male Family Michelle

112. Gender-Career IAT Female Career Male Family Office

113. Gender-Career IAT Female Career Male Family Parents

114. Gender-Career IAT Female Career Male Family Julia

115. Gender-Career IAT Female Career Male Family Anna

116. Gender-Career IAT Female Career Male Family Children

117. Gender-Career IAT Female Career Male Family Business

118. Gender-Career IAT Female Career Male Family Home

119. Gender-Career IAT Female Career Male Family Management

120. Gender-Career IAT Female Career Male Family Relatives

121. Gender-Career IAT Female Career Male Family Ben

122. Gender-Career IAT Female Career Male Family

123. Gender-Career IAT Female Career Male Family Rebecca

124. Gender-Career IAT Female Career Male Family Marriage

125. Gender-Career IAT Female Career Male Family John

126. Gender-Career IAT Female Career Male Family Salary

127. Gender-Career IAT DONE

128. What did you notice about completing the activity? How might patterns of responses on this activity relate to real world interactions? Think-Pair Share

129. Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs and values More likely to influence:  Snap decisions  Decisions that are ambiguous What is implicit bias?

130. Attractiveness  Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height  One inch of height is worth $789 per year in salary (Judge & Cable, 2004) Implicit Bias at Work

131. Implicit Bias in Refereeing (Carlson, 2014)

132. “the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.” -Nicholas Kristof, The New York Times Implicit Bias and Race

136. “African Americans are 2.07 times more likely to be searched during a vehicular stop but are 26% less likely to have contraband found on them during a search.” Dept. of Justice Report: Ferguson Police Department

138. Police Officers use force when arresting African American children as opposed to White children (Goff et al., 2014) Arbitrators decide labor grievances in favor of men over women (Girvan, Deason, & Borgida, 2014) Pediatricians recommend less pain medication for African American children than White children with identical symptoms (Cooper et al., 2012; Sabin & Greenwald, 2012) Implicit Bias predicts the extent to which…

139. Likelihood of “Arrest Ad”  Black-sounding name: 60%  White-sounding name: 48% Bias in Google Web Searches (Sweeney, 2013)

140. 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

141. Poverty plays a role, but racial disproportionality remains, even when controlling for poverty  Anyon et al., 2014  Skiba et al., 2002; 2005  Wallace et al., 2008 Addressing Common Questions “Isn't it all really about poverty?”

142. No evidence of different base rates of behavior for any subgroups  Bradshaw et al., 2010  Losen & Skiba, 2010  Skiba et al., 2014 Addressing Common Questions “Aren’t Black boys just more violent?”

143. No! Our research indicates that disproportionality comes from implicit bias – that we’re not even aware of.  Banaji & Greenwald, 2013  Greenwald & Pettigrew, 2014  van den Bergh et al., 2010 Addressing Common Questions “Are you saying that all teachers are racist?”

144. …you’re halfway there. If you’re aware…

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

146. 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

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

148. 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 to address implicit bias 5-point Intervention Approach http://www.pbis.org/school/equity-pbis

149. Explicit instruction High rates of opportunities to respond Quality performance feedback Progress monitoring and data-based decision making 1. What do we mean by engaging academic instruction? (Hattie, 2009)

150. Effects of Engaging Instruction on the Support Gap Tigard-Tualatin School District (Chaparro, Helton, & Sadler, 2016)

151. 2. How do we make schools more inviting?

152. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior School-wide PBIS OUTCOMES Social Competence & Academic Achievement

153. School-wide PBIS SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior Not limited to any particular group of students…it’s for all students Not new…based on a long history of effective educational practices & strategies

154. Vincent et al., 2011  Statistically significantly lower Black-White ODR disproportionality in 72 schools implementing SWPBIS than in 81 schools not implementing SWPBIS Vincent et al., 2009  Decreases in ODRs seen across racial/ethnic groups in 69 schools implementing SWPBIS Scott, 2001  Larger decreases in suspensions for Black students when SWPBIS implemented McIntosh et al., 2014  Sustained decrease in suspensions over eight years of SWPBIS implementation in an Indigenous school Effects of PBIS on Discipline Disproportionality

155. Ensure equitable access to praise and acknowledgment systems Develop and revise school-wide systems with active involvement of families, students, and the community Use regular student and family surveys to assess acceptability and fit Culturally Responsive SWPBIS Implementation

156. Student Input & Satisfaction Surveys

157. Disproportionality Data Guide 3. Using disaggregated data to assess and address equity http://www.pbis.org/school/equity-pbis

158. 4. Implement policies with accountability for equity Equity Policy Guide http://www.pbis.org/school/equity-pbis

159. Racial Bias Disproportionate Discipline 5. How can we reduce implicit bias in our decision making?

160. Racial Bias Disproportionate Discipline Situation A Multidimensional View of Bias

161. A specific decision that is more vulnerable to effects of implicit bias Two parts:  Elements of the situation  The person’s decision state (internal state) What is a Vulnerable Decision Point (VDP)?

162. National SWIS Data (2011-12) 3,026,367 ODRs 6,269 schools 47 states, plus DC

163. Office Referrals by Problem Behavior

164. Office Referrals by Location

165. Office Referrals by Time of Day

166. Subjective problem behavior  Defiance, Disrespect, Disruption  Major vs. minor Non-classroom areas  Hallways Classrooms Afternoons VDPs from national ODR data ambiguity LACK OF contact fatigue DEMANDS? Relevance?

167. As we become fatigued, our filters for appropriate behavior can be affected Effects of hunger (Gailliot et al., 2009) Decreases in willpower later in day  “The Morning Morality Effect” (Kouchaki & Smith, 2014)  Examples… Resource Depletion (Girvan et al., 2014)

168. Outcomes of parole hearings (Danziger et al., 2011) Resource Depletion in Action Judges’ Snack Break Judges’ Lunch Break

169. Racial Bias Disproportionate Discipline Situation Vulnerable Decision Points Subjective BehaviorHunger Vague Discipline SystemFatigue ClassroomsUnfamiliar with Student Multidimensional View of Bias

170. SWIS Drill Down (www.swis.org)www.swis.org Add White as a filter (click to “Include in Dataset”). Click each graph and identify the patterns.

171. When you see unwanted behavior, stop and ask yourself: 1. Is this a VDP?  Situation  Decision state 2. If so, use an agreed-upon alternative response Two-step Neutralizing Routine for Staff:

172. Neutralizing Routines for Reducing Effects of Implicit Bias Setting eventAntecedentBehaviorConsequence Lack of positive interactions with student Fatigue Loud complaints about work (subjective behavior) Send student to office (ODR) Student leaves class (Escape social interaction) Alternative Response “See me after class.” Self-assessment “Is this a vulnerable decision point?”

173. 1. If-then statement 2. Brief 3. Clear steps 4. Doable 5. Interrupts the chain of events What makes for a good neutralizing routine?

174. If this is a VDP…,  “See me after class/at the next break”  am I acting in line with my values?  delay decision until I can think clearly  ask the student to reflect on their feelings/behavior  take two deep breaths  recognize my upset feelings and let them go  “I love you, but that behavior is not ok”  picture this student as a future doctor/lawyer  assume student’s best effort at getting needs met  model cool-down strategy  know that’s Rock Brain talking to me Neutralizing Routine Examples

175. School Example Urban K-8 School

176. Black/White ODR Risk Ratio = 2.67 Risk Indices

177. Drill Down: Phys. Aggression on Playground Black/White ODR Risk Ratio = 4.5

178. ODRs and observations indicated differences in perceived basketball rules Team clarified rules for staff and students  Aka “code-switching” Additional teaching, practice, and acknowledgement Monitor with ODRs and Black-White RRs The School PBIS Team’s Intervention

179. Black-White Risk Ratios Overall  2013-14: 2.67  2014-15 (Sept to Dec): 2.0 Physical Aggression on Playground  2013-14: 4.5  2014-15 (Sept to Dec): can’t calculate (1 ODR) The School PBIS Team’s Intervention Outcomes

181. Thinking about and discussing solutions is the first step Try to identify your implicit biases (even if afterwards) Pick a neutralizing routine and try it out Big Ideas

182. Turn to partner and share:  One aha  One question  One next step Think-Pair Share and Steps Forward

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