Enhancing Equity through Effective Professional Development

Culturally Responsive Systems Strand

Kent McIntosh

University of Oregon

Handouts:http://www.pbis.org

PBIS Center Disproportionality Workgroup

Acknowledgements

Aaron Barnes Alondra Canizal Delabra Yolanda Cargile Erin Chaparro Tai Collins Bert Eliason Milaney Leverson Steve Goodman Clynita Grafenreed Ambra Green Rob Horner

Don Kincaid Tim Lewis Kent McIntosh Kelsey Morris Rhonda Nese Vicki Nishioka Heidi von Ravensberg Jen Rose Russ Skiba Kent Smith Keith Smolkowski

1. Describe the problem of disproportionality

2. Share a 5-point multicomponent intervention for reducing disproportionality

3. Define and describe the role of implicit bias in discipline decision making

4. Share an inservice training plan for assessing and addressing implicit bias

5. Discuss these ideas and your work in this area

Session Overview

Handouts: http://www.pbis.org

Stop and Frisk – New York City (2004-2012)

White Black0%

10%

20%

30%

40%

50%

60%

Total Stops

Population Stops

White Black0.0%

0.5%

1.0%

1.5%

2.0%

2.5%

Successful Frisks

Weapons FoundContraband Found

Disproportionality in School Discipline (Losen & Skiba, 2010)

A 5-point

Intervention to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

School Discipline Guidancehttp://www2.ed.gov/policy/gen/guid/school-discipline/index.html

1. Use effective instruction to reduce the achievement gap

2. Implement SWPBIS to build a foundation of prevention

3. Collect, use, and report disaggregated student discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

5-point Intervention to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

Enhancing student voice

1. Use effective instruction to reduce the achievement gap

2. Implement SWPBIS to build a foundation of prevention

3. Collect, use, and report disaggregated student discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

PBIS Forum Strand:Culturally Responsive Systems

A10

B9C8

Supporting students who identify as LGBTQ C9

D7

D8

E7

The discipline gap may be related to the achievement gapAcademic skills (or the lack thereof)

dramatically shapes school experiencesStudents who fall behind are more likely to act

out, exposing themselves to disciplineBy catching and intervening with students

early, we can change students’ school experiences for the better

1. Why a focus on effective academic instruction?

(Gregory et al., 2010; McIntosh et al., 2008, 2012)

Explicit instruction High rates of engagement and OTRs Quality performance feedback Progress monitoring and data-based

decision making

What do we mean by effective academic instruction?

(Hattie, 2009)

2007-08 2008-09 2009-10 2010-11 2011-12 2012-130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

43% 47%36%

28% 24%11%

81% 84%88%

94% 91% 94%

38% 37%

52%

66% 67%

83%

White

Latino

Perc

ent M

eetin

g or

Exc

eedi

ng S

tand

ards

Effects of Effective Instruction on the Achievement Gap

Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)

1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior

2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges

3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias

4. Professional development may provide teachers with more instructional responses

2. Why use a foundation of SWPBIS?

(Greflund et al., 2014)

SWPBIS and Discipline Disproportionality(Vincent, Swain-Bradway, Tobin & May, 2011)

200506 200607 2007080%

5%

10%

15%

20%

25%

SWPBISNo SWPBIS

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

1. Show data: either theirs or national Hit them over their heads with inequities Cognitive dissonance: pattern that is not in

line with our values as educators Common Outcomes:

Defensiveness Challenging validity of the data More blaming of students

Time Out:Our options for building support

2. Tell people to be less biased Explain importance of equity Describe the laws on discrimination Tell people to cut it out

Common Outcomes: No change in levels of discrimination

Don’t care Don’t have specific guidance

Time Out:Our options for building support

(Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006)

3. Cultural sensitivity training Discuss value of diversity Introduce concept of White Privilege Brief introductions to various cultures

Common Outcomes: Defensiveness White people crying Shift in attitudes for some? No new strategies

Time Out:Our options for building support

(Lai et al., 2013; Pettigrew & Tropp, 2006)

4. Impel an “aha moment” Activity that addresses equity subtly Problem-solve biggest challenges and hope Tell a personal story of discrimination

Common Outcomes: Defensiveness? Shift in attitudes for some? No new strategies?

Time Out:Our options for building support

5. Introduce the concept of implicit bias and provide specific strategies

Describe the concept of implicit bias Explain vulnerable decision points (VDPs) Teach a self-instruction strategy

1. Am I in a VDP?

2. If so, use an alternative response

Common Outcomes: ???

Time Out:Our options for building support

Implicit Bias in School Discipline

A Unidimensional View of Bias

Racial Bias

Disproportionate Discipline

Racial Bias

Disproportionate Discipline

Situation

A Multidimensional View of Bias

System 1: Fast DecisionsAutomatic, snap judgments Intuitive, unconscious

System 2: Slow DecisionsDeliberate decisionsAllows for conscious attention

Two Systems for Decision Making (Kahneman, 2011)

Bias

Overt Bias

Subtle Bias

Explicit Bias

Implicit Bias

Multiple Types of Bias

Overt BiasConscious belief in superiority of a group

Explicit BiasConscious belief that some groups aspire to

desirable traits more than others Implicit Bias

Unconscious associations regarding some groups

Definitions

Explicit Bias (System 2) Ineffective: Cultural sensitivity training, explaining

value of diversity, telling people to be less biasedEffective: Top-down policies with accountability

Implicit Bias (System 1) Ineffective: Top-down policies with accountability Effective: Clear discipline systems, specific

guidance in decision-making

(Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006)

Different Biases, Different Solutions

“the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control (Blair, 2002; Rudman, 2004a).”

What is Implicit Bias?

(Staats, 2014)

Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of what we

believe or would endorse More likely to influence:

Snap decisionsDecisions that are ambiguous

What is implicit bias?

AttractivenessReal estate agents rated as more attractive

sell homes for significantly higher prices (Salter, Mixon, & King, 2012)

HeightOne inch of height is worth $789 per year in

salary (Judge & Cable, 2004)

Implicit Bias at Work

Implicit Bias in Refereeing (Carlson, 2014)

Subjects randomly split into groups of 4 (employers and job candidates)Job candidates paid by performance on

timed math (adding sets of 2 digit numbers)Employers paid if they chose the best of 2

job candidates Hiring criteria:

AppearanceSelf-reported performanceActual pre-test performance

Implicit Bias and Gender (Reuben et al., 2014)

The top bars show the percentages of female candidates that were picked, and the middle bars show the percentages of times the lower-performing candidate in the pair was picked.

Reuben E et al. PNAS 2014;111:4403-4408

©2014 by National Academy of Sciences

“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

Interventions for Implicit Bias in School Discipline

1. Reduce ambiguity in ODR definitions and processes Clear guidelines for classroom vs. office-managed

behaviors Avoid rules that result in disproportionate exclusion

2. Identify specific vulnerable decision points General Local (school)

3. Teach a neutralizing routine1. Self-assess presence of VDP

2. Use alternative response

Reduce Effects of Implicit Bias through Specific Training

1. We must be aware of our biases

2. We must be concerned about the consequences of our biases

3. We must know when biased responses are most likely

4. We must have replacement behaviors to respond in ways consistent with our values

Conditions Necessary to Neutralize Implicit Bias

(Devine et al., 2012)

A specific decision that is more vulnerable to effects of implicit bias

Two parts:The person’s decision state (internal state)The situation

What is a Vulnerable Decision Point?

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)

Levels of specificity:

1. All ODR/suspension decisions (general self-instruction routine)

2. Identify VDPs through national data

3. Use school or district data

Options for Identifying VDPs for Intervention

Explicit Bias Pattern: Consistent disproportionality across all

situations Implications: Address through strong policy,

regular reporting of data, and accountability for change

Implicit Bias Pattern: Peaks and valleys of disproportionality

depending on the situation Implications: Clarify discipline procedures,

provide strategies for decision making

Identifying Patterns of Explicit vs. Implicit Bias

Session B9

http://www.pbis.org/school/equity-pbis

National SWIS Data(2011-12)

3,026,367 ODRs

6,269 schools

47 states, plus DC

05

10152025

4.760.020.02

20.64

8.59

0.714.61

1.160.043.12

0.280.850.52

10.827.33

1.041.562.933.350.60

3.410.400.230.02

3.718.70

0.580.243.384.04

0.830.960.060.030.050.150.070.200.01

Black

05

10152025

3.750.020.01

13.72

5.190.372.240.940.01

2.760.220.550.86

15.289.99

0.682.415.546.12

1.554.46

0.740.210.003.69

7.62

0.760.242.883.95

0.961.320.040.060.050.230.330.220.01

White

Problem Behavior

Art Room

Bathro

om/ Rest

room Bus

Bus Load

ing Zone

Cafeter

ia

Classro

om

Commons/ Common Area

s

Computer La

bGym

Hall/ B

reeze

way

Librar

y

Locke

r Room

Music Room

Off-Campus

Office

Other Lo

cation

Parking L

ot

Playgro

und

Speci

al Ev

ent/

Assembly/

Field

trip

Stadium

Unknown Lo

cation

Vocational

Room0

10

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60

70

0.69 1.734.62

0.47

4.95

56.28

0.82 0.423.16

7.21

1.15 0.21 1.06 0.922.93 2.33

0.33

9.21

0.33 0.06 1.02 0.11

BlackWhite

Location: African American and White

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0.001.002.003.004.005.006.007.008.009.00

WhiteTime of Day

Subjective problem behaviorDisruption, defiance, major vs. minor

Non-classroom areasHallways

Afternoons

VDPs from national ODR data

ambiguit

y

LACK OF

contact

fatigue

Racial Bias

Disproportionate Discipline

Situation

Vulnerable Decision Points

Subjective Behavior Hunger

Vague Discipline System Fatigue

Prior Incidents Unfamiliar with Student

Multidimensional View of Bias

School Example

Urban K-8 School

Black/White ODR Risk Ratio = 2.5

Risk Indices

Problem Behavior: All Students

Problem Behavior: African American Students Only

Black/White ODR Risk Ratio = 6.5

Drill Down: Physical Aggression

Drill Down:Physical Aggression Playground

Poverty plays a role, but racial disproportionality remains, even when controlling for povertyAmerican Psychological Association, 2008Skiba et al., 2005Wallace et al., 2008

Addressing Common Questions

“Isn't it all really about poverty?”

No evidence of different base rates of behavior for any subgroupsBradshaw et al., 2010Losen & Skiba, 2010Skiba et al., in press

Addressing Common Questions

“Aren’t Black boys just more violent?”

No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of.Banaji & Greenwald, 2013Greenwald & Pettigrew, 2014van den Bergh et al., 2010

Addressing Common Questions

“Are you saying that all teachers are racist?”

When you see problem 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:

Neutralizing Routines for Reducing Effects of Implicit Bias

Setting event Antecedent Behavior Consequence

Lack of positive interactions with student

Fatigue

Loud complaints about work (subjective behavior)

Send student to office (ODR)

Student leaves class (Escape social interaction)

Self-assessment“Is this a vulnerable

decision point?”

Self-instruction“See me after

class.”

Brief If-then statements Clear steps Doable

What makes for a good neutralizing routine?

Delay“See me after class”

PauseThink it through

Use least exclusionary choiceDelayed ODR

AskState your confidence in themPrivately

What makes for a good alternative response?

“If this is a VDP, am I acting in line with my values?”

“If defiance, keep in class” “If I am tired, delay decision until I can think

clearly”

Neutralizing Routine Examples

Can also be used as precorrection

1. Am I about to enter a VDP?

2. What are my values?

3. When I see problem behavior, I’ll use the alternative response

Two-step Neutralizing Routine for Staff:

When you have to handle problem behavior, stop and tell yourself:

1. Don’t just do something, stand there! Be sure you are ready to act in line with values Get information from student and staff Assess student-teacher relationship

2. Whenever possible, use an agreed-upon instructional response

Teaches missing skills Connects student to school and staff

Two-step Neutralizing Routine for Administrators:(Susan Barrett)

1. Tell me what happened.

2. What you were thinking at the time?

3. What do you think about it now?

4. Who did this affect?

5. What do you need to do about it?

6. How can we make sure this doesn't happen again?

7. What I can do to help you?

The Restorative Chat (Lucille Eber)

Follow-up

Practice In sessionReal life

CoachingPrecorrectionAfter the fact

Data-based decision makingOverall disproportionality Specific situations

Blaming context (poverty, parents, role models) Focus on serving students with the greatest

needs If they have it so bad, don’t we need to serve

them better? If home life is so bad, why send them there? If we can predict that these kids will fail, we

may need to change our systems to be more supportive of them

Troubleshooting:Our options for responding

Blaming short-triggers (learning history) Parenting analogy

That’s the missing nap talking Microaggressions (external locus of

control)That’s the learning history talking

Reframe and ask With trust, teach them the neutralizing routine

Troubleshooting:Our options for responding

1. They are acting on explicit bias Focus on policies and accountability

2. They don't know how to assess it Share data guide

3. They are afraid of what they will find Reassure and provide strategies

4. They are just uncomfortable with topic Share stories of discrimination Note that mistakes are ok with effort

Troubleshooting:Reasons for resistance

What do you think? 1. Is it feasible?

2. Would it work?

3. What are we doing wrong?  What are you doing to address

disproportionality?What is working?What is not working?

Disproportionality Intervention:Your Ideas

Contact Information

Kent McIntoshSpecial Education Program

1235 University of Oregon

Eugene, OR 97403

kentm@uoregon.edu

Handouts: http://kentmcintosh.wordpress.com

Cannon Beach, Oregon © GoPictures, 2010

American Psychological Association. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852-862.

Anand, R., & Winters, M. (2008). A retrospective view of corporate diversity training from 1964 to the present. Academy of Management Learning & Education, 7, 356-372.

Bradshaw, C. P., Mitchell, M. M., O'Brennan, L. M., & Leaf, P. J. (2010). Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals. Journal of Educational Psychology, 102, 508-520.

Chaparro, E. A., Helton, S., & Sadler, C. A. (in press). Oregon Effective Behavioral and Instructional Support Systems initiative: Implementation from district and state level perspectives. In K. McIntosh & S. Goodman (Eds.), Multi-tiered systems of support: Integrating academic RTI and school-wide PBIS. New York: Guilford.

References

Gailliot, M. T., Peruche, B. M., Plant, E. A., & Baumeister, R. F. (2009). Stereotypes and prejudice in the blood: Sucrose drinks reduce prejudice and stereotyping. Journal of Experimental Social Psychology, 45, 288-290.

Girvan, E. J. (2014). Wise restraints?: How learning the law affects socially-biased decision-making. How Learning the Law Affects Socially-Biased Decision-Making (June 4, 2013) (available at SSRN: http://ssrn.com/abstract=2274314)

Girvan, E. J., Deason, G., & Borgida, E. (2014). The generalizability of gender bias: Effects of expertise and accountability on sexism in labor arbitration decisions. Manuscript submitted for publication.

Greenwald, A. G., & Pettigrew, T. F. (2014). With malice toward none and charity for some: Ingroup favoritism enables discrimination. American Psychologist, 69, 669-684.

References

Greflund, S., McIntosh, K., Mercer, S. H., & May, S. L. (2014). Examining disproportionality in school discipline for Aboriginal students in schools implementing PBIS. Canadian Journal of School Psychology, 29, 213-235.

Judge, T. A., & Cable, D. M. (2004). The effect of physical height on workplace success and income: preliminary test of a theoretical model. Journal of Applied Psychology, 89, 428-441.

Kahneman, D. (2011). Thinking, fast and slow. New York: Macmillan.

Kouchaki, M., & Smith, I. H. (2014). The morning morality effect: The influence of time of day on unethical behavior. Psychological Science, 25, 95-102. doi: 10.1177/0956797613498099

Lai, C. K., Hoffman, K. M., Nosek, B. A., & Greenwald, A. G. (2013). Reducing implicit prejudice. Social and Personality Psychology Compass, 7, 315-330.

Losen, D. J., & Skiba, R. J. (2010). Suspended education: Urban middle schools in crisis. Montgomery, AL: Southern Poverty Law Center.

References

McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2014). A conceptual model for reducing racial and ethnic disproportionality in school discipline. Manuscript submitted for publication.

McIntosh, K., Barnes, A., Morris, K., & Eliason, B. M. (2014). Using discipline data within SWPBIS to identify and address disproportionality: A guide for school teams. Eugene, OR: Center on Positive Behavioral Interventions and Supports. University of Oregon.Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751.

Reuben, E., Sapienza, P., & Zingales, L. (2014). How stereotypes impair women’s careers in science. Proceedings of the National Academy of Sciences, 111, 4403-4408.

Salter, S. P., Mixon Jr, F. G., & King, E. W. (2012). Broker beauty and boon: a study of physical attractiveness and its effect on real estate brokers’ income and productivity. Applied Financial Economics, 22, 811-825.

References

Skiba, R. J., Chung, C. G., Trachok, M., Baker, T., Sheya, A., & Hughes, R. L. (in press). Where should we intervene? How infractions, students, and schools all contribute to out-of-school suspension. In D. J. Losen (Ed.), Closing the school discipline gap: Research for policymakers. New York: Teachers College Press.

Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317-342. doi: 10.1023/A:1021320817372

Staats, C. (2014). State of the science: Implicit bias review 2014. Columbus, OH: Kirwan Institute.

Vincent, C. G., Swain-Bradway, J., Tobin, T. J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Exceptionality, 19, 175-190.

Wallace, J. M. J., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Educational Review, 59, 47-62.

References