Identifying and Addressing Disproportionality within a School-wide Positive Behavioral Interventions...
-
Upload
maurice-holmes -
Category
Documents
-
view
213 -
download
0
Transcript of Identifying and Addressing Disproportionality within a School-wide Positive Behavioral Interventions...
Identifying and Addressing Disproportionality within a
School-wide Positive Behavioral Interventions and Supports
Framework
1
Kathryn Roose, M.A., BCBAJodie Soracco, M.Ed.Ashley Greenwald, M.A., BCBAKaci Fleetwood, M.Ed., BCBA
Outline
• Disproportionality• Addressing Disproportionality• Culturally Responsive SWPBIS• Strategies
2
DISPROPORTIONALITY
3
Disproportionality
• Disproportionality refers to the over or under representation of a group within a category• Eighty-five percent of office discipline referrals
(ODRs) are given to male students who are 50% of total enrollment (Overrepresentation)
• Males represent less than 30 % of elementary school teachers, yet are 50% of the U.S. population (Underrepresentation)
4
Disproportionality in the News
5
Disproportionality Research
• In 1973 African American students almost twice as likely to be suspended than white peers. By 2006, more than three times more likely (Losen & Skiba, 2010).
• African American students are 2.19 to 3.78 times as likely to be referred to the office for problem behavior as their white peers(Skiba et al., 2011).
• African American and Latino students are more likely than their white peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior (Skiba et al., 2011)
6
Disproportionality
• National suspension rates show that 17%, or 1 out of every 6 black schoolchildren enrolled in K-12, were suspended at least once; and, this is much higher than the risk for Native Americans (1 in 13 or 8%), Latinos (1 in 14 or 7%), Whites (1 in 20 or 5%), or Asian Americans (1 in 50 or 2%). (Losen & Gillespie, 2012)
7
8
Disproportionality and Disability
9
Disproportionality and Disability
10
Disproportionality and SES
• “When the relationship of SES to disproportionality in discipline has been explored directly, race continues to make a significant contribution to disproportionate disciplinary outcomes independent of SES” (Skiba et al., 2011)
Where does this come from?
• There is no evidence of different base rates of problem behavior (Bradshaw et al., 2010; Losen & Skiba, 2010)
• Patterns indicate that racial/ethnic bias plays a role (Skiba et al, 2002)
12
Objective vs. subjective referral categories
White students referred more for:• Smoking• Vandalism• Leaving class/school
without permission• Obscene Language
Source: Center for Evaluation and Education Policy, Indiana University (2008)
Black students referred more for:• Disrespect• Excessive Noise• Threats• Loitering
ADDRESSING DISPROPORTIONALITY
14
Addressing Disproportionality
• Step 1: Identify Disproportionality• Step 2: Problem Analysis• Step 3: Plan Implementation• Step 4: Plan Evaluation
15
STEP 1: IDENTIFYING DISPROPORTIONALITY
16
Identifying Disproportionality
• https://www.youtube.com/watch?v=fTcSVQJ2h8g
17
Identifying Disproportionality
• Select metrics to use– Risk ratios
• Calculate metrics• Compare to goals
18
School-wide Information Systems (SWIS)
• The SWIS Suite is a set of four applications (SWIS, CICO-SWIS, ISIS-SWIS, SAMI) designed to assist schools more effectively and efficiently use information for decision making.
• The right information given in the right format, at the right time, to the right people enhances the quality of decision making.
• Teams will ask questions of their data such as…
– Do we have a problem?
– What is the problem?
– Where, when, why, how, and how often are
problems occurring?
Percent of total referrals an ethnic group has compared to the percent of total school population that ethnic group composes.
Referrals by Ethnicity
Percent of all students who have referrals who belong to a certain ethnic group compared to the percent of total school population that same ethnic group composes.
Students with Referrals by Ethnicity
The proportion of a group that is at risk of receiving a referral.
Number of students in a group with an ODR divided by total number of students enrolled in the group
Referral Risk Index
23
STEP 2: PROBLEM ANALYSIS
Step 2: Problem Analysis
• Why is it happening?
• Systems are not culturally responsive
• Behavior and discipline definitions are ambiguous
• Explicit or Implicit Bias– Disproportionality across all settings indicates explicit bias– Disproportionality in specific settings indicates implicit bias
• Vulnerable Decision Points
Explicit vs. Implicit Bias
• Explicit Bias– Overt, deliberately thought about and acted on– Can be favorable or unfavorable
• Implicit Bias– Attitudes or stereotypes that affect our
understanding, actions, and decisions in an unconscious manner
– Can be favorable or unfavorable– Generally not an indication of our beliefs and values
25
Vulnerable Decision Points
• Specific decisions that are more vulnerable to the effects of implicit bias
• Affected by– Elements of the situation
• Subjectivity?– Behavior definitions– Major vs. Minor
– The person’s decision state
26
Vulnerable Decision Points
27
STEP 3: PLAN IMPLEMENTATION
28
Step 3: Plan Implementation
• One or more of the following may be targeted:– Inadequate Systems
• Implement core features of PBIS to establish a foundation of support
– School-wide expectations• Ambiguous, not culturally relevant
• Implement culturally-responsive PBIS with input from the students/families
– Academic achievement gap– Explicit bias
• Enact strong anti-discrimination policies that include accountability
– Implicit bias• Investigate vulnerable decision points
STEP 4: PLAN EVALUATION
30
Step 4: Plan Evaluation
1. Identify the time periods for evaluating disproportionality data
2. Assess progress and fidelity of solution plan implementation
3. Share results with relevant stakeholders
ESSENTIAL COMPONENTS IN ADDRESSING DISPROPORTIONALITY
32
Components of Interventions to Prevent and Reduce Disproportionality
• 1. Reduce the achievement gap– Relation between academic achievement and
problem behavior– Effective instruction
• Explicit instruction• Opportunities to respond• Performance feedback• Assessments to guide instruction
33
McIntosh, Girvan, Horner, Smolkowski, Sugai, 2014
34
Components of Interventions to Prevent and Reduce Disproportionality
• 2. Implement a school-wide behavior framework that is preventive, multi-tiered, and culturally responsive.– Clear, consistent expectations reduce ambiguity– Clear discipline definitions and procedures can
reduce ambiguity in discipline decisions decreasing effects of implicit bias
– The focus on instructional approaches to discipline, which keeps students in the classroom
35
Positive BehavioralInterventions and Supports
PBIS:Building effective environments that teach and encourage appropriate behaviors to replace the use of inappropriate behavior.
School-wide PBIS:The application of PBIS to the whole school. Thus, it is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. It is a school discipline and positive school climate model.
37
Universal instruction and support is provided to all
students. At least 80% of students’
needs are met through this level of
support.
Targeted group support provided to 10-15%
of students.
Intensive individualized support provided to 3-5% of students.
ProblemAnalysis
PlanEvaluation
Comprehensive Academ
ics and Behavioral Services
Use of the Problem Solving M
odel
Inte
nsity
of S
ervi
ces
5 Major Steps for Tier I SWPBIS
1. Clear set of expectations for whole school2. Procedures for teaching expectations3. Continuum of procedures for encouraging
expectations4. Continuum of procedures for discouraging
inappropriate behavior5. Procedures for on-going monitoring and
evaluation
38
School-wide Systems - Create a positive school culture:
School environment is predictable1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)
School environment is positiveregular recognition for positive behavior
School environment is safeviolent and disruptive behavior is not tolerated
School environment is consistentadults use similar expectations.
Six defining features of SWPBIS
Source: Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C.,…Simonsen, B. (2010).
Cultural responsiveness
• Cultural responsiveness recognizes the importance of culture and incorporates cultural elements (e.g., characteristics, experiences, and perspectives) from people who are different than oneself into interpersonal interactions to facilitate more effective relationships.
• Note: Adapted from “Preparing for Culturally Responsive Teaching,” by G. Gay, 2002, Journal of Teacher Education, 53(2), p.p. 106-116.
4 Key Elements
42
Culturally Equitable Academic & Social
Behavior Competence
Culturally Valid Decision Making
Culturally Relevant Evidence-based
Interventions
Culturally Knowledgeable Staff
Behavior
43
44
Characteristics of culturally responsive educators
• Have awareness of how an individual’s cultural background may influence their instructional, or disciplinary practices.
• Are knowledgeable of their students’ culture. • Utilize culturally diverse curriculum content.
– Use counter-stereotypical examples• Build learning communities that acknowledge student
culture. • Are skilled cross-cultural communicators (e.g., verbal
and non-verbal forms). • Can implement culturally diverse forms of instruction.
Note: Adapted from “Preparing for Culturally Responsive Teaching,”
by G. Gay, 2002, Journal of Teacher Education, 53(2), p.p. 106-116.
I don’t see skin color.
I am completely color blind.
For instance, I don’t see that the
man next to me is Black.
No, sir. I don’t see it.
Think, Pair, and Share
• Think: – About the impact that cultural diversity has had
on behavior support strategies in your school
• Pair: – Share with your partner
• Share: – With all table members an idea or experience
you heard from your partner
Illinois CR-SWPBIS Tool
• PURPOSE: To help ensure that SWPBIS practices and systems have equal impact for all students.
• ORIGIN: The CR-SWPBIS tool is a self-assessment instrument that was developed based on the research of Sugai, O’Keeffe, and Fallon (2012).
• The tool is offered free of cost at www.pbisillinois.org under ‘Equity’ resources located on the ‘Curriculum’ tab.
Illinois CR-SWPBIS tool at a glance: Tier 1 Systems
Illinois CR-SWPBIS tool at a glance: Tier 1 Systems Rubric
Components of Interventions to Prevent and Reduce Disproportionality
• 3. Collect, use, and report disaggregated student discipline data– SWIS automatically generates reports on
disproportionality– Rates may be calculated
51
Components of Interventions to Prevent and Reduce Disproportionality
• 4. Develop policies with accountability for disciplinary equity– Policies should have clear steps to equity, and
accountability for taking these steps– Clear, actionable procedures for enhancing equity
• Removing harmful practices• Data collection• Professional development
52
Different Biases = Different Plans
• Explicit Bias– Ineffective: cultural sensitivity training, explaining
value of diversity, telling people to be less biased• Implicit Bias
– Ineffective: Top-down policies with accountability
53(Girvan, 2013; Girvan et al., 2013; Lai et al., 2013; Pettigrew & Tropp, 2006)
Addressing Explicit Bias with Policy
• Specific Commitment to Equity– Mission statements– Hiring preferences– Ongoing professional development– Removal of discriminatory practices
• Accountability for Efforts– Professional development attendance– Share disproportionality data regularly– Build equity outcomes into evaluations
54
Addressing Implicit Bias with Training
• Reduce ambiguity in ODR definitions and processes– Clear guidelines for classroom vs. office-managed
behaviors– Avoid rules that result in disproportionate
exclusion• Identify specific vulnerable decision points
(vulnerable to bias)
55
Identifying VDPs
• Teach staff how to identify VDPs– Use school data – Use national data– Teach them what we already know about VDPs
• Ambiguity in behavior definitions– Defiance, disrespect, disruption
• Major vs. Minor• Fatigue• Hunger
56
Components of Interventions to Prevent and Reduce Disproportionality
• 5. Teach neutralizing routines for vulnerable decision points.– Teach a self-review routine
57
Two Systems for Decision Making
• System 1: Fast Decisions– Automatic, snap judgments– Intuitive, unconscious
• System 2: Slow Decisions– Deliberate decisions– Allows for conscious attention
58Kahneman, 2011
59
Examples of Neutralizing Routines
• “See me after class”• Am I acting in line with my values?• Take a deep breath• Delay the decision until I can think clearly• Recognize my feelings and let them go
• What else could you do?
60
61
Data…Data…Data
DATA
Case Study K-8 Urban
62
Drill Down - Playground
63
Case Study
64
Case Study
65
Promising Outcomes
• A discipline gap with African American students over-represented among students with office discipline referrals was present in schools engaged in school-wide positive behavior support implementation as well as schools not engaged in implementation; however, the gap was smaller in schools engaged in school-wide positive behavior support. (Vincent, Swain-Bradway, Tobin, & May, 2011)
• Research has shown that a reduction in disproportionality is more likely though systems change than by focusing on individual students. (Skiba, Arredondo, & Rausch, 2014)
66
www.pbis.org
67
Equity and PBIS
68
Closing Thoughts
• Most people carry some type of implicit bias• Implicit bias may have a detrimental effect on
students• Don’t be afraid to talk about
race/culture/disproportionality• Use data• Systemic change is necessary for effective and
long-lasting improvements
69
It’s Called Respect!
• https://www.youtube.com/watch?v=iGuT9-_Y5J4
70
Thank you!!
Kathryn Roose, M.A., BCBAEvaluation and Data [email protected]
www.nevadapbis.org
Make sure to “like” us at www.facebook.com/nevadasctp
71
Thank You!
Thanks to: • Funding by the Safe and Healthy Students office & Nevada
Department of Education• Nevada Center for Excellence in Disabilities• Department of Education, UNR
72