CARED Series: Environment. Special series on disproportionate discipline. January 22, 2016

Transcription

1 CARED Series: Environment Special series on disproportionate discipline January 22, 2016 This product was developed by Florida s Posi7ve Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Ins7tute funded by the State of Florida, Department of Educa7on, Bureau of Excep7onal Educa7on and Student Services, through federal assistance under the Individuals with Disabili7es Educa7on Act (IDEA), Part B.

2 Objectives Provide a general description of a process for addressing disproportionate discipline Generate ideas about the different ways environment may contribute to disproportionate discipline

3 Overview Background & process for addressing disproportionate discipline (DD) Big Ideas regarding the role of environment in the development of DD Sample problem analysis for environment variables Implementation ideas for addressing variables in the environment

4 Getting Everyone in the Game McIntosh, K. (2015)

5 Culturally Responsive Practices Culturally responsive practices involve utilizing the cultural knowledge, life experiences, and learning styles of CLD students to make learning more relevant and effective for them (Obiakor, 2008). Builds upon the knowledge and strengths students bring with them from their homes and communities Validates who they are and sets high expectations for behavior and learning Creates an environment where diversity is affirmed and establishes a cultural lens for determining normative behavior and learning expectations. Banks, T. & Obiakor, F.E. (2015). Culturally Responsive Posi7ve Behavior Supports: Considera7ons for Prac7ce. Journal of Educa;on and Training Studies, (3), 2, pp

6 A Structured Approach 1. School Identification 2. School-Level drill down Hypothesis Validation

7 Targeted Problem Analysis C Curriculum & Instruc7onal Prac7ces A Awareness R Rela7onships E Environment D Discipline Academic, behavior & SEL Personal, cross- cultural, best prac;ces Posi;ve, authen;c; Students, family, community Climate, systems & policy variables; District, school & classroom levels Implementa;on of policies/ procedures Dear Colleague lever, USDOE (2014) Where do the CARED Lit review: culturally responsive classroom management domains come Lit review: systems change from? Lit review: problem solving process McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014). Recommenda7ons for addressing discipline dispropor7onality in educa7on. OSEP Technical Assistance Center on Posi7ve Behavioral Interven7ons and Supports.

8 USDOE: Root Cause Analysis

9 What We re Aiming For: Example #1 Problem Summary: Black students are nearly 4 times more likely to receive a referral for Defiance Sample Hypothesis: because the structures to support a multi-tiered system of supports for behavior is not in place IMPACT Is implementa;on of a mul;- ;ered system of support going to impact dispropor;onate discipline outcomes for Black students in the next 1-2 years? VALIDATION What evidence is available to support this idea?

10 Root Cause Analysis: Example #1 MTSS for behavior is not being utilized with fidelity Possible root causes: It is not a priority at the school The resources needed to implement MTSS for behavior are not identified Developing the structure started but faded away over time resulting in teachers reverting to old ways of work A structure exists but is missing critical pieces for implementation

11 Cultural and Linguis7c Competence Policy Assessment (2006). Na7onal Center for Cultural Competence. Georgetown University Center for Child and Human Development What do we mean by environment? Culturally competent organizations have the capacity to: value diversity conduct self-assessment, manage the dynamics of difference acquire and institutionalize cultural knowledge and adapt to diversity and the cultural contexts of the communities they serve incorporate the above in all aspects of policy making, administration, practice, service delivery and involve systematically consumers, key stakeholders and communities.

12 Environment: Access to Support at Tier 2 Two Research Questions Are African-American, Hispanic-American and White students disproportionately represented among students at-risk for behavioral failure at school? Low (0-1 ODR) Medium (2-5 ODRs) High (more than 5 ODRs) disproportionately represented represented among students receiving CICO? Results Elementary and Middle School: shared similar results: African-American and Hispanic students were over-represented among students with multiple ODRs and less likely to access CICO African-American students who did access CICO promptly were successful in lowering their ODRs ODRs were not indicator of accessing CICO for Hispanic students. Overall, implementation of secondary supports did not decrease the disproportionate disparity Timely access to secondary supports is critical Equitable access to secondary support Culturally responsive behavior support is crucial Vincent, C.G., Tobin, T.J. Hawken, L., & Frank, J. (2012). Disciplinary referrals and access to secondary interven7ons: PaVerns across students across African- American, Hispanic- American, and White backgrounds. Educa7on and Treatment of Children, 35,

13 Big ideas: Environment Leadership Mission/Vision School and district leaders who are committed to achieving equitable outcomes for students Climate A positive, inclusive school and classroom climate that values students culture and complements academic goals Systems Practices that facilitate effective and equitable implementation of culturally responsive multi-tiered supports

14 Big Ideas: Environment Data Data systems that facilitate disaggregated analysis of student progress and outcomes Example: School Climate surveys should be disaggregated by groups of interest Regular review of data which leads to proactive instruction and intervention An open atmosphere that promotes data sharing and stakeholder participation in plan development Staffing and Support Hiring policies Teaming and Collaboration Ongoing professional development Job-embedded coaching for instructional staff and school leaders

15 Big Ideas: Environment Also consider: Physical condition of the building Technology and instructional tools lacking Instructional materials Libraries Types of courses offered Teachers Extracurricular activities

16 Sample Hypotheses: Environment Leadership has not made equity an explicit priority School climate is not welcoming to all students and families who attend the school Students at-risk for academic and behavioral problems are taught by less-experienced teachers Are these things a school could impact? Students at risk for academic and behavioral problems may not feel emotionally or physically safe, connected or supported as compared to their peers

17 Look before you leap Hypothesis validation Confirm your guess Establish a baseline level for the variable you are interested in May need to be creative: Review policies and mission statements School Climate Survey Focus groups with students, staff and family Review class rosters to determine if students receiving multiple referrals are being taught by experienced or new teachers

18 Validating hypotheses: Existing tools to evaluate cultural responsiveness National Center for Cultural Competence at Georgetown University Self-Assessment Checklist for Personnel Providing Behavioral Health Services and Supports to Children, Youth and their Families National Institute for Urban School Improvement Systemic Change Framework Rubrics Assessment Handbook %20for%20School%20Assessment.pdf Culturally Responsive PBIS field guide

19 Culturally Responsive SWPBIS Self-Assessment Tool Culturally Responsive SWPBIS (CR-SWPBIS)Self- Assessment Tool Self-Assessment form Rubric hvp:// pbis- network- resources/pbis- Trainings/equity

20 USDOE: Root Cause Analysis

21 Root Cause: Example #1 Black students are nearly 4 ;mes more likely to receive a referral for Defiance... Because addressing inequitable outcomes has not been a priority at the school Data system did not allow school team to review disaggregated data accurately so the team was not aware of the disparity Open conversa;ons regarding data and race were not held with all stakeholders School Climate surveys were not provided to all families and addi;onal efforts to get student and family input was not made.

22 Example #1: Matching Interventions to Hypotheses If these hypotheses were true, what changes would you make? Black students are nearly 4 ;mes more likely to receive a referral for Defiance... Because addressing inequitable outcomes has not been a priority at the school Data system allows for team to easily examine behavioral data for all subgroups and address issues with more immediacy Conversa;ons about the data are had with all stakeholders including families and community members Input regarding percep;on of school climate was gathered in mul;ple ways and included representa;on from all groups of students and their families.

23 Implementation Ideas Validating hypotheses and matching their root causes to intervention This product was developed by Florida s Posi7ve Behavior Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Ins7tute funded by the State of Florida, Department of Educa7on, Bureau of Excep7onal Educa7on and Student Services, through federal assistance under the Individuals with Disabili7es Educa7on Act (IDEA), Part B.

24 Potential Hypothesis: School Climate is not welcoming to all families and students Ways to validate that hypothesis Review school climate survey: Ensure the survey is collecting helpful information Should be completed quickly School Climate survey can be disaggregated by race or groups of interest Questions should elicit responses on Disciplinary procedures Perceptions of educators, families and students Physical safety, bullying and harassment

25 Example of steps taken as a result of school climate results Leadership team identified need for additional information Polled all students asking what caused them the most stress Standardized test Homework Teachers Friends Class assignments Family Other Majority of Black students indicated that teachers caused them the most stress. For all other students, the most common stressor was standardized tests and homework

26 Potential Hypothesis: Physical environment does not reflect diversity Ways of validating hypothesis: Are there posters and pictures around the school that are representative of a various cultural groups? Are classrooms are arranged so their environment promotes social interaction among all students? Do ALL the classroom compositions reflect school demographics? Do teachers use a variety of practices to create a classroom community? Morning meetings Circles Other ideas?

27 Confirmed Hypothesis: PBIS plan does not address equity in discipline PBIS team will review data related to equity Goals related to equity are developed and put into plan Community and family stakeholders participate in the development of goals Specific action items are identified to address inequities using all tiers of PBIS beginning with a solid core

28 Example of PBIS action plan with CR goals

29 Confirmed Hypothesis: Leadership has not made equity an explicit priority Leadership communicates that achieving equitable outcomes is a priority at the school by: Communicating the compelling why using data Addressing issues at every staff meeting Ensuring evaluation activities support equitable practices and outcomes Provides resources to increase culturally responsive practices for all faculty and staff Disaggregating data from school climate surveys Ensure that active feedback and participation from community partners and families exist at the school. This includes input around discipline policies and PBIS implementation Other ideas?

30 Confirmed Hypothesis: Our data system does not provide us with the information we need Identify what questions you are trying to answer with your data Identify the data needed to answer the questions Determine if your existing data system is able to generate the data needed and/or if you are collecting the correct data Identify other helpful resources Connect with IT department with specific data needed to answer questions RtIB database Equity template Focus groups/stakeholder surveys Other ideas?

31 Georgetown Na;onal Center for Cultural Competence Georgetown University Center for Child and Human Development

32 Learn More USDOE ReThink Discipline conference Root Causes Ac;on Planning Guide: hxps:// safesuppor;velearning.e d.gov/sites/default/files/ %20NCSSLE %20Root%20Causes %20Guide %20FINAL02%20mb.pdf

33 Learn More Discipline Dispari;es Research- to- Prac;ce Collabora;ve: hxp:// ~atlan;c/

34 Contact Information and Resources FLPBS:RtIB Project Phone: (813) Fax: (813) Website: Facebook: FLPBS on Twitter: OSEP TA Center on PBIS Website: Association on PBS Website:

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