Using PBIS State Coaches’ Meeting Information to Address Disproportionality January 10, 2018

1. Using PBIS State Coaches’ Meeting Information to Address Disproportionality January 10, 2018 Lynda Koehler, M. Ed. Worcester County Public Schools

2. Objectives Participants will learn: • Where we were • What we learned at Coaches Meeting • How we built a system to share info • Examples of activities we planned

3. District Level Teams PBIS District Coaches Team • All PBIS Internal School Coaches • Meet quarterly • Celebrate, share, problem solve • Examine school data • Determine Professional Learning needs • Annual Action Plan with focus on disproportionality

4. Celebrate WCPS PBIS Data Analysis • PBIS schools have increased opportunities for instruction for all students. • Schools implementing PBIS have reduced office referrals from Pre-PBIS (2000) to present by 49% as measured by Power School Behavior Log! • All WCPSs have decreased OSS (out of school suspensions) from (2013-14) to (2015-16) by 7% as measured by Power School Behavior Log.

5. District Level Teams Strategic Behavior District Team • Represents voice of all schools and PPWs • Sub Groups: District Data/Interventions, Cultural Responsiveness, Changing Staff Mindset • Goal: Reduce disproportionality of AA students and students with disabilities in regard to discipline

6. Strategic Behavior Team Researched and offered trainings and follow up support in evidence-based practices for any staff or school that were interested. • Functional Behavior Assessment/Behavior: Developed new forms, distributed, trained staff • Restorative Practices: trained groups of schools • After School Mentoring: Young Mens’ Leadership Academy- mentoring, basketball, student presentations, relationship building • Intervention Manual - analyzed data , chose top 5 behaviors, researched interventions and distributed

7. Strategic Behavior Activities • Culturally Responsive: analyzed data/determining root causes for disproportionality • Pre Referral Manuals (PRIM) : distributed to all schools – assist in behavior • Check In Check Out – Tier 2 – for behavior/academic • Youth Mental Health First Aid – 6 trainings per year– goal to train all staff • Social Emotional Foundations Early Learning – problem solving concepts embedded into PBIS – building skills as advance to next grade

8. Strategic Behavior Activities • CPI: trained staff at all school (BPS: August 14 and 15) • Lead for Life: targeted ALC and PHS – group therapy • Time to Teach: train school teams classroom management • FBA/BIP: goal to require for entrance to ALC and High Roads • Why Try: resiliency online program for BIS and middle schools. • Began in May: Student Focus Groups on root causes of disproportionality

9. Community Partners • PBIS: trained Worcester Parks & Recreation, YMCA, Behavioral Health Camp staff • “PBIS at Home”: trained Lower Shore Adoption Group, Md. Coalition of Families WCPS Parents • Youth Mental Health First Aid: Worcester Behavioral Health Dept (WBHD) trainers and Worcester Public School trainer train together (community & WCPS staff) • RENEW: Rehabilitation for Empowerment, Natural Supports, Education and Work: trained WBHD new staff, MD. Coalition of Families, MD. Choices, peer mentors and parents • SEFEL – Social Emotional Foundations Early Learning “Baby PBIS”: identify emotions/self regulation trained Head Start

10. Digging DeeperIdentified Areas of Need: 2015-16 Data: • Although only 3% of total student population were assigned OSS, 54% of those suspended were African American (AA), representing only 19.5% of the total student population. • Although only 3% of total student population were assigned OSS, 30% of those suspended were students with IEPs representing only 12% of the total student population.

11. ALC data – AA and IEP 2010-11: • 27 students – 63% AA • 45% IEP • 46% IEP AA 2015-16 (Celebrate!) • 25 students – 60% AA • 24% IEP • 33% IEP AA

12. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior 15 OUTCOMES DATA CULTURAL VALIDITY SYSTEMS CULTURAL KNOWLEDGE Supporting Decision Making PRACTICES CULTURAL RELEVANCE Supporting Student Behavior

13. What we have not done • Involved School Administrators in school based activities that will assist staff in self reflections on bias as well as provide tips on behavioral challenges. • We had planned to begin with self reflections in an effort to understand how this impacts staff and student perception of situations.

14. May PBIS State Coaches Meeting • Dr. Kent McIntosh • Permission to use slides

15. District Strategic Behavior Team • Developed activities to change the Mindset of staff and provide a “reframing thought” process in relation to disproportionality and bias • Asked for permission to meet with Principals at Level Meetings for 15-20 minutes to demonstrate and provide a 10 minute activity to utilize with staff • Suggested to follow up the next week with Assistant Principals and PBIS Coaches to provide additional information and training on changing mindset activities.

16. August 10, 2017 • Admin & Supervisor Meeting • Reviewed data • Celebrated successes • Shared disproportionality data • Discussed the need for work ahead

17. Cost Benefit Analysispbismaryland.org (left side home page) • From (2000) office referrals to (2015-16) • If student misses 20 minutes instructional time for each referral • Instructional time gained = 558 hours or 70 days • If administrator spends 30 minutes de-escalation and data input • Administrator time gained = 837 hours or 105 days

18. August Levels Meetings • Theme: We Make The Difference • Principal Kafele inspired us (www.principalkafele.com/) • Showed video and asked principals to show this to all staff: Teddy Stallard and A Teacher Appreciation Story That Inspires • https://www.youtube.com/watch?v=2xkQHh0HUxU • https://www.youtube.com/watch?v=xFs8P_TrAVQ Purpose: Remember why we chose this profession

19. October Principal Meetings • We had 15-20 minutes • We showed some “Implicit Bias” slides • Activity to take back to their staff • Powerpoint to share with staff • Here are a few slides

20. Implicit Bias in School Discipline Decisions:Strategies to Enhance Equity May 2017 PBIS Coaches Meeting Permission from Kent McIntosh University of Oregon

21. Starting Questions:How much do you agree? • I am awareof my personal biases. • I am concerned about the consequences of bias in education. • I have effective strategies for reducing bias in educational decisions. (Devine et al., 2012)

22. Ground Rules • Ask questions throughout • Speak your truth • Get comfortable with discomfort (Adapted from Singleton, 2015)

23. What is implicit bias? • Unconscious, automatic • Implicit bias begins at age 3 • Generally notan indication of our beliefs and values • We all have it (even those affected by it) • Based on stereotypes • More likely to influence: • Snap decisions • Decisions that are ambiguous

24. Implicit Height Bias (Judge & Cable, 2004) One inch of height is worth $789 per year in salary

25. Dept. of Justice Report:Ferguson Police Department • “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.”

26. Implicit Bias and Race “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, TheNew York Times

27. Implicit Bias in Early Learning(Gilliam et al., 2016)

28. Disproportionality in Preschool Discipline (OCR, 2016) • Black children represent 19% of preschool enrollment, but 47% of preschool suspensions • White children represent 41% of preschool enrollment, but 28% of preschool suspensions

29. Implicit Bias predicts the extent to which…

30. Arbitrators decide labor grievances in favor of women over men (Girvan, Deason, & Borgida, 2015)

31. Police Officers use force when arresting Black children as opposed to White children (Goff et al., 2014)

32. Pediatricians recommend less pain medication for Black children than White children with identical symptoms (Cooper et al., 2012; Sabin & Greenwald, 2012)

33. Where do implicit biases come from?

34. Addressing Common Questions • 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 “Isn't it all really about poverty?”

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

36. Addressing Common Questions • Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of. • Girvan et al., in press • Greenwald & Pettigrew, 2014 • van den Bergh et al., 2010 “Are you saying that all teachers are racist?”

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

38. Two Systems for Decision Making (Kahneman, 2011) • System 1: Fast Decisions • Automatic, snap judgments • Intuitive, unconscious • System 2: Slow Decisions • Deliberate decisions • Allows for conscious attention

39. Discussion • Which decisions in schools are more likely to be snap judgments? • Correcting a student’s behavior • Sending a student to the office • Picking which student to call on • Deciding whether to call a student’s parent • Suspending a student from school • Grading students’ work Fast Decisions Slow Decisions

40. ACTIVITY: Online Bias Test • Website: Harvard University website. They have a whole project dedicated to implicit bias. There are quick online tests that cover all types of bias https://implicit.harvard.edu/implicit/takeatest.html

41. Follow up: PBIS Coaches and APs • 2 hours, but more discussion and time devoted to each slide • Help for Billy - trauma – asked admin to read- identify a team – book read – implement strategies • Reflection Videos

42. Principal Meeting in December • Met with Principals for Part 2

43. Implicit Bias in School Discipline Decisions:Strategies to Enhance Equity – Part 2 • With permission of Kent McIntosh • University of Oregon

44. Code Switching What is Code Switching? Code Switching Phone Call

45. A 5-point Intervention Approach to Enhance Equity in School Discipline Equity in School Discipline

46. 5-point Intervention Approach • Use engaging academic instructionto reduce the opportunity (achievement) gap • Implement a behavior framework that is preventive, multi-tiered, and culturally responsive • Collect, use, and report disaggregated discipline data • Develop policies with accountability for disciplinary equity • Teach strategies for neutralizing implicit bias http://www.pbis.org/school/equity-pbis

47. 2. Why start with a foundation of SWPBIS? • Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior • Increasing positive student-teacher interactions may enhance relationships to prevent challenges • More objective referral and discipline procedures mayreduce subjectivity and influence of cultural bias • Professional development mayprovide teachers with more instructional responses (Greflund et al., 2014)

48. Resources for Promoting Equity in Classrooms: www.tolerance.org

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

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