For more information, visit: conference.apbs

1. D6- Beginning to Embed Culturally Responsive Practices in the Universal SystemJennifer Rose, Ph. D., Milaney Leverson, Kent SmithKey Words: Equity, PBIS Foundations, Tier 1, Assessment

2. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit: conference.apbs.org

4. Who are we and why are we here? • Dr. Jennifer Rose • Milaney Leverson • Kent Smith

5. A brief history of U.S. schools and PBIS Jennifer Rose, PhD Loyola Community & Family Services

6. A brief timeline of educational access for people of color (Irons, 2002) • 1619- first Africans arrive in the British colony of Virginia • 1680-”Twenty lashes on the Bare Back well laid on” law established by Virginia legislature to keep Blacks from establishing schools

7. A brief timeline of educational access for people of color (Irons, 2002) • 1695-Maryland imposed fines on teachers of Black students • 1740-South Carolina made it illegal to teach slaves

8. A brief timeline of educational access for people of color (Irons, 2002) • 1870-There were 9,000 teachers for approximately 200,000 Black children (an estimated 1/5 Black children had access to schooling) • 1880-1890s-Jim Crow laws established segregated school systems • 1896-Plessy v. Ferguson “Separate but equal” doctrine established • 1927-Gong Lum v. Rice Supreme Court ruling regarding attendance of All non-white children in segregated schools

9. A brief timeline of educational access for people of color (Irons, 2002) • 1896-Plessy v. Ferguson “Separate but equal” doctrine established • 1927-Gong Lum v. Rice Supreme Court ruling regarding attendance of All non-white children in segregated schools

10. Segregated schools in the north (Irons, 2002) • In 1831, Andrew Judson, a Connecticut politician passed the following resolution: • “…educating Black girls would damage the persons, property, and reputations of our citizens, The colored people can never rise from their menial condition in our country; they ought not to be permitted to rise here. They are an inferior race of beings, and never can or ought to be recognized as the equals of the the whites.”

11. Brown v. Topeka Board of Education (1954)U.S. schools are ordered to desegregate  "with all deliberate speed"

12. Unfortunately, the desegregation process was neither speedy, or deliberate in most communities…

13. Culture and schooling: Native American Boarding Schools

14. Impact of Cultural Deficit Behavior “These stereotypes can translate to lower expectations which can impact the motivation of the learner…Teacher expectations have been shown to correlate with disparity in practice creating an achievement differential, and thereby jeopardizing the notion of equity in education.” Source: Pigott and Cowen (2000)

15. School Interventions and Students of Color “School interventions for at-risk minority students are rarely contextualized in relation to the nuances of their cultural backgrounds; in addition, teacher interactions with minority at-risk students tend to be based upon low-performance expectations, critical rather than constructive, short in duration, and punishment orientated.” Walker & Horner (1996)

16. Disproportionality in School Discipline • Documentation of disproportionality dates back to a 1975 Children’s Defense Fund Report, “School Suspensions Are They Helping Children?” • Citing data from the Office of Civil Rights, the report stated that “Black children were suspended more than any other group of children in the 1972-73 school year.”

17. Almost 40 years later and African American/Black students continue to experience exclusionary discipline at disproportionate rates…. Source: U.S. Department of Education, Office of Civil Rights. Civil Rights Data Collection (2011-12)

18. Disproportionality in School Discipline Begins in Preschool Source: U.S. Department of Education, Office of Civil Rights. Civil Rights Data Collection (2011-12)

19. Effect of SWPBIS Source: Vincent, C.G., Cartledge, G., May, S., & Tobin, T.J. (2009)

20. SWPBIS and disproportionality Source: Vincent, C.G., Cartledge, G., May, S., & Tobin, T.J. (2009)

21. Thinking About things in a different way Beginning to Embed CRP in PBIS Universal

22. Disproportionality is complex Family and community engagement Learning environment Access and opportunity Instruction and assessment Expectations, misconceptions and biases Disproportionality Policies and practices Cultural dissonance Adapted from IdentifyingtheRootCausesof Disproportionality

23. National PBIS Technical Assistance Center’s Equity Work GroupProducts https://www.pbis.org/school/equity-pbis

25. CR Guide in General • Main Parts • Identity Discussion • TFI Companion • Appendix • How to: • Plan to do Identity Work… It’s a must • Complete TFI • Target areas for growth OR areas for refinement depending on implementation stage

26. “Research suggests that more generic consciousness of …inequality can actually be deadening for both educators and students unless analysis pinpoints concrete ways of counteracting” inequities. Source: Pollock, M., Deckman, S., Mira, M., & Shalaby, C. ( 2010). "But what can I do?" Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61, 211-224.

27. Equity: Culturally Responsive Practices Model

28. Risk Ratio • Relative risk (RR) is the ratio of the probability of an event occurring (for example, developing a disease, being injured) in one group to the probability of the event occurring in a comparison group.

29. An example of Risk RatioRisk of Getting a Speeding Ticket

30. Using data to identify • Risk Ratio and related disaggregation • Monitor the impact of our systems on ALL students (canary in the coal mine) • Data driven for continuous improvement • Identify areas for policy revision (i.e. zero tolerance) • Alternative disciplinary approaches

31. Continuous Improvement • Is there a problem? • Why is it happening? • What should be done about it? • Is the plan working?

32. Identity and Bias

33. Implicit Bias and the role it plays • Identity • Practitioner identity • Default on behavior, communication styles, belief systems • Collective staff => school Identity • The more similar the backgrounds of staff, the stronger and more reinforced the default is (homogeneity)

34. Identity • Practitioner identity and school identity directly impact • Pedagogy: methods of interaction, establishment of environments, material used • Definitions: Subjective behavior (defiance, disrespect, intimidation) • Styles: Sit and git versus interactive, one way to learning target versus creative, etc. • Correction: Punishment versus instruction; “students should know how to do…” • Fear: Media bias, systemic racism, age and pain and aggression studies, policies to address fear (i.e. ”no disruptive hair styles”)

35. Identity work • Implicit bias and Vulnerable Decision Points • Raise awareness of biases and defaults • 7 Experiences • Beyond Diversity • Courageous Conversations • Incorporate awareness into decision making • VDP to break automatic responses • Control subjectivity and Consequence (Expectations, skills, consequence, reteaching) • Operationalize to control for individual bias • Include family and student voice in the defining • Reteach for fluency and identify when space for home culture can be created • Increase family engagement (increase stakeholder input) • Break up homogeneity

36. Practitioner Identity • Focused on helping practitioners identify: • Their own cultural identities • How those identities impact how they engage in their work • How collective identities impact how schools operate • Help practitioners identify how to Build and Bridge and why its important • Tools • Cultural Autobiographies • Harvard IAT • True Colors/Compass Points

37. Identity in Discipline • How is bias and world view manifesting in discipline patterns? • Students of color receive referral for SUBJECTIVE behaviors. • Students of color get more significant consequences for minor behaviors. • How does this pattern play out in discipline data? • Using the data concepts from earlier, action plans can be created to address professional development needs, set goals, and look for accountability.

38. Where this is addressed in the guide

40. Definitions

41. Situational appropriateness

42. Families • Engaging families and increasing family ownership breaks up school homogeneity • Reframes the values of the school to reflect values of the stakeholders • Allows for community ownership of outcomes • Works ONLY if school intentionally seeks out ALL family representation and addresses barriers to participation.

43. Family/Student Voice

44. Implementing New or Revised Policies • Communicate new or revised policies to all • Anyone who is affected by policies (e.g., administrators, school personnel, families) must know about changes and learn how they affect usual practices • Conduct ongoing trainings • Sharing guidance about policies and practices must occur with regular professional development practices to support personnel • Use action plans and fidelity tools to assess enactment • By assessing progress in policy enactment, administrators can identify next steps and hold themselves accountable for implementation • Assess whether changes result in more equitable outcomes • Teams can measure policy effectiveness by the extent to which student outcomes become more equitable over time

46. Conclusion • The outcomes we get are based on the systems that we build. • If we never examine how we operate or the impact that we have on ALL students then the outcomes will never change.