+ CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality Aydin Bal, PhD. University of Wisconsin- Madison AERA April 16, 2012 + Wisconsin CRPBIS Collaboration + CRPBIS Implementation: A of State-Wide Action of Developmental Transfer The ultimate goal of the CRPBIS framework is to facilitate positive, safe, supportive, inclusive, and democratic school cultures via ecologically fit, locally meaningful, sustainable, and socially just systemic transformation efforts. + CRPBIS Collaboration Research Partners: UW-Madison & WCER Elizabeth Kozleski – Arizona State University Kathleen King Thorius – IUPUI-Indianapolis Consultants George Sugai-University of Connecticut Alfredo Artiles - Arizona State University Advisory Board Gloria Ladson-Billings –University of Wisconsin-Madison, a student with EBD identification, a parent of student with disability, and a DPI representative UW-Madison Research Team + Disproportionality at the intersection of Race, Language, & Ability Unequal proportions of CLD students in high incidence disability categories (i.e., LD, mild- MR, E/BD, and speech-language impairments) & gifted and talented education programs (Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982; Johnson, 1969) Male low-income AA and NA students are the most affected groups at the national level (Donovan & Cross, 2002) Disproportionality: low expectation, stigma, racial segregation, negative outcomes in SPED (Heller, Holtzman, & Messick, 1982) + Racialization of School Discipline Racialization of discipline: Minority students are punished more severely for less serious more subjective reasons such as disrespect (Skiba et al., 2008) Punitive and exclusionary discipline: Exclusion, academic failure, high-school dropout, and involvement in the juvenile delinquency system (Leone et al., 2003) AA students:18 % of the student population - 46 %of those suspended and 39 % of all expulsions. AA students with disabilities: 21 % of the total numbers of students w/ disabilities - 44 % of those w/ disabilities subject to mechanical restraints, like being strapped down (Office of Civil Rights, 2012). + Spatio-temporal Context : Disproportionality by Race and Disability High Incidence Disabilities (ED+LD+MR) 2006-2007 Risk Ratio: African American vs. Whites http://nccrest.eddata.ne t/maps/index.php (Source: NCCRESt, 2011) + Spatiotemporal Context of Disproportionality MADISON, WI http://nccrest.eddata. net/city7/index.php (Source: NCCRESt, 2007) + District-wide Special Education Risk 7 2006 6 2008 2010 5 4 3 2 1 0 LD CI ED OHI LI SLI Relative Risk – African-American + Students 4.5 4 3.5 3 Special Ed LD CI ED OHI LI 2.5 2 1.5 1 0.5 0 2006 2008 2010 Relative Risk – Native-American Students + 4.5 4 3.5 3 Special Ed LD CI ED OHI LI 2.5 2 1.5 1 0.5 0 2006 2008 2010 + Relative Risk – Hispanic Students 4.5 4 3.5 3 Special Ed LD CI ED OHI LI 2.5 2 1.5 1 0.5 0 2006 2008 2010 + School-wide Positive Behavior Support (SWPBIS): Challenges and Possibilities + (Reprinted from pbis.org) + Implementation Fidelity SWPBIS Disproportionality PBS Educational Outcome Gap Behavioral Therapy (Bal, 2011) + Existing Cultural Responsiveness in PBIS: 1. Cultural Awareness 2. Disaggregated Date 3. Family Involvement School AfricanAmerican Families Native American Families Asian Student CRPD on Racial Bias Reduction Teacher Latino Student NA Student AA Student CRPD on understanding culturally relevant communication Latino Families (Bal, 2011) + (Reprinted from Artiles, 2007) Expansive Learning Agency Contradictions Transformatio n Space Historicity + (Cole & Engeström, 1996) Families School Tools Shared Object: Disabled Child Historical Child Subject Rules Community School District Tools Subject Rules Tools Division of Labor Division of Labor Outcome: Disproportionality Shared Object: Disabled Child Historical Child Community Shared Object: Disabled Child Historical Child Division of Labor Subject State Department of Public Instruction Tools Subject Shared Object: Disabled Child Historical Child Division of Labor Rules Community Community Rules (Bal, 2011) + A Systemic Change Methodology: Local to Global Justice A mixed research methodology of formative intervention (Engeström, 1987; 2008; 2011) Re-mediating school cultures Facilitating a equitable, sustainable, and locally meaningful systemic transformation via Learning Labs Infusing culturally responsive research-based practices into 4 key tenets of culturally neutral PBIS + CRSPBIS Implementation Processes Inside-out & Outside-in 1. Forming CRPBIS Learning Labs 2. Determining Desired Outcomes of CRPBIS 3. Understanding Cultural Mediation and Implementing Culturally Responsive Practices 4. Using Data for Continuous Improvement and Innovation 5. Ongoing Systemic transformation CRPBIS Learning Labs + Before All a major systemic transformation stakeholders 5-10 consecutive sessions & monthly follow sessions Primary stimulus: Daily problems and disruptions Secondary Stimulus: CHAT theory, map rich data representation, new assessment and data analysis instruments, evidence-based culturally responsive practices, video recordings of lab sessions… New solutions are developed and tested locally Formation labor of a new shared tools, rules, and divisions of + (Engeström, 2010) (Engeström, 2010) + Spatiotemporal Patterns & Predictors of Disproportionality in Wisconsin Primary Research Questions: To what extent are CLD students represented in EBD category and suspension/expulsions? To what extent is individual risk predicted by individual and/or district sociodemographic factors? Wisconsin state level data from 2006-2007, 2007-2008, 2008-2009, 2010-2011 Hierarchical linear modeling (hlm) + Disproportionality Dependent Variables Student Level Predictor variables District Level predictor variables Proportion of students identified with EBD Gender % youth with free or reduced lunch status Proportion of students who are suspended or expelled from school Race/ethnicity % minority enrollment % ELL enrollment % school attendance % proficient/advanced on state math test % proficient/advanced on state reading test + CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality Aydin Bal, PhD. University of Wisconsin- Madison AERA April 16, 2012