USE OF DATA IN
CULTURALLY
RESPONSIVE PBIS
Andreal Davis, Kent Smith
Wisconsin RtI Center/PBIS Network
Exemplar presenters: Jessica Grandt -Turk, Lindsey
Krueger
Harrison Elementary School, Janesville, WI
Whatever you see in a child is what you will produce –
“I don’t become what I think I can; I don’t become what you think I
can; I become what I think YOU THINK I can.”
"Educational researchers have proven
time and again that culturally responsive
teaching methods increase student
engagement. So if our teaching is not
culturally relevant, then we as educators
are not relevant."
- Chike Akua
Agenda
•Setting the stage: State of Discipline
in our schools
•What are Culturally Responsive
Practices and how do they fit in a
Multi-level System of Support
•Harrison’s Story
•Q&A
“Students w/ disabilities are almost 2x as likely
to be suspended from school as nondisabled
students, w/ the highest rates among black
children w/ disabilities.”
NYTimes, M. Rich Aug 7 2012
• 13% w/ v. 7% w/o
• 1 in 4 black K-12 students
High suspension correlated w/
•
•
•
Low achievement
Dropout
Juvenile incarceration
Dan Losen & Jonathan Gillespie
Center for Civil Rights Remedies at UCLA
>1 Susp. 1 Year
•
•
•
•
1 in 6 black
1 in 13 Amer Indian
1 in 14 Latinos
1 in 20 Whites
Not correlated w/ race of staff
Who is getting pushed out?
(Dignity in Schools Campaign, retrieved July 14, 2013)
• Expulsions Nationally
• Black Students 3.5x more likely to be expelled than white students
• Latino/Latina students 2x more likely to be expelled than white
students.
• American Indian students 1.5x more likely to be expelled than white
students
• LGBTQ students 1.4x more likely to be expelled than heterosexual
identified youth
• Students in foster care 3x more likely to be suspended or expelled
than students living with parents or guardians.
• Youth who do not finish High School are 8x more likely to be
incarcerated.
In Wisconsin
• Exclusion
• African American students are 7x more likely to be suspended than white
students
• American Indian students are 5x more likely to be suspended than white
students
• Latino/Latina students are 3x more likely to be suspended than white
students
• In 2010, there were 14,241 students who started school in 2006 that did not
graduate.
Data is NOT a 4 letter word
• The data analysis and disaggregation do NOT “fix” the underlying
system, but helps us identify the problem.
• Once the problem is identified, precision statements can be written
to guide the work.
• So how does data guide culturally responsive practices?
Culturally Responsive Practices
Race, language
and culture are
significant to the
way RtI works
Principles of RTI
1. The belief that all students can and will learn.
2. The belief that our instruction should meet
student needs.
3. The belief that the actions we take as educators
can impact student learning.
4. The belief that using data can assist us in making
sound instructional decisions.
Where Can I…?
•Validate
•Affirm
•Build
•Bridge
Includes factors that influence:
• Identities
• Thinking
• Beliefs
• Behaviors
Source: WI RtI Center, Culturally
Responsive Practices Glossary
Culturally Responsive Practices:
• Gloria Ladson-Billings (UW-Madison) coined the term “cultural
relevancy” in 1994. It is a way of teaching that “empowers students
intellectually, socially, emotionally, and politically by using culture to
impart knowledge, skills, and attitudes.”
Key components of culturally responsive practices are:
• teachers who are culturally competent about their students’
cultural beliefs and practices;
• teachers who think of all of their students as capable learners, have high
expectations for them, and help the students set short and long term
goals for themselves;
• teachers who know each student and draw on the students’ own
experiences to help them learn;
• teachers who have a wide variety of teaching strategies and skills to
engage the students;
• teachers who can help the students deal with the inequitable treatment
of students of color and other underserved populations by helping them
become critically conscious and knowledgeable about the students'
culture; and
• teachers who can create a bridge between the students’ home and
school lives while meeting district and state curricular requirements.
Schools that are
Culturally Responsive:
• Have a set of values and principles that recognize diversity;
• Demonstrate behaviors, attitudes, policies, and structures
that enable them to work effectively cross-culturally and
value diversity;
• Conduct self-assessment to ensure sensitivity to cultural
characteristics;
• Are committed to manage the “dynamics of difference;
• Learn about and incorporate cultural knowledge into their
practices; and
• Adapt to diversity and the cultural contexts
of the
communities they serve.
Using Data
•Risk Ratio – Shows relative risk of a group of
students in a building for getting a particular
educational outcome.
Risk Ratios: System and Student Outcome
• Risk Ratio is based on disaggregated ODR and suspension data
• To calculate it:
• % of subgroup enrollment with an outcome (ODR, Suspension, etc)
• Divided by
• % of white enrollment with same outcome
• i.e. 85% of Latino/Latina students received ODR
• --------------------------------------------------• 42.5% of white students received ODR
• Risk for white students is 1.0; ratio below 1.0 decreased risk, ratio above is
increased risk
In-School Suspension
Out of School Suspension
Solutions
•Once need is identified, plan for what the
SYSTEM needs to be doing differently
keeping VABB in mind.
•What do we need to teach the staff short
term
•How do we build fluency of staff long
term
•How do we measure effect of efforts
•How do we partner with families
Solution Development
Prevention
Teaching
Acknowledgement/Recog.
Extinction
Corrective Consequence
Evaluation
HARRISON’S STORY