11/1/17 Understanding Equity & Racial Bias Within Our Work Equity and Racial Bias P… · 11/1/17 1...

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UnderstandingEquity&RacialBiasWithinOurWork

Dr.RuthPayno-Simmons(FormerlyRuthRiddle)11.9.17

www.rpsimpact.com@RPSEdImpact

Acknowledgements•MichiganAssociationofSchoolPsychologists(MASP)•KentMcIntosh•PBISNationalCenter•MIBLSI

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DuringThisSession

Wewillexploredisproportionality,equity,andracialbiasaswellastheneedtocreateculturally

relevantandsustainingsystemsofsupport.

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Agenda• Exploreissuesassociatedwiththedisproportionatediscipline ofAfricanAmericanandLatinostudents

• Examineoursocial-historicalcontextandracialbias•Defineculturalmismatchanddeficitthinkinginschools•Discusssupportiveandharmfulpracticesforculturallyandlinguisticallydiversestudents(CLDS)inPBISschools

•Considerwaysofcreatingequitablesystemsofsupportthatareculturallyrelevant&sustaining

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NormsforDiscussingRacialBias&Disproportionality

•PresumePositiveIntentions•PayAttentionToSelfAndOthers

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Housekeeping

•SignalforComingBackTogether•ActionPlans•HandoutsandResources

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MASP/NASPPositiononRacialandEthnicDisproportionalityinEducation

• MASPiscommittedtoadvocacyfor:• Therights,education,mentalhealth,andbehavioralneedsofallstudents

• Freeandappropriatepubliceducationinapositiveandinclusiveeducationalenvironmentallstudents

• Equalaccesstohighqualityeducation• Equalaccesstocorecurriculaandevidence-basededucationalpracticesforallstudents

• Inclusiveenvironmentsforallstudentgroups• Leastrestrictiveeducationalsettingsforallstudentgroups

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NASP2013

MASP/NASPPositiononRacialandEthnicDisproportionalityinEducation

Individually,schoolpsychologistsandotherschoolspecialistsareinauniquepositiontoemploypromising

practicesandinterventionstoreducethedisproportionateidentificationofcertainracial/ethnicstudentsinspecialeducationandplacementinmore

restrictivespecialeducationalsettings.

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NASP2013PositionStatement:RacialandEthnicDisproportionalityinEducation

RoleofSchoolPsychologistsinAddressingDisproportionality

Addressracial&ethnicdisproportionalityindiscipline&specialeducation

Research&evaluateprevention-orientedprograms&alternativestosuspensioninschools,withaspecificfocusonreducingdisproportionality

Assistschoolsinwaysthatinterrupttheschool-to-prisonpipeline.

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YourProfessionalRolesandEquity

• Readpages4-5oftheNASPPositiononRacialandEthnicDisproportionalityinEducation• Circletwotothreeofthenineareasyoufeelarestrengths• Underlineoneortwoareasthatyoudesiretostrengthen• Sharewithanelbowpartner

• Aswemovethroughthesessionlookforopportunitiesandstrategiesthatcansupporttheareasyouareseekingtostrengthen

• Feelfreetoaddthemtoyouractionplans

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RoleofSchoolPsychologistsinAddressingDisciplineDisparity

1. Usingevidence-basedandresearch-orientedframeworksthatintegrateknowledgeofdiversity,childdevelopment,andlearningtosolveproblemsofschoolineffectivenessandtofacilitatealternativestospecialeducationplacementsandtraditionalpunitivedisciplinarypractice.

2. Examiningtheirownbiasestobesurethattheydonotactinwaysthatnegativelyaffectthefamiliesandchildrentheyserve.

3. Acknowledgingthatconsistentexclusionofhistoricallymarginalizedgroupsofstudentsisnotacceptableandmustbequestioned,whethersuchexclusionisobservedovertlyorcovertly.

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RoleofSchoolPsychologistsinAddressingtheDisciplineDisparity

4. Empoweringchildrenandfamiliestoself-advocateforeffectivedisciplineprocedureswheninequitiesexist.

5. Acquiringsupervision,consultation,andprofessionaldevelopmenttocontinuouslyexpandourmulticulturalunderstandingandknowledgeofnondiscriminatorypracticeandimproveourlevelsofcompetencyinworkingwithdiversepopulations.

6. ImplementingMTSS,whichmayincludeSWPBIS,SELandRJapproachesthatempowerallstudentstosucceedinschool(NASP,2009).

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RoleofSchoolPsychologistsinAddressingtheDisciplineDisparity

7. Collaboratingwithotherstoreview,disaggregate,andanalyzedistrict-widedatatoidentifysystems-levelbiaseswithcertainracialandethnicgroups.

8. Assistingadministratorsandschoolteamsinanalyzingyearlyacademicandbehavioraldatainevaluatingcurrentpractices,policies,andproceduresrelatedtospecialeducationidentificationratesandschooldiscipline;and,

9. Consultingwithparents,students,families,teachers,andpolicymakerstodevelopappropriateschooldisciplinepolicies.

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IssuesassociatedwiththedisproportionatedisciplineofAfrican

AmericanandLatinostudents

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PBISEfficacy1. Itisapartofanintegratedmulti-tieredsystemsofsupport

(MTSS)(Sugai&Homer,2009;Horner,Sugai,andAnderson2010;Belser2016;Freemanetal.,2016).

2. Implementedwithhighfidelity&reliablemeasurementtoolsareusedtoevaluateitsleveloffidelity&efficacy(Bradshaw,Reinke,etal.,2008;Bradshaw,Debnam,etal.2009;Kaufmanetal.,2010;Mass- Gallowayetal.,2008;Sadler&Sugai,2009;Bradshaw,Mitchell,&Leaf,2010;Simonsenetal.,2012).

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PBISEfficacy3. Schoolssystematicallyreviewdisaggregatedbehaviordata

andbuildactionplansthataddressesdisproportionality(Vincentetal.,2009,Boneshefski&Runge,2014,McIntosh,Barnesetal.,2014).

4. Barriersperceivedorrealareremovedoraddressedforteachers(Bambaraetal.,2009;Bradshaw,Koth,etal.,2008,Bradshaw,Koth,etal.,2009,Chidyo&Wheeler,2009;Kincaid,Childs,Blasé,&Wallace,2007;Miramontes,Marchant,Heath,&Fischer,2011,Sullivan,Long,&Kucera,2011,Tillery,Varjas,Meyers,&Collins,2010).

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OutcomesAssociatedWithAddressingLearningAndBehavior:

• Reductionsinofficedisciplinaryreferralsandincreasedattendance(Freemanetal.,2016).

• Reductionsinproblembehaviorsandimprovedperceptionsofschoolsafety(Horner,Sugai,andAnderson2010).

• Improvedacademicresults(Horner,Sugai,andAnderson2010).• StatisticallysignificantlylowerBlack-WhiteODRdisproportionalityin72schoolsimplementingSWPBISthanin81schoolsnotimplementingSWPBIS(Vincentetal.2011).

• DecreasesinODRsseenacrossracial/ethnicgroupsin69schoolsimplementingSWPBIS(Vincentetal.2009).

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WhiletremendousgainshavebeenmadeinPBISschools,disproportionalityandexclusionarypracticesadverselyaffectingculturallyandlinguisticallydiversestudents(CLDS),especiallyAfricanAmericanand

Latinostudents,continuestoexistacrossthecountry(Skibaetal.,2011).

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Consequently,expertsarereframingSWPBIStoconsiderissuesofracialdisproportionality,equity,andbias.

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DisciplineDisparitiesDefinedbytheIndianaCommissiononDisproportionality (2009)

Disproportionalityordisproportionaterepresentation“referstothesituationinwhich

membersofaparticularraceorethnicgroupintheUnitedStatesarerepresentedatapercentagehigher(overrepresentation)orlower(under

representation)thanthepercentageofthegeneralpublicthattheparticularraceorethnicgroup

comprises”.

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RecentNationalOCRData• AfricanAmericanpreschoolchildrenare3.6timesaslikelyto

receiveoneormoreout-of-schoolsuspensionsaswhitepreschoolchildren.

• AfricanAmericanK-12studentsare3.8timesaslikelytoreceiveoneormoreout-of-schoolsuspensionsaswhitestudents

• AfricanAmericanK-12studentsare2.3timesaslikelytoreceiveareferraltolawenforcementorbesubjecttoaschool-relatedarrestaswhitestudents.

U.S.DepartmentofEducation,CivilRightsDataCollection,2013-14(ReleasedJune2016)

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ConsideringDisciplineDisproportionality

• Take3stickynotesandwrite3reasonswhyyouthinkdisciplineandacademicgapsexistsbetweenBlackandWhitestudents.

•AsagrouporganizeyourstickynotesbythemeanddiscusswhatideaslendthemselvestowhyWhitestudentsoutperformBlackstudentsandwhymoreBlackstudentsaredisciplinedthanWhites.

• LargeDebrief

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PrevailingAssumptions

• Povertyplaysarole,butracialdisproportionalityremains,evenwhencontrollingforpovertyoAnyonetal.,2014o Skibaetal.,2002;2005oWallaceetal.,2008

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“Isn't it all really about poverty?”


•Notthehomesorparents.Hattie’ssynthesisrevealed:oSomestudentscometoschoolwithcircumstancesthatplacesthematrisk

oHowever,theeffectsizesofwhatschoolsandteachersdoaremuchhigherthanthecircumstancesthatstudentsface

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“Theyjustcomefrombadhomes…Ifwecouldjustfix

theirhomes”

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• Thereisnoevidenceofdifferentbaseratesofbehaviorforanysubgroupso Bradshawetal.,2010o Losen&Skiba,2010o Skibaetal.,2014

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“Aren’tBlackboysjustmoreviolent?”


• No!researchfromthePBISfieldindicatesthatdisproportionalitycomesfromunconsciousbias– thatwe’renotevenawareof.oGirvanetal.,inpressoGreenwald&Pettigrew,2014o vandenBerghetal.,2010

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“Areyousayingthatallschoolstaffareracist?”

AssumptionsVS.ResearchContrary to the prevailing assumption that African American boys are just getting “what they deserve” when they are disciplined, research shows:

• That boys do not “act out” in the classroom any more than their White peers.

• African American students are referred to the office for less serious and more subjectivereasons.

(McFadden,etal.,1992;Skiba,2000;Skibaetal.2002;Skiba,2010;Carter,Skibaetal.2017)

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EducationalInequities& RacialBias• Prevailing assumptions driving these discriminatory practices are due to:• Deficit model thinking • A cultural mismatch between students, their schools, teachers, and support staff (Riddle, 2014).

• This mismatch is further exacerbated by a systematic and implicit racial bias that is pervasive in the use of exclusionary discipline (Riddle, 2014; Skiba, Michael, Nardo, & Peterson, 2002)

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ImplicitBiasinEarlyLearning(Gilliametal.,2016)

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OCRPreschoolData

U.S.DepartmentofEducation,CivilRightsDataCollection,2013-14(ReleasedJune2016)

•Blackchildrenrepresent19%ofpreschoolenrollment,but47%ofpreschoolsuspensions

•Whitechildrenrepresent41%ofpreschoolenrollment,but28%ofpreschoolsuspensions

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DisproportionalityinSchoolDiscipline

• In1973AfricanAmericanstudentsalmosttwiceaslikelytobesuspendedthanwhitepeers.

• By2006,morethanthreetimesmorelikely.

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TableTalk

•Atyourtablesdiscuss:•YourinitialresponsestothethisrecentpreschooldataandtheGillianetal.studyonimplicitbiasinpreschool

•Howdotheseoutcomesrelatetopipelinetoprison?• Inyourroles,whataresomewaysyourschoolteamsareaddressingdisproportionality?

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Racialbiasand

oursocial-historicalcontextSubtitle

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WhatisImplicitRacialBias?• Unconscious,automatic towardsAspecificrace(Smolkowski,Girvan,Mcintosh,Nese,&Horner,2016)

• Basedonstereotypesaboutaspecificrace• Biasesarethestorieswemakeupaboutpeople beforeweknowwhotheyactuallyare(VernaMyers,2014).

• Racialbiasesarealsothestoriesthataretoldtous.• Sometimesweembracethesenarrativesbecausewehavenotspenttimeoutsideofourowncultures.

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UnderstandingImplicitRacialBias?• Implicitbiasisaresultofautomaticpreferences(automatic

associations)• RaceImplicitAssociationTest(IAT),measuresunconscious

bias, youcangoonlineandtakeit.• Overfivemillionpeoplehavetakenit.• ResearchfindingsoftheIATrevealed:

o 70%ofwhitepeopletakingthattestpreferwhite.o 50%ofblackpeopletakingthattestpreferwhite.o AutomaticWhitepreferenceispervasiveinAmerican

society• Weallhaveitbecauseofoursocio-historicalcontext(Riddle2014)

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Media

This Model is based on the work of Scheurich and Young, 2002

Socio-HistoricalContext&Racial

Bias

Individual

Institutional Racism

THIS IS YOU!!!

Civilizational Racism

Societal Racism

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Media

CivilizationalRacism&RacialBias



Societal Racism• Aryanism• Eugenics• SocialDarwinism• Inequalityofthe

Races• Research

Civilizational racism is the level of broad civilizational assumptions that, though they construct the nature of our world and our experience of it, are not typically conscious to most members of a civilization.

ExampleofSocietalRacism- Aryanism

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Media

SocietalRacism&RacialBias



Societal Racism• AmericanSlavery

(1501-1865)• CurrentStopandFrisk• Marijuanarelated

arrests

Societal racism existsonabroader,society-widescale.Itexistwhenprevailingsocietalorculturalassumptions,norms,concepts,habits,expectations,etc.,favoroneraceoveroneormoreotherraces.Italsoexistswhentheprivilegingofoneviewoverothersresultsinsocialpracticesthathavenegativeeffects.

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AnExampleofCivilizationalRacismImpact’sSocietalandInstitutionalRacism

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TableTalk

CivilizationalRacism• Basedonthevideoclipsdiscusswithyourgroupthefollowingprompts:• Whatideasandbroadassumptionswereprevalent?• Howdidtheseprevalentideasimpact:

• Society• Institutions

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SystemicBias,Disproportionality&ArrestRatesforMarijuanaPossessionbyRace(2001-2010)

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MarijuanaUseAmong10-25Year-OldsbyRace:UsedMarijuanainPast12Months

(2001-2010)

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SystemicBias,Disproportionality&StopandFrisk– NewYorkCity(2004-2012)

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0% 10% 20% 30% 40% 50% 60%

White Black

TotalStops

Population Stops

0.0% 0.5% 1.0% 1.5% 2.0% 2.5%

White Black

SuccessfulFrisks

WeaponsFound

ContrabandFound

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Media

InstitutionalRacism&RacialBias



Societal Racism• FederalGovernmentFundingSources

• Banks• InsuranceCompanies• WhiteFamilies

Institutional racismexistswheninstitutionsororganizationshavestandardoperatingprocedures(intendedorunintended)thathurtmembersofoneormoreracesinrelationtomembersofthedominantrace.Italsoexistswheninstitutionalororganizationalcultures,rules,habits,orsymbolshavethesamebiasingeffect.

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ExamplesofInstitutionalRacism

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ExamplesofInstitutionalRacismcont.-

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https://www.c-span.org/video/?c4549724/richard-rothstein-racisim-federal-government

TableTalk

Societal&InstitutionalRacism• Basedonthevideoclipsdiscusswithyourgroupthefollowingprompts:• HowdidsocietalassumptionsfromslaveryimpactinstitutionalRacism?

• Howmightinstitutionalracismfromslaveryimpact:• Societalassumptionstoday?• Institutionalpracticesinschools?

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NiveaRacialMicroaggression

Example

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DoveRacialMicroaggressionExample

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DoveRacialMicroaggressionExample

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Media

TheMedia&RacialBias



Societal Racism

• TVCommercials• MusicVideos• TVSitcoms• TheNews• Literature• SocialMedia• Etc.

StructuralDiscrimination

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Culturalmismatch,deficitthinking,andharmful

practicesinschoolsSubtitle

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WhatisCulturalMismatch?

Culturalmismatchexistsinschoolsbecausethedominantculturetypicallyinfluencesallfunctionsofschoolthatoftenunintentionallyexcludesthevoices

ofhistoricallymarginalizedchildrenandtheirexperiences(Fruchter,2007;Noguera,2003).

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Cultural Mismatch in Schools

CLD Students

Teachers, Staff & Administrators

CurriculumOther

Stakeholders

Institutional Practices


•Wehavedifferentwaysofknowing,problem-solving,believing,behaving,valuingetc.

• Inschoolsalloftheseculturaldifferencescometogetherandoftentheyclash

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CulturalMismatchinSchools?

•CLDSnavigatemultiplecontextsbetweenhomeandschool.

•Thesecontextsincludeculturalnorms,socialcodes,andvaluesthatareofteninconflictwithoneanother(Lareau,1987;Noguera,2003).

•Duringtheseinteractions,studentsnegotiatenumeroussocialandculturalidentities,whichcanaffecttheirbehaviorsandexperiencesatschool.

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TheImpactCulturalMismatchonCLDS?• Adultsinschoolsdon’trealize:

• ThatCLDSoccupyandnavigatedifferentculturalspacesthatareconstantlychanging

• Culturalwaysofbehavingthatareperfectlyfunctionalinothercontextsareoftenmisunderstoodormisinterpretedasoppositionalbehavior.

• Culturalmismatchaffectslanguagelearning,deliveryofcurriculum,schoolculture,andstudentbehavior.

• CulturalmismatchunintentionallycreatesexperiencesthatdisenfranchiseCLDSandcontributestoincreaseddisciplineissuesandrace-basedopportunitygapsinschools(Riddle,2014).

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DeficitThinkingandHarmfulPracticesinSchools

•DeficitthinkingaboutCLDSespeciallyBlackandLatinostudentsarelinkedtooursocial-historicalcontextandisdeeplyrootedinthesubconsciousbeliefthatsomethingisinherentlywrongwiththem.

• FindingsfromRiddle’s(2014)studylinkeddeficitmodelthinkingaboutBlackandLatinostudentstoscripting,labeling,andscapegoating.

• TheseharmfulpracticescreatedamagingnarrativesaboutCLDSandcontributetonegativeschoolculture.

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HowImplicitBias&DeficitThinkingLeadstoHarmfultoSchoolPractices

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Teacher & Adult

Beliefs

Teacher & Adult Deficit

Thinking

Harmful/Oppressive Practices

Scripting, Labeling, Major out of Minors, Scapegoating,

Silencing, Lying, Falsely

Accusing,Punitive

Consequences

Negative School Culture

Habit Forming

Harmful Narratives

HarmfulCyclicalOppressivePractices

(HCOPS)

Harmful Cyclical Oppressive Practices Riddle 2014

ScriptingandLabeling• ScriptingreferstohowtheidentitiesofCLDSaresociallyconstructedwithinschools.

• Identitiesaresociallyconstructedwhenideas,beliefs,andmentalrepresentationsofsocialinteractionsbecomehabituatedformsofrealitythatarepracticedwithinsocial systems.

• Inthe(Riddle2014)studyseekingtounderstandexperiencesofBlackandLatinostudentreceivingTier3behavioralsupports,adultsconsistentlydescribedthemas:

• problembehavior• needy• academicallychallenged

• thosekids• unruly• angry• Tier3students• difficult• emotionalproblem• disruptive

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ScriptingandLabelingContinued• OneteacherinthestudysharedwhenoneofherCLDSexhibiteddisruptivebehaviorssheremovedthe“disruption”(referringtothechild)fromherclass.

• Inthiscase,shenolongerreferredtothestudentbynamebutbybehavior.Althoughsheworkeddiligentlytosupporthim,overtime,othermembersoftheschoolcommunitybeganreferringtothatchildasadisruptionratherthanbythechild’sname.

• Consequently,thestudentbegantoseehimselfasadisruption.

• Thesewaysofdescribingareunintentionalandsubtle.However,theyshapeidentitiesofCLDSinnegativewaysadverselyinfluencingtheirself-perception,peerrelations,behaviors,andexperiencesinschool.

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Scapegoating• Scapegoatingisaconsequenceofscriptinganddeficitthinking.

• AsidentitiesoftheCLDSaresociallyconstructedinnegativeways,theybecomeeasytargetsforotherstudentsandadultstoblamefortheirownmisbehaviors.

• Childrenwhoarescapegoatedoftenfeeltheyareseenasguiltywithnochanceofbeinginnocent.

• Thoroughfairinvestigationsmustoccurwitheachincidenttopreventscapegoatingfrombecominganorminschools.

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MakingMajorsOutofMinors• Inarecentstudy,studentscommunicatedthatadultsinschoolsoftenreferredthemtotheofficeforminorbehaviors(Riddle2014).

• ThesamestudyrevealedthatWhitestudentsdisplayedidenticalbehaviorsbutdidnotgetreferredasfrequentlyasCLDS.

• Oneexplanationforthisphenomenonistherealitythatadultsinschoolsmakesnapdecisions.

• Whensnapdecisionsaremade,theyareoftenprocessedthroughourdefaultthoughts,beliefs,andautomaticpreferences.

• Whenthesethoughtscomefromdeficitmodelthinkingandimplicitracialbias,teachersandotheradultsinschoolsunconsciouslyperceiveminorbehaviorsasmajorincidents.

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TurnandTalk

•Whatarewaysareyouseeingthesepracticesinyourworkspaces?

•Whataresomewaysyoucanbegintoaddressthesepracticesinyourwork?

•Addtoyouractionplanifneeded

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Supportive Practices for Culturally and Linguistically Diverse Students (CLDS) in

PBIS Schools Subtitle

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HowProfitThinkingLeadstoEquitablePractices

HelpfulCyclicalLiberatingPractices–(HCLPS) Copyright©2014Riddle.

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Teacher&AdultBeliefs

Teacher&AdultProfitThinking

LiberatingPracticesBuildingPositiveRelationships

LayersofSupportContact&Connections

Trust&RespectCultureofCaring:CreatingSafe

SpacesWatchingforStudents’Wellbeing

HonoringStudents'Voices

Positive School Culture

Habit Forming

Helpful Cyclical Liberating Practices

(HCLPS)

Counter Narratives

LayersofSupport• Layersofsupport:

• InvolvesassigningseveraladultstotargetandengageinpositiveandsupportiveinteractionswithCLDSinwaysthatdemonstratepersonalinvestmentandrequirelittletime(Riddle2014).

• Isbasedontheideathatteachersoftenhelpstudentsintheirclassroomsbutcannotaccountforotherareasstudentsnavigatethroughouttheschoolday.

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LayersofSupport• Layersofsupport:

• ServesasahelpfulpracticeforCLDSespeciallythosereceivingtier3supportsforbehavior.

• Providestudentswithmultipleopportunitiestohavepositiverelationshipswithvariousadults.

• Isparticularlyhelpfulduringunstructuredtimesandcanreducedeficitthinking,scripting,andscapegoating.

• IncreasepositivetonegativeratiosbetweenadultsandCLDSandcontributetotheiridentitiesinaffirmativeways.

Riddle(2014)

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RespectandTrust• RespectandtrustareessentialcomponentsofbuildingpositiverelationshipswithCLDS,especiallythosewhohavebeenscriptedandhaveahistoryofODRsandinvolves:• Listeningandunderstandingwhatastudentissayingabouttheproblem,theirpartinit,andcomingupwithsolutionsstudentsthinkswouldimprovethesituation(Noguera,2008,2012).

• ProperlyinvestigatingallincidentstoensureCLDSarenotscapegoatedbyotherstudentsandadults.

• Embracingstudentsraciallyandculturally.

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RespectandTrust• Inschoolenvironmentswhererespectandtrustbetweenstudentsandteachersisnurtured,CLDS:• Arenoteasilyscapegoatedbyotherstudentsandadults• Feelsafe• Aremoreresponsivetocorrectionandsolvingproblems• Aremorelikelytotakeresponsibilityfortheirbehaviors.• Feelembracedindividualsandculturally• Seethemselvesrepresentedinpositiveandcontributoryways.

• Havevoice• Developpositiveself-identities

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WatchingOutforStudents’ Wellbeing• Watchingoutforthewell-beingofCLDSinvolvesexplicitlycommunicatingtoCLDSthattheadultisexclusivelyseekingtounderstandtheiremotionalandmentallocations.

• Adults:• PersonallyinvestinCLDS• BuildrespectandtrustwithCLDS• providestudentswithstrategiesfornavigatingpotentialconflict.

• ShiftfromwatchingandwaitingforCLDStomisbehave.• FosteracultureofcaringforCLDS• EmotionallysafespacesforCLDS

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PossibleCulturallySituatedBehaviors

• Talkingout(aka“overlap”)•Origin:churchesanddesiredgroupresponsestoleader

•Demonstratesengagement• Ignoringrequests

•Origin:needforacademicsupport?• Functionalalternativetodefiance?•Ratherlookbadthanstupid

PossibleCulturallySituatedBehaviors• Refusingtoparticipateinthelesson

• Origin:• CopingwiththeburdenofactingWhite(Ogbu1986,2003,2004)

• CollectiveIdentityandaneedtomaintainsolidaritywithpeersofthesamerace

• Demonstrates:• “Beingdown”• “NotactingWhite”and/or“sellingout”

• Culturally-basedbehaviorsarefunctional,andappropriatebehaviorsthatareneededoutsideofschool.

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CulturallySituatedBehaviors

•Maybedesirable/adaptiveoutsideofschool•Maywork/bereinforcedinothersettings•Notnecessarily“wrong”– justnotforschool

• Solutions1. Understandculturalnuances2. Beexplicitinteachingsituationalspecificity

(“code-switching”)3. Incorporateopportunitieswhereculturallybased

behaviorscanbeusedintheschoolsetting.

AlternativeResponsetoCulturallySituatedBehaviors

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Antecedent Behavior Consequence

Refusaltoparticipateduringalesson(Oftenrelatedtoidentityandsolidarity)

Sendstudenttooffice(ODR)

Studentleavesclass(Reinforcesdisenfranchisement)

AlternativeResponse“Callonadifferentstudentandcheckforunderstandingafterclassoratalatertime.”

Self-assessment“Isthisaculturallysituatedbehavior?”

TurnandTalk

• Whatarewaysareyouseeingthesepracticesinyourworkspaces?

• Whataresomewaysyoucanbegintoaddressthesepracticesinyourwork?

• Addtoyouractionplanifneeded.

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CreatingEquitableSystemsofSupportthatareCulturallyRelevant&Sustaining

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RecentLiteratureReviewPreliminaryFindings• Validtoolsandchecklistsforimplementing culturalresponsivepracticesandresearch-basedmeasuresforevaluatingculturallyresponsivenessarebeingdevelopedandtested.

• AligningandintegratingprogramsandservicesareneededtoenhanceculturallyrelevantpracticesandoutcomesforBlackandLatinostudents.

• BuildingpositiveandstrongracialidentitiesinBlackstudentssupportshigheracademicandbehavioraloutcomesforstudentsandhelpsthemtocombatracialdiscriminationinschools.

• Schoolscannottakearaceneutralapproachwhenaddressingequityanddisproportionality.

• Teacherswhounderstandoursocio-historicalcontext&societalconstructionsofracedevelopprofitbasedbeliefsaboutBlackstudentsneeds&behaviors.

• ExposingpreserviceteacherstoservicelearningindiverseschoolsettingscanbuildCRPthataresustainedwhentheyenterthefield.

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CreatingEquitableSystemsofSupport• Equitablesystems&practicesshouldnotonlybe

culturallyrelevantbutshouldalsobeculturallysustainingforCLDSandinvolves:• Understandingthenuanceswithinandacrossvarious

ethnicgroupstoprovideappropriatecaringandrespectfulsupportandrelationships

• Buildingonstudents'cultural,linguistic,andcommunity-basedknowledge

Carter(2009);Delpit(1995a,1995b);Fruchter(2007);Gay(2000);Ladson-Billings(1994,1995);Lang(2013);Lareau(1987);Noguera(2003a2003b);Paris(2012)Riddle,(2014);Valenzuela(1999)

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BeyondSupportingIndividual&SmallGroupsCLDS

Schoolshavetocreateintegratedbehavioralandacademicsystemsofsupportsbasedonknowledgeofthestudentsand

theircommunitiesaswellascreateculturallysustainingpedagogiesthatpreservestheculturesofthosecommunitiesratherthanunintentionallydamagingoreradicatingthem

(Paris&Alim,2014).

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CreatingEquitableSystemsofSupport

Apartofanintegratedmulti-tieredsystemsof

support.

Barriersperceivedorrealareremovedor

addressedforteachers

Implementedw/highfidelity&reliabletoolsareusedtoevaluateitsleveloffidelity&efficacy

Disaggregatedbehaviordatareview&actionplansthat

addressesdisproportionality

StartwithSWPBIS

CulturallySustaining&ResponsiveTeaching CreatingEquitablePBISSystems

Demonstratesculturalrelevanceandconnectspedagogycurriculumtostudents’culturalandlinguisticbackgrounds(Banks1991,2003;Gay2000;Ladson-Billings1994,1995,2001;SleeterandGrant1999;VillegasandLucas2004).

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Behavioral norms&schoolcultureconsidersandunderstands:dominant&non-dominantculturalcapital,aswellasstudents’cultural&linguisticbackgrounds.Profit-basedthinking




Engagescommunitiesoflearnerswherestudentssociallyconstructknowledgeinclassroomsthatembraceallstudents(BrownandCampione1990;Nieto2000;VillegasandLucas2004).





Values&usesinputfromfromstaff, parents,andstudentswhenestablishingbehavioralnorms&schoolculture.Systemicallycollect’sfeedbackandperceptiondata(withtheabilitytodisaggregatebyethnicity)toimprovetheschool’scultureovertime.

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Values&usesinputfromfromstaff, parents,andstudentswhenestablishingbehavioralnorms&schoolculture.Systemicallycollect’sfeedback&perceptiondata(withtheabilitytodisaggregatebyrace&ethnicity)toimprovetheschool’sculture.

Reflectsasocialjusticeperspectivewhichmakesthe"hiddencurriculum’’explicit,namesinstancesofinequity,challengesassumptions,andsupportsstudentsinquestioningandchallengingthestatusquo(Anyon1994;Banksetal.2005;Cochran-Smith2004;Nieto2000,2002;Sleeterand





Values&usesinputfromfromstaff, parents,andstudentswhenestablishingbehavioralnorms&schoolculture.Systemicallycollect’sfeedback&perceptiondata(withtheabilitytodisaggregatebyrace&ethnicity)toimprovetheschool’sculture.

Reflectsasocialjusticeperspectivewhichmakesthe"hiddencurriculum’’explicit,namesinstancesofinequity,challengesassumptions,andsupportsstudentsinquestioningandchallengingthestatusquo(Anyon1994;Banksetal.2005;Cochran-Smith2004;Nieto2000,2002;Sleeterand

Reflectsa socialjusticestancethatworkstointerrogate&changepoliciesandpracticesthatperpetuateracialinequitiesandengagesstudentsintheprocess.

Creating Equitable Systems of Support is Not

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Creating Equitable Systems of Support Is Really About Changing the System

CreatingEquitableSystemsofSupportBuildAwarenessofSocial&CulturalReproduction&theCultureofPower

Examine&AddressAdultBeliefs

HabitsofMind BuildRealRelationships&Connectionswith

Students

MattersoftheHeartandMind

Model based on Riddle 2014

CreatingEquitableSystemsofSupportBuildAwarenessofSocial&CulturalReproduction&the

CultureofPower• Implicitracialbias

understandingofoursocio-historicalcontext

• Positionality• Racialmicroaggressions• Embracingthetruth• Addressingwhitefragility


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ExamineandAddressAdultBeliefs• WhatyoubelieveaboutBlack

andLatinokids/families• Whatyoubelieveabout

how/whytheymisbehave/strugglewithlearning

• Howyoucametobelievethatway



HabitsofMind• Kidsbringstrengthstothetable

thatareculturallysituated• Disciplineissues:Isitthechild,

adult,system,culturalmismatch?• Positivelyshapingstudents

identitiesvia Positiveracialsocialization

• Shiftfromfixedtoagrowthmindset(adultsandstudents)

• Teacherself-reflection



SpecificRecommendationsforPositiveRacialSocializationofBlackMales(Carter2016)

SchoolscannurturethehealthyidentitydevelopmentofadolescentBlackboysandensuretheiracademicsuccessby:• Encouragingself-efficaciousbeliefs.

• Self-efficacyisakeyfactorinresilience.•WhenBlackmalestudentsfeelself-efficacy,theygainresiliencetopushthroughandinequitablepracticesoccurringinschoolsrelatedtoracialbias.

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SpecificRecommendationsforPositiveRacialSocializationofBlackMales(Carter2016)

•Waystobuildself-efficaciousbeliefsinBlackmalestudents:• Encouragethemtokeepsuccessjournalssothattheycanrecordtheirsuccessesandlisttheskillstalentsandstrategiesusedtoreachthosesuccesses.

•Nurtureagrowthmindset(Dweck,2007)inBlackboys byhelpingthemunderstandthatintelligenceisnotfixedbutisdevelopedwithhardworkandeffort.Besuretopraiseeffortratherthanintelligence.

RecommendationsofQuestionsforTeacherSelf-Reflection(Cartledge&Kourea2008):

•WhatistheracialorgenderbreakdownofthestudentsthatItypicallysendfrommyclassfordisciplinaryactions?

•HowoftendoIsendthesamestudentsfordisciplinaryactions?

•WhatmessagesamIcommunicatingtothestudentswhoaretherecipientsofoftheseactions?

•Whatmessagesinmycommunicatingtotheirclassmates?• Isthebehaviorofmystudentsgettingbetter?•HowdoIknow?Ifitisnotgettingbetter,whynot?

RecommendationsofQuestionsforTeacherSelf-Reflection(Cartledge&Kourea2008):

• DoIdispensedisciplinaryreferralsfairlybasedononthebasisofraceandgender?

• Aredisciplinaryactionstherapeuticorsimplypunitive?• DoIdistinguishculturallyspecificbehaviorsfrombehavioralinadequacy's?• Ifstudentshavesubstantialbehavioraldifferences,haveatalkthemtheskillsthattheyneedtoknow?

• AmIpunishingstudentsformylackofskillandaffectivebehaviormanagement?

• DoIputherstudentsbecauseofmylackofskillandeffectiveinstruction?

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100

BuildRealRelationships&ConnectionswithStudents

• Profit-basedthinkingo Adultself-interrogation&problem-posingo Buildonstudents’knowledge

• Createlayersofsupporto Mentoring&multiplepositiverelationshipso Multipleplacestosolveproblems

• RespectandTrusto Understandstudents’emotional&cultural

locations• ContactandConnections

o Challengeadultdeficitthinkingo Createmultiplebriefpositiveinteractions

• Createacultureofcaringo Watchingoutforstudents'wellbeingo Honoringstudentvoices


Studentssharedfeeling:safe,important,caredfor,liked,heard,surprised,proud,confident,respected,supported,andsuccessful(Riddle,2014)


Carter(2009);Delpit (1995a,1995b);Fruchter (2007);Gay(2000);Ladson-Billings(1994,1995);Lang(2013);Lareau(1987);Noguera (2003a2003b);Paris(2012)Riddle,(2014);Valenzuela(1999)

RemoveOppressive/BiasLanguage&PracticesFrom

SchoolStructures

InfuseCulturalSustainingPracticesinSchoolSystems

ImplementCulturalRelevantCurriculum,ResourcesandInstructionalPractices

JobEmbeddedProfessionalDevelopmentonOurSocio-HistoricalContext,Implicit

RacialBias&CulturalUnderstanding

SociallyJustPoliciesandInstitutionalPractices

CreatingEquitableSystemsofSupports


RemoveOppressive/BiasLanguage&PracticesFromSchool• Languageinstudentdata

systems• Languageonbehaviorreferral

forms• Labelingstudents• Zerotolerancepolices• Threestrikes• Alternativestosuspension


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SchooldisciplinepoliciesbasedontheZeroToleranceFramework:• Havenotreducedsuspensionsorexpulsionsasinitiallyintended.Instead,thesepolicieshaveresultedinmorestudentsbeingexcludedfromtheclassroomduetoreactivedisciplinaryaction(Skiba,2014).

• Areincreasingtheeducationalachievementgap(Opportunitygap)andnegativelyimpactingthedevelopmentofstudentsofcolor(Bernstein,2014).

• Havecreatedapipelinefromschoolstoprisonswhereexclusionfromtheeducationalenvironmentandcriminalizationofstudentmisbehaviorcontributetoschooldropoutandinvolvementwiththejuvenilejusticesystem(Fowler,2011).

TheImpactofZeroToleranceonDisciplineDisproportionality

ExampleofRemovingOppressive&BiasLanguage

Skyward– DisciplineModuleRFESubmittedbyHarperPublicSchools,September26,2013• Recommendation:SpecificlanguagethroughouttheSkywardDisciplineReferralsystemshouldbeupdatedtoreflectcurrentknowledgeandpracticeofPositiveBehaviorInterventionandSupports(PBIS).

• TheBehaviorReferralshouldalsoprovidespacetoidentify“cause”or“motivation”fortheincidence,whichencouragestheadultsinvolvedtoreflectupontheirrolesinwhythestudenthadanissue.Thisrecommendationisforrevisingthefollowingterms.

• Wewouldbehappytoprovidedeeperanalysisandresearchbasisforcomprehensivelanguagerevisionsbeyondthisinitiallist:

Current Language Appropriate PBIS Language“Discipline” – heading that describes a punitive consequence system


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Behavior



Behavior

“Officer” – describes an adult responsible for managing the referral



Behavior


Responsible Adult or Referral Manager or Employee


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Behavior



“Offense” – describes an incidence or action being documented



Behavior




Incident



Behavior




Incident

“Demerit History” – describes cumulative infractions in a punitive system


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Behavior




Incident


Reteaching History or Behavior Intervention History



Behavior




Incident



Currently there is no field to capture the cause or motivation of a behavior. Without this, it remains a negative consequence process rather than identifying antecedents for behaviors.



Behavior




Incident



Currently there is no field to capture the cause or motivation of a behavior. Without this, it remains a negative consequence process rather than identifying antecedents for behaviors.

Cause or Motivation


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Rationale: Thelanguagewechooseisimportantforstudentandadultlearningbecauseithastheabilitytochangeourconsciousness.Ourconsciousnesschangesourbehavior.ThelanguageSkywardchoosestoreviseonitsplatformimprovesitsclientmarketpositionbyaligningitsproductswithstatesdeeplyengagedinPBISimplementation.


LanguageChangesCulture• Thetermsintheleftcolumnsoundprison-likeandreflecta“school-to-prisonpipeline”thatisheavilydocumentedbyresearch.

• Schoolsystems’rolesarenottoexcusekidsfromaccountability,buttodevelopresponsibilityinthem.

• Simplychangingnegativelanguageevenonwhatseemsmerelyaprocessingformorbusinesstool,hastheabilitytochangebehavior.

• Developingresponsibilityinchildrenfortheirbehaviorbeginswithchangingthebehaviorofadults.

• Changingbehaviorofadultsbeginswithchangingtheirlanguage,inevensubtle,unconsciousways.

• Thelanguageweusedoessubconsciouslyinformourbehaviors,sounlesswemakesmallchangestoformsandhallwayconversations,educatorsrisklosingtouchwiththeirmission…toliftothersuptotheirpotential.


InfuseCulturalSustainingPracticesinSchoolSystems

• District&Schoolimprovementplans• UseCRTtoolstoevaluate&guideCR

System• Surveyandanalyzestudents&parents’

experiencesinschools• Hiringpractices• Involvestudents&parentsinshaping

PBIS• PurchaseCR-curriculumresources• Allocateresources&FTEthatsupports

equitywork



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CulturalRelevantCurriculum&Pedagogy• Infusemulticultural&globallearning• Highlightstudents’strengths• Balancebetweenskill&process• Promotedevelopingculturalcritical

consciousness&self-reflection• Promoteinterrogation0foppressivesystems&

practices• Includerepresentationofrace&culturesinthe

curriculumacrosscontentareas• Allowstudentstousetheirnative

language/codeswitching• Promoteacommunityoflearners• Encouragestudentstoembracetheirculture

anddevelopaloveoflearning



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JobEmbeddedProfessionalDevelopmentOngoingprofessionaldevelopment&coachingaimedatincreasingstaffculturalawareness,competency,&sustainabilityinschoolsimplementingSWPBISthatengagesstaffinlearning,conversationsandcriticalreflectionon:

1. OurSocio-historicalcontext,issuesofpositionality&howracismhasbeeninstitutionalizedandsocially&culturallyreproduced

2. Implicitracialbias3. Understandingofdominantandnon-dominantcultural

capital&issuesofidentity4. Culturallysustaining&relevantpedagogy5. Usingculturallyrelevantpedagogycurriculumresources

SociallyJustPoliciesandInstitutional

Practices


Carter,Skibaetal.2017Recommendation

SchoolsMustTakeaRaceConsciousApproach•Race-neutralapproachestodiversifyingschoolsarenoteffectiveinreducingsegregationandcanleadtoincreasedschoolsegregation(McDermott,Furstenbeg&Diem2015;Gullen,2012;Reardon,Yun,andKurleander2006).

•Race-neutralapproacheshavenotbeeneffectiveinreducingracial/ethnicdisparitiesinschooldiscipline(Vincent,Sprague,&Gau,2015;Vincent&Tobin,2011).

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1. Setthetoneforthisworkbyengaginginthoroughanalysisofoursocio-historicalcontextviareadingscholarlyarticlesandengagingindialogueraceissues.

2. Professionallearningcanthenbecenteredaroundconversationsaboutspecificdisciplinaryincidentsandhabitsofdisciplinethatinclude.

3. Usetheliteraturetocreateraceconsciousinterventionsandwaystoevaluatethem.Buildrelationshipswithcommunitycentersandcommunityuniversitieswhospecializeinthisworkcanbehelpful.

4. Hirestaffwhocanspendtimeintheliteratureconnectingstrategiestothefindingsofdatareviewcanbehelpful.

1.

PracticalApplicationofProfessionalDevelopment:

Carter,Skibaetal.2017

Day1Keynote- BrandiSimonsen• ProfessorattheUniversityofConnecticut

• PartneroftheNationalTechnicalAssistanceCenteronPBIS

• AuthorofClasswide PositiveBehaviorInterventionsandSupports

Day2Keynote- DavidKilpatrick• AssociateprofessorofpsychologyatSUNYCollegeatCortland

• Expertinreadingassessmentandintervention

• AuthorofAssessing,Preventing,andOvercomingReadingDifficulties

YourFeedbackisimportant!Pleasetakeafewminutesattheendofthesessiontocompletean

evaluationforthissession.

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[email protected] www.rpsimpact.com

@RPSEdImpact

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