Culturally Responsive Positive Behavioral Interventions and Supports

1. Culturally Responsive Positive Behavioral Interventions and Supports AydinBal, PhD University of Wisconsin-Madison Wisconsin Center for Educational Research MSAN Institute April 14, 2014

2. Introduction

3. Agenda • Introduction • Disproportionality • The CRPBIS Project • Discussion

4. Disproportionality: A complex and adaptive systemic problem • A symptom of larger issues of equity in a stratified society • A “runaway object” that is partially shared and determined by multiple interacting systems: a school, families, district, and the state educational agencies (Bal, Sullivan , & Harper, 2014). • Requires situated analyses (Artiles, 2011; Bal et al., 2014).

5. Janette Klingner 1953-2014

6. Disproportionality • is located beyond the borders of special education • requires a solid understanding of the socio-historical constitution of educational processes and outcomes in local context • What is needed is the transformation and improvement of educational systems in culturally responsive ways(Klingner et al., 2005).

7. Challenges & Opportunities • If we do not engage in dialogue about the critical issues in educational systems, PBIS, RTI and other models will simply be like old wine in a new bottle- just another deficit-based approach to sorting children • The most effective interventions for CLD students will come from: • bringing together diverse perspectives and from careful examination of notions about disability and diversity within their local sociocultural and historical contexts(Klingner & Edwards, 2006)

8. Understanding Outcomes Changing Systems

9. Culturally Responsive PBIS Project

10. WisconsinCulturally Responsive PBIS (CRPBIS)

11. Culturally Responsive PBIS Project • Principal Investigator: • AydinBal, University of Wisconsin-Madison & WCER • Consultants & Partners: • George Sugai - University of Connecticut • Alfredo Artiles - Arizona State University • Elizabeth Kozleski – University of Kansas • Kathleen King Thorius – IUPUI-Indianapolis • Audrey Trainor - University of Wisconsin-Madison • Peter Goff -University of Wisconsin-Madison • Advisory Board: • Gloria Ladson-Billings, a Native American parent of student with EBD, an African American student, WDPI representatives

12. Principles of CRPBIS • Goal: Participatory Social Justice for SystemicChange • Method: Learning Labs for Capacity Building in Schools

13. Learning Lab: A Formative Intervention Methodology • Developed by AydinBal(2011) • Uses multiple data sources and mixed research methodologies for a formative intervention • Aims at re-mediating school cultures with local stakeholders for addressing behavioral outcome disparities (Bal, 2011)

14. (Engeström, 2010) (Engeström, 2010)

15. CRPBIS Learning Lab Implementation Design • Cole Elementary School: Gradual Inclusive LL • Rogoff Middle School: Inclusive LL • MLK High School: Inclusive LL

16. Learning Lab at a Middle School

17. Rogoff Middle School • SES: 61.6% FRL (more than doubled over 10 years) • Race/Ethnicity (1999 to 2012): • White (72% - 37%); Latino (4% - 24%); Black (20% to 24%); Asian:(3% to 7%) NA (<1%) • Language: 17% ELL • Disability: 19% • Behavioral Data: 18% Suspension • Suspension rate double for students with disabilities. • Black students comprised 50% of the suspensions

18. Rogoff Middle School Learning Lab • Learning Lab composition • N=11 participants • 3 administrators, 2 parents, 5 school staff & 1 community representation • 7 African American, 4 White

19. Rogoff Middle School: Timeline

20. Effective Strategies for Mapping the Behavior Support System • Focus on both ideal behavior support model • Interaction between individuals within support system in place • Continuous member-checks

21. Rogoff Learning Lab “I think what we are doing now, twenty years from now we can all look back and say we helped transform Sennett Middle School and hopefully other schools pick up on it” • Mr. Grant

22. The Learning Lab at a High School

23. MLK High School • 34.4% FRL (doubled in 10 years) • AA (14.7%), Latino (15.5% - tripled in 10 years),Asian (9.8%), NA (.5%), White (55.1%), Mixed (5.3%); ELLs (12.8% - decreasing over 5 years) • Disability: 15.5% • Behavioral Data (2011-12) • 50% of suspensions AA students • 5% of the Non-SPED student population was suspended, while 18% of SPED students suspended/expelled

24. MLK High SchoolLearning Lab Learning Lab Composition • N=13 participants • 2 administrators, 6parents, 6school staff (1 educator/parent, 1 parent/community member), 1 former student • 6 White, 2 Hmong, 3 African American & 2 Latina/o • 1 community member left (work complications) • Added 1 parent (African American) and 1 former student (Latino)

25. Spatiotemporal Context: District Relative Risk- NA Students (Bal, Sullivan, Harper, 2014)

26. (Bal, Betters-Bubon, & Fish, , 2013)

27. (Bal, Betters-Bubon, & Fish, , 2013)

28. http://crpbis.org/ Equity Tools: Interactive Data Maps For Racial Behavioral Outcome DisparitiesIn Wisconsin Schools

29. Discussion

30. Contact Information • AydinBal, PhD • University of Wisconsin- Madison • Wisconsin Center for Educational Research • abal@wisc.edu • CRPBIS Project: www.crpbis.org