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CREATE April 25, 2012

CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality. Aydin Bal, PhD. University of Wisconsin- Madison. CREATE April 25, 2012. Wisconsin CRPBIS Collaboration.

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CREATE April 25, 2012

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  1. CRPBIS: An Equity-oriented Systemic Change Model to Address Minority Disproportionality Aydin Bal, PhD. University of Wisconsin- Madison CREATE April 25, 2012

  2. Wisconsin CRPBIS Collaboration

  3. CRPBIS Implementation: A of State-Wide Action of Developmental TransferThe 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.

  4. CRPBIS Colloboration • 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, a student with EBD identification, a parent of student with disability, and a DPI representative • UW-Madison Research Team • Diana Becker, Jennifer Betters-Bubon, Elizabeth Schrader, Ashley Gaskew & Dian Mawene

  5. Westside Elementary, Sun Prairie • Population: 383 students • Race/Ethnicity: 17% Black, 20% Latino, 49% White, 7% Asian/Pacific Islander, 7% Identified more than one ethnicity • SES: 57% FRL • SPED: 11% • ELL: 14% • Title 1 School

  6. Horizon Elementary, Sun Prairie • Population: 507 students • Race/Ethnicity: 4% Latino, 10% Black, 7% Asian/Pacific Islander, 72% White, 7% Two or more races • FRL: 22% • SPED: 10% • ELLs: 5% • Not Title 1 School

  7. Sherman Middle School, Madison • Population: 416; average class size=23 • FRL: 71.4%; 16.18 mobility factor • Race/ethnicity: 12 % Asian, 27% Black, 19% Hispanic, 1% Native American, 32% White, 10% more than one race • SPED: 18% • ELLs: 22%

  8. La Follette High School, Madison • Population: 1760 students • FRL: 52.3% , 26.37 mobility factor • Race/Ethnicity: 24% black, 16% Hispanic, 6% Asian, 1% Native American, 53% White • SPED: 22% • ELLs: 12%

  9. An Enduring Problem of Us!

  10. 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)

  11. 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).

  12. 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.net/maps/index.php (Source: NCCRESt, 2011)

  13. Spatiotemporal Context of Disproportionality MADISON, WI http://nccrest.eddata.net/city7/index.php (Source: NCCRESt, 2007)

  14. District-wide Special Education Risk

  15. Relative Risk – African-American Students

  16. Relative Risk – Native-American Students

  17. Relative Risk – Hispanic Students

  18. School-wide Positive Behavior Support (SWPBIS): Challenges and Possibilities

  19. (Reprinted from pbis.org)

  20. Culture ?

  21. (Reprinted from Artiles, 2007)

  22. Historicity Agency Expansive Learning Contradictions Space Transformation

  23. (Cole & Engeström, 1996)

  24. (Bal, 2011)

  25. 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

  26. CRSPBIS Implementation ProcessesInside-out & Outside-in • Forming CRPBIS Learning Labs • Determining Desired Outcomes of CRPBIS • Understanding Cultural Mediation and Implementing Culturally Responsive Practices • Using Data for Continuous Improvement and Innovation • Ongoing Systemic transformation

  27. (Engeström, 2010) (Engeström, 2010)

  28. 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)

  29. Disproportionality

  30. RESOURCES • Wisconsin CRPBIS: www.crpbis.org • OSEP TA Center on PBIS: www.pbis.org • Indiana PBIS: www.indiana.edu/~pbisin • Equity Alliance at ASU: http://www.equityallianceatasu.org/ • The National Center for Culturally Responsive Educational Systems (NCCRESt): http://www.nccrest.org/

  31. Discussion

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