Transcript An Equity-oriented Systemic Change Model to Address

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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
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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.
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
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
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
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
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).
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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)
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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
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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
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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
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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
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School-wide Positive
Behavior Support (SWPBIS):
Challenges and Possibilities
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(Reprinted from pbis.org)
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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)
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(Reprinted from Artiles, 2007)
Expansive
Learning
Agency
Contradictions
Transformatio
n
Space
Historicity
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(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)
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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
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 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
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(Engeström,
2010)
(Engeström,
2010)
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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)
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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
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CRPBIS:
An Equity-oriented
Systemic Change
Model to Address
Minority
Disproportionality
Aydin Bal, PhD.
University of Wisconsin- Madison
AERA
April 16, 2012