CRPBIS Aydin Bal Ph D Ashley Gaskew BA

+ CRPBIS: Aydin Bal, Ph. D. Ashley Gaskew, BA Elizabeth Schrader, BS University of Wisconsin- Madison IHE Summer Institute May 23, 2012

+ CRPBIS Implementation: A 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.

+ n n n CRPBIS Colloboration Research Partners: n UW-Madison & WCER n Elizabeth Kozleski – Arizona State University, School for Social Transform n Kathleen King Thorius – IUPUI-Indianapolis, Special Education Consultants n George Sugai-University of Connecticut, PBIS n Alfredo Artiles - Arizona State University, Activity and Cutural Historical Activity theory Advisory Board n n Gloria Ladson-Billings, a student with EBD identification, a parent of student with disability, and a DPI representative UW-Madison Research Team

+ An Enduring Problem of Us!

+ Disproportionality at the intersection of Race, Language, & Ability n 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) n Male low-income AA and NA students are the most affected groups at the national level (Donovan & Cross, 2002) n Disproportionality: low expectation, stigma, racial segregation, negative outcomes in SPED (Heller, Holtzman, & Messick, 1982)

+ Racialization of School Discipline n Racialization of discipline: Minority students are punished more severely for less serious more subjective reasons such as disrespect (Skiba et al. , 2008) n Punitive and exclusionary discipline: Exclusion, academic failure, high-school dropout, and involvement in the juvenile delinquency system (Leone et al. , 2003) n AA students: 18 % of the student population - 46 %of those suspended and 39 % of all expulsions. n 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).

+ 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)

+ Spatiotemporal Context of Disproportionality MADISON, WI http: //nccrest. eddata. net/city 7/in dex. php

+ Spatiotemporal Context of Disproportionality

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

+ (Reprinted from pbis. org

+ Existing Cultural Responsiveness in PBIS: 1. Culturally “neutral”—desired behavior taught 2. Disaggregated Data Shows Continued Gap 3. Family Involvement (Vincent & Tobin, 2010)

Culture ?

+ (Reprinted from Artiles,

Expansive Learning Agency Contradictions Transformation Space Historicity

+ Wisconsin CRPBIS Collaboration

+ (Cole & Engeström, 1996)

(Bal, 2011)

+ A Systemic Change Methodology: Local to Global Justice v. A mixed research methodology of formative intervention (Engeström, 1987; 2008; 2011) v. Re-mediating school cultures v. Facilitating a equitable, sustainable, and locally meaningful systemic transformation via Learning Labs v. Infusing culturally responsive research-based practices into 4 key tenets of culturally neutral PBIS

+ CRPBIS 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

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

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

+ Middle School, Madison n Population: 416; average class size=23 n FRL: 71. 4%; 16. 18 mobility factor n Race/ethnicity: 12 % Asian, 27% Black, 19% Hispanic, 1% Native American, 32% White, 10% more than one race n SPED: 18% n ELLs: 22%

+ High School, Madison n Population: 1760 students n FRL: 52. 3% , 26. 37 mobility factor n Race/Ethnicity: 24% black, 16% Hispanic, 6% Asian, 1% Native American, 53% White n SPED: 22% n ELLs: 12%

CRPBIS Learning Labs + n Before n All a major systemic transformation stakeholders n 5 -10 consecutive sessions & monthly follow-up sessions n Primary stimulus: Daily problems and disruptions n Secondary Stimulus: CHAT theory, map rich data representation, new assessment and data analysis instruments, evidence-based culturally responsive practices, video recordings of lab sessions… n New solutions are developed and tested locally n Formation of a new shared tools, rules, and divisions of labor

+ (Engeström, 2010)

+ Spatiotemporal Patterns & Predictors of Disproportionality in Wisconsin n Primary Research Questions: n To what extent are CLD students represented in EBD category and suspension/expulsions? n To what extent is individual risk predicted by individual and/or district sociodemographic factors? n Wisconsin state level data from 2006 -2007, 2007 -2008, 2008 -2009, 2010 -2011 n Hierarchical linear modeling (hlm)

+ 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

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

+ Discussion