+

AERAApril 16, 2012

CRPBIS:An Equity-oriented Systemic Change Model to Address Minority Disproportionality

Aydin Bal, PhD.University of Wisconsin- Madison

+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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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 –University of Wisconsin-Madison, a

student with EBD identification, a parent of student with disability, and a DPI representative

UW-Madison Research Team

CRPBIS Collaboration

+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).

+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, WIhttp://nccrest.eddata.net/city7/index.php

(Source: NCCRESt, 2007)

+District-wide Special Education Risk

+Relative Risk – African-American Students

+Relative Risk – Native-American Students

+Relative Risk – Hispanic Students

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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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(Bal, 2011)

+Existing Cultural Responsiveness in PBIS: 1. Cultural Awareness 2. Disaggregated Date 3. Family Involvement

(Bal, 2011)

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(Reprinted from Artiles, 2007)

Historicity

AgencyExpansive Learning

Contradictions

Space

Transformation

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(Cole & Engeström, 1996)

(Bal, 2011)

+ 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

Before a major systemic transformation

All 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 of a new shared tools, rules, and divisions of labor

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(Engeström, 2010)(Engeström, 2010)

+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)

+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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AERAApril 16, 2012

CRPBIS:An Equity-oriented Systemic Change Model to Address Minority Disproportionality

Aydin Bal, PhD.University of Wisconsin- Madison