Maximizing Your Session Participation

1. C5 – Policies to Promote Equity in School DisciplinePresenters: Kent McIntosh & Ambra GreenKey Words: Equity, Systems Alignment, Tier 1

2. Maximizing Your Session Participation When Working In Your Team Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

3. Acknowledgements • PBIS Center Disproportionality Workgroup (2018-19) • Aaron Barnes • Erin Chaparro • Bert Eliason • Erik Girvan • Steve Goodman • Ambra Green • Beth Hill • Milaney Leverson • Stephanie Martinez • Kent McIntosh • Rhonda Nese • Vicki Nishioka • Heidi von Ravensberg • Ruthie Payno-Simmons • Jennifer Rose • Therese Sandomierski • Russ Skiba • Kent Smith • Keith Smolkowski

4. “That’s me!” • How many of you… • Work primarily with students and their families? • Work primarily as school administrators? • Work primarily at the district level? • Work primarily at the state level? • Work in a school implementing PBIS?

5. Overview of Today’s Session • Provide background on the ways by which policy could affect change in disciplinary equity • Addressing Discipline Disparities at the Federal Level • Current Policy Review • Recommendations Handouts: http://www.pbis.org

6. A 5-point Intervention Approach to Enhance Equity in School Discipline Updated! http://www.pbis.org/school/equity-pbis

7. 5-point Intervention Approach • Collect, use, and report disaggregated discipline data • Implement a behavior framework that is preventive, multi-tiered, and culturally responsive • Use engaging academic instructionto reduce the opportunity (achievement) gap • Develop policies with accountability for disciplinary equity • Teach strategies to neutralize implicit bias http://www.pbis.org/school/equity-pbis

8. E5 Coaching PBIS Forum Equity Strand B5 B6 • Collect, use, and report disaggregated discipline data • Implement a behavior framework that is preventive, multi-tiered, and culturally responsive • Use engaging academic instructionto reduce the opportunity (achievement) gap • Develop policies with accountability for disciplinary equity • Teach strategies to neutralize implicit bias D6 E6 C6 C5 A6 Family/Student voice Supporting students who identify as LGBTQ A7 D7

9. 4. Implement policies with accountability for equity • Equity Policy Guide http://www.pbis.org/school/equity-pbis

10. A Case Study: Oakland PD (Hunt, 2017) • Persistent racial disparities in police stops

11. A Case Study: Oakland PD (Hunt, 2017) • Patterns in stops by hour of shift

12. A Case Study: Oakland PD (Hunt, 2017) • Consistent across time of day

13. A Case Study: Oakland PD (Hunt, 2017) • Increasing disparities by number of stops

14. Data and Policy • LVPD found high rates of excessive use of force after foot pursuits • Policy change reduced use of force incidents after a foot pursuit by 23%

15. 4. Implement policies with accountability for equity • How couldpolicy work fit in to enhancing equity? • Couldhighlight a common priority • Couldreduce effects of explicit bias • Couldenable implementation of other aspects of equity interventions • Couldreduce use of discriminatory practices

16. Policy Example:Equitable Mission Statements The teachers, administrators and staff of the Los Angeles Unified School District (LAUSD) believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.

17. Literature Review: Elements of Effective Policies (Canizal Delabra, McIntosh, & Nese, 2015)

18. What does not workin policy • Enacting policies that nobody knows about • Enacting policies that don’t change practice • Policies without accountability for implementation

19. Addressing Discipline Disparities

20. Addressing Discipline Disparities • Civil Rights Data Collection Surveys • Dear Colleagues Letter (2014)

21. Addressing Discipline Disparities • Dear Colleagues Letter (2014) • Remove zero tolerance and exclusionary policies • Multi-tiered behavioral frameworks • Manage discipline equitably • Implementing PBIS • Restorative Practices

22. PBIS and EDPs But, how many schools/districts changed their policies?

23. Research and Data on Current Policies

24. Systematic Review of District Discipline Policies • Coded 147 policies • Hawaii, NYC, and D.C. coded as 1 policy each • Checklistfor Analyzing District Policies for Equity (CADPE) • Adapted from Discipline Disproportionality Policy Guidebook and other policy checklists (Longstreth et al. 2013, Fenning and Bohanon, 2006) • 7 Domains Elements and Early Childhood Section • 47 Questions

25. 7 Domains

26. Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE)

27. Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE)

28. Systematic Review • Does the policy provide practices for reinforcing prosocial and expected behaviors?

29. Systematic Review • Is “zero tolerance” (i.e., automatic suspension procedures for certain behaviors) mentioned as a practice/strategy in the district policy?

30. Systematic Review • Is there clear communication that suspension or expulsion is limited to behavior incidents that pose a serious and credible threat to the safety of students and staff?

31. Systematic Review • Does the policy include descriptions of and guidelines for using alternatives to suspension?

32. Systematic Review • Does the policy restrict the use of exclusionary discipline (i.e., ISS, OSS, and expulsion) for non-violent behavior incidents (e.g., suspensions for disrespect)?

33. Systematic Review • Does the policy provide lists of possible instructional responses in place of punitive responses?

34. Misconceptions

36. Research says: • No data demonstrating that OSS or expulsions reduce the rate of student discipline. • High rates of suspension correlate with low academic achievement (Skiba & Rausch, 2006) and have no academic benefits (Fabelo et al., 2011).  • Classrooms are not supportive environments for students identified with challenging behaviors regardless of disability status and may actually promote inappropriate behavior (Moore-Partin et al., 2010). (Green, Maynard, & Stegenga, 2018)

37. There are misconceptions about the function of suspension. (Green, Maynard, & Stegenga, 2018)

38. Research says: • There is no data to support this outcome.  • Relatively high rates of disciplinary recidivism among those who are suspended (Gregory, Skiba, & Noguera, 2010) with marginalized students subject to multiple suspensions (Sullivan, Van Norman, & Klingbeil, 2014;OCR, 2014).  • Outcomes of using suspension and EDPs are damaging to the individual student and school climate, resulting in the possibility of negatively impacting all students’ academic and behavioral outcomes (Skiba, Arredondo, & Williams, 2014).  (Green, Maynard, & Stegenga, 2018)

39. Schools with higher rates of exclusionary discipline are associated with negative student perception of school climate, reduced school bonding and engagement, as well as reductions in educational opportunity according to school climate survey data (Flynn, Lissy, Alicea, Tazartes, & McKay, 2016; Skiba et al, 2014; U.S. Department of Education Office for Civil Rights, 2014). (Green, Maynard, & Stegenga, 2018)

40. There are misconceptions about the function of suspension. (Green, Maynard, & Stegenga, 2018)

41. Research says: • Recognize and understand the many forms of parent engagement and to approach family engagement from a strength-based lens. • Recent research has revealed the following 4 key principles for family engagement including: • 1) Engaging families as equal partners in the educational process with shared and meaningful responsibilities and goals, • 2) Family engagement must be part of a comprehensive learning plan and system of educational supports, (Green, Maynard, & Stegenga, 2018)

42. Research says: • 3) Family engagement must be founded on a proactive developmental perspective that includes regular involvement to meet the needs of changing contexts and communities, and • 4) Supports for family engagement must be embedded into systems and demonstrate components to promote sustainability over time (Barr & Saltmarsh, 2014; Halgunseth, 2009; Weiss et al., 2009).  (Green, Maynard, & Stegenga, 2018)

43. There are misconceptions about the function of suspension. (Green, Maynard, & Stegenga, 2018)

44. (Green, Maynard, & Stegenga, 2018)

45. Recommendations

46. 1. Paradigm Shift

47. 2. Policy Recommendations • pbis.org • School • Equity & PBIS

48. Equity Policy Recommendations • Include a Specific Commitment to Equity • Create mission statements that include equity • Enact hiring preferences for equitable discipline • Install Effective Practices • Require clear, objective school discipline procedures • Support implementation of proactive, positive approaches to discipline • Replace exclusionary practices w/ instructional ones • Create Accountability for Efforts • Create teams and procedures to enhance equity • Share disproportionality data regularly • Build equity outcomes into evaluations

49. Policy Example:Processes with Accountability The Board directs the Superintendent to develop and update a detailed action plan to address equity, with multiple metrics to assess progress in reducing inequities in school discipline. The action plan shall identify district leads and clear procedures for school staff. The Superintendent will share the plan and report on progress towards these goals to the Board at least twice per year. Lack of progress toward these goals may be considered grounds for dismissal.

50. Policy Recommendations Cnt. • Language that is more conversational and less legal to ensure that it is available to everyone. • Define district-wide (or school-wide) expectations. • Define prosocial behaviors. • Define problem behaviors. • Graduated discipline policy. • Separate equity policies ensuring the use of equitable practices. • Instructional approaches (i.e., re-teach expectations, model). • Evidence-based practices (i.e., precorrection, positive specific feedback, reinforcement).