IHE Summer Institute May 23, 2012

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

2. CRPBIS Implementation: A 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.

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

4. An Enduring Problem of Us!

5. 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)

6. 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).

7. 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)

8. Spatiotemporal Context of Disproportionality MADISON, WI http://nccrest.eddata.net/city7/index.php

9. Spatiotemporal Context of Disproportionality

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

11. (Reprinted from pbis.org)

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

13. Culture ?

14. (Reprinted from Artiles, 2007)

15. Historicity Agency Expansive Learning Contradictions Space Transformation

16. Wisconsin CRPBIS Collaboration

17. (Cole & Engeström, 1996)

18. (Bal, 2011)

19. 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

20. CRPBIS 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

21. Elementary ASun Prairie, WI • 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

22. Elementary BSun 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

23. 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%

24. 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%

25. CRPBIS Learning Labs • Before a major systemic transformation • All stakeholders • 5-10 consecutive sessions & monthly follow-up 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

26. (Engeström, 2010) (Engeström, 2010)

27. 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)

28. Disproportionality

29. 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/

30. Discussion