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Reducing Disproportionate Representation within PBIS Framework. Eau Claire Area School District Background. Enrollment of approximately 10,500 students; 1500 staff (full and part time) 92% white 38% economically disadvantaged
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Reducing Disproportionate Representation within PBIS Framework
Eau Claire Area School District Background • Enrollment of approximately 10,500 students; 1500 staff (full and part time) • 92% white • 38% economically disadvantaged • Identified in 2006 as Significantly Disproportionate in Special Education • Black boys in EBD • Native American and Hispanic in SLD • Boys for behavior in EC4T
We had a choice… Band-aid or System Change
System Change • Contracted with Pacific Education Group to advise and train in Beyond Diversity and Culturally Relevant Teaching • Administration • School psychologists • Social workers • Coalition of the willing • Partnership with UW-Eau Claire Coalition of the Committed • The Consortium on Racial Equity in PK–12 Education in Wisconsin
CREATE: Culturally Responsive Education for All Training and Enhancement • formed by Wisconsin Dept. of Public Instruction • Common language of Courageous Conversations adopted • Book studies and independent learning by student services staff • Cultural Mismatch Checklist at Initial and Re-evaluations for special education
Four Agreements Stay Engaged Experience Discomfort Speak YOUR Truth Expect and Accept Non-closure Six Conditions Keep positions personal/local/immediate Isolate Race in the discussion Encourage multiple racial perspectives/social constructs Establish Parameter/Courageous Conversations Compass Have a working definition of race Focus on the Role and Presence of Whiteness Four Agreements and Six Conditions
Post Secondary Readiness • Budget based on Post Secondary Readiness for ALL STUDENTS • Development of Social Emotional Learning Standards ready to “roll out” in November of 2010 • Focus on EQUITY
Framework Specific to PBIS District framework applied to PBIS framework from beginning
Non-Negotiables • Required completion of Beyond Diversity (BD) and Culturally Relevant Teaching (CRT) • Principals • External Coaches • Internal Coaches • District Leadership Team Members • Required completion of BD and encouragement of CRT • All PBIS Team Members
System Checkpoints • Expectation Matrix • reviewed annually by District PBIS team and CRT consultants for cultural relevance
Cultural Mismatch Checklist • required part of nomination process for Tier II intervention • reviewed at monthly team meetings to monitor systems and degree of mismatch
Parent/Teacher/Self Nomination • initial and progress monitoring data points generated using social/emotional screening tools (selected due to low cultural bias)
Data Sets • external coach and district coordinator review “big 5” data sets and race data every trimester
What does it look like? • Assume nothing, teach everything • Encourage counter story and student voice • Acknowledge and discuss the role of whiteness and race in current practice • Use of data to evaluate systems and practice regarding disproportionate representation • Make race and data consideration part of “business as usual”
