Capturing Culturally Responsive Data Practices in PBIS Implementation:
5/2/2016
Capturing Culturally Responsive
Data Practices in PBIS
Implementation:
Secondary & Elementary Settings
May 5, 2016 – 1:30 – 2:30 PBIS Implementer’s Forum Description: This session will feature 2 schools working to embed culturally responsive data practices as part of their PBIS implementation. Each school, one elementary and one secondary, will share their journey towards assuring their PBIS data analysis includes data informing the team of disproportionate disciplinary practices for students by race, disability and gender. 1
Learning Pathway and Targets • Introduce Culturally Responsive PBIS – 9 Priorities • Share out strengths and barriers in year 1 of CR PBIS implementation around Data Systems • Convey strengths and barriers in year 1 of CR PBIS implementation around Data Teaming
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
2
1
5/2/2016
What is CR PBIS?
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
3
CR PBIS – The Grant Opportunity Culturally Responsive Approaches to Managing Positive Behavior Interventions and Supports
Enhance the MTSS for behavior (PBIS) by building a foundation of prevention that supports the establishment of: 1) clear, consistent positive school culture, 2) clear discipline definitions and procedures that reduce ambiguity in discipline and decisions, 3) effective instructional approaches to discipline and 4) integration with an academic MTSS to ensure access to the core curriculum and keep students engaged in instruction and learning. CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
4
2
5/2/2016
5
Social Marketing Plan to all Stakeholders Professional Development
Aligning Documentation
Community Resource Mapping
Establishing MTSS/PBIS
8 KRAs Key Responsibility Areas
Authentic Family Engagement
Evaluation of Data Practices & Action Planning Around Data
Climate and Culture Surveys
3
5/2/2016
Westinghouse Academy 6‐ 12
Barrett Elementary K‐5
30 homerooms 49 Teachers 9 Sp. Ed. teachers 9 Related Arts 5 Career Tech. Ed.
15 homerooms, 3 Title I Staff, 4 Special Education Teachers, 4 Specials Teachers
Teachers
(Cul. Arts, Cosmo., Health Careers, Carpentry & Bus. of Sports Admin.)
Year Implementing 2nd year Students PBIS Matrix
457 ‐ grades 6‐12 PRIDE
Students
grades
6
48
7
47
8
71
9
91
10
82
11
60
12
58
8th year 250 students; grades 1‐5 Barrett Bears 7
Meet Westinghouse Academy 6‐12
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
8
4
5/2/2016
Demographics as of Fall 2014
• 46.3% School Performance Profile Rating • 58% of students chronically absent • 84% eligible for free and reduced lunch • 20% of seniors have a GPA of 2.5 or higher with 90% attendance rate • 62% of students were suspended at least once • Graduation Rate of 83% with 22% attending college
9
Staff
Students
• 14 New Teachers • 30% teachers new at the start of the school year • 33% (16) Non‐tenured teachers
• 52% turnover • 55% (269) male • 45% (222) female • Ethnic/racial data • 97% ‐ AA • 2% ‐ MR • 1% ‐ W CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 10
5
5/2/2016
Challenges Pgh Public Schools ‐ Westinghouse/Wilkinsburg Merger • 170 7‐12 grade students from Wilkinsburg School District
20% Teacher turnover during the school year 52% Mobility rate for students
11
Foundations Supporting CR PBIS • Courageous Conversations • Trauma Informed Care/Practices • Trauma Informed Care Instructional Practices • Monthly Discipline Committee Meeting • School Based Behavioral Health Collaboration • Creating A Community School/Aligning community, district, school and community agencies
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 12
6
5/2/2016
CR PBIS ‐ Implementing Universal
CR PBIS
Meet Westinghouse
Universal
Meet Barrett
Data
Universal
Data 13
The Westinghouse 6‐12 School Model: Positive Behavior Interventions & Supports
Coming Soon to a Pyramid near you: % of students requiring each level of support
Tier 3
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
,
Tier 2 ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc.
Small Group Interventions (CICO, Social and Academic support groups, etc)
Universal
School-Wide Assessment School-Wide Prevention Systems
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 14
7
5/2/2016
Universal Supports as of Fall 2014 • 6‐12 SAP Team – Academic and Behavioral • Student Leveling System • Effective Classroom Management in every classroom • Therapeutic Emotional Support Programs Staying Focused • School‐Based Behavioral Health on Universal • Read 180 Supports • Behavioral Lesson Plans • SET 15
Matrix – Bulldogs!
• Insert Matrix here
16
8
5/2/2016
Data Systems and Teaming CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 17
Data Systems • Action: From Excel spreadsheets SWIS (School Wide Information System; University of Oregon) • Timeline: • SWIS Training Winter 2016 • Data Entry of all 2015 – 2016 data to date • PBIS Data Team meetings using TIPS
• Progress CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 18
9
5/2/2016
GOAL: To determine any disproportionality of disciplinary practices for gender, disabilities, and ethnicity. 19
Progress from Year 1 and Year 2
Data Teaming
Data Systems
Year 1
• Establishing Members • Scheduling • Format
• Identifying sources • Determining Authenticity • Building Universal Systems
Year 2
• Using TIPS Process • SWIS • Use of Team Implementation • Revising ODR Checklist (TIC) • Determining Authenticity • Holding on to 80% buy in
20
10
5/2/2016
Hello Baseline!
National Averages
21
22
11
5/2/2016
2015 – 2016 “Has IEP”
23
“Does Not Have IEP”
24
12
5/2/2016
Disproportionate Disciplinary Practices?
25
Risk Ratio 37% 10%
1) Calculate Risk Index 2) Calculate Risk Ratio Subgroup lower than 10 – does not calculate Major‐Minority School 26
13
5/2/2016
CR PBIS and Data Systems • Have the right data points • Understand Risk Ratios and Risk Indexes • Race • Gender • Disability
In year 2 of implementation, one goal is to be sure that the data is In year 2 of implementation, one goal is to be sure that the data is authentic. Are teachers completing ODRs correctly? Explicit authentic. Are teachers completing ODRs correctly? Explicit instruction for staff on how and when to complete an ODR instruction for staff on how and when to complete an ODR. 27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017 Progress Strengths Leadership
Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability
Establishing Roles
Transitioning from “admiring the problem” to “action based on data”
28
14
5/2/2016
Meet Barrett Elementary CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 29
Steel Valley School District According to 2005 census data,
• The district had a 18,340 resident population • Per capita income was 16,902$ • Just over 1800 students
• Most recent data indicates that the resident population is still around 18,000 • Median income is approximately $37,000 • The district population has decreased to just over 1400 (as of April 19, 2016) 30
15
5/2/2016
Rate of Turnover 37%
Grade NEW DEPARTED BEGINNING END
1 28 ‐15 42 54
2 19 ‐18 62 60
3 19 ‐21 47 45
4 15 ‐25 55 44
5 20 ‐13 44 51
% of Turnover
31%
30%
46%
51%
27%
R = D/((B+E)/2)
Barrett Special Education and Ethnicity Data • 254 Total Students (as of April 19, 2016) 2 Asian 1% 190 Black 75% 4 Hispanic 2% 25 Multi racial 10% 33 White 12% • 90 students or 35% of the students have an IEP • 22 students or 9% are Speech and Language only • 68 students or 27% make up the other categories 32
16
5/2/2016
Year 8 of PBIS Implementation Goals • Attendance (specifically tardies) • Transition from a school‐wide token economy to the Principal’s 200 Club format with more emphasis on classroom rewards • Emphasis on fine tuning the Tier 2 / SAP procedures and supports such as using data as opposed to teacher recommendation for CICO, behavior plans, small group lessons, and academic interventions • Committing to evidenced based curriculum/resources for Tier 2 academic and behavioral interventions • Increasing teacher buy in and involvement • Make the school schedule around the needs of the Special Education students • Review data through a culturally responsive lens with regard to ethnicity and students with IEPs • Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 33
Progress?!?! • We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement. In the first 30 days, only 2 students showed improvement. The 2nd 30 days, there were 9 students that earned. There are 31 students using this intervention. • Teachers began tracking tardies on major and minor referral forms in SWIS. This was found to be inconsistent and a lot of work. The team will review and make decisions at our June Action Planning meeting. • Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms. Special Ed Teachers reported that lesson planning and interventions were able to be more direct. • Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff. Gift cards were welcomed as well as reimbursement for class incentives. • The PATHS curriculum, Second Step Curriculum, Life Skills Curriculum, NED Show resources, DARE, LLI Reading Series, KID writing are among the utilized curriculums. CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
34
17
5/2/2016
Principal’s PAW ticket
35
Principal’s PAW club
36
18
5/2/2016
Tardy Incentive Chart
37
Parent Awards
38
19
5/2/2016
Challenges: Keeping Focus Using the Right Data
Beyond Universal Tier 3
Advanced Tiers Team
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
Tier 2
Universal Core Team
ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc.
Small Group Interventions (CICO, Social and Academic support groups, etc)
Universal
School-Wide Assessment School-Wide Prevention Systems
39
SWIS Data Screenshot
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
40
20
5/2/2016
41
Risk Indices ‐ Ethnicity
Risk Index= # of students with 1+ ODR from your target group # of students in the target group
160 black students have referrals = .89 risk index 178 black students enrolled 17 white students have referrals = .52 risk index 33 white students enrolled 42
21
5/2/2016
From Risk Index Risk Ratio Risk index by itself does not provide a
comparison.
A comparison of risk indices between two groups
is called a risk ratio.
43
Risk Ratio for Black and White Subgroups
Risk Ratio=
Risk Index of the target group
Risk index for comparison group
.90 (risk index for Black students) = 1.73
.52 (risk index for White students) .52 (risk index for White students) = .57
.90 (risk index for Black students) So…….Black students are 1.73 times more likely to receive an ODR than their
White peers.
44
22
5/2/2016
Risk Indices‐ Special Education 88 students with 1+ ODR that do not have an IEP= .59 150 total students that do not have an IEP 41 students with 1+ ODR that have an IEP = .46
90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
.46 risk index for students with an IEP = .78 .59 risk index for students without an IEP .59 risk index for students without an IEP= 1.28
.46 risk index for students with an IEP So…….with students with IEPs are less likely to receive an ODR than their peers in general education. 46
23
5/2/2016
What is our plan for the future: 1. Action Plan for 2016/2017 in June 2. Review Code of Conduct and policies to detect any ambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals 3. Continue parent involvement committee for 2016/2017 47
Policies ‐ Effective Practice Options
Ineffective
Effective
Enacting policies that nobody knows about Enacting policies that don’t change practice Policies without accountability for implementation
Set clear priorities Reduce the effects of explicit bias Enable implementation of specific interventions Reduce discriminatory practices
Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delara, A.C. (2015). 48
24
5/2/2016
Equity Policy Recommendations (Green et al, (2015) 1. Include a Specific Commitment to Equity • Create mission statements that include equity • Enact hiring preferences for equitable discipline
2. Install Effective Practices • Require clear, objective school discipline procedures • Support implementation of proactive, positive approaches to
discipline
• Replace exclusionary practices with instructional ones
3. Create Accountability for Efforts • Create teams and procedures to enhance equity • Share disproportionality data regularly • Build equity outcomes into evaluations
References • Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delara, A.C. (2015). Key elements of policies to address discipline disproportionality: A guide for district and school teams. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org • SWIS, Version 5.6 | August 2015, University of Oregon www.pbisapps.org
50
25
Capturing Culturally Responsive
Data Practices in PBIS
Implementation:
Secondary & Elementary Settings
May 5, 2016 – 1:30 – 2:30 PBIS Implementer’s Forum Description: This session will feature 2 schools working to embed culturally responsive data practices as part of their PBIS implementation. Each school, one elementary and one secondary, will share their journey towards assuring their PBIS data analysis includes data informing the team of disproportionate disciplinary practices for students by race, disability and gender. 1
Learning Pathway and Targets • Introduce Culturally Responsive PBIS – 9 Priorities • Share out strengths and barriers in year 1 of CR PBIS implementation around Data Systems • Convey strengths and barriers in year 1 of CR PBIS implementation around Data Teaming
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
2
1
5/2/2016
What is CR PBIS?
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
3
CR PBIS – The Grant Opportunity Culturally Responsive Approaches to Managing Positive Behavior Interventions and Supports
Enhance the MTSS for behavior (PBIS) by building a foundation of prevention that supports the establishment of: 1) clear, consistent positive school culture, 2) clear discipline definitions and procedures that reduce ambiguity in discipline and decisions, 3) effective instructional approaches to discipline and 4) integration with an academic MTSS to ensure access to the core curriculum and keep students engaged in instruction and learning. CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
4
2
5/2/2016
5
Social Marketing Plan to all Stakeholders Professional Development
Aligning Documentation
Community Resource Mapping
Establishing MTSS/PBIS
8 KRAs Key Responsibility Areas
Authentic Family Engagement
Evaluation of Data Practices & Action Planning Around Data
Climate and Culture Surveys
3
5/2/2016
Westinghouse Academy 6‐ 12
Barrett Elementary K‐5
30 homerooms 49 Teachers 9 Sp. Ed. teachers 9 Related Arts 5 Career Tech. Ed.
15 homerooms, 3 Title I Staff, 4 Special Education Teachers, 4 Specials Teachers
Teachers
(Cul. Arts, Cosmo., Health Careers, Carpentry & Bus. of Sports Admin.)
Year Implementing 2nd year Students PBIS Matrix
457 ‐ grades 6‐12 PRIDE
Students
grades
6
48
7
47
8
71
9
91
10
82
11
60
12
58
8th year 250 students; grades 1‐5 Barrett Bears 7
Meet Westinghouse Academy 6‐12
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
8
4
5/2/2016
Demographics as of Fall 2014
• 46.3% School Performance Profile Rating • 58% of students chronically absent • 84% eligible for free and reduced lunch • 20% of seniors have a GPA of 2.5 or higher with 90% attendance rate • 62% of students were suspended at least once • Graduation Rate of 83% with 22% attending college
9
Staff
Students
• 14 New Teachers • 30% teachers new at the start of the school year • 33% (16) Non‐tenured teachers
• 52% turnover • 55% (269) male • 45% (222) female • Ethnic/racial data • 97% ‐ AA • 2% ‐ MR • 1% ‐ W CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 10
5
5/2/2016
Challenges Pgh Public Schools ‐ Westinghouse/Wilkinsburg Merger • 170 7‐12 grade students from Wilkinsburg School District
20% Teacher turnover during the school year 52% Mobility rate for students
11
Foundations Supporting CR PBIS • Courageous Conversations • Trauma Informed Care/Practices • Trauma Informed Care Instructional Practices • Monthly Discipline Committee Meeting • School Based Behavioral Health Collaboration • Creating A Community School/Aligning community, district, school and community agencies
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 12
6
5/2/2016
CR PBIS ‐ Implementing Universal
CR PBIS
Meet Westinghouse
Universal
Meet Barrett
Data
Universal
Data 13
The Westinghouse 6‐12 School Model: Positive Behavior Interventions & Supports
Coming Soon to a Pyramid near you: % of students requiring each level of support
Tier 3
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
,
Tier 2 ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc.
Small Group Interventions (CICO, Social and Academic support groups, etc)
Universal
School-Wide Assessment School-Wide Prevention Systems
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 14
7
5/2/2016
Universal Supports as of Fall 2014 • 6‐12 SAP Team – Academic and Behavioral • Student Leveling System • Effective Classroom Management in every classroom • Therapeutic Emotional Support Programs Staying Focused • School‐Based Behavioral Health on Universal • Read 180 Supports • Behavioral Lesson Plans • SET 15
Matrix – Bulldogs!
• Insert Matrix here
16
8
5/2/2016
Data Systems and Teaming CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 17
Data Systems • Action: From Excel spreadsheets SWIS (School Wide Information System; University of Oregon) • Timeline: • SWIS Training Winter 2016 • Data Entry of all 2015 – 2016 data to date • PBIS Data Team meetings using TIPS
• Progress CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 18
9
5/2/2016
GOAL: To determine any disproportionality of disciplinary practices for gender, disabilities, and ethnicity. 19
Progress from Year 1 and Year 2
Data Teaming
Data Systems
Year 1
• Establishing Members • Scheduling • Format
• Identifying sources • Determining Authenticity • Building Universal Systems
Year 2
• Using TIPS Process • SWIS • Use of Team Implementation • Revising ODR Checklist (TIC) • Determining Authenticity • Holding on to 80% buy in
20
10
5/2/2016
Hello Baseline!
National Averages
21
22
11
5/2/2016
2015 – 2016 “Has IEP”
23
“Does Not Have IEP”
24
12
5/2/2016
Disproportionate Disciplinary Practices?
25
Risk Ratio 37% 10%
1) Calculate Risk Index 2) Calculate Risk Ratio Subgroup lower than 10 – does not calculate Major‐Minority School 26
13
5/2/2016
CR PBIS and Data Systems • Have the right data points • Understand Risk Ratios and Risk Indexes • Race • Gender • Disability
In year 2 of implementation, one goal is to be sure that the data is In year 2 of implementation, one goal is to be sure that the data is authentic. Are teachers completing ODRs correctly? Explicit authentic. Are teachers completing ODRs correctly? Explicit instruction for staff on how and when to complete an ODR instruction for staff on how and when to complete an ODR. 27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017 Progress Strengths Leadership
Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability
Establishing Roles
Transitioning from “admiring the problem” to “action based on data”
28
14
5/2/2016
Meet Barrett Elementary CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 29
Steel Valley School District According to 2005 census data,
• The district had a 18,340 resident population • Per capita income was 16,902$ • Just over 1800 students
• Most recent data indicates that the resident population is still around 18,000 • Median income is approximately $37,000 • The district population has decreased to just over 1400 (as of April 19, 2016) 30
15
5/2/2016
Rate of Turnover 37%
Grade NEW DEPARTED BEGINNING END
1 28 ‐15 42 54
2 19 ‐18 62 60
3 19 ‐21 47 45
4 15 ‐25 55 44
5 20 ‐13 44 51
% of Turnover
31%
30%
46%
51%
27%
R = D/((B+E)/2)
Barrett Special Education and Ethnicity Data • 254 Total Students (as of April 19, 2016) 2 Asian 1% 190 Black 75% 4 Hispanic 2% 25 Multi racial 10% 33 White 12% • 90 students or 35% of the students have an IEP • 22 students or 9% are Speech and Language only • 68 students or 27% make up the other categories 32
16
5/2/2016
Year 8 of PBIS Implementation Goals • Attendance (specifically tardies) • Transition from a school‐wide token economy to the Principal’s 200 Club format with more emphasis on classroom rewards • Emphasis on fine tuning the Tier 2 / SAP procedures and supports such as using data as opposed to teacher recommendation for CICO, behavior plans, small group lessons, and academic interventions • Committing to evidenced based curriculum/resources for Tier 2 academic and behavioral interventions • Increasing teacher buy in and involvement • Make the school schedule around the needs of the Special Education students • Review data through a culturally responsive lens with regard to ethnicity and students with IEPs • Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data 33
Progress?!?! • We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement. In the first 30 days, only 2 students showed improvement. The 2nd 30 days, there were 9 students that earned. There are 31 students using this intervention. • Teachers began tracking tardies on major and minor referral forms in SWIS. This was found to be inconsistent and a lot of work. The team will review and make decisions at our June Action Planning meeting. • Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms. Special Ed Teachers reported that lesson planning and interventions were able to be more direct. • Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff. Gift cards were welcomed as well as reimbursement for class incentives. • The PATHS curriculum, Second Step Curriculum, Life Skills Curriculum, NED Show resources, DARE, LLI Reading Series, KID writing are among the utilized curriculums. CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
34
17
5/2/2016
Principal’s PAW ticket
35
Principal’s PAW club
36
18
5/2/2016
Tardy Incentive Chart
37
Parent Awards
38
19
5/2/2016
Challenges: Keeping Focus Using the Right Data
Beyond Universal Tier 3
Advanced Tiers Team
Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc)
Tier 2
Universal Core Team
ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc.
Small Group Interventions (CICO, Social and Academic support groups, etc)
Universal
School-Wide Assessment School-Wide Prevention Systems
39
SWIS Data Screenshot
CR PBIS
Meet Westinghouse
Universal
Data
Meet Barrett
Universal
Data
40
20
5/2/2016
41
Risk Indices ‐ Ethnicity
Risk Index= # of students with 1+ ODR from your target group # of students in the target group
160 black students have referrals = .89 risk index 178 black students enrolled 17 white students have referrals = .52 risk index 33 white students enrolled 42
21
5/2/2016
From Risk Index Risk Ratio Risk index by itself does not provide a
comparison.
A comparison of risk indices between two groups
is called a risk ratio.
43
Risk Ratio for Black and White Subgroups
Risk Ratio=
Risk Index of the target group
Risk index for comparison group
.90 (risk index for Black students) = 1.73
.52 (risk index for White students) .52 (risk index for White students) = .57
.90 (risk index for Black students) So…….Black students are 1.73 times more likely to receive an ODR than their
White peers.
44
22
5/2/2016
Risk Indices‐ Special Education 88 students with 1+ ODR that do not have an IEP= .59 150 total students that do not have an IEP 41 students with 1+ ODR that have an IEP = .46
90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
.46 risk index for students with an IEP = .78 .59 risk index for students without an IEP .59 risk index for students without an IEP= 1.28
.46 risk index for students with an IEP So…….with students with IEPs are less likely to receive an ODR than their peers in general education. 46
23
5/2/2016
What is our plan for the future: 1. Action Plan for 2016/2017 in June 2. Review Code of Conduct and policies to detect any ambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals 3. Continue parent involvement committee for 2016/2017 47
Policies ‐ Effective Practice Options
Ineffective
Effective
Enacting policies that nobody knows about Enacting policies that don’t change practice Policies without accountability for implementation
Set clear priorities Reduce the effects of explicit bias Enable implementation of specific interventions Reduce discriminatory practices
Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delara, A.C. (2015). 48
24
5/2/2016
Equity Policy Recommendations (Green et al, (2015) 1. Include a Specific Commitment to Equity • Create mission statements that include equity • Enact hiring preferences for equitable discipline
2. Install Effective Practices • Require clear, objective school discipline procedures • Support implementation of proactive, positive approaches to
discipline
• Replace exclusionary practices with instructional ones
3. Create Accountability for Efforts • Create teams and procedures to enhance equity • Share disproportionality data regularly • Build equity outcomes into evaluations
References • Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delara, A.C. (2015). Key elements of policies to address discipline disproportionality: A guide for district and school teams. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org • SWIS, Version 5.6 | August 2015, University of Oregon www.pbisapps.org
50
25
