Culturally Responsive Positive Behavioral Interventions and

Supports

M S A N I N S T I T U T E A P R I L 1 4 , 2 0 1 4

Aydin Bal, PhDUniversity of Wisconsin-MadisonWisconsin Center for Educational Research

INTRODUCTION

Agenda

• Introduction • Disproportionality • The CRPBIS Project• Discussion

Disproportionality: A complex and adaptive systemic problem

• A symptom of larger issues of equity in a stratified society

• A “runaway object” that is partially shared and determined by multiple interacting systems: a school, families, district, and the state educational agencies (Bal, Sullivan , & Harper, 2014).

• Requires situated analyses (Artiles, 2011; Bal et al., 2014).

Janette Klingner1953-2014

• is located beyond the borders of special education

• requires a solid understanding of the socio-historical constitution of educational processes and outcomes in local context

• What is needed is the transformation and improvement of educational systems in culturally responsive ways (Klingner et al., 2005).

Disproportionality

Challenges & Opportunities • If we do not engage in dialogue about the critical

issues in educational systems, PBIS, RTI and other models will simply be like old wine in a new bottle- just another deficit-based approach to sorting children

• The most effective interventions for CLD students will come from:– bringing together diverse perspectives and from careful

examination of notions about disability and diversity within their local sociocultural and historical contexts (Klingner & Edwards, 2006)

Understanding Outcomes

Changing Systems

Culturally Responsive PBIS Project

Wisconsin Culturally Responsive PBIS (CRPBIS)

Culturally Responsive PBIS Project

• Principal Investigator:• Aydin Bal, University of Wisconsin-Madison & WCER

• Consultants & Partners:• George Sugai - University of Connecticut• Alfredo Artiles - Arizona State University• Elizabeth Kozleski – University of Kansas• Kathleen King Thorius – IUPUI-Indianapolis • Audrey Trainor - University of Wisconsin-Madison • Peter Goff -University of Wisconsin-Madison

• Advisory Board: • Gloria Ladson-Billings, a Native American parent of

student with EBD, an African American student, WDPI representatives

Principles of CRPBIS

• Goal: Participatory Social Justice for Systemic Change

• Method: Learning Labs for Capacity Building in Schools

Learning Lab: A Formative Intervention Methodology

Developed by Aydin Bal (2011)

Uses multiple data sources and mixed research methodologies for a formative intervention

Aims at re-mediating school cultures with local stakeholders for addressing behavioral outcome disparities (Bal, 2011)

(Engeström, 2010)(Engeström, 2010)

CRPBIS Learning Lab Implementation Design

•Cole Elementary School: Gradual Inclusive LL

•Rogoff Middle School: Inclusive LL

•MLK High School: Inclusive LL

Learning Lab at a Middle School

Rogoff Middle School• SES: 61.6% FRL (more than doubled over 10 years)• Race/Ethnicity (1999 to 2012): – White (72% - 37%); Latino (4% - 24%); Black (20% to

24%); Asian:(3% to 7%) NA (<1%)• Language: 17% ELL• Disability: 19% • Behavioral Data: 18% Suspension • Suspension rate double for students with disabilities. • Black students comprised 50% of the suspensions

Rogoff Middle School Learning Lab

• Learning Lab composition– N=11 participants– 3 administrators, 2 parents, 5 school staff & 1

community representation – 7 African American, 4 White

Months 1-12• Collective Strategic Planning

Months 1-3

• Parent recruitment and engagement

Months 3-12 • Systemic & Equity Focus

Rogoff Middle School: Timeline

Effective Strategies for Mapping the Behavior Support System

• Focus on both ideal behavior support model• Interaction between individuals within

support system in place • Continuous member-checks

Rogoff Learning Lab

“I think what we are doing now, twenty years from now we can all look back and say we helped transform Sennett Middle School and hopefully other schools pick up on it” –Mr. Grant

The Learning Lab at a High School

MLK High School• 34.4% FRL (doubled in 10 years)• AA (14.7%), Latino (15.5% - tripled in 10 years),Asian

(9.8%), NA (.5%), White (55.1%), Mixed (5.3%); ELLs (12.8% - decreasing over 5 years)

• Disability: 15.5%• Behavioral Data (2011-12) • 50% of suspensions AA students• 5% of the Non-SPED student population was

suspended, while 18% of SPED students suspended/expelled

MLK High School Learning LabLearning Lab Composition• N=13 participants• 2 administrators, 6 parents, 6 school staff (1 educator/parent, 1

parent/community member), 1 former student• 6 White, 2 Hmong, 3 African American & 2 Latina/o• 1 community member left (work complications)• Added 1 parent (African American) and 1 former student (Latino)

Spatiotemporal Context: District Relative Risk- NA Students

2006 2008 20100

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Special EdLDCIEDOHILI

(Bal, Sullivan, Harper, 2014)

Odds Ratio of Being Identified with EBD

Student-Level Predictors

Male 3.33***

Free- or reduced lunch 2.55***

Asian (comparison: White) 0.38***

Black (comparison: White) 1.26***

Hispanic (comparison: White) 0.78***

Native American (comparison: White) 1.53**

ELL 0.22***

Reading Test Score 0.75***

Math Test Score 0.67***

Attendance Rate 0.96***

Transient (changed schools in current year) 1.69***

p (*=<.1; **=<.05; ***=<.01)

(Bal, Betters-Bubon, & Fish, , 2013)

Odds Ratio of Being Removed for Disciplinary Reasons

Student-Level Predictors

Male 2.72***

Free- or reduced lunch 2.08***

Asian (comparison: White) 0.47***

Black (comparison: White) 2.37***

Hispanic (comparison: White) 1.11***

Native American (comparison: White) 1.51**

ELL 0.60***

Reading Test Score 0.73***

Math Test Score 0.78***

Attendance Rate 0.95***

Transient (changed schools in current year) 1.96***

p (*=<.1; **=<.05; ***=<.01)

(Bal, Betters-Bubon, & Fish, , 2013)

EQUITY TOOLS: INTERACTIVE DATA MAPS FOR RACIAL BEHAVIORAL OUTCOME DISPARITIESIN WISCONSIN SCHOOLS

http://crpbis.org/

Discussion

Contact Information

• Aydin Bal, PhD–University of Wisconsin- Madison –Wisconsin Center for Educational Research –abal@wisc.edu

• CRPBIS Project: www.crpbis.org