PowerPoint Presentation · Cultural Proficiency Continuum Cultural Destructiveness Cultural Proficiency Lindsey, R.B., Nuri Robins, K., & Terrell, R.D. (2003), p. 85. Cultural proficiency:

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This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project

funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the

Individuals with Disabilities Education Act (IDEA), Part B.

Understanding Equity Constructs: Steps to Getting Started

Therese Sandomierski, Robyn Vanover & Rebecca WebsterFLPBIS Project, University of South Florida2017 APBS Conference, Denver, CO

Objectives

• Identify the advantages of different measures that are commonly used to identify disproportionate discipline outcomes.

• Describe common terminology associated with disproportionate discipline.

• Develop ideas about the root causes of disproportionate discipline that focus on alterable variables.

Session Norms

• We are all learning.– If you hear something, say something– Be supportive of others’ participation and feedback

• Everyone speaks their truth. – Stay engaged– Listen to understand– Reasonable people can and do disagree

• There are no stupid questions.– Utilize note cards if you prefer to remain anonymous

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Typical Reactions to Disproportionate DisciplineWhat have you heard/seen?

• Question/deny the data

• Educators take it personally/Become defensive

• Attribute the patterns to poverty

• Blame the students – “Their behavior is worse”– “They don’t want to be here”– “Their friends encourage it”

• Blame the students’ families or neighborhood– “The students are being raised by their grandparents”– “Their parents don’t want to be involved in their child’s education”– “That’s how their parents/people in their neighborhood act, they encourage the kids to

act that way”

Getting Started: What do people wish they knew?Nervous White People Talking about Race

• Terminology– Power structures & language: Who defines whom

• “The language we use and how it is interpreted can consciously and subconsciously perpetuate dehumanization, marginalization, and oppression.”

– Be explicit about the groups you are focusing on

– Ask the people you are speaking with if they have a preference

– Consider an alternative: “Powerful ____ Groups {Targeted for}/{Subjected to} Oppression”• Racial, ethnic, religious, sexual identity, gender• http://education.uconn.edu/2016/12/07/a-call-for-a-language-shift-from-covert-oppression-to-

overt-empowerment/

Starting the Conversation

• Ask for help• Set the context – your school is not unique in this problem

– “I’ve been hearing a lot about the school-to-prison pipeline…”

– “I’m worried about the rise in hate-related incidents since the election…”

• Be transparent about your motivation(s)• Emphasize your desire to be proactive• Include those impacted by the problem

http://education.uconn.edu/2016/12/07/a-call-for-a-language-shift-from-covert-oppression-to-overt-empowerment/

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Our beliefs & assumptions:1) You are good people.

• Educators go to the ends of the earth to help their students.

2) Educators do not intend to discriminate against students from different groups.• Gender/Gender identity, race, sexual preference, disability status, others…

3) You are about to engage in very difficult work.• This may be an understatement.

4) Personal culture and implicit bias make us blind to a great deal that goes on around us.• Take a moment to look around the room: make note of everything that is RED.

5) There are many challenging & complex causes for disproportionality, but there are also causes that are easier to address.• Our approach must take a strength-based perspective• Culturally-Responsive root cause analysis will help us find these things.

Provide Structure for Discussions

• Ensure leadership supports your efforts

• Pay attention to the make-up of your group– Small group vs. large group– Prior opportunities for providing feedback– Demographics – consider the purpose of the discussion

• Brush up on effective listening & communication skills

• Establish expectations– Courageous Conversations

• Ensure everyone has a common understanding of the issue– Avoid jargon

1. Stay engaged– Morally, emotionally, intellectually, &

socially

2. Speak your truth– Accept that others are speaking their

truth– Everyone is speaking from their own

personal experience

3. Listen to understand― Reasonable people can and do disagree

4. Experience discomfort– Bring what is below the surface into the

light– Help group members speak fluently about

race

5. Expect and accept non-closure– We may not walk away with a solution

6. There are no “stupid” questions

7. Others?

Having “Courageous Conversations”adapted from Singleton & Linton, 2006

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Family Focus Group Norms

One person talks at a time

• Try to be brief/get to the point• Say “pass” if you don’t want to respond to a question

It’s OK to disagree with what someone says; share your perspective when it’s your turn to talk

Please do not share names of individuals, simply say “a teacher” or “a staff member” or “a child”




Describing Disproportionate Discipline

Getting Started: Equity Basics for Behavior Data

1. Multiple measures must be used

2. Behavior data changes daily– Metrics provide a momentary snapshot

3. Small numbers can have a big impact on interpretation– Save rounding for your last step

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Small Student Groups

•Be familiar with school-level demographics• With small numbers, a few students can have a big impact

2 out of 3 American Indian students received at least one referral!

Small Number of Offenses

•Be familiar with total # of incidents• With small numbers, a few students can have a big impact

Black students received 75% of the referrals for the school!

Mentoring CICO

• Multiple metrics must be used

• Each has their advantages/ disadvantages

• Keep an eye on the “raw numbers” of students and incidents going into the calculations

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Inquiry-Driven Analysis

1) Are outcomes equitable for all groups of students?2) How big are the disparities?3) How much of the group is impacted?4) What do the group’s discipline patterns look like?

– Big 5 variables– Consider if the patterns are representative– Evaluate if the patterns are the same as the patterns of other

students

What do you need to know to speak about

this issue?

School Equity Profile: Complete 3 Fieldshttp://flpbs.fmhi.usf.edu/coachescorner.cfm

Completed Example

http://flpbs.fmhi.usf.edu/coachescorner.cfm

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Completed Example

Hispanic/Latino students are nearly four times more likely to receive an office referral than all

other students.

Most Common Problem Behavior:Disruption

Most Common Location:Bus

Most Common Admin Decision:Silent Lunch

Most Common Grade Level:Kindergarten

20% of Hispanic/Latino students who

received a referral

45% of Hispanic/

Latino students who received a

referral

86% of Hispanic/


referral

12% of Hispanic/


referral




Common Terminology

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City for All Women Initiative (June 2015) http://www.cawi-ivtf.org/sites/default/files/publications/advancing-equity-inclusion-web_0.pdf

Picture #1 Picture #2 Picture #3

“Equality” (#8) “Equity” (#9)

Equity vs. Equality

Which definition best fits picture #3?

6. Cultural Responsiveness13. Institutionalized Racism24. Structural Racism25. Systemic Racism

Which definition best fits picture #1?

Picture #3 Picture #1

Privilege

• Which little boy(s) could be an example of privilege? (#18)

http://www.cawi-ivtf.org/sites/default/files/publications/advancing-equity-inclusion-web_0.pdf

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Structural Racism (#24)

History

Culture

Psychology

Systemic Racism (#25)

Rules

Norms

Institutionalized Racism (#13)

Policies Practices

Racism = Privilege +

Power

Systemic Racism (#25)

History

Culture

Psychology

Structural Racism (#24)

Rules

Norms

Institutional Racism (#13)

Policies Practices

“Cultural Racism” (#5):Those aspects of society that overtly and covertly attribute value and normality to

white people and whiteness, and devalue, stereotype, and label People of Color as

"other," different, less than, or render them invisible.

A Different Pond

• The G.I. Bill, redlining & university quotas– Low-cost mortgages, loans to be administered

locally• Education

– Brown v. Board & the displacement of African American educators

• The Urban Renewal program– Build roads to connect white suburbs to city

centers• The war on drugs• Being “nice”

Waking Up White, by Debbie Irving

The New Jim Crow, by Michelle Alexander

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“Colorblind” Ideology (#2)

https://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave

“I realized, the first step to solving any

problem is to not hide from it, and the first step to

any form of action is

awareness.”

Activity: Difference between Race, Culture & Ethnicity

(#19)

(#10)(#3)

• Socially constructed• Physical characteristics

• Shared behaviors, beliefs, customs, values, and ways of knowing what guides groups of people in their daily life

• Socially constructed• Smaller social groups based

on shared sense of group membership, language, political and economic interests, history and ancestral geographical base.

“Diversity” and Culture

http://www.ncu.edu/about-northcentral/diversity/diversity-wheel

Culture is:• Flexible & dynamic, • Shaped over time &

generations,• Different from one

setting to another

O’Keeffe, Sugai, & Fallon, 2010. SWPBS: Examination of cultural relevance

http://www.ncu.edu/about-northcentral/diversity/diversity-wheel

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LGBTQ+ (#15)

• Up to 12 letters in the acronym (http://www.mtv.co.uk/pride/news/lgbtq-acronym-guide)

– LGBTQ• I: Intersex• A: Asexual• P: Pansexual• K: Kink

• Gender identity is separate from sexual orientation– Neither are “binary”

“Intersectionality” (#14)

Accumulated Risk or Benefit

40% of girls in juvenile justice settings identify as

LGBTQ +

85% of LGBTQ youth in juvenile justice settings

were also youth of color

(National Council on Crime & Delinquency, 2015: http://www.nccdglobal.org/blog/lgbtgnc-youth-in-juvenile-justice)

Black girls’ risk for suspension is higher than White males’

Importance of Understanding “Culture”

Culturally-Responsive practice requires that we

understand our own culture, including our biases and

prejudices

Self-Awareness

Awareness of how these

intersect

Awareness of others’

culture

Culturally Responsive Strategies

http://www.mtv.co.uk/pride/news/lgbtq-acronym-guide

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Problematic• “I don’t see color.”

• “All lives matter.”• “If racism is a problem, how come we

had a Black president?”

• “Reverse racism is real.”

Alternative• “Though I believe every human deserves equal

rights, I recognize that people of color have had very different experiences of life than I have, due to the struggles they have endured based on the color of their skin.”

• “Yes, black lives matter.”

• Nothing. Listen instead of speaking.

• Nothing. This is a false statement.

4 Problematic Statements White People Say about Race, and What to Say Instead – Ali Owens(http://www.huffingtonpost.com/ali-owens/4-problematic-statements-white-people-make-about-race_b_9212864.html?)

Stereotypes (#21)

http://itooamharvard.tumblr.com/

More Intentional

Less Intentional Thoughts/Beliefs

• Implicit Bias (#12)

• Bias (#1)

• Explicit Bias (#11) / Prejudice (#17)

• Racism (20)

Words/Actions

• Microaggression (#16)

• Discrimination (#7)

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Stereotype Threat (#23)

• Interferes with performance

Social Identity Threat (#22)

• Increases emotionality, in-group/ out-group dynamics

Adding to the Complexity…

“Tree-Hugging Liberal”

Liberals = “Bad”Tree-Huggers =

“Irrational”

What might these phenomena look like in our schools?

Cultural Proficiency Continuum

CulturalDestructiveness

CulturalProficiency

Lindsey, R.B., Nuri Robins, K., & Terrell, R.D. (2003), p. 85. Cultural proficiency: A manual for school leaders, 2nd

edition Thousand Oaks, CA: Corwin Press.

Deny, reject, outlaw

Accept that there are differences, but can’t work with others

Everyone is the same, and should be treated that way Willing to learn about others

Able to work effectively with others

Proactive, willing to improve

CulturalIncapacity

CulturalBlindness

CulturalSensitivity

CulturalCompetency

Where would your Language Arts

curriculum fit along this continuum? Why?

An Antidote: Cultural Humility (#4)




Structural Ideology & Disproportionate Discipline

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Discipline Disparities Collaborative

New Research: http://www.indiana.edu/~atlantic/wp-content/uploads/2015/01/Disparity_NewResearch_010915.pdf

CENTER of the room

Activity: Colleagues’ Reactions to the Research• Racial/ethnic differences in the use of suspension and expulsion

are not due to poverty.

• The experiences of LGBTQ students illuminate discipline and criminal justice disparities that are often undocumented and unaddressed.

• Commonly relied-upon interventions, such as security measures or alternative placements, exacerbate racial/ethnic disparities.

• School factors are stronger predictors of disparities than individual student factors or the reasons for which students are suspended.

• There is no evidence that racial disparities in discipline are due to higher rates of misbehavior by non-White students.

Front RIGHT Corner

Front LEFT Corner

BACK LEFT Corner

BACK RIGHT Corner

Time’s Up!1 minute2

minutes3

minutes4

minutes5

minutes

No surprises?Jot down the

different ways you think your

colleagues may respond after

learning of your school’s discipline

outcomes.

Activity One: Debriefing

Share with the larger group:

Why might this research finding be surprising to your colleagues?

The way we think about a problem influences our attempts to resolve it.

http://www.indiana.edu/~atlantic/wp-content/uploads/2015/01/Disparity_NewResearch_010915.pdf

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Unhooking from “Deficit” & “Grit” Ideologies Gorski, 2016

• “Work hard, and you will be successful.”• Deficit ideology

– Ignores structural barriers– Attributes inequalities to mindsets of those impeded by those barriers

• Grit ideology– Recognizes structural barriers– Places responsibility on overcoming those barriers on students

• Barriers are not related to “grittiness”• By virtue of showing up to school, educators are already working with students who

have “grit”

“No set of curricular or pedagogical strategies can turn a classroom led by a teacher with a

deficit view of families……into an equitable learning space for those

families.” (p. 381)

Gorski, P. (2016). Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in education. Journal of Education for Teaching, 42(4). 378-386

Keeping Hypotheses On-TrackC Curriculum & Instructional Practices Academic, behavior & SEL

A Awareness Personal, cross-cultural, best practices

R Relationships Positive, authentic; Students, family, community

E Environment Climate, systems & policy variables; District, school & classroom levels

D Discipline Implementation of policies/ procedures

• Dear Colleague letter, USDOE (2014)• Lit review: culturally responsive classroom management• Lit review: systems change• Lit review: problem solving process• McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014).

Recommendations for addressing discipline disproportionality in education. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

Where do the CARED domains

come from?

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CARED: Curriculum

The Danger of a Single Story, Chimamanda Ngozi Adichie

https://www.youtube.com/watch?v=D9Ihs241zeg

“I was startled. It had not occurred to me that anybody

in his family could actually make something. All I had

heard about them was how poor they were, so that it had become impossible for me to

see them as anything else but poor. Their poverty was

my single story of them.”

CARED: Awareness

http://abc.go.com/shows/what-would-you-do/episode-guide/2016-02/03-020216-possible-bike-thief-caught-in-the-act-in-portland

What would you do?Bike thief episode

CARED: Awareness

We gotta get out of denial. Stop trying

to be good people. We need real people….I do

this work every day, and I see all

my biases."https://www.ted.com/talks/verna_myers_how_to_overcome_our

_biases_walk_boldly_toward_them?language=en#t-477418

How to overcome our biases? Walk boldly towards them, Verna Myers

https://www.youtube.com/watch?v=D9Ihs241zeg

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CARED: RelationshipsName Activity – Getting to Know Each Other

Name 4 Characteristics

8 Things That Have Shaped Who You Are

Courtesy of Kent Smith, PBIS Wisconsin

Network

Personal Matrix

Teach behavior expectations Have students define what those expectations would look like:

• At school• At home• In the community

For example: what does it look like to be Responsible when someone is bothering you? • At school: Tell an adult• At home: Walk away (telling an adult annoys your parents)• In your neighborhood: Stand up for yourself (or get your butt

kicked)Andreal Davis, Michelle Belnavis, Kent Smith (n.d.). Beginning to Examine Universal Practice Through a Culturally Responsive Practices Lens. www.wisconsinpbisnetwork.org (search = “equity”)

Andreal Davis, Michelle Belnavis, Kent Smith (n.d.). Beginning to Examine Universal Practice Through a Culturally Responsive Practices Lens. www.wisconsinpbisnetwork.org (search = “equity”)

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CARED - Environment

https://www.pbis.org/Common/Cms/files/pbisresources/PBIS%20Cultural%20Responsiveness%20Field%20Guide.pdf

CARED - Discipline

https://www.edutopia.org/blog/restorative-justice-resources-matt-davis

Restorative Practices

CARED: Discipline

U.S. DOE National Center on Safe &

Supportive Learning Environments

Root Cause Action Planning Guide

https://safesupportivelearning.ed.gov/sites/default/files/15-

1547%20NCSSLE%20Root%20Causes%20Guide%20FINAL02%20mb.pdf

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Going forward

Things that can be done immediately

• Build awareness• Share disaggregated data

– Nationwide, statewide, district-level– Academics, ESE placement, discipline

• Enhance relationships with families impacted by disproportionate outcomes

• Develop PLC’s to study social justice, equity, culturally responsive practices

When it’s just a couple of staff members…

• Rule out: is it an artifact of data collection/coding?• Look at class-by-class enrollment

– Higher numbers of referrals may be due to higher class enrollment• Share school-wide contributions (de-identified)• Encourage observation• Encourage relationship-building activities

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Sharing Data

0

2

4

6

8

10

12 Referrals for African American Students by Staff Member

This is you

• Supportive conversation• Obtain insights to problem • Plan for follow-up coaching

National PBIS Center’s Recommendationshttps://www.pbis.org/school/equity-pbis

1. Use effective instruction to reduce the achievement gap

2. Implement SW-PBS to build a foundation of prevention

3. Collect, use & report disaggregated discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

Broken Relationships

• Reconciliation– Community conversations– Air grievances– Admit mistakes– Collaboratively identify a plan for moving forward

https://www.pbis.org/school/equity-pbis

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Virtual Conference hosted by FND, FLAPBS, FCIC

http://fndusa.org/pbs/

March 24-25th, 2017Tampa, FL and online

The conference will bring together national and local experts to deliver

over 20 presentations, as well as skill-building workshops. The

presentations will cover a wide range of topics related to effective school-

wide discipline, classroom management, and especially

individualized behavior support.

Contact Information

Florida’s PBIS Project: http://flpbs.fmhi.usf.edu/

@flpbis

FloridaPBIS on Facebook

http://fndusa.org/pbs/

http://flpbs.fmhi.usf.edu/

Documents

PowerPoint Presentation · Cultural Proficiency Continuum Cultural Destructiveness Cultural Proficiency Lindsey, R.B., Nuri Robins, K., & Terrell, R.D. (2003), p. 85. Cultural proficiency: