Addressing Equity Early: Data Tools for Early Childhood and - PowerPoint PPT Presentation

Addressing Equity Early: Data Tools for Early Childhood and Preschool Programs Anna Winneker Jolenea Ferro Myrna Veguilla University of South Florida

Agenda •Overview of national data •Overview of Pyramid Model •Data Tools •Next Steps

Young children will experience challenging behavior •It begins early • Between 10-30% of preschool children are not behaviorally and emotionally ready to succeed in school •Early problem behavior is predictive of future challenges • Best predictor of delinquency in adolescence, gang membership, incarceration

The Concern •Inappropriate discipline practices are a national concern • 5,000 preschoolers were suspended at least once and nearly 2,500 were suspended a second time • Boys represent 54% of the preschool population but 78% of those suspended • African American preschoolers are 3.6 times more likely to be suspended than their White peers • African American girls are 20% of preschool female population but 54% of girls suspended from preschool

Policy Statement, Dept. Health and Human Services, Dept. of Education https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement- ece-expulsions-suspensions.pdf

Guiding Principles • Creating Positive Environments • Focus on Prevention Early • Clear and appropriate expectations for behavior Childhood • Effective responses to problem behavior • Ensure equity • Data-based Decision making

Pyramid Model Focus on promotion of social and emotional skills and prevention of challenging behavior. Tertiary Intervention A framework of evidence-based Few practices Secondary Prevention Some Universal Promotion All

• Practices support cultural awareness and responsiveness • Pyramid Equity Project tools and demonstration • https://challengingbehavior.cbcs.usf.edu/docs/PEP-implementing-PM- address-inequities.pdf

Data Decision- Making Leadership Examining Team Implementation and Outcomes Providing Interventions Responding to Staff Buy-In to Children Challenging with Persistent Behavior Challenging Behavior Building Staff Family Capacity Engagement including Coaching

Tools

Early Childhood Program-Wide PBS Benchmarks of Quality

Early Childhood Program-Wide PBS Benchmarks of Quality Cultural Responsiveness Companion

PBIS Cultural Responsiveness Field Guide

Example of Staff Survey Everyone has his/her own biases. I know how to locate resources to help me assess my own and how this might impact my teaching. PWPBS SURVEY 4.8 4.8 5.0 4.6 4.6 3.8 4.0 3.6 3.0 2.5 2.0 1.0 0.0 1 2 3 4 5 6 7

Resources http://pwpbs.cbcs.usf.edu/links.html

preventexpulsion.org

Addressing the Early Childhood BoQ Item # 21

Addressing the Early Childhood BoQ

Behavior Incident Report System (BIRS) • System for tracking and analyzing behavior incidents that are of concern to the teacher • Includes a form for recording behavior incidents that Goal is to support the child, teacher, and exceed what is developmentally expected consider actions needed for program improvement • Includes an Excel spreadsheet that will generate graphs that are reviewed by the leadership team • Analyze across children, across teachers, individual children, identify potential issues of disproportionality.

What is being measured? • Child incident of behavior that the teacher finds concerning (intensity, frequency, duration) or that exceeds developmentally expected behavior challenges VS • Adult decision that child has violated school social norms (e.g., rule violation) and the nature is a major violation (ODR) or a minor concern that might be handled in the classroom

BIR Form •The fields for data collection are adjusted to match the behaviors, activities and procedures that occur in ECE

Objective definitions of all items

Data that guide decisions related to behavior prevention and response Data for identifying and addressing BIR Analysis concerns related to discipline responses as a Powerful Summary data for challenging behavior across classrooms that provides who, Tool when, where of incidents and how adults respond that might inform program practices Data to identify children and teachers in need of support

Sample Charts

Classroom & Child Level Analysis Total # of Incidents Month Month Child ID Gender Total # of Incidents Month Classroom ID September October November December January February March April May June Total Child ID September October November December January February March April May June Total September C1 Female C1 2 4 30 83 108 24 251 1 2 4 30 87 108 24 255 October C32 1 35 22 C2 9 20 14 Male 11 4 116 2 1 1 2 2 6 C39 4 5 39 26 4 78 November C3 3 C40 2 35 3 10 2 45 7 C38 32 32 December C4 4 1 3 2 3 9 C28 7 11 9 3 30 5 3 10 5 9 2 2 31 January C5 C20 6 3 1 4 1 5 3 23 C7 6 1 5 1 13 6 5 2 1 5 13 February C6 C9 3 4 3 2 1 13 7 5 3 1 1 4 1 40 13 68 C26 March 1 10 11 C7 8 1 1 C4 3 2 3 2 10 April C8 C17 9 9 9 3 3 C35 5 3 8 10 4 4 C29 1 6 1 8 C19 2 5 7 11 1 35 6 8 63 27 12 152 DLL IEP Ethnicity Race Enrollment Status C25 4 1 1 6 12 1 51 33 21 23 3 10 142 C24 1 1 4 6 DLL No Hispanic or Latino/a 0 Disenrolled 13 1 3 4 2 10 C23 3 2 1 6 C31 1 4 5 Non-DLL Yes Not Hispanic or Latino/a Black or African Americ... Enrolled 14 5 1 6 C27 3 2 5 White 15 11 1 12 C11 2 3 5 C37 2 2 4 16 1 1 C14 3 1 4 17 1 1 C18 3 3 Total 28 103 53 38 53 78 81 102 148 37 721 C3 3 3 C36 3 3 C22 2 1 3

Equity Profiles Equity Profile Alerts INCIDENT ALERTS Check Race/Ethnicity Equity Profile •All metrics in one place Check Gender Equity Profile Check DLL Status Profile •Alerts on the Program IN-SCHOOL SUSPENSION ALERTS OUT-of-SCHOOL SUSPENSION ALERTS Check Race/Ethnicity OSS Equity Profile Check Gender OSS Equity Profile Summary tab based on Check IEP Status ISS Equity Profile Check DLL Status ISS Equity Profile e-formula/composition DISMISSAL ALERTS results Check IEP Status Dismissal Equity Profile Race/Ethnicity Equity Profile for Incident Frequency Report Date: 12/3/2019 9:04 FLPBIS, Feb. 2016 Back to Program Summary Guiding Question 3: How Guiding Question 1: Are outcomes equitable much of your focal group is Guiding Question 2: How big are the disparities? for all groups? affected by disproportionate discipline? Difference in BIR Difference in BIR E-Formula / Child Composition BIR Ratio Risk Ratio Child BIR Composition Risk Rate Compostion Composition Composition Number of Child Composition Number of Children in Total Number Group's The % of Children Total number of Group’s risk of minus the Percent BIR Composition minus Children Enrolled Group Who of BIRs from Percent of with BIRs who BIR Rate for group BIRs for group receiving a BIR The upper bound of of the Child the Percent of the % of BIRs accounted for at the School* Received a Group Enrollment belong to a target divided by the BIR Rate divided by the compared to % of Children in a group who what would be Enrollment; Child Enrollment; by Children of a BIR group; RED cells for all other Children; number of enrolled all other have at least one BIR expected given the Positive values Positive values suggest particular group suggest 1.0 is equal Children from that Children; 1.0 is size of the population suggest disproportionality disproportionality group equal disproportionality American Indian or Alaskan Native 2 0 0 0.7% 0.0% 0.00 0.00 0.00 -0.7 -0.7 0.0% 0.0% 2.1% Asian 20 0 0 7.2% 0.0% 0.00 0.00 0.00 -7.2 -7.2 0.0% 0.0% 11.5% Black or African American 10 1 30 3.6% 2.6% 1.15 3.00 0.72 -1.0 0.5 4.2% 10.0% 6.7% Hispanic or Latino of any race 156 29 393 56.5% 76.3% 0.92 2.52 2.48 19.8 -2.0 54.5% 18.6% 64.6% Native Hawaiian or Other Pacific Islander 0 0 0 0.0% 0.0% N/A N/A N/A N/A N/A N/A N/A 0.0% Two or more races 20 0 0 7.2% 0.0% 0.00 0.00 0.00 -7.2 -7.2 0.0% 0.0% 11.5% White 68 8 298 24.6% 21.1% 2.15 4.38 0.82 -3.6 16.7 41.3% 11.8% 31.6% Totals 276 38 721 100.0% 1.00

Equity Profiles • # of Incidents by: • Race/Ethnicity • Gender • IEP Status • DLL • # of Incidents resulting in a Suspension Event • Race/Ethnicity • Gender • IEP Status • DLL • # of Incidents resulting in a Dismissal Event • Race/Ethnicity • Gender • IEP Status • DLL

Summary Statements •Summary statement for each metric