SOCIAL JUSTICE AND EQUITY: ESTABLISHING CULTURALLY RESPONSIVE PRACTICES USING PBIS’S 5-POINT INTERVENTION FRAMEWORK M O I R A M C K E N N A , P h D 4 - 2 2 - 1 9 S P R I N G F I E L D P U B L I C S C H O O L S
WARM UP • Take a 3x5 notecard and write your name in the middle of one side • Under your name write something you are looking forward to …this spring, summer, etc. • On the back list • (a) If your building has an equity team and how frequently the equity team meets • (b) Summarize any activities that have occurred to-date this year • (c) One thing you know or do already to regulate a predictable stressor throughout your work day • Hold on to your card. This will be revisited later.
ACKNOWLEDGEMENTS • Celeste Malone, National Association of School Psychologists • Leadership Development Committee • Education and Research Trust • Kent McIntosh, University of Oregon • National Leader surrounding this work • University of Oregon • Collaborative partners with Springfield Public Schools • PBIS Demonstration Project • Springfield Public Schools • Special Programs Department
WHO’S IN THE ROOM • Classroom Teachers? • Teachers of Special Education? • Specialists? • District Level staff? • University Professors?
WHAT YOU WILL HAVE TO TAKE BACK 1) Realistic steps to take toward creating an awareness of social justice • Build equity at the building level • Support policy development at the district level 2) A way in which to reference disproportionate data within in the context of PBIS’s 5-point intervention 3) Specific activities to create non-defensive staff awareness of implicit bias 4) A model to reference from one middle school
LEARNING TARGETS • Illustrate to the problem of disproportionality and how it is reflected in data sources • Introduce language used in reference to equity • Create an awareness of unconscious, implicit bias • Share a 5-point multi-component intervention for reducing disproportionality • Consider an approach to staff inservice in your building in reference to another building’s experience
LEARNING TARGETS • Identify strategic goal of Social Justice through NASP • Illustrate to the problem of disproportionality and how it is reflected in data sources • Introduce language used in reference to equity • Create an awareness of unconscious, implicit bias • Share a 5-point multi-component intervention for reducing disproportionality • Identify next steps for creating staff awareness in areas of social justice and equity at the building level
REMOVING THE BARRIERS TO OPPORTUNITY
SOCIAL JUSTICE • Southern Poverty Law Center • Appropriate distribution of wealth, opportunities, and privilege • National Center For Civil and Human Rights • National Association of School Psychologists ~ Strategic Goal • Ensure that all children and youth are valued and that their rights and opportunities are protected in schools and communities. • Positive Behavioral Interventions and Supports
ONE MIDDLE SCHOOL’S STORY, PART I • Oregon Response to Instruction and Intervention conference – April 2016 • Disproportionality in Schools • Implicit Bias • PBIS Data for Ethnicity – Risk Ratio • Is this a problem? • With 14 students who identify as Black in a school of 604 students?
MIDDLE SCHOOL ETHNICITY DATA 2015-16, MAJORS ONLY
JUNE 2016 PBIS FACILITATED WORK SESSION • Ethnicity data reviewed • Agreement that data needed to be addressed • Decision: Address through the lens of poverty
VOCABULARY - BROADEN OUR LEXICON Terms Definition Social Justice Social Justice is the equal distribution of resources and opportunities, in which outside factors that categorize people are irrelevant. Appropriate distribution of wealth, opportunities, and privilege (Southern Poverty Law Center) Restorative Philosophy: which puts repairing harm done to relationships and people over and above the need Justice for assigning blame and dispensing punishment. Reactive: response to wrongdoing after it occurs. Restorative Informal and formal processes that both precede and react to wrongdoing. Proactively builds Practices relationships and a sense of community. Culturally Providing effective teaching and learning in a “culturally supported, learner-centered context, Responsive whereby the strengths students bring to school are Practices identified, nurtured, and utilized to promote student achievement”
VOCABULARY - BROADEN OUR LEXICON Terms Definition Culturally A pedagogy that recognizes the importance of including students' cultural references in all aspects of Responsive learning. Use of “the cultural knowledge, prior Teaching experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them” Equity Each person gets what they need to survive or succeed. Access to opportunities, resources, supports; each person having access to their full potential Implicit Bias Unconscious beliefs and associations between an individual or object, and an evaluation of that individual or object Racial Subtle, often automatic, and verbal/nonverbal/visual exchanges which are put-downs; subtle insults Microaggressions directed at people of color, often automatic and unconscious, sending denigrating messages
VOCABULARY - BROADEN OUR LEXICON Terms Definition Disproportionate In this context, the use of racial and ethnic school discipline data, to determine if one groups representation is too large in comparison to other populations Intersectionality The interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage. “Othering” Stating that the population is too small to address or pay attention to Diversity Diversity - Numerical representation of different types of people Inclusivity Inclusivity - Authentic and empowered participation; a true sense of belonging
10 DAYS AFTER
SOCIAL JUSTICE AND EQUITY • Bradshaw, et al (2018) Double Check Coaching. CARES Model: Connection to Curriculum, Authentic Relationships, Reflective • Thinking, Effective Communication (code switching – students who enter dominant culture have to interface with other students and potential miscommunication), Sensitivity to student’s culture Results: reduction in discipline disparities, better classroom management, more • student cooperation, less student non-cooperation Ongoing coaching is more effective than one time PD alone • • Cook, et al (2018) Relative Risk of Suspension. Proportion of black suspensions to all suspensions. • GREET (proactive classroom mgmt) –STOP (self-reflection and regulation) –PROMPT • (reactive strategies; skilled feedback, empathy, even though corrective feedback is still positive). Positive R+, OTR, intentionally and explicitly set high expectations to impact stereotype threat (e.g. less likely to achieve) • Gion, McIntosh, & Smolkowski (2018) Vulnerable Decision Points (VDPs) • May be variety of cultural factors / contextual variables and odds of subjective ODRs. • Use for reflective thinking.
BIG IDEAS ~ TAKE AWAYS • Social Justice is not a one and done • Social Justice requires us to do something. • Social Justice is about being intentional; engaging who is on the fringe, marginalized • Consider intersecting identities • There are certain systems that may be counter to your practices, and the bias that may exist. • This may also reflect practices that are occurring in a school district or the State of Oregon • In turn, we may be unintentionally negatively impacting a school district or the State of Oregon
WHAT ARE OUR CORE VALUES? • Core Values ~ if there is resistance this work, where is this coming from? • Are our actions congruent with who we are as an organization? • Do we have, and offer, opportunities for meaningful access? • How do we approach this work? • Courageous Conversations (Singleton, G., 2014) • Bottom line ~ We want good outcomes for kids, regardless of their background • At the end of the day ~ we do not, or may not, have shared values, we have a shared profession
STOP AND THINK • Take 1 minute to reflect • What are your thoughts about this topic? • What resonates with your thinking? • Are there any challenges? • What do you wonder? • Share your thoughts and ideas with your neighbor
DISPROPORTIONALITY IN SCHOOL DISCIPLINE (LOSEN ET AL., 2015) http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights- remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline- gap
IMPLICIT BIAS • Unconscious, automatic • Bias in judgment, without intentional control • Neither deliberate nor intentional • Manifests as an automatic stereotypical response or association • Generally not an indication of what we believe or would endorse • Creates a gap between intentions and outcomes • More likely to influence: • Snap decisions • Decisions that are ambiguous (McIntosh, 2014; National Association of School Psychologists. (2017). Implicit bias: A foundation for school psychologists [handout]. Bethesda, MD: Author.)
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