1. Enhancing Equity through Effective Professional Development Culturally Responsive Systems Strand Kent McIntosh University of Oregon Handouts: http://www.pbis.org

2. PBIS Center Disproportionality Workgroup Acknowledgements  Aaron Barnes  Alondra Canizal Delabra  Yolanda Cargile  Erin Chaparro  Tai Collins  Bert Eliason  Milaney Leverson  Steve Goodman  Clynita Grafenreed  Ambra Green  Rob Horner  Don Kincaid  Tim Lewis  Kent McIntosh  Kelsey Morris  Rhonda Nese  Vicki Nishioka  Heidi von Ravensberg  Jen Rose  Russ Skiba  Kent Smith  Keith Smolkowski

3. 1. Describe the problem of disproportionality 2. Share a 5-point multicomponent intervention for reducing disproportionality 3. Define and describe the role of implicit bias in discipline decision making 4. Share an inservice training plan for assessing and addressing implicit bias 5. Discuss these ideas and your work in this area Session Overview Handouts: http://www.pbis.orghttp://www.pbis.org

6. Stop and Frisk – New York City (2004-2012)

7. Disproportionality in School Discipline (Losen & Skiba, 2010)

8. A 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

9. School Discipline Guidance http://www2.ed.gov/policy/gen/guid/school-discipline/index.html http://www2.ed.gov/policy/gen/guid/school-discipline/index.html

10. 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

11. Enhancing student voice 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points PBIS Forum Strand: Culturally Responsive Systems A10 B9 C8 Supporting students who identify as LGBTQ C9 D7 D8 E7

12. The discipline gap may be related to the achievement gap  Academic skills (or the lack thereof) dramatically shapes school experiences  Students who fall behind are more likely to act out, exposing themselves to discipline  By catching and intervening with students early, we can change students’ school experiences for the better 1. Why a focus on effective academic instruction? (Gregory et al., 2010; McIntosh et al., 2008, 2012)

13. Explicit instruction High rates of engagement and OTRs Quality performance feedback Progress monitoring and data-based decision making What do we mean by effective academic instruction? (Hattie, 2009)

14. Effects of Effective Instruction on the Achievement Gap Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)

15. 1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior 2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges 3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias 4. Professional development may provide teachers with more instructional responses 2. Why use a foundation of SWPBIS? (Greflund et al., 2014)

16. SWPBIS and Discipline Disproportionality (Vincent, Swain-Bradway, Tobin & May, 2011)

17. 5. How do we begin to address racial bias without it backfiring?

18. 1. Show data: either theirs or national  Hit them over their heads with inequities  Cognitive dissonance: pattern that is not in line with our values as educators Common Outcomes:  Defensiveness  Challenging validity of the data  More blaming of students Time Out: Our options for building support

19. 2. Tell people to be less biased  Explain importance of equity  Describe the laws on discrimination  Tell people to cut it out Common Outcomes:  No change in levels of discrimination Don’t care Don’t have specific guidance Time Out: Our options for building support (Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006)

20. 3. Cultural sensitivity training  Discuss value of diversity  Introduce concept of White Privilege  Brief introductions to various cultures Common Outcomes:  Defensiveness  White people crying  Shift in attitudes for some?  No new strategies Time Out: Our options for building support (Lai et al., 2013; Pettigrew & Tropp, 2006)

21. 4. Impel an “aha moment”  Activity that addresses equity subtly  Problem-solve biggest challenges and hope  Tell a personal story of discrimination Common Outcomes:  Defensiveness?  Shift in attitudes for some?  No new strategies? Time Out: Our options for building support

22. 5. Introduce the concept of implicit bias and provide specific strategies  Describe the concept of implicit bias  Explain vulnerable decision points (VDPs)  Teach a self-instruction strategy 1. Am I in a VDP? 2. If so, use an alternative response Common Outcomes:  ??? Time Out: Our options for building support

23. Implicit Bias in School Discipline

24. A Unidimensional View of Bias Racial Bias Disproportionate Discipline

25. Racial Bias Disproportionate Discipline Situation A Multidimensional View of Bias

26. System 1: Fast Decisions  Automatic, snap judgments  Intuitive, unconscious System 2: Slow Decisions  Deliberate decisions  Allows for conscious attention Two Systems for Decision Making (Kahneman, 2011)

27. Multiple Types of Bias

28. Overt Bias  Conscious belief in superiority of a group Explicit Bias  Conscious belief that some groups aspire to desirable traits more than others Implicit Bias  Unconscious associations regarding some groups Definitions

29. Explicit Bias (System 2)  Ineffective: Cultural sensitivity training, explaining value of diversity, telling people to be less biased  Effective: Top-down policies with accountability Implicit Bias (System 1)  Ineffective: Top-down policies with accountability  Effective: Clear discipline systems, specific guidance in decision-making (Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006) Different Biases, Different Solutions

30. “the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual’s awareness or intentional control (Blair, 2002; Rudman, 2004a).” What is Implicit Bias? (Staats, 2014)

31. Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of what we believe or would endorse More likely to influence:  Snap decisions  Decisions that are ambiguous What is implicit bias?

32. Attractiveness  Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height  One inch of height is worth $789 per year in salary (Judge & Cable, 2004) Implicit Bias at Work

33. Implicit Bias in Refereeing (Carlson, 2014)

34. Subjects randomly split into groups of 4 (employers and job candidates)  Job candidates paid by performance on timed math (adding sets of 2 digit numbers)  Employers paid if they chose the best of 2 job candidates Hiring criteria:  Appearance  Self-reported performance  Actual pre-test performance Implicit Bias and Gender (Reuben et al., 2014)

35. The top bars show the percentages of female candidates that were picked, and the middle bars show the percentages of times the lower-performing candidate in the pair was picked. Reuben E et al. PNAS 2014;111:4403-4408 ©2014 by National Academy of Sciences

36. “the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.” -Nicholas Kristof, The New York Times Implicit Bias and Race

38. Interventions for Implicit Bias in School Discipline

39. 1. Reduce ambiguity in ODR definitions and processes  Clear guidelines for classroom vs. office-managed behaviors  Avoid rules that result in disproportionate exclusion 2. Identify specific vulnerable decision points  General  Local (school) 3. Teach a neutralizing routine 1. Self-assess presence of VDP 2. Use alternative response Reduce Effects of Implicit Bias through Specific Training

40. 1. We must be aware of our biases 2. We must be concerned about the consequences of our biases 3. We must know when biased responses are most likely 4. We must have replacement behaviors to respond in ways consistent with our values Conditions Necessary to Neutralize Implicit Bias (Devine et al., 2012)

41. A specific decision that is more vulnerable to effects of implicit bias Two parts:  The person’s decision state (internal state)  The situation What is a Vulnerable Decision Point?

42. As we become fatigued, our filters for appropriate behavior can be affected Effects of hunger (Gailliot et al., 2009) Decreases in willpower later in day  “The Morning Morality Effect” (Kouchaki & Smith, 2014)  Examples… Resource Depletion (Girvan et al., 2014)

43. Levels of specificity: 1. All ODR/suspension decisions (general self-instruction routine) 2. Identify VDPs through national data 3. Use school or district data Options for Identifying VDPs for Intervention

44. Explicit Bias  Pattern: Consistent disproportionality across all situations  Implications: Address through strong policy, regular reporting of data, and accountability for change Implicit Bias  Pattern: Peaks and valleys of disproportionality depending on the situation  Implications: Clarify discipline procedures, provide strategies for decision making Identifying Patterns of Explicit vs. Implicit Bias

45. Session B9 http://www.pbis.org/school/equity-pbis

46. National SWIS Data (2011-12) 3,026,367 ODRs 6,269 schools 47 states, plus DC

47. Problem Behavior

48. Location: African American and White

49. Time of Day

50. Subjective problem behavior  Disruption, defiance, major vs. minor Non-classroom areas  Hallways Afternoons VDPs from national ODR data ambiguity LACK OF contact fatigue

51. Racial Bias Disproportionate Discipline Situation Vulnerable Decision Points Subjective BehaviorHunger Vague Discipline SystemFatigue Prior IncidentsUnfamiliar with Student Multidimensional View of Bias

52. School Example Urban K-8 School

53. Black/White ODR Risk Ratio = 2.5 Risk Indices

54. Problem Behavior: All Students

55. Problem Behavior: African American Students Only

56. Black/White ODR Risk Ratio = 6.5 Drill Down: Physical Aggression

57. Drill Down: Physical Aggression Playground

58. Poverty plays a role, but racial disproportionality remains, even when controlling for poverty  American Psychological Association, 2008  Skiba et al., 2005  Wallace et al., 2008 Addressing Common Questions “Isn't it all really about poverty?”

59. No evidence of different base rates of behavior for any subgroups  Bradshaw et al., 2010  Losen & Skiba, 2010  Skiba et al., in press Addressing Common Questions “Aren’t Black boys just more violent?”

60. No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of.  Banaji & Greenwald, 2013  Greenwald & Pettigrew, 2014  van den Bergh et al., 2010 Addressing Common Questions “Are you saying that all teachers are racist?”

61. When you see problem behavior, stop and ask yourself: 1. Is this a VDP?  Situation  Decision state 2. If so, use an agreed-upon alternative response Two-step Neutralizing Routine for Staff:

62. Neutralizing Routines for Reducing Effects of Implicit Bias Setting eventAntecedentBehaviorConsequence Lack of positive interactions with student Fatigue Loud complaints about work (subjective behavior) Send student to office (ODR) Student leaves class (Escape social interaction) Self-assessment “Is this a vulnerable decision point?” Self-instruction “See me after class.”

63. Brief If-then statements Clear steps Doable What makes for a good neutralizing routine?

64. Delay  “See me after class” Pause  Think it through Use least exclusionary choice  Delayed ODR Ask  State your confidence in them  Privately What makes for a good alternative response?

65. “If this is a VDP, am I acting in line with my values?” “If defiance, keep in class” “If I am tired, delay decision until I can think clearly” Neutralizing Routine Examples

66. Can also be used as precorrection 1. Am I about to enter a VDP? 2. What are my values? 3. When I see problem behavior, I’ll use the alternative response Two-step Neutralizing Routine for Staff:

67. When you have to handle problem behavior, stop and tell yourself: 1. Don’t just do something, stand there!  Be sure you are ready to act in line with values  Get information from student and staff  Assess student-teacher relationship 2. Whenever possible, use an agreed-upon instructional response  Teaches missing skills  Connects student to school and staff Two-step Neutralizing Routine for Administrators: (Susan Barrett)

68. 1. Tell me what happened. 2. What you were thinking at the time? 3. What do you think about it now? 4. Who did this affect? 5. What do you need to do about it? 6. How can we make sure this doesn't happen again? 7. What I can do to help you? The Restorative Chat (Lucille Eber)

69. Follow-up Practice  In session  Real life Coaching  Precorrection  After the fact Data-based decision making  Overall disproportionality  Specific situations

70. Blaming context (poverty, parents, role models) Focus on serving students with the greatest needs If they have it so bad, don’t we need to serve them better? If home life is so bad, why send them there? If we can predict that these kids will fail, we may need to change our systems to be more supportive of them Troubleshooting: Our options for responding

71. Blaming short-triggers (learning history) Parenting analogy  That’s the missing nap talking Microaggressions (external locus of control)  That’s the learning history talking Reframe and ask  With trust, teach them the neutralizing routine Troubleshooting: Our options for responding

72. 1. They are acting on explicit bias  Focus on policies and accountability 2. They don't know how to assess it  Share data guide 3. They are afraid of what they will find  Reassure and provide strategies 4. They are just uncomfortable with topic  Share stories of discrimination  Note that mistakes are ok with effort Troubleshooting: Reasons for resistance

73. What do you think? 1. Is it feasible? 2. Would it work? 3. What are we doing wrong? What are you doing to address disproportionality?  What is working?  What is not working? Disproportionality Intervention: Your Ideas

74. Contact Information Kent McIntosh Special Education Program 1235 University of Oregon Eugene, OR 97403 kentm@uoregon.edu Handouts: http://kentmcintosh.wordpress.com Cannon Beach, Oregon © GoPictures, 2010

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