DISPROPORTIONALITY SOLUTIONS SUMMIT:

TURNING IT AROUND!

Shana RitterThe Equity Project

CEEP at I.U.

A principle that guides policy and practice holding high expectations and providing appropriate resources so that all students can achieve at a rigorous standard.

A developmental process.A set of congruent behaviors, attitudes and

policies that come together in a system, agency or among professionals to work effectively in cross-cultural situations.

Having the capacity to function effectively in cultural contexts that differ from your own.

Cultural responsivity facilitates the achievement of all students through effective teaching and learning practices grounded in an awareness of cultural context and the strengths that students bring to school.

Cultural responsivity permeates every aspect of education:

curriculum and instruction assessment data based decision makingcommunicationfamily and community engagement policy decisions

Becoming culturally responsive is a developmental process which includes engaging in conversations about race and equity, reflecting on one’s own culture and beliefs, and gaining awareness of other cultures.

ProficiencyCompetencePre-Competence

IncapacityDestructiveness

Blindness

Cultural Competence Continuum

Valuing Diversity is a necessary step along the continuum of cultural competency and culturally responsive pedagogy, but it is not enough.

Cultural Responsivity requires knowledge, skills and experience and the ability to transform these into practice which results in improved services and outcomes.

1. An understanding of your cultural identity.

◦ What do you value?◦ What is your style of communication? ◦ What are your strengths and challenges around

teaching and learning?◦ What are your expectations?

2. An understanding of your student’s cultural identity.◦ What do they value?◦ What is their style of communication? ◦ What are their strengths and challenges around

teaching and learning?◦ What are their expectations?

Nationality Class Religion

Race Gender Family

Age EducationEthnicity

Geography

AbilityProfessionSexual Orientation

3. Understanding what happens when different cultures intersect.

How do you capitalize on cultural capitol?

How do you bridge differences? How do you create access to

opportunities?

Disproportionality in AchievementDisproportionality in DisciplineDisproportionality in High School GraduationDisproportionality in Special Education

National NAEP Percent Scoring Basic or Above: 2003

40

69

4247

74

0

10

20

30

40

50

60

70

80

Black Asian Latino Native Am White

Percent Basic and Above Grade 4 Reading

39

78

46

54

79

0

10

20

30

40

50

60

70

80

Black Asian Hispanic Native Am White

Percent Basic and Above Grade 8 Mathematics

Manhattan Institute for Policy Research, 2002

National Graduation Rates by Race in 2002

57%

79%

53%55%

76%

69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1

Race

Pe

rce

nta

ge

Native American

Asian

Hispanic

African-American

White

Total

2.84

2.47

1.23

1.50

0.00

0.50

1.00

1.50

2.00

2.50

3.00

Rel

ativ

e R

isk

Rat

io (

Co

mp

ared

to

Wh

ite

Stu

den

ts)

Black Hispanic

National School Discipline: 2002-2003

Out-of-School Suspension

Expulsion

Equity Line

Note: Derived from U.S. Department of Education, 2004

In addition to the problems the students experience in their personal lives away from school, the schools create a whole new set of problems for children they deem different. As schools become more wedded to psychological models, students are recruited into new categories of pathology. Students who do not conform to particular behavioral expectations may be labeled "disabled" in some way, that is, suffering from attention deficit disorder, emotional disability, or cognitive disabilities. Students do in fact confront real mental and emotional problems, but we need to consider the way students' racial, ethnic, cultural, linguistic, and socioeconomic characteristics are deployed to make their assignments to these disability categories more likely.

Gloria Ladson Billings

◦ Mild Mental Disability 3.29 x more◦ Emotional Disturbance 2.38 x more◦ Moderate MD 1.91 x more◦ Communication Disorder 35% less◦ Learning Disabled 6% less◦ Regular Class Placement 35% less◦ Separate Class Placement. 2.84 x more

◦ African American students with a disability are 35% less likely than their peers to be served in a general education setting

◦ African American students with a disability are 2.84 times more likely than their peers to served in a separate class placement

Poverty not a consistent predictor of placement◦ Overall, MoMD and ED: Not significant◦ CD and LD: More disproportionality as poverty

decreased◦ MiMD: Positive and significant

Race is a significant predictor of special education placement regardless of (independent of) poverty level◦ Poverty magnifies the gap created by race

Skiba, R. J., Poloni-Staudinger. L., Simmons, A. B., Feggins, L. R., & Chung, C. G. (2005). Unproven links: Can poverty explain ethnic disproportionality in special education? Journal of Special Education, 39, 130-144.

Facilitates and supports the achievement of all students through cultural competency at three levels:

The Institutional

The Personal

The Instructional

 

(a) In developing a school's strategic and continuous school improvement and achievement plan under IC 20-10.2-3, the school's committee shall consider methods to improve the cultural competency of the school's teachers, administrators, staff, parents, and students.

(b) The committee shall:        (1) identify the racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups that are included in the school's student population;   

         (2) incorporate culturally appropriate strategies for increasing educational opportunities and educational performance for each group in the school's plan; and

       (3) recommend areas in which additional professional development is necessary to increase cultural competency in the school's educational environment.

“I thought it was wrong to see color. Like the t-shirts- “Love sees no color”. As I’ve come to understand you’re missing a big part of a person if you refuse to see it” – elementary school teacher

“When a teacher doesn’t see color do they also ignore discriminatory institutional practices such as disproportionality in suspension, graduation, achievement etc…..?”

Engage in reflective practice

Explore personal and family histories

Acknowledge membership in different groups

Learn about the history and experiences of diverse groups

Visit students’ families and communities

Visit or read about successful teachers in diverse settings

Participate in reforming the institution

“When instruction is stripped of children’s cultural legacies then they are forced to believe that the world and all the good things in it were created by others. This leaves students further alienated from the school and its instructional goals, and more likely to view themselves as inadequate.”

Acknowledge students’ differences as well as their commonalities

Validate students’ cultural identity in classroom practices and instructional materials

Educate students about the diversity of the world around them

Promote equity and mutual respect

Assess students’ ability and achievement validly

Encourage students to think critically

Challenge students to strive for excellence

“Multicultural education needs to be accompanied by a deep commitment to social justice and equal access to resources…, in short it needs to be about much more than ethnic tidbits and cultural sensitivity.”“It is easier to adopt a multicultural reader than to assure all children learn to read, to have a concert of ethnic music than to give all children instruments.”

Who’s taking calculus?Which classes meet in the basement?Who’s teaching the children?How much are children worth?

Have we considered a range of possible hypotheses?

Have we dug into the data? Is our process culturally responsive? Who is not at the table?

% %

"Adolescents play pranks. I don’t think it was a threat against anybody.”--Roy Breithaupt, Superintendent, Jena Public Schools, 2006

“[The noose] meant the KKK, it meant

'We're going to kill you, we're gonna' hang you 'til you

die.'”--Caseplia Bailey,

Parent of one of Jena 6 students

If our examination and understanding of the root causes of social inequality are too shallow, then our approach to corrective action will necessarily be superficial and ineffective .

- Christine Sleeter

R.D. Laing stated crazy is believing that you can continue to repeat the same actions and arrive at different results.

Relevant data Probing questions Examining beliefs about school culture and

equity◦ Issues of access◦ Opportunities to learn◦ Expectations of students, staff and community

LOCAL EQUITY ACTION DEVELOPMENT PROJECTS

ONGOING QUESTIONS What do we know about disproportionality in our district? What changes in school-based processes will have the greatest impact on disproportionality in our

schools? How do we involve others in the process of creating ownership for and bringing about change? How will we know if our efforts are working? What impact will this have on other issues of equity?

PROCESS STEPS

Form a Planning Te am Form a preliminary planning team Review existing data Name the issue Expand the planning team to include other key district stakeholders Gather and analyze new information

Identify the Action of Greatest

Potential Impact Hold focus groups to examine the issue and possible actions Examine and discuss input from the focus groups Gather research and information on best practices and models Engage in honest conversations about expectations for ALL students and staff

Develop a Plan

Design a LEAD pilot Provide professional development, time, and other supports Develop an Action Plan for Implementation Pilot in a few places Gather feedback Adapt the pilot Plan for expanded implementation

Implement, Assess, Adapt

Expand the team to include representatives from all sites to assure two-way communication Provide professional development as needed for best practice Clarify links and communicate with other district initiatives and ELL, Title, School Improvement etc. Use data consistently Deepen conversations about equity and culturally responsive pedagogy Include parents and community Ongoing assessments continue to inform implementation

Indiana Disproportionality Project Initiative on Equity &Opportunity

CEEP at Indiana University

In order to address the complexity of disproportionality issues in a way that is meaningful and appropriate to the culture of that district, plans must originate from within the district.

While center staff provide guidance and technical assistance, decisions on plan design and implementation are made by the district LEAD team.

Local data on equity provide a framework that can motivate and guide local remediation efforts.

The success of any systems change efforts can be judged only by changes in those data.

Conversations about race, disproportionality, and equity are awkward and often difficult, but necessary.

Part of the role of the team is to ensure that team meetings are a safe place for having honest and “courageous” conversations, where common understandings can be created.

Statewide Non-LEAD Most Active LEAD

Districts

Overall -.03% +0.3% -19.3%

MiMH -6.7% -2.2% -18.9%

ED +2.0% -2.4% -4.2%

LD +12.4% +17.9% +3.9%

Reg. Class +7.4% +3.1% +5.1%

Resource +19.2% +21.3% +35.4%

Sep. Class +16.5% +29.9% -1.9%

Data is an integral part of the process when a school is willing to ask itself about the expectations it holds for children and about culture and power it begins to bring accountability for equity inside.

Conversing about issues of equity, especially race, is a developmental process; ample time to build trust is necessary.

It is by questioning assumptions that a leader is able to influence change. Leadership that is willing to examine their own beliefs, and empower those they work with to do the same, is essential to the process of creating equitable change.

Ownership of the process grows through action: ongoing dialogue with colleagues, gaining a deeper understanding of the issues, design, implementation, and assessment.

Addressing issues of equity is more likely to be ongoing:

When it is viewed as an effort that benefits all children.

When incorporated into the district’s overall plans for school improvement and other initiatives.

When the community is involved.

The disproportionality of students of color in educational programs cannot be fully comprehended as long as it is considered a singular event, somehow divorced from the broader context of American education and American society.

Three key facets of cultural responsivity:

Know your own cultural identity.

Gain an awareness of the cultural identity of your students and their families.

Form an understanding of what happens when different cultures intersect, and capitalize on the energy of what can happen.

“The world changes according to the way people see it, and if you can alter, even by a millimeter, the way people look at reality, then you can change the world.”

James Baldwin