exclusionary discipline practices in kentucky and texas
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EXCLUSIONARY DISCIPLINE PRACTICES IN KENTUCKY AND TEXAS. William Calderhead ([email protected]) Eric Umstead ([email protected]) C. Michael Nelson ([email protected]). Overrepresentation of minority youths in juvenile justice statistics. African-American - PowerPoint PPT PresentationTRANSCRIPT
EXCLUSIONARY DISCIPLINE PRACTICES IN KENTUCKY AND TEXAS
William Calderhead ([email protected])
Eric Umstead ([email protected])
C. Michael Nelson ([email protected])
Overrepresentation of minority youths in juvenile justice statistics
African-American students more likely to be identified w/ MR or EBD
African-American students are 2 – 3 times more likely to be suspended or expelled
Students of color more likely to drop out of school
Overrepresentation of persons of color in correctional system
PBIS changes school culture
Nelson, C. M., Leone, P. E., & Rutherford, R. B. (2004). Youth delinquency: Prevention and intervention. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 282-301). New York: Guilford.
KY Safe Schools Data Project
• Defines exclusionary discipline as consequence of “offending”
• Offenders’ violations resulted in one of the following• Suspension • Corporal punishment • Expulsion with services• Expulsion without services
Quantifying the discipline gap
Proportionate representation◦(% of students offending) – (% of students enrolled) = 0
Under-representation:◦(% of students offending) – (% of students enrolled) = -X
Over-representation:◦(% of students offending) – (% of students enrolled) = +X
Kentucky’s Discipline Gap
How can PBIS change disproportionate exclusionary discipline?• Students are not born with “bad” behaviors• Students do not learn when faced with contingent
aversive consequences• Teachers/administrators need to be proactive
rather than reactive.• Positively reinforce occurrences of appropriate
behavior• Teach appropriate behavior directly, giving
positive feedback
Emphasis on Prevention
• Primary• Reduce new cases of problem behavior.
• Secondary• Reduce current cases of problem behavior.
• Tertiary• Reduce complications, intensity, severity of current cases.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
PBS shrinks disproportionality
• Analyze discipline referral data disaggregated by race• Make teachers more culturally responsive by
emphasizing “contextual fit”• Promote social development of pre-adolescent and
adolescent youth• Maximize opportunities for academic success• Prevent development and occurrence of problem
behavior
KY Safe Schools Data Project (Mike Waford, Kentucky Center for Instructional Discipline)
KY Safe Schools Data Project (Mike Waford, Kentucky Center for Instructional Discipline)
Discipline Gap in Texas• Longitudinal study using data for all students (~ 1 million)
beginning 7th grade in 2000, 2001, 2002• Nearly 6 out of 10 students were suspended or expelled at
least once between 7th and 12th grade• Multivariate analyses revealed that African-American
students were 31% more likely to undergo school discretionary action (in- or out-of-school suspension or expulsion) compared to otherwise identical white and Hispanic students
• Almost 75% of students w/ IEPs were suspended or expelled at least once (especially students coded as EBD)
Exclusion implies juvenile justice involvement• > 1 out of 7 students was in contact w/ juvenile justice
system at least once between 7th and 12th grade• Almost 50% of students disciplined 11 or more times were
in contact w/ juvenile justice system • Controlling for school and individual factors, a student who
was suspended or expelled was 3 times as likely to be in contact w/ juvenile justice system the following year
(Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. New York: Council of State Governments Justice Center.)
Discussion• PBIS appears to have an impact on suspension
• But disparities continue to exist• Why?
• Nobody looks at the data (at least not often)• No accountability (should there be?)• Political climate in US won’t support addressing needs of marginalized citizens