Moving Towards Equity

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Moving Towards Equity

• Shana Ritter
• Indiana Disproportionality Project
• Initiative on Equity and Opportunity
• Center for Evaluation Education Policy at
  Indiana University
• NCCRESt Conference, February 17, 2006

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Leaving No Child Behind

• The purpose of schooling no matter how
  daunting that purpose may be is to struggle
  with the tensions that will always exist around
  the twin goals of providing learning
  opportunities that are excellent and equitable
  for all, not some,.
• (Cochran-Smith, 2001, 93)

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Equity in education

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

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Diversity Cultural Competence

• Valuing Diversity is a necessary step along the
  continuum of cultural competency and culturally
  responsive pedagogy, but it is not enough.
• Cultural Competency requires knowledge, skills
  and experience and the ability to transform these
  into practice which results in improved services
  and outcomes.

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Cultural Competence

• 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.

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Cultural Competence Continuum Community Anti-Drug
Coalitions
Incapacity
Destructiveness
Blindness
Proficiency
Competence
Pre-Competence
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Profoundly Multicultural Questions- Sonia
Nieto

• 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.

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Profoundly Multicultural Questions

• Whos taking calculus?
• Which classes meet in the basement?
• Whos teaching the children?
• How much are children worth?

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IN OTHER WORDS

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

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Lenses of Inequity

• Disproportionality in Achievement
• Disproportionality in Discipline
• Disproportionality in High School Graduation
• Disproportionality in Special Education

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National NAEP Percent Scoring Basic or Above 2003
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National Disproportionality Discipline Rates
1972-2000
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Discipline Rates by Race
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National Graduation Rates2001
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Disproportionality in Special Education

• 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

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How Much More Likely Are African American
Students to Be in Special Ed.?

• Relative Risk for Indianas AA students
• 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

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Relative Risk in MIMD
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Composition Index of AA students in general and
special education
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LRE

• Not only are African Americans being placed in
  special education at disproportionate rates but,
  they are also being disproportionately placed in
  more restrictive settings.
• Consequently, they are being denied access to
  some of their deserved educational opportunities.
  

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Responses to Inequity

• Blaming the Victim Disproportionality due
  primarily to characteristics of minority
  populations (e.g. Herrnstein Murray)
• Critical Race Theory Disproportionality as a
  decision to maintain the structure of white
  privilege (e.g. Bell, Delgado)
• Cultural Reproduction Racial/economic inequity
  maintained by roles and actions of individuals
  within institutions, perhaps unconsciously (e.g.,
  Bowles Gintis, Oakes)
• Maybe We Shouldnt Talk About It...

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• OR TAKE ACTION
• Data driven decisions
• Research based approaches
• Cultural competence

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The Indiana Disproportionality Project

• Collaboration of IDOE and The Center for
  Evaluation and Education Policy at I. U.
• Document status of minority disproportionality
  in Indiana
• Use that information to guide remediation

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Project History and Timeline

• Phase I (1999-2000)
• Developing Measures of Disproportionality
• Phase II (2000-2001)
• Understanding What Contributes to Special Ed.
  Disproportionality
• Phase III (2002-2006)
• Addressing Disproportionality in Local School
  Districts
• Develop New Measures
• Ownership, RER, Cultural Competence

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Qualitative Study The Context of
Disproportionality

• Interviewed across 7 corporations
• 28 teachers
• 14 principals, 8 assistants (deans)
• 9 school psychologists
• 7 directors of special education
• 7 African American, 59 Caucasian
• 12 male, 54 female

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The Effects of Poverty
Is the ethnicity the problem or is poverty the
problem? --PrincipalYou look at the
students that we are identifying and for some
reason they are disadvantaged. --Principal
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The Effects of Poverty on Classrooms
There are days that I walk away with like 200
pounds on my shoulders thinking it keeps getting
worse. The stories are more bizarre, more
traumatic how can we possibly meet all these
needs? --Classroom Teacher Im tired. It
gets harder and harder and there is less and less
help for us. --Classroom Teacher
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What the Data Say IDP Analyses

• Conducted analysis of Indianas
  disproportionality data controlling for poverty
• Found that economic disadvantage does not
  account for racial disparities
• In some cases low poverty predicts increased AA
  overrepresentation
• Poverty seems to magnify racial disparity

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School Factors Resources Classroom Management
Sometimes we tend to put middle class values and
expectations on another group, another culture.
And when you look at the school setting the
majority of teachers are Caucasian, middle class,
I find a lot of my African American boys need
movement. Ive talked with teachers about that,
it isnt ADHD or any of those things, this is
just a kid who has to move and you need to
provide them with the opportunity to do that.

Principal
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School Factors High-Stakes Testing
Our expectations for youngsters have
sky-rocketed, more and more arent attaining the
standards the feds and state think should occur.
A lot of stressed teachers feel tremendous
pressure to get kids to a certain level and if I
dont then by gosh I better get them tested and
find a reason why. --Special Ed.
Director This year we were told that we had to
refer anyone who didnt pass ISTEP. So I had to
refer 13 kids to the prereferral team and I
dont really need thatI know what their problem
is. --Classroom Teacher
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Problems with Referral and Decision Making
I think because they know that something is not
working for a child and they feel that they cant
tap into some resources. One stable resource
that they have to tap into is special education.
It has funding to support it, its a process that
is in place. So it is an easy tap into
subsystem. --Special Ed. Director
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Referral and Decision MakingTeacher Perspective
I am pretty open to referring any child that is
not finding success. My goal is for every child
to be successful. --Classroom Teacher If
theres a chance they might qualify, its always
to their benefit to have them checked.
--Classroom Teacher
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The Difficulty of Talking About Race
When you say minorities, are you, what are you
speaking of?...INTERVIEWER Ethnic and racial
minorities...Oh....OK...Alright...We have
like...I guess we have about half and half. I
dont know that Ive ever really paid attention
to it . --Classroom Teacher
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Local Equity Action Development The LEAD
Projects

• Recognize that mistakes will be made
• Difficult conversations must take place
• The process of change can only be clearly mapped
  in retrospect.

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The LEAD process

• Developed as a result of the collaboration of
  those districts with the Indiana
  Disproportionality Project, enables school
  personnel at the local level to make use of their
  own data and resources to better understand and
  address issues of disproportionality and equity.
  The model is based upon four assumptions
• All plans must be local, addressing local
  realities and local needs. In order to address
  the complexity of disproportionality issues for
  culturally and linguistically diverse students in
  a way that is meaningful and appropriate to the
  culture of that district, plans must originate
  from within the district. While IDP staff provide
  guidance and technical assistance, decisions on
  plan design and implementation are made by the
  district planning team.

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LEAD

• Planning and evaluation must be based upon local
  data. Local data on equity provide a framework
  that can motivate and guide local remediation
  efforts, and the success of any systems change
  efforts can be judged only by changes in those
  data.
• LEAD must be a collaborative effort
• Conversations about race, disproportionality, and
  equity are awkward and sometimes 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

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Ongoing Questions

• What do we know about disproportionality in our
  district?
• What changes in school-based processes are
  perceived to have the greatest impact on
  disproportionality in our schools?

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Ongoing questions

• 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?

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What do you know about your district?
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The LEAD Process

• Form a preliminary planning team
• key leaders in the district
• general special education
• building level central office
• Ask what are our greatest areas of concern with
  respect to equity in our district?
• What practices might contribute to
  disproportionality?

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Examine the data

• ASK
• What do we know?
• What else do we need to know to understand and
  apply the data?
• How will we find out more?
• How do we share what we know?

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Identify the action of greatest potential impact

• ASK What actions, programs or interventions do
  we believe would be the most promising in
  addressing the potential causes of
  disproportionality?
• What have others done to address these issues?
• What impact do we expect this action to have,
  how will we measure it?

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Expand the planning team

• ASK
• Is the team representative of your district?
• How can we find ways to continually incorporate
  other voices into the planning? (focus groups,
  surveys, site based meetings)

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Develop a plan

• That will meet the needs and culture of the
  schools
• Reflect best practices
• Identify data that will assess the impact of the
  project
• BEGIN SMALL
• ASK What support do we need (Professional Dev.,
  time, materials?)
• How will incorporate a focus on cultural
  competence?
• How will we know the effect on
  disproportionality?
• How will we encourage ownership and involvement?

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Develop an Action Plan for Implementation

• include as many voices as possible
• And necessary professional development
• cultural responsiveness
• leadership
• family involvement
• differentiated instruction
• using data effectively

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Implement, Assess, Adapt

• Pilot in a few locations
• Gather data
• Gather feedback
• Adapt
• Re- Assess
• Use evaluative measures
• Continue conversations
• ASK
• How will we incorporate feedback?
• How will we share information about our LEAD
  project with others in the district?
• How do we ensure that the project continues to
  address the org9nal question of ethnic
  disproportionality?

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What does it look like in the districts?

• Ten districts currently participating in Local
  Equity Action Development Projects
• Reform the GEI Process
• Peer Coaching
• K-2 Instructional Project
• Family Involvement
• Cultural Competence
• Develop Standardized Measure to Track
  Disproportionality
• Referral ?Assessment ? Placement

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The Referral to Eligibility Ratio

• Tracks 3 steps of the referral to eligibility
  process.
• Referral, assessment, eligibility
• Data Entered Into Excel Worksheet

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Three Uses of the RER

• Measure the effectiveness of the GEI (or other
  intervention) process
• Where in the process is disproportionality most
  likely to occur?
• Track short term (e.g. yearly) changes in
  disproportionality

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GEI

• Districts addressing minority
  disproportionality through the General Education
  Intervention Process are
• Researching best practices
• Developing a Flexible Template which includes
  case manager, regular meetings, advance paper
  work, family involvement, follow up, and research
  based strategies
• Or adapting an approach, such as Creative
  Problem Solving

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Family Involvement

• Creating a strategic plan for involving
• all families
• Action research by teachers
• Cultural Competency for building administrators
• Community Wide Task Force on the Achievement Gap
• AND DIRECT INSTRUCTION- Early Intervention

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Our LEAD Project is

• Implementing an early reading intervention based
  on scientifically based reading research and
  information gained from DIBELS assessments
• Including special education and other at-risk
  students in the intervention

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3 Successes

• Students receiving the intervention performed
  better than comparison group students on DIBELS
  measures.
• CIMS indicators showed positive early trends in
  LRE participation and the Sp. Ed./Gen. Ed.
  achievement gap.
• Collaboration between Gen. Ed./Sp. Ed. teachers

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3 Lessons Learned

• Anxiety for educators lessens as results are
  obtained from assessments.
• On-going monitoring is critical to prevent
  drift.
• Unexpected responses need to be addressed.

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One thing we will do next year is

• We will expand the K-2 Reading Intervention
  Project to other grade levels in order to build
  on its success. Instruction at all grade levels
  will be reviewed and adjusted based on DIBELS
  results.

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Our LEAD Projectis addressing disproportionality
by

• Utilizing Creative Problem Solving for General
  Education Intervention

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3 Successes

• Trained Six of our Elementary schools, and the
  two Sixth grade Academy schools
• Use of data to support Learning
• Discussions on Cultural Competence, and initial
  stages of planning to address needs in this area.

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3 Lessons Learned

• Need to be creative on Time needed for teams
• Need for additional strategies for Follow up
  meetings for teachers, after GEI
• Need better teacher buy-in at some of the schools

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Three things we will do next year is

• Train four remaining elementary schools and
  possibly one high school
• Laying of groundwork for three other secondary
  schools
• Expand and deepen discussions dealing with
  cultural competence and disproportionality

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Our LEAD Projectis addressing disproportionality
by

• K-6 SOS (Saving Our Students) Teams use the
  Creative Problem Solving process to develop
  action plans to improve students achievement.
• We use the Professional Learning Community
  process to support students before they are
  referred to the SOS Team

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3 Successes

• Better student goals and follow up on
  interventions
• Addressing issues that impact many students as
  well as individual student needs
• More staff members involved in the process

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3 Lessons Learned

• Our achievement gap is real and we need to
  continue to address cultural competency
• Administrators need to be knowledgeable and
  supportive regarding research-based strategies
  and the SOS process
• We need better student assessment data prior to
  and after the SOS meetings

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One thing we will do next year is

• Begin district-wide training and implementation
  of DIBELS to ensure consistent assessment data
  across the district
• Focus on cultural competency
• Train more SOS teams

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• LESSONS FROM THE FIELD

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Create a Culture of Inquiry

• Relevant data
• Probing questions
• Examining beliefs about school culture and equity
• Issues of access
• Opportunities to learn
• Expectations of students, staff and community

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DATA

• 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.

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Key Roles for Data

• Improving the quality of criteria used in problem
  solving and decision making
• Describing institutional processes, practices and
  progress in schools and districts
• Examining institutional belief systems,
  underlying assumptions, and behaviors
• Mobilizing the school or district community for
  action
• Monitoring implementation of reforms
• Accountability
• -Using Data to Close the Achievement Gap

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DIFFICULT DIALOGUES

• Conversing about issues of equity, especially
  race, is a developmental process ample time to
  build trust is necessary.
• This is an essential step in becoming culturally
  responsive and gaining an understanding of
  IDENTITY, POWER PRIVILEGE, CHANGE and the
  application in creating equitable access for all
  students.

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OWNERSHIP

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

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Sustainability

• 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 districts overall
  plans for school improvement and other
  initiatives.
• When the community is involved.

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LEADERSHIP

• 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.

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Disproportionality must be understood contextually

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

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Whether you call it multicultural education, a
diversity perspective, cultural competence or
culturally responsive pedagogy the elements are
the same
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Indiana Disproportionality Project Initiative on
Equity Opportunity

• Center for Evaluation and Education Policy
• Indiana University
• Dr. Russ Skiba Director
• skiba_at_indiana.edu
• Shana Ritter Coordinator
• rritter_at_indiana.edu