Reducing Disproportionality in Challenging Situations. Nkenge Bergan & Cindy Green Kalamazoo Public Schools Urban Collaborative November 6, 2015

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1 Reducing Disproportionality in Challenging Situations Nkenge Bergan & Cindy Green Kalamazoo Public Schools Urban Collaborative November 6, 2015

2 Background 12,700+ students 68-71% free & reduced lunch 41% African American 38% White

3 Purpose of this session 1.Share the challenges of being in disproportionality in two areas 2. Discuss strategies used to address the issues. 3. Provide opportunities for reflection and discussions around cultural awareness.

4 Types of Disproportionality Over identification of white students as Autism Spectrum Disorder; under representation of black students Over identification of black children with disabilities suspended

5 ASD Over Identification

6 Kalamazoo Public Schools A disproportionate number of white children compared to black children are identified as Autism Spectrum Disorder.

7 Kalamazoo Public Schools #s # black # white % WRR Resident # black # white % WRR % % % % % % 3.51

8 Statistics for ASD in KPS Operating Resident # black # white % WRR % % % % % 1.97 # black # white % WRR % % % % % 2.85

9 ASD Identification Challenges Community with Higher Education Preschoolers are identified through the RESA Accessing services differences in cultures Push from parents, guardians, and community Services in the area Moves Complaints Opinions Pleas Interests

10 Ways to Address the Issue File review in teams Book studies Procedures Handbooks Inservices Connections w/resa Connections w/community Review

11 Checksheets ASD Diagnostic Condition Autism Spectrum Disorder Eligibility Criteria (1) Adverse affect in 1or more of following performance areas: a. Academic b. Behavioral c. Social (2) Determination for eligibility shall include all of the following: a. Qualitative impairment in reciprocal social interaction as manifested by at least two of the following: i. Marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction. ii. Failure to develop peer relationships appropriate to developmental level. iii. A lack of spontaneous seeking to share enjoyment, interests or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest). iv. Marked impairment in the areas of social or emotional reciprocity. b. Qualitative impairments in communication including at least 1 of the following: i. Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime. ii. Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversation with others. iii. Stereotyped and repetitive use of language or idiosyncratic language. iv. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. c. Restricted, repetitive, and stereotyped behaviors including at least 1 of the following: i. Encompassing preoccupation with 1 or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. ii. Apparently inflexible adherence to specific, nonfunctional routines or rituals. iii. Stereotyped and repetitive motor mannerisms, for example, hand or finger flapping or twisting, or complex whole-body movements. iv. Persistent preoccupation with parts of objects. Criteria Met No No i. No ii. No iii. No iv. No i. No ii. No iii. No iv. No i. No ii. No iii. No iv. No Evidence for this Conclusion (Data that supports criteria decision) (4) Is there a primary diagnosis of EI or schizophrenia? No Report Parent Input Report Current Levels of Educational Functioning/Educational Needs

12 Black Over Identification for Suspensions

13 Kalamazoo Public Schools KPS suspends too many black children; mainly black males.

14 KPS Suspension Rates (over 10 days) General Education Special Education Total # Total Days Black White Hispanic Black White Hispanic

15 Office Referrals Defiance/Disrespect/Insubordination/ Non-compliance Disruptive school and classroom behavior Truancy

16 Comments for Reflection There are no FREE days for removing kids from the opportunity to learn. There is nothing free about denying a child access to learning. Michael Udin, Assistant Secretary, Office of Special Education & Rehabilitation Services

17 Where are we? Nationally & Locally Disproportionate graduation rates for black & white students Disproportionate rates for office referrals and suspensions for black & white students

18 KPS vs MI Graduation Rates Cohort Subgroup KPS 2013 MI year ALL 65.2% 77.0% AA Females 72.0% 68.0% AA Males 46.7% 53.5% HS Females 69.1% 72.5% HS Males 54.1% 62.6% W Females 76.8% 85.8% W Males 71.1% 78.6%

19 National Graduation Rates Class of 2013 Economic Disadvantaged Black Latino White United States 81% 73% 71% 75% 87% Iowa 90% 80% 74% 80% 92% Michigan 77% 64% 61% 67% 82% Oregon 69% 60% 57% 61% 71%

20 Challenges Continued practice of suspending Differences in view points on what constitutes an office referral Understanding different cultures Changes in leadership at the building level Supports to students, families, and staff Staff who do not understand authoritative type of view

21 Supports in KPS Positive Behavior & Literacy Supports (PBLS) Multi-Tiered System of Supports (MTSS)

22 Additional Supports Academic/Behavioral Specialists Social Skills training Alternatives to Suspension CPI Training Verbal de-escalation training Child Study Teams Support staff Suspension Team Meetings/Supports & Reports Kalamazoo Community in Schools Community Mental Health Health Department Gryphon Place Public Safety New Teacher Orientation Leadership opportunities Washington Writers Academy WMU counselors

23 Supports continued Link Crew WEB Culturally Responsive Education inservices Classroom management inservices CHAMPS Capturing Kids Hearts Rachel s Challenge Responsible Thinking Process

24 Change in approach All students means all Reflect without judgement Present and discuss cultures Ongoing PD

25 Helping All Students Affirm student identity Build student community Cultivate student leadership Beverly Daniel Tatum, Ph. D.

26 Areas with Growth Graduation rates improving Suspension rates reduced Collaboration within buildings Professional learning communities

27 Comments for Reflection

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32 Culture. Culture: A way of life that includes habits, beliefs, actions, behaviors, practices, attitudes, values, and traits that influences the lens through which we interact with others and the world around us. Adapted from Sharroky Hollie

33 Cultural Competence Activity Number from 1-10 Rate each statement: 1- strongly agree 2 agree 3 neutral 4 disagree 5 strongly disagree

34 Cultural Competence Continuum

35 Thank you. Listening Sharing Discussing Participating

36 Two Books Can We Talk About Race? Culturally & Linguistically Responsive Teaching & Learning by Beverly Daniel Tatum, Ph.D. by Sharroky Hollie

37 Closure Students First You are not alone. Keep a positive outlook. Try new strategies Share with others