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4/1/18
1
PYRAMID EQUITY PROJECT: EQUITY DATA TOOLS FOR EARLY
CHILDHOOD PROGRAMS
Jolenea Ferro, Lise Fox, Denise Binder, and Myrna Veguilla University of South Florida
The Office for Civil Rights data collection report for 2013-2014 reveal patterns of racial and gender disproportionality: • Boys represent 54% of the preschool population
but 78% of those suspended. • African American preschoolers are 3.6 times
more likely to be suspended than their White peers.
• African American boys represent 19% of male preschool enrollment but 45% of those suspended
• African American girls are 20% of preschool female population but 54% of girls suspended from preschool
Disproportionality in Early Childhood Discipline
Pyramid Equity Project § Implementation of Pyramid Model to address
disproportional discipline § Examination of PM practices through equity lens § Explicit emphasis on positive culturally responsive
practices and implicit bias § Develop or revise tools § Two demonstration sites – training, data decision-making, ongoing professional
development, and leadership
Pyramid Equity Project National Team
§ University of South Florida Lise Fox, Jolenea Ferro, Denise Binder, Myrna Veguilla
§ University of Colorado Phillip Strain, Barbara Smith, Rosemarie Allen
§ University of Oregon – Rob Horner – Kent McIntosh
§ Other Consultants: – Glen Dunlap – Mary Louise Hemmeter
§ Federal Partners: – Office of Early Learning – Office of Special Education Programs
PDG Demonstration Sites
§ Cambridge Early Learning Center – Nashville, TN
§ Clifton Early Learner Academy – Clifton, NJ
• Implicit bias - mental process resulting in feelings and attitudes about people based on race, age, marital status, appearance etc.
• Unconscious • Promotes stereotypes • Linked to disproportionality • Work to recognize and address it
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Culture is described as shared beliefs and or behaviors that are influenced by factors such as social norms, mores, and feelings (Edwards, 2003).
Culturally Responsive Practices
§ Inclusive of multiple cultural norms § Dependent on strong relationships with all families § Consider the unique strengths and qualities of families § Consider the cultural context of children’s homes § Plan to integrate in the preschool program
Pyramid Model
9
UniversalPromo4on
All
SecondaryPreven4onSome
Ter4aryInterven4on
Few
Tools § Leadership: – Program-wide Benchmarks of Quality** – Leadership Team Implementation Manual
§ Classroom – Teaching Pyramid Observation Tool – PM Equity Coaching Guide**
§ Child – Behavior Incident Report (BIR)
LEADERSHIPTEAM
11
LeadershipTeam:broad
representa4ontoincludeFamilymemberand
communityleader StaffBuy-In:UnderstandingandSupportofCulturallyResponsivePrac4ces
Program-WideExpecta4ons
Compa4blewithCulturalNormsof
community
SupportsforPyramidModelPrac4ceImplementa4on
FamilyincludedinsystemstoIden4fyandRespondtoIndividualChildNeeds
Con4nuousProfessionalDevelopment
includesculturallyresponsiveprac4ces
DataDecision-MakingExamining
Implementa4onandOutcomes
MeaningfulFamilyEngagementinPlanningand
Decision-making–bi-direc4onal
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Availablefrom:www.challe
ngingbehavior.org
BenchmarksofQuality:MeasuringProgram-WideImplementa4onElements
LeadershipTeamImplementa1onManual• Suggestions of ways to engage
parents in developing expectations • Ideas for fostering home/school
partnerships • Reminders to regularly solicit family
input and feedback • Staff development ideas related to
culturally responsive practices
EC-BOQ Cultural Responsiveness Companion
§ Resource for teams § Action planning resource specifically addressing values related to
equity and cultural responsiveness
§ (E.KinaveyWennerstrom,S.Stegenga,R.Allen,K.McIntosh,J.L.Smith,2017)
StepstoUsingtheBoQCompanion§ Step1:CompletetheEC-BOQ.TeamscanfirstcompletetheEarlyChildhoodBenchmarksofQuality(afidelityofimplementa4onmeasureforthePyramidModel).
§ Thismeasureallowsteamstoratetheirimplementa4onofthecri4calfeaturesofthePyramidModelandiden4fynextstepsforimplementa4on.
§ Step2:UsetheEC-BOQCulturalResponsivenessCompanion.Aaercomple4ngtheEC-BOQ,usethecompaniontoassessandimprovetheculturalresponsivenessofthePyramidModelsystems.Teamscan– reviewthewholecompanion,– iden4fyitemsfromtheEC-BOQthatareinplacebutwhichteamsfeelmayneedfurtherassessmentofculturalresponsiveness(tobuildonstrengths),or
– assessculturalresponsivenessofitemsiden4fiedintheEC-BOQasneedingimprovement.
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§ Step3:Addtoorenhanceculturalresponsivenessintheimplementa1onplan.Usetheinforma4onfromtheEC-BOQandthisresourcetoadditemstotheac4onplanforimplemen4ngcorecomponentsofculturalresponsivenesswithinthePyramidModel.
SummaryofKeyRecommenda4ons
ExampleBoQCompanion
CLASSROOM
22
Teaching Pyramid Observation Tool
§ Ini4alassessmenttodevelopac4onplangoals
§ “RunningTPOT”totrackteacherprogress– EquityCoachingGuide
§ Yearendassessmenttoshowgrowthinimplementa4on
TeachingPyramidObserva4onTool:Measuringteacherimplementa4on
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§ The PM Equity Coaching Guide is a resource for classroom coaches.
§ Not an additional fidelity of implementation measure
§ Is part of collaborative practice-based coaching process
§ Used by the classroom coach: – After assessing classroom practices with TPOT – After establishing a strong collaborative coaching partnership – After coach has conducted several observations – As part of data related to classroom practices
u BIR summaries u Direct observations u Classroom products and records u Other data related to classroom practices (e.g., ECERS, CLASS)
4-Step Process § Step 1 – Use reflection questions to identify concerns related to culturally
responsive practices and implicit bias (18 questions) Schedules,rou1nes,andac1vi1es IndividualizedSocialskills
instruc1onTransi4on AdultInterac4ons
Posi4veFeedback FamilyEngagement
Teachersengagementwithchildren Prac4calstrategiescompa4blewithhomeandclassroom
Posi4vedirec4ons Strategiesforchallengingbehavior
§ Step 2 – Prioritize concerns to address – Examine additional sources of data that might help understand concern – Engage in reflection about whether this is an equity or implicit bias
concern – Identify culturally responsive practices that might address the concern
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Step3
§ Identify resources § May deepen coach’s understanding of the practice § Share with classroom teacher as part of action planning
Step 4
§ Reflection and Feedback Session § General classroom conversation starters (e.g., describe what
happened when you) § Specific questions and statements related to the issue – Show me practices in your classroom that are culturally
responsive. I’d like to hear more about what you do. – What have you heard today that has made you think?
§ Tips for working through resistance
(www.challengingbehavior.org)
CHILD
34
Behavior Incident Report (BIR)
§ Formforrecordingseriousbehaviorincidentsandchilddemographics
§ Generate graphs that reviewed by the leadership team § Analyze across children, across teachers, individual children,
identify potential issues of disproportionality.
Goal is to support the child, teacher, and consider actions needed for program
improvement
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Understanding Disproportionate Discipline: Calculating Risk RatioRiskofonegroupcomparedtotheriskofanothergroup
15AfricanAmericanchildrenenrolledinaprogram
“AllOther”children,10withatleast1incident
Example: Risk Ratio
Tracking Administrative Actions
§ Expulsion/Dismissal§ InSchoolSuspension– Temporaryremovalfromclassroom– Timeindifferentclassroomoradultoutsidetheclassroom
§ ShortTermSuspension– Senthomeforremainderofday-Childissenthomeforsomepartoftheschoolday.
§ Suspension– Senthomeforoneormoredays-Childissenthomeandnotallowedtoreturntoschoolforoneormoredays.
ProgramSummaryTabSummaryofIncidents
ProgramSummaryTabProblemBehavior
ProgramSummaryTabStrategies/Responses
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ProgramSummaryTabAdministra@veResponses
ProgramSummaryTabAverageIncidentsPerDay
BIR-EquityProfile
• EquityProfile– Allmetrics– Statementstoaccompanymetrics
– Graphs
DISMISSALALERTS
IN-SCHOOLSUSPENSIONALERTS OUT-of-SCHOOLSUSPENSIONALERTS
INCIDENTALERTS
EquityProfileAlerts
CheckRace/EthnicityEquityProfile!CheckGenderEquityProfile
EquityProfile• Allmetricsinoneplace• Automa4callyupdatesasyouenterdata• Highlightspossibledispropor4onality
ReportDate: 3/12/201813:03
BacktoSummary
ChildComposition BIRRatioBIR
RateRiskRatio
Differencein
Child
Composition
DifferenceinBIR
CompostionBIRComposition Risk E-Formula/Composition
AmericanIndianorAlaskanNative 2 0 0 0.8% 0.0% 0.00 0.00 0.00 -0.8 -0.8 0.0% 0.0% 2.4%Asian 20 0 0 8.3% 0.0% 0.00 0.00 0.00 -8.3 -8.3 0.0% 0.0% 13.0%
BlackorAfricanAmerican 5 1 30 2.1% 2.9% 5.83 6.00 1.43 0.9 8.9 11.0% 20.0% 4.5%Hispanic/Latino 136 25 205 56.4% 73.5% 2.33 1.51 2.14 17.1 18.7 75.1% 18.4% 64.9%
NativeHawaiianorOtherPacificIslander 0 0 0 0.0% 0.0% N/A N/A N/A N/A N/A N/A N/A 0.0%Twoormoreraces 17 2 13 7.1% 5.9% 0.66 0.76 0.82 -1.2 -2.3 4.8% 11.8% 11.4%
White 61 6 25 25.3% 17.6% 0.30 0.41 0.63 -7.7 -16.2 9.2% 9.8% 32.8%Totals 241 34 273 100.0% 1.00
Group's
Percentof
Enrollment
The%ofChildrenwithBIRswho
belongtoatargetgroup;REDcells
suggestdisproportionality
BIRRateforgroupdividedbytheBIRRateforallotherChildren;
1.0isequal
%ofChildreninagroupwhohaveatleastoneBIR
TotalnumberofBIRsforgroupdividedbythe
numberofenrolledChildrenfromthat
group
Group’sriskofreceivingaBIRcomparedtoallother
Children;1.0isequal
ChildCompositionminusthePercent
oftheChildEnrollment;
Positivevaluessuggest
disproportionality
BIRCompositionminusthePercentoftheChildEnrollment;
Positivevaluessuggestdisproportionality
%ofBIRsaccountedforbyChildrenofaparticulargroup
(Theupperboundofwhatwouldbeexpectedgiventhesizeofthe
population.Compareto"composition"[columnF],andifFis
lessthanKthatmeansthecompositioniswithinexpected
values)
Race/EthnicityEquityProfileforIncidentFrequency
GuidingQuestion3:Howmuchofyourtargetgroupisaffectedbydisproportionate
discipline?
Numberof
ChildrenEnrolled
attheSchool
Numberof
Childrenin
GroupWho
Receiveda
BIR
TotalNumber
ofBIRsfrom
Group
GuidingQuestion1:Areoutcomesequitableforallgroups?
GuidingQuestion2:Howbigarethedisparities?
SummaryStatements• Summarystatementforeachmetric
ChildComp. Ofthe34childrenwhoreceivedatleastoneBIR,2.9%areBlackorAfricanAmerican;thisgroupcomprises2.1%ofthetotalchildenrollment.BIRRatio TheaveragenumberofBIRsperchildforBlackorAfricanAmericanchildrenis5.83timesthatforallotherchildren.BIRRate ChildrenidentifiedasBlackorAfricanAmericanreceiveanaverageof6BIRsperchild.
RiskRatio BlackorAfricanAmericanchildrenare1.43timesmorelikelytohaveatleastoneBIRthanallotherchildren.Diff.inCComp. BlackorAfricanAmericanchildren'srepresentationamongchildrenwhoreceiveBIRsis0.9percentagepointshigherthanexpectedgivenBlackorAfricanAmericanchildren'spercentageofthechildcnrollment.Diff.inRComp. ThepercentageofBIRsattributedtoBlackorAfricanAmericanchildrenis8.9percentagepointshigherthanexpectedgivenBlackorAfricanAmericanchildren'spercentageofthechildenrollment.
BIRComp. Ofthe273BIRsgenerated,11%wereattributedtoBlackorAfricanAmericanchildren.Risk Ofthe5BlackorAfricanAmericanchildren,20%haveatleastoneBIR.
ChildComp. Ofthe34childrenwhoreceivedatleastoneBIR,73.5%areHispanic/Latino;thisgroupcomprises56.4%ofthetotalchildenrollment.BIRRatio TheaveragenumberofBIRsperchildforHispanic/Latinochildrenis2.33timesthatforallotherchildren.BIRRate ChildrenidentifiedasHispanic/Latinoreceiveanaverageof1.51BIRsperchild.
RiskRatio Hispanic/Latinochildrenare2.14timesmorelikelytohaveatleastoneBIRthanallotherchildren.Diff.inCComp. Hispanic/Latinochildren'srepresentationamongchildrenwhoreceiveBIRsis17.1percentagepointshigherthanexpectedgivenHispanic/Latinochildren'spercentageofthechildenrollment.Diff.inRComp. ThepercentageofBIRsattributedtoHispanic/Latinochildrenis18.7percentagepointshigherthanexpectedgivenHispanic/Latinochildren'spercentageofthechildenrollment.
BIRComp. Ofthe273BIRsgenerated,75.1%wereattributedtoHispanic/Latinochildren.Risk Ofthe136Hispanic/Latinochildren,18.4%haveatleastoneBIR.
Hispanic/Latino
BlackorAfricanAmerican
BIRDataEquityGuide
• TheBIRsDataDecision-MakingGuideisusedbytheLeadershipTeamtoiden4fyfactorsrelatedtodispropor4onalityanddevelopanac4onplantoaddresstheissue.
• WalkthroughequityalertsbylookingatBIRspreadsheetandcomple4ngworksheet
4/1/18
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Ques4ons
?
ChallengingBehavior.org
NewProductsComingSoon!
PyramidModelEquityCoachingGuide
May2018
ProgramLeader’sGuideforImplemen1ngPrac1ce-BasedCoaching
Findthemonlineat:ChallengingBehavior.org
Oct2018
BehaviorIncidentRepor1ngSystem(BIRS)
&theBIRSDataDecision-MakingGuide
Oct2018
Positive Behavior Support (PBS)
Graduate Certificate
§ DeepenyourunderstandingofhowtoapplyMul4-TieredSystemsofSupport
§ LearnfromexpertfacultyinPBS§ School-wideandprogramwidetrack
• 100%Online• RollingAdmission(Fall,Spring&
Summer)
• 12credithourstotal
Forinforma4onpleasecontact:LauraRodríguezLó[email protected]://pbs.cbcs.usf.edu
ContactUs
§ JoleneaFerro–[email protected]§ LiseFox–[email protected]§ DenisePerez-Binder–[email protected]
§ Downloadforms:www.challengingbehavior.org