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SAYING ‘NO’ TO EXPULSIONS AND SUSPENSION AND ‘YES’ TO
MEANINGFUL SUPPORTS FOR CHILDREN, TEACHERS AND FAMILIES
Pamela Hollingsworth, M.Ed., Sr. VPOffice of Strategic Initiatives and Program Development
Early Learning Coalition of Miami-Dade/Monroe, Miami, Florida
Everybody’s Talking About Preschool Expulsion. Have you wondered why?■ Rejected 4 times before his 4th
birthday!
■ Issues Include:– Teacher Preparation– Family Dynamics/Support– Unaligned Development
Expectations
Slide Courtesy ofFlorianna Thompson
Presentation Objectives: Build Awareness about Expulsion and
Suspension Explore Racial Equity Perspectives on
Expulsion and Suspension Report on Preschool Expulsion and
Suspension work in Florida- State Level- On the Ground in Miami
BUILDING AWARENESS:THE HEADLINES
“The most important question in the world is, ‘Why is the child crying?”
–Alice Walker
Building Awareness: The Headlines
■ “A suspension can be life altering. It is the number-one predictor –more than poverty – of whether children will drop out of school, and walk down a road that includes greater likelihood of unemployment, reliance on social-welfare programs, and imprisonment.” – The School-to-Prison Pipeline: Time to Shut It Down, neaToday (Jan. 5, 2015)
■ “Far too many of our most vulnerable students are excluded from class for minor, non-violent behavior, which puts them at risk for academic failure, dropping out, and an unnecessary journey down the school to prison pipeline.”-Dennis Van Roekel, former President, Let’s Stop the School-to-Prison Pipeline (Mar. 13, 2014)
Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (2014) Joint Policy Statement U.S. Department of Health and Human Services U.S. Department of Education
Aims: Raise awareness about exclusionary discipline practices in early
childhood and the related disparities (race/ethnicity, gender & disability).
Encourage the development and dissemination of state and local guidance on preventative disciplinary practices.
Encourage the limiting and ultimate elimination of exclusionary discipline practices.
Highlight competencies and effective interventions. Identify resources to support States, programs, teachers and
providers in addressing Social-emotional & behavioral health.
Racial Equity Perspective Expulsion and Suspension on Preschool
“School suspension and expulsion can influence a number of outcomes across developmental domains, health and education. For example, students who are expelled
or suspended are up to 10 times more likely to drop out of high school.”
-My Brother’s Keeper Task Force, Report to the President (May 2014)
Photo courtesy of Florianna Thompson
A Concern for Civil Rights and Justice: The DataU.S. Department of Education
(2013-2014)
■ Race– Black preschool children were 3.6
times more likely than white peers to receive one or more out-of-school suspensions.
– Pattern continues in K-12 settings
■ Disability– Students with disabilities are twice
as likely to receive one or more out-of-school suspensions.
A Concern for Civil Rights and Justice:The Data ■ Black children represent 19% of preschool enrollment, but 47% of preschool
children receiving one of more out of school (OOS) suspensions.
■ White children represent 41% of preschool enrollment, but 28% of preschool children receiving one or more OOS suspensions.
■ Black boys represent 19 percent of male preschool enrollment but 45% of male preschool children receiving one or more OOS suspensions
■ Black girls represent 20% of female preschool enrollment, but 54% of female preschool children receiving one or more OOS suspensions.
What is the ‘Preschool to Prison Pipeline?’■ The Preschool to Prison Pipeline is a
metaphor used to describe the progression of early school removal practices into the correctional system (Adamu & Hogan, 2015).
– Conceptualized as a series of roadblocks and obstacles that hinder Black children from academic success but funnel them into the criminal justice system.
Illustration byChris Buzelli
Implicit Bias in the Early Childhood Classroom■ Teacher’s lack of knowledge (cultural competence) regarding culture
can fuel the development of biased beliefs and expectations. ■ Teaching is contextual and situational process and is most effective
when ecological factors, such as prior experiences, community settings, cultural backgrounds and ethnic identities of teachers and students are included in its implementation. (Gay, 2002)
■ ‘Do Early Educators’ Implicit Bias Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsion and Suspensions?’ –Yale University Child Study Center, September 2016.
Implicit bias may help explain high preschool expulsion rates for black children
Yale News, 9/27/16
Are Black Kids Worse?
■ The Equity Project at Indiana University (Skiba and Williams, 2014)
“There is simply no good evidence that racial differences in discipline are due to differences in rates or types of misbehavior by students of different races”
What does equity look like?
PRESCHOOL EXPULSION AND SUSPENSION
NOTES FROM THE FIELD: FLORIDA AND MIAMI
CCDBG Act of 2014 includes provisions relevant to reducing expulsions and suspensions and promoting
children’s social and emotional health.
Florida ■ The Office of Early Learning (OEL) receives funding from the federal
Child Care and Development Fund (CCDF)to administer the School Readiness Program.
■ OEL supports children and families, early learning coalitions, childcare providers and educators who serve them across Florida.
■ CCDF requires states to collect and disseminate information that includes state policies regarding the social-emotional and behavioral health of young children and expulsions of preschool-aged children (birth-5) in ECE settings receiving CCDF assistance.
■ OEL requires that, as of July 1, 2017, all childcare providers develop a suspension and expulsion policy to be shared with and signed by the enrolling adult.
Miami: The Jonathan Project
“The inspiration for The Jonathan Project came by way of a conversation with a Miami early childhood provider who was relating the challenging
behaviors posed by a specific child, named Jonathan, who was at risk of expulsion. It was soon discovered that ‘Jonathan’ was receiving
interventions and supports but not sufficient to alleviate the concerns. The ELCMDM quickly determined that a more comprehensive approach
and action plan was needed in order to meet the needs of every ‘Jonathan’ and the significant adults in their lives.”
Jonathan Project: Programmatic Guiding Principles■ Create positive climates and focus on prevention.■ Develop and communicate clear behavioral expectations.■ View the work through a racial equity lens.■ Encourage the development of State and local policy.■ Invest in professional development & continuous quality
improvement.■ Family engagement is key
Jonathan Project: Action Plan■ Extensive review of the literature■ Engage the Experts and the greater community.■ Challenge Zero-Tolerance Policies in Early Childhood.■ Target Gaps in Social Emotional Well Being and Mental Health.
– Children– Educators
■ Target Implicit Bias in Classroom Interactions through Culturally Responsive Instruction.
■ Develop and Clearly Communicate Guidance on Discipline Practices.■ Tiered Supports Through the Use of Screening Tools.■ Target Gaps in Professional Development for Caregivers.
Target Gaps in Children’s Social Emotional Well Being and Health■ Access to Mental Health Consultation = Lower Rates of Expulsion
(Perry, Dunn, McFadden & Campbell, 2008)■ Mental Health Consultation Partnership
– Program Focused– Child/Family Focused
■ Primary Prevention– Technical assistance for teachers that supports SE development in children (I.e. Pyramid
model, positive behavior supports, conscious discipline)■ Intended to build staff capacity in address problem behaviors
■ Secondary prevention – Universal Social and Emotional screenings for all children enrolled– Individualized supports for identified children
■ Tertiary interventions :– Child/ Family access to mental health supports
The Jonathan Project: Milestones
■ Community engagement and awareness.
■ Partnership with My Brother’s Keeper.
■ Development of a ‘care coordination’ system to manage classroom interventions and referrals by diverse agencies.
■ ELC CARES: Interdisciplinary support to deter expulsions and suspensions.
■ Pilot best practice approach to classroom interventions.
■ Interagency collaboration to develop comprehensive mental health consultation guidelines that align with national best practice.
■ Continued focus on racial equity and cultural competence.
Still wondering why preschool expulsion matters?
Reaching For Success in School and Life!
Slide courtesy ofFlorianna Thompson
ReferencesAdame, M., & Hogan, L.(2015). Point of entry: The preschool-to-prison pipeline. Washington D.C. The Center for American Progress.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,53 (2), 106-116.
Gilliam, W. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten programs. New York, NY: Foundation for Child Development.
Gilliam, W. (2008). Implementing Policies to Reduce the Likelihood of Preschool Expulsion (Abbreviated as Foundation for Child Development Policy Brief Advancing PK-3, No. 7). Available from https://fcd-us.org/sites/default/files/ExpulsionBriefImplementingPolicies.pdf
Gilliam, W., Maupin, A., Reyes, C., Accavitti, M., Shic, F. (2016)., Do Early Educators’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions? http://ziglercenter.yale.edu/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_5379.pdf
Osher, D., Woodruff, D., and Simms, A. (2002). Schools make a difference: The overrepresentation of African American youth in special education and the juvenile justice system. In D.J. Losen and G. Orfield (Eds.), Racial Equity in special education (pp. 93-116). Cambridge, MA: Harvard Education Press.
Perry, D., Dunne, M., McFadden, L., & Campbell, D. (2008). Reducing the Risk for Preschool Expulsion: Mental Health consultation for young children with challenging behaviors. Journal of Child and Family Studies, 17, p. 44-54.
Petras, H., Masyn, K., Buckley, J, Ialongo, N., & Kellam, S. (2011). Who is most at risk for school removal? A multilevel discrete time survival analysis of individual-and context level influence. Journal of Educational Psychology, 103, 223.
Skiba, R.J., Williams, N., Are Black Kids Worse? Myths and Facts About Racial Differences in Behavior, The Equity Project at Indiana Univeristy, March 2014.
U.S. Department of Health and Human Services. (2014). U.S. Department of Education Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings. Available from https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions- suspensions.pdf
Fannie Glover, Director Business Leader EngagementEquity, Diversity & Inclusion
Equity Leaders Action Network (ELAN) FellowEarly Care & Learning Council, Albany NY
Agenda Overview Our Process Survey Results Lessons Learned Next Steps
New York State Equity Leaders Action Network (ELAN) ”ELAN/NBCDI TEAM”
Representing: Business, ECE, NBCDI, Policy, NYS ECAC, & Parents
Our Path
■ Identified our project: Reducing Expulsion and Suspension■ Assembled the team■ Conducted research varies sources to determine the path to
take■ Conducted Strategic Planning Session■ Concluded we wanted more resources in underserved
communities■ Develop an Awareness Campaign
Source: US Dept of Education, Office of Civil Rights, Civil Rights Data Collection, 2011-2012
New York
12 Infants
OR
New York
38 Toddlers
OR
New York
OR
149 Preschoolers
An Awareness Campaign:Equitable Resources in Communities of
ColorB.U.I.L.D. Equity Leaders Action Network (ELAN) Project
With NBCDI (Northeast) Partnership
31%
14%
41%
14%
Age
25-35
36-45
46-66
67+
23%
45%
23%
9%
Education
Associate
Bachelor's
Master's
Professional
Doctorate
45%
55%
Gender
Male
Female
Other
86%
9%
5%
Race
White
Hispanic or Latino
Black or AfricanAmerican
Native American
Asian
Other
Pre-Survey
9%
46%
36%
9%
Pre - How much information do you have on the subject?
None
Little
Some
Moderate Amount
A lot
14%
59%
27%
Pre- How big of an issue do you think this is?
Not an issue at all
Small issue
Somewhat bigissue
Big issue
Post- Survey
9%
32%
23%
36%
Post - How much information did you get out of the presentation?
None
A little
Some
Moderate amount
A lot
5%
9%
23%
63%
Post - How big of a problem do you think this is?
Not an issue at all
Small issue
Somewhat big issue
Big issue
Legend: Level I: Information session at
place of employment/circle of friends
Level II: Writing editorials/letters
Level III: Contacting legislators/governor, etc.
Level IV: Develop a project to acquire funding or become part of a statewide roundtable investment commission, etc.
30%
23%
20%
17%
3%
7%
What action will you engage in?
Level I
Level II
Level III
Level IV
None
Other
ACCOMPLISHMENTS
CHALLENGES
LESSONS LEARNED
NEXT STEPS
THANK YOU!
Fannie GloverEquity Leaders Action Network Fellow
