Addressing Equity Early: Data Tools for Early Childhood and - - PowerPoint PPT Presentation

Addressing Equity Early: Data Tools for Early Childhood and Preschool Programs

Anna Winneker Jolenea Ferro Myrna Veguilla University of South Florida

Agenda

• Overview of national data
• Overview of Pyramid Model
• Data Tools
• Next Steps

Young children will experience challenging behavior

• It begins early
• Between 10-30% of preschool

children are not behaviorally and emotionally ready to succeed in school

• Early problem behavior is

predictive of future challenges

• Best predictor of delinquency

in adolescence, gang membership, incarceration

The Concern

• Inappropriate discipline practices are a national

concern

• 5,000 preschoolers were suspended at least once and nearly

2,500 were suspended a second time

• 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 girls are 20% of preschool female population

but 54% of girls suspended from preschool

Policy Statement, Dept. Health and Human Services,

• Dept. of Education

https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement- ece-expulsions-suspensions.pdf

Guiding Principles

• Creating Positive

Environments

• Focus on Prevention
• Clear and appropriate

expectations for behavior

• Effective responses to

problem behavior

• Ensure equity
• Data-based Decision

making

Early Childhood

Pyramid Model

Focus on promotion of social and emotional skills and prevention of challenging behavior.

A framework of evidence-based practices

Tertiary Intervention Few Secondary Prevention Some Universal Promotion All

• Practices support cultural awareness and

responsiveness

• Pyramid Equity Project tools and demonstration
• https://challengingbehavior.cbcs.usf.edu/docs/PEP-implementing-PM-

address-inequities.pdf

Building Staff Capacity including Coaching Responding to Challenging Behavior Leadership Team Staff Buy-In Family Engagement

Providing Interventions to Children with Persistent Challenging Behavior Data Decision- Making Examining Implementation and Outcomes

Tools

Early Childhood Program-Wide PBS Benchmarks of Quality

Early Childhood Program-Wide PBS Benchmarks of Quality Cultural Responsiveness Companion

PBIS Cultural Responsiveness Field Guide

Example of Staff Survey

4.8 4.8 3.8 4.6 3.6 2.5 4.6 0.0 1.0 2.0 3.0 4.0 5.0

1 2 3 4 5 6 7

PWPBS SURVEY

Everyone has his/her own

• biases. I know how to locate

resources to help me assess my own and how this might impact my teaching.

Resources http://pwpbs.cbcs.usf.edu/links.html

preventexpulsion.org

Addressing the Early Childhood BoQ Item # 21

Addressing the Early Childhood BoQ

Behavior Incident Report System (BIRS)

• System for tracking and analyzing behavior incidents

that are of concern to the teacher

• Includes a form for recording behavior incidents that

exceed what is developmentally expected

• Includes an Excel spreadsheet that will generate

graphs that are 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

What is being measured?

• Child incident of behavior that the teacher

finds concerning (intensity, frequency, duration) or that exceeds developmentally expected behavior challenges VS

• Adult decision that child has violated

school social norms (e.g., rule violation) and the nature is a major violation (ODR) or a minor concern that might be handled in the classroom

BIR Form

• The fields for data

collection are adjusted to match the behaviors, activities and procedures that

• ccur in ECE

Objective definitions of all items

BIR Analysis as a Powerful Tool

Data that guide decisions related to behavior prevention and response Data for identifying and addressing concerns related to discipline responses Summary data for challenging behavior across classrooms that provides who, when, where of incidents and how adults respond that might inform program practices Data to identify children and teachers in need of support

Sample Charts

Total # of Incidents Month Classroom ID September October November December January February March April May June Total 1 2 4 30 87 108 24 255 2 1 1 2 2 6 3 2 3 2 7 4 1 3 2 3 9 5 3 10 5 9 2 2 31 6 5 2 1 5 13 7 5 3 1 1 4 1 40 13 68 8 1 1 9 3 3 10 4 4 11 1 35 6 8 63 27 12 152 12 1 51 33 21 23 3 10 142 13 1 3 4 2 10 14 5 1 6 15 11 1 12 16 1 1 17 1 1 Total 28 103 53 38 53 78 81 102 148 37 721

Classroom & Child Level Analysis

Total # of Incidents Month Child ID September October November December January February March April May June Total C1 2 4 30 83 108 24 251 C32 1 35 22 9 20 14 11 4 116 C39 4 5 39 26 4 78 C40 35 10 45 C38 32 32 C28 7 11 9 3 30 C20 6 3 1 4 1 5 3 23 C7 6 1 5 1 13 C9 3 4 3 2 1 13 C26 1 10 11 C4 3 2 3 2 10 C17 9 9 C35 5 3 8 C29 1 6 1 8 C19 2 5 7 C25 4 1 1 6 C24 1 1 4 6 C23 3 2 1 6 C31 1 4 5 C27 3 2 5 C11 2 3 5 C37 2 2 4 C14 3 1 4 C18 3 3 C3 3 3 C36 3 3 C22 2 1 3 DLL DLL Non-DLL IEP No Yes Ethnicity Hispanic or Latino/a Not Hispanic or Latino/a Race Black or African Americ... White Enrollment Status Disenrolled Enrolled

Child ID C1 C2 C3 C4 C5 C6 C7 C8 Month September October November December January February March April Gender Female Male

IN-SCHOOL SUSPENSION ALERTS OUT-of-SCHOOL SUSPENSION ALERTS Check IEP Status Dismissal Equity Profile DISMISSAL ALERTS INCIDENT ALERTS

Equity Profile Alerts

Check Race/Ethnicity Equity Profile Check Gender Equity Profile Check DLL Status Profile Check Gender OSS Equity Profile Check Race/Ethnicity OSS Equity Profile Check DLL Status ISS Equity Profile Check IEP Status ISS Equity Profile

Report Date: 12/3/2019 9:04 FLPBIS, Feb. 2016 Back to Program Summary Child Composition BIR Ratio BIR Rate Risk Ratio Difference in Child Composition Difference in BIR Compostion BIR Composition Risk E-Formula / Composition American Indian or Alaskan Native 2 0.7% 0.0% 0.00 0.00 0.00

• 0.7
• 0.7

0.0% 0.0% 2.1% Asian 20 7.2% 0.0% 0.00 0.00 0.00

• 7.2
• 7.2

0.0% 0.0% 11.5% Black or African American 10 1 30 3.6% 2.6% 1.15 3.00 0.72

• 1.0

0.5 4.2% 10.0% 6.7% Hispanic or Latino of any race 156 29 393 56.5% 76.3% 0.92 2.52 2.48 19.8

• 2.0

54.5% 18.6% 64.6% Native Hawaiian or Other Pacific Islander 0.0% 0.0% N/A N/A N/A N/A N/A N/A N/A 0.0% Two or more races 20 7.2% 0.0% 0.00 0.00 0.00

• 7.2
• 7.2

0.0% 0.0% 11.5% White 68 8 298 24.6% 21.1% 2.15 4.38 0.82

• 3.6

16.7 41.3% 11.8% 31.6% Totals 276 38 721 100.0% 1.00

Race/Ethnicity Equity Profile for Incident Frequency

Guiding Question 3: How much of your focal group is affected by disproportionate discipline? Number of Children Enrolled at the School* Number of Children in Group Who Received a BIR Total Number

• f BIRs from

Group Guiding Question 1: Are outcomes equitable for all groups? Guiding Question 2: How big are the disparities? Group's Percent of Enrollment The % of Children with BIRs who belong to a target group; RED cells suggest disproportionality BIR Rate for group divided by the BIR Rate for all other Children; 1.0 is equal % of Children in a group who have at least one BIR Total number of BIRs for group divided by the number of enrolled Children from that group Group’s risk of receiving a BIR compared to all other Children; 1.0 is equal Child Composition minus the Percent

• f the Child

Enrollment; Positive values suggest disproportionality BIR Composition minus the Percent of the Child Enrollment; Positive values suggest disproportionality % of BIRs accounted for by Children of a particular group The upper bound of what would be expected given the size of the population

Equity Profiles

• All metrics in one place
• Alerts on the Program

Summary tab based on e-formula/composition results

Equity Profiles

• # of Incidents by:
• Race/Ethnicity
• Gender
• IEP Status
• DLL
• # of Incidents resulting in a Suspension Event
• Race/Ethnicity
• Gender
• IEP Status
• DLL
• # of Incidents resulting in a Dismissal Event
• Race/Ethnicity
• Gender
• IEP Status
• DLL

Summary Statements

• Summary statement for each metric

Track Suspensions and Expulsions

Report Date: 12/3/2019 9:04 FLPBIS, Feb. 2016 Back to Program Summary Child Composition BIR In-School Suspension Ratio BIR In-School Suspension Rate Risk Ratio Difference in Child Composition Difference in BIR Compostion BIR In-School Suspension Composition Risk E-Formula / Composition American Indian or Alaskan Native 2 0.7% 0.0% 0.00 0.00 0.00

• 0.7
• 0.7

0.0% 0.0% 5.0% Asian 20 7.2% 0.0% 0.00 0.00 0.00

• 7.2
• 7.2

0.0% 0.0% 20.2% Black or African American 10 1 1 3.6% 25.0% 2.96 0.10 8.87 21.4 6.4 10.0% 10.0% 13.0% Hispanic or Latino of any race 156 2 2 56.5% 50.0% 0.19 0.01 0.77

• 6.5
• 36.5

20.0% 1.3% 81.3% Native Hawaiian or Other Pacific Islander 0.0% 0.0% N/A N/A N/A N/A N/A N/A N/A 0.0% Two or more races 20 7.2% 0.0% 0.00 0.00 0.00

• 7.2
• 7.2

0.0% 0.0% 20.2% White 68 1 7 24.6% 25.0% 7.14 0.10 1.02 0.4 45.4 70.0% 1.5% 46.2% Totals 276 4 10 100.0%

Race/Ethnicity Equity Profile for In-School Suspension Events

Guiding Question 1: Are outcomes equitable for all groups? Guiding Question 2: How big are the disparities? Guiding Question 3: How much of your focal group is affected by disproportionate discipline? Number of Children in Group Who Received an In-School Suspension Total Number of In-School Suspension Events from Group Group's Percent of Enrollment The % of Children with In-School Suspensions who belong to a target group; RED cells suggest disproportionality In-School Suspension Rate for group divided by the ISS Rate for all

• ther Children; 1.0 is

equal The upper bound of what would be expected given the size of the population Total number of in- school suspensions for group divided by the number of enrolled children from that group Group’s risk of receiving an in- school suspension compared to all

• ther children; 1.0

is equal Child Composition minus the Percent

• f the Child

Enrollment; Positive values suggest disproportionality OSS Composition minus the Percent of the Child Enrollment; Positive values suggest disproportionality % of in-school suspensions accounted for by children of a particular group % of Children in a group who have at least one in-school suspension Number of Children Enrolled at the School*

BIRS Data-Based Decision-Making Guide

Equity Coaching Guide

Pyramid Model State Leadership Team Guidance

National Center for Pyramid Model Innovations (NCPMI) https://challengingbehavior.cbcs.usf.edu

Equity Data Tools

https://challengingbehavior.org