SOCIAL JUSTICE AND EQUITY: ESTABLISHING CULTURALLY RESPONSIVE - - PowerPoint PPT Presentation

M O I R A M C K E N N A , P h D 4 - 2 2 - 1 9 S P R I N G F I E L D P U B L I C S C H O O L S

SOCIAL JUSTICE AND EQUITY: ESTABLISHING CULTURALLY RESPONSIVE PRACTICES USING PBIS’S 5-POINT INTERVENTION FRAMEWORK

WARM UP

• Take a 3x5 notecard and write your name in the

middle of one side

• Under your name write something you are looking

forward to …this spring, summer, etc.

• On the back list
• (a) If your building has an equity team and how frequently

the equity team meets

• (b) Summarize any activities that have occurred to-date this

year

• (c) One thing you know or do already to regulate a

predictable stressor throughout your work day

• Hold on to your card. This will be revisited later.

ACKNOWLEDGEMENTS

• Celeste Malone, National Association of School

Psychologists

• Leadership Development Committee
• Education and Research Trust
• Kent McIntosh, University of Oregon
• National Leader surrounding this work
• University of Oregon
• Collaborative partners with Springfield Public Schools
• PBIS Demonstration Project
• Springfield Public Schools
• Special Programs Department

WHO’S IN THE ROOM

• Classroom Teachers?
• Teachers of Special Education?
• Specialists?
• District Level staff?
• University Professors?

WHAT YOU WILL HAVE TO TAKE BACK

1) Realistic steps to take toward creating an awareness

• f social justice
• Build equity at the building level
• Support policy development at the district level

2) A way in which to reference disproportionate data within in the context of PBIS’s 5-point intervention 3) Specific activities to create non-defensive staff awareness of implicit bias 4) A model to reference from one middle school

LEARNING TARGETS

• Illustrate to the problem of disproportionality and

how it is reflected in data sources

• Introduce language used in reference to equity
• Create an awareness of unconscious, implicit bias
• Share a 5-point multi-component intervention for

reducing disproportionality

• Consider an approach to staff inservice in your

building in reference to another building’s experience

LEARNING TARGETS

• Identify strategic goal of Social Justice through

NASP

• Illustrate to the problem of disproportionality and

how it is reflected in data sources

• Introduce language used in reference to equity
• Create an awareness of unconscious, implicit bias
• Share a 5-point multi-component intervention for

reducing disproportionality

• Identify next steps for creating staff awareness in

areas of social justice and equity at the building level

REMOVING THE BARRIERS TO OPPORTUNITY

SOCIAL JUSTICE

• Southern Poverty Law Center
• Appropriate distribution of wealth, opportunities,

and privilege

• National Center For Civil

and Human Rights

• National Association of School Psychologists ~

Strategic Goal

• Ensure that all children and youth are valued and that their

rights and opportunities are protected in schools and communities.

• Positive Behavioral Interventions and Supports

ONE MIDDLE SCHOOL’S STORY, PART I

• Oregon Response to Instruction and Intervention

conference – April 2016

• Disproportionality in Schools
• Implicit Bias
• PBIS Data for Ethnicity – Risk Ratio
• Is this a problem?
• With 14 students who identify as Black in a school of

604 students?

MIDDLE SCHOOL ETHNICITY DATA 2015-16, MAJORS ONLY

JUNE 2016 PBIS FACILITATED WORK SESSION

• Ethnicity data reviewed
• Agreement that data needed to be addressed
• Decision: Address through the lens of poverty

VOCABULARY - BROADEN OUR LEXICON

Terms Definition Social Justice

Social Justice is the equal distribution of resources and opportunities, in which outside factors that categorize people are irrelevant. Appropriate distribution of wealth, opportunities, and privilege

(Southern Poverty Law Center)

Restorative Justice

Philosophy: which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment. Reactive: response to wrongdoing after it occurs.

Restorative Practices

Informal and formal processes that both precede and react to wrongdoing. Proactively builds relationships and a sense of community.

Culturally Responsive Practices

Providing effective teaching and learning in a “culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement”

VOCABULARY - BROADEN OUR LEXICON

Terms Definition

Culturally Responsive Teaching

A pedagogy that recognizes the importance of including students' cultural references in all aspects of

• learning. Use of “the cultural knowledge, prior

experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them”

Equity

Each person gets what they need to survive or

• succeed. Access to opportunities, resources, supports;

each person having access to their full potential

Implicit Bias

Unconscious beliefs and associations between an individual or object, and an evaluation of that individual or object

Racial Microaggressions

Subtle, often automatic, and verbal/nonverbal/visual exchanges which are put-downs; subtle insults directed at people of color, often automatic and unconscious, sending denigrating messages

VOCABULARY - BROADEN OUR LEXICON

Terms Definition

Disproportionate

In this context, the use of racial and ethnic school discipline data, to determine if one groups representation is too large in comparison to other populations

Intersectionality

The interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

“Othering”

Stating that the population is too small to address or pay attention to

Diversity

Diversity - Numerical representation of different types of people

Inclusivity

Inclusivity - Authentic and empowered participation; a true sense of belonging

10 DAYS AFTER

SOCIAL JUSTICE AND EQUITY

• Bradshaw, et al (2018) Double Check Coaching.
• CARES Model: Connection to Curriculum, Authentic Relationships, Reflective

Thinking, Effective Communication (code switching – students who enter dominant culture have to interface with other students and potential miscommunication), Sensitivity to student’s culture

• Results: reduction in discipline disparities, better classroom management, more

student cooperation, less student non-cooperation

• Ongoing coaching is more effective than one time PD alone
• Cook, et al (2018)
• Relative Risk of Suspension. Proportion of black suspensions to all suspensions.
• GREET (proactive classroom mgmt) –STOP (self-reflection and regulation) –PROMPT

(reactive strategies; skilled feedback, empathy, even though corrective feedback is still positive). Positive R+, OTR, intentionally and explicitly set high expectations to impact stereotype threat (e.g. less likely to achieve)

• Gion, McIntosh, & Smolkowski (2018)
• Vulnerable Decision Points (VDPs)
• May be variety of cultural factors / contextual variables and odds of subjective ODRs.

Use for reflective thinking.

BIG IDEAS ~ TAKE AWAYS

• Social Justice is not a one and done
• Social Justice requires us to do something.
• Social Justice is about being intentional; engaging

who is on the fringe, marginalized

• Consider intersecting identities
• There are certain systems that may be counter to

your practices, and the bias that may exist.

• This may also reflect practices that are occurring in a school

district or the State of Oregon

• In turn, we may be unintentionally negatively impacting a

school district or the State of Oregon

WHAT ARE OUR CORE VALUES?

• Core Values ~ if there is resistance this work, where is this

coming from?

• Are our actions congruent with who we are as an
• rganization?
• Do we have, and offer, opportunities for meaningful access?
• How do we approach this work?
• Courageous Conversations (Singleton, G., 2014)
• Bottom line ~ We want good outcomes for kids, regardless
• f their background
• At the end of the day ~ we do not, or may not, have shared

values, we have a shared profession

STOP AND THINK

• Take 1 minute to reflect
• What are your thoughts about this topic?
• What resonates with your thinking?
• Are there any challenges?
• What do you wonder?
• Share your thoughts and ideas with your neighbor

DISPROPORTIONALITY IN SCHOOL DISCIPLINE (LOSEN ET AL., 2015)

http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights- remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline- gap

IMPLICIT BIAS

• Unconscious, automatic
• Bias in judgment, without intentional control
• Neither deliberate nor intentional
• Manifests as an automatic stereotypical response or

association

• Generally not an indication of what we believe or

would endorse

• Creates a gap between intentions and outcomes
• More likely to influence:
• Snap decisions
• Decisions that are ambiguous

(McIntosh, 2014; National Association of School Psychologists. (2017). Implicit bias: A foundation for school psychologists [handout]. Bethesda, MD: Author.)

BLIND SPOT: HARVARD’S PROJECT IMPLICIT

• Seen in the workplace
• An inch of height is almost worth $1000 per year more in

salary.

• Crosses lines of gender
• Young professionals, first time job seekers state no preference

for male or female boss; when hired, willing to take salaries $3,400 dollars less to work with a male boss.

• Illuminated across Race
• Law Enforcement - Black 2 times more likely to be searched

and 26% less likely to have contraband

• Pediatricians recommend less pain medication for black

children than white children

BLIND SPOT: HARVARD’S PROJECT IMPLICIT

• Appears in sports – baseball (Lewis, M., 2017)
• Over-valuing and undervaluing certain characteristics in

baseball players and arriving at conclusions based upon that information.

• Foot speed, player attractiveness, overvalued
• Hitters ability to draw walks, fat/misshapen players,

undervalued

• Stereotype Threat
• When members of a negatively stereotyped group are

even subtly reminded of their group membership, they underperform on tests.

• e.g. Women in Math, Black Americans and achievement

tests

HARVARD IMPLICIT ASSOCIATION TEST

• Goal of the organization is to educate the public about hidden

biases ○ thoughts and feelings that exist outside of conscious awareness

• r conscious control
• Researchers say that data shows that the culture you’re raised in

creates associations on a subconscious level, that we have to work consciously to overcome

Take a test!

• 1. Click “I wish to

proceed” at the bottom of the page (to agree that hey can use your results anonymously for their study)

• 2. Choose a test
• 3. Take the test

**

“the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”

• Nicholas Kristof, The New York Times

https://www.nytimes.com/2014/08/28/opinion/nicholas-kristof-is- everyone-a-little-bit-racist.html

IMPLICIT BIAS AND RACE

NEW YORK TIMES REPORT, AND STARBUCKS IN THE CITY OF BROTHERLY LOVE

New York Times

~ 3/19/2018 ~

• Most white boys raised

in wealthy families will stay rich or upper middle class

• Black boys raised in

similar households will not

WHEN OREGON WAS AN “ALL-WHITE” STATE

• In 1844, all black people were ordered to get out of

Oregon Country, the expansive territory under American rule that stretched from the Pacific coast to the Rocky Mountains. “Black Exclusion Laws”

• When the state entered the union in 1859, for

example, Oregon explicitly forbade black people from living in its borders, the only state to do so.

• Oregon Public Broadcasting, Local Color
• https://www.opb.org/television/programs/local-color/

OREGON IN RECENT TIMES

Portland - typically known for it’s progressivism…

• “Urban Renewal” project negatively impacts small

black community

• 2011 Audit found that landlords and leasing agents

here discriminated against black and Latino renters 64 percent of the time

• 2015 Discipline disparities – African American

students suspended and expelled at a rate of 4-5 times more than that of their white peers

HYPERSEGREGATION

Residential Segregation continues to be the structural linchpin in America’s system

• f racial stratification (2017)

~ Beverly Daniel Tatum, PhD President, Spelman College

A UNIDIMENSIONAL VIEW OF BIAS

Racial Bias

Disproportionate Discipline (McIntosh, 2014)

Racial Bias

Disproportionate Discipline

Situation A MULTIDIMENSIONAL VIEW OF BIAS

(McIntosh, 2014)

OPTIONS FOR BUILDING SUPPORT

1. Show data: either theirs or national

• Hit them over their heads with inequities
• Cognitive dissonance: pattern that is not in line with our

values as educators

• Common Outcomes:
• Defensiveness
• Challenging validity of the data
• More blaming of students

(McIntosh, 2014)

OPTIONS FOR BUILDING SUPPORT

2. Tell people to be less biased

• Explain importance of equity
• Describe the laws on discrimination
• Tell people to cut it out
• Common Outcomes:
• No change in levels of discrimination
• Don’t care
• Don’t have specific guidance

(Girvan, 2014; Girvan et al., 2014; Lai et al., 2013; Pettigrew & Tropp, 2006; from, McIntosh, 2014)

OPTIONS FOR BUILDING SUPPORT

3. Cultural sensitivity training

• Discuss value of diversity
• Introduce concept of White Privilege
• Brief introductions to various cultures
• Common Outcomes:
• Defensiveness
• White people crying
• Shift in attitudes for some?
• No new strategies

(Lai et al., 2013; Pettigrew & Tropp, 2006); from McIntosh, 2014

OPTIONS FOR BUILDING SUPPORT

4. Introduce the concept of implicit bias and provide specific strategies

• Describe the concept of implicit bias
• Explain vulnerable decision points (VDPs)
• Teach a self-instruction strategy

1. Am I in a VDP? 2. If so, use an alternative response

• Common Outcomes:
• ???

(McIntosh, 2014)

A 5-point Intervention to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

5-POINT INTERVENTION TO ENHANCE EQUITY IN SCHOOL DISCIPLINE

1. Collect, use, and report disaggregated student discipline data 2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive (e.g., PBIS) 3. Use engaging instruction to reduce the achievement gap 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points

SYSTEMS LEVEL IMPLEMENTATION

INTENDED USE

PBIS CULTURAL RESPONSIVENESS FIELD GUIDE

Core Components

• 1. Identity Awareness
• 2. Voice
• 3. Supportive Environment
• 4. Situational Appropriateness
• 5. Data for Equity

SPRINGFIELD PUBLIC SCHOOLS POLICY

Portland Public School Policy

PORTLAND PUBLIC SCHOOLS

• A specific decision that is more vulnerable to effects of

implicit bias

• Two parts:
• The person’s decision state (internal state)
• The situation
• Staff Inservice - Gives us pause to consider:

~ “What are my Vulnerable Decision Points?”~

(adapted from McIntosh, 2014)

WHAT IS A VULNERABLE DECISION POINT?

NEUTRALIZING ROUTINES

“If-Then” Statements:

• “If a student is verbally defiant during whole group

instruction, then I will Lower my tone of voice, Operationalize expected behavior, and Welcome the student to talk after class (“If-Then” and LOW) TRY:

• Take three deep

breaths,

• Reflect on your

emotions

• Youths best interest

NEUTRALIZING ROUTINES

• When they go high I go low
• There’s no perfect recipe but I can stay in control of myself
• Self-Regulation
• Don’t commit to a decision in that moment
• e.g. “ That’s a referral!”
• Our response – is Restorative Justice possible?
• Minimize problem behavior
• Increase expected, desired behavior

NEUTRALIZING ROUTINES

• Practice
• Think through how you will respond and what you will say
• Identify predictable times of day when this routine may be

needed

• Don’t be afraid to reset
• “What do I need to do to take care of myself in this

moment?”

• Acknowledge the history with that student, or class,

that impacts our decision making

• Consider a strategy to pre-empt predictable behavior and

to mitigate for anticipated conflict

• Identify engagement

WARM-UP REPRISE

• Stand Up, take your card, and if possible, speak

with someone you have not chatted with in awhile

• Briefly share what adventure or event you are

looking forward

• Share information about your building’s equity team
• Share the strategy you identified to regulate

a predictable stressor throughout your work day

CULTURALLY RESPONSIVE TEACHING AND THE BRAIN "From Ignorance to Wisdom”

• Part of the 2019 Campus

Theme series

• Guest Speaker ~

Southern Oregon University

• April 10, 2019

READY FOR RIGOR FRAMEWORK

ONE MIDDLE SCHOOL’S STORY, PART 2 ETHNICITY DATA 2016-17

ONE MIDDLE SCHOOL’S STORY, PART 2 PRECISION STATEMENT REVISED 5/18/17

• Ethnicity data show that students who identify as black

are 2.38 times more likely than their non-black peers to receive an office discipline referral.

• Between 2/16/17 and 5/16/17 (57 instructional days), 53

ODRs were written for 19 students who identify as black

• r multi-racial to include black; representing 13% of the

393 major and minor ODRs written during this time.

• Behaviors of minor defiance, and minor disruption, minor

disrespect and defiance occur throughout the day with times that spike at 8:45a, and 10:30a. Of the 53 ODRs, 32 are from 6th grade (11 Ss.), 3 from 7th grade (2 Ss.), and 18 are from 8th grade (6 Ss.).

STEPS TAKEN AND NEW DEVELOPMENTS

Potential Vulnerable Decision Points (VDPs) occur

• 6th gr, b/w 8:15-9:00a (1st per), and 12:45p

(5th per), 1:30p-1:45p (6th per)

• 7th gr, all 5 after lunch, throughout the afternoon
• 8th gr, 10:15a, and 1:00p, 1:30p-2:45p
• June 2017 – PBIS Facilitated Work Session
• Discuss approach with UO partners to identify an approach to

addressing data.

Evolution of process – Late Spring 2017

• Equity Team forms
• Independent of this work
• Trauma-Informed Practices
• emergent conversation

JUNE 2017 PBIS FACILITATED WORK SESSION

• Ethnicity data reviewed
• Agreement that data needed to be addressed
• Decision: Address through the lens of equity
• Subcommittee identified to create staff training
• Recommendation from UO partners
• Staff training led by teachers
• Not led by ‘external experts’ or administrators

INTENDED STAFF AWARENESS INSERVICE

• “Vulnerable Decision Points”
• Middle School Inservice, June 2017 - prepared for Fall 2017
• Intended to occur Inservice Week
• Competition for time
• Overly ambitious
• Priorities shifted toward
• Establishing systems for year across tiers of support
• October Catch data and alignment of supports
• Preparation for PBIS in the new building
• Defining expectations, Creating lesson plans
• Establishing new routines

ONE MIDDLE SCHOOL’S STORY, PART 3

• SWIS Data not all inclusive
• Serves as an indicator of disproportionality
• Reflected in analysis of data from the ‘16-’17 school year
• Additional data from Synergy identifying additional

areas of disproportionality

• Students from single parent homes
• An evolving dynamic, an ongoing conversation
• Where is it’s home to lead the effort?

SYNERGY 16-17 DATA

DISCUSSION IN OCTOBER 2017

(FARRIER, 2017)

SYNERGY 16-17 DATA

DISCUSSION IN OCTOBER 2017

(FARRIER, 2017)

STOP AND THINK

• Take 1 minute to reflect
• What are your thoughts about the use of

disproportionate data in the context of the 5-pt intervention?

• What resonates with your thinking?
• Are there any challenges?
• What do you wonder?
• Share your thoughts and ideas with your neighbor

ELEMENTS OF CULTURE

EQUITY TEAM – BUILDING LEVEL 2017-2018 SCHOOL YEAR

• Purpose
• Identify and implement best practices regarding equity of outcomes

for all. Supports school vision by:

• Student achievement
• Climate and culture
• Professional growth
• Goals
• Driven by the school vision and data, we will:
• Support creating of and implementation of student groups, ie.,

LSU/BSU/GSA

• Representative at each team to promote/advocate through an

equity lens and view all decisions through an equitable perspective

• Proposal to hire and recruit teachers of color
• Building directed/teacher directed PD
• Collaborate with PBIS to address school-wide positive behavior efforts
• Support districts’ efforts:
• Equity training for staff such as (coaching for educational equity CFEE)
• Reach out to district resources and fit with district equity work.

EQUITY TEAM – BUILDING LEVEL 2017-2018 SCHOOL YEAR

• Initial Implementation
• Meets every other week
• Establishes student group that meets every other week
• Monthly Display in alignment of nationally

recognized heritage or culture during that month,

• February - Black History month
• March – Developmental Disabilities awareness month
• April – Autism awareness month
• May – Jewish American Heritage month
• June – LGBTQ Pride Month
• April 2018 Building-Level PD staff training

EQUITY – SPS DISTRICT PERSPECTIVE

• District Level Team – has existed for years
• Building level representatives, elementary and secondary

administrative leads, Communications Director, Union President

• Equity Climate Survey
• 2010, 2012, 2017 – same questions
• National Equity Project
• Identified through SPS data - microaggressions, history of

Oregon, cultural appropriation, Systems of Oppression and privilege

EQUITY – SPS DISTRICT GOALS

• 1. PD
• Equity of access
• Library at Briggs – section of Cultural Competency
• Courageous Conversations, Cultural Proficiency Leadership
• 2. Recruit and Retain
• – meets once per month
• Interview practices and bias in interviewing, hiring
• Who are we recruiting? NAACP? Centro Latino
• Development of Exit Survey
• 3. Equity design team
• Communications Director, President of Union, Equity Lead

and District Level TOSA, Building Principals

EQUITY – SPS DISTRICT INITIATIVES

• Building Equity Teams - 3 prong approach
• Support learning of staff
• Getting after a challenge
• Continue to building leadership and capacity as a team
• Equity Lens to vet curriculum
• Equity audit of a building
• Matrix of a walk through of a building
• Proposal of PD plan

ONE MIDDLE SCHOOL’S ETHNICITY DATA APRIL 26, 2018

PBIS ETHNICITY RISK RATIO - APRIL 26, 2018

• Ethnicity data show that students who identify as

black are 2.34 times more likely than their non-black peers to receive a major office discipline referral (ODR; Majors and Minors, 1.70), and that students who identify as Native American are 1.47 times more likely than their non-Native peers to receive a major ODR (Majors and Minors, 1.48).

SPEAKING TO THE DISPARITY

• Between 1/24/18 and 4/20/18 (60 instructional days), 101

ODRs were written for 41 students who identify as black or American Indian/Alaskan Native; representing 23% of the 436 major and minor ODRs written during this time for 182 students, when 32 of the students enrolled at this middle school of 692, represent 5% of the student body who identify as black or American Indian/Alaskan Native

• At this time, in this school, I have a 25% chance of receiving

an ODR compared to students of other race and ethnicities, when I represent 5% of the population who identify with respective ethnicities

DISPROPORTIONATE BEHAVIOR DATA COMPARED TO SCHOOL POPULATION

MIDDLE SCHOOL INSERVICE STAFF AWARENESS

• Building-Directed Early Release, April 13, 2018
• Equity Team – provided 3, 30-minute sessions
• District Level Equity Team goals and SPS policy
• Harvard Apperception Test
• National data, Hamlin data
• Identity Awareness activity – planned, no time
• Elicited both self-awareness and generate constructive

conversation

STAFF SELF-AWARENESS

Overlapping and interwoven initiatives

• These, and we, are more alike than different
• PBIS
• Equity Team
• Trauma-Informed Practices
• Physiology – ‘Upstairs’ vs ‘Downstairs’ brain
• “Flipping our lid”
• Dr. Dan Siegal presenting a Hand Model of the Brain

Common Themes are surfacing across Initiatives *** Staff Self Awareness *** *** Vulnerable Decision Points ***

RISK RATIO 1-11-2019

RISK RATIO DATA

2018-2019 SCHOOL YEAR

• Equity Team
• Staff Team – every other week
• Student Team: goal of sub-groups to align with SHS
• GSA, Multicultural
• Best Buddies began this year to build relationships between

students in SPED and Gen Ed

• Building Level Professional Development
• Implicit Bias
• Neutralizing Routines
• Intended: Vulnerable Decision Points

RISK RATIO 4-12-19

RISK RATIO 4-12-19

“STEP INTO THE STRUGGLE WHERE YOU ARE AT.”

~ MOM’S ADVICE, MARCH 2018 (STATEMENT FROM,

1960’S)

NEXT STEPS

• Look at your data!
• Forward the process of self inquiry of social justice
• Consider building culture in creating staff awareness of

social justice and equity

• Does your building has an equity team? ~ Advocate.

ELEMENTARY

ELEMENTARY EXAMPLE - ETHNICITY

• Ethnicity data to-date this year show that students who identify as black

are 2.42 times more likely than their non-black peers to receive a major or minor office discipline referral, with students who identify as multi-racial 2.00 times more likely than their non-multiracial to receive an ODR.

• Between 9/5/18 and 3/14/19 (111 instructional days), 95 ODRs were

written for 17 students who identify as black, 2 of whom account for 56 of the 95 ODRs , representing 4% of the 468 enrolled students to-date when 2% of the student body is otherwise represented by students who identify as black; 78 ODRs were written for 16 students who identify as multiracial, 1 of whom accounts for 34 major and minor ODRs (including student who identifies as black), representing 3% of 468 students enrolled at TRDR who have a ODR this year, when 6% are otherwise represented by Multiracial as in the building.

• In consideration of numbers of students enrolled, students who identify as

multi-racial have a 50/50 chance of receiving an ODR (16 students with ODRs, 30 enrolled)

• In contrast, students who identify as white (299), have a 42% chance of

receiving an ODR

ELEMENTARY EXAMPLE - SPED

• Students who have an IEP represented 229 of the

676 ODRs written this year (34%), with 2 students accounting for 76 of the ODRs (23% without these ODRs; 153/676) who both have BSPs. 40/92 students,

• r 43% have an IEP have received an ODR this year,

when 20% of the total student body has an IEP.

• Students identified in the area of Communication

Disorder represented the largest number of ODRs written (128) for 25 students; when accounting for 1 student who had 34 ODRs, CD still remained the categorical area that accounted for the most ODRs written (likely a aligned with percentages).

OUR MORAL COMPASS

The sailor cannot see the North

• but knows the Needle can –
• Emily Dickenson, in a letter to a mentor,

T.W. Higginson, seeking an honest Evaluation of her talent (1862); from, Blindspot 2013