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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

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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

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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

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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

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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

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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)

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§  DeepenyourunderstandingofhowtoapplyMul4-TieredSystemsofSupport

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Forinforma4onpleasecontact:LauraRodríguezLópezProgramCoordinator813-974-3126lrodri11@usf.eduhVp://pbs.cbcs.usf.edu

ContactUs

§  JoleneaFerro–jbferro@usf.edu§  LiseFox–lisefox@usf.edu§  DenisePerez-Binder–dbinder@usf.edu

§  Downloadforms:www.challengingbehavior.org