The Journey Down the Road of Disproportionality and Cultural Responsiveness: LOUISIANA STYLE

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The Journey Down the Road of Disproportionality
and Cultural ResponsivenessLOUISIANA STYLE!!

• April 4, 2008
• CEC International Conference
• Boston, Massachusetts

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Introduction of Presenters

• Dr. James Patton, Consultant
• College of William and Mary
• Debbie Morrison
• Director of Special Education
• Rapides Parish
• Daphne McGinnis
• Supervisor of Special Education
• Janice Moreau
• Gifted Program Coordinator

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A Tale of Two Cities...Disproportionality and
Stages of Organizational Reactions to Change

• INTRODUCTION
• The change agent must first determine if the
  organization promotes a climate or culture of
  change. The responsibility of leaders in
  organizations is to determine how to manage
  change when faced with an obvious need.
  Change-avoidance organizations will progress
  through several stages in a somewhat recognizable
  sequence before finally making the required
  change. Some stages may be more intense than
  others, or the sequence may vary somewhat. Some
  stages may be revisited more than once as the
  organization works through the need for change.
  Organizational reaction to change is usually
  closely akin to the way individuals within the
  organization react to change. Reactions to change
  are not limited only to the upper echelons of an
  organization -- these stages may be seen at all
  levels of the organization from mailroom to
  boardroom and every level in between.
• Given these organizational parameters, it has
  been my experience that school systems often
  respond to disproportionality as a change event,
  and in ways that can be predicted, given the
  manner in which individuals and organizations
  traditionally respond to change. Below one will
  find some stages of organizational response to
  change i.e., disproportionality. These stages
  represent an amalgam of stages that individuals
  go through in response to grief, determining
  that their child has a disability, and other
  significant change events, that generally
  parallel organizational responses to change.

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Stage I Denial/Resistance

• Oh No! It cant be! There must be some
  mistake!
• The individual refuses to accept that there is a
  need for change, or that a problem even exists.
  This is a way of protecting ones self and the
  organization from the shock of bad news and to
  keep the emotional pain at a distance. The
  length of time spent at this stage can vary, but
  with time and presentation of evidence, most
  people can move through this stage successfully.
  Change agents should expect this whenever the
  need for change is first openly addressed.

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Stage II Anger

• Why me? Its not fair! Who says?
• Emotional Intelligence literature notes that
  individuals are often emotionally attached to
  their organizations. As a result, the emotional
  response of the individual often mirrors the
  response of the organization.
• Fury, Bitterness and Betrayal form the emotional
  triad. This triad may be seen in organizations
  upon initial notification of bad news.
• Coming to understand the reality of a bad
  situation may stir up emotional turmoil that
  manifests itself as anger. This is a necessary
  part of the process and it relieves some of the
  emotional pressure. People in organizations
  dealing with change may see others as not being
  supportive of them, or not understanding the need
  for change.
• Those who would be organizational change agents
  should view this stage as a natural part of
  organizational progression, even though they may
  find themselves the unenviable targets of this
  anger. Harbingers of bad news often become the
  foil of the dont shoot the messenger axiom.

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Stage III Shock/Depression/Guilt/Anxiety

• Im a failure. I cant do this. What did I
  do to cause this situation? What should I have
  done to avoid it?
• The realization that an outcome or resolution may
  not occur may bring on depression. It may appear
  in the form of diminished resolve or outright
  despair. There may be overwhelming feelings of
  hopelessness, frustration, bitterness or
  self-pity.
• Change agents will recognize this as a sign that
  the reality of the situation has set in, a needed
  step before truly corrective change can occur.

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Stage IV Concealment/Resistance/Confusion/Barga
ining

• O.K, but dont reveal this problem to anyone or
  Whats the minimum I can do to address the
  problem? Well try to fix it, but I doubt it
  will work.
• Once they recognize there is a problem, there may
  be an effort to conceal it. Organizations may
  relegate the problems solution to an ineffective
  individual, thereby paying only lip-service to
  the effort. In this manner one can say they
  he/she is addressing a problem, albeit
  ineffectively. Sometimes, if the need for change
  is evident, individuals may try to strike
  bargains to avoid or minimize the impact of the
  problem. It is a form of emotional negotiation,
  designed to achieve some sense of control, or to
  effect an internal reconciliation.
• Change agents should recognize this stage as one
  of the most challenging to move beyond, since
  there may be merely the appearance of change,
  void of actual substance.

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Stage V Some Acceptance/Commitment/ Malicious
Compliance

• O.K., I guess this is how it will be. Lets
  get on with it.
• This phase generally brings a degree of peace to
  a tumultuous process. The individual or
  organization has achieved an emotional
  rebalancing needed to move forward with life.
  There is a difference between acceptance and
  resignation or uneasy acceptance. There is a
  final recognition that change is something that
  is needed, not just tolerated. Additionally,
  organizations can respond maliciously as a
  reaction to change. This could be manifested by
  engaging in actions that are an exaggeration of
  the resolution to the problem. The organization
  may accept and make changes that may respond to
  the problem but do so in malicious ways.

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Stage VI Acceptance/Integration/Reconstruction/Ho
pe

• Change agents know that it is only after an
  individual or organization reaches this stage
  that meaningful change is possible.
• All of the previous five stages have been
  reconciled, mediated and integrated in ones
  personal and collective psyche. Real and
  authentic work takes place at this stage with
  hope and resolution replacing denial, resistance,
  anger, shock, concealment and malicious
  compliance.

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The Journey of Os and Us-Louisiana Style

• The Journey of
• Over-representation and Under-representation
• in Rapides Parish

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Rapides Parish School System

• 23, 749 students
• 3003 special education students
• 355 Gifted Students
• 52 schools
• Combination of urban, rural, and suburban

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Map of Rapides Parish
Rapides Parish
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Special Education Department
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The BIG Question.
Where do we begin???
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Process
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Our Journey Begins..

• August 2005- Steering Committee established
• Regular Education Representation
• Special Education Representation
• Parent Representation- Families Helping Families
• Community Representation
• Ministers of Economic Development

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Developing our GOALS.

• Goal 1
• Creating an AWARENESS of the issue of
  disporportionality

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Creating an Awareness

• Dr. James Patton Ed.D, Consultant
• October Visit-Began Awareness Campaign
• In-serviced steering committee,Central Office
  Staff, PAS
• Principals Meeting
• Working Lunch with School Board Members
• Conducted in-serviced in targeted schools
• Community Leadership Luncheons
• Parent/Community Forums

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GOAL 2Appropriate Identification of Students
with Disabilities

• Consultant- Dr. Bruce A. Bracken, Ph.D
• The College of William Mary
• Promoting Equitable Assessment Training
• Conducted a Parent/Community Forum

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Goal 3

• Identify TARGET SCHOOLS and implement early
  intervening services
• Special Education Instructional Facilitators
• SRA Direct Instruction Reading program
  implementation

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Goal 4 Behavior Support

• Consultant- Dr. Terry Scott
• University of Florida
• District-wide Awareness Training of Positive
  Behavior Support
• RPSB District GoalDistrict-wide implementation
  of PBS

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Our Journey Continues.05-06

• November, 2005
• Steering Committee Meeting
• New Steering Committee Members
• Director of Child Welfare and Attendance
• Director of Elementary and Secondary Ed
• Title I Director
• Four Principals
• Director of Probation and Parole
• Judge-9th Judicial Juvenile Court
• Black Ministerial Alliance
• Office of Mental Health
• La SIG Representation
• Families Helping Families

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Our Journey Continues05-06

• December, 2005- Dr. Patton Returns
• Visits 7 Additional Schools and facilitates
  Steering Committee Meeting
• February 1-3, 2006-Dr. Patton Returns
• Conducts In-services in 4 schools
• Parish Leadership Luncheon
• Parent/Community Forum
• Mens Professional Fraternity Meeting

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Our Journey Continues06-07

• September, 2006
• Dr. Patton visits and work begins on the
  development of the Districts 5 Year Plan on
  Disproportionality
• November, 2006
• Draft plan presented to Steering
  Committee/Revisions/More Input/Revisions
• December, 2006
• Presentation to the Superintendent and Rapides
  Parish School Board--Approved

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Mr. Gary Jones,Superintendent Rapides Parish

• I do not want a hollow plan.

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Disproportionality Plan of Rapides
Parish2006-2011

• Increase professional development activities on
  disproportionality and cultural responsive
  practices.
• Continue professional development activities with
  PAS and SBLC committees on pre-referral/referral
  processes

• Support and expand the Districts Early Childhood
  Intervention programming
• Reinforce and further actualize RTI and UDL
  initiatives in Rapides Parish Schools
• Fair, non-discriminatory classifications for
  special education that ensure LRE and support
  inclusive practices

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Disproportionality Plan of Rapides
Parish2006-2011

• Address related behavioral correlates of
  disproportionality through the use of PBS
• Increase reading skills in targeted schools
  through the use of DI
• Expand and improve existing collaborative family
  support and family involvement activities

• Expand the Districts Gifted and Talented Program
  from early elementary to high school
• Continue on-going development of collaborative
  relationships with community/business/ religious
  leaders

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Disproportionality Plan of Rapides
Parish2006-2011

• Develop an evaluation plan that will measure and
  monitor the strategic plan activities at the
  formative and summative levels
• Develop and implement a plan that will
  disseminate the Districts 5 year plan and
  strategic activities both inside and outside the
  Rapides Parish School District

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But, what about the Us?

• Under-representation of Minority Students in
  Gifted Education Programs

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How to addressUnder-representation

• The search for minority students
• The Enrichment Academy
• Expansion of the High School Gifted Program
• Development of a Gifted/Talented Advisory Board

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Getting Started The Enrichment Academy

• Parent and Student Observation Checklist
• New matrix for identifying minority students

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Getting Started-The Enrichment Academy

• Parent and Student Observation Checklist
• New Matrix for identifying minority students
• Organized Steering Committee

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Target Dates for The Enrichment Academy

• Develop sociogram- August
• IOWA Scores for 2nd graders-August
• Identify students- End of August
• Parent Contract/Orientation- End of August
• Steering Committee Planning of Activities-Septembe
  r
• First Enrichment Academy Activity-October

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Saturday Enrichment Academy
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Saturday Enrichment Academy
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Monthly Enrichment Activity Creative
Animation
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Monthly Enrichment Activity Creative
Animation
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Monthly Enrichment Activity
Creative Animation
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Expansion of the High School Gifted Program

• Gathered data on eligible students
• Presentation to School Board
• Board approved 5 new high school gifted programs

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Goals and Future Plans

• Summer Enrichment Academy-(May 26-June 4)
• Evaluation of students in Enrichment Academy-Fall
  2008
• Gifted and Talented Advisory Board
• Larger variety of courses for high school gifted
  students
• New elementary gifted programs
• Talented services
• Apply for grants for G/T programs

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A look at some data.
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Action Plan Goals

• Increase professional development activities on
  disproportionality and cultural responsive
  practices.

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Professional Development Opportunities for
Every-Ed
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Action Plan Goals

• Continue professional development activities with
  Pupil Appraisal Staff and SBLC committees on
  pre-referral/referral processes

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Reduction in Pre-Referrals for Special Education
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Action Plan Goals

• Support and expand the Districts Early Childhood
  Intervention programming

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Early Childhood Inclusive Practices

• 2005-2006
• 37-Regular classes for 80 of the day
• 47-Self Contained-separate class

• 2007-08
• 49- Regular Classes for 80 of the day
• 20 -Self Contained separate classes

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Action Plan Goals

• Reinforce and further actualize Response to
  Intervention (RTI) and Universal Design for
  Learning (UDL) initiatives in Rapides Parish
  Schools

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Results of RTI, PBS, and Disproportionality
Efforts

• INITIAL EVALUATIONS
• 03/04 837 Initial Evaluations
• 04/05 793 Initial Evaluations
• 05/06 579 Initial Evaluations
• 06/07 471 Initial Evaluations

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Action Plan Goals

• Fair, non-discriminatory classifications for
  special education that ensure LRE and support
  inclusive practices

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Special Education Placements

• 2005-06
• 46.07- Regular class-80 of day in regular class
• 65.44-Self Contained
• lt40 of day in separate class

• 2007-08
• 44 - Regular class-80 of day in regular class
  (673)
• 63 -Self Contained
• lt40 of day in separate class (175)

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Risk Ratios of Minority Students

• Risk RatioThe likelihood of a minority student
  being identified in a particular exceptionality
  category
• Mildly Mentally Handicapped
• Specific Learning Disability
• Emotional/Behavior Disordered

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Trend Data on Risk Ratios

• Goal- Increase the risk ratio for Gifted Minority
• 2005-06 14
• 2006-07 15

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Action Plan Goals

• Goal-Decrease the risk ratio for minority
  students in three exceptionalities
• 2005-06
• Mildly Mentally Handicapped - 3.52
• Specific Learning Disability - 1.92
• Emotional/Behavior Disordered 2.83
• 2006-07
• Mildly Mentally Handicapped - 3.25
• Specific Learning Disability - 1.88
• Emotional/Behavior Disordered 2.83

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Action Plan Goals

• Address related behavioral correlates of
  disproportionality, i.e., suspensions and
  expulsions, drop outs, Positive Behavior Support
  Systems, etc.

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Action Plan Goals

• Students with Disabilities Discipline Removals
• 2005-06
• Out of School Expulsions- 42
• Black students-93
• White students-7
• 2006-07
• Out of School Expulsions- 6
• Black Students-83
• White students 17

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Action Plan Goals

• Drop Out Rates-Students with Disabilities
• 2005-06 - 27
• 2006-07 - 29
• Positive Behavior Support
• 2005-06- 12 schools trained
• 2006-07- 24 school trained
• Goal April, 2008-All schools trained

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Action Plan Goals

• Expand the Districts Gifted and Talented Program
  from early elementary to high school

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Minority Students in Gifted Education
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Action Plan Goals

• Continue on-going development of collaborative
  relationships with formal and informal community
  leaders, business leaders, religious leaders,
  former consumers of special education

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Community Involvement

• MacArthur Foundation
• Ninth Judicial Juvenile Court
• Black Ministerial Alliance
• Fraternities and Sororities
• Mental Health Agencies
• Family Helping Families
• Federation of Families

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Action Plan Goals

• Develop an evaluation plan that will measure and
  monitor the strategic plan activities at the
  formative and summative levels

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Capture website!
http//www.rapides.k12.la.us/sped/tc_1/
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Action Plan Goals

• Develop and implement a plan that will
  disseminate the Districts 5 year plan and
  strategic activities both inside and outside the
  Rapides Parish School District

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Action Plan Goals

• LEADS Conference New Orleans Summer 2006
• NCCREST National Disproportionality Forum,
  Washington, DC February, 2007
• Louisiana State Department of Education Special
  Education Directors Quarterly Meeting, May 2007
• International Council for Exceptional Conference,
  Boston April 2008
• C2 E2 Website

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Passing the baton.
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TOTAL Involvement and Commitment

• Ministerial Alliance
• Fraternities and Sororities
• Community Agencies
• Parental Involvement
• Local Elected Officials
• Judicial System Representatives

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Good Luck!!!!

• Dr. James Patton, Consultant
• jmpatt_at_wm.edu
• Debbie Morrison, Director
• morrisond_at_rapides.k12.la.us
• Daphne McGinnis, Secondary Supervisor
• mcginnisd_at_rapides.k12.la.us
• Janice Moreau, Gifted Program Coordinator
• moreauj_at_rapides.k12.la.us
• Copy of PowerPoint-
• http//www.rapides.k12.la.us/sped/tc_1/