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

April 4, 2008

CEC International Conference

Boston, Massachusetts

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

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.

Stage I – Denial/Resistance

“Oh No!” “It can’t 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 one’s 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.

Stage II – Anger

“Why me?” “It’s 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 “don’t shoot the messenger” axiom.

“I’m a failure. I can’t 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.

Stage III – Shock/Depression/Guilt/Anxiety

“O.K, but don’t reveal this problem to anyone” or “What’s the minimum I can do to address the problem?” “We’ll 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 problem’s 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.

Stage IV – Concealment/Resistance/Confusion/Bargaining

“O.K., I guess this is how it will be.” “Let’s 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.

Stage V – Some Acceptance/Commitment/ “Malicious Compliance”

Stage VI Acceptance/Integration/Reconstruction/Hope

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 one’s 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.

The Journey of “O’s and U’s”-

“Louisiana Style”

The Journey of

Over-representation and Under-representation

in Rapides Parish

Rapides Parish School System

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

Map of Rapides ParishRapides Parish

Special Education Department

Special EducationDepartment

PupilAppraisal

ElementarySpecial

EducationDepartment

SecondarySpecial

EducationDepartment

RelatedServices

Nursing Services

HomeboundServices

Gifted/TalentedProgram

The BIG Question………….

Where do we begin???

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

Developing our GOALS…….

Goal # 1

Creating an AWARENESS of the issue of disporportionality

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

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

Goal # 3

Identify TARGET SCHOOLS and implement early intervening services

Special Education Instructional Facilitators

SRA Direct Instruction Reading program implementation

Goal # 4 Behavior Support

Consultant- Dr. Terry Scott

University of Florida District-wide Awareness Training of Positive

Behavior Support RPSB District Goal—District-wide

implementation of PBS

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

Our Journey Continues……05-06’

December, 2005- Dr. Patton ReturnsVisits 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 Men’s Professional Fraternity Meeting

Our Journey Continues……06-07’

September, 2006 Dr. Patton visits and work begins on the

development of the District’s 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

Mr. Gary Jones,Superintendent –Rapides Parish

“I do not want a hollow plan.”

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 District’s 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

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 District’s Gifted and Talented Program from early elementary to high school

Continue on-going development of collaborative relationships with community/business/ religious leaders

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 District’s 5 year plan and strategic activities both inside and outside the Rapides Parish School District

But, what about the U’s”?

Under-representation of Minority Students in Gifted Education

Programs

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

Getting Started The Enrichment Academy

Parent and Student Observation Checklist New matrix for identifying minority students

Getting Started-The Enrichment Academy

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

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-

September First Enrichment Academy Activity-October

Saturday Enrichment Academy

Saturday Enrichment Academy

Monthly Enrichment Activity “Creative Animation”

Monthly Enrichment Activity “Creative Animation”

Monthly Enrichment Activity “Creative Animation”

Expansion of the High School Gifted Program

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

programs

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

A look at some data……….

Action Plan Goals

Increase professional development activities on disproportionality and cultural responsive practices.

Professional Development Opportunities for “Every-Ed”Number of Regular Ed Teachers

Number of Special Ed Teachers

Number of Workshops

273 395 30

41% 59%

Action Plan Goals

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

Reduction in Pre-Referrals for Special Education

2005-06

Black Asian Native American

White Hispanic

350 1 1 220 6

2006-07

279 0 2 171 3

Action Plan Goals

Support and expand the District’s Early Childhood Intervention programming

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

Action Plan Goals

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

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

Action Plan Goals

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

Special Education Placements

2005-06

46.07%- Regular class-80% of day in regular class

65.44%-Self Contained

<40% of day in separate class

2007-08

44% - Regular class-80% of day in regular class (673)

63% -Self Contained

<40% of day in separate class (175)

Risk Ratios of Minority Students

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

Trend Data on Risk Ratios

Goal- Increase the risk ratio for Gifted Minority

2005-06 14%

2006-07 15%

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

Action Plan Goals

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

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%

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

Action Plan Goals

Expand the District’s Gifted and Talented Program from early elementary to high school

Minority Students in Gifted Education

School Year % Minority GT

2004-05 8.18

2005-06 8.98

2006-07 10.13

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

Community Involvement

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

Action Plan Goals

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

Capture website!

http://www.rapides.k12.la.us/sped/tc_1/

Action Plan Goals

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

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

Passing the baton…….

TOTAL Involvement and Commitment

Ministerial AllianceFraternities and SororitiesCommunity AgenciesParental InvolvementLocal Elected OfficialsJudicial System Representatives

Good Luck!!!! Dr. James Patton, Consultant

jmpatt@wm.edu Debbie Morrison, Director

morrisond@rapides.k12.la.us Daphne McGinnis, Secondary Supervisor

mcginnisd@rapides.k12.la.us Janice Moreau, Gifted Program Coordinator

moreauj@rapides.k12.la.us Copy of PowerPoint-

http://www.rapides.k12.la.us/sped/tc_1/