Suggested Resources links current as of December 2015 Banaji, M.R., & Greenwald, A.G. (2013). Blind spot. Hidden biases of good people. New York: Delacorte Press.
Bollmer, J., Bethel, J., Garrison-Mogren, R., & Brauen, M. (2007).Using the risk ratio to assess racial/ethnic disproportionality in special education at the school-district level. The Journal of Special Education, 41(3), 186-198.
Boykin, A.W., & Noguera, P. (2011). Creating the opportunity to learn. Moving from research to practice to close the achievement gap. Alexandra, VA.: ASCD.
Bradshaw, C.P., Mitchell, M.M., O’Brennan, L.M., & Leaf, P.J. (2010). Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals. Journal of Educational Psychology, 102(2), 508-520.
Carter, P, Skiba, R., Arredondo, M., & Pollock, M. (2014, December). You Can’t Fix What You Don’t Look At: Acknowledging Race in Addressing Racial Discipline Disparities. Discipline Disparities Series: Overview. Bloomington, IN: The Equity Project at Indiana University.
Eber, L., Upreti, G., & Rose, J. (2010, May). Building Leadership - A Practitioners Bulletin - Addressing Ethnic Disproportionality in School Discipline through Positive Behavior Interventions and Supports (PBIS), Illinois Principals Association.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education. 53(2), 106-116.
Gregory, A., Skiba, R., & Noguera, P. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39, 59-68.
Gregory, A. & Weinstein, R.S. (2008). The discipline gap and African Americans: Defiance or cooperation in the high school classroom. Journal of School Psychology, 46, 455-475.
Losen, D.J. & Gillespie, J. (2012, August). Opportunities suspended: The disparate impact of disciplinary exclusion from school. The Center for Civil Rights Remedies at The Civil Rights Project at UCLA
McIntosh, K. (2015, March). Making positive behavior support more durable and effective for all. Paper presented at the Twelfth International APBS Conference, Boston, MA.
McIntosh, K., Girvan, E.J., Horner, R.H., Smolkowski, K., & Sugai, G. (2014, August). Recommendations for addressing discipline disproportionality in education. Positive Behavior Interventions & Supports OSEP Technical Assistance Center.
McIntosh, K., Horner, R., & Sugai, G. (2016). Achieving Equity in School Discipline: A Promising and Practical Multi-Component Approach. OSEP Center on Positive Behavior Interventions & Supports.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two Strikes Race and the Disciplining of Young Students. Psychological science, 26(5), 617-624.
Saifer, S., Edwards. K., Ellis, D., Ko, L., & Stuczynski, A. (2011). Culturally responsive standards-based teaching. Classroom to community and back. Thousand Oaks, CA: Corwin Press.
Singleton, G.E. & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, CA: Corwin Press.
Skiba, R.J., Horner, R.H., Chung, C-G, Karega Rausch, M., May, S.L.,& Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85-107.
Skiba, R.J., Michael,R.S., Nardo, A.C., & Peterson, R.L. (2002). The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. The Urban Review, 34(4), 317-342.
Sue, D.W. (2015) Race talk and the conspiracy of silence. Understanding and facilitating difficult dialogues on race. Hoboken N.J.: John Wiley & Sons.
Sugai, G., O'Keeffe, B.V., & Fallon, L.M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197-208.
U.S. Department of Education, Guiding Principles: A Resource Guide for Improving School Climate and Discipline, Washington, D.C., 2014.
Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219-229.
|
Equity
Equity
Teams that regularly self-assess are more likely to ensure that School-Wide Positive Behavior Intervention and Supports (SWPBIS) practices and systems have equal impact for all students. Therefore, it is recommended that teams complete the Culturally Responsive SWPBIS Team Self-Assessment tool (CR-SWPBIS) annually. Culturally responsive SWPBIS recognizes the importance of culture by incorporating cultural elements (e.g., perspectives, language and norms) from diverse stakeholders including parents, children, and community members are incorporated into the review of data, and implementation of systems, and practices.