Madison Learning Lab: A Collaborative Systemic Transformation Project to Address the Racialization of Behavioral Problems

• In Event: 29.030 - Advancing Educational Opportunities Through Inclusive Education: Community-Based Research in Special Education

Abstract

Objective
This paper draws data from the Madison Metropolitan School District (MMSD) Learning Lab initiative, a community-based systemic transformation project to address the racialization of behavioral problems. This initiative aimed at building organizational capacity in Madison schools to foster inclusivity and equity in decision-making. Through an inclusive inquiry-based problem solving process, called Learning Lab, local stakeholders, specifically those who are historically excluded from schools’ decision-making activities, collectively design culturally responsive behavioral support systems to address racial disproportionality in behavioral outcomes (Bal, 2011).
Theoretical Framework
Learning Lab was informed by Cultural-Historical Activity Theory that offers formative intervention, a systemic transformation methodology to facilitate expansive learning, and transformative agency in institutions facing systemic crises (Engeström, 1987).
Methods
Following the culturally responsive intervention research design (Author, 2016), we built a justice-oriented coalition among MMSD, a state university, and civic organizations (e.g., Boys and Girls Club and YMCA) for a ground-up transformation. MMSD is an urban school district with 51 schools and over 27,000 students. The district has led a successful systemic change regarding inclusive education (Sullivan, Abplanalp, & Jorgensen, 2014). In the last decade, the district implemented schoolwide multitier systems of support (PBIS and RTI). However, racial disproportionality persisted in school discipline and special education placement for behavioral disorders, especially for African American students.
In the 2015-2016 academic year, Learning Lab was implemented at two schools (elementary and middle). The schools served some of the most diverse populations in MMSD and faced racial disproportionality. In 2014, new principals arrived the schools with a mission to tackle disproportionality and increase family-school partnership. In fall 2015, Learning Labs were formed with 13-15 members including principals, parents, teachers, students, and community members. Learning Labs met for 9-10 sessions.
Analysis
Data sources included participant observations of a summer retreat (7 hours), pre-Learning Lab planning meetings (5 hours), Learning Lab sessions (38 hours), agenda meetings (20 hours), and artifact analysis. We employed qualitative-dominant monotype mixed analysis: Qualitative and quantitative data were concurrently analyzed to inform the Learning Lab process (Onwuegbuzie et al., 2007). District and school leaders joined the study in all phases from analysis to dissemination. MMSD’s director of student services is a co- author in this paper.
Results
Learning Labs sustained active participation of members who engaged in root-cause analyses and designed culturally responsive behavioral systems. We will first present the Learning Lab processes and new behavioral support systems. Then we will discuss how the district incorporated the lessons learned from the Learning Lab schools as they developed new behavior education plan and strategic framework that prioritize partnering with students, families, and communities in reciprocal ways.
Significance: Given the inability of top-down policies to impact change in local education systems (Darling-Hammond, 2010; Snow, 2015), investing in grassroots, community-based research such as the Madison Learning Lab initiative provides a ecologically and sustainable way of examining and addressing disproportionality with local stakeholders. To go beyond what Du Bois (1998) called “car-window research,” this practice-embedded research coalition demonstrates the possibilities of increasing inclusivity and relevancy in education research.

Authors

• Aydin Bal, University of Wisconsin - Madison

• John Harper, Madison Metropolitan School District