Examining Disproportionality of Tier 2 Social-Emotional Learning and Behavioral Interventions and Supports

• In Event: Using Social-Emotional Learning Data to Inform Decision Making and Support Equitable Outcomes in Schools

Abstract

Background/Context. There is a long history of racial disparities in discipline and behavioral practices in United States schools (Skiba et al., 2006; Sullivan & Proctor, 2017). Even in recently conducted studies, students of color are more likely to receive exclusionary discipline and to be labeled by teachers as being emotionally disturbed (Bal et al., 2017; Girven et al., 2017). Many schools have moved towards using Multi-Tiered Systems of Support (MTSS), Response-to-intervention (RTI), or School Wide Positive Behavior Interventions and Supports (SWPBIS) to proactively address social, emotional and behavioral needs in ways that are equitable and not exclusionary. Yet, even within MTSS, RTI, and SWBIS practices, there is evidence of disproportionality of targeted support, especially for students of color (Fallon et al., 2021). Reasons for this include inconsistent referral processes and decision-making procedures, lack of resources, and educators’ limited beliefs in student abilities (Fergus, 2010; Skiba et al., 2006). As more districts and schools move towards embedding their SEL and behavioral programs and practices within tiered systems of support, it is important to understand potential issues with disproportionality.

Setting and Research Design. Data from the current study comes from a small public school district in the southwestern United States. Teachers completed the DESSA-Mini Social-Emotional Screening Assessment (Shapiro et al., 2017) for all students in the fall of 2021 and were guided to use the results to determine which students should receive Tier 2 social, emotional, or behavioral support. The schools used a web-based platform to document and track the implementation of Tier 2 support for behavior and social-emotional needs. Examples of Tier 2 support assigned to students included Check-in/Check-out, Social Skills Training, Behavior Logs or Report Cards, Problem-Solving Skills, and One-on-One Counseling.

Participants and Results. The analytic sample included 1576 students from kindergarten through 9th grade (52% Male; 33% White, 15% Black or African American, 1% Asian, .3% American Indian, .2% Two or More, .1% Hawaiian or Other Pacific Islander; 46% Hispanic). Ten percent of all students (N=169) were identified by the DESSA-Mini as Needing additional social-emotional and behavioral support. A total of 70 students were assigned Tier 2 intervention plans. Disproportionality was calculated using both the percentage point discrepancy and a Chi square test of significance (Markowitz, 2002). Results showed that Black students were overly supported (percentage point discrepancy = 13) and White and Hispanic students were slightly under supported (percentage point discrepancy of -5). Most states have a discrepancy point criterion of 5, meaning that any discrepancy greater than 5 indicates evidence of disproportionality of support. Results from the chi square test indicated that race and ethnicity were not significantly related to SEL & behavioral support, yet the findings were trending towards significant (X2 = 54.85, p = .08). The findings highlight how students of color, particular Black students, may be assigned Tier 2 support for behavior and/or SEL despite not meeting certain criteria for needing support on screening assessments. Best practice recommendations for Tier 2 decision-making and recognizing biases in support planning will be discussed.

Authors

• Essie Sutton, Branching Minds
  Presenting Author

• Luke Lawson, Oklahoma State University
  Non-Presenting Author