Addressing Disciplinary Disproportionality Through Best Practices In Multi-tiered Support
Disproportionality in punitive disciplinary actions and poor academic performance are particularly relevant for minority, economically disadvantaged, and special education student groups This presentation reviews findings from the Department of Education Office for Civil Rights on disproportionality in these areas. It also evaluates the impact a program using a proactive system of behavioral supports can have on challenges student groups at risk for disproportionality might face in the school environment.
The presenter spent over twenty years working in the Dallas Independent School District where he served as a classroom teacher for special needs students with emotional disabilities, a crisis intervention teacher, a behavior specialist, and as the program coordinator for students with emotional disabilities. Mr. Banks spent part of his educational training working in a residential treatment facility for students with severe emotional needs. In addition, he has trained schools, families, and communities in intervention and strategies to work more effectively with special needs students. Mr. Banks is one of Pearson's premiere behavioral experts and is regularly called upon to present at conferences and events as they relate to students with disabilities.
The Presenter has 15 years experience working with title I schools in large urban title one district (Houston ISD) He worked with programs Special Education, behavioral support, student academic assessment and remediation, and student discipline. He has conducted extensive research on reducing the Academic Achievement gap and improving classroom management systems for students in Title one school districts. He has produced publications and evaluation reports in the areas of Bilingual Education, Early Childhood Education, classroom and student behavior management, and Special Education as well as presenting on the impact of behavioral intervention of the achievement gap and the effect of multi-tiered positive behavioral supports on improving student disciplinary outcomes and in the reduction of disproportional over representation of specific student groups in office referral, suspensions and expulsions.