Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 22

20 and Hispanic students, and then again to see if differences were present between the RRRs of Black and White students. The formula used to calculate this index is cited here:   RI = Total # of a Particular Group of Students within a      Category Total # of Students within the Group   RRR = Risk Index (RI) Specific Group        Risk Index (RI) Comparison Group Results The number of referrals received by Black students, Grades 4-6, prior to the implementation of PBIS ( M = 959.1667, SD = 153.8927) was significantly higher than the number of referrals received by Black students, Grades 4-6, after the implementation of PBIS ( M = 286.1667, SD = 97.7126), t (10) = 9.043, p =.000, d = .522. The data also showed the rates of discipline for Black students in subjective referrals still had levels of overrepresentation, even after the implementation of PBIS. The average RRR for Black/Hispanic and Black/White were higher after the implementation of PBIS. Prior to PBIS, the average RRR for Black and Hispanic student groups was 2.045; after the implementation of PBIS this rose to 2.49. In the same manner, the average RRR for Black and White student groups was 2.345; after the implementation of PBIS this rose to 2.565. The RI and RRR for both groups combined are outlined in Table 1. A Proposal for Professional Development: Culturally Responsive Classroom Management (CRCM) Utilizing components of the work of Weinstein et al. (2004), the researcher proposes implementation of (CRCM) with suggested timelines of implementation. Weinstein et al. (2004) developed a five-part concept of CRCM based on multicultural education and culturally responsive pedagogy:   • recognition of one’s own cultural lens and biases,   • knowledge of students’ cultural backgrounds,   • awareness of the broader social, economic, and political context,   • ability and willingness to use culturally appropriate management strategies,   • commitment to building caring classroom communities. Recognition of one’s own cultural lens and biases along with awareness of the broader social, economic, and political context would best fit as the first stage of the potential professional development program. This stage could happen over the Table 1. Relative Risk of Disciplinary Action for Black Students Compared to Hispanic and White Students 2012-2016 Black and White student groups was 2.345; after the implementation of PBIS this rose to 2.565. The RI and RRR for both groups combined are outlined in Table 1. Table 1 Relative Risk of Disciplinary Action for Black Students Compared to Hispanic and White Students 2012-2016 Year Group Risk Index Relative Risk Ratio Interpretation 2012 Black 0.332 Hispanic 0.168 1.98 Overrepresentation 2013 Black 0.308 Hispanic 0.146 2.11 Overrepresentation **2015 Black 0.165 Hispanic 0.067 2.44 Overrepresentation **2016 Black 0.104 Hispanic 0.041 2.54 Overrepresentation 2012 Black 0.332 White 0.143 2.32 Overrepresentation 2013 Black 0.308 White 0.130 2.37 Overrepresentation **2015 Black 0.165 White 0.059 2.81 Overrepresentation **2016 Black 0.104 White 0.044 2.32 Overrepresentation A Proposal for Professional Development: Alisha M. Brown, Ed.D. **Denotes years of PBIS implementation