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Disproportionality
Project Overview
HESC Task Force on Quality Inclusive Schooling September 28, 2007
Yolanda Sealey-Ruiz, Ph.D.- Yolanda.ruiz@nyu.eduBrian Williams - bw43@nyu.edu
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Presentation Objectives
By the end of this presentation participants will have
been provided with:
An overview of the TACD Project.
A cursory review of the TACD technical assistance and professional development training modules.
A connection between the TACD project modules and possibilities for teacher education.
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TACD Project Overview
Develop, implement, and assess a process of providing comprehensive technical assistance to New York State school districts addressing issues of disproportionality, in particular, the over-representation of black and Latino students in special education.
Build capacity of regions and districts on
understanding the root cause and systemically addressing the disproportionate assignment of various subgroups into special education.
Provide professional development trainings, coaching, training follow-ups, materials and resources.
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Six New York State Pilot Districts(and supporting regions)
Cheektowaga Central School District--Western Region
Haverstraw-Stony Point Central School District--Hudson Valley Region
Hudson City School District--Eastern Region
New York City—CSD 21
Patchogue-Medford UFSD--Long Island Region
Utica City Schools--Mid-State Region
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What Has NYU Provided to Pilot Districts?
Training Modules on Data Analysis
Service Plans
Web-based Clearinghouse
On-site Coaching/Technical Assistance
Professional Development
Disproportionality-related Tools and Resources
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Disproportionality Training Sequence
TACD Professional
Development Training Modules
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Sequence 1 – 2005-2006: Data Analysis Training Modules
A - Understanding Disproportionality -provides common language for discussing disproportionality and presents national, state, and district level data trends.
B - Disproportionality Data Repository (DDR)-a self-monitoring tool that allows districts to examine the classification and placement of special education students by race/ethnicity and gender, at the building level.
C - Data Analysis/Collection Procedures -presents community context data to provide districts with an understanding of the demographic shifts that have occurred over time and the district’s policy/practice responses to the shifts. Policy/practice data collection procedures are also presented.
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Sequence 1 – 2005-2006: Data Analysis Training Modules
D - Root Cause Identification -root causes are identified
based on the data examined in Modules A-C.
E - Root Cause Identification -disproportionality research is examined and root causes identified in Module D are
discounted or validated. The root cause results report is produced by NYU.
F - Professional Development Service Plan -outlines the
professional development that will be delivered by NYU in accordance with the district needs, based on the root cause results report, and in collaboration with regional TA provider training.
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Sequence 2 – 2006-2007: Professional Development Modules withCultural and Linguistic Foci
Strand 1: Curriculum & Instruction- Principles of Culturally Responsive School
Environments- Differentiated Instruction- Managing Your Classroom- Bilingual Strategies for Developing Learners
Strand 2: Building Student Engagement- Reaching Out to Black and Latino Male Students- Developing Programs for At-risk Students
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Sequence 2 - 2006-2007: Professional Development Modules withCultural and Linguistic Foci
Strand 3: Building Home, School & Community Connections - Effective Home/School Connections
Strand 4: Assessment - Racial/Ethnic Disparities in Special Education Assessments
Strand 5: Leadership - Self-assessing Culturally Responsive Policies, Practices and Beliefs
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Linking TACD Modules to Teacher Education
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NYU TACD developed the following modules specifically with teachers in mind to directly impact their beliefs and practices:
Principles of Culturally Responsive School Environments
Differentiated Instruction Managing Your Classroom Creating Inclusive Classrooms Bilingual Strategies for Developing Learners Reaching Out to Black and Latino Males Effective Home/School Connections
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The modules bridge the gap between teachers and students…
McIntyre (1997) notes: Pre-service teachers typically see themselves as
committed individuals, having good parents, good values, a good education and a good sense of what is expected from them as teachers.
In contrast, they see students, particularly students of color as not having these things present in their lives. Many rely on stereotypical notions of who their students are.
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NYU TACD modules encourage teachers to re-examine how they see students’ cultural and linguistic backgrounds:
Recognize the networks rooted in students’ communities and extended families.
Being poor or working class is not equated with intellectual inferiority (Ladson-Billings, 2002).
Have high expectations and high regard for those students who are culturally and linguistically different from them.
Respect and appreciate the differences between their students and themselves.
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References Byrd, E. & J. McIntyre. (1997). Research on the
education of our nation’s teachers, teacher education. Corwin Press, Inc. Thousand Oaks, CA.
Ladson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology and Education Quarterly, v.37, n2, pp.104-109.
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ADDITIONAL INFORMATION
For additional information, please contact:
Project Director, Dr. Edward Fergus, eaf7@nyu.edu or
212 998-5253
Project Administrative Assistant, Beverly Murphy, bim1@nyu.edu, or 212 992-9436
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Technical Assistance Center on Disproportionality
Metropolitan Center for Urban Education
New York UniversitySteinhardt School of Education
212.998.5100http://nyu.edu/education/metrocenter
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