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NYCDOE TAC-D OVERVIEW
Metropolitan Center for Research on Equity and the Transformation of Schools
Technical Assistance Center on Disproportionality
http://education.nyu.edu/metrocenter/
212-998-5100
Contract
• Listen with Respect• Struggle together• Participate• Push your growing edge:• Consider what’s in it for me• Stay engaged• Expect to experience discomfort• Speak your “Truth”• Keep it Real ! • Confidentiality
“As we struggle together, we will have hit the growing edge—push your growing edge!”
-The People’s Institute for Survival and Beyond
Who we ARE
• Technical Assistance Center on Disproportionality (TAC-D) at the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University
• State Department of Education 5 year grant
• 20 School districts throughout the state
• 2 year commitment
• Regional Professional Development and Technical Assistance
PHASE 3: Implementation of support systems for addressing disproportionality
5 Essential Supports • Leadership • Staff Professional Capacity • Instructional Guidance • Student-centered Learning • Family-Community
Potential Outcomes • Culturally Responsive:
– Early warning systems– Leadership vision– Data-driven instructional
practices – Positive behavioral supports– Family-community
engagement plan– School culture/climate
supports
Multi-tiered systems of SUPPORTS
COACHING
SMALL GROUP
WHOLE-GROUP
CLASSROOM TEACHERS
SUPPORT STAFF
SCHOOL LEADERS
DISTRICT LEADERS
ST
UD
EN
T O
UT
CO
ME
S
Disproportionality is…
• The over-representation of a specific group in special education programs or disciplinary outcomes relative to the presence of this group in the overall student population, and/or
• The under-representation of a specific group in accessing intervention services, resources, programs, rigorous curriculum and instruction relative to the presence of this group in the overall student population
SOURCE:U.S. Department of Education
Disproportionality in suspensions
Comparison with other students in your
school
Comparison with similar students in
other schools
Comparison with similar students in
similar schools
How does the discipline outcomes of Black and
Latino students compare to other (non-Black)
students in your school?
How does the discipline outcomes of Black and
Latino students compare Black and Latino students in other
schools?
How does the discipline outcomes of Black and
Latino students compare to Black and Latino
students in schools that are demographically
similar to yours?
Think-Pair-Share
Melissa Harris-Perry
What are your questions? What are your hopes ?
What are your concerns ?
It’s not another initiative to add to your
already full plate, it is the plate.
Common Core
APPRRTI
Testing
After TAC-D =
Root Cause AnalysisRoot Cause Analysis
Using Data to Drive ChangeUsing Data to Drive ChangeDevelop & Implement
Tailored Solutions
Develop & Implement
Tailored Solutions
Identify your Unique Problem
Identify your Unique Problem
Next steps
• Identify a diverse (i.e. personal and professional) list of colleagues who would be a good fit for your school’s root cause team: – School Building Leadership – Teachers and Teacher Assistants – Support Staff (i.e. security, paraprofessionals, others, etc.)– Families and Community members – Students
• Identify all the internal and external stakeholders you will have to communicate with regarding this initiative: – How will you explain why this initiative is important ? – What will you communicate ? – How will you communicate it ?