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
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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
Collaborative PARTNERSHIPS
RSE-TASC
SPECIAL
EDUCATION
PARENT
CENTER
PBIS/RTI
SPECIALIST
TAC-D
SPECIAL
EDUCATION
QUALITY
ASSURANCE
R-BERN
EARLY
CHILDHOOD
DIRECTION
CENTER
Scope of work PHASES (District/School)
PHASE PHASE PHASE PHASE
1
2
3
4
Securing School
District Support to
Addressing
Disproportionality
(5 hours)
Identifying Root
Causes of
Disproportionality
(20 hours)
Provide Customized
Technical Assistance
and Professional
Development
(25 hours)
Evaluate Changes in
Practice, Procedures
and Policies and
prepare
Sustainability Plan
(5 hours)
Develop Relationships
Identifying Possible
Root Causes
Implement QIP
Measure Progress
based on QIP Goals
Explain Services
Update QIP
Assess Readiness
Develop Quality
Improvement Plan
Create Plan for Phase 2
Changes in Policies,
Practices and Beliefs
related to
Disproportionality
Develop Long-term Plan
PHASE 3: Implementation of support
systems for addressing disproportionality
5 Essential Supports
Potential Outcomes
• Leadership
• Culturally Responsive:
– Early warning systems
• Staff Professional Capacity
– Leadership vision
• Instructional Guidance
– Data-driven instructional
• Student-centered Learning
practices
• Family-Community
– Positive behavioral supports
– Family-community
engagement plan
– School culture/climate
supports
CLASSROOM
TEAMS
COACHING
SMALL
GROUP
SCHOOL
DISTRICT
WHOLEGROUP
CLASSROOM
TEACHERS
SUPPORT
STAFF
SCHOOL
LEADERS
DISTRICT
LEADERS
STUDENT OUTCOMES
MULTI-TIER SYSTEMS
OF SUPPORT
Multi-tiered systems of SUPPORTS
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?
How do we know our actions
as a district or school
REDUCE Disproportionality?
Intentions
Outcomes
Difficult DIALOGUE
Think-Pair-Share
Melissa Harris-Perry
What are your questions?
What are your hopes ?
What are your concerns ?
Disproportionality is COMPLEX
Educational
Opportunity
Family and
Community
Teacher
Expectations and
Misconceptions
Instruction and
Assessment
Interventions and
Referrals
Discipline Policies and
Practices
Cultural Dissonance
Disproportionality
Sociodemographics
Interaction EFFECTS
External
Factors
School
Factors
Health and
Economic stability
Leadership
capacity
Exposure
moments
Teacher capacity
Social/cultural
capital
Infrastructure
capacity
Closing GAPS
Implementing PRACTICES
Surface
Transitional
Integrated
The Cultural
Continuum
Social Change
Surface
• Food,
• Fashion,
• Festivities
Transitional
• A few
multicultural
units of
study are in
the
curriculum
Integrated
• Multicultural
units are
integrated
into the
curriculum
Social Change
• Multicultural
units are
used as part
of a social
justice
curriculum
RTI
APPR
Testing
Common
Core
It’s not another initiative to add to your
already full plate, it is the plate.
Before TAC-D
Great EFFORT, limited SUSTAINABILITY !
After TAC-D =
Root Cause Analysis
Using Data to Drive Change
Identify your Unique
Problem
Develop & Implement
Tailored Solutions
Through this, equity is
ACHIEVED…
Small group CONVERSATIONS
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:
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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 ?
Extended Learning
Read and share article with your future team
members prior to next root cause meeting:
•Exclusionary School Punishment
Questions, Comments, or Concerns…