1. 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

2. 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

3. 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

4. Collaborative PARTNERSHIPS TAC-D RSE-TASC SPECIAL EDUCATION PARENT CENTER R-BERN EARLY CHILDHOOD DIRECTION CENTER SPECIAL EDUCATION QUALITY ASSURANCE PBIS/RTI SPECIALIST

5. Scope of work PHASES (District/School) PHASE 1 Securing School District Support to Addressing Disproportionality (5 hours) Develop Relationships Explain Services Assess Readiness Create Plan for Phase 2 PHASE 2 Identifying Root Causes of Disproportionality (20 hours) Identifying Possible Root Causes Develop Quality Improvement Plan PHASE 3 Provide Customized Technical Assistance and Professional Development (25 hours) Implement QIP Changes in Policies, Practices and Beliefs related to Disproportionality PHASE 4 Evaluate Changes in Practice, Procedures and Policies and prepare Sustainability Plan (5 hours) Measure Progress based on QIP Goals Update QIP Develop Long-term Plan

6. 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

7. Multi-tiered systems of SUPPORTS MULTI-TIER SYSTEMS OF SUPPORT CLASSROOM TEAMS SCHOOL DISTRICT COACHING SMALL GROUP WHOLE- GROUP CLASSROOM TEACHERS SUPPORT STAFF SCHOOL LEADERS DISTRICT LEADERS STUDENT OUTCOMES

8. 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

9. 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?

10. Intentions Outcomes How do we know our actions as a district or school REDUCE Disproportionality?

11. Difficult DIALOGUE

12. Think-Pair-Share Melissa Harris-Perry What are your questions? What are your hopes ? What are your concerns ?

13. Disproportionality is COMPLEX Disproportionality Discipline Policies and Practices Interventions and Referrals Instruction and Assessment Educational Opportunity Family and Community Teacher Expectations and Misconceptions Cultural DissonanceSociodemographics

14. External Factors School Factors Infrastructure capacity Teacher capacity Leadership capacity Social/cultural capital Exposure moments Health and Economic stability Interaction EFFECTS

15. Closing GAPS

16. 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 The Cultural Continuum Surface Transitional Integrated Social Change Implementing PRACTICES

17. It’s not another initiative to add to your already full plate, it is the plate. Common Core APPR RTI Testing

18. Before TAC-D

19. Great EFFORT, limited SUSTAINABILITY !

20. After TAC-D = Root Cause Analysis Using Data to Drive Change Develop & Implement Tailored Solutions Develop & Implement Tailored Solutions Identify your Unique Problem

21. Through this, equity is ACHIEVED…

22. Small group CONVERSATIONS

23. 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 ?

24. Read and share article with your future team members prior to next root cause meeting: Exclusionary School Punishment Questions, Comments, or Concerns… Extended Learning