TAC-D Upcoming Events & News
TAC-D 2017 SUMMER INSTITUTE
May 19th, 2017
DISMANTLING AND ERADICATING DISPROPORTIONALITY:
INTERVENTIONS FOR ALL CHILDREN
Featured Keynote Speakers:
Dr. Django Paris
Dr. Sonia Nieto
Dr. Russell Skiba
Dr. Kent McIntosh
Unleashing the Power of Culturally Responsive Education in the 21st Century:
Empowering students, families and educators
The Technical Assistance Center on Disproportionality (TAC-D) is pleased to announce regional professional development workshops for the 2016-17 school year. These workshops are offered to any interested school district at no charge, and are designed to assist school districts in understanding the root cause of, and how to systemically address, the disproportionate assignment of various subgroups in special education.
Disproportionality has no one cause but is rather the product of a confluence of contributing factors. These factors provide the conditions and environment where disproportionate outcomes for culturally and linguistically diverse students may occur. The purpose of these regional workshops is to build capacity (E.g., root cause, disciplinary and instructional practices, leadership development on disproportionality, family engagement, and supports for English language learners and Black and Latino students) by providing information to school districts that were identified with disproportionality or who are at-risk of NYSED identification in future years. Sessions are tailored to meet the unique needs in each of the 10 regions of the State (This link provides a map of the regions. http://www.p12.nysed.gov/specialed/techassist/rsetasc/regionmap.htm). Some of the sessions are conducted in a series and will build on each other. In this case it will be important that the same team members attend each session.
Who Should Participate: District teams that could include: Superintendent, Assistant Superintendent, Curriculum Leader, Response to Intervention (RtI) leader, Positive Behavioral Intervention and Supports (PBIS) leader, Special Education Director. School teams that could include: representation from your current or developing RtI/Instructional Support (IST) team, building leadership team, PBIS team, Pupil Personnel Services staff, general education teachers, special education teachers, or any team identified responsible for providing tiered behavioral and academic supports for struggling students.
Where can I get more information? Please contact the TAC-D Project Associate assigned to your region for specific information about the workshops in your region including registration information, room locations, and times:
Long Island TBA
Lower Hudson TBA
For more information about TAC-D, please contact Dr. Patrick Jean-Pierre, Project Director at email@example.com.
Dr. Kirkland’s bold and nuanced presentation is based on over a decade of research aimed at understanding the complexities of teaching and learning in complex and culturally dynamic educational settings. The goal of his presentation is to raise awareness of the effects of educational injustice in the lives of youth in order to interrupt cycles of disproportionality. His presentation also aims to examine—perhaps more holistically—the peculiar deficit politics pervasive in education, exploring instead the power of the relevance, as it constructs and deconstructs opportunities to center students for learning and liberation. His presentation closes by suggesting that, from a cultural relevance perspective, urban youth take on new meanings beginning with a voice and a verb, where youth when affirm, valued, and respected have the power to transform the world inside--‐out.
Wednesday, February 24, 2016
11:30 am-‐1:30 pm
239 Greene Street
For more information please download flyer
Please be advised that there will be a book signing from 11:30 am to 12:15.
- In advance of the event date, we recommend individual users go to livestream.com and test playback of an event currently streaming through the platform. This allows the individual to determine if his/her own unique firewall settings prevent video streaming. Any questions resulting from this test should be directed to the individual's own IT support.
- For the strongest internet connection, we recommend using a wired Ethernet connection rather than wifi. This allows for smoother streaming.
- Livestream automatically chooses between low, medium, and HD quality bandwith based on the strength of your connection. If you experience buffering, you can also lower your bandwidth manually on the player.
November 4-7, 2015
Brown Bag Discussion on Equity, Disproportionality and Poverty in Schools
September 18, 2015
Thank you for joining us in person and remotey for the discussion on Equity, Disproportionality and Poverty in Schools with
Thank you, Dr. Milner for your insight and energy.
We hope you'll visit again,
*Dr. Milner is a policy fellow of the National Education Policy Center. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the sociology of education. In particular, Professor Milner’s research examines practices and policies that support teacher success in urban schools.
- "I had a great time. The summer institute really put everything into perspective. Amazing day!"
- "This was the best conference of all the years I have been going."
- "The sessions and panels during the conference were inspiring. Job well done!!"
Brown Bag Discussion on Equity, Disproportionality and Post-Secondary Transition
TAC-D hosted an inaugural Brown Bag discussion on Disproportionality, Equity and Post-Secondary Transitions on February 27th 2015. Dr. Audrey Trainor from New York University and Dr. David Connor from Hunter College led an insightful and thought-provoking conversation. Over 70 practitioners, researchers and educational professionals attended the Brown Bag either in person or via our live streaming link. We look forward to hosting more BrownBag discussions in the future and want to thank both Audrey and David for sharing their important and ground breaking research on the intersections between post-secondary transitions and disparate outcomes in special education.
District and Schools Caught in the Act of Ensuring Equity for ALL
District 17 NYCDOE
District 17 continues to make equity and culturally responsive education a priority. All 33 schools in the district celebrated how they have used an equity-based culturally responsive approach to improve academics and school culture. Please see pictures from their culminating TAC-D share fair on May 26, 2016: District 17 TAC-D share fair
Bedford Central School District: Root Cause Process - October 2015
The Bedford Team, led by Ms. Lorraine Lopez, TAC-D Senior Project Associate, meet regularly to identify the root cause(s) of disproportionality in the district. Mr. Patrick Drew, Assistant Superintendent of C&I, Dr. Edward Escobar, Director of PPS, Ms. Adrienne Viscardi, Director of ESL and Ms. Stacey Haynsworth, Director of PD, are some of the stakeholders coming together to collectively address the root cause(s) of disproportionality in the district. The root cause process involves Understanding Disproportionality, Examining Policies, Practices and Beliefs Related to Disproportionality and Identifying and Prioritizing Root Cause(s).
Auburn CSD - Root Cause Process - October 2015
Ms. Lorraine Lopez, TAC-D Senior Project Associate, facilitates the root cause process with an Auburn CSD team of teachers, administrators and support staff reprsenting all school buildings. Participating in the team are Ms. Camille Johnson, Assistant Superintendent of Student Services, Ms. Jennifer Whipple, Director of Special Education, Ms. Kristan Martin, Assistant Director of Special Education, Ms. Karen Howard, SEQA* Regional Associate and Ms. Janel Payette, RSE TASC** Coordinator. The root cause process involves Understanding Disproportionality, Examining Policies, Practices and Beliefs Related to Disproportionality and Identifying and Prioritizing Root Cause(s).
* SEQA - NYSED Special Education Quality Assurance
** RSE TASC - Regional Special Education Technical Support Center
Union-Endicott Central School District: Culturally Responsive Education (CRE) - September/October 2015
The UE Team, led by Ms. Lorraine Lopez, TAC-D Senior Project Associate, meet regularly to critically examine the racial and cultural components of their everyday interactions with students and families as framing the development of educational practice. The interdisciplinary team includes Dr. Suzanne McLeod, Superintendent of Schools, Ms. Nicole Wolfe, Assistant Superintendent, Ms. Vanessa DuBrava, Director of Special Education, other Central District Administrators, Dr. Sharon Wells, Board of Education Trustee, Building level administrators, teachers and support staff.
TAC-D's CRE series has its foundation in Critical Race Theory (CRT) and the Eight Principles of Culturally Responsive Education: 1) Communication of High Expectations; 2) Active Teaching Methods; 3) Practitioner as Facilitator; 4) Inclusion of Culturally and Linguistically Diverse Students; 5) Cultural Sensitivity; 6) Reshaping the Curriculum or Delivery of Services; 7) Student-Controlled Discourse; 8) Small Group Instruction (Ladson-Billings & Tate, 1995; Ladson-Billings, 1994).
UE is approaching cultural competence and responsiveness from the perspective that in order for practitioners to become guardians of equity there needs to be a recognition that race, class, culture, and linguistic diversity are important social factors in defining the availability and persistence of access.
Regional Work: Vestal - Root Cause Process - October 2015
Ms. Lorraine Lopez, TAC-D Senior Project Associate, facilitates the root cause process with a Vestal CSD team of teachers, administrators and support staff including Anne Tristan, Director of Special Education. The team came together to identify and address the root cause(s) of disproportionality in the district.
Union-Endicott: Superintendent's Conference Day - March 2015
Mrs. Lorraine Lopez, TAC-D Senior Project Associate keynote on Disproportionality at Union-Endicott Central School District prepares the Union-Endicott staff to engage in culturally responsive activities throughout the day on March 13, 2015. Superintendent Dr. McLeod, Rebecca DeBottis, RSE TASC, UE Root Cause Team, and Leadership Cabinet collaborated with TAC-D team members to turnkey the Meritocracy, Labels and Diversity table flagship activities district-wide.
Roosevelt Union Free School District: Ulysses Byas Kindergarten Royal Ball – 2015
Ulysses Byas and Principal Hudson brought culturally responsive education to life on March 18, 2015. Principal Hudson and staff does whatever it takes to keep their students engaged with learning and real-world application. The Kindergarten students participated in a Royal Ball as a culminating activity from reading and learning in the domain of Kings and Queens. This domain of study is a part of the Core Knowledge Language Arts Curriculum taught by our Kindergarten, First and Second Grade teachers. During the Royal Ball some of the students from each class shared core knowledge vocabulary, read informational selections from the domain and shared excerpts of the fictional stories of the domain. All students recited two nursery rhymes, danced and enjoyed royal refreshments with staff and family members in attendance. It was a celebration of royal proportion.
Roosevelt Free Union School District - 2015
Roosevelt Free Union School District forms a district-wide work group to develop a universal equitable school-wide system to ensure all students succeed. Dr. Dionne Wynn, Centennial, Washington Rose and Ulyssess Byas elementary schools, as well as, Roosevelt Middle and High Schools dedicated two days to enhancing their current instructional guidance systems. The work group plans on adapting the district’s current RTI plan, IST forms and align all problem-solving teams district-wide.
PSIS 377 - 2015
Peekskill City School District - 2015
Peekskill City School district-wide team is working diligently on their root cause plan (2015). Joyce Long, Special Education Director, principals, teachers and many support staff work collectively to identify the elements that will ensure all stakeholders thrive with the district. RSE-TASC also attended to support the process. Ms. Long and the district team plan to work with TAC-D to turnkey work to all school buildings.
East Ramapo School District - 2015
Art Jakubowitz, Assistant Superintendent of Special Education, school principals and TAC-D work collaboratively to keep East Ramapo School District focused on addressing disproportionality and engaging in conversations about Culturally Responsive Education. Spring Valley High School, Ramapo High School, Chestnut Middle School and Pomona Middle School dedicate their afternoon to initial conversations on equity. The next wave of work continues in March 2015.
NYCDOE's Distict 17 Unwavering and Relentless Pursuit of Equity - 2014
NYCDOE's partnership with TAC-D moves to the next level. District 17 takes the lead in collaborating with TAC-D to ensure Equity and prevent disproportionality district-wide. District 17 schools dedicated the month of January 2015 at M.S. 484 to identify creative ways to close all district gaps. The plan will provide supports for school leaders, staff, teachers, students and families. Some key levers for change include, increased school leadership collaboration, innovative processes to enhance home-school collaboration, integrating social-emotional learning as part of the instructional experience and creating mechanisms for supporting high-quality culturally responsive instruction. Superintendent Ellis and District 17 are determined to become the "Pride and Joy of Brooklyn. (2014)
The NYSED Department P-12: Office of Special Education invited its Special Education Technical Assistance Centers to a celebration of best practices in improving outcomes for students with disabilities and an opportunity to plan continued network collaboration. The combined meeting featured opening remarks from Commissioner John B. King, Jr. and a keynote presentation by Dr. Janet Zadina (http://www.brainresearch.us/) as well as panel presentations and breakout sessions. The TAC-D team presented a workshop on Using 21st Century Culturally Responsive Practices to Reduce Disproportionality as a Way to Improve Treaching and Learning For All Students.
TAC-D Team: (l to r) Traci D. Anderson, Beverly Murphy, Dr. Patrick Jean-Pierre, Jordan Fullam,
Dr. Maria G. Hernandez, Lorraine Lopez, and Steve Marchant (SED). Missing: Christina Hale-Elliot and Catherine Voulgarides
TAC-D held a kick-off meeting with the New York City Department of Education (NYCDOE) to have a conversation around equity with Dr. Pedro Noguera and provide an overview of the work TAC-D will engage in with five NYCDOE Clusters.
After the opening remarks by Dr. Patrick Jean-Pierre, Director of TAC-D, Mr. Tricarico Christopher, NYCDOE Deputy Cluster Leader, provided an outline of the day. Dr. Pedro Noguera spoke on the topic of Equity in Schools followed by a break-out session where TAC-D Associates presented an overview of the work planned for the current school year (Click here for ppt presentation).
September 2014 - New Partnership with Mid-West Regional Team!
TAC-D is pleased to announce a new partnership with the Mid-West Regional team. Under the leadership of Kelly Endres (RSE-TASC Coordinator), TAC-D associates will partner with behavior specialists and special education school improvement specialists from the region to address disproportionate disciplinary outcomes. These trainings, centered on culturally responsive pedagogy, will afford participants the opportunity to explore their existing policies, practices, and beliefs through a culturally responsive lens and develop action plans to implement new strategies to address these inequities. The trainings will be held as two-part series in three locations across the region. Details to come soon!
Collaboration is Key to New York City Region Team's Success
The New York City Region Team has developed a collaborative approach to tackling the issue of disproportionality in the suspension of African-American and Latino students with disabilities. The team, under the leadership of Loren Bohlen, RSE-TASC Coordinator and Renée Williams, TAC-D Project Associate, decided to co-train sessions whenever possible in an effort to strengthen our shared work in schools. On April 21st, the Team held its second training, "Response to Intervention: Tier 1 Behavior Interventions," which was co-presented by Satish Moorthy, New York City PBIS Project Director and RSE-TASC Behavior Specialist and Mrs. Williams. 31 regional partners were in attendance, including administrators, Behavior and Bilingual Specialists, and SESIS from the NYC RSE-TASC, district administrators and teachers from NYCDOE, Children's First Network leaders, and members of the Regional School Support Centers.
2010 - New Partnership with Eastern Regional Team!
NYU TAC-D Disproportionality project is pleased to announce our newest partnership with the Eastern Regional team. Under the leadership of Kathy Gomes (RSE-TASC coordinator), TAC-D, regional TA providers and local school districts met at Capital Region BOCES on April 20th , 2010 to outline a plan for addressing school suspension rates and equity issues in the region. In addition, two former TAC-D districts presented unique models for creating systemic change and reducing disproportionailty district-wide. These districts were represented by Sherry Tannenbaum, Principal, Marie Pellegrino, Special Ed. Teacher and Nariman Mardini, IEP Teacher from P.S. 226 in Brooklyn, NY, as well as, Avis Beverly, Principal and Mari Rendich, Director of Special Services from Haverstraw-Stony Point CSD in North Rockland.
- TAC-D project leaders will be providing an overview of the project and presenting At Risk Boys and Principles of Culturally Responsive School Environments workshops at Roosevelt UFSD Superintendent's Day Conference on November 3rd.
- Metro Center's Black and Latino Male Advocacy Coalition project releases report on Dropout Crisis among Black and Latino Males in NYC Public Schools.
Key findings from the report include:
- Among the 2006-2007 cohort for NYC high schools, nearly 19% of Latino males and 14% of Black males dropped out.
- Black and Latino male dropouts tended to be overage. Among the dropout population, overage students (e.g., one year older than average of student population) comprised 16% of the population, in comparison to other groups where overage students were 3% or lower.
- A large portion of Black and Latino males who dropped out remained in high school for at least three years. After three years of high school, more than 70 percent of the students who dropped out were still in school.
- TAC-D partnered with the Nassau TRACT Teacher Center at Adelphi University to host a full-day Culturally Responsive Education conference on October 21st. Opening activities included a welcome address by Barbara DelliCarpini and Les Cohn of the TRACT Center followed by a TAC-D project overview by Dr. Edward Fergus, NYU Metro Center's Deputy Director. The morning highlight was a keynote address entitled Equity and Access in Culturally Responsive School Environments presented by our own Dr. Pedro Noguera, NYU Metro Center, Executive Director. In the afternoon, TAC-D project leaders presented concurrent Principles of Culturally Responsive School Environment workshops. Click here to view video.