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Addressing Disproportionality through Technical Assistance: A Case Study of New York

Addressing Disproportionality through Technical Assistance: A Case Study of New York. Metropolitan Center for Urban Education. Project 405 Team Metropolitan Center for Urban Education New York University. Part I: New York State Chapter 405 Laws on Disproportionality

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Addressing Disproportionality through Technical Assistance: A Case Study of New York

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  1. Addressing Disproportionalitythrough Technical Assistance:A Case Study of New York Metropolitan Center for Urban Education Project 405 Team Metropolitan Center for Urban Education New York University

  2. Part I: New York State Chapter 405 Laws on Disproportionality Part II: NYU Chapter 405 Project Overview & technical assistance in piloted districts Part III: Preliminary Field Experiences

  3. To Provide an overviewof: Objectives • New York State Chapter 405 Laws on Disproportionality • Chapter 405 Project at NYU • NYU/VESID contract for technical assistance in piloted districts

  4. Part I:New York State Chapter 405 Laws on Disproportionality

  5. New York State Chapter 405 Laws of 1999 required provisions: • Collect and examine special education data from all school districts. • Identify school districts that have overrepresentation in one or more areas of disproportionality. • Address and improve results in identified problem areas.

  6. Problem Areas • High rate of classification • Low declassification rate of preschool students ages 4-5 • Low declassification rate of school-age students ages 6-12 • High rate of placing school-age students in separate education settings • Disproportionate overrepresentation based on race/ethnicity, of students with particular disabilities • Disproportionate overrepresentation based on race/ethnicity, in the placement of preschool students with disabilities in separate education settings • Disproportionate overrepresentation based on race/ethnicity, in the placement of SWD in more restrictive settings

  7. What is Disproportionality in NY State? • Inappropriate overrepresentation and over-identification of sub-groups in special education.  • Relationship or association between a child's race or ethnicity, special education classification, and placement. 

  8. New York State--the number of Identified Schools Districts with Disproportionality

  9. As a result of identification, School districts are provided specific technical assistance

  10. Technical Assistance Provisions • Technical assistance to identified school districts for planning and professional development through State Education Technical Assistance networks. • Regional technical assistance by pre-referral and intervention strategies, co-facilitating, team building and parent training. • Technical assistance with New York University contract to six identified school districts.

  11. NYU Project Overview & Technical Assistance in Piloted Districts Part II:

  12. Project Overview • Develop, implement, and assess a process of providing comprehensive technical assistance to New York State school districts addressing issues of disproportionality. • 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, and materials and resources.

  13. Two-Tiered Capacity Building Approach • Tier 1: Provide schools and districts with a content and assessment framework for identifying, understanding, and addressing disproportionality. • This includes… • Root cause analysis, strategic planning process, resource inventory, collaboration with regional networks, and an assessment of interventions (fidelity and impact). • Collaborative alignment, implementation, assessment, and identification of further areas of improvement. • Align with other equity initiatives (e.g., achievement gap, high school graduation)

  14. Two-Tiered Capacity BuildingApproach (Cont…) • Tier 2: Provide regional networks with the tools for continuously identifying disproportionality issues, assess the implementation and impact of research-based strategies identified and implemented by districts and schools. • This involves… • Incorporating the content, process, and protocols developed by the Professional Development Initiative of State Education Department.

  15. State Education Agencies (OSI and VESID) Tier II Training and TA focus on State, Regional, and District alignment Regional Technical Assistance and Training Providers Principals and Superintendents Tier I Training and TA focus on District and School sites Schools and School Staff Parents, Youth, and Community Two-Tiered Approach

  16. What Does NYU Provide to Piloted Districts? • Training Modules on Data Analysis • Service Plan • Web-based clearinghouse • On-site Coaching/Technical Assistance • Professional Development • Fact Sheets on disproportionality related topics • Disproportionality related tools and resources

  17. Six New York State Piloted Districts • Cheektowaga Central School District--Western Region • Haverstraw-Stony Point Central School District--Hudson Valley Region • Hudson City School District--Eastern Region • New York City--Region 7 • Patchogue-Medford UFSD--Long Island Region • Utica City Schools--Mid-State Region

  18. Selection Criteria for Identified School Districts • DataDistrict data indicated at least two 405 problem areas out of the seven possible categories • ReadinessDistrict demonstrated a readiness to address issues of disproportionality • CapacityRegional TA networks supporting the district have the ability to build capacity • PilotDistrict could provide schools for piloting the program

  19. Training Modules • A- Understanding Disproportionality • B-Disproportionality Data Repository (DDR) • C- Data Analysis • D-Root Cause Identification • E- Root Cause Research • F- Service Plan (Summer Institute)

  20. Year 1 Activities (04-05) • Building district and regional team membership • Connect technical assistance network providers

  21. Year 2 Activities (05-06) • Provide technical assistance training modules • Identify root cause in piloted districts • Develop professional development service plan for 2006-2007

  22. Year 3 Activities (06-07) • Professional Development based on root cause in piloted districts • Provide technical assistance training modules in unidentified districts • Conduct project evaluation of piloted districts

  23. Year 4 Activities (07-08) • Professional Development based on root cause in pilot districts and unidentified districts • Continue project evaluation • Develop best practices publication

  24. Year 5 Activities (08-09) • Continue professional development in piloted and unidentified districts • Finalize best practices publications • Finalize Evaluation

  25. Part III:Preliminary Field Experience

  26. Year 1 Experiences • Getting to root cause too quickly • Difficulty establishing district and regional membership teams • General Education and Special Education teams did not know each other • Summer Institute 2005

  27. Year 2 Experiences • Technical Assistance module • Website • DDR • Higher Education Institutions • Coaching to piloted districts • Supporting Superintendent Conferences • Summer Institute 2006 • Development of service plan

  28. Project 405 Team Metropolitan Center for Urban Education New York University Steinhardt School of Education 212.998.5100 http://nyu.edu/education/metrocenter

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