Resources+by+Topic

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=October 2014--New Resource: //Equity, Inclusion, and Opportunity: Addressing Success Gaps//= White Paper

Rubric

=Resources by Topic= This page contains practitioner guides, guidance documents, and other resources. Please see Research Articles for empirical studies or literature reviews / overviews. Topics below include:
 * Culturally relevant instruction
 * Cultural responsiveness
 * Causes of disproportionality
 * Effective instructional interventions
 * CEIS Resources


 * Culturally Relevant Instruction**

Darvin, J. (2012). Novice teachers need real professional development. //Principal//, 91(4), 28-31. Retrieved from: []

//In this article in// Principal//, Queens College/City University of New York professor Jacqueline Darvin suggests using “cultural and political vignettes” to get teachers (especially new teachers) thinking about the unspoken challenges of the profession.//

Fiedler, C.R. et al. (2008). Culturally responsive practices in schools A checklist to address disproportionality in special education. //Teaching Exceptional Children//, 40(5), 52-59.

//The CADSE (Checklist to Address Disproportionality in Special Education) was designed to help school staff identify and discuss relevant external factors (e.g.. impact of high stakes assessment and accountability demands, school district priorities and policies) and internal factors (e.g., schoolwide ecology and supports; general education teacher beliefs and practices; early intervening services; and IEP processes at three stages: referral, assessment, and special education eligibility determination). The checklist is designed to help school staff think more deeply about issues and practices that may contribute to the overrepresentation of students with RCELD in special education. The goal of the CADSE is to serve as a catalyst for school improvement efforts to ensure that the limited resources of special education are reserved for students with RCELD who are truly disabled.//

Garcia, S. B. & Ortiz, A. A. (2006). //Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions.// Tempe, AZ: National Center for Culturally Responsive Educational Systems.

//In this brief, we highlight four key elements of culturally- and linguistically-responsive prereferral intervention for culturally and linguistically diverse students. These elements are (1) Preventing School Underachievement and Failure, (2) Early Intervention for Struggling Learners, (3) Diagnostic/Prescriptive Teaching, and (4) Availability of General Education Problem-Solving Support Systems.//

Hawley, W.D., & Irvine, J.J. (2011). The teaching evaluation gap: Why students' cultural identities hold the key. //Education Week,// 31(13), 30-31.

//Attention to serious teacher evaluation is long overdue. However, most of the protocols for measuring performance give inadequate attention to teaching practices that are particularly effective with students from diverse racial, ethnic, cultural, and linguistic backgrounds. By ignoring these research-based practices, generally called "culturally responsive pedagogy," or CRP, any high-stakes teaching evaluation is likely—unintentionally and ironically—to fail the very students most in need of highly effective teaching.//

Kozleski, E.B. (2011). //Culturally responsive teaching matters!// Tempe, AZ: The Equity Alliance.

//In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow. This is no small matter because it requires that teachers transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that en- gage and sustain student participation and achievement.//

Metropolitan Center for Urban Education (2008). //Academic interventions for struggling learners: Using culturally responsive instructional support teams.// New York: NY: NYU Steinhardt.

//In nearly every classroom, students come with a range of strengths and weakness, each of which provide unique challenges for even the most skilled teachers. Often times, the learning needs of struggling learners require additional academic support that is not offered to the average student through the general education curriculum. While they may be perceived as such, these struggling learners are not learning disabled, but rather, they require specialized interventions to help them to achieve at the same level and pace as their peers. The challenge thus lies in the ability of a teacher or team of educators to identify the best and most effective interventions to help those struggling learners prior to any referrals to special education.//


 * Cultural Responsiveness**

Bal, A., Thorius, K. K., & Kozleski, E. (2012). Culturally responsive positive behavioral support matters. Tempe, AZ: Equity Alliance.

//In this What Matters brief, we explore the critical role of addressing and supporting behavior and socialization in schools as educators, students, families, schools,// //and communities embrace the waves of diversity that surge through our schools and institutional systems. That diversity is a vital resource for systemic transformation. In this brief, we first describe the features of PBIS and then present a framework for culturally responsive school wide positive behavioral interventions and supports (CRPBIS) to address enduring educational equity issues, such as the racialization of discipline and out- come disparities, and to build safe, inclusive, and supportive school climates. The CRPBIS framework offers a multifaceted approach that intentionally intervenes in the linkages between individuals and social structures to prepare students for the complex roles of adulthood.//

Edmin, C. (2012). Yes, Black males are different, but different is not deficient. //Phi Delta Kappan,// 93 (5), 13-16.

//In order to acknowledge the difference of black males and to consider the variation in their experiences, I’ve developed five tools for teaching black males that have had some success in my research: cogenerative dialogues, coteaching, cosmopolitanism, context, and content. This research and its developed tools are based on the fact that when black males are in social spaces that align with their core identities, their desires to think critically, make keen observations, support these observations with facts, and engage in dialogue are activated.// Noguera, P. (2012). Saving Black and Latino boys: What schools can do to make a difference. //Phi Delta Kappan//, 93 (5), 8-12.

//While some of the schools that are successfully educating black and Latino males are single-sex, others are not. A four-year study that I led at the Metropolitan Center for Urban Education found that some but not all of the single-sex schools that have been created over the last few years are quite successful. Many single-sex schools have been created without a clear sense of instructional supports that the students they serve will need. They also haven’t created a learning climate conducive to academic success and positive youth development. Not surprisingly, these schools are foundering, and the students they serve are not thriving. Clearly, there is no magic to be found in merely separating boys of color from their peers.//




 * Causes of Disproportionality**

Fergus, E. (2010). //Distinguishing difference from disability: The common causes of racial/ethnic disproportionality in special education.// Tempe, AZ: The Equity Alliance at Arizona State University.

//Given some of the negative consequences of special education placement, there is urgency in understanding the practices that lead to identification and placement and why it happens disproportionately to Black, Latino and Native American student populations. In the absence of a research base for why Black, Latino and Native American representation in special education is not proportionate to their representation in general education (Blanchett, 2006; O’Connor & Fernandez, 2005), then educators must consider whether our local, state, and national educational policies and practices place racial/ethnic minority and low-income student groups at risk. In this article, I highlight some of the common policies, practices and beliefs that place racial minorities and low-income students at risk.//

Hoover, J.R. (2012) Reducing unnecessary referrals: Guidelines for teachers of diverse learners. //Teaching Exceptional Children//, 44(4), 38-47.3

// This article provides a model for educators to use to effectively consider cultural and linguistic diverse needs in today's classrooms.... The four-step process emphasizes knowledge and skills in four key areas: (1) overrepresentation, (2) effective instructional framework, (3) factors influencing learning for diverse students, and (4) consideration of diverse learning factors and influences when making referrals. //


 * Effective Instructional Interventions**

The Center on Instruction. (2012). //Intensive interventions for// //source for instructional specialists and special education teachers who are searching for broad guidelines on the design and delivery of intensive interventions.//




 * CEIS Resources**
 * __**


 * OSEP Memo 09-09**




 * OSEP Guidance on Early Intervening Services**




 * IDEA Data Center (IDC) Presentation-State Approaches to Reporting CEIS Data**



OSEP Memo 07-09 Disproportionality of Racial and Ethnic Groups in Special Education