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Focus Area Resources

Kids in front of computers.Achievement Gap
Culturally Responsive School Environments
IDEA Policies and Procedures (For districts identified as significantly disproportionate, this focus area can only be a supplement to one of the other main focus areas.)
Positive Behavior Supports
Response to Instruction and Intervention


Focus Area: Achievement Gap

Websites
Closing the Achievement Gap Initiative (Outside Source)
The electronic hub for information, research, and success stories about efforts to close the achievement gap in California; general information about California’s statewide initiative to identify ways the state can better assist counties, districts, and schools in their efforts to help all children succeed academically.

Superintendent’s California P-16 Council (Reviewed 01-Dec-2010)
An assembly of education, business, and community leaders charged with developing strategies to better coordinate, integrate, and improve education for preschool through college students.


 

Focus Area: Culturally Responsive School Environments

Training Materials, Manuals, Checklists and Forms
Professional Learning for Culturally Responsive Teaching (PDF; Outside Source)
Demonstrates the need for rethinking current approaches to professional learning and provides guidelines for professional learning for culturally responsive teaching. Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozlski (2010) Equity Alliance at Arizona State University.

Practice Briefs and Articles
Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents (Outside Source)
Discusses how overrepresentation can be identified and monitored, why overrepresentation is a problem and what are its possible causes, and suggest actions that parents can take to address the issue. Alfredo Artiles and Beth Harry (2004) National Center for Culturally Responsive Educational Systems.

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (Outside Source)
Addresses the disproportionate representation of culturally and linguistically diverse students in special education and outlines the theoretical assumptions and principles that should guide efforts to reduce the disproportionate representation of culturally and linguistically diverse students in special education. Janette Klingner et al. (2005) Education Policy Analysis Archives.

Culturally Responsive Classroom Management Strategies (Outside Source)
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms. Technical Assistance Center on Disproportionality, New York University (2008).

Local Equity Action Development (LEAD) (PDF; Outside Source)
Describes a local change process, LEAD, which is grounded in cultural competence that addresses disproportionality in special education and other equity issues facing Indiana schools.
 Shana Ritter and Russell J. Skiba (2006) Center for Evaluation and Education Policy.

 


 

Focus Area: IDEA Policies and Procedures

For districts identified as significantly disproportionate, the IDEA Policies and Procedures Focus Area can only be a supplement to one of the other main focus areas. It can not be the only focus area selected.

Websites
Glossary of Equity Terms (Outside Source)
Describes common equity terms in two categories: disproportionality terms and IDEA 2004 terms. The Equity Project at Indiana University.

Training Materials
Disproportionality and Overrepresentation, Module 5 from Building the Legacy: A Training Curriculum on IDEA 2004 (Outside Source)
Includes slideshow, trainers guide, and participant handouts for explaining what states, districts, and schools must now do to address disproportionate representation, including significant disproportionality, as outlined in IDEA 2004. National Dissemination Center for Children with Disabilities: NICHCY (2005).

 


 

Focus Area: Positive Behavior Supports

Websites
The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (Outside Source) A national, federally funded center that provides capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. Includes Valuable tools and materials for school use.

Practice Briefs and Articles
Positive Behavior Supports Core Messages (Outside Source) Communicates common or core messages to the field on selected topics that articulate critical research findings and essential components of the effective application of positive behavior supports. Additional resources are provided including websites, books, and practice guides. California Services for Technical Assistance and Training (May 2011).

 


 

Focus Area: Response to Instruction and Intervention

Websites
National Center on Response to Intervention (Outside Source)
Provides technical assistance to states and districts in building the capacity of states to assist districts in implementing proven models for RtI.

Response to Instruction & Intervention (RtI²) (Updated 5-Jan-2011)
California Department of Education. Describes California’s general education approach of high-quality instruction, early intervention, prevention, and behavioral strategies to close the achievement gap.

Practice Briefs and Articles
Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention (RtI²) (DOC; 3.9MB; 45pp.)
Discusses how RtI² helps reduce disproportionate representation of certain groups of students identified as needing special education services through the use of early intervention; also describes how RtI² can be part of the process to identify students with specific learning disabilities.
 California Department of Education (August 2009).

Positive Behavior Supports Core Messages (Outside Source)
Communicates common or core messages to the field on selected topics that articulate critical research findings and essential components of the effective application of positive behavior supports. 
California Services for Technical Assistance (April 2006).

Prevention of Disproportionate Special Education Representation Using Response to Intervention (RtI)
 Summary(Outside Source) or Full Paper (PDF; Outside Source)
Describes the Response-to-intervention process and procedures are designed to improve achievement and behavioral outcomes through prevention and early identification and treatment. RTI procedures and processes, featuring evidence-based practices, have significant potential for improving achievement and behavior and for reducing minority referrals to special education while improving effective instruction. Daniel J. Reschly (2009) National Comprehensive Center for Teacher Quality.

Culturally Responsive Differentiated Instructional Strategies (PDF; Outside Source)
Describes differentiated instruction, what it is and how it applies an approach to teaching and learning for diverse learners and includes information on the principles of differentiated instruction, seven building blocks, and available resources. 
Technical Assistance Center on Disproportionality, New York University (2007).

 

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