The resource directory is searchable and contains articles, tools, recordings, and links to websites. The resources are also categorized by topics, including the five Focus Areas suggested by the California Department of Education. Use the Search box below or click on the topical links to access the resources. (Hint: Once you have done an initial search, you will be able to sort the results by Resource Name or Publication Date.)
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).
The tool created by NYU Metro Center aims to assist parents, teachers, students, and community members in evaluating the cultural responsiveness of their schools' English Language Arts curricula. Through this process, we aim to stimulate reflection on optimal learning approaches, content, and methods to enhance student engagement. Our tool draws upon diverse resources such as multicultural rubrics, anti-bias rubrics, textbook evaluations, and standards for culturally inclusive education. We have enriched these resources with supplementary questions to offer a thorough assessment tool. For complete information on the development of this tool, please refer to the Scorecard Development section at bit.ly/CRCScorecard.
Citation: Bryan-Gooden, J., M. Hester, and L. Q. Peoples. 2023. Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.
New York University’s Metro Center designed this tool to help parents, teachers, students, and community members determine the extent to which their schools’ English Language Arts curricula are (or are not) culturally responsive. This process provokes thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.
J. Bryan-Gooden, M. Hester, & L. Q. Peoples. (2023). Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University. Accessed March 25, 2024.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
Integrating brain science, culture, and learning, Hammond provides information on using information processing to improve capacity for learning.
Hammond, Zaretta. 2015. Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.
The book presents well researched theories and examples of culturally relevant pedagogy in action. The book is useful to practitioners because it provides suggestions and tools for teachers to apply CR practices to their classrooms.
Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press, 2000.
The Culturally Responsive-Sustaining Education (CR-SE) self-assessment was designed to support districts to develop and invest in culturally responsive school environments for every child. The CR-SE self-assessment supports the effort to make CR-SE systemic and sustaining by by outlining the beliefs, policies and practices critical to building and fostering culturally responsive and sustaining learning environments.
Swier, Reed, Maria Hernandez, and David Lopez. 2021. Culturally Responsive-Sustaining Education Comprehensive District Self-Assessment. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University,
https://steinhardt.nyu.edu/sites/default/files/2021-09/CRSE%20District%20Self%20Assesment%20final-Fillable-ToUpload.pdf (accessed January 30, 2023).
In this essay, the author proposes culturally sustaining pedagogy as an alternative to culturally responsive pedagogy, proposing that this definition includes the best research and practice in the resource pedagogy tradition and supports the value of our multi-ethnic and multilingual present and future.
Paris, Django. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97.
The Data Meeting Toolkit is a suite of tools that groups can use to guide conversation around data and support databased decision making. The toolkit provides resources to support success before, during, and after data meetings. It contains protocols, examples, guidelines, templates, etc. It supports team-based data analysis and data-informed decision making.
IDEA Data Center (n.d.) Data Meeting Toolkit. https://www.ideadata.org/data-meeting-toolkit (accessed April 17, 2020).
Searchable database makes available California district-level annual performance report measures for special education. Contains data collected from each indicator and performance measures but not the local compliance determination. Any inquires from the general public regarding local district determinations should be directed to the local school district.
