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.)
This article examines how a focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice; the article considers these racial disparities as issues of institutionalized racism.
Annamma, Subini, Morrison, Deb, and Jackson, Darrell. 2014. “Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline and Special Education in the School-to-Prison Pipeline.” Berkeley Review of Education 5 (1).
This research study synthesizes literature on special education disproportionality in international contexts and identifies trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations.
Cooc, North, and Elizabeth W. Kiru. 2018. “Disproportionality in Special Education: A Synthesis of International Research and Trends.” The Journal of Special Education 52 (3): 163–173.
An overview of the history and scope of the problem of disproportional representation.
Martha Coutinho and Donald Oswald (2006) National Center for Culturally Responsive Educational Systems.
Disrupting Inequities: A Call for Interruption and Transformation was presented by Dr. Gregory Peters on March 15, 2017. This webinar is presented to you via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Peters, Gregory (2017). Disrupting Inequities: A Call for Interruption and Transformation. Napa, CA: State Performance Plan Technical Assistance Project.
This is a series of modules on distance learning. The modules cover technology, blended learning, social-emotional learning, continuity of learning, hybrid learning, COVID-19, learning loss, transition back to school, English Language Learners, distance learning strategies and students with disabilities. Modules: 1. Hot Topics in Technology & Pedagogy 2.Continuity of Learning 3. Learning Acceleration Series 4. Advancing Equity in an Era of Crisis 5. Distance Learning Consortium 6. Distance Learning Strategies 7. Rapid Response transition 8. Setting up Virtual Learning Systems 9. Distance Learning 10. Special Education 11. Community Engagement
California Collaborative for Educational Excellence (ccee). 2020. Distance Learning and Teaching Modules. Sacramento, California: California Collaborative for Education Excellence (ccee)
https://ccee-ca.org/resources/distance-teaching-learning/
Highlights some of the common policies, practices, and beliefs that place racial/ethnic minorities and low-income students at risk.
Edward Fergus (2010) NYU Steinhardt Technical Assistance Center on Disproportionality.
Published on August 28, 2013
Distinguishing Linguistic and Cultural Differences From Disability Presented by Alba A. Ortiz, Ph.D. This webinar is presented via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Ortiz, Alba. 2013. Distinguishing Linguistic and Cultural Differences From Disability. State Performance Plan Technical Assistance Project.
This toolkit defines social justice and describes the importance of communal agreements prior to a series of activities that address identity, power and privilege.
The website provides facilitators with a series of activities to help participants contemplate and discuss the topics of race, identity, power, and privilege. Educators can use these activities to better understand themselves and deepen their grasp of and empathy for their diverse populations of students.
USC Suzanne Dworak-Peck School of Social Work. 2017. Diversity Toolkit: A Guide to Discussing Identity, Power, and Privilege. https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/ (accessed April 4, 2018).
This article is about a parent survey on whether parents trust that the schools will safeguard their children's health while they attend in-person classes during the pandemic.
Samuels, Christina A. 2020. Do Parents Trust Schools? Where the Fault Lines Are During COVID-19. Bethesda, Maryland: Education Week.
https://www.edweek.org/leadership/do-parents-trust-schools-where-the-fault-lines-are-during-covid-19/2020/09
