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.)
There is a demographic mismatch between teachers and students across California’s public schools. The most recent data from the California Department of Education indicated that while 77% of students are Asian American, Black, Latino, and/or Native American, only 39% of their teachers are.
Bristol, T.J. "How to Diversify California's Educator Workforce." Edsource, (2022).
This is an eight part series with a broad spectrum of opinions for how to open and operate schools in the COVID-19 crisis, it explores specific strategies that some districts will adopt and explains pros, the cons, and the costs. The eight part series includes: 1. The Socially Distanced School Day 2. Scheduling the COVID-19 School Day 3. Getting Kids to School: Tackling the COVID-19 transportation 4. COVID-19 & Remote Learning: How to Make It Work 5. Teaching and Learning in the Pandemic 6. Overcoming COVID-19 Learning Loss 7, Teaching Social -Emotional Skills Amid COVID-19 8. Closing COVID-19 Equity Gaps in Schools.
Will, Madeline , Lieberman, Mark. 2020. How We Go Back to School. Education Week.
https://www.edweek.org/leadership/how-we-go-back-to-school
The IDEA Data Center (IDC) is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA Part B data. The IDEA Data Center website contains a variety of useful resources, in particular they have several resources to support Local Educational Agencies as they use data to address equity issues.
IDEA Data Center. 2020. https://ideadata.org/resources (accessed April 17, 2020).
The IDEA Data Center (IDC) is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing and using high quality IDEA Part B data.
IDEA Data Center (IDC). IDEA Data Center. https://ideadata.org (accessed June 6, 2021).
The article describes how PBIS was included in the 1997 reauthorization of the Individuals with Disabilities Act (IDEA) and stresses the usefulness of PBIS for ensuring a free and appropriate education for students with disabilities and for protecting students at schools. The article is useful to practitioners and state and local education agencies that seek to understand the links between policy, practice and student outcomes.
Turnbull, R. H., Wilcox, B., and others. “IDEA, Positive Behavioral Supports, and School Safety.” Journal of Law and Education, 30(3), 2001: 445-503.
Developed by NYU, this workbook functions as an additional tool to help determine the institutional and personal contributions to racial inequity in schools.
Kramarczuk Voulgarides, Catherine, and Zwerger, Natalie. n.d. Identifying the Root Causes of Disproportionality. New York University: Metropolitan Center on Equity and the Transformation of Schools.
Explores the challenges and strategies related to implementing evidence-based treatment interventions and translating research into direct practice.
Dean Fixsen (2007) Frank Porter Graham Child Development Institute.
Implementing PBIS with a Racial Equity Lens was presented by Dr. Kent McIntosh and SPP-TAP on January 23, 2018. Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Although there is research showing that schools implementing PBIS with fidelity have more equitable school discipline, eliminating disproportionality requires a specific equity focus. In this webinar, Dr. Kent McIntosh and SPP-TAP shared specific strategies and free resources for enhancing the cultural responsiveness of PBIS systems.
McIntosh, Kent. 2018. "Implementing PBIS with a Racial Equity Lens." State Performance Plan Technical Assistance Project.
Using multiple perspectives the authors performed a literature review of social emotional learning. The article includes recommendations for school leaders to consider when implementingsocial-emotional learning in their elementary school buildings.
Kaspar, K. L., & Massey, S. L. (2023). Implementing Social-Emotional Learning in the Elementary Classroom. Early Childhood Education Journal, 51(4), 641–650. https://doi.org/10.1007/s10643-022-01324-3
This is a padlet with resources developed by the Imperial County SELPA and curated from existing resources to support and improve outcomes for English Learners with Disabilities. The padlet includes: 1. Resources developed as part of SELPA Content Leads in the California Statewide System of Support. 2. California Practitioners Guide for Educating English Learners with Disabilities and PowerPoint presentation 3. ELD Standards 4. Unpacking ELPAC Task Types and Additional ELPAC Resources 5. Accessibility Resource Graphics 6. Alternate ELPAC 7. Serving the needs of ELs with Disabilities 8. Blueprints for Effective Leadership and Instruction for our English Learners' Future (B.E.L.I.E.F.) modules.
Imperial County SELPA. 2021. Improving Outcomes for English Learners with Disabilities. Imperial County SELPA.
https://padlet.com/dmontoya18/ImprovingOutcomesELsSWD
