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.)
The Imperial County SELPA has built a website full of resources dedicated to support the statewide system by offering collaborative consultation services to SELPAs who have identified needs associated with improving outcomes for English learners with Disabilities.
Imperial Special Education Local Plan Area, (2022).
This free ebook offers a variety of perspectives and tools on how to improve schools. It argues for a path toward personalized instruction and special assistance.
Adelman, Howard, and Linda Taylor. 2016. Improving School Improvement. Los Angeles, CA: University of California, Los Angeles, Center for Mental Health in Schools and Student Learning Supports. http://smhp.psych.ucla.edu/pdfdocs/improve.pdf
This webpage from the Indiana Department of Education includes definitions, resources, and measurements of disproportionate representation in special education.
Indiana Department of Education. 2019. Indicators 9 and 10—Disproportionate Representation in Special Education. https://www.doe.in.gov/specialed/indicators-9-10-disproportionate-representation-special-education
This webpage from the Indiana Department of Education includes definitions, resources, and measurements of disproportionate representation in special education.
Indiana Department of Education. 2019. Indicators 9 and 10—Disproportionate Representation in Special Education. https://www.doe.in.gov/specialed/indicators-9-10-disproportionate-representation-special-education
This report is the first of three on policy solutions to improve all students' opportunities to learn. Its data shows that in all kinds of schools- rural, suburban, and urban - students in schools with high enrollment of color have less access to certificated and experienced teachers than their white peers. The report concludes with policy recommendations to closing gaps in student access to certified and experienced teachers.
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P.M., Burns, D. 2020. Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers
https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf
Infusing Restorative Approaches to Discipline in Schools: Indicators of Success and High Quality Implementation was presented by Dr. Anne Gregory on June 16, 2015. 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.
Gregory, Anne. 2015. "Infusing Restorative Approaches to Discipline in Schools: Indicators of Success and High Quality Implementation." State Performance Plan Technical Assistance Project.
The authors hypothesized that high rates of discipline citations for students of color are the product of a toxic socialrelational cycle between students and teachers. At the heart of this cycle are harmful stereotypes that allege that black and Latino boys are “troublemakers.” That stereotype can lead teachers to perceive and respond to students more harshly.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A.G., Reeves, S.L., Okonofua, J.A., Walton, G. M. (2019). Interventions Designed to Foster a Sense of Belonging, Identity Affirmation, and Growth Mindset Improve Long-Term Discipline Outcomes for Negatively Stereotyped Boys. Journal of Personality and Social Psychology.
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
The Kerner Commission Report, published in 1967, provided leaders throughout the United States with a review of racial disparities in multiple civil organizations and recommended remedies to the wide-ranging unjust traditions. In this writing, Darling-Hammond identifies public education’s successes and failures in the ensuing half-century since that document was penned. Subsequently, she describes the actions required to bring the dream of educational equity to fruition.
Darling-Hammond, L. 2018. Kerner at 50: Educational Equity Still a Dream Deferred. Learning Policy Institute, April 2018. https://learningpolicyinstitute.org/blog/kerner-50-educational-equity-still-dream-deferred?utm_source=LPI+Master+List&utm_campaign=3c852c6680-LPIMC_Kerner_Jackson_Blog_20180426&utm_medium=email&utm_term=0_7e60dfa1d8-3c852c6680-73621275 (accessed April 27, 2018).
The majority of children and teens in American schools are people of color. In the past, curriculum excluded the histories, knowledge, and perspectives of those who were not white, male, cisgender, heterosexual, able-bodied and Christian, although people from all groups contributed to the world that we know today. Ethnic studies is essential because it provides young people access to the full spectrum of human knowledge.
Latinx Curriculum Module, (2022)
