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 goal of this project is to improve the quality of information about teaching effectiveness, to help build fair and reliable systems for teacher observation and feedback.
Bill and Melinda Gates Foundation, Learning About Teaching: Initial Findings from the Measures of Effective Teaching Project (2013); Retrieved from https://files.eric.ed.gov/fulltext/ED528388.pdf.
This brief distills key lessons from the pilot phase of the Scaling Up MTSS Statewide Initiative and found that educators’ experiences with other tiered intervention programs fundamentally shaped how MTSS implementation unfolded at school sites. This was due in large part to the MTSS framework being too broad in scope to provide schools with clarity and guidance; too narrow in how student behaviors are assessed and addressed to facilitate innovation; and silent on issues of race and culture.
Chong, S., Ortiz-Gonzalez, I., Koon, D., Winn, L. (2023). Lessons from the Pilot of MTSS School-Site Implementation. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023. https://transformschools.ucla.edu/research/ca-multi-tiered-system-of-support-ca-mtss-pilot-program/
This letter from Secretary Cardona highlights key resources and information about resources from the Department that may be useful in supporting the needs of students with disabilities in particular, including tools for schools to assist students in addressing any disability-based behaviors that could otherwise interfere with their or other students' learning, or that could lead to student discipline or impact safety
Miguel A. Cardona. 2022. Letter from the United States Secretary of Education, dated July 19, 2022. https://www2.ed.gov/policy/gen/guid/secletter/220719.html (accessed September 16, 2022).
This resource is intended as a goal writing tool to assist both regular and special educators to meet the needs of students who are identified as English learners (EL) and may possibly need to be identified or are currently identified for special education.
Ventura County Special Education Local Plan Area, (2019).
This article details results of a qualitative research study completed with black and mixed-race students from a large urban middle school in the Southeast United States. It is unique in that it is one of few studies that allows first person student voice and perspective in the discussion of disproportionate disciplinary procedures. Educators may wish to use this article to reflect on students’ perceptions of exclusionary discipline to compare and contrast them with their own.
Kennedy-Lewis, Brianna L, and Murphy, Amy S. 2016. “Listening to “Frequent Flyers”: What Persistently Disciplined Students Have to Say About Being Labeled as “Bad.” Teachers College Record 1(18).
Short summaries of outcome data for special education programs and students in California school districts.
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.
With revisions to the Collaborative and Proactive Solutions model, Dr. Greene looks to the etiology of classroom behavior challenges and provides teachers with tools to assist as they help children succeed at school.
Greene, Ross. 2014. Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We can Help Them. New York: Scribner.
This report highlights how post-COVID suspensions in 2021–2022 have added to the pandemic’s harmful impact of instructional loss, especially for students from “high-needs” groups, who were most harmed by the pandemic. In addition, the analysis of district level data demonstrated that many districts have bucked the overarching statewide trend showing a slight reduction in rates of lost instruction due to OSS in comparison to the pre-COVID years. The report also describes evidence of extreme differences in how some districts responded to student misconduct in 2021–2022. This report uses the data on student enrollment and the raw count of days lost due to OSS to establish a baseline measure for calculating comparable rates of lost instruction for every group in every district in California.
Flores, R.T. and Daniel J. Losen (2023). Lost Instruction Time in California Schools: The Disparate Harm from Post-Pandemic Punitive Suspensions. Civil Rights Project/Proyecto Derechos Civiles, University of California Los Angeles. Accessed March 25, 2024.
This national study provides a comprehensive analysis of the instructional days lost due to out-of-school suspensions in 2015-16 for middle and high school students The study demonstrates how the frequent use of suspensions contributes to stark inequities in the opportunity to learn. This study will help you understand the impact on every social group and students with disabilities.
Losen, D.J., Martinez, P. 2020. Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn. Los Angeles, California: The Civil Rights Project.
https://www.civilrightsproject.ucla.edu/research/k-12-education/school-discipline/lost-opportunities-how-disparate-school-discipline-continues-to-drive-differences-in-the-opportunity-to-learn#:~:text=Info-,Lost%20Opportunities%3A%20How%20Disparate%20Schoo
