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 discusses the fact that this is the first time the California Department of Education has broken down absenteeism rates by reasons for students missing school. The data shows that black students have a much higher rate of unexcused absences from school than their white peers. The data covers the school years 2017-18 and 2018-19.
Jones, C., Willis, D.J. 2020. New California absenteeism data shows big discrepancies between white, Black students. Oakland, California: EdSourcehttps://edsource.org/2020/new-california-absenteeism-data-shows-big-discrepancies-between-white-black-students/645485
This report commissioned by the New York State Education Department explores strategies to help boys and young men of color—and all students—realize their full potential. The report provides an overview of the outcome trends among boys of color in K-12 school environments, and a research review of the most prevalent strategies currently being implemented in schools and communities across the country.
Northeast Comprehensive Center. New York State Education Department My Brother's Keeper Guidance Document: Emerging Practices for Schools and Communities. Albany, NY: New York State Education Department, 2016.
Homelessness is a condition that is intersectional with the educational experiences and outcomes of youth. This brief highlights state and school officials’ perspectives to examine relevant challenges, policies, and practices related to the youth homelessness crisis. In addition to identifying pertinent challenges, participants provided insights into established and emerging practices and approaches that have been effective in meeting the needs of homeless youth.
Dumas, T., James, A., and Bishop, J. (2023). No Shame or Stigmas: Prioritizing Students Experiencing Homelessness in Long Beach Unified and Monterey County. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
This law commentary article examines if and how overrepresentation in special education might violate the equal protection clause of the U.S. Constitution.
Miles, Alana. 2016. “NOTE: Overrepresentation in Special Education: Does the IDEA Violate the Equal Protection Clause?” Rutgers Race & the Law Review 17 (245).
This document fulfills requirements in Education Code 313(f)(2) for the teacher evaluation component N of the statewide reclassification criteria. This form may also be used as a tool for formative purposes and ongoing consultation with parents/guardians. OPTEL will soon be translated into the top six languages in California.
The tool has three main sections: receptive language, expressive language, and parent consultation to examine English language proficiency for English Learners. For the language portions there are observations for instructional setting and interaction type as well as ratings of evidence and accommodations provided. Parent input is embedded within the tool.
California Department of Education (2023). Observation Protocol for Teachers of English Learners (OPTEL). Sacramento, CA: California Department of Education. Accessed March 25, 2024.
Click on each of the regulation titles to find questions for leading dialogue.
This user guide supports educators using the OPTEL tool to observe and evaluate English Learner students’ English language proficiency. Keywords: English Learners, reclassification, California, language proficiency,
California Department of Education (2023). OPTEL User Guide. Sacramento, CA: California Department of Education. Accessed March 25, 2024.
This document highlights national data regarding the percentage of time students with disabilities are educated with their typically developing peers. The data are disaggregated by placement, disability, race/ethnicity, and by state.
Office of Special Education Programs. 2022. OSEP Fast Facts: Educational Environments for School-Aged Children with Disabilities. https://sites.ed.gov/idea/osep-fast-facts-educational-environments-school-aged-children-disabilities/ (accessed September 16, 2022).
This document highlights national data regarding the number of students with disabilities that are receiving a free and appropriate public education (FAPE). The data are disaggregated by gender, location of education, English language proficiency, type of disability, disciplinary removals, and by state.
Office of Special Education Programs. 2022. OSEP Fast Facts: Educational Environments of Children with Disabilities, Ages 5 (in kindergarten) through 21, Served under IDEA Part B https://sites.ed.gov/idea/osep-fast-facts-school-aged-children-5-21-served-under-idea-part-b-21/ (accessed September 16, 2022).
This fact sheet provides national data about demographics of English Learners (EL), including trend data and data disaggregated by disability, placement of EL students with disabilities, and high school completion.
Office of Special Education Programs. 2022. OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B
https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners (accessed September 16, 2022).
