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 set of online resources includes manuals and tools for effective school governance. It also includes effective policies and policy manuals.
California School Boards Association. 2019. Research, Guidance and Services for Effective School Governance. https://www.csba.org/en/GovernanceAndPolicyResources/DistrictPolicyServices/PolicyServicePrograms
This updated research review examines restorative justice as an alternative to traditional responses to student misbehavior in schools across the United States.
Fronius, Trevor, Sean Darling-Hammond, Hannah Persson, Sarah Guckenburg, Nancy Hurley, and Anthony Petrosino. 2019. Restorative Justice in U.S. Schools: An Updated Research Review. WestEd Justice and Prevention Research Center.
This updated research review examines restorative justice as an alternative to traditional responses to student misbehavior in schools across the United States.
Fronius, Trevor, Sean Darling-Hammond, Hannah Persson, Sarah Guckenburg, Nancy Hurley, and Anthony Petrosino. 2019. Restorative Justice in U.S. Schools: An Updated Research Review. WestEd Justice and Prevention Research Center.
This brief report examine how a Multi-tiered System of supports (MTSS) can be improved to address the needs of all students.
Adelman, Howard, and Linda Taylor. 2016. “Rethinking MTSS to Better Address Barriers to Learning.” Addressing Barriers to Learning 24 (4): 1–8.
This technical commentary argues that Morgan et al.’s claim that there is no minority overrepresentation in special education is an error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) the authors’ failure to consider the complexities of special education disproportionality.
Skiba, Russel, Alfreda J. Artiles, Elizabeth B. Kozleski, Daniel J. Losen, and Elizabeth G. Harry. 2016. “Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015).” Educational Researcher 45 (3): 221–225.
This Board policy ensures equal access to educational opportunity for all students by minimizing or elimination the impacts of disparities in ability, levels of preparation, available resources and social-cultural differences in achievement and performance. Also, it describes how to prevent disproportionality associated between a child's race or ethnicity and the number and type of special education classifications and placements that result.
Mount Diablo Unified School District. 2011. School Board policy - Disproportionality Policy/BP0411. Concord, California: Mount Diablo Unified School District (DOCUMENT)
This report reviews 79 California school districts with a focus on how they managed school closures and the quality of education that English Learners received. Six key indicators were identified: 1. Designated and Integrated English Language Development (ELD) 2.Live Interactive Instruction 3.Bridging the Digital Divide A PowerPoint is included with the article 4. Family Collaboration 5. Social-Emotional Support Early Child Education (ECE).
Williams, Dr., C.P. 2020. School Closure And English Learners: A Review of COVID-19 Operations Written Reports. Long Beach, California: Californians Together. https://www.californianstogether.org/school-closure-and-english-learners/
This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.
Whitford, Denise K. 2017. “School Discipline Disproportionality: American Indian Students in Special Education.” The Urban Review 49 (5): 693–706.
This book untangles how aggressive school discipline policies unintentionally impact the college aspirations of Latino males through the mislabeling and removal of students from the classroom.
Huerta, A. H., Calderone, S. M., & McDonough, P. M. (2019). School discipline policies that result in unintended consequences for Latino male students’ college aspirations. In G. Q. Conchas, M. Gottfried, B. M. Hinga, & L. Oseguera (Eds.), Educational policy goes to school (pp. 157–172). Routledge.
This research article presents the survey results (n=140) and implications for the effective assessment of culturally and linguistically diverse children and adolescents. The results highlight a continued need for training in selecting appropriate assessment instruments.
Vega, Desiré, Jon Lasser, and Amanda F. M. Afifi. 2016. “School Psychologists and the Assessment of Culturally and Linguistically Diverse Students.” Contemporary School Psychology 20 (3): 218–229.
