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 guide, prepared under the direction of the Special Education Division of the California Department of Education (CDE), provides educators with policy and practice for most appropriately and effectively supporting the educational advancement of student with disabilities who are also English learners.
California Department of Education. 2019. California Practitioners’ Guide for Educating English Learners with Disabilities. Sacramento, CA: California Department of Education.
This guide, prepared under the direction of the Special Education Division of the California Department of Education (CDE), provides educators with policy and practice for most appropriately and effectively supporting the educational advancement of student with disabilities who are also English learners.
California Department of Education. 2019. California Practitioners’ Guide for Educating English Learners with Disabilities. Sacramento, CA: California Department of Education.
Using California Healthy Kids Survey data the analysis found that students who had larger exposure to restorative practices saw less exposure to exclusionary practices saw less exposer to exclusionary discipline, smaller racial disparities in discipline, and improved academic achievement.
Darling-Hammond, Sean, Lauren Trout, Trevor Fronius, & Rebeca Cerna. 2021. Can restorative practices bridge racial disparities in schools? Evidence from the California Healthy Kids Survey. WestEd https://www.wested.org/wp-content/uploads/2021/08/Restorative-Practices-Bridging-Racial-Disparity-Research-Brief-3.pdf (accessed January 30, 2023).
The paper by the Council for Children with Behavior Disorders critically questions the effectiveness of federal policy and disproportionality monitoring mechanisms. It is an important piece to read because it questions how the provisions in IDEA, and compliance to IDEA, can address disproportionate outcomes. It offers practitioners the chance to reflect on how they understand IDEAs relationship to abatement of disproportionate outcomes.
Skiba, R., S. Albrecht, and D. Losen. 2012. CCBD’s Position Summary on Federal Policy on Disproportionality in Special Education. Arlington, VA: Council for Children with Behavioral Disorders.
Dr. Magdealeno and his colleagues at Center for Leadership Equity and Research (CLEAR) have scripted a new phrase for practitioners, that is, “The Acknowledgment Gap.” The Acknowledgement Gap exists when educational leaders neglect to recognize and intervene even though it is evident that race and ethnicity, social class, and customs and culture all affect school environments. The CLEAR website provides information and resources on the use of Restorative Justice, Positive Behavior Interventions and Supports, Social-Emotional Learning, and Trauma Informed Practices to promote progress toward equitable schools.
Magdealeno, K. Center for Leadership Equity and Research. 2018. CLEAR. http://clearvoz.com/homepage/ (accessed April 17, 2018).
This research article addresses the need to consider more deeply the contributions of applied behavior analysis assessment and intervention methods and to more clearly distinguish the influence of race/ethnicity from the influence of culture in school settings, all to avoid the pernicious effects of exclusionary disciplinary practices (e.g., expulsion and suspension)..
Sprague, Jeffrey R. 2018. “Closing in on Discipline Disproportionality: We Need More Theoretical, Methodological, and Procedural Clarity.” School Psychology Review 47 (2): 196–198.
The book explores the plethora of research surrounding the achievement gap in America. It is useful for practitioners because it highlights the work of schools and districts that have reduced the gap.
Noguera, P. and W. Boykin. Closing the Achievement Gap: From Research to Practice. Washington, D.C.: ASCD, 2011.
This analysis illustrates progress that has been made in reducing suspension rates based on improved use of positive behavioral interventions and the introduction of culturally responsive instruction. Although causation was not indicated, the authors found lower district suspension rates to correlate with higher student achievement. The inverse relationship between suspensions and achievement held true throughout the study for all racial and ethnic subgroups and proved particularly true for Black students.
Losen, Daniel J., Keith, Michael A., Hodson, Cheri L., Martinez, Tia E., Belway, Shakti. Closing the School Discipline Gap in California: Signs of Progress. https://eric.ed.gov/?id=ED561400 (accessed April 17, 2018).
The author discusses the need to get past school-centric activities and take steps to create more generative relationships with families.
Dugan, J. (2022). Co-Constructing FAMILY ENGAGEMENT: Educators need to get past school-centric activities and take steps to create more generative relationships with families. Educational Leadership, 80(1), 20–26.
The book explores how race is talked about and addressed in practice. The book is important because it challenges practitioners to think about how comfortable they are speaking about race in practice and what the implications of their comfort level can be for students.
Pollock, M. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press, 2004.
