The book looks at the different avenues in the schooling process that can lead to underserved and routinely disciplined students entering the prison system. It is important for practitioners to read because it highlights the legal rights students have that may thwart some of the forces that contribute to the school to prison pipeline.
Kim, C. Y, Losen, D. J., and Dewitt, D. T. The school-to-prison pipeline: Structuring legal reform. New York: New York University Press, 2010.
This website features a collaborative of experts from across child health systems that have come together to advance the social, emotional, and behavioral wellbeing of California’s children and youth. The collaborative works across systems to improve access to services, facilitate innovation, and align the state’s vast resources around the needs of children.
Breaking Barriers. 2020. www.Breakingbarriersca.org (accessed January 31, 2020).
The Data Meeting Toolkit is a suite of tools that groups can use to guide conversation around data and support databased decision making. The toolkit provides resources to support success before, during, and after data meetings. It contains protocols, examples, guidelines, templates, etc. It supports team-based data analysis and data-informed decision making.
IDEA Data Center (n.d.) Data Meeting Toolkit. https://www.ideadata.org/data-meeting-toolkit (accessed April 17, 2020).
This groundbreaking book examines the root causes of persistent disproportionality, including systemic inequality, color blindness, deficit thinking, and poverty disciplining–all of which create barriers to success for marginalized students." The book includes:
An in-depth survey of race and racism in the American education system, its laws, and its policies, all of which perpetuate systemic inequality and harmful stereotypes
A practical framework for developing cross-cultural skills and dispositions that challenge our biases and promote educational equity
Concrete strategies for interrupting and replacing deficit-based thinking and prejudices
Powerful reflections based on survey data from over 4,000 educators, which vividly illustrate how our beliefs manifest in schools and in our treatment of students
Citation: Ferguson, Edward A. 2024 Desegregating Ourselves: Challenging the Biases That Perpetuate Inequities in Our Schools. Thousand Oaks, CA: Corwin.
In asking countless researchers to discuss race consciousness in schools, the author creates over 64 chapters describing principles and strategies toward equity. Toward the end, she provides over twenty “everyday antiracist strategies” for educators to use as they struggle to improve systems.
Pollock, Mica, ed. Everyday Antiracism: Getting Real About Race in School. 2008. New York: The New Press.
Explores the challenges and strategies related to implementing evidence-based treatment interventions and translating research into direct practice.
Dean Fixsen (2007) Frank Porter Graham Child Development Institute.
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.
National Implementation Research Network (NIRN). 2019.
Implementation Science is the basis for systems change in school districts throughout the country. The NIRN website provides readers with both breadth of understanding and depth of knowledge for using Implementation Science for organizational improvement.
In this series of 5 webinars, national thought leaders discuss the intersection of language, culture and disability from a variety of angles. The first webinar sets the stage for the remaining webinars that focus on data literacy, stakeholder and family engagement, research-informed practice, and systems coherence.
This text integrates school improvement and systems change efforts with the provision of classroom supports, the building of meaningful parent and community engagement, and neighborhood crisis intervention, all within a context of equity. The authors recognize that creating efficacious academic and behavioral supports is the avenue to better student outcomes and pronounced educational and societal change. Readers will be able to review how multiple schools and districts have undergone these momentous paradigm shifts to reduce systemic inequities.
Adelman, Howard S., and Linda Taylor. 2018. Transforming Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System. San Diego, CA: Cognella Academic Publishing.
