A national, federally funded center that provides high-quality resources for college and university faculty and professional development providers about students with disabilities; also provides free, online, interactive training enhancements that translate research about the education of students with disabilities into practice, including training modules, briefs, and materials on diversity, differentiated instruction, progress monitoring, collaboration, behavior, MTSS and more.
A national, federally funded center that provides capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. Includes valuable tools and materials for school use.
This website supports innovation and implementation of equitable learning environments that are grounded in research and the science of learning and development. The BELE Framework is a guide for transforming student experiences and outcomes, integrating across learning experiences, teaching and learning, schoolwide systems and structures, family, caregiver, and community partnerships, and district and state policies.
Building Equitable Learning Environments Network. https://belenetwork.org/. Website accessed June 14, 2021.
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).
Searchable database makes available California district-level annual performance report measures for special education. Contains data collected from each indicator and performance measures but not the local compliance determination. Any inquires from the general public regarding local district determinations should be directed to the local school district.
The website provides facilitators with a series of activities to help participants contemplate and discuss the topics of race, identity, power, and privilege. Educators can use these activities to better understand themselves and deepen their grasp of and empathy for their diverse populations of students.
USC Suzanne Dworak-Peck School of Social Work. 2017. Diversity Toolkit: A Guide to Discussing Identity, Power, and Privilege. https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/ (accessed April 4, 2018).
EduColor began as a support group for educational advocates of color and has developed into a forum for people of color to communicate about social justice and equity in public education. EduColor’s recommended resources include books, films, articles, and websites related to educational justice.
EduColor. 2012. http://www.educolor.org/resources/ (accessed April 4, 2018).
Short summaries of outcome data for special education programs and students in California school districts.
The NCSI supports State Education Agencies (SEAs) assisting them to learn about and understand seminal research around policy development implementation to meet the needs of students with disabilities. NCSI assists SEAs to translate that research into practice. Particular attention is given to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, in order to help SEAs cultivate knowledge and skills that enable them to achieve lasting impact for students.
Click on each of the regulation titles to find questions for leading dialogue.
