With forward by Archbishop Desmond Tutu, Blankstein and Noguera use narrative and story to provide the necessary impetus for educators to embark on a journey to equitable schools and society.
Blankstein, Alan M., and Noguera, Pedro. 2016. Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student. Alexandria, VA: ASCD.
This text, published by the Council for Exceptional Children, provides educators with specific high-leverage practices, HLPs, separated into four themes. These are collaboration, assessment, social-emotional and behavioral practices, and instruction. As special education HLPs are consistent with best practices in education, the book is available as a resource to all education professionals.
McLeskey, J. 2017. High-Leverage Practices in Special Education. Arlington, VA: Council for Exceptional Children.
This study examines a set of seven “positive outlier” districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California.
Burns, Dion, Linda Darling-Hammond, Caitlin Scott. 2020. How positive outlier districts create a strong and stable teaching force (research brief). Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/media/463/download?inline&file=Positive_Outlier_Districts_Strong_Stable_Teachers_BRIEF.pdf (accessed January 30, 2023).
The article describes how PBIS was included in the 1997 reauthorization of the Individuals with Disabilities Act (IDEA) and stresses the usefulness of PBIS for ensuring a free and appropriate education for students with disabilities and for protecting students at schools. The article is useful to practitioners and state and local education agencies that seek to understand the links between policy, practice and student outcomes.
Turnbull, R. H., Wilcox, B., and others. “IDEA, Positive Behavioral Supports, and School Safety.” Journal of Law and Education, 30(3), 2001: 445-503.
With revisions to the Collaborative and Proactive Solutions model, Dr. Greene looks to the etiology of classroom behavior challenges and provides teachers with tools to assist as they help children succeed at school.
Greene, Ross. 2014. Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We can Help Them. New York: Scribner.
The author analyzed the national special education data from 2006-2020 for students with diasabilites who are English Learners with a focus on trends and outcomes. The study discusses the implications for schools and districts and the need to address the changes in student population in to improve outcomes for students with disabilities.
Cooc, N. (2023). National Trends in Special Education and Academic Outcomes for English Learners With Disabilities. The Journal of Special Education, 0(0). https://doi.org/10.1177/00224669221147272
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
The book explores how practitioner's beliefs about non majority students can limit student’s educational trajectories. It is an important book for practitioners to read because it provides insight into how prejudices, stereotypes and other biases can hinder educational growth of students.
Delpit, L. D. Other People's Children: Cultural Conflict in the Classroom. New York, NY: New Press, 1995.
One of America's top ten educators, Linda Darling-Hammond uses this text to provide educators with a pathway to prepare students to meet the demands of a diverse and complex world.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
The Inclusive Schools Self-Assessment Instrument is an easy-to-complete measure which assists Local Education Agencies as they evaluate their success in implementing inclusive school practices. Dr. Frances Stetson designed this tool as part of an overall analysis of student access to rigorous curriculum within the general education setting and has kindly shared it with SPP-TAP for public use.
Stetson, Frances. Quality Standards for Inclusive Schools Self-Assessment Instrument. 2017. Unpublished Instrument.
