The Ongoing Journey of Racial Equity Work: A District Story was presented by Dr. Ammar Saheli on Wednesday, November 9, 2016. This webinar is presented to you via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Note: Images referenced at the end of the webinar can be viewed from the Webinar PowerPoints link below.
Equity Implementation Module San Lorenzo USD: https://www.dropbox.com/s/1juzo0vcjeha56r/Equity_Implementation_Model_SLZUSD.pdf?dl=0
Webinar Resources San Lorenzo USD: https://www.dropbox.com/s/6vdy8a9h62jk9rf/Webinar_SLZUSD_Resources.docx?dl=0
Webinar PowerPoints: https://www.dropbox.com/s/ju4qdzmkwcydgji/SPPTAP%20Webinar%20SLZUSD_FINAL_HO.pdf?dl=0
Saheli, Ammar. 2016. The Ongoing Journey of Racial Equity Work: A District Story. State Performance Plan Technical Assistance Project.
This research study shows how African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline in the state of Wisconsin.
Bal, Aydin, Jennifer Betters-Bubon, and Rachel E. Fish. 2019. “A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance.” Education and Urban Society 51 (2): 247–268.
This activity book was developed for African American families after the tragic events of September 11, 2001. The hands-on activities and materials provide parents the resources to help students cope with extraordinary crises. Leaders of national African American organizations as well as health professional helped to identify information and strategies that would be meaningful to families coping with crisis. Contents and activities included: 1. Inspire Hope in Your Child 2. Be Still and Listen to Your Child 3. Support, Comfort, and Love You Child 4. Give you Child information that is Age-Appropriate 5. Help You Child Feel Safe 6. Make a Plan for Your Child for Emergencies 7. Help Your Child Feel Good about Himself 8. Pay Attention to What Your Child Watches on TV 9. Share you Faith with Your Child
Eunice Kennedy Shriver National Institute of Child Health and Human Development & National Black Development Institute. 2003.An Activity Book for African American Families: Helping Children Cope with Crisis. Rockville, Maryland: National Institute of Child Health and Human Development (NICHD) https://www.nbcdi.org/sites/default/files/resource-files/Activity%20Book%20for%20African%20American%20Families%20-%20Helping%20Children%20Cope%20with%20Crisis_0.pdf
The California Association of African-American Superintendents and Administrators (CAAASA) and the University of California Los Angeles Center for the Transformation of Schools (CTS) have collaborated to offer this free online series, which provides families and educators with the tools and strategies they need to ensure greater equity for students who continue to be impacted by the COVID-19 school closures. With support from the California Collaborative for Educational Excellence (CCEE), they are inviting educators and equity leaders to make use of this video archive, and to discover new practices and approaches that will ensure their students continue to learn and thrive, even as their schools remain closed. There are a total of 30 presentations that include achieved resources and presentations.
California Association of African American Superintendents and Administrators (CAAASA), California Collaborative for Educational Excellence (CCEE), UCLA Center for the Transformation of Schools, Working by Design. 2020. Advancing Equity in an Era of Crisis: Conversations for administrators, teachers, parents, and para-educators about ways to best serve every student during the COVID-19 pandemic. California Association of African American Superintendents and Administrators (CAAASA), California Collaborative for Educational Excellence (CCEE), UCLA Center for the Transformation of Schools, Working by Designhttps://www.caaasa.org/advancing-equity-in-crisis
The book focuses on the experiences of a group of Black male students that have been labeled by school officials as disciplinary problems. It is an important book for practitioners to read because it highlights how students experience schooling, the labels given to them, the expectations held about them and the discipline they receive in school.
Ferguson, A.A. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press, 2000.
This research study found that teachers gave African American students significantly higher statistical ratings for hyperactive behaviors than did the children’s mother or the children themselves.
Linton, Kristen F. 2015. “Differential Ratings of Specific Behaviors of African Americans Children in Special Education.” Child and Adolescent Social Work Journal 32 (3): 229–235.
The Equity Blueprint for Action focuses on improving educational outcomes for three student groups: African American, American Indian, and Latinx. This document highlights community- and research informed practices common among the three communities, as well as actions and recommendations specific to each community.
San Diego County Office of Education, (2021).
In 1968, a bipartisan commission was created and tasked with holding hearings, studying, and reporting out on the racial division that had caused riots in cities across America. Their charge was to identify what happened, why, and how to prevent its reoccurrence. That commission determined that while population migration was the change that took place, institutionalized white racism caused the uprisings. Extensive social systems change was required to eradicate the division. The 2018 volume investigates the myriad of structures that make up contemporary life in America and identifies how those structures continue to differ based on race and ethnicity. It is intentionally written to return the issues to the public forefront and to call citizens to action.
Harris, Fred and Curtis, Alan. 2018. Healing Our Divided Society: Investing in America Fifty Years After the Kerner Report. Philadelphia: Temple University Press.
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
Considered a seminal study in race and ethnicity in school discipline, this article describes the outcomes of a national investigation on disproportionate differences in discipline practices. The authors provide for practitioners both the systemic and individual changes required to improve educational opportunities for African American and Latino students in American schools.
Skiba, J., Horner, Robert H., Chung, Choong-Geun, Rausch, M. Karenga, May, Seth, and Tobin, Tary. 2011. “Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline.” School Psychology Review 40, (1): 85–107.
