This webinar focuses on how to implement evidence-based instructional practices comprising the BEST in CLASS intervention program. The BEST in CLASS intervention targets young children (ages 3-5 years old) with challenging behavior and has found to be effective for use in early childhood settings to prevent and ameliorate young children’s challenging behaviors, promote positive teacher-child interactions, and increase child engagement and learning.
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.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.
Darling-Hammond, Sean, Trevor Fronius, Hannah Sutherland, Sarah Guckenburg, Anthony Petrosino, and Nancy Hurely. 2020. “Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research.” Contemporary School Psychology 24, 295–308, https://doi.org/10.1007/s40688-020-00290-0 (accessed January 30, 2023).
This national study provides a comprehensive analysis of the instructional days lost due to out-of-school suspensions in 2015-16 for middle and high school students The study demonstrates how the frequent use of suspensions contributes to stark inequities in the opportunity to learn. This study will help you understand the impact on every social group and students with disabilities.
Losen, D.J., Martinez, P. 2020. Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn. Los Angeles, California: The Civil Rights Project.
https://www.civilrightsproject.ucla.edu/research/k-12-education/school-discipline/lost-opportunities-how-disparate-school-discipline-continues-to-drive-differences-in-the-opportunity-to-learn#:~:text=Info-,Lost%20Opportunities%3A%20How%20Disparate%20Schoo
A comprehensive framework aligning supports for academic, behavior, and social success.
In this technical assistance document (a companion to the Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions, which outlines the legal requirements related to behavior support and discipline for eligible students with disabilities under IDEA), the Office of Special Education Programs (OSEP) provides information about resources, strategies, and evidence-based practices that (while not required by law) can help States, LEAs, schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Office of Special Education Rehabilitative Services. 2022. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
https://sites.ed.gov/idea/files/guide-positive-proactive-approaches-to-supporting-children-with-disabilities.pdf (accessed September 16, 2022).
Guidance from the United States Department of Education Office of Civil Rights describes schools’ responsibilities under Section 504 to ensure nondiscrimination against students based on disability when imposing student discipline. Specifically, the guidance explains how compliance with Section 504’s requirement to provide a free appropriate public education (FAPE) to students with disabilities can assist schools in effectively supporting and responding to behavior that is based on a student’s disability and that could lead to student discipline. By using Section 504’s procedures to identify and meet the behavioral, social, emotional, and academic needs of students with disabilities as required for FAPE, schools can help prevent or reduce behaviors that might otherwise result in discipline. As the guidance explains, when schools do choose to administer discipline for students with disabilities, they must do so in a nondiscriminatory manner.
Office of Special Education Rehabilitative Services. 2022. Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 https://www2.ed.gov/about/offices/list/ocr/docs/504-discipline-guidance.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= (accessed September 16, 2022).
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.
This series of articles on Inequities in schools takes a close look at some schools and districts that are engaging in hard work of embracing the goals of equity and turning them into action steps that are benefiting students. The articles discuss that black, Hispanic or low-income students schools may not have the same advanced courses as white, more affluent peers, teachers with long track records of effective teaching or are more likely to face harsher discipline. Articles: 1. In Pursuit of Equity 2. Data Reveal Deep Inequalities in Schools 3. How Onw District is Raising Math Rigor and Achievement for Students of Color 4. Access to Quality PD Is an Equity Issue, Teachers Say 5. The Simple Policy Change That's Getting More Students of Color in Advanced Courses 6. The Art of Making Science Accessible and Relevant to All Students
Samuel, C.A., Schwartz, S., Blad, E., Gewertz, C. 2020. Uprooting Inequities in Schools. Bethesda, Maryland: Education Week http://e-news.edweek.org/hostedemail/email.htm?CID=41632109141&ch=555AE40C00CA2111F027762D339E115D&h=090c7478f5f0b706ad27de4da5c61b08&ei=7f7OBGlxN&st=04-MAR-20
