Address
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners (PDF)

The tool from the National Center for Culturally Responsive Education Systems Training (NNCREST) provides an overview of how RtI can be understood and used with diverse learners. It is useful for practitioners because it offers insight into how RtI can extend beyond a policy prescription in order to truly be responsive to all learners.

Citation/Source

Esparza Brown, J., and Doolittle, J. A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Washington, DC:  Office of Special Education Programs, U.S. Department of Education, 2008.

Publication Date
2008
Address
Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents (ARTICLE)

Addresses the disproportionate representation of culturally and linguistically diverse students in special education and outlines the theoretical assumptions and principles that should guide efforts to reduce the disproportionate representation of these students in special education.

Citation/Source

Janette K. Klingner et al. (2005) Education Policy Analysis Archives.

Publication Date
2005
Address
Culturally Responsive Differentiated Instructional Strategies (PDF)

Describes differentiated instruction, what it is and how it applies an approach to teaching and learning for diverse learners and includes information on the principles of differentiated instruction, seven building blocks, and available resources.

Citation/Source

Technical Assistance Center on Disproportionality, New York University (2007).

Publication Date
2007
Address
Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice (PDF)

In this essay, the author proposes culturally sustaining pedagogy as an alternative to culturally responsive pedagogy, proposing that this definition includes the best research and practice in the resource pedagogy tradition and supports the value of our multi-ethnic and multilingual present and future.

Citation/Source

Paris, Django. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97.

Publication Date
2012
Address
How to Diversify California's Educator Workforce (Article)

There is a demographic mismatch between teachers and students across California’s public schools. The most recent data from the California Department of Education indicated that while 77% of students are Asian American, Black, Latino, and/or Native American, only 39% of their teachers are.

Citation/Source

Bristol, T.J. "How to Diversify California's Educator Workforce." Edsource, (2022).

Publication Date
2022
Address
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions (PDF)

Practitioner brief written for parents and teachers of culturally and linguistically diverse (CLD) students; discusses culturally and linguistically responsive prereferral interventions for preventing the disproportionate representation of CLD students in special education.

Citation/Source

Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.

Publication Date
2006
Address
Why Teachers of Color Matter for Students of Color to Succeed (Article)

This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.

Citation/Source

Edutopia, (2020).

Publication Date
2020

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Equity in IDEA

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Funding Information

California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.