This is a series of modules on distance learning. The modules cover technology, blended learning, social-emotional learning, continuity of learning, hybrid learning, COVID-19, learning loss, transition back to school, English Language Learners, distance learning strategies and students with disabilities. Modules: 1. Hot Topics in Technology & Pedagogy 2.Continuity of Learning 3. Learning Acceleration Series 4. Advancing Equity in an Era of Crisis 5. Distance Learning Consortium 6. Distance Learning Strategies 7. Rapid Response transition 8. Setting up Virtual Learning Systems 9. Distance Learning 10. Special Education 11. Community Engagement
California Collaborative for Educational Excellence (ccee). 2020. Distance Learning and Teaching Modules. Sacramento, California: California Collaborative for Education Excellence (ccee)
https://ccee-ca.org/resources/distance-teaching-learning/
Provides an overview of this New York University self-assessment tool.
Training Module 1: Overview of Metropolitan Center for Urban Education’s Disproportionality Workbooks
Training Module 2: Using the Data Analysis Workbook
Training Module 3: Knowing A Disproportionality Problem Based On Numbers
Training Module 4: Using the Equity in Education Workbook
Training Module 5: Discussing Culturally Responsive Education Beliefs
Training Module 6: Common Causes of Disproportionality in Special Education and Suspension
Edward Fergus, presenter (2010) State Performance Plan Technical Assistance Project, California Department of Education.
The IDEA Data Center (IDC) is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing and using high quality IDEA Part B data.
IDEA Data Center (IDC). IDEA Data Center. https://ideadata.org (accessed June 6, 2021).
This is a padlet with resources developed by the Imperial County SELPA and curated from existing resources to support and improve outcomes for English Learners with Disabilities. The padlet includes: 1. Resources developed as part of SELPA Content Leads in the California Statewide System of Support. 2. California Practitioners Guide for Educating English Learners with Disabilities and PowerPoint presentation 3. ELD Standards 4. Unpacking ELPAC Task Types and Additional ELPAC Resources 5. Accessibility Resource Graphics 6. Alternate ELPAC 7. Serving the needs of ELs with Disabilities 8. Blueprints for Effective Leadership and Instruction for our English Learners' Future (B.E.L.I.E.F.) modules.
Imperial County SELPA. 2021. Improving Outcomes for English Learners with Disabilities. Imperial County SELPA.
https://padlet.com/dmontoya18/ImprovingOutcomesELsSWD
Short summaries of outcome data for special education programs and students in California school districts.
This brief describes practical steps that school psychologists and school districts can consider to assess students for a specific learning disability. It provides recommendations to adapt state policies on evaluations for specific learning disabilities in light of the pandemic, with ensuring that students get timely and thorough evaluations to develop educational programs that meet their needs. The brief discusses four challenges: 1) Interruptions to instruction, 2) Administering assessments under new circumstances, 3) Ruling out exclusionary factors 4) Addressing the backlog of evaluations under tight timelines.
National Center for Learning Disabilities, National Association of School Psychologists. 2020. Navigating Special Education Evaluations for Specific Learning Disabilities Amid the Covid-19 Pandemic. National Center for Learning Disabilities, National Association of School Psychologists https://www.ncld.org/wp-content/uploads/2020/11/Navigating-Special-Education-Evaluations-for-Specific-Learning-Disabilities-SLD-Amid-the-COVID-19-Pandemic.pdf
This Board policy ensures equal access to educational opportunity for all students by minimizing or elimination the impacts of disparities in ability, levels of preparation, available resources and social-cultural differences in achievement and performance. Also, it describes how to prevent disproportionality associated between a child's race or ethnicity and the number and type of special education classifications and placements that result.
Mount Diablo Unified School District. 2011. School Board policy - Disproportionality Policy/BP0411. Concord, California: Mount Diablo Unified School District (DOCUMENT)
This website allows users to quickly identify patterns of special education identification for students in California overall, and by individual counties throughout the state. Using multiple formats, it shows data disaggregated by race and ethnicity, disability category, and by multiple-year trends.
Kidsdata.org: A Program of Lucille Packard Foundation for Children’s Health. 2016. Special Education Enrollment, by Race/Ethnicity. www.kidsdata.org (accessed April 17, 2018).
The data in this report prepared by the Los Angeles Unified School District provides evidence that 100% of the secondary students in LAUSD minimally accessed Schoology, the district's primary online course management system at least once during the first nine weeks of school closure. Data is provided that there were disparities in activities. Compared to more advantaged students, fewer middle and high school students who are Black, Hispanic, living in low-income households, classified as English Learners, have a disability, are in the District's homeless program or are in foster care participated across all measures of online activity. Report states that low participation may show lost learning, which could take students years to recoup.
Besecker, M., Thomas, Ph. D., A. 2020. Student Engagement Online During School Facilities Closures: An Analysis of L.A. Unified Secondary Students' Schoology Activity from March 16 to May 22, 2020. Los Angeles, California: Independent Analysis Unit, Los Angeles Unified School District
http://laschoolboard.org/sites/default/files/IAU%20Report%202020%200707%20-%20Student%20Engagement%20Online%20During%20Closures.pdf
The Innovations in Equity and Systemic Change (IESC) at NYU Metro Center (Previously TAC-D) provides professional development, technical assistance, and consultancy to educational institutions in general and special education. The IESC’s mission is to disrupt, dismantle, and eliminate disproportionality by building the capacity of educators to implement Culturally Responsive Sustainable Equity-Based Systems that meet the needs of all students and families.
Innovations in Equity and Systemic Change | NYU Steinhardt. Steinhardt.nyu.edu, steinhardt.nyu.edu/metrocenter/iesc. Accessed 9 Mar. 2023.
