By highlighting Angela Ward, Supervisor of Race and Equity Programs in Austin schools, the author shares with readers particular equity challenges and successes in an expanding urban district.
Blad, Evie. 2019. 2019 Leaders to Learn From: Angela Ward. “Confronting and Combating Bias in Schools.” Education Week February 20, 2019.
After a full year of "Delay Regulation" the United States District Court for the District of Columbia ordered the implementation of 2018 federal significant disproportionality regulations.
United States District Court for the District of Columbia. 2019. Council of Parent Attorneys and Advocates, Inc. v. Elizabeth (Betsy) DeVos, Secretary of Education; Johnny W. Collet, Assistant Secretary for Rehabilitative Services; U.S. Department of Education. Civil Action No. 18-cv-1636 (TSC). https://youthlaw.org/wp-content/uploads/2018/07/031-Memorandum-Opinion-re-Defendants-Motion-to-Dismiss-14-Plaintiffs-Motion-for-Summary-Judgment-16-and-Defendants-Motion-for-Summary-Judgment-22-1.pdf.
This text provides educators with the necessary background information and framework to hold difficult conversations about race, privilege, and equity.
Singleton, Glen E. 2015. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin.
Offers approaches and activities for enabling educational leaders to gain a personal understanding of what cultural proficiency means in practice; use collaborative activities to effect change in a school; and lead a learning community toward becoming a culturally proficient organization.
Lindsey, Randall, Kikanza Nuri Robins, and Raymond Terrell. 2009. Cultural Proficiency: A Manual for School Leaders, 3rd ed. Thousand Oaks, CA: Corwin Press.
Recognizing that suspension is an ineffective disciplinary technique, the Hannigans introduce alternative discipline in the context of structured and consistent positive behavioral and academic environments.
Hannigan, Jessica Djabrayan, and Hannigan, John. E. 2017. Don′t Suspend Me!: An Alternative Discipline Toolkit. Thousand Oaks, CA: Corwin.
Equity by Design was presented by Dr. Nancy Dome on May 22, 2018. During this webinar Dr. Dome provided concrete steps for educational organizations to follow as they intentionally and proactively embed equity into all aspects of their institutions. The session included activities to develop skills and push thinking; and provided tangible next steps to embed "Equity by Design."
Dome, Nancy. 2018. "Equity by Design." State Performance Plan Technical Assistance Project.
In contrast to the medical model of trauma informed practice, Ginwright provides educators with a paradigm of urban education that includes celebration and understanding of community, culture, resilience, and healing.
Ginwright, Shawn. 2016. Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart. New York: Rouledge.
The NCSI supports State Education Agencies (SEAs) assisting them to learn about and understand seminal research around policy development implementation to meet the needs of students with disabilities. NCSI assists SEAs to translate that research into practice. Particular attention is given to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, in order to help SEAs cultivate knowledge and skills that enable them to achieve lasting impact for students.
In this series of 5 webinars, national thought leaders discuss the intersection of language, culture and disability from a variety of angles. The first webinar sets the stage for the remaining webinars that focus on data literacy, stakeholder and family engagement, research-informed practice, and systems coherence.
In an effort to reconceptualize how disproportionality should be addressed to impart organizational transformation, Fergus, Kramarczuk, and Voulgarides suggest moving beyond a focus on technical interventions.
Fergus, Edward, Kramarczuk Voulgarides, and King-Thorius, Kathleen. 2017. “Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities.” Review of Research in Education 41, 61-87.
