Resources Details
Quality Standards for Inclusive Schools Self-Assessment (PDF)
In collaboration with the Inclusive Schools Network, Stetson and Associates provide this seven part checklist to determine which phase of inclusion schools can identify with. Stetson, Frances. 2017. Quality Standards for Inclusive Schools Self-Assessment. Houston: Stetson and Associates.
Citation/Source
In collaboration with the Inclusive Schools Network, Stetson and Associates provide this seven part checklist to determine which phase of inclusion schools can identify with. Stetson, Frances. 2017. Quality Standards for Inclusive Schools Self-Assessment. Houston: Stetson and Associates.
Publication Date 2024
Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities (ARTICLE)
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.
Citation/Source
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.
Publication Date 2024
Pursuing Equity at the Intersection of Language, Culture and Disability – Research-Informed Practice (Webpage)
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.
Citation/Source
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.
Publication Date 2024
Promover la Equidad en la Educación Infantil (PDF)
Este recurso es una declaración de posición y recomendaciones para lograr la equidad en la educación infantil. Esta declaración de posición es uno de los cinco documentos fundamentales que NAEYC ha desarrollado en colaboración con la profesión de la primera infancia.
Citation/Source
National Association for the Education of Young Children. 2019. Promover la Equidad en la Educación Infantil. Washington, DC: Author.
Publication Date 2024
Promover la Equidad en la Educación Infantil (PDF)
Este recurso es una declaración de posición y recomendaciones para lograr la equidad en la educación infantil. Esta declaración de posición es uno de los cinco documentos fundamentales que NAEYC ha desarrollado en colaboración con la profesión de la primera infancia.
Promoting Racial Literacy in Schools: Differences That Make a Difference (BOOK)
In this work, Stevenson describes schools where conflict is concealed and climates are fallaciously described as healthy.
Citation/Source
Stevenson, Howard C. 2014. Promoting Racial Literacy in Schools: Differences That Make a Difference. New York: Teachers College Press.
Publication Date 2024
Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks (Article)
The authors posit that interpretation of behavior of marginalized students is susceptible to prejudice, bias, and racist ideology.The articles points out that although PBIS frameworks are increasingly used in schools to support students, students of color continue to be overrepresented as needing supports within these frameworks.
Citation/Source
Taylor, J. C., Hanley, W., Deger, G., & C. Hunter, W. (2022). Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599221120242
Publication Date 2024
Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School (Article)
This article provides a method to bridge home to school through the use of a home to school bi-lingual journal which validates the experiences of Latinx families and learners and integrates it into the curriculum.
Citation/Source
Lopez, M., Butvilofsky, S. A., Le, K., & Gumina, D. (2022). Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School. Reading Teacher, 75(4), 429–440. https://doi.org/10.1002/trtr.2062
Publication Date 2024
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 2024
Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures — An Assessment and Strategic Planning Process (PDF)
This CDE-approved tool guides the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification, and placement of students who are culturally and linguistically diverse may be occurring. This rubric is ideal for mid to large size districts and supports their completion of a district-wide self-assessment and strategic planning process.
Citation/Source
Kozleski, E., Zion, S. Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures — An Assessment and Strategic Planning Process. National Center for Culturally Responsive Educational Systems, 2006.
Publication Date 2024
The State Performance Plan Technical Assistance Project is a program of the Napa County Office of Education.
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.
