Resources Details

Improving Outcomes for English Learners with Disabilities (Website)

The Imperial County SELPA has built a website full of resources dedicated to support the statewide system by offering collaborative consultation services to SELPAs who have identified needs associated with improving outcomes for English learners with Disabilities.

Improving Outcomes for English Learners with Disabilities (WEBPAGE)

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.

Implementing Social-Emotional Learning in the Elementary Classroom (Article)

Implementing PBIS with a Racial Equity Lens (WEBINAR)

Implementing PBIS with a Racial Equity Lens was presented by Dr. Kent McIntosh and SPP-TAP on January 23, 2018. Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Although there is research showing that schools implementing PBIS with fidelity have more equitable school discipline, eliminating disproportionality requires a specific equity focus. In this webinar, Dr. Kent McIntosh and SPP-TAP shared specific strategies and free resources for enhancing the cultural responsiveness of PBIS systems.

Implementation: The Missing Link Between Research and Practice (PDF)

Explores the challenges and strategies related to implementing evidence-based treatment interventions and translating research into direct practice.

Identifying the Root Causes of Disproportionality (PDF)

Developed by NYU, this workbook functions as an additional tool to help determine the institutional and personal contributions to racial inequity in schools.

IDEA, Positive Behavioral Supports, and School Safety (ARTICLE)

The article describes how PBIS was included in the 1997 reauthorization of the Individuals with Disabilities Act (IDEA) and stresses the usefulness of PBIS for ensuring a free and appropriate education for students with disabilities and for protecting students at schools. The article is useful to practitioners and state and local education agencies that seek to understand the links between policy, practice and student outcomes.  

IDEA Data Center (Website)

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 (WEBPAGE)

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.  The IDEA Data Center website contains a variety of useful resources, in particular they have several resources to support Local Educational Agencies as they use data to address equity issues.

How We Go Back to School (WEBSITE)

This is an eight part series with a broad spectrum of opinions for how to open and operate schools in the COVID-19 crisis, it explores specific strategies that some districts will adopt and explains pros, the cons, and the costs.  The eight part series includes:  1. The Socially Distanced School Day  2. Scheduling the COVID-19 School Day  3. Getting Kids to School: Tackling the COVID-19 transportation  4. COVID-19 & Remote Learning: How to Make It Work  5. Teaching and Learning in the Pandemic  6. Overcoming COVID-19 Learning Loss  7, Teaching Social -Emotional Skills Amid COVID-19  8. Closing COVID-19 Equity Gaps in Schools.