Resources Details
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 2024
Culturally Responsive Classroom Management Strategies (PDF)
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.
Citation/Source
Technical Assistance Center on Disproportionality, New York University (2008).
Publication Date 2024
Culturally and Linguistically Diverse Learners in Special Education: English Learners (PDF)
This research study provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.
Citation/Source
Counts, Jennifer, Antonis Katsiyannis, and Denise K. Whitford. 2018. “Culturally and Linguistically Diverse Learners in Special Education: English Learners.” NASSP Bulletin 102 (1): 5–21.
Publication Date 2024
Cultural Proficiency: A Manual for School Leaders, 3rd ed. (BOOK)
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.
Citation/Source
Lindsey, Randall, Kikanza Nuri Robins, and Raymond Terrell. 2009. Cultural Proficiency: A Manual for School Leaders, 3rd ed. Thousand Oaks, CA: Corwin Press.
Publication Date 2024
Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder (PDF)
This research article reviews recent evidence in disproportionality research and discusses methodological issues raised in the literature.
Citation/Source
Anastasiou, Dimitris, and James M. Kauffman. 2019. “Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder.” Journal of Disability Policy Studies 30 (2): 105–110.
Publication Date 2024
Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families (Article)
The authors presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this three step trust-building process is understanding one's own and the site/district' culture and how that impacts the process.
Citation/Source
Lindo, E. J., Kyzar, K. B., & Gershwin, T. (2023). Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599231161799
Publication Date 2024
COVID-19 Resources for Students in Special Education (WEBSITE)
This is a compilation of resources that the San Francisco Unified School District has collected on COVID-19 concerning special education with a focus on autism.
Citation/Source
San Francisco Unified School District. COVID-19 Resources for Students in Special Education . San Francisco Unified School District. https://www.sfusd.edu/resources-families-1
Publication Date 2024
Covid-19 and Student Learning in the United States: The Hurt Could Last a Lifetime. (WEBPAGE)
This article discusses data collected that shows that the COVID-19 pandemic has exacerbated the existing achievement gaps across income levels and between white students and students of black and Hispanic heritage. Also, the article discusses how the current situation is leading to more students of color dropping out and the long term effects on these student's long-term economic well-being and on the US economy as a whole.
Citation/Source
Dorn, E., Hancock, B., Sarakatsannis, J., Viruleg, E. 2020. Covid-19 and Student Learning in the United States: The Hurt Could Last a Lifetime. San Francisco, California: McKinsey & Company https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime#
Publication Date 2024
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (BOOK)
This text provides educators with the necessary background information and framework to hold difficult conversations about race, privilege, and equity.
Citation/Source
Singleton, Glen E. 2015. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin.
Publication Date 2024
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 (PDF)
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.
Citation/Source
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.
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.
