(21 Results) Page: 1 2
- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...
- 1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...
- 1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU
The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...
- 1/27/10 - Fergus, Edward
This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...
- 1/24/09 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU
This tool is designed to guide 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.
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Equity Alliance at ASU
This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/9/10 - Elizabeth Kozleski, Amanda Sullivan, Miranda Kucera, Equity Alliance at ASU
This State Profile provides a snapshot of Ohio's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/5/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU
This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.
- 1/13/09 - Artiles, Alfredo J.
This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions.
- 1/3/09 - Edward Fergus, Roey Ahram
“The purpose of this manual is to provide disrtrict/school personnel an overview of how to analyze special education and general education enrollment data in order to identify rates of disproportionality in special education classification and placement. The manual is divided into three levels: (a) general; (b) by race/ethnicity; and (c) by disability type, placement, and race/gender/ethnicity. Each level outlines the core questions that should be answered by the data, as well as the...
- 1/6/09 - JoEtta Gonzales, Elaine Mulligan
This presentation addresses three questions: What is the nature of disproportionate representation in our nation’s schools?What are parents’ legal rights for preventing inappropriate placement ? What are some resources and guidelines that parents and students can access to help prevent inappropriate placement?
- 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...
- 1/1/11 - Frederick County Public Schools Disproportionality Committee , Equity Alliance at ASU
The guide is designed to be a quick reference for students services teams in order to prevent/and or reduce the disproportionate representation of culturally and linguistically diverse students in special education. This quick reference effectively addresses the processes under which culturally responsive student services team operate. The guide should be used by student services teams as they engage in problem solving techniques to meet the academic and /or behavioral needs of students in...
- 1/2/09 - Sue Gamm
Examines policy, procedures, and practices that relate to the rate of disproportionality of racial minorities in special education
- 1/7/10 - Pinkus, L.M.
Success in today’s global and entrepreneurial economy increasingly requires some form of postsecondary education or training. Yet too many students—particularly poor and minority students—leave the K–12 system without the knowledge and skills necessary for success after high school. The long-term implications of an inadequate education have social and economic consequences for individuals, the communities in which they live, and the nation as a whole. The challenge ahead is twofold...