Categories
|
Learning Carousel
Tag » disproportionality- 1/1/04 - Martha Countinho, Donald Oswald
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... - 1/1/01 - National Institute for Urban School Improvement,
The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given
ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.1 Currently, African Americans tend to be significantly... - 1/1/09 - Elizabeth Kozleski, Amanda Sullivan
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. - 1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller
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. - 1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller
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. - 1/1/06 - Elizabeth Kozleski, Shelley Zion
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. - 1/1/06 - Shernaz B. García, Alba A. Ortiz
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special... - 1/1/06 - Kathleen A. King, Nancy J. Harris-Murri, Alfredo J. Artiles
The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change. In this exemplar, the authors presented how one urban middle school in Phoenix, Arizona incorporates proactive discipline into the... - 1/1/09 - Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozleski
Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as... - 1/1/04 - William Drakeford
This paper is one of the brief practitioner-oriented pamphlets produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). Racial disproportionality in school disciplinary practices has a long history, and still continues today. This brief discusses zero-tolerance policies and their disproportionate use with low SES and minority students - 1/1/08 - Hosp, John L.
Several of the characteristics of an RTI model can be useful for monitoring and addressing issues of disproportionality. A few of the most critical involve a focus on outcomes, individuals, and data. - 1/1/07 - Laura Méndez Barletta
In this exemplar, Harrison Elementary School’s Bilingual/English as a Second Language (ESL) program is featured as a Model Program. Harrison Elementary’s Bilingual/ESL program was one of four programs honored as “Outstanding Second Language Programs” at the headquarters of the New Jersey Principals and Supervisors Association in Monroe, New Jersey. Such exemplary programs are identified through a rigorous process that includes an extensive program review and a site visit conducted by... - 1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky
This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies. - 1/1/04 - Alfredo Artiles, Beth Harry
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... - 1/1/07 - Elizabeth Kozleksi, Shelley Zion, Tom Hidalgo
The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in the state. This study was undertaken as a collaborative venture with CSDE, the National Center for Culturally Responsive Educational Systems (NCCRESt), and Learning Innovations @ WestEd/NERRC. - 1/1/06 - 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...
(25 Results) Page: 1 2 |
SearchTags
|
![[logo]](/naked/logo.gif "[logo]"){kind=logo}
