The

SpecialSummer 2010 n Volume 23 EDgen Number 3 Common Causes of the Over-Identification of Racial/Ethnic Minorities in Special Education Understanding and Addressing Disproportionality

By Edward Fergus, PhD, Deputy Director of the Metropolitan Center for Urban Education, New York University

ince 1968 when Lloyd pens, we do know the impact of dis- us insight into the driving forces S Dunn* brought to proportional representation on Black, (internal and external to a school the attention of educators the over- Latino, and Native American students district) behind these root causes. Our representation of students of particu- in special education. Researchers have work has focused on examining vari- lar ethnicities in special education, added students who come from low- ous areas of the schooling process in countless research studies and income families to that list, as well. order to understand the interaction of reports—federal, state, and district— Because the impact of disproportion- school practice and student outcomes. have documented the various facets ality is generally negative, we have to We looked at three areas: of educational practice that influence examine how our educational policies 1. The quality of academic supports these rates. Based on this work, we and practices may be placing these (e.g., type of core program, stage know a great deal about the effect of racial and ethnic minority and low- of core program implementation, disproportionality on the educational income students at risk. Since 2004 capacity of instructional staff, and and social mobility of racial and this examination has been the work learning outcomes of students) ethnic minority groups. For example, of the Metropolitan Center for Urban Causes continued, page 6 students in these groups are less like- Education (also known as the Techni- ly to receive access to a rigorous and cal Assistance Center on Dispropor- Inside This Issue full curriculum, and they are more tionality, at www.steinhardt.nyu.

likely to have limited academic and edu/metrocenter/tacd). CDE Addresses postsecondary opportunities, limited Our work at the center has involved Disproportionality interaction with “abled” or academi- helping school districts cited for dis- 3 cally mainstreamed peers, and an in- proportionality to (1) understand the Assessment and creased sense of social stigmatization. citation; (2) identify the root causes African American Students Finally, these students are also more of this outcome; (3) develop a strate- 8 likely to be identified as needing spe- gic plan for addressing the root causes; Resources on Disproportionality cial education services, saddling them and (4) implement the plan and de- 13–15 with a disabilities label throughout velop capacity to continuously moni- Creating Culturally Responsive their remaining school years. tor rates of disproportionality. Over Classrooms 16 Even though we are not clear about the past six years we have developed how or why disproportionality hap- and piloted a data-driven process for Insert identifying disproportionality’s root The California Advisory Commission on Special Education: * Exceptional Children; September causes, a process that has also given 1968, Volume 35 Issue 1, pages 5–22. Annual Report

The Special EDge u Summer 2010 Disproportionate Representation u 1 The Special EDge L e tte r from the State Director Director, Special Fred Balcom I am honored to be selected as the new Education Division, California Department Director of the Special Education Division of Education for the California Department of Educa- Contract Monitor Janet Canning-Digmon tion (CDE). and Project Liaison I come to this position with a back- Project Manager Anne Davin ground and perspective that I believe will Editor Mary Cichy Grady continue to enhance the quality of the Editorial Assistant Giselle Blong Division as we work to meet the educa- CDE Editorial Consultant Allison Smith tional needs of students with disabilities. Content Consultants Linda Blong I have been a California teacher and school Geri West administrator, coordinated alternative Special Contributors Chris Drouin and special education programs, drafted Edward Fergus legislation and worked with legislators, Janet Mandelstam Fred Balcom, Director California Department of Education written and executed grants, and managed The Special EDge is published three times each Special Education Division statewide programs designed to improve year by the Napa County Office of Education’s CalSTAT Project (California Services for Technical our lowest-performing schools. I served as Assistance and Training). Funding is provided by Executive Director of the Yolo County First 5 Commission, promoting the the California Department of Education, Special benefits of articulation between and among services and programs designed Education Division, through contract number for children in early childhood and those for students of school age. In the CN100006 with Napa County Office of Educa- tion (NCOE), and from federal funds, State Grants 1990s I served as Director of Special Education for Idaho. Most recently #H027A080116A. Opinions expressed herein are I was the Director of the District and School Improvement Division of those of the authors and do not necessarily represent the CDE, where I provided statewide leadership for the implementation the position of the U. S. Department of Education, the California Department of Education, or Napa of all aspects of federal Title I programs, education for the homeless, and County Office of Education; nor does mention of categorical program monitoring. trade names, commercial products, or organizations This range of experience and perspective has provided me with a broad- imply endorsement. based knowledge of the numerous programs and efforts within the CDE Circulation: 51,000 in general but, specifically and most importantly, with a clear understand- The information in this issue is in the public ing of what it takes to meet the needs of the individuals we serve: what it domain unless otherwise indicated. Readers are encouraged to copy and share but to credit CalSTAT. takes is for all of us to work together. Collectively we are parents, teachers, This issue is available on disk, audiotape, and in administrators, service providers, and agency personnel. Only by work- large type upon request. By going to CalSTAT’s ing together will we be able to build local capacity to meet the needs of Web site — www.calstat.org/infoPublications. our students. Only by working together will we be able to mitigate the html — you can download PDF and text versions of this and previous newsletters. most serious effects of California’s current budget crisis. Only by working Contact The Special EDge by phone at together will we all succeed. 707- 849-2275; e-mail at As your new Director, I have already met with the Advisory Com- [email protected]; or mail: mission on Special Education, SELPA administrators, Parent Empower- The Special EDge, ment Center and Parent Training and Information Center directors, and c/o NCOE/CalSTAT, 5789 State Farm Drive, Suite 230, other groups and shared my experiences and vision for new and enhanced Rohnert Park, California 94928 relationships. I am fortunate to have inherited a committed, skilled, and experienced staff, whose members have provided tremendous support in my transition to this new role and who also believe in collaboration and in nurturing positive and productive relationships. California offers many unique challenges and opportunities. As your new Director, I look forward to facing the challenges and the opportunities Informing and supporting parents, educators, and other service providers on special education topics, focusing on that lie ahead as we work together to educate and support students with research-based practices, legislation, technical support, and disabilities in California. u current resources

2 u Disproportionate Representation Summer 2010 u The Special EDge Initiatives Designed to Decrease Over- and Under-Representation California Addresses Disproportionality

cross the country, stu- capabilities and attitudes, and unana- identifying African American children dents are dispropor- lyzed sources of structural inequity and as mentally retarded if those tests have tionately represented racial stereotype.”2 Given the complexi- not been validated or reviewed for evi- A in special education ties that Skiba writes about—and the dence of racial and cultural bias by the by race and ethnicity. The Individu- complexities of the law itself—the task Federal Court of Appeals. als with Disabilities Education Act of measuring and reducing conditions Because the current guidelines and (IDEA) is requiring California, along of disproportionality can be daunting recommendations around the Larry P. with other states, to measure and for any state, and particularly challeng- findings were developed more than 20 report on the occurrence of dispropor- ing for a state as large and complex as years ago, TACS Consultant Sara Doutre tionality in schools. The law calls for California. is heading the effort to assist CDE in The chart on the next page sum- convening a taskforce that will examine each state that receives IDEA monies marizes the California Department of the original guidelines and recommen- to collect and examine data to deter- Education’s (CDE) approach to identify- dations and bring them up to date mine two aspects related to dispropor- ing and addressing disproportionality. with current research and practice. tionality. The first involves whether or More importantly, CDE is interested The taskforce will include individu- not “disproportionate representation” in identifying resources to assist school als who have a stake in the outcome: that is the result of inappropriate districts. To meet this challenge, CDE parents, educators, consumers, psy- identification [20 U.S.C. 1416(a)(3) secured the talents of the Technical chologists, and P–16 Council and school (C); 34 CFR §300.600(d)(3)] based Assistance and Consulting Services board members. This group “has held on race or ethnicity is occurring in the (TACS) at the University of Oregon, preliminary planning sessions and will state’s local education agencies (LEAs, which also holds the contract to provide be fully functional in late summer,” usually school districts). The second special education technical assistance to according to Moore. The task force aspect of the law requires states, “in all Western states. TACS has expertise will ultimately issue a report that up- a separate and distinct obligation, in the development and analysis of state dates guidance for accurate and effective to collect and examine numerical and school district data, organizational assessment practices for schools and data to determine” whether school development and systems change, and school psychologists. districts present “significant dispro- education policy. Under the guidance Finding Exemplary Practices portionality” based on race or ethnic- of Caroline Moore and Cesar D’Agord, IDEA states that a student cannot California’s disproportionality assistance ity [20 U.S.C. §1418(d); 34 CFR be identified as having a disability 1 efforts are now up and running. §300.646(b)]. if lack of instruction—or poor qual- There are numerous hypotheses for Updating Larry P. ity of instruction—is the problem. the causes of disproportionality: the TACS is assisting CDE in two addi- So California needs to ensure that its failure of general education to know tional efforts in the state’s improvement schools are implementing effective how to effectively educate children from strategies related to disproportional- instructional practices. This leads to diverse backgrounds; the misuse of ity issues. One involves the “Larry P.” the final task that TACS has taken on tests; the fact that many children from ruling, which refers to a legal case that for California, a task that Moore refers minority backgrounds do not have ac- was filed in 1984 against the state of cess to effective instruction, good teach- to as “the fun one.” With a team of California by African American parents. fellow evaluators, they are looking ers, or sufficient educational resources These parents argued that their children for schools that “are doing it right.” in both the school and the home; and were given intelligence (IQ) tests that By examining such data as school then the simple and unrelenting fact were culturally biased and that, be- size, the composition of the student of poverty. Russ Skiba, director of the cause of these tests, their children were population, the performance of schools Equity Project at Indiana University, inappropriately identified as mentally writes of disproportionality as a phe- retarded and placed in special education in statewide assessments, the socio- nomenon caused by a very complicated classes. The court ruled in favor of the economics of the student population set of interacting factors that probably parents. As a result, California schools based on free and reduced lunch, and include “student characteristics, teacher cannot use IQ tests for the purpose of CDE continued, page 5

The Special EDge u Summer 2010 Disproportionate Representation u 3 Significant Disproportionality and Disproportionate Representation What Is Significant Disproportionality? [34 CFR§300.646] Definition Calculations Required Corrective Action Significant disproportionality is A school district is considered to have If a school district is considered to the determination that a school significant disproportionality if it have significant disproportionality, district (LEA) has significant 1) fails the ethnic disparity calculation that district is required to over-representation based on for the most recent three years; and 1) conduct a review of policies, race and ethnicity overall, by 2) has one or more areas of over- procedures, and practices; disability, by placement in par- representation by race/ethnicity in 2) publicly report any changes to its ticular educational settings, or general, by disability, by disciplinary policies, procedures, and practices; by disciplinary actions. action, or by placement. 3) conduct an in-depth programmat- ic self-assessment using a nation- ally recognized assessment tool; 4) prepare a Significant Dispro- portionality Coordinated Early Intervening Services Plan; 5) reserve at least 15 percent of IDEA grant funds to address the issues of significant disproportionality; and 6) lose the ability to use IDEA funds to reduce its “maintenance of effort” (MOE) by up to 50% of increased federal funds.

What Is Disproportionate Representation? [34 CFR §§300.173 and 300.600(d)(3)] Definition Calculations Required Corrective Action Disproportionate representation is A school district is considered to If a school district is identi- the determination that, within a have disproportionate representa- fied as having disproportionate school district (LEA), students in tion if the district representation, the district is special education are over- or under- 1) fails ethnic disparity calcula- required to complete correc- represented based on race/ethnicity tions for the most recent year tive action plans developed by overall or by disability due to for which data are available; CDE and to publicly report any changes to their policies, proce- 1) inappropriate policies, 2) has one or more areas of over- dures, and practices. procedures, or practices representation by race/ethnicity related to identification, or in general, by disability, or by 2) an inability of the district to disciplinary action; and For additional Information comply with requirements relating 3) identifies any areas of noncom- about the terms, calculations, to discipline, to the development pliance with state or federal and requirements listed in this and implementation of IEPs, and/ requirements using CDE’s self- chart, visit CDE’s Web site at or to the use of positive behavioral assessment of policies, www.cde.ca.gov/sp/se/qa/ interventions and supports and procedures, and practices. disproimpacts.asp. procedural safeguards.

4 u Disproportionate Representation Summer 2010 u The Special EDge development for accomplishing their an additional site that supports CDE’s CDE continued from page 3 plans for reducing disproportional- efforts by including Webinars and school discipline trends—and visit- ity, conduct regular check-ins, and interactive training modules. ing school sites, the team will select generally assist them in improving According to NCOE Project Spe- academically successful school dis- their systems. One of the specific areas cialist Linda Blong, the SPPTA is a tricts with diverse characteristics, but this TA is designed to examine is how process in development, with some without disproportionality. “We are and when students receive the services parts currently in place and others looking in particular for the successful they need, in turn promoting the still being shaped. What the Larry P. implementation of positive behavioral previously mentioned RtI as a proven taskforce recommends, for example, interventions and supports [PBIS] approach to eliminating instances of will inform the resources and training and response to intervention [RtI],” “instructional disability.” modules that will be on both the CDE says Moore. “We are hoping to find The second or middle tier of and the SPPTA Web sites, as will the pockets of excellence and through that support is aimed at school districts successful strategies that Moore’s and discovery determine what strategies, with data that show some areas of D’Agord’s team discover in diverse processes, and leadership approaches disproportionality. Similar to what is but successfully non-disproportionate are successful in avoiding dispro- being offered in tier three, tier two school districts. portionality. Essentially, we want to A team of consultants from CDE know what those schools are doing to who have expertise in issues of dispro- make them successful.” The effective This plan will be portionality is currently working to strategies and systems that this team flexible, cohesive, and design and integrate the entire SPPTA discovers will help to inform a state- system, with input from a focus group wide technical assistance project that responsive to the needs of parents, teachers, and SELPA and is currently in development. school district representatives—all of Technical Assistance for of individual whom “have strong and very help- Disproportionality ful responses to what is needed in the An important part of the technical school districts. field,” says Blong. “These partners are assistance that will be provided to working to refine the three tiers, and California’s school districts will come involves making consultants available this evolving effort is gradually con- out of the State Performance Plan to a select number of these districts. structing a plan that will be flexible, Technical Assistance Project (SPPTA) In general, this tier-two support will cohesive, and responsive to the needs at the Napa County Office of Educa- help districts examine their systems of individual districts. The ultimate tion (NCOE). The SPPTA is bringing and get the help they need to identify goal is to make sure that a school dis- CDE staff and other national lead- and address the causes of their specific trict’s efforts to reduce disproportion- ers together to design a system that areas of disproportionality. ality are effective and that they provides support to schools and school The first tier has the broadest reach: are integrated and fold seamlessly districts in reducing and eliminating it focuses on increasing a general into its master plan [Local Education instances of disproportionate represen- awareness of issues related to dispro- Agency Plan, or LEAP], so that all ef- tation. The assistance will be available portionality and on disseminating forts are mutually supportive and none in three levels of intensity, called tiers. information to any and all districts is duplicative.” The most intense tier of support, working proactively to ensure that Beyond Disproportionality considered the third or top tier,3 is students of certain ethnicities are not While the SPPTA system is initially designed to provide technical assis- over- or under-represented in spe- being designed to address dispropor- tance to those school districts that cial education. CDE currently has a tionality, the ultimate goal is for the have been identified as being signifi- Web site describing the impacts of system’s essential structure to serve as cantly disproportionate. Through this disproportionality on special educa- a TA-delivery model for other impor- CDE-funded TA plan, these districts tion and providing a wealth of links tant areas of school improvement, from will have the opportunity to make use to research-based information and preschool assessment to post-school of facilitators who will be trained to resources (www.cde.ca.gov/sp/se/ employment. This system’s three tiers help them access pertinent resources, qa/disproimpacts.asp). The SPPTA of support—the delivery of (1) a broad link them to appropriate professional project is in the process of designing CDE continued, page 8

The Special EDge u Summer 2010 Disproportionate Representation u 5 sequenced for kindergarten through C a u se s continued from page 1 1. Minimally articulated core curriculum and lack of consistent twelfth grade. Additionally, sequence 2. The services provided for strug- support of teaching ability and sustain support for nontenured and gling students (e.g., type of Due to various factors, many tenured teachers to build their ability available interventions, frequency school districts did not have in place to effectively implement curriculum of intervention usage, stage of a current curriculum or instructional and assessment. implementation, length of in- approach that considered the range 2. Too many interventions for tervention implementation, and of ability among learners. As a result, struggling learners number of students participating students who persistently could not In our examination of curriculum in intervention programs by race/ attain proficiency on the state exam and the related interventions, we ethnicity, gender, and grade level) were promptly considered for special found that many school districts main- 3. The predominant cultural beliefs education services. Additionally, some tained an exhaustive list of interven- (perceptions of race and class, districts were continuously changing tions for students who demonstrate perceptions of how race and class or adding curriculum, assessment, and academic difficulty. This overabun- interact in school practice, and instructional strategies from year to dance of interventions for struggling cultural responsiveness learners meant that the core of current policies and curriculum itself did not have practices) the capacity to provide support In examining the data for a wide range of learners; gathered for six years across it also meant that the related 30 districts, we have identi- instructional capacity of the fied common root causes of staff was not organized to ad- disproportionality. These dress the needs of these learn- causes fall into one of three ers. Unfortunately, without a categories: (1) gaps in the well-articulated core curriculum implementation of curriculum and instructional program that and instruction, serves all students, this gap (2) inconsistencies in the disproportionately affects not pre-referral process for special only struggling learners but also education, and (3) predomi- students new to the districts nant (and counterproductive) beliefs year. Although every school district (including newly arrived English lan- about ability. While the causes we cite contends with such changes, we found guage learners [ELLs]). are not exclusive, they tend to be pres- that in the districts we studied such Remedy: Identify and implement ent in every district and to influence structural changes affected strug- targeted, research-based intervention in significant ways the rate of dispro- gling learners the most. For example, programs for students who demon- portionality in school districts. students at the lowest quartile of strate academic difficulty while Gaps in the performance were receiving services the core curriculum program is Implementation of to address skill deficiencies while cur- redeveloped. Curriculum and Instruction ricular and assessment programs were 3. Inconsistent knowledge of the Endemic to most school districts is simultaneously changing. Therefore, purpose and implementation of the question of instructional “well- instructional staff were going through curriculum, assessment, or in- ness,” which includes responsiveness. their own steep learning curve regard- structional strategy Does—and can—the instruction ing new curriculum and/or assess- Various school districts were us- maximize the learning capacity of all ment while they were working with ing inappropriate tools to diagnose students? In our data-driven process students to address skill deficiencies reading-skill deficiencies, and because of determining root causes, there were based on the prior curriculum or the district staff was not thoroughly multiple causes related to the effec- assessment. knowledgeable in the use of these as- tiveness of curriculum and instruc- Remedy: Identify and sustain the sessments, teachers used interventions tion that emerged as contributing to implementation of appropriate read- and strategies that were not tailored to disproportionality rates. ing and math core programs that are meet the specific needs of the children

6 u Disproportionate Representation Summer 2010 u The Special EDge involved. As a result, instructional districts maintained inconsistent teachers noted how certain strate- support teams and/or child study pre-referral information and used gies—such as moving a student’s seat, teams would receive information different forms for each school build- matching the student with a buddy, about a child’s reading difficulty after ing in a district. While most of these or providing the content or skill again a year of inadequate interventions. systemic inconsistencies were not but at a slower pace—did not help, Remedy: Provide continuous pro- intentional, they did reflect the even though the teachers considered fessional development on the purpose, bifurcation that often exists in dis- each strategy viable. The plethora application, and interpretation of cur- tricts between special education and of strategies lacked any documented riculum, assessment, and instructional general education. In many instances, evidence that they served as a compe- strategies. special education directors described tent response. Nor did teachers note 4. Poorly structured intervention how they could only suggest to any type of pre- or post-evaluative services for struggling learners summary of the strategies’ ultimate Even though legislation in some impact. Instead, their standard answer states requires academic interven- was “I tried and it didn’t work.” tion services for struggling learners, Remedy: Provide targeted and em- particularly in Title 1 school districts, bedded professional development for our root cause process revealed that teachers and district staff regarding the implementation of these programs response to intervention (RtI), specifi- was inconsistent, and they became the cally research-based interventions, gateways for special education refer- assessments, progress monitoring, and rals. For example, students referred instructional support teams or teacher and classified for special education assistance teams. tended to have below-basic proficien- 3. Limited knowledge of cy, and the staff responsible for aca- assessment demic interventions had not received Through our data analysis process training in how to help these students with school districts, we discovered become proficient. that an inconsistency in knowledge Remedy: Develop a tiered system building administrators that they surrounding the purpose and imple- of academic supports for struggling adopt one common referral form or mentation of curriculum, assessment, learners; identify research-based in- that the administrators insist that or instructional strategies also affected terventions for targeted groups of stu- general education teachers fill out the the rate of referral to special educa- dents; and target professional develop- specifics of the pre-referral strategies. tion. Some school districts, for ex- ment for academic intervention staff Remedy: Develop a common ample, were using assessment tools to (both nontenured and tenured teach- process and form for pre-referrals, and diagnose reading skill deficiency when ers, including content specialists). outline annual reviews for examining these tools were designed merely to Inconsistencies in the the wellness of this process. screen students at risk for reading difficulty. The inconsistent knowl- Pre-referral Process 2. Limited information regarding edge surrounding assessments allowed Our process of determining root intervention strategies for interventions and strategies not causes also revealed the following One of our steps in examining root tailored to meet the specific needs of inadequacies that contributed to rates causes involved reviewing a represen- children. As a result, instructional of disproportionality. tative sample of records; this ranged support teams and/or child study 1. Inconsistency in the referral from 40 to 100 files, depending upon teams would receive information process, including intervention the number of students in a district about a child’s reading difficulty after strategies and referral forms receiving special education services. a year of inadequate interventions. School districts are generally good On most forms, we found a place for Remedy: Provide targeted profes- at abiding by special education regu- general education teachers to describe sional development on assessments, lations, including referral timeframes the strategies they already had used including those from such clearing- and the involvement of practitioners. in their effort to help a struggling houses as www.rti4success.org. We found, however, that school student. In most instances, these Causes, continued on page 8

The Special EDge u Summer 2010 Disproportionate Representation u 7 represent a significant set of circum- C a u se s continued from page 7 compromises how “ready” these students are for their school environ- stances that few school districts can Predominant Beliefs ment. More specifically, school and tackle alone. Support is available in About Ability district staff at times perceived that many states, and California is cur- 1. Special education is viewed as the cultural practices of the home rently designing a system of technical “fixing” struggling students. environment made students from assistance for identifying and rem- In most school districts the gen- low-income and racial/ethnic minor- edying the causes of disproportional- eral and special education staff rarely ity families unable to learn. In one ity (see article, page 3). Whatever interact with each other. General edu- district, many of the educators rallied challenges a school district faces, it cation teachers recommend students around the concept of “urban behav- is important to remember that they for evaluation based on the belief that ior” to explain why Black students all do not have to be addressed at special education contains the “magic were in special education. In another once. Small, steady, and determined fairy dust” that will “fix” the learning district, an ESL teacher hypothesized changes—made with good heart— capacity and outcomes of students. As that English language learners were can lead to major transformations for part of our data analysis process, we over-represented in special education schools. And more importantly, for developed a multi-disciplinary team with speech/language impairments Black, Latino, Native American, and comprised of several core members: because in “Latin culture they lis- low-income students. u the district superintendent, princi- ten to music loud.” And yet another pals, special education teachers, gener- district suggested that Latino and CDE continued from page 5 al education teachers, content supervi- ELL students are such a distraction in base of general information to all sors, a special education supervisor, a the classroom that they can be better schools, (2) focused assistance to those psychologist, a parent-group repre- served with “other” disability groups. schools or districts whose data show sentative, parents, and the pre-referral Unfortunately, such perspectives are an emerging problem, and (3) detailed interventions coordinator. In most in- not found solely in school districts cit- assistance where compliance violations stances when the teams were initially ed for racial/ethnic disproportionality. exist—reflect careful planning from convened, many of the individuals did In fact, such perspectives can be found its inception, since the system is being not know each other or understand in many urban, suburban, and rural modeled in both structure and phi- each other’s mandate. Because many school districts. Part of the difficulty losophy on the pyramid framework of of these individuals rarely interacted, with these kinds of beliefs is that they positive behavioral interventions and their answers to instruction- and distract from an educator’s ability supports (PBIS). Given the impres- intervention-based questions lacked to address how teaching matters in sive track record of PBIS, California’s any cross-disciplinary perspective. learning outcomes. That is, we found systematic effort to address dispro- Remedy: General and special practitioners who were willing to cite portionality is being built on a solid education teachers participate togeth- family and community as the reason foundation. u er in professional development that why some students were struggling focuses on curriculum, assessment, academically, but they credit their N o te s and instructional strategies, including own teaching practices for the perfor- 1. OSEP memo: “Disproportionality of special education regulations. Both Racial and Ethnic Groups in Special Edu- mance of proficient students. There cation,” April 24, 2007 general and special educators be- needs to be a paradigm alignment 2. Russel J. Skiba, et al., “Achieving Equity come involved in the analysis of data regarding the connection between in Special Education: History, Status, and regarding interventions for struggling teaching and learning. Current Challenges,” Exceptional Chil- students. Remedy: Provide continuous pro- dren, 74(3) 264–288. 2. Poor and racial/ethnic fessional development that addresses 3. These tiers mirror the PBIS pyramid: the minority students are viewed as how to create culturally responsive first tier is the bottom of the triangle (or pyramid) and addresses the largest popu- not “ready” for school. school environments via leadership, lation. The second tier is in the middle We commonly heard school coaching, and mentoring. and provides a more intense and focused district staff members struggling C o n c lu sio n level of support and assistance; and the with the idea that somehow being No one pretends that these issues third tier offers the most intense help to remedy issues of (in this case) dispropor- from a low-income family and from are easy to address. Taken together, tionality. For more information, go to a racial or ethnic minority group the root causes of disproportionality www.pbis.org.

8 u Disproportionate Representation Summer 2010 u The Special EDge The Promise of Holistic Assessment Evaluating Students with Tests That Avoid Bias

school psychologist data, the Diagnostic Center found that they were not satisfied with the is teaching a child a that African American students current, available methods of assess- A magic trick. It looks make up 7.6 percent of the public ing African American students. The as if they are playing, school population but comprise 16.2 survey showed that 71 percent of but the psychologist is actually percent of the enrollment in special the districts had no standard proto- recording data while he observes education. (European Americans, col for assessing African American and assesses the child’s processing on the other hand, make up 29.4 students. According to Dawson, the and problem-solving skills. All of percent of the total population, survey also showed that the Diag- this is taking place in a casual, non- but only 12.4 percent are assigned nostic Center could serve psycholo- threatening environment that is in- gists by finding “an appropriate tentionally separate from tradition- psychological process for examining al learning processes and settings. a child. A test in a room under ar- The psychologist’s observations tificial circumstances only measures will become one component of a how good you are at pencil-and- multi-faceted approach to assessing paper tests,” says Dawson. “A lot of students for special education. kids don’t do well with pencil-and- This holistic assessment—look- paper tests but can problem solve ing at a child in multiple environ- and strategize in other ways. We ments and conducting interviews say ‘look at the child in multiple with parents and “cultural bro- environments.’” kers”—is being developed and So Dawson and her colleagues field-tested by the Diagnostic at the Diagnostic Center set out Center of Northern California to develop a process for conducting under the leadership of Mary Anne culturally appropriate assessments Nielsen, Director. The center’s cur- without using standardized tests. rent focus is on African American They created a matrix that looks students who are already assigned at several competencies, including to special education, but propo- reasoning, concept formation, plan- nents of this approach to assessment ning, and memory and learning. say it could be used with other to special education.) And school The data to assess these functions populations and at other times—for psychologists are still struggling are gathered in many ways, in- an initial assessment for special with how to implement the Larry P. cluding observations in multiple education, in particular. decision. settings; interviews with parents, It has been more than 30 years To get a picture of the current classroom teachers and, depending since a California court banned state of assessments, the Diagnostic on age, the student; and reviews IQ (intelligence quotient) testing Center surveyed psychologists in of school records and examples of of African American students for major school districts throughout student work. placement in special education. Northern California in 2006. “The This plan, Dawson says, is aligned The court case in question, Larry survey confirmed our suspicions with the evaluation procedures P. v. Riles (see page 3), was a class that people in the field were unsure outlined in the Individuals with action lawsuit on behalf of minority of what to do. They were gener- Disabilities Education Act of 2004, children who were over-represented ally confused and looking for some which calls for the use of “a variety in special education classes. structure,” says Renee Dawson, of assessment tools and strategies to They still are. Using 2006–2007 PhD, the center’s Assistant Director. gather relevant functional, develop- California Department of Education Half of the respondents indicated Assessment, continued page 10

The Special EDge u Summer 2010 Disproportionate Representation u 9 could be a parent, another staff per- your mindset. A child is more than A sse ssm e n t continued from page 9 son, or a community member who just a number on a test. You have to get to know the quality of the child, mental, and academic information” is familiar with the history, beliefs, how they learn or don’t learn. By about a student. The plan also fol- and patterns of the student’s culture paying close attention to what you lows current CDE guidelines, which and can bridge the gap between cul- are observing and learning through state that an assessment cannot tures. A parent, Dawson says, is the interviews, you are picking up discriminate on the basis of “en- ideal broker, “and through careful nuances you didn’t get historically vironment, culture, and economic interviewing, significant informa- when tests were skewed to middle- disadvantage”; and the people who tion can be obtained.” class whites.” administer and interpret the test This process of observation and The pilot project is working with must be “knowledgeable of and interviewing is not new, Dawson students who have already been sensitive to the cultural and ethnic says, “but it is challenging and identified as needing special educa- backgrounds of students.” time-consuming,” especially in its tion services, most of whom are in “It’s necessary to step out of initial phase. “We’re always explor- elementary school and have been in your comfort zone and observe the ing and modifying the process, and special education for at least three student,” Dawson says. “Watching a we believe over time it can move years. But Sakkis and others see child on a playground, for example, faster.” But it will continue to the potential for using this assess- allows you to observe social skills, require a collaborative effort at the ment earlier in the special education problem-solving, language. Is his school and district levels. process. “I’d like to try this with behavior working for him?” Watch- students not yet identified,” she ing a child play a game can indeed says. And Dawson wonders: “If we reveal much about his behavior: “A child is more did this at the initial assessment, Did he remember the rules? Did he would we have fewer children in follow the steps? How did he react than just a number special education?” when he won or lost? Thus far, Dawson says, field test- But not just any game will do. on a test.” ing shows that some children, with “You have to bring in activities support, can be removed from spe- characteristic of the child’s culture,” cial education. The pilot phase Dawson says. “You have to know The Diagnostic Center’s idea of of the project will be completed the appropriate games and settings holistic assessment is being field in December 2010. Dawson says in which to observe.” tested in the Mt. Diablo Unified the Diagnostic Center anticipates Dawson tells the story of an School District in Contra Costa “going public” in fall 2011. African American girl who was County, where Carolyn Sakkis is the Beyond addressing the question selectively mute and didn’t speak lead school psychologist. “We were of over-identification of minorities in the classroom. “We took out on board with this from the begin- in special education, the intent of a board game that she knew and ning,” she says, “because we’ve long the process, Dawson says, is to began to play. I pretended to be been concerned with over-identifi- direct the instructional process. confused about the rules of the cation” of minority students “and Information gathered in the matrix game.” Eventually the girl spoke we’d like to do better assessments about the student’s reasoning, to Dawson. Without the anxiety of these kids.” (In the 2008–2009 processing, learning, and other and stress of the classroom setting, school year, African Americans were skills allows educators to approach “I could see she had language and 5.2 percent of the general popula- instruction in such a way that the could use it appropriately.” Yet, tion at Mt. Diablo but 9.3 percent student is able—in fact, encour- “we can’t assume we understand of the special education population.) aged—to use those skills in the behavior just from observing,” Four psychologists for the Mt. classroom. The holistic assessment, Dawson says. Interviews are neces- Diablo USD were trained by and are she says, can serve “as a road map sary to determine if what is ob- working with a psychologist from to assist in making education more served—and how it is interpreted— the Diagnostic Center in this pilot successful for the child.” u is accurate. For that, a cultural project. “It’s a work in progress,” broker is required. That person says Sakkis. “It’s about changing —Janet Mandelstam

10 u Disproportionate Representation Summer 2010 u The Special EDge “Our job is to support state and local completed, Equity Alliance is cur- R e sp o n siv e continued from page 16 school systems in Arizona, California, rently focused on creating a profes- of Education at Georgia State Univer- and Nevada with equity-related issues, sional development strand for school sity)—emerged with a framework of working also with the Office of Civil leaders and administrators that will what educators needed in their profes- Rights, the Department of Justice, support the implementation of the sional development to effectively teach and the Department of Education.” courses for teachers. According to an increasingly diverse student body. Taking up the charge from the King Thorius, “it is critically impor- The P–16 Division, says Dr. Sia- P–16 Division, Equity Alliance tant to involve individuals who know Maat, “then took the framework on the “developed content in collaboration the cultural climate, people who road. We had three focus group meet- with CDE and other California educa- can address needs and negotiate the ings in Northern, Central, and South- tional stakeholders and then developed process, given the needs of a particu- ern California to get input from school the processes and platform” for deliver- lar locale. Our intent is to make the and district personnel.” In October ing the content, says King Thorius. learning contextual. So we are do- 2008, “we brought the framework and The project has since met with nu- ing our best to build a design that focus group input to Equity Alliance merous additional groups—Safe and includes people who are aware of the at Arizona State University and said Healthy Schools, California’s Dispro- specific issues at every step of the way. ‘this is what we have to work with.’ portionality Workgroup, the Special “This [leadership strand] will help We asked them to assist us in develop- Education Division, district teachers district leaders and administrators ing culturally responsive professional and administrators from throughout learn how to lead conversations about development modules for teachers.” the state, and representatives from sev- the content of the online modules. CDE could not have found a more eral county offices of education—whose We can’t simply put the modules up qualified organization. In the words input has helped to further develop and tell the districts to just ‘do it.’ of Equity Alliance’s Co-Director of and refine the content and process for District leaders need to understand Technical Assistance, Kathleen King professional development. and believe in the value of the con- Thorius, the organization has “been The first part of this system involves tent, but they also need to be aware involved with disproportionality work online courses for teachers, but this of the possible range of reactions that through a variety of projects for a num- module does more than offer instruc- teachers might have as they engage ber of years.” This is perhaps an un- tional strategies. “To get at issues of the content and be able to lead both derstatement. Originally funded after equity,” says King Thorius, “it is so formal and informal conversations the passage of the Civil Rights Act and important for teachers to examine about race, culture, and educational the Supreme Court’s landmark “Brown their own identities before they look equity. So this leadership strand will vs. Board of Education” decision, the at issues of practice. So [through these also help bring teachers and admin- earliest version of Equity Alliance was online courses] we help teachers look istrators together in real time so they charged more than 40 years ago with at and question their own beliefs, can discuss the content and build on aiding in the desegregation of public attitudes, and values and how these the new information, on the needs of schools. Possibly best known as factors—often unconsciously—show the teachers, and on the needs of the the National Center for Culturally up in the classroom.” The module also students.” Responsive Educational Systems, will help teachers reflect on the value The model has been beta tested, (NCCRESt), Equity Alliance is housed of non-English languages that are the and both the online course and at Arizona State University and has, first language of some of their students; the leadership strand will be piloted since its inception, promoted “equity, recognize the importance of any differ- in the fall. “We are currently in the access, participation, and outcomes ences between the culture of school and process of selecting three districts for all students.” Led by principal that of students and their families and to help us refine the whole system,” investigators and professors Elizabeth then, when possible, mitigate those says King Thorius. “There will then Kozleski and Alfredo Artiles, national- differences; recognize and incorporate be teacher and administrator repre- ly renowned experts on disporportion- into classroom activities the cultural sentatives from three schools from ality, and Director JoEtta Gonzales, the values that children bring to school; each district and two liaisons from center was recently “awarded a federal and provide instructional materials each district, one who understands grant to serve as the Region IX Equity that are culturally responsive. the requirements of the technical Assistance Center,” says King Thorius. With the module for teachers almost Responsive, continued page 12

The Special EDge u Summer 2010 Disproportionate Representation u 11 Equity Alliance is weaving strategies continuing to refine both pieces [the R e sp o n siv e continued from page 11 for developing these kinds of skills strands for teachers and for admin- infrastructure and the other who into both professional development istrators] to make sure we have the understands the cultural context and strands, shaping them into more than right kind of training. Essentially, content needs of the schools. We simple delivery systems for informa- we’re flying and building at the same will revise the modules based on tion on race and culture. Both strands time.” And then he adds, “But if we their suggestions and roll everything will involve cycles of inquiry and launch this pilot and find it is not out at a larger scale.” strategies for actively engaging par- working, we will close it down. If it’s While the approach and design for ticipants in the content and directly not going to close the achievement these modules are informed by the applying it. gap, we’re not going do to it.” experience of Equity Alliance, they Equity Alliance has done other Given the commitment of every- also are grounded in research and work with building the capacity of one involved in the project, their theory, particularly the work of John leaders to deal with issues of race and thorough approach to determining Bransford, Ann Brown, and Rodney culture, and its staff members have the best content and process, and Cocking,3 who posit that learners designed and taught many online the track record of Equity Alliance, operate within two cultural realms. courses. But, says King Thorius, “this this professional development system As King Thorius explains, one realm is the first time the focus on cultural holds great promise for the success of involves “the cultural beliefs, knowl- responsiveness, online training, and teachers and students alike. edge, and habits learners acquire in face-to-face capacity building have all For more information, e-mail their cultural community throughout come together in one set of learning Shadidi Sia-Maat at ssiamaat@ their lives,” and the second “en- experiences for educators. It is very cde.ca.gov. u compasses the cultural practices of exciting.” N o te s the institutions in which [learners] King Thorius, Sia-Maat, Gonzales, 1. Kozol, Jonathan. (2005). The Shame of receive formal education—schools and and the many others active in de- the Nation: The Restoration of Apartheid classrooms.” Educators’ awareness of veloping these training modules are Schooling in America. New York: Crown Publishers. these two realms is important, says deeply committed to the importance 2. King, K.A., Kozleski, E.B., Gonzales, J., King Thorius, because research shows of culturally responsive teaching. Capullo, K. (2009). Inclusive Education that the cultural practices of schools And their effort seems to carry with for Equity. Professional Learning Module and educational systems “can perpetu- it a refreshing degree of pragmatism. Series. Equity Alliance at Arizona State ate inequitable conditions for groups “We are trying to find a way to close University. 3. How People Learn, by Bransford, of students that have been historically the achievement gap and impact Brown, and Cocking, is free and avail- marginalized due to their race, lan- disproportionality,” says Sia-Maat. able online at www.nap.edu/open guage background, gender, or national “The folks at CDE are interested in book/0309065577/html/index.html. origin.” Equity Alliance’s focus is on “designing new approaches to solving intractable, culturally bound issues Should The Special EDge Go “Green”? like equity.” How do you like to read The Special EDge? What do you think of the newsletter Of course, the implementation of being made available primarily as an e-mailed attachment or as a downloadable these new approaches ultimately rests file from theEDge Web site? Please let us know what you think by e-mailing, with teachers and school administra- phoning, faxing, or writing to us; or by completing an online form. One way or tors. And what research seems to be another, we look forward to receiving your answers to the following questions: suggesting is significant: that the 3 How do you prefer to read The Special EDge: online, in PDF, or in hard copy? success of some minority children is 3 Would you read the newsletter less if it were available only electronically? inextricably bound to the ability of 3 Do you ever share articles from The Special EDge with friends or colleagues? the teacher not just to deliver content 3 Have you ever used an article or insert from The Special EDge in a professional but to reflect on and “understand development training? the nature of the learner from both E-mail: [email protected] Mail: EDge Going Green c/o Giselle of these cultural perspectives”—and Phone: Giselle at 707-849-2275 CalSTAT/NCOE then to respond with pedagogical Fax: The Special EDge at 707-586-2735 5789 State Farm Drive, Suite 230 creativity and cultural sensitivity. Visit: www.calstat.org/Greensurvey/ Rohnert Park, CA 94928

12 u Disproportionate Representation Summer 2010 u The Special EDge RiSE Library W . . . when you can borrow? h y The RiSE (Resources in Special b u y . . . Constructed as a reflective workbook Education) Library freely lends materials for teachers who work with students to California residents; the borrower only of schools in order to from varied backgrounds, this book offers pays for return postage. Go to www. support the academic successful strategies for teachers of all php.com/services/libraries to view the achievement of African American subjects and grade levels and for estab- library’s complete holdings. To order students. Call #24138. lishing a school climate for teaching materials, phone or e-mail RiSE Leadership on Purpose: Promising diverse learners. Call #24149. librarian Judy Bower: 408-727-5775; Practices for African American and Scaffolding Language, Scaffolding [email protected]. Hispanic Students Learning: Teaching Second Language Rosemary P. Papa. 2002. 105 pages. By Learners in the Mainstream Classroom Books for School Leaders drawing on the best practices of 13 exem- Pauline Gibbons. 2002. 165 pages. Courageous Conversations about Race: plary schools, this book highlights how This book explains how mainstream A Field Guide for Achieving Equity ethnically diverse (African American and elementary classroom teachers with little in Schools Latino) students can attain educational or no English-as-a-second-language train- Glenn Eric Singleton and Curtis Lin- success. The book offers leadership strate- ing can meet the needs of linguistically ton. 2006. 304 pages. Examining the gies for principals, tactics for successful diverse students. Call #24147 or 24148. achievement gap through the prism curriculum and classroom instruction, Teaching African American Learners to of race, this book explains how to help and approaches for meaningfully connect- Read: Perspectives and Practices educators understand why performance ing with parents. Call #24144. Bill Hammond. 2005. 368 pages. inequity persists and how to develop a Books for Teachers This book guides teachers, educators, curriculum that promotes true academic The Dreamkeepers: Successful Teachers and administrators in selecting the best parity. Includes facilitator’s guide. Call of African American Children research-based practices for successfully #24150, 24151, 24152, or 24153. Gloria Ladson-Billings. 2009. 256 pages. teaching African American learners to The Culturally Proficient School: In this second edition of her critically ac- read. It identifies best practices, considers An Implementation Guide for claimed book, the author shows how cul- the significance of culture in the teaching School Leaders tural relevance in a classroom is achieved and learning process, and explores issues Randall B. Lindsey. 2004. 192 pages. by working with the unique strengths of of assessment. Call #24136. Designed for principals, assistant princi- each child. The book challenges readers Toward Excellence with Equity: pals, and other school leaders, this book to envision intellectually rigorous and An Emerging Vision for Closing offers practical strategies, tools, and culturally relevant classrooms that im- the Achievement Gap resources for making schools culturally prove the lives of not just African Ronald F. Ferguson. 2007. 283 pages. proficient. Call #24137. American students, but of all children. The author synthesizes 15 years of Cultural Proficiency: A Manual for Call #24143. research into how progress in narrow- School Leaders English Language Learners with ing the achievement gap is influenced Randall B. Lindsey. 1999. 274 pages. Special Education Needs: Identification, by school policies and practices, and on This guide provides school leaders with Assessment, and Instruction the importance of lifestyles and informal practical and field-tested applications of Alfredo Artiles and Alba Ortiz, eds. 2002. social processes that play out between concepts about cultural proficiency. The 250 pages. While describing the chal- children and their parents and peers. The book includes structured activities for lenges involved in identifying, placing, author sets forth a wide-ranging and com- developing cultural proficiency in educa- and teaching English language learners pelling vision for closing the achievement tional settings. Call #24145 or 24146. with special education needs, this book gap. Call #24132. Improving Schools for African describes model programs and approaches, Minority Students in Special and American Students: A Reader assessment methods, strategies for parent/ Gifted Education for Educational Leaders school collaboration, and more. Committee on Minority Representation Sheryl Denbo and Lynson Moore Beau- Call #24133 or 24134. in Special Education. 2002. 488 pages. lieu, eds. 2002. 288 pages. This collec- How to Teach Students Who Don’t This book examines why racial and ethnic tion of articles addresses such issues as Look Like You: Culturally Relevant minority students are disproportionately policy reform, the importance of high- Teaching Strategies represented in special education and gift- quality teaching, and the improvement Bonnie M. Davis. 2006. 184 pages. ed and talented programs. Call #24142.

The Special EDge u Summer 2010 Disproportionate Representation u 13 Internet Resources sensitive to providing diverse learning settings, and teaching methods to help Assistance in Reducing experiences. Intentional instructional children learn most effectively?” Disproportionality diversity will benefit all students.” www.cde.ca.gov/sp/se/qa/ English Language Learners www.nccrest.org/publications/tools/ disproimpacts.asp www.alliance.brown.edu/pubs/nclr/ assessment.html Materials related to critical values and edells_assessment.pdf Equity in Special Education Place- beliefs, background, data, and strategies Educating English Language ment: A School Self-Assessment Guide regarding disproportionality are featured Learners: Understanding and Using for Culturally Responsive Practice is a on this page from the California Depart- Assessment guides schools in developing self-assessment instrument designed to ment of Education’s Web site. their capacity to provide appropriate cur- help elementary schools create culturally riculum, instruction, and assessment for www.cde.ca.gov/sp/se/qa/ responsive programming and instruc- students who are English language learn- disproresources.asp tion for all students, including those ers. It also offers suggestions for increas- The California Department of Education from culturally and linguistically diverse ing educators’ awareness of how to access lists tools for California local education backgrounds. relevant resources. While its emphasis is agencies (LEAs) to use in addressing www.alliance.brown.edu/tdl/ on charter schools, the guide would be of issues of disproportionate representation tl-strategies/crt-principles.shtml use to any K–12 school. and significant disproportionality. Principles for Culturally Responsive www.nccrest.org/Briefs/students_in_ http://ies.ed.gov/ncee/wwc/pdf/ Teaching outlines the characteristics of a practiceguides/20074011.pdf SPED_Brief.pdf pedagogy that recognizes the importance Effective Literacy and English Sources of federally sponsored technical of including students’ cultural references Language Instruction for English assistance, demonstration projects, infor- in all aspects of learning. mation, and scientifically based research Learners in the Elementary Grades, www11.georgetown.edu/research/ to help states and LEAs decrease instances from the What Works Clearinghouse, gucchd/nccc/documents/Checklist. of disproportionality are listed at this site. is a guide developed by experts for CSHN.doc.pdf teachers, principals, staff specialists and Culturally Responsive Promoting Cultural Diversity and district-level administrators; it offers Te a c h in g Cultural Competency: Self-Assessment five recommendations for literacy www.maec.org/cross/index. Checklist for Personnel Providing instruction for English learners in the html#return Services and Supports to Children with elementary grades. Cross-Cultural Communication: Disabilities & Special Health Needs http://education.state.mn.us/MDE/ An Essential Dimension of Effective and Their Families is a checklist cre- Learning_Support/Special_ Education explains how students with ated to heighten the awareness and sen- Education/Evaluation_Program_ different cultural norms are at risk of sitivity of personnel to the importance Planning_Supports/index.html of cultural diversity and cultural com- school failure “if teachers have little The ELL Companion to Reducing petence in human service settings. The knowledge, sensitivity, or appreciation of Bias in Special Education Evaluation document provides concrete examples the diversity in communication styles.” (available through the “ELL Companion of the kinds of values and practices that This booklet, available at the above URL, Manual” link on the right column of the foster such an environment. explains how teachers can use vernacular Web page above) provides assessment language systems to enrich their instruc- http://books.nap.edu/catalog. and eligibility determination guidelines tion of standard English. Techniques for php?record_id=9853#toc to special education professionals. These this approach are discussed. This newly expanded edition of How guidelines can be used where tradi- www.newhorizons.org/strategies/ People Learn: Brain, Mind, Experience tional evaluation procedures may not styles/guild.htm and School connects classroom activities be appropriate. The guidelines reflect a “Diversity, Learning Style, and Cul- with learning behavior; it also offers new broad view of connections between ELL ture” examines the impact of diversity research about the mind and the brain, programs and special education. The on student learning, exploring how a answering such questions as “How do manual’s conclusions are based on such teacher’s understanding of learning styles experts learn and how is this different aspects of diversity as race, culture, the and culture can help him examine his from non-experts? What can teachers acculturation process, high mobility own “institutional practices and become and schools do with curricula, classroom among families, and poverty rates.

14 u Disproportionate Representation Summer 2010 u The Special EDge 2010 Calendar members, physicians, psychologists, Supports,” and more. Participants are en- October 14–17 educators, health care providers, and so- couraged to come as a team. Los Angeles, cial workers who want the most current, CA. For questions, contact Jill Larson Division for Early Childhood (DEC) science-based information about ADHD. ([email protected] or 916-327-0866); 26th Annual International Atlanta, GA. Contact 301-306-7070, for registration, contact Karen Nichols Conference on Young Children with [email protected] or CHADD ([email protected] or 916-323- Special Needs and Their Families [email protected]; or go to www. 2538). Or go to www.cde.ca.gov/sp/se/ This DEC conference will disseminate chadd.org. ac/cop2010.asp for more information. effective practices that result in better outcomes for young children with dis- November 14–16 December 8–9 abilities, their families, and the personnel Secondary Transition Symposium: Adolescent Literacy: who serve them. The event is designed Blueprint for Success Equity and Opportunity for All for family members of children with This symposium, sponsored by the Sponsored by the California Department disabilities and the personnel who work California Community of Practice on of Education, this Secondary Literacy with them. Kansas City, MO. Contact Secondary Transition (CoP), is open to Summit X highlight best practices for 406-543-0872 or [email protected]; or teachers, administrators, WorkAbility improving adolescent literacy achieve- go to www.dec-sped.org/Conference. staff, transition specialists, service pro- ment, with a focus on reading, academic October 28–30 viders, student leaders, family members vocabulary, comprehension, writing, and and care givers, and interagency and content literacy. Sessions will also address Seventeenth National Forum on business partners. The event is designed the Common Core Standards, response Character Education as a forum for sharing professional activi- to intervention (RtI), and instructional This national conference is sponsored ties, including educational practices and strategies for closing the achievement by the Character Education Partnership research-supported strategies for improv- gap for English learners and students and features keynote speakers Sandra ing transition services for students with with special needs. Costa Mesa, CA. For Day O’Connor and Dr. Hal Urban. The disabilities ages 16–22. Content strands more information, contact Sharon John- conference will focus on current research include “School-based Learning Activi- son at 916-323-6269 or shjohnson@ in character education, the effect of char- ties,” “Career Preparation and Work- cde.ca.gov. Or go to www.cacomp acter education on efforts to permanently based Learning Activities,” “Connecting center.org/cs/cacc/print/htdocs/cacc/ change school culture and climate, and Activities,” “Family Involvement and secondaryliteracy.htm. support for at-risk students. The event also includes pre-forum workshops (ad- . . . for your free subscription to The Special EDge dressing such subjects as “The Neurology Mail this in of Performance” and “Optimizing the High School Experience”), more than Subscription Request r New subscription r Address change r Unsubscribe 70 breakout sessions, hot-topic discus- r E-subscription: The Special EDge will be e-mailed to you as a PDF sions led by experts, tours and school-site Position r School administrator r Educator visits, and opportunities to network with r Family member r Other ______colleagues and experts. The event is de- Mailing Address signed for anyone interested in character Name education. San Francisco, CA. Contact School/Organization Becky Sipos at [email protected], 202-296-7743; or go to www.character. Address org/2010forum. City/State/Zip November 11–13 E-mail Address

Pathways to Wellness, Other Interests r Online courses r Workshops and training Healthy Minds, and Resilience r Parent leadership r Educational consulting This 22nd Annual International Mail To California Services for Technical Assistance and Training (CalSTAT) Convention for Children and Adults c/o Napa County Office of Education with Attention Deficit/Hyperactivity 5789 State Farm Drive, Suite 230 Disorder (ADHD) is designed for family Rohnert Park, CA 94928 707-849-2275

The Special EDge u Summer 2010 Disproportionate Representation u 15 How to Make a Difference Creating Culturally Responsive Classrooms

he Civil Rights Act Napa County Office of Education PRSRT STD became law nearly California Services for Technical Assistance and Training U.S. Postage 5789 State Farm Drive, Suite 230 PAID 50 years ago, but Permit No. 470 Rohnert Park, CA 94928-3609 T there are still abun- Santa Rosa, CA dant sources of inequity related to race in our nation’s educational system, according to educator Jonathon Kozol.1 One of these sources involves the disproportion- ate representation of certain ethnic minorities in special education. Researchers have studied this dis- proportionality for decades and posit numerous and conflicting reasons for its persistence. One solution, however, has earned strong support from researchers and educators alike: directly instructing general educa- tors in how to successfully teach children from diverse backgrounds. “to develop, implement, and sustain a needed,” says Dr. Shadidi Sia-Maat, This amounts to creating “culturally specific, ambitious plan that holds the Education Programs Consultant for responsive classrooms and schools, State of California accountable for cre- the P–16 Division, and staffer for [where] effective teaching and learn- ating the conditions necessary for clos- the California P–16 Council. “We all ing occur in a culturally supported, ing the achievement gap.” The council realized we can’t do this work alone learner-centered context, whereby emerged with 14 recommendations— and knew there were very experienced the strengths students bring to among them, providing culturally folks across the country that could school are identified, nurtured, relevant professional development for assist us.” So Dr. Sia-Maat and his and utilized to promote student all school personnel. In short, help- colleagues convened an expert panel achievement.”2 ing teachers create classrooms that are to help create a framework for cultur- In 2007, California’s State Super- “culturally responsive to the diverse ally responsive professional develop- intendent of Public Instruction Jack racial, cultural backgrounds and needs ment for teachers. The panel—which O’Connell launched an initiative to of its student populations.” ultimately included such notables as address educational inequities and Moving forward with this specific Dr. Geneva Gay, (Professor of Educa- close “the persistent achievement charge, staff members of the P–16 tion at the University of Washington- gap between our highest- and low- Division of the California Department Seattle who, according to Sia-Maat, est-performing students.” Accord- of Education (CDE) realized that they “wrote the bible on culturally respon- ing to O’Connell, that achievement were not the only ones struggling to sive teaching”), Dr. Christine Sleeter gap “has left our students of color, help under-performing students. “We (Professor Emerita in the College of poor students, our English learners started working with colleagues in Professional Studies at California State and students with disabilities lag- other CDE divisions—Curriculum University Monterey Bay), and Dr. ging behind their white and Asian and Instruction, Learning Support Joyce E. King, (Benjamin E. Mays peers.” Later that year O’Connell Services, and Special Education—to Chair, Professor of Social Foundations charged his California P–16 Council determine the nature of what we Responsive, continued page 11

16 u Disproportionate Representation Summer 2010 u The Special EDge