Transcript Facilitating a Meeting

National Center for
Culturally Responsive
Educational Systems:
Resources and
Technical Assistance
Shelley Zion
Project Coordinator
Purpose
The National Center for Culturally Responsive
Educational Systems provides technical
assistance and professional development to
• close the achievement gap between students
from culturally and linguistically diverse
backgrounds and their peers, and
• reduce inappropriate referrals to special
education.
Mission
Supporting state education
agencies and local school
systems to assure a quality,
culturally responsive education
for all students
NCCRESt’s Work
Networking and
Dissemination
Professional
Development
Reduce
Disproportionality
Continuous Improvement
Research and
Development
Continuous Improvement
• Accessible and Accurate Data
• State level planning for PD, TA &
Information Networks
• Annual Continuous Improvement
Cycles of
Reflection/Planning/Action/Reflection
• Planning and Implementation
Coherence
Technical Assistance
• RFP for level one state activities
• Memorandum of partnerships
• Quarterly teleseminars
• National Conferences
Level One States- direct and
•.
intensive work with 8-12
States
Annual National Conferences on
Disproportionality
•.
Partnerships with Regional Resource
Centers, National TA Centers,
Presentations at National Conferences
Quarterly Teleseminars
E-News, Website,
publications/products
Upcoming Activities
• Needs Assessment Survey to State
Directors/Team Leaders - The purpose of this survey
is to collect information about state capacity to provide technical
assistance in the area of disproportionality, to identify areas of
need that NCCRESt can support, and to target our resource
development and dissemination to best assist states in their planning.
• Follow up survey to meeting participants - This
survey will collect information about the benefits of the meeting, the
progress the team has made toward their identified goals, and
identify gaps in the services provided by NCCRESt.
• Technical Papers - NCCRESt is developing a series of
technical papers, to be co-authored by regional and state participants
that will directly address state identified needs and topics.
• Stories from the Classroom- NCCRESt is developing a
forum on the website where practitioners can submit examples of best
practices that are culturally responsive and contribute to the
achievement of all students.
High Leverage Analysis
Questions
• CONTROL: To what degree is this something we have control to change or address?
• IMPACT: How likely are we to make a significant difference for students by
addressing this challenge?
• TREND: Based on the data, is this challenge likely to get worse, stay the same or
get better? What is the potential cost of not addressing it now?
• SCOPE: What is the breadth and depth of benefits of addressing this challenge?
How many students would benefit if you addressed this challenge? Which students
would benefit?
• URGENCY: What relevance does this challenge have to your school’s current goals
or needs?
• PRIORITY: How would students/family/community members rank this challenge in
terms of priority?
• PRACTICALITY: What is the likelihood of success? Does your team have access to
known solutions? Is there expertise or support available to address this challenge?
• BIG PICTURE: To what extent will addressing this challenge prepare your state to
take on more systemic or long-term goals?
Professional
Development
•
On-going professional development, with support, is key to
the promotion of culturally responsive practice.
•
Professional development must be supported at multiple
levels, with everyone “on the same page”—we advocate top
down support for bottom up reform (Darling-Hammond &
McLaughlin, 1995).
•
Yet change can be difficult—practitioners work in complex
cultural milieus and, thus, the acquisition of new research
knowledge requires that they change what they think and
do and transform the contexts in which they work.
•
Teacher beliefs, feelings of self-efficacy, attitudes, and
perceptions all affect the extent to which they try new
strategies and persist in using them even when confronted
with challenges (Artiles, 1996; Sparks, 1988).
Professional
Development
• Networks of Schools
• Whole School Improvement
• Culturally Responsive
• Focused on Practice
• Based in Inquiry
• Linked to Student learning
• Preservice to Retirement
• Professional Identity and Goals
• Ongoing and job embedded
PD Modules
• Introduction: Leadership Academy Manual
• Systemic Change
• Conceptual Framework for Addressing Disproportionality
Culturally Responsive Educational Systems
• Literacy Practices
• Early Intervention
• PBIS
• Differentiated Instruction
• Collection and Use of Evidence
• Impact of Urban Culture on Teachers and Students
• Building Capacity Through Family Voice and
Participation
• The Special Education Referral Process and Pre-Referral
Strategies
• Students
PD Content
Coaching
To develop learning communities at multiple levels, ensure embedded
professional development, and support the system to maintain a rich
repertoire of research-based, inclusive educational practices.
To provide coaching and support to district staff and others
who are providing technical assistance to the schools adopting
inclusive practices and partnering with the National Institute.
Information Systems
Networking & Dissemination
To actively support inquiry practices, provide high quality data,
support for data analysis and adjustments, and communication
with parents and the community.
To explore collaborative opportunities, build a common language,
create a collaborative atmosphere for change.
Research & Development
• Practitioners
• Community Members
• Families
• Researchers
• Policy Makers and Influencers
R & D Products
Practitioners
Practitioner Briefs
1. A Historical Perspective
2. Measurement Issues
3. SPED Process
4. Legal Regulations and Rights
5. Guidelines for Parents
* Solutions
6. CR Pedagogy
7. CR Teacher Education
8. Literacy for AA Learners
9. Parent Involvement
10. Prereferral Interventions
11. Governance/Administrative Issues
12. Discipline & Race
Researchers/Policymakers
Journal Special Issues
• Culturally Responsive (CR) Literacy
Practices: African American
Students
• Culturally Responsive (CR) Literacy
Practices: English Language
Learners
• Culturally Responsive Practices:
American Indians
• Interdisciplinary Views on Culture
in Learning
• Positive Behavioral Support Models
• Culture and Equity in the Special
Education Process
• Equity Implications of Reforms for
SPED Students
• Culturally Responsive Research to
Practice
R & D Products
Assessment Tool
On Line Meta-Tag Library
1. Assess problem: Risk index and
odds ratio
2. Five domains:
Extending the Discourse Series
(a) Governance, Organization, Policy
Alternative Viewpoints:
and Climate
Explanations of Racial Minority
(b) Family Involvement
Placement in Sped
(c) Curriculum
(d) Organization of Learning
(e) Special Education Processes and
Conference, Book, and Journal Issue:
Programs
Struggling ELL - Language Acquisition or
LD?
Research Studies
•Co-Sponsored by CEC and NABE*
1.
Analysis of state placement:
Colorado
Topics: Theoretical & methodological issues,
population, pre-referrals/referral,
2. The social contexts of the
assessment, instruction, future directions
construction of competence:
Opportunity to learn, referral,
Confirmed authors: J. Abedi, L. Baca, J.
& placement processes
Cummins, E. Garcia, J. MacSwan, R. Rueda?,
N. Ruiz, D. Haager, K. Escamilla, S. Vaughn
Networking and
Dissemination
• Sharing of information across community, professional,
advocacy and policy organizations
• Information dissemination to our expanding network
• Enews and Web Site development
• From the Tipping Point (Gladwell, 2002)
– Mavens (Opinion Leaders)
– Connectors
– Agents
– Stickiness
www.nccrest.org