National Center for Culturally Responsive Educational Systems

1. National Center for Culturally Responsive Educational Systems 3 + 2 Evaluation November 22, 2004

2. NCCREStNational TA & D Center Provide 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.

3. Critical Foci Culturally Responsive Practices Early Intervention in General Education Literacy Positive Behavioral Supports

4. Outcomes the use of prevention and early intervention strategies, inappropriate referrals to special education, and the # of schools using effective literacy and behavioral interventions for students who are culturally and linguistically diverse.

5. Features of Culturally Responsive Educational Systems Culture, language, heritage, and experiences of ALL students and families are • valued; • respected; and • used to facilitate learning and development.

6. Features of Culturally Responsive Educational Systems • Practitioners and Administrators assume responsibility for the learning of ALL students from ALL cultural and linguistic backgrounds. • Every student benefits academically, socioculturally & linguistically. • Access to high quality teachers, programs, curricula, and resources is available to every student.

7. What’s in an Educational System?

8. What is Systemic Change? • SimultaneousRenewal in Multiple Layers of the System

9. Changing the vision… “Eliminating disproportionality is an adult issue.” (Joseph Olchefske, Superintendent of Seattle Schools) “We must change the way we think about ability, competence and success and encourage schools to redefine support so that the need to sort children is reduced.” (Testimony before the President’s Commission, 2002)

10. Administrators Teachers Families Students Communities Investing in People • Presence • Participation • Emancipation

11. Renewing Practice Teacher Education Professional Development • Discourse • Tools • Evidence • Collaboration Instruction: Literacy Early Intervention in GE Positive Behavior Supports

12. Federal State District School Changing Policies • Educate • Inform • Emancipate • Create Access

13. Domains of Culturally Responsive Systems PEOPLE Teacher Education Administrators Professional Development Teachers Instruction: Literacy Families Early Intervention in GE Students Positive Behavior Supports Communities PRACTICES School District District State POLICIES Federal

14. Conceptual Framework Paper

15. Questions • To what extent do our strategies for TA & D have high probability for • improving practice? • Improving results for students? • Influencing policies that support culturally responsive systems?

16. A Tour of the Website • Library • Practitioner Briefs • Events • Campuses • Maps

17. Culturally Responsive Assessment Tool • Equity in Special Education Placement: An Assessment Guide for Culturally Responsive Practice. • School Governance, Organization, Policy and Climate • Family Involvement • Curriculum • Organization of Learning • Special Education Process and Programs

18. Authored and Edited Volumes • Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners. Hoover, Klingner, Baca, & Patton, and published by Merrill/Prentice Hall. • Culturally Responsive Literacy Practices: English Language Learners. Klingner and Artiles are the co-editors. • Culturally Responsive Literacy Practices for African American Students. Patricia Edwards, Janette Klingner, and Jennifer Danridge Turner.

19. Journal Special Issues • Culturally Responsive Practices for American Indians and Alaskan Natives. Bilingual Research Journal. • Culture and Equity in the Special Education Process.Multiple Voices. Cheryl Utley and Janette Klingner. • English Language Learners with Learning Disabilities: Emergent Research. Journal of Learning Disabilities (Klingner & Artiles, Guest Editors • A highly respected general education journal for the second special issue (Artiles & Klingner, Guest Editors).

20. Extending the Discourse: Dilemmas in Serving Diverse Students Series • Educational Researcher. The title of this special series is “Minority Students Disproportionate Representation in Special Education, Again: Complicating Traditional Explanations

21. Producing Knowledge: Meta-Analyses, Syntheses, and Research Papers/Books • Culturally responsive pedagogy • What is culturally responsive practice? • How do we define it and operationalize it? • How do we best determine what is “effective” or “evidence-based”? • Components of culturally responsive pedagogy • teacher beliefs and behaviors (e.g., “high expectations,” “conveying care and respect”) • instructional practices, (e.g., “multicultural literature,” “cooperative learning,” “bringing in resources from the community”) • school-wide efforts, such as family-school partnerships; • Opportunity to learn indicators (e.g., access to advanced placement and other advanced classes, access to qualified teachers teaching in-field). • Validated Reading Practices for Three Tiers of Intervention Culturally Responsive Early Intervention (Response to Treatment Models). Haager, Vaughn, and Klingner. Publisher: Brookes. • Culturally and linguistically diverse students, literacy models, and special education to appear in Reading Research Quarterly’s section on “New Directions for Research” (J. Klingner and Patricia Edwards). • Implications of historiography and representation for a discursive view of learning disabilities to be published in the Journal of Learning Disabilities (Artiles).

22. Professional Development • State Liaison Coaching • Quarterly State Liaison Meetings • Ongoing support of State-level meetings and PD

23. Conceptual Framework for Addressing Disproportionality Understanding Disproportionality Understanding Culturally Responsive Educational Systems Exploring CR Practices in Schools Culturally Responsive Educational Systems Systemic Change Culturally Responsive Literacy Practices Early Intervention in General Education Culturally Responsive Positive Behavior Supports Differentiated Instruction Collection and Use of Data Professional Development Modules

27. Events • ELL Conference • Brown v. Board of Education • Regional Meetings • Symposium • RRC collaborations (SE, MP, Glarrc, etc.) • State Collaborations (Indiana) • Monthly RRC teleconferences

28. Activities • Conferences • Consultations • Advisory Boards (Monarch, Laser & NCEO, Teacher Quality, COPPSE) • RFP

29. Inputs

30. Audiences Knowledge Data Policy Guidance Definitions Oversight Practices

31. Outcomes

32. Measurement Tools • APR • State Profiles • Interviews with Key Opinion Makers • Quarterly Reports • Annual Progress Reports

34. State Involvement • 34 TA Plans filed with NCCRESt • 49 States and Territories participated in NCCRESt activities • 6 States Reported working with NCCRESt in ’02-03 APRs

35. Next Steps Continuous Improvement

36. Next Steps: R & D Continue Product Development Refine Culturally Responsive Assessment Tool Develop a set of Conference Proceedings for Practitioners and a Special Journal Issue as a result of the ELL Struggling to Learn: Emergent Research on Linguistic Differences and Learning Disabilities National Conference

37. Next Steps: PD • Finish Modules • Interactive Online Modules • Build a Leadership Network • Network with Research Centers, TA & D Network, and the Partnerships

38. Next Steps • Networking and Dissemination • Focus on media development

39. Funding • Build Map Site • Fund Annual Symposium • More frequent meetings with states by region • Stronger Networking with other key policy organizations • Development of set of policy documents • Research on Assessment Tools and Practices, data maps

40. Grace Duran, Project Officer Alfredo Artiles Janette Klingner Elizabeth Kozleski William Tate Cheryl Utley Professional Staff & Graduate Assistants Advisory Board

41. Who’s on Board? • Leonard Baca, Bueno Center • Philip Chinn, California State University, Los Angeles • Kayte Fearn, Council for Exceptional Children • Ronald Felton, Miami-Dade County Public Schools • Betty Green-Bryant, Council for Exceptional Children • Judith Heuman, The World Bank • Asa Hilliard, Georgia State University • Stephanie Hirsh, National Staff Development Council • Dixie Jordan, Parent Advocacy Coalition for Educational Rights • Joy Markowitz, Project Forum, National Association of State Directors of Special Education • Festus Obiakor, University of Wisconsin at Milwaukee • James Patton, College of William and Mary • National Association of Bilingual Education • Kristin Reedy, Northeast Regional Resource Center • Brenda L. Townsend, University of South Florida • Edward Lee Vargas, Hacienda La Puente Unified School District • Kenneth Wong, Vanderbilt University Consultant: Beth Harry, University of Miami