Janette Klingner, University of Colorado at Boulder

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The Past, Present, Future of Disproportionate
Representation The Work of the National Center
for Culturally Responsive Education Systems
Janette Klingner, University of Colorado at
Boulder Elizabeth Kozleski Amanda
Sullivan Kathleen King Arizona State University
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Leadership
Alfredo Artiles Grace Zamora-Duran Beth
Harry Janette Klingner Elizabeth Kozleski William
Tate Shelley Zion
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NCCRESts Purpose
Provide technical assistance and professional
development to
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Guiding Questions

• What was the nature of disproportionate
  representation in our nations schools when
  NCCRESt started?
• How has NCCRESt focused its efforts to reduce
  disproportionate representation and improve
  outcomes for culturally and linguistically
  diverse students, and to what effect?
• What are the implications of this work?

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Framing the Problem of Disproportionate
Representation
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Definition of Disproportionality

• the extent to which membership in a given group
  affects the probability of being placed in a
  specific special education disability category
  (Oswald, et al., 1999)

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Context of Disproportionality when NCCRESt Began

• Disproportionality a concern for over three
  decades (Dunn, 1968 Johnson, 1969
  Donovan Cross, 2002).
• African American children 2.88 times more likely
  to be labeled MR and 1.92 times more likely to be
  labeled ED than white children (Donovan Cross,
  2002).
• Native Americans twice as likely to be labeled ED
  or SLD (Donovan Cross, 2002).
• Although Latino students often not
  over-represented in national data, variability
  across states, districts, and sub-populations it
  is likely to change when their proportion of a
  districts diverse student body increases
  (Donovan Cross, 2002 Losen Orfield, 2002).

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Culturally Responsive Educational Systems

• The cornerstone of NCCRESt is our assumption that
  disproportionate representation should be
  addressed through the creation of culturally
  responsive educational systems.

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Changing the vision

• 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
  Presidents Commission, 2002)

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Why Does Culture Matter?
All practice needs to be culturally responsive
in order to be best practice (Moje Hinchman,
2004) Cultures in the classroom and classroom
cultures
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NCCRESts Activity Arenas
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TA Model
From Presence to Participation Multiple
Pathways Multiple Audiences
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Interrelated Domains in Addressing
Disproportionality
Teacher Education
PEOPLE
Administrators
Professional Development
Teachers
Instruction Literacy
Families
Early Intervention in GE

Students
Positive Behavior Supports
Communities
PRACTICES
School
District
District
State
POLICIES
Federal
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Examples of NCCRESt Activities

• National Forums on Disproportionality
• National ELL Conference
• Regional Conferences
• Certification Workshops
• Individualized TA to States based on RFP
• Support to RRCs
• Networking through Professional Organizations
• Information Dissemination

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NCCRESt Resources

• www.nccrest.org
• Library
• Products
• Professional Learning Tools
• Data Maps

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NCCRESt Products

• Practitioner Briefs explain research and its
  application to specific practices, roles, or
  policies that impact disproportionality.
• Exemplars summarize activities of highly
  successful schools.

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NCCRESt Products

• Core Principles contain a set of scholarly
  documents that provide a conceptual foundation
  for NCCRESt's approach to solving
  disproportionality.
• Technical Reports track NCCRESt's activities,
  accomplishments, and impacts.
• Position Statements describe NCCRESts beliefs
  and views on key topics.

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Assessment Tools

• Resources to assist states, districts, and
  schools implement a quality, culturally
  responsive education for all students.

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NCCRESt Products

• Power-Point Presentations from conferences,
  workshops, and online events offer suggestions
  for addressing disproportionality.
• State Profiles are research-based snapshots of
  individual states efforts to address
  disproportionality.
• eQuiNews keeps the broadest audience up-to-date
  on innovative information on issues in cultural
  diversity, disproportionality, and much more.

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NCCRESt Products

• Practitioner-oriented Books
• Special Issues of Scholarly Journals

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Data and Analysis
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• Reported Activities
• eQuinews listserv
• Use of NCCRESt products and tools
• Trainer of Trainers Conference
• National Forum
• Statewide continuing education conferences
• Specialized training and TA for state
  administrators and staff
• Case studies

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Professional Learning
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NCCRESt Professional Learning Principles
Arena 2 Situated Learning
Arena 1 Tools for Learning
Multicultural Improves Outcomes for Students on
the Margins Improves Curriculum Pedagogy
Distributed Public Daily Data-Driven Embedded

Arena 4 Content Knowledge Research
Arena 3 Sites of Learning
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NCCRESt Professional Learning Tools and Products
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COMING SOON!!
COMING SOON!!
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Moving Forward
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Guiding Questions

• What was the nature of disproportionate
  representation in our nations schools when
  NCCRESt started?
• How has NCCRESt focused its efforts to reduce
  disproportionate representation and improve
  outcomes for culturally and linguistically
  diverse students, and to what effect?
• What are the implications of this work?