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National Center for Culturally Responsive Educational Systems: Resources and Technical Assistance


Annual National Conferences on Disproportionality ... Conference, Book, and Journal Issue: Struggling ELL - Language Acquisition or LD? ... – PowerPoint PPT presentation

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Title: National Center for Culturally Responsive Educational Systems: Resources and Technical Assistance

National Center for Culturally Responsive
Educational Systems Resources and Technical
Shelley Zion Project Coordinator
  • 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

  • Supporting state education agencies and local
    school systems to assure a quality, culturally
    responsive education for all students

Continuous Improvement
  • Accessible and Accurate Data
  • State level planning for PD, TA Information
  • Annual Continuous Improvement Cycles of
  • Planning and Implementation Coherence

Technical Assistance
  • RFP for level one state activities
  • Memorandum of partnerships
  • Quarterly teleseminars
  • National Conferences

Partnerships with Regional Resource Centers,
National TA Centers, Presentations at National
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
  • 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
  • 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.

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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
  • 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
  • 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 schools 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
  • Professional development must be supported at
    multiple levels, with everyone on the same
    pagewe advocate top down support for bottom up
    reform (Darling-Hammond McLaughlin, 1995).
  • Yet change can be difficultpractitioners 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
  • The Special Education Referral Process and
    Pre-Referral Strategies
  • Students

PD Content
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.
Networking Dissemination
Information Systems
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
  • 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
  • Equity Implications of Reforms for SPED Students
  • Culturally Responsive Research to Practice
  • Practitioners Practitioner
  • 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

R D Products
Assessment Tool 1. Assess problem Risk index and
odds ratio 2. Five domains (a) Governance,
Organization, Policy and Climate (b) Family
Involvement (c) Curriculum (d) Organization of
Learning (e) Special Education Processes and
On Line Meta-Tag Library
Extending the Discourse Series Alternative
Viewpoints Explanations of Racial Minority
Placement in Sped
  • Conference, Book, and Journal Issue Struggling
    ELL - Language Acquisition or LD?
  • Co-Sponsored by CEC and NABE
  • Topics Theoretical methodological issues,
    population, pre-referrals/referral, assessment,
    instruction, future directions
  • Confirmed authors J. Abedi, L. Baca, J. Cummins,
    E. Garcia, J. MacSwan, R. Rueda?, N. Ruiz, D.
    Haager, K. Escamilla, S. Vaughn
  • Research Studies
  • Analysis of state placement Colorado
  • 2. The social contexts of the construction of
    competence Opportunity to learn, referral,
    placement processes

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Networking and Dissemination
  • Sharing of information across community,
    professional, advocacy and policy organizations
  • Information dissemination to our expanding
  • Enews and Web Site development
  • From the Tipping Point (Gladwell, 2002)
  • Mavens (Opinion Leaders)
  • Connectors
  • Agents
  • Stickiness

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