National Center for Culturally Responsive Educational Systems

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

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

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Features of Culturally Responsive Educational
Systems

1. Practitioners and Administrators assume
   responsibility for the learning of ALL students
   from ALL cultural and linguistic backgrounds.
2. Every student benefits academically,
   socioculturally linguistically.
3. Access to high quality teachers, programs,
   curricula, and resources is available to every
   student.

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Whats in an Educational System?

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What is Systemic Change?

• SimultaneousRenewal in Multiple Layers of the
  System

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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
  Presidents Commission, 2002)

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Investing in People

• Presence
• Participation
• Emancipation

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Renewing Practice

• Discourse
• Tools
• Evidence
• Collaboration

Teacher Education
Professional Development
Instruction Literacy
Early Intervention in GE
Positive Behavior Supports
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Changing Policies

• Educate
• Inform
• Emancipate
• Create Access

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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
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Conceptual Framework Paper
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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?

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A Tour of the Website

• Library
• Practitioner Briefs
• Events
• Campuses
• Maps

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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

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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.

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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).

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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

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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 Quarterlys 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).

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Professional Development

• State Liaison Coaching
• Quarterly State Liaison Meetings
• Ongoing support of State-level meetings and PD

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Professional Development Modules

• 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

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Events

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

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Activities

• Conferences
• Consultations
• Advisory Boards (Monarch, Laser NCEO, Teacher
  Quality, COPPSE)
• RFP

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Inputs
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Audiences

• Knowledge
• Data
• Policy
• Guidance
• Definitions
• Oversight
• Practices

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Outcomes
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Measurement Tools

• APR
• State Profiles
• Interviews with Key Opinion Makers
• Quarterly Reports
• Annual Progress Reports

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Product Year 1 Year 2
Report on all States current compliance with Section 618 Month 11 Month 11
Active Website with Splash Page, virtual library, web monitoring tools continued upgrade and completion of specified features Month 5 Monthly
Acquisition, indexing, and updating of metatag library Month 8 Monthly
Design and development of State technical assistance and professional development plans Month 7 NE Month 9 SE Other 4 Regions
Content and documentation of all aspects of website End of Month 12 Annual
Networking and Dissemination Plan Month 6 Annual Evaluation
Product Development Plan by Month Month 3 Annual upgrade to plan
Delivery of first e-news Month 4 Monthly
Delivery of first Practitioner Brief Month 5 Every 2 months
Delivery of First On-line Module Month 10 Every 2 months
Host Leadership Academies by Region Month 10 Complete3
Implementation of on-line Portfolios Month 11 All Portfolios online
Core Team Meetings 2x per year 2x per year
Annual Advisory Board Meeting Month 12 Month 12
Quarterly Report Every 3rd Month Every 3rd Month
Annual Report with Evaluation Data from all First Year Activities End of Month 12 End of Month 12
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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

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Next Steps
Continuous Improvement
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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

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Next Steps PD

• Finish Modules
• Interactive Online Modules
• Build a Leadership Network
• Network with Research Centers, TA D Network,
  and the Partnerships

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Next Steps

• Networking and Dissemination
• Focus on media development

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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

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