CDFA: 84.326E Technical Assistance Center on ... - NCCRESt

National <strong>Center</strong> for Culturally Responsive Educational SystemsThe mission of the National <strong>Center</strong> forC u lt u r a l ly R e s p o n s i v e E d u c at i o n a lSystems is to support state and local schoolsystems to assure a quality, culturallyresponsive education for all students.Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 2

National <strong>Center</strong> for Culturally Responsive Educational SystemsTable of ContentsProject Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 5Goal 1: Continuous Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 6Goal 2: Research and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 7Goal 3: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 10Goal 4: Networking and Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 12State Partner Updates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PAGE 14Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 4

National <strong>Center</strong> for Culturally Responsive Educational SystemsContinuousImprovementGoal 1: Increase knowledge and understanding throughevaluation of current practice, change efforts, and impact.»»»»1.1 Collaborate with State Directors of SpecialEducation and Project Forum to determine the level ofcompliance for each State in collecting the datarequired in section 618(c) of IDEA 2004.1.2 Develop a web-based, sensitive and responsivecontinuous improvement cycle for each participatingstate education agency (SEA) that provides accuratebaselines and the basis for analyzing and interpretingthe data collected on representation of minorities inspecial education, and informs SEAs and localeducation agencies (LEAs) about the impact ofimplementing culturally competent practices inreading, behavior, and early intervention and progressin achieving improvements.1.3 Develop accurate baselines and analyze theimpact of change efforts on student referral,placement and outcomes for students fromlinguistically and culturally diverse backgrounds inparticipating sites.1.4 Assist SEAs in developing a plan to addressdisproportionality that focuses on widespreadscreening and effective early intervention.SummaryThe work of the Continuous Improvement Core Team for this periodfocused on responding to the various professional development needsof the nine Partner States: New Jersey, Iowa, Ohio, Wisconsin,Connecticut, Tennessee, Louisiana, North Carolina, and Virginia.These states received in-depth monthly coaching and mentoringalong with a fall national meeting, site visits, problem solving sessions,leadership academies, a variety of tools and materials developedthrough the <strong>Center</strong> and targeted assistance with state identified issuesrelated to disproportionality and culturally responsive systems.<strong>Technical</strong> <strong>Assistance</strong> was provided to other states as requestedduring the past three quarters as well, including work with Alaska,California, Mississippi, Georgia, New York and Arizona.Accomplishments• 8 site visits and technical assistance provided to state partners• 1st Annual National Forum – Creating Opportunities to Learn:A Forum Addressing Disproportionality• 2 State Liaison meetings in Denver, CO• 8 district profiles completed.Next Steps■ Prepare materials for the October Training of Trainers meeting.■ Connecticut Case Study■ Ohio OISM Conference■ Assist states with finding effective ways toorganize resources and utilize dataT e c h n i c a l A s s i s t a n c e P r o v i d e d F e b r u a r y 1 – S e p t e m b e r 3 0State Date Who attended<strong>Technical</strong><strong>Assistance</strong> (TA)RequestedProfessionalDevelopment(PD) ToolFocus of TAMississippi February Elizabeth Kozleski Develop a Teachers’ SelfstudyGuide forCulturally ResponsivePractices in Grades K-6:Reading and Mathematics• Cultural Responsivity • Pilot the matrix with teachers inMatrixMississippiConnecticut May Barbara Sparks TA – Case Study of twoschool districts• Building Walk ThroughProtocol• Focus Group InterviewProtocol• Initial fact finding visit to twoschool districts for case studyanalysis of issues related toreduction of disproportionalityContinuedCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 6

National <strong>Center</strong> for Culturally Responsive Educational SystemsC o n t i n u e d : T e c h n i c a l A s s i s t a n c e P r o v i d e d F e b r u a r y 1 – S e p t e m b e r 3 0State Date Who attended<strong>Technical</strong><strong>Assistance</strong> (TA)RequestedProfessionalDevelopment(PD) ToolFocus of TALouisiana July Suzanne Arnold PD – Louisiana LeadsConference• District Rubric• School Assessment Tool• Provided an overview of both thedistrict rubric and schoolassessment toolLouisiana August Suzanne Arnold TA – Online platformsurveys• District Rubric• School Assessment Tool• Provided an online environment toadminister NCCRESt tools foridentified LA districts and schools.CT, NY, NC,WI, VA, TN,OH, LAFebruaryShelley Zion,Suzanne Arnold,Elizabeth Kozleski,State Liaison Meeting• Maximizing Professional • Quarterly Reports DebriefingDevelopment Access and • Maximizing ProfessionalResultsDevelopment for school districtsCT, NY, NC,WI, VA, TN,OH, LAJuneShelley Zion,Suzanne Arnold,Elizabeth KozleskiSummer Liaison Meeting• Cognitive Coaching• Early Intervening andResponse to Intervention• Culturally ResponsiveMatrix• State liaisons examined state needsfor TA and PD to identifieddistricts.• Develop TA plans, evaluativemeasures and follow-up processesfor identified districts.WisconsinAugust14-17Shelley ZionWisconsin Department ofPublic InstructionSummer Conference• Understanding Culture • Wisconsin Statewide Conferenceand CulturalResponsivityResearch andDevelopmentGoal 2: Synthesize and expand research-based practicesfor linguistically and culturally diverse students.» 2.1 Using a conceptual framework to analyze andsynthesize empirically available information fromempirical research as well as stakeholder perspectives;summarize, synthesize and expand the existing evidencebasedpractices for educating and supporting students fromculturally and linguistically diverse backgrounds for lay,practitioner, scholarly and policy audiences.» 2.2 Produce and update an accessible series ofsyntheses products and working papers on various topic’srelation to the intersection of race, ethnicity, culture,ability and special education practice.»2.3 Produce a series of products grounded in the workof participating SEAs and LEAs achievements andpositions linked to the existing and ongoing databases,research syntheses, and currently funded projects.SummaryThe work of the Research and Development Core Team has focusedon research presentations, continued work on publicationcommitments, and on the development of research-based tools. Thisperiod the journal Educational Researcher released a special themeissue in August entitled “Representation of Minority Students inSpecial Education: Complicating Traditional Explanations” withAlfredo J. Artiles, Janette K. Klingner, and William F. Tate as guesteditors. Core Team members have published 16 articles in scholarlyjournals as well as 13 other publications that include chapters andbooks. The team also presented papers at several local, national, andinternational conferences. Two new exemplars, the district rubric,and three new OnPoints were completed and added to the website.Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 7

National <strong>Center</strong> for Culturally Responsive Educational SystemsAccomplishments• The journal Educational Researcher released a specialtheme issue in August entitled “Representation ofMinority Students in Special Education: ComplicatingTraditional Explanations” with Alfredo J. Artiles, JanetteK. Klingner, and William F. Tate as guest editors.• “Living the Dream in the Promised Land: Features ofHighly Successful Schools that Serve Students of Color”Exemplar completed and posted to the website• NCCRESt District Rubric “PreventingDisproportionality by Strengthening “District Policiesand Procedures — An Assessment and StrategicPlanning Process” completed and posted to the website• “Proactive Culturally Responsive Discipline” Exemplarcompleted and posted to website• 16 publications in scholarly journals• 6 presentations at national conferences• 2 presentations at international conferences• 3 new OnPoints (Working Together, Transition Services,and Infusing Disability Studies) posted to websitePublicationsArtiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusionas social justice: Critical notes on discourses, assumptions, andthe road ahead. Theory into Practice, 45, 260-268.Artiles, A. J., & Klingner, J. K. (Eds.). (2006). Forging aknowledge base on English language learners with specialneeds: Theoretical, population, and technical issues. TeachersCollege Record, 108, 2187-2438. [Special issue]Artiles, A. J., & Klingner, J. K. (2006). Forging a knowledge baseon English language learners with special needs: Theoretical,population, and technical issues. Teachers College Record, 108,2187-2194.Artiles, A., Klingner, J., & King, K. (in press). Bilingual specialeducation. In J. M. González (Ed.), Encyclopedia of BilingualEducation in the United States. London: SAGE.Artiles, A. J., Klingner, J. K., Tate, W. F. (Eds.). (2006).Representation of minority students in special education:Complicating traditional explanations. Educational Researcher,35 (6), 3-28. [Special issue]Artiles, A. J., Klingner, J. K., & Tate, W. F. (2006). Representationof minority students in special education: Complicatingtraditional explanations. Educational Researcher, 35 (6), 3-5.Artiles, A., Kozleski, E. B., Dorn, S., & Christensen, C. (Inpress). Learning in inclusive education research: Remediatingtheory and methods with a transformative agenda. Review ofResearch in Education, 30, 1-30.Haager, D., Klingner, J. K., & Vaughn, S. (Eds.) (in press).Validated reading practices for three tiers of intervention.Baltimore, MD: Brookes.Harris, P., Baltodano, H., Artiles, A. J., & Rutherford, R. B.(2006). Integration of culture in reading studies for youth incorrections: A literature review. Education and Treatment ofChildren, 29, 749-778.Harris-Murri, N. J. (2006). Living the dream in the promisedland: Features of highly successful schools that serve studentsof color. Exemplar Brief Series. National <strong>Center</strong> for CulturallyResponsive Educational Systems (NCCRESt).Harris-Murri, N., King, K., & Rostenberg, D. (2006). Reducingdisproportionate minority representation in emotional and behavioraldisorders: Toward a culturally responsive response to interventionmodel. Education and Treatment of Children, 29, 779-799.Harry, B., Arnaiz, P., Klingner, J., & Sturges, K. (in press). Schoolingand the construction of identity among minority students inSpain and the United States. Journal of Special Education.Harry, B., & Klingner, J.K. (2006). Why are so many minoritystudents in special education? Understanding race and disabilityin schools. New York: Teachers College Press.Harry, B., Klingner, J. K., & Cramer, E. (in press). Case studies inthe social construction of disability: Minority students in specialeducation. New York: Teachers College Press.Hess, R., Molina, A., & Kozleski, E. B. (2006). Until Somebody HearsMe: Parental Voice and Advocacy in Special Education Decision-Making. British Journal of Special Education, 33, 3, 148-157.Hoover, J., Klingner, J. K., Baca, L., & Patton, J. (in press). Methodsfor teaching culturally and linguistically diverse exceptionallearners. Upper Saddle River, NJ: Merrill/Prentice Hall.King, K., Harris-Murri, N. J., & Artiles, A. J. (2006). Proactiveculturally responsive discipline. Exemplar Brief Series. National<strong>Center</strong> for Culturally Responsive Educational Systems(NCCRESt).Klingner, J., & Artiles, A. J. (Eds.). (2006). English LanguageLearners struggling to learn to read: Emergent scholarship onlinguistic differences and learning disabilities. Journal ofLearning Disabilities, 39, 99-156; 386-398. [Special issue]Klingner, J., & Artiles, A. J. (2006). English language learnersstruggling to learn to read: Emergent scholarship on linguisticdifferences and learning disabilities. Journal of LearningDisabilities, 39, 386--389.Klingner, J. K., Artiles, A. J., Baca, L., & Hoover, J. (Eds.) (inpress). English language learners who struggle with reading:Language acquisition or learning disabilities? Thousand Oaks,CA: Corwin Press.Klingner, J. K., Artiles, A. J., & Méndez Barletta, L. (2006).English language learners who struggle with reading: Languageacquisition or learning disabilities? Journal of LearningDisabilities, 39, 108-128.Klingner, J., & Bianco, M. (2006). What is special about specialeducation for culturally and linguistically diverse students withdisabilities? In B. Cook & B. Schirmer (Eds.), What is specialabout special education? (pp. 37-53). Austin, TX: PRO-ED.Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 8

National <strong>Center</strong> for Culturally Responsive Educational SystemsKlingner, J. K., Blanchett, W., & Harry, B. (in press). Culturalperspectives on developmental disabilities. In S. L. Odom, R.H. Horner, M. Snell, & J. Blacher (Eds.), Handbook ondevelopmental disabilities. New York: Guilford.Klingner, J. K., Cramer, E., & Harry, B. (2006). Challenges in theimplementation of Success for All by four urban schools.Elementary School Journal, 106, 333-349.Klingner, J. K., & Edwards, P. (2006). Cultural considerationswith response to intervention models. Reading ResearchQuarterly, 41, 108-117.Klingner, J. K., & Harry, B. (2006). The special education referraland decision-making process for English Language Learners:Child study team meetings and staffings. Teachers CollegeRecord 108, 2247-2281.Klingner, J. K., & Solano-Flores, G. (in press). Culturalresponsiveness in response-to-intervention models. InAccommodating students with disabilities: What works?Educational Testing Service.Klingner, J. K., Sorrells, A. M., & Barrera, M. (in press). Threetieredmodels with culturally and linguistically diverse students.In D. Haager, J. Klingner, & S. Vaughn (Eds.), Validated readingpractices for three tiers of intervention. Baltimore, MD: Brookes.Klingner, J. K., Vaughn , S., & Boardman, A. (in press). Teachingreading comprehension to students with learning disabilities.New York: Guilford Trent, S. C., & Artiles, A. J. (2006).Multicultural issues in special education. In R. Turnbull, A.Turnbull, M., Shank, & S. J. Smith (Eds.), Exceptional lives:Special education in today’s schools (pp. 56-79) (5th edition).Columbus, OH: Pearson/Merrill Prentice Hall.Rueda, R., Klingner, J. K., Velasco, A., & Sager, N. (in press).Reducing the disproportionate representation of culturally andlinguistically diverse students in special education. In T. C.Jiménez and V. L. Graf (Eds.), Education for ALL. SanFrancisco, CA: Jossey-Bass.Vaughn, S., & Klingner, J. K. (in press). Response to Intervention(RtI): A new era in identifying students with learning disabilities.In D. Haager, J. Klingner, & S. Vaughn (Eds.), Validated readingpractices for three tiers of intervention. Baltimore, MD: Brookes.Next Steps■ Prepare papers for Teacher Educators of Childrenwith Behavior Disorders conference.■ Members of the core team are also preparingmanuscripts for Language Arts■ Practitioner Briefs and Exemplars relating to effectiveearly intervention and response to intervention (RTI).■ Complete Understanding ELL OnPointC o n f e r e n c e s P r e s e n t a t i o n sState Date Presenters TitleHolmes Scholars Network annual conference February Alfredo Artiles Research as cultural practice: Implications for futurescholars and scholarship.“Open doors: Third space for participation”Conference, Denver, COFebruary Alfredo Artiles Culture in research practices: Implications for the nextgeneration of scholars.Séptimo Encuentro Internacional deEducación y Pensamiento. Ponce, Puerto RicoMarch Alfredo Artiles Creando estructuras mediadoras para cambiar sistemaseducativos: El modelo NCCREStSéptimo Encuentro Internacional deEducación y Pensamiento. Ponce, Puerto RicoMarch Alfredo Artiles Aprendizaje de docentes en contextos multiculturales:Una visión histórica cultural.Learning Differences Conference, Harvard April Janette Klingner Instructional strategies for adolescent English languagelearners with learning differencesAmerican Educational Research AssociationAnnual Conference, San Francisco, CAApril Janette Klingner Considerations and challenges when using RTI Modelswith culturally and linguistically diverse studentsContinuedCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 9

National <strong>Center</strong> for Culturally Responsive Educational SystemsC o n t i n u e d : C o n f e r e n c e s P r e s e n t a t i o n sState Date Presenters TitleCouncil for Exceptional Children, AnnualConvention, Salt Lake City, UTApril Janette Klingner & Beth Harry Focus on cultural and linguistic diversity: A good IDEA!Council for Exceptional Children, AnnualConvention, Salt Lake City, UTApril Janette Klingner & Beth Harry Considerations when using RTI models with culturallyand linguistically diverse studentsCouncil for Exceptional Children, AnnualConvention, Salt Lake City, UTApril Janette Klingner & Beth Harry Why are so many minority students in specialeducation? Understanding race and disability in schoolsCouncil for Exceptional Children, AnnualConvention, Salt Lake City, UTApril Ron Felton & Elizabeth Kozleski Urban contexts and their impact on the risks ofdisproportionality1st International Special EducationSymposium, Guanajuato, MexicoJune Alfredo Artiles Culturally responsive education: Guidelines andchallenges.OSEP Project Directors’ Conference July Elizabeth Kozleski & Beth Harry Future research on minority placement in specialeducation: Theoretical and methodological challengesOSEP Project Directors’ Meeting August Beth Harry, Donna Ford, ElizabethKozleskiDirections in research on the disproportionateplacement of minorities in special educationProfessionalDevelopmentGoal 3: Leverage the continued improvement ofSchools in high minority LEAs through state technicalassistance plans, collaborative work with existingtechnical assistance networks, local asset mapping,continuous school improvement processes in regional,state, and local leadership academies that focus onearly intervention, reading, and behavioral programs.» 3.1 Support knowledge utilization that meets the following criteria:» o Is focused on improving learning within a diverse,multicultural community,» o Engages educators in joint, productive activity throughdiscourse, inquiry and public practice,» o Is a facet of daily practice, not a compartmentalizedactivity, and» o Results in improved learning for students who have beenmarginalized from the academic and social curricula of the U.S.public school system.SummaryThe primary focus of this Core Team has been to provideprofessional development for the nine partner states plus otherrequests as they are received. The team made several presentationsin partner states such as Tennessee, Louisiana, and Wisconsin andalso provided professional development in Alaska, Arizona,Montana, Pennsylvania, and Mexico, covering a variety of topics.Accomplishments• Provided professional development workshops andpresentations to the partner states as well as Alaska,Arizona, Montana, Pennsylvania, and Mexico.• Provided professional development materials to Maryland,Nebraska, New York, Wisconsin, and Tennessee.• Completed review of Pedagogy and Understanding Cultureprofessional development module.Next Steps■ Continue development of PD Modules – Universal Design for Learning,Culture II, Culturally Responsive Literacy Practices for ELL, CulturallyResponsive Student Support Systems and Classroom Management■ Develop School Self-Assessment ToolCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 10

National <strong>Center</strong> for Culturally Responsive Educational SystemsP r o f e s s i o n a l D e v e l o p m e n t A c t i v i t i e sConference Date Presenters Presentation titleState of Tennessee Professional Learning Conference,Nashville, TNMarch Elizabeth Kozleski Creating a context for professional learningState of Tennessee Professional Learning Conference,Nashville, TNMarchElizabeth KozleskiCulture, social, and historical frameworks fordisproportionalityTennessee Special Education Conference March Elizabeth Kozleski Creating a context for professional learningTennessee Special Education Conference March Elizabeth KozleskiBig Ideas: From Classrooms to Systems, Tempe, AZ March Elizabeth KozleskiCultural, social and historical frameworks fordisproportionalityBig ideas: From classrooms to systems – A journey inProgressState of Pennsylvania Professional Learning Conference,Hershey, PA.March Elizabeth Kozleski Improving outcomes for students with disabilitiesTennessee Annual Conference on Special Education March Elizabeth KozleskiBOCES, West Seneca, NY March Shelley ZionCreating context for culturally responsive practicethrough professional developmentEvidencing change for culturally responsive systems:Tools to examine people, policies, and practices sessionSummit on Leading Diversity: Practical Solutions for BuildingInclusive and Productive Organizations, Atlanta, GAAprilShelley ZionEvidencing change for culturally responsive systems:Tools to examine people, policies, and practices sessionMontana Sate Department of Education Annual HigherEducation Meeting, Red Lodge, MTMay Elizabeth Kozleski The state of special educationPBISAz Training Conference (Arizona)MayKathleen King &Nancy Harris-MurriCulture and the classroom: Personal & instructionalimplications for understanding & managing studentbehavior.Verano en Mexico Program, Guanajuato, MexicoJuneAfredo Artiles,Kathleen King,& Aydin BalCulture, learning, and equity: Implications forprofessional identity & practice.Ohio Big 8 Community of Practice Meeting, Columbus, OH June Shelley ZionCreating culturally responsive systems: A continuousprocess of inquiry, action and assessmentLouisiana LEADS Conference July Suzanne Arnold Tools to assess districts and schools cultural temperatureWisconsin Summer Institute, Green Bay, WI August Janette KlingnerConsiderations when using RTI models with culturallyand linguistically diverse studentsMemphis Public Schools, Memphis, TN September Elizabeth Kozleski An agenda for changeAlaska State Meeting September Shelley Zion Difference does not equal disabilityCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 11

National <strong>Center</strong> for Culturally Responsive Educational SystemsNetworking andDisseminationGoal 4: Engage national discourse in local, professionalpractice, and policy communities on improving educationaloutcomes for linguistically and culturally diverse students.»»»»4.1 Develop a strategic cycle for the <strong>Center</strong>’sproducts and events that capitalizes on existingmeetings and organizational networks throughnational and regional meetings, in collaboration withother <strong>Technical</strong> <strong>Assistance</strong> <strong>Center</strong>s.4.2 Design, develop, and maintain a technologyinfrastructure for the <strong>Center</strong> based on the strategiccycle for policy and practice dissemination.4.3 Create an infrastructure to network the readingand behavioral research centers to ensure that LEAsand SEAs incorporate effective scientifically basedreading and behavioral strategies to their plans.4.4 Use the <strong>Center</strong>’s technology infrastructure tocollaborate with institutions of higher education,including Historically Black Colleges and Universities,Hispanic, Tribal, and other minority serving institutions,and recipients of State Improvement and Teacher QualityEnhancement grants to prepare teachers who implementscientifically based early intervention, reading,behavioral, and classroom management practices.SummaryThe foremost accomplishment of the Networking and DisseminationCore Team was the 1st Annual National Forum entitled, “CreatingOpportunities to Learn: A Forum for Addressing Disproportionality,”held in Denver, CO in February. Seventy-five concurrent sessionsfocused on creating culturally responsive educational systems toassure equity in educational outcomes for all students and becomethe vehicle for eliminating the disproportionate representation ofculturally and linguistically diverse students in special education.There was tremendous participant interaction from over 500educators, policy makers, experts, advocacy groups, parents, andcommunity members, culminating in a Town Hall at the end of theconference that will guide continuing work. Following the Forum,evaluations were collected and thank you notes were sent.The Core Team has also been working to finalize arrangements for the2nd Annual National Forum entitled, “Leadership for Equity andExcellence: Transforming Education,” which will be held in Washington,D.C. February 2007. The Forum will focus on how educational systemscan assure equity in educational outcomes for all students throughN C C R E S t T o o l s : D e m o g r a p h i c P r o f i l e o f U s e r sProfessional Status Document Downloaded Intended Use214 Classroom Teachers 715 Practitioner Briefs 613 Group PD236 School Administrators 184 Assessment Tools 440 Personal Use200 District Administrators 194 District Rubric 214 Classroom Instruction173 State Department Administrators 90 CLT PD Module 364 Other190 Students 24 Quarterly Reports191 Faculty 118 Core Principles87 Researchers 28 Academy 1158 TA Providers 5 Academy 225 Advocacy Groups 4 Academy 314 Family Organizations 89 Exemplars167 Other179 No ResponseCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 12

National <strong>Center</strong> for Culturally Responsive Educational Systemsschool improvement, leadership, family and communitypartnerships, policy, and teaching. The planning committee securedthe hotel, posted a save-the-date flyer and call for proposals, addeda webpage, sent sponsorship packets to several organizations,selected pre-conference presenters, and keynote speakers wereconfirmed. To date, 87 conference proposals have been submitted.The new NCCRESt website was unveiled in June. eBLASTs andeNEWS were distributed weekly and monthly, respectively, to theNCCRESt listserv, which has grown to include 8,780 people, a gainof nearly 1,800 members since Quarter 1 of this year. Continueduse of the newly implemented electronic tracking system hasallowed NCCRESt to track the number of hits to the website,materials downloaded, and user information. Such information canbe used to conduct follow-up of user satisfaction, regional patternsin demographics, and other projects.Accomplishments• 1st Annual NCCRESt National Forum entitled,“Creating Opportunities to Learn: A Forum forAddressing Disproportionality,” was held in Denver,CO, featuring 75 concurrent sessions.• 6 paper presentations at 1st Annual NCCREStNational Forum• Continued development of the 2nd AnnualNCCRESt National Forum entitled, “Leadership forEquity and Excellence: Transforming Education”• 301,486 hit to the website, including 1,853document downloads.• 9,045 unique visitors to website• 8,780 members currently included on listserv.• Practitioner Brief and PowerPoint templates wereredesigned.• Converted existing documents to NCCRESttemplate completed Quarter 1.• Forum and conference presentations uploaded to website.• Designed new HTML templates for eNEWS and eBLAST• Disproportionality Work Group Communities of practiceNext Steps■ Continue development of the 2nd AnnualNCCRESt National Forum.■ Exhibitor tables and presentations at theNational Association for MulticulturalEducation conference in November.■ Exhibitor tables and presentations at NationalStaff Development Council meeting in December.■ Continue development of the clearinghouse.■ Existing documents, including PractitionerBriefs, to be placed in new templates.■ Audio clips from 1st Annual NCCRESTNational Forum will be made available.■ Develop distribution list of all EducationService AgenciesE l e c t r o n i c M o n i t o r i n g o f P r o d u c t s a n d S e r v i c e s f r o m F e b r u a r y 1 – S e p t e m b e r 3 0 , 2 0 0 6Individual Computer HitsTools Downloaded (PD Modules, Practitioner Briefs, and Rubric Tools)February: 65,804, ave. 2350 per day February: 405March: 38,565, ave. 1244 March: 460April: 49,471, ave. 1649 April: 387May: 19,641, ave. 633 May: 335June: 10,417, ave. 347 June: 295July: 9,805, ave. 316 July: 389August: 8,172, ave. 263 August: 321September: 9,430, ave. 314 September: 293Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 13

National <strong>Center</strong> for Culturally Responsive Educational SystemsN e t w o r k i n g a n d D i s s e m i n a t i o n A c t i v i t i e sConference Date Who attended Presentation titleNCCRESt National Forum,Denver, COFebruaryJanette Klingner, Margarita Bianco,& Michael OroscoCultural considerations with response to intervention (RTI) modelsand literacy instructionNCCRESt National Forum,Denver, COFebruaryJanette Klingner, Alfredo Artiles,Beth Harry, & Elizabeth KozleskiCreating culturally responsive educational systemsNCCRESt National Forum,Denver, COFebruaryAlfredo Artiles, Teresa Dias, &Elizabeth KozleskiData driven decision making: A systems approach todisproportionalityNCCRESt National Forum,Denver, COFebruaryBeth Harry & Shelley ZionSo you want to do something about disproportionality: A guide toworking at the state, district, and local levels.NCCRESt National Forum,Denver, COFebruary Beth Harry & Shelley Zion Culturally responsive instructionNCCRESt National Forum,Denver, COFebruaryAlfredo Artiles, Elizabeth Kozleski,& Teresa DiasTackling the issue of disproportionality through systems analysis:Using state level data to target technical assistance.ETS AccommodationsConference, Savannah, GAMarchJanette KlingnerResponse to intervention models with English Language Learners:considerations and future directionsLRE Part B Teleseminar June Elizabeth Kozleski and Shelley ZionDifference does NOT equal disability: Creating culturally responsiveeducational systemsOSEP Project Directors’ConferenceJulyDonna Ford, Elizabeth Kozleski,Beth Harry, Stan Trent & Cathy KeaFuture research on minority placement in specialeducation: Theoretical and methodological challenges.OSEP Project Directors’MeetingAugustJanette KlingnerEnglish Language Learners who struggle with reading: Languageacquisition or learning disabilities?State Partner UpdatesNCCRESt Luminaria AwardsAt the 1st Annual NCCRESt National Forum, each of the stateliaisons received the NCCRESt Luminaria Award for theirefforts to eliminate disproportionality over the past year.Particular recognition went to the following states:о Connecticut for being the earlyinnovators in providing technical assistance todistrictsо Wisconsin for comprehensive planning andprofessional learningо North Carolina for connecting to andworking with general educationо New Jersey for their on-going commitmentto getting the data rightо Tennessee for establishing a dual agendafocused on both under and overrepresentationо Virginia for developing and supporting anetwork of committed individuals, schools,and districtsо Louisiana for perseverance and creativity inthe face of adversityо Iowa for developing and sustaining adisproportionality task force over distanceand time, through innovative uses oftechnologyо Ohio for understanding and implementing asystems approach to this workCulturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 14

National <strong>Center</strong> for Culturally Responsive Educational SystemsConnecticutNCCRESt staff, in conjunction with NERRC, spent aweek in Connecticut conducting a case study of twoschool districts that have been successful in reducingtheir disproportionality over the past three years. Resultsof this study should provide some promising practicesthat will assist other states and districts in their effortsto eliminate disproportionality.LouisianaThe Louisiana Department of Education SummerConference, LA Leads 2006 was held July 25-27 in NewOrleans. NCCRESt was asked to present the District Rubricand School Assessment Tools designed to assist districts andschools in creating culturally responsive programming,policies and practices. Louisiana’s Department of Educationhas targeted 10 school districts for evaluating and revising,policies, practices, and procedures that contribute todisproportionality in school systems. Each district is forminga disproportionality team that includes the superintendentand/or an assistant superintendent, curriculum/instructionalcoordinators, principals and/or assistants, teachers, pupilappraisal coordinator and related personnel, child welfareand attendance officers, and family representation. Thedistrict team will complete the NCCREST rubric, “Lookingat District Practices” to identify areas that needimprovement and develop a district disproportionalityaction plan. Results will be compiled by NCCRESt andshared with each district, school and the LouisianaDepartment of Education.TennesseeFifty four districts were targeted by the TennesseeDepartment of Education for monitoring due tosignificant disproportionality in 2004-2005 asindicated in a review of system data of all 139districts in the state. Five of these districts must use15% IDEA funds for early intervening services.Tennessee used a weighted relative risk ratio of 2.0or higher for Black students coexisting with aweighted relative risk ratio of .5 or less for Whiteand/or Hispanic students plus a set of 5 additionalindicators. The 5 districts with the highest risk ratiosaccording to indicators listed above range from 4.38to 5.19. Three year trend data in these districtsshows substantial increases. Tennessee conductedstatewide training of the Alternate PerformanceIndicators in fall 2005. The development of theAlternate Performance Indicators for alternateassessment has been instrumental in providing atemplate of expected outcomes for students whohave significant cognitive disabilities, particularly forMR students, Tennessee’s most significantdisproportionate population.The Disproportionality Core Work Group is developinga document of best practices utilized by districts whendecreasing disproportionate representation of students.Dissemination is planned for spring 2006. Tennessee isusing the NCCRESt Self-Assessment Tool. The SPEDspring conference was in early March and ElizabethKozleski was a presenter.OhioThe Access <strong>Center</strong>, NCRRC, NCCRESt, and the OhioDepartment of Education hosted a meeting for their “OhioBig 8 Urban District Community of Practice Event” on June27th and 28th in Columbus, OH. The districts thatparticipated in Ohio included Akron, Cincinnati, Cleveland,Columbus, Dayton City, and Youngstown City. NCCREStpresented their Rubric -LEA Assessment for CulturallyResponsive Practice and their Disproportionality DataMapping on the first day. On the 28th, all eight districtsdiscussed and worked on planning across the district level,organizing their work using the “Pyramid of Learning”integrated systems model, working across departments tocreate a system of prevention and intervention for allstudents, aligning their work around key district-wideprinciples, open and shared budget discussions, anddetermined what services/functions to keep and whatnot to keep as one collaborative unit.WisconsinOn August 15th, 16th, and 17th the state of Wisconsinhosted a summer institute for the districts that it hasidentified as disproportionate. Teams from 25 districts,including both general and special educationpersonnel, attended and participated in planning forthe coming year. The first day and a half of theinstitute featured keynote speakers and breakoutsessions to share promising practices. Keynote speakersincluded Dan Losen, Jeffery Lewis, Alan Coulter, andJanette Klingner. On the afternoon of the second day,and the third day districts engaged in facilitatedplanning while CESA and REACH mentors receivedtraining on the NCCRESt Professional DevelopmentModule Understanding Culture.Culturally Responsive Educational Systems: Education for All w w w . n c c r e s t . o r g 15

National <strong>Center</strong> for Culturally Responsive Educational Systemsarizona state universitypo box 872011tempe, arizona 85287-2011Phone: 480.965.0345Fax: 480.965.4942Email: NCCREST@asu.eduweb: www.nccrest.orgCulturally Responsive Educational Systems: Education for Allw w w . n c c r e s t . o r g