UPDATE
Disproportionality
NOTICE
AERA Out-of-School Time Special Interest Group
SPOTLIGHT
Re-engaging Students
PEOPLE IN EDUCATION
Petra Engelbrecht
RECOMMENDED READINGS
The Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child
by Richard Lavoie
TOOLS YOU CAN USE
NIUSI On Point: Mental Health in Urban Schools
RESEARCH BASED PRACTICE
Supporting Appropriate Behavior
TECHNICAL ASSISTANCE UPDATE
Applications for Technical Assistance
FEATURED NCCRESt STATE WORK
Wisconsin's Disproportionality Workgroup
FEATURED NIUSI DISTRICT WORK
Clark County Schools, Las Vegas, NV
FEATURED NIUSI-LeadScape PRINCIPAL WORK
Matt Montoya, Pima Butte Elementary School, Maricopa, AZ
QUOTE OF THE MONTH
FEATURED WEBSITE
The Center for Mental Health in Schools
Out-of-School Time Learning and Development Project
DID YOU KNOW...
Creating Cultural Education Opportunities from Holiday Celebrations
UPCOMING EVENTS
Mobilizing Educational Partnerships for Equity and Access
FOR PARENTS
www.afterschool.gov
FOR STUDENTS
Know Your Rights
Many articles previously featured in EquiNews have addressed the issue of disproportionate overrepresentation of minority students in special education identification, placement, and disciplinary actions. But how is "disproportionality" determined? More specifically, how is significant disproportionality determined?
Project Forum, with support from the U.S. Office of Special Education Programs, recently conducted a survey of all State Education Agencies (SEAs) to determine how individual states determined and defined significant disproportionality in relation to identification, placement, and disciplinary actions. Within the 33 responses, a wide range of procedures were identified for each area including the use of a risk ratio formula, review of LEA written policies and review of data. 19 states also identified specific criteria that would exclude some LEAs from being designated as having significant disproportionality such as small cell or class sizes.
For a full report, please see in Forum Brief Policy Analysis: State Definitions of Significant Disproportionality.
AERA Out-of-School Time Special Interest Group
The American Educational Research Association (AERA) has created a special interest group focusing on the time periods when students are not in school. The Out-of-School Time Special Interest Group includes professionals and students interested in conducting, studying, and sharing research related to how children and youth spend their time during out-of-school hours and the effects of such activities done outside of school time. A primary focus is teaching and learning in before- and after-school programs and out-of-school time including summer, weekends, holidays, and evenings.
For more information click here.
At this time of the school year, teachers and students may begin to struggle to stay, focused, motivated and on-task. Because there is so much learning that needs to occur in such a little period of time in the school year, it is vital that all available time is utilized. This is especially important in the upcoming month with winter break fast approaching. Typically, much time is spent on non-academic activities in December, and with the long time students are out of school for winter break, many regress and have to spend vital instructional time in January recouping those skills. The Center for Mental Health in Schools offers suggestions for what teachers can do in the weeks leading up to vacation to keep students motivated and prevent unnecessary loss of skills over the break in their article Re-engaging Students: Using a student's time off in ways that pay off! They believe that this is the time of year to reevaluate teacher-student relationships, student relationships with their peers, and instructional practices that may not be allowing all students to experience the successes necessary to maintain confidence and interest in school. Changes in these areas may bring the results necessary to send the rest of the school year in a positive direction for a student who may otherwise have given up.
Petra Engelbrecht
Petra Engelbrecht is a professor of Educational Psychology researching inclusive school communities in post-apartheid South Africa. Currently, she is the Dean of the Faculty of Education Sciences at Northwest University in Potchefstroom, South Africa.
South Africa's constitution includes a Bill of Rights which entrenches the rights of all learners, regardless of race, gender, sex, color, sexual orientation, disability, religion, conscience, belief, culture or language to basic education and to access to education. This type of equal access can be very difficult to put into practice, particularly with South Africa's disparities in resources, areas of extreme poverty, and the impact of HIV/AIDS on families. Dr. Engelbrecht is working with the Northwest University faculty and local schools to increase collaboration to develop more sustainable improvements in teacher knowledge.
Dr. Engelbrecht recommends working directly with school staff members to develop and create ownership of systems change rather than bringing in "experts" or conducting "trainings of trainers." She believes that enforcing control through policy changes at the macro level cannot change human behavior, values and attitudes. Her knowledge and passion, combined with the humility of her grassroots approach, create opportunities for real change in the practices of local schools in South Africa.
The Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child by Richard Lavoie
Many teachers and parents struggle with students' attitudes that they perceive to be barriers to learning, positive relationships and appropriate behavior. Everyone knows that one student who they just can't seem to reach and do not know what else to try to get him or her to want to try or believe that he or she can succeed. As the adults, we have a responsibility to that student to care about their learning even when they seem not to care, and to not give up, but keep trying to find a way to motivate him or her to want to be a part of the class and to be successful. All students are motivated by something. One of the most difficult tasks a teacher faces is finding what those motivators are so he or she can begin to use those motivators to improve the classroom environment and student achievement.
Breaking through the wall of apathy is possible with the proven techniques and strategies provided in Richard Lavoie's book The Motivation Breakthrough: 6 Secrets to Turning on the Tuned- Out Child. He suggests that the common techniques used by teachers and parents are not effective and provides specific details for creating a classroom environment that is motivating to each student. One interesting suggestion is looking at how advertisers influence children and how teachers and parents can use similar techniques to increase enthusiasm for learning.
All children can be successful, it is up to the adults in their lives to motivate them to believe in themselves and want it. This book may provide you with some new points of reflection as you continually work to support the behavior and learning of all children in your classroom.
NIUSI On Point: Mental Health in Urban Schools
When it comes to mental health, urban schools have a wide range of assets and strengths, many of which have gone untapped. These assets reside within the school staff, students, families, and community resources, and bring with them resilience, perseverance, and hope. Urban schools are among the most ready of our nation's schools to focus on mental health. Part of this readiness stems from an appreciation of the importance of promoting healthy social-emotional development, and part of it arises from the mental health concerns that arise daily and at critical times during the school year. As a result, some students misbehave, some seem emotionally upset, some experience physical or sexual abuse, some cannot get along with others, some have difficulty adjusting to school requirements, and more. The mental health concerns that come from living in complex urban settings are reflected in the many issues that arise at school and affect not only students, but students and staff as well.
Anyone who has spent time in an urban school can itemize the many positive contributions that can result from an enhanced focus on mental health in schools. The question for all of us is: How should our urban schools engage these challenges? Many people hear the term mental health and they think mental illness. Others hear mental health in schools and they think it's only about therapy and counseling. School-based interventions relevant to mental health encompass a wide variety of specific practices and resources. NIUSI's On Point, Mental Health in Urban Schools, takes a brief look at what urban schools currently are doing and highlight what they can do to support mental health.
Supporting Appropriate Behavior
As the grading period comes to an end and winter break draws near, teachers and students may find themselves struggling with inappropriate behaviors. During this time, it may be useful to evaluate current practices and determine if additional research-based practices may be implemented to further support student behavior. Two such practices are briefly discussed below and were selected based on their usability within both the general and special education classrooms as well as their validity within current literature.
Teacher Praise/Reinforcement has been identified within the literature as one of the most effective behavior management approaches. It refers to the application of positive reinforcement contingent upon desired behavior. It typically takes the form of teacher attention or recognition. Research clearly demonstrates that task engagement and appropriate behaviors increases as inappropriate behaviors decrease when high rates of teacher praise are present in the classroom. However, it has also been found that teacher reprimands or negative comments typically occur at a much higher frequency than positive reinforcing comments in both the general and special education classrooms.
Opportunities to Respond during Instruction occur when teachers plan instructional methods and materials to facilitate high levels of correct, grade level appropriate responses and task engagement. Within both general and special education, low rates of opportunity to respond are common.
While these may seem like common practices, being mindful and reflective regarding their implementation will allow teachers to positively support student behavior, as well as their own.
Applications for Technical Assistance
In order to provide high quality technical assistance that contributes to state capacity and sustainability, NCCRESt will accept applications on an open-ended basis, beginning August 1, 2007 for specific and individualized technical assistance. The technical assistance requested can be short or long-term, and can focus on a variety of activities, including document review, strategic planning, improvement plan development, data analysis and review, professional development and training, curriculum review, evaluation and research activities, or other technical assistance that builds the capacity of the state to eliminate disproportionality and develop culturally responsive educational systems.
To download the application form, click here
Wisconsin's Disproportionality Workgroup
Wisconsin's Department of Public Instruction (DPI) has created a workgroup to address statewide concerns regarding the disproportionate numbers of students of color in special education. Some of the Disproportionality Workgroup's activities include development of a Continuous Improvement and Focused Monitoring System, development of technical assistance resources, training on disproportionality data analysis, and reviewing and analyzing state and district policies and practices.
In addition, since 2005 the state has held an annual summer "Addressing Disproportionality" Institute. This year's presentations included:
- "Creating Culturally Responsive Classrooms," Dr. Donna Ford, Vanderbilt University
- "What Native Students and Teachers of Native Students Say about School and Schooling," Dr. Thomas Peacock, University of Minnesota-Duluth
- "Reconceptualizing the African American Educational Pipeline: New Perspectives from a Systemic Analysis," Dr. Jerlando Jackson, University of Wisconsin-Madison
- "Risk and Resiliency: Unpacking the Over-placement of American Indian and Alaska Native Students in Special Education Programs and Services in the Early Grades," Dr. Susan Faircloth, Penn State University
- "Enhancing Culturally Diverse Males' Scholarly Identity," Dr. Gilman Whiting, Vanderbilt University
This month, the Wisconsin DPI, along with the Madison Metropolitan School District and the University of Wisconsin-Oshkosh, introduced Culturally Responsive Practices in Schools: The Checklist to Address Disproportionality. This project was funded by the Wisconsin Department of Public Instruction through a mini-grant on disproportionality. The checklist is designed to assist school staff in thinking more deeply about issues and practices which may contribute to the overrepresentation of racially, culturally, ethnically and linguistically diverse students in special education. The checklist is available online.
For more information on Wisconsin's work on Disproportionality, visit their website at http://dpi.state.wi.us/sped/spp-disp.html
Clark County Schools, Las Vegas, NV
Clark County Schools is a large urban district, operating 326 schools and serving 302,763 students in the 2006-07 school year. CCSD has working with the National Institute for Urban School Improvement to create inclusive schools for the diverse population of Las Vegas. CCSD teachers use research-based practices, current technology, and community involvement to help all students participate in classroom learning activities.
This year, CCSD Superintendent Walt Rulffes introduced his "Keep Your Eye on the CAP" program. CAP stands for Climate, Academics and Participation. All three of these elements are areas that the school district and members of the public can focus on to improve education:
- Climate: CCSD is working to improve the culture in CCSD and create a more welcoming atmosphere in which parents, students and teachers can work together to build a better learning environment. By allowing schools and teachers to tailor their educational approach to the needs of their students, CCSD is creating a climate that encourages and fosters achievement.
- Academics: CCSD maintains a focus on academic achievement from school entry to graduation. CCSD has made positive gains in creating a challenging and engaging curriculum and as a result has seen a decrease in the dropout rate, a graduation rate increase and an increasing number of schools making AYP.
- Participation: CCSD is increasing parent involvement by inviting conversation and showing respect to the people who serve as education's biggest allies. This includes reaching out to local businesses, elected officials and members of the general public who all benefit from an improved public education system.
For more information on CCSD's "Keep Your Eye on the CAP" program, see the Board of School Trustees Special Edition Newsletter or visit the district's website at: http://ccsd.net/.
FEATURED NIUSI-Leadscape PRINCIPAL WORK
Matt Montoya, Pima Butte Elementary School, Maricopa, AZ
The newest principal in our NIUSI-LeadScape project is Matt Montoya, who is spearheading the development of inclusive schooling in the town of Maricopa, Arizona. Matt is a first year principal who has done an exceptional job of establishing a sense of community with his students, staff, and parents. He has encouraged and fostered a commitment by his staff to employ inclusive practices, viewing all students as capable of achieving to their fullest potential.
Pima Butte is a K-5 school that has moved to a nearly 'full inclusion' resource program this year under Matt's guidance. Special education services are provided by one full time and one half-time special education teacher and two paraprofessionals in the general education classrooms. Classroom teachers have welcomed the change to an inclusive model and embraced the opportunity for collaboration.
In addition to the inclusion of the special education population, Matt has created a warm, comfortable and supportive environment where all stakeholders feel empowered to voice their ideas and feelings. He works hard to get to know the students on his campus by spending time in their classrooms, playing with them on the playground, and even dancing with them during school assemblies that promote learning as fun. When concerns arise among the staff, it is typical for Matt to facilitate group discussions in a positive and proactive manner. He does this by removing physical barriers and having faculty sit in a circle sharing ideas that are forward thinking, focused on identifying the root cause of the concern and working collaboratively to find a solution that is win-win. The morale of students, staff, and parents is very high.
In the brief time since becoming principal of Pima Butte Elementary, Matt Montoya has done an amazing job of creating a supportive, empowered, inclusive environment for students, staff, and families. We're excited to have him in our pilot group of LeadScape principals and look forward to working with him in Maricopa. To contact Matt Montoya, visit the Maricopa United School District's website at http://www.musd20.org/.
"I have become my own version of an optimist. If I can't make it through one door, I'll go through another door -or I'll make a door. Something terrific will come no matter how dark the present." -Rabindranath Tagore
The Center for Mental Health in Schools
The National Center for Mental Health in Schools, under the School Mental Health Project at UCLA, was established in 1995 with the mission of improving outcomes for young people by improving mental health in schools. Co-directed by Howard Adelman and Linda Tayler, the center is in part sponsored by the Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, and the U.S. Department of Health and Human Services (Project #U45 MC 00175).
According to the website, "The guiding principles and frameworks for the work of the center emphasize ensuring (1) mental health is understood in terms of psychosocial problems as well as disorders and in terms of strengths as well as deficits, (2) the roles of schools, communities, and homes are enhanced and pursued jointly, (3) equity considerations are confronted, (4) the marginalization and fragmentation of policy, organizations, and daily practice are countered, and (5) the challenges of evidence-based strategies and achieving results are addressed."
The center's website provides a plethora of information regarding mental health in schools, access to technical assistance, valuable and free resources, and networking opportunities. The center puts out a free quarterly topical newsletter and free monthly electronic newsletter. The center provides continuing education modules, training tutorials, quick training aides which can be downloaded for free. Links to related resources are also provided.
At this time of year, many students and teachers may be feeling the stress of the holidays and the end of the grading period or semester. If winter brings you down, or you generally want to improve the atmosphere of your school, this site may provide the tools you need to make that change.
Out-of-School Time Learning and Development Project
Out-of-School Time (OST) is one area of research included in The Harvard Family Research Project. The purpose of this research is to improve the quality, accessibility, and sustainability of OST programs across the nation through information available on their website. The OST Program Research and Evaluation Database provides searchable program evaluations and research studies as well as citations. Also available are several OST publications such as the Issues and Opportunities in Out-of-School Time Evaluations brief series, and Special Issues of The Evaluation Exchange, a periodical featuring information about OST evaluation and research.
Creating Cultural Education Opportunities from Holiday Celebrations
In a joint statement of current law, 35 organizations, including the American Civil Liberties Union, Anti-Defamation League, American Ethical Union, and many different religious organizations, have come together to create a set of suggested guidelines for what is appropriate with regards to religion in public school. Of particular interest in the upcoming months is their pamphlet entitled: Religious Holidays in the Public Schools: Questions and Answers. As culturally responsive educators, it is imperative that we take in to consideration the religious beliefs of each student associated with each holiday. Not only should every student feel that his or her opinions are valued, but that he or she has the right to celebrate, or not celebrate, any holiday he or she chooses, and that those around him or her have the same rights. No one should feel pressured to participate in another's religious or cultural practices.
Please keep in mind that while these guidelines include a wide range of religious beliefs, and are in compliance with current law, they do not include all beliefs or cultures. Some cultures and religions may find displays typically considered to be secular and non-religious, such as Christmas trees, Santa Claus, and the Easter bunny incompatible with their beliefs or cultures.
Students who are new to this country may not celebrate, recognize, or even be aware of secular holidays in the United States, such as Martin Luther King Day or Presidents Day, and they may celebrate holidays that we may not be aware of, such as their native country's emancipation, independence or nation or culture-specific holidays. When any holiday or event is drawing near, a valuable exercise may be to have a discussion of what that holiday is and why it is celebrated. This can be done as an informative session and not a promotion of any one belief or practice. It is also important to note that some holidays in the United States may be discomforting to certain groups from this country as well as immigrants, for example, many Native American peoples and other US born Citizens, as well as immigrants from the West Indies may have a perspective on Christopher Columbus that differs from the norm of society and may have issues with celebrating Columbus Day.
The Anti-Defamation League publishes a list of multicultural and anti-bias books related to religion and holidays that may be useful in this endeavor.
Mobilizing Educational Partnerships for Equity and Access
The 12th Annual Holmes Partnership Conference: Mobilizing Educational Partnerships for Equity and Access
January 24-27, 2008
Hilton in the Walt Disney World Resort, Orlando, Florida
For more information or to register please visit their website at: www.holmespartnership.org or contact: support@holmespartnership.org
- PK-12 Educator Recognition Day, Saturday, January 26
- Meet National Education Leaders (AACTE, AFT, NBPTS, NCATE, NEA)
- Network with teachers and other school-based educators
- Network with education-focused institutions and agencies
- Rick Ellenburg, The 2007 "Florida Teacher of the Year" has been invited to participate
The achievement gap across social lines grows considerably over school breaks and has been correlated with the opportunities students are provided during out-of-school time. Finding quality childcare and other out-of-school time programs that are accessible, affordable and fun can be a huge challenge. Here is some help...
Child Care Aware
The Child Care Connector on this site allows you to search by zip code to find local resources and referral agencies that can help you find child care and after school programs in your area. The site also provides tools to assist families in finding and choosing quality child care that best fits their family's individual needs.
The U.S Department of Health and Human Services Administration for Children and Families National Child Care Information Center For Parents Page
This site provides a database of useful information including ways to find nearby childcare, how to find assistance to help with the cost of childcare, as well as information about how to find quality childcare.
U.S. Department of Education's Supplemental Educational Services Page
This site provides information about supplemental educational services offered to students under No Child Left Behind, section 1116(e). The term "supplemental educational services" refers to free extra academic help, such as tutoring or remedial help, that is provided to students in subjects such as reading, language arts, and math. This extra help can be provided before or after school, on weekends, or in the summer. Use this site to find out what the law says about supplemental educational services, what you need to know to implement the law, if your child is eligible, and more.
Have you ever felt pressured to participate in activities in school that you disagree with or make you feel uncomfortable? Have you ever wondered what the law says about prayer or religion in school? Have you ever wanted to opt out of or protest a school practice but were afraid to? In the publication Your Right to Religious Freedom the American Civil Liberties Union outlines what the law says about religion in schools, and what rights you have with regards to your own religious beliefs and school practices. Educate yourself, know your rights, and you will be more prepared to stand up for yourself and your beliefs.
EquiNews reflects the collaborative relationship between the National Center for Culturally Responsive Educational Systems (NCCRESt), the National Institute for Urban School Improvement (NIUSI), and NIUSI-LeadScape. With a new issue every month, EquiNews can communicate with the broadest audiences and provide the most innovative, vital and current information on issues in education, school reform, cultural diversity, disproportionality, inclusive practices, and much more. EquiNews will keep you informed of the work of these projects as well as other news and information in related fields.
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