UPDATE

Updated Website for Federal Resources

The network of federally-funded Technical Assistance and Dissemination Centers has recently redesigned and launched its website, www.tacommunities.org. This website is a great source of current information and activities around topics including:

• Data collection and analysis
• Improving graduation rates
• Fetal Alcohol Spectrum Disorders
• Identification of Infants/Toddlers with Disabilities
• Least Restrictive Environment
• Response to Intervention

. . . and many other current topics. The website includes topic discussions, collections of documents on particular topics, and links to helpful resources. "TA Communities" is the home for Communities of Practice (CoPs) that are supported by the Technical Assistance and Dissemination (TA&D) Network, and the Office of Special Education Programs (OSEP).

NOTICE

Reading Rockets Research Links

Reading Rockets has compiled the most current research related to reading instruction to assist practitioners in planning and practice. Many feel pressure to use research based practices in their schools, but are at a loss for what those strategies are and where to find the research. The Reading Rockets website provides links in areas such as Understanding reading, Phonemic awareness, Phonics, Fluency, Vocabulary, Writing and spelling, Comprehension, Reading disabilities, Teacher education and reading instruction, Computer technology and reading instruction, English language learners, Reading interventions, Motivation, Preschool, and Literacy for the New Economy as well as links to federal reports. If there is an area that is particularly challenging in your district, you may be able to find information here about current best practices. To access the Reading Rockets research library click here.

SPOTLIGHT

The LIFE Center, an NSF-funded science of learning center

LIFE, short for Learning in Informal and Formal Environments, is a research collaboration between the University of Washington, Stanford University, and SRI International that focuses on transforming our understanding of human learning. The research spans neurobiological, psychological, and socio-cultural approaches and also incorporates work in augmenting human learning through new technologies. The LIFE Center engages in basic research and educational partnerships, serving as a hub for a national network of research focused on learning.

LIFE's Mission

1. To identify and investigate underlying principles of how people learn that address key research questions from a variety of methodologies and disciplines (neurobiological, cognitive, developmental, and socio-cultural), in part by sparking "conceptual collisions" among these viewpoints.

2. To foster research and education collaborations with individual and institutional partners in the field, and to promote qualitative improvements, both theoretical and practical, in our collective capacities for understanding and supporting human learning.

To find out more, visit http://www.life-slc.org

PEOPLE IN EDUCATION

Dr. Carey Wright, Associate Superintendent for Special Education and Student Services

Montgomery County Public Schools (MCPS) is a large, suburban school system that has been challenged with many problems. Disproportionate special education placements and discipline referrals continue to be cause for concern. Suspension rates have increased from 1.8% to 3.4% for elementary school students with disabilities from 2000-2007. In that same period of time, the gap between Whites and Blacks for suspension increased 28%, between Whites and Latinos 700% and between all students and students with disabilities 110%. Secondary suspensions for African American students increased from 10.7 to 14.8% and the increase for all students with disabilities went from 12.8% to 15.2 %.

The graduation gap and dropout rate, when disaggregated by race and ethnicity, also widened. For African American students compared to white students, it increased 2.4 points, and the White- Latino gap increased 6.2 points. They have narrowed the graduation gap and dropout rate for special education and low income students.

In the face of such difficult obstacles, Dr. Carey Wright, Associate Superintendent for Special Education and Student Services, addressed the unjust reality of so many students in MCPS by focusing not only on student outcomes but student equity as well. As the Associate Superintendent for Special Education and Student Services, she took the school system's vision and spearheaded efforts to translate this vision into action. To effectively change policies that could impact disproportional identification and student outcomes, Dr. Wright collaborated with multiple, key stakeholders inside and outside the school system to recommend a set of best practices to address special education identification practices and cultural competence.

Dr. Wright has championed improving the delivery of services to students with disabilities. She has promoted system-wide inclusive practices to include phasing out socially isolating special education centers and provided professional development on co-teaching models and inclusive instructional practices. Under her leadership, MPCS has, at least, improved the percentage of students with disabilities educated in the least restrictive environment from 48% in 2003 to 59% in 2006.

Her efforts extend beyond just the special education department. She established a partnership with general education to share data and examine ways to improve outcomes for students with disabilities. In addition, she championed the first ever district-wide examination of students newly identified for special education services. Schools are now beginning to take a closer look at how they identify students for special education, addressing any inequitable practices. She also spearheaded efforts to bring Positive Behavior Interventions Supports into schools.

This year Dr. Wright is providing her senior leadership with a year long session on Diversity Training and Development. In these sessions, staff can speak candidly about race. Most importantly, staff is learning how racial consciousness and experience shape one's concept of self and how this conceptualization of self, in turn, impacts their interactions with other staff and students. Dr. Wright's current efforts to address the impact of race on teaching and learning make her an innovator in Montgomery County Public Schools. While her work is far from finished, Dr. Wright never ceases to move towards her mission of an equitable education for students with disabilities.

RECOMMENDED READINGS

Courageous Conversations about Race by Glenn Singleton & Curtis Linton

The significant achievement gap between Black and Latino students, and White and Asian students is receiving increased attention, particularly after the No Child Left Behind Legislation. Courageous Conversations about Race is a book intended to address this gap "intentionally, explicitly, and comprehensively, in order to help educators deepen their understanding of racial factors in academic performance and discover new strategies for closing the achievement gap".

Practical features of this book include:

• Implementation exercises
• Prompts, language, and tools that support profound discussion
• Activities and checklists for administrators
• Action steps for creating an equity team

This book offers opportunities for personal reflection substantive discourse about the ways in which race impacts our daily lives and the ways in which racism is internalized and transferred over time to permeate the beliefs of both Whites and people of color. As schools across the nation are becoming increasingly concerned about disproportionate representation of students of color in special education, this book offers a timely and profound view of the workings of race in our schools.

TOOLS YOU CAN USE

NCCRESt Practitioner Brief Culturally Responsive Literacy Instruction

No reading program, legislative mandate, or high stakes test can ever replace the power and influence that a teacher possesses to improve student achievement. This NCCRESt practitioner brief describes the importance of different types of literacy, early reading success, culturally responsive teaching practices, reading for meaning and multicultural literature. Strategies and approaches are listed and described for easy implementation. Also provided is a list of authors of quality multicultural children's literature. The suggestions given can reshape literacy instruction and student participation in your classroom, and improve reading achievement among all students, especially those who are culturally and linguistically diverse.

To view this or other NCCRESt products you may visit our website at www.nccrest.org or view this brief directly by clicking here .

RESEARCH BASED PRACTICE

Teaching Writing to Students with LD

Effective writing instruction for students with disabilities incorporates three components: adhering to a basic framework of planning, writing, and revision; explicitly teaching critical steps in the writing process; and providing feedback guided by the information explicitly taught.
Although these strategies have been researched with students with LD, they are effective strategies that could benefit all students.

Adhering to a basic framework of planning, writing, and revision:

Planning
Well-developed plans for writing result in better first drafts. Teachers or peers who write well can verbalize the process they go through to help students develop their own "plans of action." For example, one type of plan of action, called a "Planning Think Sheet," uses a series of sequential, structured prompts. It specifies a topic and asks the following questions (Englert, Raphael & Anderson, 1992):

• "Who am I writing for?"
• "Why am I writing?"
• "What do I know?"
• "How can I group my ideas?"
• "How will I organize my ideas?"

Creating a first draft.
Using a plan of action helps students create first drafts. The plan serves as a concrete map for engaging in the writing process and provides students with suggestions for what to do when they feel "stuck." The plan of action provides a permanent reminder of the content and structure of the writing task.

Revising and editing.
Revising and editing skills are critical to the writing process. Developing methods to help students refine and edit their work has been difficult, but a few researchers have begun to develop specific strategies that appear promising.

Explicitly teaching critical steps in the writing process
Explicitly teaching text structures provides a guide for the writing task, whether it is a persuasive essay, a personal narrative, or an essay comparing and contrasting two phenomena. Different types of writing are based on different structures. For example, a persuasive essay contains a thesis and supporting arguments, while narrative writing may contain character development and a story climax.

Providing feedback guided by the information explicitly taught
A third component common to these successful interventions was frequent feedback to students on the overall quality of writing, missing elements, and strengths. When feedback is combined with instruction in the writing process, the dialogue between student and teacher is strengthened. Giving and receiving feedback also helps students to develop "reader sensitivity" and their own

To learn more about methods for using these components, visit www.readingrockets.com

TECHNICAL ASSISTANCE UPDATE

Upcoming TA Work

As the NIUSI-LeadScape Principal Project begins its second year, we are working with our four partner districts--Orange County Public Schools, Memphis City Schools, Alamance-Burlington School System, and Tempe Elementary Schools--to address their specific Technical Assistance needs. In February, we worked with the Orange County Public Schools in Orlando, Florida.

We are also continuing our work in Austin, Texas, and have scheduled a visit to New Haven, Connecticut. If your state or district requires assistance in improving inclusive practices and decreasing disproportionate representation, please submit a request for Technical Assistance online here .

FEATURED STATE WORK

Mississippi: Collaboration with Technical Assistance Agencies for RTI Implementation

The state of Mississippi is working to effectively implement Response to Intervention (RtI). Kris Kaase, Associate State Superintendent of Academic Education, Trecina Green, Bureau Director of Curriculum and Instruction, and Ann Moore, Director of the Office of Special Education, are working with Betty Beale from the Southeast Regional Resource Center, Robin Jarvis from the Southeast Comprehensive Center, and Jerry Graniero from the Southeast Equity Assistance Center. This pioneering collaboration is an ongoing effort that pools the knowledge and resources of these three resource centers for the maximum benefit of the Mississippi State Education Agency.

Mississippi has also made it a priority to train personnel on how to effectively implement RtI, recently conducting a workshop on "RTI and Problem Student Behaviors" at the 2008 Mississippi Association for Psychology in the School Conference. The Mississippi Department of Education is also working directly with the Southeast Comprehensive Center to finalize work on the state RtI manual. With their comprehensive, collaborative approach to supporting the RtI initiative, Mississippi SEA leaders, principles and educators that will implement RtI in sustainable ways, supporting the learning of all students.

FEATURED NIUSI DISTRICT WORK

Online School Data Maps

NIUSI-Leadscape is currently working with Orange County Public Schools in Orlando, Florida to build prototypes of specific, site-level maps to help our partner school principals to access a variety of data about their classrooms on the website. The site will have maps of each school's layout and the ability to view the school's student distribution for a variety of factors, including:

• Student progress in each classroom
• Discipline referrals by race
• Ratio of students with IEPs in each classroom
• Students with IEPS by race/ethnicity in each classroom

Each classroom on the map will be color coded to show which classrooms are statistically significant for differences in these variables. This will allow administrators and school staff to view which practices are being implemented in each classroom to assist them in creating improvement plans and activities.

Check out the prototype school map for Shingle Creek Elementary School at www.niusileadscape.org

FEATURED NIUSI-Leadscape PRINCIPAL WORK

Ms. Pam Angelo, Palmetto Elementary School; Orange County, Fl.

Ms. Pam Angelo is the principal at Palmetto Elementary School in Orange County, Florida, where she has resided for the past four years. With a very diverse student population, she continues to focus on literacy in unique ways.

Within the school, bilingual classes are offered for Spanish/English speakers in each grade level. Most importantly, ample support is given to teachers, which fosters a positive learning environment for everyone involved.

Outside of school, there are a variety of activities devoted to literacy which expand upon the current ideology. Meeting the needs of its large Hispanic and Haitian population, Palmetto Elementary hosts a Family Literacy program where activities include book giveaways, curriculum theme nights, and workshops on how to read together with your child. Another activity offered to students is a public radio show devoted to literacy, which is given by the Haitian Dean. Additionally, students can access the school's library catalogue at home via Palmetto's website.

Attending to the needs of all students is an important part of culturally responsive education, and Ms. Pam Angelo continues to model novel practices to ensure that all children are given an equal opportunity to learn.

QUOTE OF THE MONTH

"Fair means giving everyone what they need, not giving everyone the same thing. -Seen on the wall of a 5th grade classroom

DID YOU KNOW

Redefining Literacy in Culturally Responsive Education

Traditionally, literacy has been defined as the ability to use language for the purpose of reading, writing, listening, and speaking. With the advent of new technology and alternate forms of print, literacy can no longer be defined in this manner. Students, parents, and professionals can now gain knowledge by means of a multitude of sources.

Modern technology is challenging previously established ideas of learning. The internet, cell phones, computer software and gaming, along with virtual classrooms have all contributed to the expansion of literacy. Although communication via technology is not the same as a face to face conversation, users have invented ways to preserve the intent of the message by using emoticons, or symbols resembling facial expressions. A presentation at the National Council of English Teachers' Assembly for Research Mid-Winter Conference in 2002, predicted that by the year 2005, there would be over 77 million internet users under the age of 18.

Additionally, there are a number of non-technological sources of literacy that are becoming increasingly popular amongst youths. One alternate form of print that is growing in popularity is the zine, which is a type of shorter magazine produced by individuals in order to communicate a message. In response to cultural change, traditional ideas about literacy are now being redefined.

For more information visit the National Council of English Teachers' website at http://www.ncte.org.

UPCOMING EVENTS

2008 CEC Convention & Expo

Get information about effective, research-based practices and topics most relevant to your field and your level of proficiency at the more than 600 sessions presented in a variety of formats to accommodate diverse learners. Collaborate with leaders about pressing issues that affect exceptional learners at the 2008 Council for Exceptional Children Convention & Expo April 2-5 at the Hynes Convention Center, in Boston, Massachusetts.

Pre-convention workshops will provide in-depth interactions related to topics including Differentiated Instruction, Response to Intervention, Positive Behavioral Supports, Cultural and Linguistic Diversity, Early Intervention, Public Policy, Gifted Education, Technology, and Transition, to name a few.

Keynote Speakers are Henry Winkler, actor and co-author of the series Hank Zipzer: The World's Most Amazing Under-Achiever, inspired by his own learning challenges and best selling author of The Good Times Handbook-Your Guide to Positive Living and Exciting Life, Dr. Steve Sobel will deliver his message "Teachers Must Be Angels-Where Else Would They Come From???".

Some special events that are not to be missed are the CEC Professional Awards, Yes I Can! Awards Ceremony to Celebrate CEC's Students with Disabilities Who Achieve, Educational Site Visits, and CEC's 2008 Teacher of the Year Luncheon.

For more information about this event please visit www.cec.sped.org.

FOR PARENTS

All About Adolescent Literacy: Resources for Parents & Educators

All About Adolescent Literacy (www.AdLit.org) is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers (including resources in Spanish). AdLit.org is an educational initiative of WETA, the flagship public television and radio station in the nation's capital, and is funded by Carnegie Corporation of New York and by the Ann B. and Thomas L. Friedman Family Foundation.

Visit http://www.adlit.org for more information.

FOR STUDENTS

Literacy is Everywhere

Let's talk about a well kept secret: you use literacy all day, everyday, by choice! Sure, you have to participate in so-called school literacy (writing, reading and speaking formally-to communicate with teachers and bosses and friends' parents) but you also use literacy in your social spaces when you text your friends, surf the Internet, and play videogames. All this new technology has actually required you to refine those traditional practices like reading and writing, giving you more opportunities to participate in the world through your literacy practices.

Here's an exercise you can try: keep track of all the text messages, instant messages, or e-mails you send to friends in one day. I bet you (and your teachers and parents) would be surprised by how much you are actually reading and writing. Even your favorite magazines and websites require you to read to get information, and it's rare to meet someone who doesn't have a MySpace or Facebook account. You are even engaging in a literacy practice when you program and use an MP3 player. Through all of these practices you are personalizing your experiences with the world.

Of course, there's a catch: if you want to be a powerful communicator, you must pay attention to the place you're in and the type of language being used. When you read a textbook or a novel for English class, you'll encounter a more formal and stylized language. On the other hand, when you read or write a text message from a friend, you have more freedom to use slang and other unique twists on words. In instant messaging, you don't have time to write in complete sentences. This form of communication is as much about time as it is about communicating. Whereas, when writing a formal letter or a paper for school, you are refining a particular kind of literacy practice, one where complete sentences, proper grammar, spelling, and punctuation are necessary.

When used in the appropriate settings, all literacy practices give you access to people, places and power.

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.

For questions or comments on this newsletter, please email the editors of this newsletter - Angela Clark-Oates (aclarkoa@mainex1.asu.edu) or Wendy Duran (wdduran@mainex1.asu.edu).

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