CDE Required Self-Assessment Options

CDE-Required Self-Assessment Options

Description

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The Tool

Annotated Checklist for Addressing Racial Disproportionality in Special Education (DOC; Outside Source)
Provides three checklists that address 1) district and school resource issues; 2) system policy, procedure, and practice issues at district, school, and classroom levels; and 3) environmental factors, all designed to aid in efforts to identify possible root causes of disproportionality and to help districts develop hypotheses and action plans for more detailed explorations of racial disproportionality. Daniel J. Losen (2008) Wisconsin Department of Public Instruction.

Annotated Checklist for Addressing Racial Disproportionality in Special Education – Short Version (DOC; Outside Source)

Contains the three checklists of the full version, but does not include the end notes.

The Webinar: Using the “Checklist” to Respond to Racial Disproportionality in Special Education

Provides an overview of the self-assessment tool developed by the Wisconsin Department of Public Instruction. Daniel Losen, presenter (2011) State Performance Plan Technical Assistance Project, California Department of Education. 

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Training Module

Training Module 1: Using the Annotated Checklist for Addressing Racial Disproportionality in Special Education (opens in new window)

Description

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The Tool

Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice (PDF; Outside Source – opens in a new window) Form A: Administrators; Form B: Assessment Only. A self-study tool that assists district teams in examining policies, procedures, and practices in general and special education to prevent disproportionality. It is ideal for school-level self-assessments and well suited for small districts. Heraldo Richards, Alfredo Artiles, Janette Klingner, and Ayanna Brown (2005) National Center for Culturally Responsive Educational Systems.

Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures — An Assessment and Strategic Planning Process (PDF; Outside Source – opens in a new window) Guides the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification, and placement of students who are culturally and linguistically diverse may be occurring. This rubric is ideal for mid to large size districts and supports their completion of a district-wide self-assessment and strategic planning process. Elizabeth Kozleski and Shelley Zion (2006) National Center for Culturally Responsive Educational Systems.

The Webinar: Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures

Provides an overview of the self-assessment tool developed by the National Center for Culturally Responsive Educational Systems. Shelley Zion, presenter (2011) State Performance Plan Technical Assistance Project, California Department of Education.

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Option Two: Training Modules

 

Description

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The Tool

Equity in Education—Addressing Racial/Ethnic Disproportionality in Special Education, Volume 1 (PDF; Outside Source – opens in a new window)
Technical assistance manual for identifying root causes containing training modules for educators seeking to understand disproportionality as an outcome of policies, practices, and beliefs. Metropolitan Center for Urban Education (2009) NYU Steinhardt.

The Webinar: Getting to the Root Causes of Disproportionate Representation in Special Education Using Root Cause Tools

Provides an overview of this New York University self-assessment tool. Edward Fergus, presenter (2010) State Performance Plan Technical Assistance Project, California Department of Education. 

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Option Three: Training Modules

  • Training Module 1:  Overview of Metropolitan Center for Urban Education’s Disproportionality Workbooks (opens in new window)
  • Training Module 2: Using the Data Analysis Workbook (opens in new window)
  • Training Module 3: Knowing A Disproportionality Problem Based On Numbers (opens in new window)
  • Training Module 4:  Using the Equity in Education Workbook (opens in new window)
  • Training Module 5:  Discussing Culturally Responsive Education Beliefs (opens in new window)
  • Training Module 6:  Common Causes of Disproportionality in Special Education and Suspension (opens in new window)

Description

The Success Gaps Rubric was developed at the IDEA Data Center, a technical assistance center at Westat funded by the U.S. Department of Education‘s  Office of Special Education Programs. The rubric is the newest CDE-approved self-assessment tool having been published in June 2021.

The Success Gaps Rubric is designed to help any school district or school identify the root causes for success gaps. The Rubric addresses five content areas: 1) Data-based Decision-making, 2) Cultural Responsiveness, 3) Core Instructional Program, 4) Assessment – Universal Screening and Program Monitoring, and 5) Interventions and Supports.

In addition to the Rubric, there is a guide, Completing the Success Gaps Rubric.

Supports

The IDEA Data Center held a webinar to introduce the Success Gaps Toolkit which contains the Success Gaps Rubric. This 28-minute webinar provides an overview of the resources contained in the Success Gaps Toolkit. The IDEA Data Center has many resources and supports for using the Success Gaps Toolkit.