THEME
Collaboration and Teaming
UPDATE
New LeadScape School Principal
NOTICE
National Association of Multicultural Education Summer Institute
SPOTLIGHT
Teachers College Press New Book Series: Disability, Culture and Equity
PEOPLE IN EDUCATION
Superintendent Ronald Blocker
RECOMMENDED READINGS
Necessary Revolution: How Individuals and Organizations are Working Together to Create a Sustainable World
Teamwork: Setting the Standard for Collaborative Teaching Grades 5-9
TOOLS YOU CAN USE
Culturally Responsive RTI
RESEARCH BASED PRACTICE
The Categorization Problem in Special Education
TECHNICAL ASSISTANCE UPDATE
School-University Collaboration: Addressing Educational Equity for Struggling Learners through Teacher Inquiry
FEATURED NCCRESt STATE WORK
Wisconsin State Profile Now Available
FEATURED NIUSI DISTRICT WORK
On the Move: Boston
FEATURED NIUSI-LeadScape PRINCIPAL WORK
Guest Writer Series for NIUSI-LeadScape LeadCast Blog
QUOTE OF THE MONTH
Dom Helder Camera
FEATURED WEBSITE
http://www.urbanschools.org/professional/mod_5.html
http://iris.peabody.vanderbilt.edu/resources.html
DID YOU KNOW
Cable in the Classroom
UPCOMING EVENTS
National Science Education Leadership Association’s (NSELA) Summer Leadership Institute: Powerful Professional Learning in Science
The Association of Teacher Educator’s (ATE) 2008 Summer Conference: The Global Imperative: Educating and Assessing the Whole Child, Teachers, and Community
FOR PARENTS
Parent Advocacy Brief: A Parent’s Guide to RTI
FOR STUDENTS
The Technology of Collaborating with Peers
In this issue of eQuiNews, we want to highlight how collaboration and teaming have been envisioned and enacted in a variety of local contexts between multiple key players: team teachers, school-university partnerships, district-school problem solving, and federally-funded technical assistance. By contextualizing this adult work, we hope to touch on what Pugach & Johnston (1995, 2002) call five current practices in school that “are linked to the overarching, fundamental goal of improving the quality of education for students” (p. 6) and can be fully realized only through collaboration:
All five of these practices have the potential to support professionals who are working to serve all students, but this vision must be collective. Pugach & Johnston (1995) assure us that this work isn’t about choosing between collaboration and autonomy. Instead, it’s about the “collective will” of professionals to meet the needs of all students. Please click on the links above to see how the National Center for Culturally Responsive Educational Systems (NCCRESt) and the National Institute for Urban School Improvement (NIUSI) have addressed these practices.
- Changes in the Authority Structure of School—collaborative leadership teams
- Increased Teacher Responsibility for the Profession—culturally responsive educators
- Growing Diversity of Student Population—culturally responsive practices
- Increased Integration of Students with Disabilities—inclusive practices
- More Complex Forms of Instruction—universal designs for learning
When teachers, schools, districts and states commit to transforming their schools through collaboration, they are never committing to one design, one prescription, or one methodology. Since change is never linked to isolated events or actions, we want to imagine collaboration as a “habit of mind” (Pugach & Johnson, 1995), meaning that although in this issue of eQuiNews you will read about how different people across the country participate in collaborative structures, our larger purpose for choosing this theme, like Pugach & Johnston (1995), is to argue for the importance of schools fostering a collaborative culture.
Pugach, M.C. & Johnson, L. J. (1995). Collaborative Practitioners Collaborative Schools. Denver, CO: Love Publishing Company.
The NIUSI-LeadScape Principal Leadership Project is pleased to welcome Dr. Rea Goklish to our group. Dr. Goklish is the principal of the John F. Kennedy K-8 School, a Bureau of Indian Education (BIE) school in Cedar Creek, Arizona on the White Mountain Apache reservation . JFK is a small school in a remote area of Arizona, and 98% of its students are members of the Apache tribe. Dr. Goklish has previously worked as a resource provider for BIE schools and is enthusiastic about collaborating with our group of inclusive principals as she works toward transforming instructional practices at John F. Kennedy School to be inclusive for all students.
This new partnership marks the beginning of what we hope will be a much broader collaboration with Bureau of Indian Education (BIE) schools throughout the country. BIE operates 184 elementary and secondary schools throughout the U.S., located mostly in Arizona and New Mexico. We are excited to have the opportunity to work closely with this unique population of students, staff, and families.
We welcome Dr. Goklish to our dynamic group of LeadScape principals as our newest “ash” (rhymes with “gosh,” it means friend in the Apache language)!
National Association for Multicultural Education (NAME) 1st Summer Institute: Today’s Children, Tomorrow’s Leaders: Strengthening America through Socially Just Corporate, Political, and Educational Partnerships
We would like to share with you the National Association for Multicultural Education’s (NAME) important summer institute, a day-long event at Temple University in Philadelphia on Friday, July 11.
The keynote speakers are Dr. Carl A. Grant, Hoefs-Bascom, Professor at the University of Wisconsin-Madison Department of Afro-American Studies and the Department of Educational Curriculum and Instruction and former NAME President and Dr. Gloria Bonilla-Santiago, Board of Governors Distinguished Service Professor of Urban Studies at Rutgers University-Camden, recipient of the 2007 National Mujer Award from the National Hispana Leadership Institute.
For more information about the institute and to register for the event, please click here http://www.nameorg.org/conferences/summerinst08.html.
Teachers College Press New Book Series: Disability, Culture and Equity
Alfredo J. Artiles and Elizabeth B. Kozleski are the editors of a new book series for Teachers College Press: Disability, Culture and Equity.
By charting new ground in offering an interdisciplinary approach to disability, culture, and equity, this series is exemplar in its recognition of the importance of collaboration. Books in the series will provide educators, researchers, and policymakers with path breaking research-based knowledge and recommendations for practice that can transform both our understandings of how to educate culturally and linguistically diverse learners as well as to create equitable culturally responsive evidence-based school practices and policies.
To read more about the series’ central themes, goals and audience, click here to download the series flyer.
Authors with proposals that might be appropriate for the series should contact Alfredo J. Artiles (alfredo.artiles@asu.edu), Elizabeth B. Kozleski (elizabeth.kozleski@asu.edu), or Brian Ellerbeck, Executive Acquisitions Editor, Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027. Visit the Teachers College Press website for guidelines on submitting a proposal.
Orange County Public Schools Superintendent Ronald Blocker
This month, as we emphasize collaboration as one of the most effective habits of mind and practices needed for working toward a more inclusive educational system, we are excited to spotlight Superintendent Ronald Blocker’s work in Orange County Public Schools, the 11th largest school district in the country.
During his term, Superintendent Blocker has worked toward his vision of Educational Excellence by pursuing high academic standards, utilizing employees and dollars effectively and efficiently and being innovative whenever possible. Some of his achievements include increasing Advanced Placement enrollment and performance, aggressively moving to close the achievement gap in minority populations and developing a comprehensive academic plan for the district.
For Superintendent Blocker, this was only the beginning of reaching his ultimate goal: quality instruction for ALL. When the data revealed to Blocker and his area superintendents that Orange County Public School District had higher incidents of disproportionate identification for minority in certain Exceptional Student Education (ESE) programs than the entire state, especially for black students in the Emotionally Handicapped/Severely Handicapped and Emotionally/Mentally Handicapped categories, he committed to continue disaggregating the data and monitoring success for every racial subgroup within the ESE population.
Mr. Blocker advocates for providing quality services to students through his support of the Exceptional Student Education Strategic Plan which specifically identifies goals that address:With his initiative to target disproportionate representation of African American students, particularly in the special education categories that Florida uses—Educable Mentally Handicapped and Emotional Behavior Disorders programs, Mr. Blocker provides committed support for the ESE Department to analyze all areas surrounding this problem. This analysis has successfully identified systemic issues that contribute to disproportionate referrals for psychological evaluations because of inadequate support systems. The Exceptional Student Education Department is now able to assist with the development of a systematic approach to targeting effective researched-based curricula and interventions for students to minimize referrals to exceptional education. These interventions are focused on outcomes for student performance which lead to student success. Mr. Blocker’s leadership has created an atmosphere of collaboration and teaming that maximizes the impact of all departments working towards this common goal.
- Academic achievement of students
- Unnecessary referrals to special education
- Educating students with disabilities with non-disabled peers
- Eliminating the disproportionate classification and placement of minority students in special education
The Necessary Revolution: How Individuals and Organizations are Working Together to Create a Sustainable World by Peter Senge, Bryan Smith, Nina Kruschwitz, Joe Laur, & Sara Schley
The Necessary Revolution: How Individuals and Organizations are Working Together to Create a Sustainable World by Peter Senge and others is a book that describes the changing relationship between social and environmental awareness groups and the corporate business world. Modern corporations are slowly recognizing the need for partnership with awareness groups in order to form and uphold a positive impact on the world. The transformation in the relationship between these two groups from separate entities to a more collaborative body has already begun. Peter Senge and his co-authors trace these two groups from their autonomous beginnings to their relationship with one another, speculating that an even stronger tie is needed to effect change in modern society. There is an emphasis on change as a revolutionary process rather than as a gradual implementation. To help illustrate their ideas, stories from individuals who have successfully begun to create partnerships from both the business front and the awareness group perspective are incorporated in the text. Individuals searching for strategies and tools for creating systemic change will find this book useful as a guide and reference. It is scheduled for publication on June 10th, and will be available from Society for Organizational Learning (SOL). It can be ordered online through the following website: www.solonline.org/NecessaryRevolution/
Teamwork: Setting the Standard for Collaborative Teaching, Grades 5-9 by Monique Wild, Amanda Mayeaux, & Kathryn Edmonds
In 2006, three teachers were recognized by Disney’s Teacher Awards for their efforts as a team of teachers collaborating to create an educational environment where all children could thrive. This recognition of all three teachers was the first time that the acclaimed “Teacher of the Year” award was given to a team of teachers rather than an individual instructor. Collaborative team teaching occurs when a group of teachers work together, incorporating each individual’s strengths for the purpose of providing a comprehensive curriculum where all students needs are being met. Monique Wild and her colleagues impart their knowledge of collaborative team teaching through narratives and discourse designed to guide teachers towards generating successful collaborative team teaching practices. Some of the topics covered in the text include “how to” guides for enhancing curriculum integration, building communication and positive relationships with parents, staff, and community members, and crafting a common purpose for learning. This book would be most useful for all educators, and particularly those who currently use or are interested in adopting a collaborative team teaching model. It can be ordered online through Stenhouse Publishers website.
Culturally Responsive Response to Intervention (RTI)
Culturally responsive RTI is a model for ensuring evidence-based, high-quality opportunities to learn for all students, including those who are culturally and linguistically diverse. Students who are struggling are provided with research-based supports or interventions. These interventions are provided at increasing levels of intensity and individualization, and they also consider the context in which the student is learning, such as classroom interactions, curriculum, and school discipline policies. Culturally responsive RTI models have the potential to address issues of disproportionate representation for culturally and linguistically diverse students in special education programs by providing access to curriculum and instructional practice grounded in research that attends to the powerful role of culture in teaching and learning. They hold promise in ensuring that diverse learners are provided with more robust educational opportunities.
RTI is a much debated topic in contemporary education. With its culturally responsive implementation comes positive change from the special education identification criteria of the past. However, issues of diversity must remain in the forefront when addressing its individual components such as in the determination of the interventions used, definition of criteria for success and failure, and the ecological validity of research from which practices are based.
The National Center for Culturally Responsive Educational Systems (NCCRESt) website contains much information regarding the implementation of RTI in culturally diverse classrooms. To read NCCRESt's RTI Position Statement, please visit http://www.nccrest.org/publications/position_statements.html.
To support the implementation of a more culturally and linguistically responsive model, please access our practitioner brief: A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners.
The Practice of Identification
Elizabeth Kozleski collaborated with Alan Dyson of the University of Manchester, UK on a chapter examining the special education systems of the U.S. and the U.K. Although both nations have well-developed, comprehensive school systems in place, students in less-advantaged social groups are more likely than those in other groups to be identified as needing special education. The authors explore assumptions around disability identification:
This situation is so familiar that it tends to be taken for granted by the majority of education practitioners and researchers. Yet it embodies a huge contradiction. The special education systems of England and the US are premised on the assumption that students’ difficulties are identifiable and can successfully be addressed at the individual level - through individual identification, assessment, and intervention. Yet those difficulties appear to be related in some way to students’ membership of social groups. The implication is that special education typically asks the wrong question. Instead of asking ‘what is wrong with this child and what can we do about it?’ we should be asking, ‘why does this group fare so badly and what can be done about it?’ Indeed, it is arguable that special education not only asks the wrong question, but makes it less likely that the right one will get asked. By locating problems and solutions at the level of the individual and by creating a froth of activity around individual assessment and intervention, it serves to draw attention from underlying systemic and social factors. In terms of the theme of this book, the categorisations undertaken within special education are in fact a category mistakes (p. 170-171).
These questions can help educators as they interpret data from their own schools and explore the ways in which their practice contributes to variance in student performance and success.
Dyson, A. & Kozleski, E. B. (in-press). Disproportionality in special education: a transatlantic phenomenon. In Lani Florian & Margaret McLaughlin (Eds.), Dilemmas and alternatives in the classification of children with disabilities: New perspectives ( pp. 170-190).
School-University Collaboration: Addressing Educational Equity for Struggling Learners through Teacher Inquiry
Another relationship in which many schools are engaging is the school-university collaboration, a joint effort between university faculty, teachers and administrators.
Understanding that these types of partnerships are integral to school improvement, Alfredo J. Artiles and Elizabeth B. Kozleski, principal investigators at the National Center for Culturally Responsive Educational Systems, have partnered with a K-8 elementary school in Phoenix, Arizona. Through this collaboration, Artiles and Kozleski hope to identify how cultural and ideological factors influence the school’s responses to students that are struggling to learn. Some of the factors that will be examined include assumptions about the role of students’ cultural practices in the curriculum, assumptions embedded in discipline plans and learning assessments, and ideologies about Latino students and their families.
The researchers will create an inquiry group for teachers that will support the school’s efforts in addressing the needs of Latino struggling learners. The group will offer consultation support for teachers who have Latino struggling learners in their classrooms and will document the impact of the group’s consultative support. Artiles and Kozleski will document the work of the inquiry group to understand the sociocultural contexts in which teaching and learning processes are co-constructed in classrooms for Latino struggling learners. Furthermore, designing a teacher-inquiry learning environment allows professional learning efforts to be embedded in authentic teacher practices, challenging teachers to intentionally focus on the role that culture and ideology play in their efforts to support Latino student learning.
Like Pugach and Johnson (1995) who argue that one of the benefits of this type of collaboration is that the professional learning of practitioners is individualized, situated, and relevant to the uniqueness of each school site, Artiles and Kozleski realize that by participating in this collaboration the school has a better chance of reaching its comprehensive initiative of improving results for all students.
The Wisconsin state profile is now complete and available online at nccrest.org! This report reveals a snapshot of the efforts made by Wisconsin to provide for the education of students with disabilities and students from culturally and linguistically diverse backgrounds. We use the National Center for Culturally Responsive Educational Systems’ (NCCRESt’s) conceptual framework to focus on the connections between people, policies, and practices, which provides a schema for analyzing the relationships between federal, state, district, and school policies.
Our goal is to use this framework to understand how these relationships impact opportunities to learn, equity, and learning outcomes for students and their families as well as how they affect the practitioners employed within the system. Wisconsin’s efforts as well as successes are documented using data collection and analysis. Their story could provide insight for others in creating equitable learning experiences for students in other states.
Districts on the Move: Creating the Capacity for Sustainable Change in Urban Schools Unified Student Service in Boston Public Schools: Building a Continuum of Services through Standard-based Reform
The National Institute for Urban School Improvement (NIUSI) is an organization devoted to closing the achievement gap between minority students and their White peers by assisting school districts in creating systemic change. Districts on the Move profiles are generated by NIUSI in order to spotlight ongoing work in one of our partner sites. “Unified Student Service in Boston Public Schools: Building a Continuum of Services Through Standard-based Reform” focuses on the systemic change efforts of a school district in Boston, MA.
In 1996, the Boston Public School (BPS) system adopted a five year plan for reforming its schools and established four goals for the transformation: improve teaching and learning to enhance academic success for all students, change the organization of the school system to focus on student performance and community service, provide safe, nurturing, healthy, supportive school environments, and employ parents and community members to engage in collaborative efforts for school improvement. BPS devised individual plans for change for each school based on inquiries of need and evaluated the outcomes. Systemic change is a long process that affects all people involved. Listed in the Districts on the Move profile are guidelines suggested from BPS for others looking to implement change:
To read this NIUSI district work profile in its entirety or to view others, follow this link: http://www.urbanschools.org/publications/on_the_move.html
- Make sure that special education is working well when a unified model is launched.
- Explicitly state and demonstrate the school district’s intent to continue to build capacity to meet the needs of students with disabilities in the least restrictive environment.
- Talk the reorganization through with all stakeholders.
- Engage staff in creating unified models of service delivery at the school level.
- Provide a user-friendly document that explains the unified model.
- Talk unified and walk unified.
- Make explicit connections between resources and unified support to schools.
- Be vigilant in reviewing ongoing work through the lens of a unified model.
FEATURED NIUSI-Leadscape PRINCIPAL WORK
Guest Writer Series for NIUSI-LeadScape LeadCast Blog
In this issue, we are pleased to showcase our Guest Writer Series on the NIUSI-LeadScape LeadCast, an interactive blog created to engage people in an ongoing conversations about a wide range of issues surrounding inclusive education in hopes of provoking, inspiring, and complexifying the way we understand and effect inclusive practices in our classrooms, schools, and communities.
The Guest Writers Series will feature researchers, scholars and teacher educators from around the country, who have inspired many of us to continue our pursuit of a more just educational system. Our first writer was Dr. Mike Rose, a faculty member of the UCLA Graduate School of Education and Information Studies and the author of Possible Lives: The Promise of Public Education in America, recently released by Penguin with a new preface, and The Mind at Work: Valuing the Intelligence of the American Worker. Click here to visit Dr. Rose's website.
This week we invite you to visit our blog featuring our most recent guest writer: Dr. Julio Cammarota, an assistant professor in the Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center at the University of Arizona, who also co–directs the Social Justice Education Project (SJEP), a youth participatory action research program.
Be on the lookout for a new post bi-weekly. We hope that our blog can be another collaborative space that informs your practice.
When we dream alone it is only a dream, but when we dream together, it is the beginning of a reality. Dom Helder Camera
http://www.urbanschools.org/professional/mod_5.html
Throughout the newsletter, we have highlighted the varied and dynamic faces of collaboration and teaming. Now, we would like to share one of our own leadership academy modules from the National Institute for Urban School Improvement, which spotlights co-teaching as yet another example, albeit a very important one, of how teaming and collaboration can be integrated into your practice.
Co-teaching is a method for delivering instruction that draws on the strengths and expertise of multiple educators. Although there are many styles of co-teaching, each involves two or more educators collaborating to plan and deliver sound instruction for a group of students. This module introduces the many faces of co-teaching relationships, exemplars and non-exemplars of successful co-teaching strategies, approaches for developing co-teaching skills, and opportunities to co-plan lessons.
This module contains three academies. Academy 1 explores and describes the co-teaching relationship and informs participants of the skills that lead to successful collaboration. Academy 2 builds on this knowledge by introducing and evaluating co-teaching styles and strategies. Finally, Academy 3 provides participants with opportunities to co-plan a lesson and to apply their knowledge and skills to their own schools.
Download the materials in each of the following three academies by clicking here. All files will open in a new window. Please print the manuals and save the PowerPoints for use with the academy presentations
http://iris.peabody.vanderbilt.edu/resources.html
Like the work we do teaming with states, school districts, and individual campuses nationwide to provide assistance and support to make inclusive classrooms and practices a viable reality for all schools, the Iris Center provides assistance, access to research-based practice, and guided resources to college and university faculty who are preparing the next generation of school personnel, including special education professionals, as well as serve professional development providers who conduct in-service training for practicing educators.
This month we are excited to share the materials that the Iris Center has created to address one of the most important practices of inclusive education: collaboration between the special education and general education teachers. These materials will aid in your teaching and training of professionals, who, like you, are committed to creating more inclusive settings for all students, all schools, and all communities. At the link below, you will find web-based interactive modules, cased-based activities, and information briefs, all of which have been design to promote, support, and guide collaboration.
Please go to http://iris.peabody.vanderbilt.edu/resources.html and click on Collaboration in the right hand column under Pick One. Then select All Materials under Select One.
We hope that these resources will be as useful for you as they have been for us.
Did you know that you can involve your students in a live action polar expedition? The Go North! expedition is completed for this year, but you can still visit, meet the dogs, follow the journey, read the journals and watch the videos.
This interactive website engages student learning in the social and natural sciences by creating resources and activities that enhance standards-based curriculum. Students are exposed to several key skill areas including geography and mapping, literacy, environmental understanding and respect, as well as multicultural awareness.
Go North! has been featured on the CBS news and national education conferences. To get involved in this interactive, collaborative online learning experience, visit: http://polarhusky.com/. Upcoming GoNorth! adventures: Greenland in 2009 and Nunavut, Canada in 2010.
National Science Education Leadership Association’s (NSELA) Summer Leadership Institute: Powerful Professional Learning in Science
NSELA is sponsoring a leadership institute July 7-10 in Asheville, North Carolina to address how the technology of professional learning is changing. No longer is professional development merely a workshop that an individual teacher attends, returning to her classroom with methods for improving her individual practice. Conceptually, professional learning disrupts the isolationist position of teachers, prevalent in older professional development models, by fostering learning community for teachers.
During the institute, the participants will create a plan to remodel current professional learning approaches so that they more closely align with students’ learning needs, meet National Staff Development Council’s standards for staff development, and model the type of learning educators want their students to experience.
For more information and registration please click here: http://www.nsela.org/calendar/calendar.html
The Association of Teacher Educator’s (ATE) 2008 Summer Conference: The Global Imperative: Educating and Assessing the Whole Child, Teachers, and Community
ATE is offering a summer conference in Washington D.C. on August 2-6. The purpose of the conference is to broaden the context for professional development of educators who are responsible for preparing our future citizens to function and live well in a global community. The conference sessions will focus on four strands that ATE believes are relevant to this global imperative: (1) Multiple Literacies/Integrated Learning; (2) Fitness and Health; (3) Culture and Community; (4) Policy and Advocacy.
For more information about sessions, keynote speakers, preconference workshops, and registration, please click here: http://www.ate1.org/pubs/ATE_2008_Washingon.cfm.
National Center for Learning Disabilities-Parent Advocacy Brief: A Parent's Guide to RTI
The National Center for Learning Disabilities (NCLD) is an invaluable web resource for parents. They have written a guide for understanding the Response-to-Intervention (RTI) process, which is currently used to determine special education eligibility. RTI is a tiered process designed to pair high quality instruction with research-based interventions in order to appropriately identify students in need of more individualized instruction.
Involving parents in educational decision-making is very important. However, parents are not always updated on current practices adopted by schools. The “Parent’s Guide to RTI” that NCLD has provided is a document that contains helpful information such as a glossary of terms, comprehensive examples of RTI from beginning to end, a brief interview with an assistant superintendent experienced in RTI models, and a list of questions that parents can ask their child’s school regarding its RTI process.
For more information regarding RTI, check out the website for the National Center for Learning Disability-Parent Advocacy Brief: A Parent’s Guide to RTI: http://www.rti4success.org/images/stories/pdfs/rti_final.pdf.
I think it would be difficult to find very many of you who haven’t been asked at some point in your schooling to work in a group with your peers on a project, paper or presentation. When I was a student, I remember receiving this task and either feeling excited or fearful, depending on who had been assigned to my group, a fear based on the fact that some of my peers had busier schedules, more responsibilities and less motivation than the rest of us, which made it difficult to find a time that would work for all of us.
Although I enjoyed working in groups and felt like I was always pushed to think deeper, view the topic alternatively, and express myself more creatively, I could never shake the tacit recognition that the difficulty in scheduling face-to-face time to complete a group task might outweigh the overall benefits of working collaboratively.
Fortunately, I now have much less reason to fear the proverbial collaborative learning project. Face-to-face time has been re-imagined with the help of Google Docs. Now, I can create a document, spreadsheet, or PowerPoint presentation in Google Docs and then give my group members access to the document, allowing them to edit and revise the document in a less time-restricted manner. Face-to-face time is diminished because Google Docs will track all the revisions and all of the editors, simplifying the process of managing multiple drafts with multiple changes.
To find out more about how you can begin simplifying the collaboration process with your peers, visit http://www.google.com/google-d-s/intl/en/tour1.html. Also, watch this brief introductory video on You Tube: http://www.youtube.com/watch?v=eRqUE6IHTEA.
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).
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