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NASP Culturally Competent Website of the Month

June and July 2008

National Registry of Evidence-based Programs and Practices (NREPP), http://nrepp.samhsa.gov/index.htm a program created by the Substance Abuse and Mental Health Services Administration (SAMHSA), is a searchable database of interventions for the prevention and treatment of mental and substance abuse disorders. The website includes descriptions of intervention and treatment programs that have been reviewed and rated by independent reviewers. NREPP uses very specific standardized criteria to rate interventions and the evidence supporting their outcomes. All reviewers who conduct NREPP reviews are trained on these criteria and are required to use them to calculate their ratings.

NREPP database offers several search criteria including the topic (mental health promotion, substance abuse prevention, etc.), areas of interest (e.g., suicide prevention), evaluation/study design (e.g., experimental), implementation history, populations (age, race, ethnicity, gender), settings (urban, suburban, school, inpatient, etc.), and whether the intervention and materials are in the public domain. From a culturally competent practice viewpoint, it is particularly important that the users can search for interventions that have been shown to be effective with specific racial and ethnic groups. SAMSHA is a program of the U.S. Department of Health and Human Services.

April and May 2008

Digital Workshops For Teachers of Native American Students www.t2tweb.us/nativeamerican/home.asp.
The U.S. Department of Education's Teacher-to-Teacher Initiative, in collaboration with the Office of Indian Education, has launched the Digital Teacher Workshops for Teachers of Native American students. The interactive, web based workshops are designed to provide professional development opportunities for teachers of American Indians and Alaska Natives in all grade levels and content areas. The information and achievement data provided are useful for school psychologists and other related services personnel who work with Native American students. The workshops support mastery of academic content and application by modeling strong teaching methods that have been successful in the classroom and provide a classroom application component, and additional resources. The workshops currently available focus on literature, community outreach, and reading.

February and March 2008

Education Resources for Spanish Speakers (Recursos en español) www.ed.gov/espanol/bienvenidos/es/index.html.
The U.S. Department of Education (ED) has developed a webpage to help Spanish-speaking families obtain useful educational resources and information on how to enhance achievement and navigate the educational system. Of note is a link entitled Publicaciojes y Materiales, www.ed.gov/espanol/publicaciones/es/index.html which contains information on all of ED’s publications that are available in Spanish. Parents may also find information in Spanish on the provisions in the No Child Left Behind Act (NCLB), IDEA, federal financial aid grants, and links to other government agencies.

December 2007 and January 2008

Knowledge Application Program (KAP), http://www.kap.samhsa.gov/mli/index.htm, a new website from the Center for Substance Abuse Treatment, U.S. Department of Health and Human Services provides information and training about best practices in substance abuse treatment. KAP’s Multi-language Initiative translates and culturally adapts KAP and other federal government publications for clients and the general public whose first language is not English. It addresses the unfulfilled need for treatment products among members of non–English-speaking groups or those with limited English-language abilities. KAP offers various brochures on substance abuse in Chinese, Korean, Russian, Spanish, Vietnamese and Navajo, including Inhalant Abuse: Your Child at Risk! and Tips for Teens: The Truth about Inhalants.

October and November 2007

Health and Human Development Programs (HHD), http://www.hhd.org/, a division of the Education Development Center, seeks to create innovations that promote healthy human development worldwide. HHD conducts and synthesizes research to guide practice toward the most effective programs to reduce risk behaviors and promote mental and physical health. The website includes a Spanish button on the homepage that links to translated information about HHD’s programs and services. The work of the HHD is supported by government, foundation, and corporate grants. Of particular interest to school psychologists are the following centers, programs, and resources that are featured on the HHD’s website:

• The Suicide Prevention Resource Center provides resources to help recognize and respond to individuals who may be at-risk of suicide http://www.sprc.org.
• The National Center for Mental Health Promotion and Youth Violence Prevention http://www.promoteprevent.org/ provides technical assistance and resources to 83 school districts.
• Teenage Health Teaching Modules http://www.thtm.org for students in grades 7-12 that enhance social-emotional learning.
• Research and evaluation information in prevention and intervention areas, e.g., the Reach for Health Project (RFH) documents protective factors that keep middle school students from engaging in high-risk behaviors.

August and September 2007

Washington Learning Systems, http://www.walearning.com/home.html offers information on evidenced based programs that promote early literacy, language, cognitive and social development of young children. A special feature on the website is the free, language and early literacy activities in English and Spanish. These materials include forty-six home and community activities for adults and children that encourage early language and literacy development in young children. They are appropriate for children with disabilities as well as children who are developing typically. The development of the materials was supported by a grant from the U.S. Department of Education, Office of Special Education Programs. Download literacy activities from http://www.walearning.com/Parent.html.

June and July 2007

The PACER Center, http://www.pacer.org, a parent advocacy center based in Minneapolis, Minnesota, published a series of multicultural brochures and accompanying handouts to help school districts tell families of young children about early intervention and early childhood special education services. The materials are in Hmong, Spanish, Somali, and Russian. English versions are directed to American Indian and African American parents. The brochures and handouts outline steps parents can take to seek services for their children and information about developmental milestones. These materials are available to assist school psychologists and other educational professionals working in diverse communities. Order materials by calling PACER at #952-838-9000; or download from PACER’s website at www.pacer.org/parent/childhood.

April and May 2007

The American Indian Education Foundation (AIEF), http://www.nrcprograms.org, is one of seven National Relief Charities that provide resources and outreach services to Native Americans throughout the United States. The AIEF specifically works to inform the public about the history and current status of education in the Native American community, and to improve the quality of education and resources that are available to its students and teachers. Some of AIEF's endeavors include collecting and disseminating school supplies, funding school repairs, and providing students with scholarship opportunities, financial aid, and other incentives to seek degrees in higher education.

February and March 2007

The Center for Applied Linguistics (CAL), http://www.cal.org/index.html, is a private, non-profit organization based in Washington D.C. The mission of CAL is to provide culturally sensitive resources related to language and culture in order to improve communication techniques. Their work aims to enhance language education, resolve culture-related conflicts, conduct research that fuses language with culture, and provide resources that demonstrate the importance of cultural understanding in communication. The site includes information related to adult ESL, bilingual education, immigrant education, heritage languages, sheltered instruction, and other topics that promote cultural competence in education.

November 2006 to January 2007

The Special EDge Newsletter
http://www.calstat.org/infoPublications.html

This online newsletter, published three times a year, is funded by the California Department of Education, Special Education Division. The Special EDge is designed to inform and support parents, educators, and other service providers on special education topics, focusing on research-based practices, legislation, technical support, and current resources. Available in Spanish or English.

• The Autumn 2006, Vol. 20, No. 1 issue is devoted to Disproportionate Representation and it includes an article by NASP members Valerie Cook-Morales, Carol Robinson-Zanartu, and Tonika Duren Green entitled, Moving from Evaluation to Assessment.

September/October 2006

Linking Academic Scholars to Educational Resources (LASER)
http://www.coedu.usf.edu/laser/

LASER's mission is to enhance the capacity of faculty and graduate students in minority institutions to engage in research that impacts children from minority and/or low-income backgrounds. LASER has developed a set of Research to Practice briefs that may serve as tools for urban educators in addressing a range of critical areas of concern in teaching and learning. These briefs can be located at the following:

http://www.coedu.usf.edu/laser/products.html

June / July / August 2006

National Center for Cultural Competence
http://www11.georgetown.edu/research/gucchd/nccc/

The NCCC provides national leadership and contributes to the body of knowledge on cultural and linguistic competency within systems and organizations. Emphasis is placed on translating evidence into policy and practice for programs and personnel concerned with health and mental health care delivery, administration, education and advocacy. The NCCC has particular expertise in developing instruments and conducting organizational self-assessment processes to advance cultural and linguistic competency

Self assessments that would be helpful to personnel involved in early intervention or who work with children with disabilities and their families include the following:   

http://www11.georgetown.edu/research/gucchd/
nccc/documents/Checklist.CSHN.doc.pdf
http://www11.georgetown.edu/research/gucchd/
nccc/documents/Checklist.EIEC.doc.pdf

April / May 2006

The National Child Traumatic Stress Network
http://www.nctsnet.org

The mission of The National Child Traumatic Stress Network (NCTSN) is to raise the standard of care and improve access to services for traumatized children, their families and communities in the United States. This SAMSHA-funded organization promotes culturally competent trauma treatments and practices for children and adolescents exposed to trauma, and disseminates its findings through fact sheets, culture and trauma briefs, and reports. See the following practitioner brief:

• Promoting Culturally Competent Trauma-Informed Practices
  Provides information about the impact of trauma and culture on children and adolescents, initial findings from the NCTSN Core Data Set on prevalence and treatment of trauma among diverse populations of children, and a description of the Network's broader view of culture and availability of expertise. http://www.nctsnet.org/nctsn_assets/
  pdfs/culture_and_trauma_brief.pdf

February/March 2006

Office of English Language Acquisition
http://www.ed.gov/about/offices/list/oela/index.html?src=oc

National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs
http://www.ncela.gwu.edu/

The mission of the Office of English Language Acquisition is to help ensure that English Language Learners (ELLs) attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and achievement standards required for non-ELL students. The OELA web site includes information about relevant initiatives, resources, and reports, as well as a link to the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA). NCELA offers a wealth of information about language instruction educational programs, teacher quality, assessment and accountability for ELL students, and parental and family involvement in education.

December 2005/ January 2006

Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/

The Teaching Diverse Learners website is dedicated to enhancing the capacity of school personnel to work effectively and equitably with English Language Learners (ELLs). The website provides access to information – publications, educational materials, and the works of experts in the field – that promotes high achievement for ELLs. The Teaching Diverse Learners website is sponsored by the National Leadership Area for the Northeast and Islands Regional Educational Laboratory (LAB), a program of The Education Alliance at Brown University.

November 2005

The Center for Research on Education, Diversity and Excellence (CREDE)
http://www.crede.org/

CREDE is a federally funded research and development program focused on improving the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty. The CREDE website contains a wide array of resources, reports, educational practitioner briefs, and professional development training to assist in the education of students from diverse backgrounds.

October 2005

The National Indian Education Association
http://www.niea.org/

The National Indian Education Association is the oldest and largest Indian education association representing American Indian, Alaska Native, and Native Hawaiian educators and students. The Association's web site includes information about educational issues and history, a calendar of upcoming events, and a comprehensive listing of links to related resources at http://www.niea.org/history/links.php . Contact information for tribal education departments around the country is also included.

August/September 2005

IDEA Partnership
http://www.ideapartnership.org

The IDEA Partnership, funded by the U.S. Department of Education, Office of Special Education Programs, brings together 55 national organizations to participate with states and each other in a variety of cross-stakeholder activities to build capacity of states, districts and schools to improve results for students with disabilities. The website of the IDEA Partnership provides a rich array of news, resources and information about IDEA 2004, NCLB, and descriptions of the various initiatives underway by the Partnership. Recent postings include the Dialogue Guides, which are a communication tool and strategy for increasing discussion and collaboration on key issues for students with disabilities.

June/July 2005

American Indians & Alaska Natives/Violence Prevention Resources ( National Center for Mental Health Promotion and Youth Violence Prevention)
www.promoteprevent.org/resources/
resource_pages/program_functions/native_yvp.htm

The National Center for Mental Health Promotion and Youth Violence Prevention provides technical assistance and training to more than 200 school districts and communities that receive grants from the Substance Abuse and Mental Health Services Administration (SAMSHA) of the U.S. Department of Health and Human Services. This particular page of the website houses descriptions and links to American Indian and Alaska Native organizations, federal agencies, and data summaries and articles on crime rates, violence prevention efforts, and gang activity among American Indians and Alaska Natives.

May 2005

National Youth Violence Prevention Resource Center
http://www.safeyouth.org/scripts/news/docs/spanish.asp

The National Youth Violence Prevention Resource Center provides resources for professionals, parents and youth working to prevent violence committed by and against young people. The "En Español" section of the site lists a growing collection of youth violence prevention resources in Spanish. In addition to youth violence, the collection covers related topics such as child development, guidance for parents and caregivers, school, media violence, mental health, physical abuse, and substance abuse. Materials are grouped by subject or target audience, and listed in both Spanish and English, to provide access for both Spanish-speaking visitors and English speakers seeking Spanish-language resources.

April 2005

The Future of Children
http://www.futureofchildren.org/

The Future of Children, a publication of The Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution, seeks to promote effective policies and programs for children by providing policymakers, service providers, and the media with timely, objective information based on the best available research. The first issue was released in 1991, and 30 issues have been published to date. Each journal issue examines a single topic of importance to children from a multidisciplinary perspective. All of the issues are available online. The most recent issue, which includes eight articles written by leading authorities, is focused on racial and ethnic differences in school readiness. The articles address the size of the gap, synthesize what is known about its causes and identify some policy solutions and strategies.

March 2005

Education Trust
http://www2.edtrust.org/edtrust/

T he Education Trust was established in 1990 by the American Association for Higher Education as a special project to encourage colleges and universities to support K-12 reform efforts. Since then, the Education Trust has grown into an independent nonprofit organization whose mission is to make schools and colleges work for all of the young people they serve. Education Trust's website features several important reports that focus on closing the achievement gap between low income and culturally and linguistically diverse students and their peers.

February 2005

Harvard University 's Civil Rights Project
http://www.civilrightsproject.harvard.edu/
research/k12_ed.php

The Civil Rights Project is a leading organization devoted to civil rights research. Founded in 1996, the Project's initial focus was on educational reform. Research reports are available on a variety of issues including: bilingual education, the desegregation of American schools, the impacts and benefits of racial and ethnic diversity in education, and the racial disparities in policies and practices related to special education and school discipline.

January 2005

Reading is Fundamental: “Leamos en Familia” is a bilingual section of the Reading is Fundamental Website, the oldest and largest children's and family nonprofit literacy organization in the United States .  RIF programs annually serve 5.1 million children of all ages, most of whom are at risk of educational failure, with a focus on those from birth to age 11. “Leamos en Familia” is designed to help Latino families read, sing, and share stories at home. This colorful, interactive website provides parents with activities, tips, and advice to help children become life-long readers. Visit: http://www.rif.org/leer/index_flash.mspx .

December 2004

Multicultural Education Resource Center ( Minnesota Independent School Forum)
http://www.misf.org/educatorstoolkit/mce/mce.htm

The Minnesota Independent School Forum is a non-profit organization serving 40 independent high schools that serve nearly 15,000 students across Minnesota . This website provides a global view of the factors a school needs to take into account when developing a culturally competent school, such as restructuring the current goals and values of the school and the importance of staff development. Four approaches to developing multicultural curricula are also discussed.

November 2004

“Hablemos en Confianza” of the Substance Abuse and Mental Health Services Administration of the US . Department of Health and Human Services http://www.soyunica.gov/adults/default.aspx

Hablemos en Confianza (Let's Talk in Confidence) is a bilingual (English/Spanish) website of communication materials designed to initiate dialogue between Spanish-speaking Hispanic/Latino parents and their children about the dangers of substance abuse. Articles include information about the most commonly abused substances and how to talk to your children about illicit drugs, parenting information, a calendar of events, and other helpful resources.

October 2004

Office of Language and Cultural Education (Chicago Public Schools) http://www.olce.org/html/home/multicultural_education

This website was created by the Office of Language and Cultural Education within the Chicago Public School System to support and promote multicultural education. It offers complete curriculum guides designed to teach students about Arab, Chinese, Mexican, Polish and Korean heritages. Each curriculum guide contains background information for teachers, as well as lesson plans and enrichment activities for students.

September 2004

National Dissemination Center for Children with Disabilities (NICHCY) http://www.nichcy.org/

NICHCY provides information on disabilities, education, research, referrals, and technical assistance on disability topics, including multicultural issues. Publications are available in English and in Spanish and include tools such as fact sheets, parent materials, student guides, and resource lists. Users may also sign up for e-newsletters by topic area. NICHCY is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP).

July and August 2004

The Toolkit for Cross-Cultural Collaboration
http://www.awesomelibrary.org/multiculturaltoolkit.html

This toolkit contains research on the collaboration styles of various ethnic and cultural groups. It offers resources that discuss barriers to cross-cultural collaboration and provide methods for assessing and improving communication patterns and cultural competence. Resources include: Stages of Intercultural Sensitivity, How to Use Comparisons of Cultural Patterns, Communication Patterns and Assumptions, Summary of Normative Communication Styles and Values, and Ten Myths That Prevent Collaboration Across Cultures. The Toolkit for Cross-Cultural Collaboration is a featured resource from the Awesome Library http://www.awesomelibrary.org/ website that contains 24,000 carefully reviewed resources, including the top 5 percent in education.

May and June 2004

The National Urban Alliance for Effective Education (NUA) http://www.nuatc.org/index.html

The NUA is a national educational reform coalition that advocates for the improved educational opportunity of students in urban settings. In their mission statement, the NUA outlines their belief in the capacity of all children to learn at the highest levels and commits to work to offset the social barriers of racism, sexism and economic disadvantages that inner city children face. NUA provides extensive teacher training and resources to urban districts in order to eliminate achievement gaps that are still commonplace. The NUA website provides extensive information on their initiatives, teacher training, articles, web links, and events.

April 2004

The National Indian Child Welfare Association (NICWA) http://www.nicwa.org/index.asp

NICWA offers comprehensive information on American Indian child welfare and works on behalf of Indian children and families. NICWA provides public policy, research, and advocacy; information and training on Indian child welfare; and community development services to a broad national audience. Their website lists an extensive catalogue and library with over 3,800 entries. NICWA offers a yearly conference, regional training, and a speaker's bureau for on-sight training.

March 2004

The National Association for the Education of African American Children with Learning Disabilities (NAEAACLD) http://www.charityadvantage.com/aacld/HomePage.asp

NAEAACLD seeks to improve the quality of education for African American children by raising the level of awareness in communities about learning differences and promoting an understanding among parents, educators, and others of the culturally sensitive issues facing minority children with learning disabilities as defined by Federal law. The NAEAACLD website features articles, research, publications, news, a parent network, a listing of trained parent advocates, and information and listings for obtaining an attorney or a private psychologist.

February 2004

The National Center for Culturally Responsive Educational Systems (NCCRESt) http://www.nccrest.org/index.html

NCCRESt is a project funded by the U.S. Department of Education's Office of Special Education Programs, to provide technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports. NCCRESt's website features professional events, resources, publications, weblinks, and an electronic newsletter.

January 2004

The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs http://www.ncela.gwu.edu/ is funded by the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students to collect, analyze, and disseminate information relating to the effective education of linguistically and culturally diverse learners in the U.S. This award-winning website features an online library, technical assistance, legislative information, a weekly e-news bulletin, and curriculum resources and lessons plans specifically geared for English Language Learners.

December 2003

Fairfax County Virginia Public Schools' Culturally and Linguistically Diverse Exceptional Students Model (CLiDES) http://www.fcps.edu/DIS/OESOL/dla/index.htm is outlined on their web page. The CLiDES problem solving process reflects the commitment to offering the least restrictive environment to all students. It provides for extensive interventions and diverse teaching methods in the general education setting prior to consideration of any referrals for special education services. Key components of the CLiDES model are: collaboration among general education, special education, ESOL, and parents; prereferral interventions and strategies; dual language assessment; and careful screening and assessment for special education eligibility.

November 2003

The Center for Effective Collaboration and Practice of the American Institutes for Research (AIR) http://cecp.air.org/cultural/default.htm sponsors a cultural competence web page. Find extensive information and helpful resources dedicated to cultural competence. Included are definitions; why cultural competence is important; related research; how cultural competence is integrated in education and how it benefits children; training announcements and web links; and online discussions.

October 2003

Colorin Colorado http://www.colorincolorado.org is a bilingual (Spanish/English) website for Spanish-speaking parents from the Reading Rockets Project. The website offers parents advice on how to encourage reading at home; how to help children succeed at school; fun reading tips and activities; suggested books and stories; and handouts and links to related resources. Reading Rockets http://www.readingrockets.org is a service of WETA, the public television station of Washington , D.C. It is funded by a major grant from the US Department of Education.