Links to Resources

Learning for Justice

“Learning for Justice provides free resources to educators—teachers, administrators, counselors and other practitioners.”

No Longer the Silent Subgroup

Ayanna Cooper, Kisha C. Bryan, and Babatunji Ifarinu explain how our teaching and attitudes need to adapt to the needs of Black English learners.”

Resource Guide for the Education of New York State Students from Caribbean Countries Where English is the Medium of Instruction

This New York State Education Department (NYSED) Document “was developed as a resource for all educators and policy makers, specifically, for those who service English Creole­-speaking Caribbean populations. It’s designed to promote a greater understanding of the culture and linguistic needs of this student population in the State’s public schools.”

Resolution on the Students’ Right to Their Own Language

“Members of NCTE and its constituent group, the Conference on College Composition and Communication (CCCC), became concerned in the early 1970s about a tendency in American society to categorize nonstandard dialects as corrupt, inferior, or distorted forms of standard English, rather than as distinct linguistic systems, and the prejudicial labeling of students that resulted from this view.”

Building a More Diverse, Equitable, and Inclusive PTA

“When PTAs respect differences yet acknowledge shared commonalities uniting their communities, and then develop meaningful priorities based upon their knowledge, they genuinely represent their communities. When PTAs represent their communities, they gain strength and effectiveness through increased volunteer and resource support.”

New York State Education Department Culturally Responsive-Sustaining Education

“Culturally responsive-sustaining (CR-S) education is grounded in a cultural view of learning and human development in which multiple expressions of diversity are recognized and regarded as assets for teaching and learning.”

New York State Education Department Office of Bilingual Education and World Languages (OBEWL)

“We strive to ensure that all students’ individual educational paths and socio-emotional needs are met in multiple languages leading them to college and career readiness. NYSED believes that all teachers are teachers of ELLs/MLLs.  Our goal is to provide guidance, technical assistance, and support to NY State Districts, Charter Schools, Non-public Schools, and other organizations (Universities, State Educational Organizations) in the development of programs for  English Language Learners/Multilingual Learners and World Language students. OBEWL serves over 700 Local Education Agencies and over 260,000 ELLs/MLLs from over 200 language backgrounds.”

New York State Education Department Office of Special Education

“Research shows that most students with disabilities can meet high standards when provided with meaningful access and participation in the general education curriculum and appropriate, high quality specially designed instruction and support services. The Office of Special Education works to promote educational equity and excellence for students with disabilities through its roles and responsibilities…

New York State Education Department Transgender and Gender Nonconforming Students Guidance Document

“The document, which has been transmitted to every public school district in the state, is intended to help districts foster an educational environment safe and free from discrimination for transgender and gender nonconforming (GNC) students. It includes information to help districts comply with local, state, and federal laws concerning bullying, harassment, discrimination, and student privacy, and meet schools’ obligation to provide all students with a safe and inclusive environment.

New York State Education Department – The Dignity Act

“The original legislation amended State Education Law by creating a new Article 2 – Dignity for All Students.  The Dignity Act also amended Section 801-a of New York State Education Law regarding instruction in civility, citizenship, and character education by expanding the concepts of tolerance, respect for others and dignity to include: an awareness and sensitivity in the relations of people, including but not limited to, different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes. The Dignity Act further amended Section 2801 of the Education Law by requiring Boards of Education to include language addressing The Dignity Act in their codes of conduct.”

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