The following resources may assist districts identified under Chapter 405 of the Laws of 1999 in the development, implementation, and evaluation of the Comprehensive System of Personnel Development (CSPD) plan to address each Chapter 405 problem area.

Assessing the Needs of Culturally and Linguistically Diverse Preschool Children, 1997, videotape developed by VESID, available through local SETRC Office.

Assessing the Needs of Culturally and Linguistically Diverse School-Aged Children, 1997, videotape developed by VESID, available through local SETRC Office.

Babyak, A., Luze, G. and Kamps, D. (2000). The Good Student Game: Behavior Management for Diverse Classrooms. Intervention in School and Clinic, Vol. 35, No. 4, pp. 216-223.

Cantu´, N. (July 2000) The Use of High Stakes Tests when Making High Stakes Decisions for Students: U.S. Department of Civil Rights, (This article is also available at www.ed.gov/offices/OCR/testing).

Friedman, L., Assessment Tool for CSPD Teams: Determining Readiness for Results-Focused Change (Contact Lfriedman@wswheboces.org).

Garcia, S. and Ortiz, A. (1988) Preventing Inappropriate Referrals of Language Minority Students to Special Education, National Clearinghouse for Bilingual Education (This article is also available at www.ncbe.gwu.edu/ncbepubs/classics/focus/05referral.htm).

Hassel, E. (1999) Professional Development: Learning from the Best: A Toolkit for Schools and Districts Based on Model Professional Development Award Winners; North Central Regional Educational Laboratory (This article is also available at www.ncrel.org).

Kamps, D., Kravits, T., Rauch, J., Kamps, J. and Chung (2000). A Prevention Program for Students with or At Risk of ED: Moderating Effects of Variation in Treatment and Classroom Structure. Journal of Emotional and Behavioral Disorders, Vol. 8, No. 3, pp. 141-154.

Lupi, M. and Rivera, G. (2000). The Prereferral Intervention Process (Contact mlupi@shiva.hunter.cuny.edu).

Reidy, R.J. (November 2000) Report of the 7-Share Initiative, Schuyler-Chemung-Tioga BOCES.

Salend, S.J. (2001) Creating Inclusive Classrooms: Effective and Reflective Practices; 4^th Edition, Merrill Prentice Hall, Upper Saddle River, New Jersey 07458.

Heumann, J. and Warlick, K. (2001); Prevention Research and the IDEA Discipline Provisions: A Guide for School Administrators. United States Department of Education, Office of Special Education Programs (This article is also available at www.ed.gov/offices/OSERS/OSEP).

Salend, S.J. (2001) Creating Inclusive Classrooms: Effective and Reflective Practices; 4^th Edition, Merrill Prentice Hall, Upper Saddle River, New Jersey 07458.

Books, Articles, ERIC Documents, Websites

Burnette, J. (1988) Reducing the Disproportionate Representation of Minority Students in Special Education (ERIC Document Reproduction Services No. 417501).

Gaining Ground Newsletter, Council of Chief State School Officers (www.ccsso.org).

Garcia, S. and Ortiz, A. (1988) Preventing Inappropriate Referrals of Language Minority Students to Special Education, National Clearinghouse for Bilingual Education (This article is also available at www.ncbe.gwu.edu/ncbepubs/classics/focus/05referral.htm).

Gerston, R. and Baker, S. (2000) What We Know About Effective Instructional Practices for English-Language Learners, Exceptional Children, Vol. 66, No. 4, pp. 454-470.

Lash, D. (2000) Race, Language and Special Education in NYC, Metropolitan Parent Center, Sinergia, Inc., New York (This article is also available at www.sinergiany.org).

Lachat, M.A. (2000) Standards, Equity and Cultural Diversity, Northeast and Islands Regional Educational Laboratory at Brown University, Providence, Rhode Island (This article is also available at www.lab.brown.edu).

Markowitz, J., Garcia, S. and Eichelberger, J. (1997). Addressing Disproportionate Representation of Students from Racial and Ethnic Minority Groups in Special Education: A Resource Document, National Association of State Directors of Special Education for U.S. Department of Education, Office of Special Education Programs National Association of School Psychologist (This article is also available at www.naspweb.org).

Research Connections in Special Education (Fall 2000). Improving Results for Culturally and Linguistically Diverse Students; Promising Practices that Support Culturally and Linguistically Diverse Students with Disabilities, U.S. Office of Special Education Programs (This article is also available at www.ed.gov/offices/osers/osep).

Salend, S. J. (2001) Creating Inclusive Classrooms: Effective and Reflective Practices; 4^th Edition; Merrill Prentice Hall, Upper Saddle River, New Jersey 07458.

The Civil Rights Project. http://www.law.harvard.edu/civilrights/ (click on publications)

Application and Program Requirements for Targeted Districts Under IDEA State Improvement Plan, January 2001

Certification and Licensing of Bilingual Special Education Professionals, June 1997.

Discipline Procedures for Students with Disabilities, January 2001.

Guidance on Functional Behavioral Assessments for Students with Disabilities, July 1998.

Guidelines on Implementation of Specially Designed Reading Instruction to Students with Disabilities and Clarification About "Lack of Instruction" in Determining Eligibility for Special Education, May 1999.

Guidelines for Services for Culturally and Linguistically Diverse Preschool Students with Disabilities Ages 3-5, March 1997.

Increasing Integrated Opportunities for Preschool Children with Disabilities, March 1997.

Inclusive School and Communities Conference Sponsored by VESID, May 22-23,2001. (www.web.nysed.gov/vesid/timely.html)

Least Restrictive Environment Implementation Policy Paper, May 1998.

New York State Education Law, September 2000, Article 89, Albany, New York.

New York State Systems Partnership for Statement Change 2001 (www.systemschange.syr.edu).

Psychologist/Interpreter Work Standards for Conducting Bilingual Evaluations, June 1997.

Regulations of the Commissioner of Education - Part 200, Students with Disabilities and Part 201, Procedural Safeguards for Students with Disabilities, March 2000.

Selected Schools and Effective Practices in Instructional Programs for Students with Disabilities - Encouraging the Replication of Effective Practices in Instructional Programs for Students with Disabilities, March 2000.

Association of Service Providers Implementing IDEA Reforms in Education (ASPIIRE) http://ideapractices.org.

Center of Minority Research in Special Education (COMRISE) http://curry.edschool.Virginia.edu/go/comrise.

Center for Effective Collaboration and Practice (CECP) http://www.air-dc.org/cecp/cecp.html.

Council for Children with Behavioral Disorders (CCBD) http://www.ccbd.net.

Council for Exceptional Children (www.cec.org).

Cultural Relevance in Teaching, The Knowledge Loom (http://knowledgeloom.org).

International Reading Organization (IRA) http://www.reading.org.

National Alliance of Black School Education (NASBE) http://www.nabse.org

National Association of Bilingual Education (NABE) http://www.nabe.org.

National Association of School Psychologists (NASP) http://www.naspweb.org.

National Center on Educational Outcomes (NCEO) http://www.coled.umn.edu.nceo.

National Indian Education Association (NIEA) http://www.niea.org.

OSEP Center on Positive Behavioral Interventions and Supports http://www.pbis.org.

Quality Education for Minorities Network (QEM) http://qemnetwork.qem.org.

The Northeast and Islands Regional Education Laboratory, the Education Alliance at Brown University (www.lab.brown.edu).

(Recommended by the Council for Exceptional Children (CEC)
for additional information on any of these items contact CEC at (888) CEC-SPED

A Pilot Project: Enhanced Mental Health Services in the Miner Elementary School

Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility, ERIC/OSEP Digest E604 (December 2000)

Critical Behaviors and Strategies for Teaching Culturally Diverse Students, ERIC/OSEP Digest E584 (November 1999)

Digest of the report of National Academy of Science Study 1982

Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education, ERIC/OSEP Digest E596 (August 2000)

Instructional Strategies Reflecting Cultural Respect, ERIC/OSEP Mini Bib EB 23 (October 1998)

Introducing School-Based Mental Health Assistance in the District of Columbia Public Schools: A Proposed Action Plan

"Miner School Project Demonstrates Enhanced Mental Health Outcomes Through Collaboration of CMHS, Schools and Community, "The Mental Health Quarterly, Summer 1999

Nationwide Search for Promising Practices Positively Impacting Disproportionality

Reducing the Disproportionate Representation of Minority Students in Special Education, ERIC/OSEP Digest E566 (March 1998)

Research Connections in Special Education, Number 7 (Fall 2000)

Social Skills and Behavioral Intervention for Culturally Diverse Students, ERIC/ OSEP Mini Bib EB 24 (October 1998)