Overview
The Learning Differences Initiative has joined forces with the Santa Clara Unified School District in a dynamic Research Practice Learning Partnership (RPLP). This innovative collaboration serves as a beacon of cooperation, facilitating the exchange of expertise between academia and a school district. Our shared goal is to propel both research and practical application forward, fostering an inclusive learning ecosystem that addresses the diverse needs of students. These needs span across various intersections, encompassing national origin, language diversity, cultural backgrounds, racial identities, physical abilities, sensory perceptions, intellectual capacities, and social-emotional well-being.
Stanford researchers from across disciplines are currently working with teachers, paraeducators, parents, and administrators to co-create new instructional methods, ask novel research questions, pilot and refine innovative solutions, and more effectively train educators in inclusive practices for the benefit of all learners.
Program leads
Elizabeth Kozleski
Faculty Co-Director, Learning Differences Initiative
Kathie Kanavel
Assistant Superintendent, Educational Services, Santa Clara Unified School District
Program collaborators
Nicole Henderson
Project Lead, Learning Differences Initiative
Lakshmi Balasubramanian
Lecturer & Sr. Researcher, Stanford Graduate School of Education
Carrie Townley-Flores
Director of Research & Partnerships, Rapid Online Assessment of Reading (ROAR)
Jason Yeatman
Associate Professor, Stanford Graduate School of Education, Stanford School of Medicine
Chris Lemons
Associate Professor, Stanford Graduate School of Education
Jeff Camarillo
Assistant Director, Secondary, Stanford Teacher Education Program, Stanford Graduate School of Education
Maricela Montoy-Wilson
Assistant Director, Elementary, Stanford Teacher Education Program, Stanford Graduate School of Education
Ruth Ann Costanzo
Director, Clinical Work, Stanford Teacher Education Program, Stanford Graduate School of Education
Joe Young
Principal, Abram Agnew Elementary School
Nicole Tafoya
Principal, Dolores Huerta Middle School
Nelson Hori
Principal, Kathleen McDonald High School
Sandra Velásquez
RPLP Liaison, Santa Clara Unified School District
Current collaborations
The Research Practice Learning Partnership takes place on a single site in Santa Clara Unified School District that includes an elementary school, a middle school, and a high school. Current collaborations at the Agnew campus complex include:
- Inclusive Inquiry Lesson Study. At Agnew Elementary, teachers and students collaborated as co-researchers in Inclusive Inquiry Cycles—co-creating lessons, collecting data, and using continual feedback to deepen student engagement and improve educational practices.
- Inclusive Strategies for Learning Focus Groups. At Dolores Huerta Middle School, this project centers student voices as they share their experience and reflect on what contributes to their sense of belonging and inclusion. Their perspectives inform school-wide efforts to create more supportive and inclusive learning environments.
- Cross-site projects. Existing projects from the Stanford Graduate School of Education are expanding their presence at the Agnew campus complex. Continuing in the 2025-2026 school year, teacher candidates from the Stanford Teacher Education Program (STEP) are placed at all three schools. Associate Professor Chris Lemons leads Para Pro Academy, a professional development program for paraeducators. Associate Professor Jason Yeatman has been piloting the Rapid Online Assessment of Reading (ROAR) at the sites to measure student literacy and inform new approaches to teaching language arts.
Previous collaborations include:
- Behavioral pediatrics researchers from Stanford, including Dr. Heidi Feldman, worked with teachers, counselors, and school leaders to develop their reflective practices and better support social emotional learning for students and teachers through a collaborative community group.
- At Kathleen MacDonald High School, an exploratory research project called Condor Career Cornerstone (C3) engaged teachers, learners, and families to co-design new college and career pathways for students.