NCSE is the sponsor of this accredited, professional development opportunity designed to address educational barriers and foster academic achievement of students experiencing homelessness and high mobility.  This is accomplished by creating WBPD teams and building the skills of educators to institute best practices in educational instruction and helping communities to leverage critical resources. Click here for more information. 

WBPD begins by recruiting teams through an application process. Each team applies as a group and includes a minimum of three members who represent specific roles (teacher, school administrator/principal, and community member/services provider.)  Teams selected to participate engage in a year-long study that coincides with a school year (August to June).   

Since the project began in 2003, WBPD has involved over 90 participants, 34 community teams, and eight states ( Arkansas, Colorado, Georgia, North Carolina, Texas, Virginia, Wisconsin, and Washington .)  Results show that over 6,000 students in 24 schools have been impacted by the work of WBPD teams to enhance educational instruction, improve services, and create welcoming school climates. 

Results from the 2006-2007 WBPD trans are now available online:  Click here to view Complete report for 2006-2007.

Results from the 2005-2006 WBPD teams are now available online:  Click here to view Complete Report for 2005-2006. 

Results from the 2003-2004 cohort are also available online.  Clear here to View Complete Report for 2003-2004. 

Project Goals:
1.  Connect with educators, advocates, researchers, and service providers in local communities to ensure that students experiencing homelessness receive equitable and excellent services through the public schools.

2. Disseminate results of team’s intervention through websites and written reports to reach a broad national audience interested in the education of those experiencing homelessness.

3.  Work to assure that students experiencing homelessness and high mobility have the tools and resources they need to graduate from high school and pursue higher education.

Frequently Asked Questions - click here
* What is WBPD?
* How is WBPD set up? 
* Who organizes the teams?
* What is included in WBPD work?
* What is the time commitment to participate in WBPD?
* What is Participatory Action Research (PAR)?
* What “action” will be taken as part of PAR process?
* What PAR “actions” have teams done in the past?...

For a detailed overview of WBPD - click here.

WBPD Components: 

1) Online Instruction - Participants review federal policies related to homelessness and high mobility, and study research-based best practices.

2) Collaborations (Peer-to-Peer and Peer-to-Advisor) - Share successes, struggles, and resources with peers in monthly threaded discussions, which generally follow themes that are highlighted in the facilitated online modules.  Participants also write monthly journal entries which are private discussions with the Project Facilitator.  These experiences tend to be the glue that holds the year together and can create lifelong professional bonds among participants.  The use of asynchronous technology allows educators to exchange ideas at times that are convenient to their schedule. 

3) Participatory Action Research (PAR) – PAR is a qualitative research method that has a rich history in contributing to educational reforms in disenfranchised communities.  In the WBPD project, PAR represents a group professional development process that brings data driven decision-making to address issues of educational disadvantage.  Participants work in their teams and individually to study issues of homelessness and high mobility in their schools and communities.  Their research evolves around cycles of data collection, planning, implementing, and evaluating their “action”.  It is through the PAR process that services are provided to students and families experiencing homelessness and high mobility. 

4) Dissemination of Best Practices – Participants are required to submit a written report on their experiences and results of their PAR research.  These reports are compiled by NCSE staff into a publicized body of research that is distributed through local and national networks.  To date 29 studies have been completed and contribute to the field of education by identifying research-based practices to improve instruction of students who have faced difficult transitions and multiple school changes.  

This project was made possible with the support of state coordinators for the Education of Homeless Children and Youth; and Title One, Title Three, Special Education, Migrant Education and the 21st CCLC coordinators at the Colorado Department of Education.