The Massachusetts Multi-City Young Children's System of Care Project was a federally funded program to provide integrated early childhood mental health (ECMH) services in primary care for families of very young children (birth-six years old) with Serious Emotional Disturbances across three cities in Massachusetts, U.S.A. This study describes…

Building district capacity for implementing Positive Behavioral Interventions and Supports (PBIS) in high need school districts is challenging. To better understand the level of support needed to successfully implement districtwide PBIS under challenging conditions, the National PBIS Center is conducting several model demonstrations of…

In order to upgrade school buildings and make them healthier for students and staff, a recent trend has been to build environmentally sustainable schools, which benefit the environment and offer improved learning experiences for students. This qualitative case study examined Sustainability High School, a school in Massachusetts that successfully…

This paper asks the question: Is now the right time to consider a statewide policy initiative to support increased access for Massachusetts community college students to paid internships that can help them improve their employment and earnings trajectory? Is this something that employers, colleges, and state leaders would see as a welcome…

The implementation of multitiered systems of support (MTSS) provides an opportunity for schools to screen, monitor progress, and offer research-based instructional and behavioral supports with increasing intensity to students to meet their educational and behavioral needs. MTSS is increasingly being used as a framework for supporting the needs of…

Increasingly, early education, regardless of setting type, is considered to be an educational intervention that sets the stage for children's long-term school success. Accordingly, policymakers are focused on how to develop and support educators who have the skills and capacity to deliver high-quality programming to children. A pressing question…

Research and practical experience has shown that, more often than not, the professional development opportunities that are provided for teachers are not intentionally structured to meet their individual needs nor do they have a systemic impact on the knowledge base and skill sets of an entire faculty. Furthermore, the continuous pressure that…

The National Center on Intensive Intervention (NCII) has a mission to build district and school capacity to implement intensive intervention that will improve reading, mathematics, and behavioral outcomes for students with disabilities in Grades K-12 who have severe and persistent learning and/or behavioral problems. The purpose of this document…

College and career readiness has become a unifying principle for education reform leaders across the country. A majority of states have made it a top policy priority, with an increasing number of national foundations and education reform advocates supporting this work. To help state leaders build strategies for sustaining their education agendas…