The Region 15 Comprehensive Center (R15CC) supported the Nevada Department of Education (NDE) in developing an evidence-based menu of more rigorous interventions (MRI) for the state's Comprehensive Support and Improvement (CSI) schools. Under the Every Student Succeeds Act (ESSA), schools identified as CSI, including the bottom 5 percent of Title…

The purpose of this article is to describe the methods and results used to establish the district capacity assessment's (DCA) content validity, response process validity, construct validity, internal consistency, and test-retest reliability. The DCA measures a district's ability to support school-level implementation of evidence-based practices…

The Every Student Succeeds Act's evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of…

This study used a non-experiment, ex post facto design analysis of survey responses to examine the difference between school districts that met and did not meet New York State: State performance plan Indicator 13- secondary transition; and Indicator 14 - post-school outcomes in special education providers' self-reported use of evidence-based…

Learning another language is considered a key 21st century subject, something that all students should begin in elementary school. However, most school districts in Illinois do not offer students the opportunity to learn another language in elementary school. There are effective and high quality programs available to learn another language that…

Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and…

Key features of the school environment can have a significant impact on teachers' effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership,…

Key features of the school environment can have a significant impact on teachers' effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership,…

Social emotional learning (SEL) is a term that encompasses a set of essential life skills including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic Social and Emotional Learning [CASEL], 2024, para. 1). Despite growing interest, many school districts struggle with…

The problem statement for this project based learning was that loose-coupling, when applied to the PBIS framework, translates into major gaps with district-wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III…

Schools are critical settings in our nation's public health response to the youth mental health crisis. There is strong empirical support that comprehensive, universal programs promote students' social and emotional development and academic success. However, schools, particularly Title I schools, often lack the capacity to implement entire…

The problem statement for this project-based learning was loose coupling, when applied to the PBIS framework, translates into major gaps with district-wide implementation of Tier II and Tier III interventions. Additionally, lack of superintendent-adaptive schools' knowledge and practices impact fidelity of implementation. Tier II and Tier III…

This toolkit is for school districts that are considering using text messaging to improve attendance. Text messaging can reach large numbers of parents with minimal cost. This toolkit is intended to enable district leaders and staff to: (1) Consider goals and priorities for using text messaging to communicate with parents about student absences;…

This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning. The authors highlight the competing needs and goals for PD that create tensions among the external accountability demands, school…

Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking…