Using data to inform instructional decisions is a pillar of special education practice. Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor the progress of their students to determine the need for instructional adaptations. CBM and data-based instructional decision-making have a…

Florida's Strategic Plan for Extension in Metropolitan Regions reflects an adaptive management approach to the state's urban Extension mission within the context of establishing essential elements, performance indicators, key outcomes, and suggested alternatives for action. Extension leadership has adopted the strategic plan, and implementation…

Integrated Planning and Advising for Student Success (iPASS) is an initiative funded by the Bill & Melinda Gates Foundation to support colleges seeking to incorporate technology into their advising and student services. In iPASS, such technology is intended to increase advising's emphasis on a student's entire college experience, enabling…

Partnering with Commonwealth schools and districts focused on continuous learning and improving student outcomes has had a profound impact on how the Rennie Center thinks about effective and sustainable change. This knowledge has guided the creation of Rennie's Change Management Framework, a rigorous, structured approach to planning and…

Historically, teachers' uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot…

Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections.…

Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising…

States across the country are urgently building and initiating systems to improve schools, including those identified as low-performing under the Every Student Succeeds Act (ESSA). With their state ESSA plans approved by the U.S. Department of Education in 2017-2018, state education agencies (SEAs) are moving forward to carry out the vision,…

This document has been conceived to facilitate reflection and guide countries in optimizing the potential of their education policy dialogue and sector coordination mechanisms. It brings into focus the possible core functions of the local education group, the main challenges to realizing these functions and the key principles for ensuring…

The challenges of working within rural schools can impact successful implementation of a multitiered system of supports (MTSS). Although special education and general education teachers' responsibilities within a MTSS framework have been addressed through a myriad of school districts across the nation, rural districts face unique challenges that…

The US Agency for International Development (USAID) Education Policy, (the Policy) effective November 2018, guides Agency-wide investments in education and is the primary source of direction for all education programming. The Policy outlines key principles and priority areas that are critical to supporting countries on their journey to…

The Every Student Succeeds Act (ESSA), passed in 2015, signaled a major shift in the roles of states and districts in supporting school improvement. Under ESSA, state education agencies (SEAs) and local education agencies (LEAs) have more responsibility and flexibility in developing and implementing plans, informed by local context, to support the…

Background: Progress monitoring (PM) is the periodic and reliable assessment of client progress to evaluate and inform psychotherapeutic treatment. PM's use in a variety of treatment contexts show improved treatment outcome, dropout rate reduction, moderated treatment deterioration, and more efficient treatment delivery. Objective: This study…

The location of this study is Bulldog Elementary School (BES) (pseudonym) in Suburban School District (SSD) (pseudonym). According to the Read to Succeed Act (2016), students must read on grade level by the end of third grade. Therefore, the students reading achievement level is the problem of practice. This action research study describes the…

Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had…