Although the multitiered system of supports for behavior (MTSS-B) framework has emerged as a proactive, systemic framework to promote students' social, emotional, and academic outcomes, its implementation may not benefit all youth equitably without explicit considerations related to culturally and racially equitable practice. In this article, we…

This study examines the purpose and practice of "adjustment rooms" established in special education classes in Los Angeles public schools in the early twentieth century. The establishment and practices associated with adjustment rooms are a local example of broader international trends related to the classification and streaming of…

Teacher-paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we…

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction…