In a rural Georgia school district, the multi-tiered system of supports (MTSS) framework has been formally implemented and facilitated by system-level coordinators for a 4-year period. As the 2021-2022 school year started, the district began the process of transitioning the leadership of the MTSS process to individual school-level teams and…

Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and…

There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery…

This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.

There are challenges and opportunities when teaching in an integrated elementary and special education (ELEM/SPED) dual certification program. Infusing special education in general education courses and collaborating with general education colleagues to create a truly integrated program is imperative. In this article, we provide a case study of…

This report is focused on both introducing corequisite support to institutional leaders looking for new approaches to addressing remediation and offering new insights that can deepen practice for those who are already at work implementing the model. Following previous reports on the corequisite model, "No Room for Doubt" outlines a…

The growing cost of college is one of the most significant barriers to completion. However, research shows that frequent, intensive advising, combined with financial and other support, can make a tremendous difference in helping students complete. For two years, TICAS has worked with a group of rigorously evaluated organizations across the country…

This document is a report on the research which was designed to evaluate the affirmative action policy for ethnic minorities in Georgia. The mixed research methods were utilized in the study. Specifically, the following research methods were used: (1) Survey of 12th graders in non-Georgian schools; (2) Survey of the students in the One-Year…

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Teachers today operate in highly politicized accountability environments where quick results, typically measured by K-12 test scores, are demanded. Although focusing on student learning outcomes is critical, equally essential is assuring that teacher learning opportunities which can strengthen instruction are available to teachers. A decade ago,…

This report examines the implementation of No Child Left Behind's (NCLB) supplemental educational service provisions in eleven urban districts--Mesa Public Schools and Washington Elementary District Schools, AZ, Fresno Unified School District and Los Angeles Unified School District, CA, Chicago Public Schools, IL, Buffalo Public Schools and New…

Three plans implemented during 1979-80 that addressed the presence of historically black and historically white public universities in the same metropolitan areas are described. Plans were developed in Nashville, Tennessee; Norfolk, Virginia; and Savannah, Georgia. In Nashville, Tennessee State University and the University of Tennessee at…