Social and emotional learning (SEL) has been increasingly emphasized in educational research and practice for promoting children's wellbeing. Perhaps the most well-known SEL framework is the model provided by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This framework has become the dominant framework informing state SEL…

A case study was implemented in one rural district as it transitioned to a trauma-informed environment. A theoretical framework based on the literature framed the data collection around the seven themes of awareness, positive culture, intentional instruction, restorative practice, self-care, mental health support services, and professional…

School-wide positive behavior interventions and supports (SWPBIS) relies on the implementation efforts of frontline service providers such as teachers, administrators, and staff. The full version of the positive behavior interventions and supports--action and commitment tool (PBIS-ACT Full) measures the individual implementer variable of…

Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more…

The Center on Reinventing Public Education (CRPE) has been studying the four-day school week since 2015. Since then, the phenomenon of the four-day school week has spread into non-rural areas and interest appears to be growing. Given these apparent changes, the author wanted to know more about recent trends in the initiative. As districts continue…

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes. In particular, this report highlights…

This document, created by the Minnesota Department of Education (MDE), provides guidance for newly opening charter schools. This guide can be used to keep track of MDE deadlines, access the reporting calendar and follow the steps necessary to ensure the utilization of all the resources and revenue available from the state. This guidance document…

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this…

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work…

How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This third brief in our series, "Beyond the Bell: Research to Action in the Afterschool and…

The Office of Special Education Programs (OSEP) in the U.S. Department of Education funded the National Center on Intensive Intervention (NCII, or the Center) in 2011. NCII's mission during the first five years of funding was to build the capacity of local education agencies (LEAs) to support schools, practitioners, and other stakeholders in the…

This PBIS school status report provides a summary of the current status of all schools implementing PBIS in Minnesota with regard to participating in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this report highlights the patterns and trends in…

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this…

Although regional equity scholars have demonstrated how cross-jurisdictional collaboration on transportation, housing, and employment can promote opportunity for low-income families, few have paid serious attention to the potential of regional "educational" policy to improve opportunity for children. This study seeks to address this gap…

SAE programs were designed as an integral component in SBAE. However, participation has continued to decline. This qualitative study examined exemplary SAE programs in rural SBAE to discover factors that were working in SAE development and implementation. Through focus groups, individual and informal interviews, and observations, two themes that…