In this conceptual paper, I focus on collective ownership for learner discipline in schools. Learner discipline influences the quality of teaching and learning and is not solely the responsibility of schools. Education is most successful when there is collective responsibility regarding school issues. Collective ownership involves parents 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 article concludes this special issue by highlighting some of the most important points from the U.S. Supreme Courts decision in "Board of Education v. Rowley" (1982) and "Endrew F. v. Douglas County School District" (2017) but also discussing another crucial point to which school district personnel must adhere to ensure…

In response to requirements of the federal Individuals with Disabilities Education Act (IDEA), Maine enacted a rule requiring all schools to have a multi-tiered system of supports (MTSS) in place by 2012 for a general education, pre-referral system of student support. The purpose of this system, generally termed Response to Intervention (RtI) by…

The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in…

State report cards should help families, educators, policymakers, and other critical stakeholders in various states understand and act on education information for schools, school districts, and states as a whole. While each state finds itself in a different place regarding its own progress in building state report cards with such an impact,…

It is no question that preparing teachers to work with the many facets involved in special education is a daunting task. Upon entering the classroom on the first day, special education teachers are expected to be prepared (Sayeski, 2015) when presented with numerous responsibilities (Collins, Sweigart, Landrum, & Cook, (2017), including parent…

The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…

School reform and turnaround efforts have been in the public eye since the signing of the Elementary and Secondary Act (ESEA) into law by President Lyndon Baines Johnson in 1965. Research has been focused on the School Improvement Grant, as well as the essential components that improve performance of schools. This qualitative case examines one…

The Individuals with Disabilities Education Act (IDEA) requires that each child identified as a student with a disability be provided free and appropriate education (FAPE). This is accomplished through the implementation of an Individualized Education Program (IEP) developed by parents and school personnel. This plan guides the provision of…

After decades, the concept of "how to change the status quo of deaf education" continues to dazzle and frustrate us intellectually and academically. We want deaf and hard of hearing students to achieve academically and to thrive in the world as adults. Yet, too often, test scores and post-school outcomes remain unacceptably low. Our…

Early education has been a growing priority for the Obama administration, and its competitive funding is spurring innovation in this field around the country. In 2013, early education journalist Paul Nyhan, author of this report, conducted case studies of four competitive grant programs that are triggering changes in early education: "Race to…

This qualitative study investigated the perceptions of 8 Local Education Agency (LEA) personnel who implemented the Transition Outcomes Project (TOP) in a midwestern state. These personnel represented 100% of the state LEAs who instigated the pilot of TOP in the participating state. Findings showed that TOP had 3 major positive effects: greater…

The views of 33 superintendents in South Texas were obtained concerning the No Child Left Behind (NCLB) Act through a Likert-format survey. Results were that superintendents perceived NCLB as having limited, at best, impact in encouraging the development of more educational services; opening more communication between the district and parents;…

This report presents trends on the implementation of Title I parental choice options from the National Longitudinal Study of No Child Left Behind (NLS-NCLB) and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB). The report uses data from state-level interviews; surveys of a nationally…