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…

The SSIP [State Systemic Improvement Plan] Phase II Process Guide describes the steps needed to accomplish the work of the three components of Phase II. Thus, the SSIP Phase II Process Guide is organized according to the following sequential phases of work to be done, rather than by the three components: (1) Kicking off Phase II; (2) Developing…

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support…

For many districts, evaluation is an afterthought to implementing a new initiative. Educators participate in professional learning experiences, apply what they learn to their practice, and then, at some point, school and district staff begin wondering if the initiative is making a difference. Then they scramble for nuggets of data that provide any…

Whereas various studies have examined the effects of in-service training, relatively little is known about effective approaches for improving interaction skills among pre-service teachers for early childhood education and care. In this study, the evidence-based in-service Caregiver Interaction Profile training course was implemented in Dutch…

Context: Continuing education (CE) is a form of professional development intended to improve knowledge and skill beyond entry-level practice; however, we lack data to understand how athletic trainers (ATs) choose to implement CE experiences into clinical practice. Objective: To explore ATs' motivators for pursuing professional development through…

This paper is a project report of a policy analysis of educational policies aligned to standards set forth for trauma-informed school districts. Current state policies, mandates, and/or frameworks are under development, and in some states, non-existent. More often than not, expectations regarding trauma-informed implementation in the school…

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…

The purpose of the "Implementation Support Practitioner Profile" is to identify the skills and competencies needed by implementation support practitioners to support effective implementation and scaling of evidence-informed practices, programs and policies to improve outcomes for people and communities. The integration of implementation…

Multiple evidence-based approaches (EBAs) exist to improve colorectal cancer screening in health clinics. The success of these approaches is tied to effective implementation. Therefore, the purpose of this study was to assess the implementation of EBAs for colorectal cancer screening and clinic-level correlates of implementation in federally…

Many students in schools have experienced traumatic events and struggle to deal with emotional, social, behavioral, and learning problems. School psychologists can be effective leaders in the school to establish trauma-informed practices within schools. By promoting awareness of trauma and its impact on students, school psychologists can help…

Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading.…

This book is intended to give support providers the understanding, knowledge, and skills for providing transition and employment services in school, employment, community, and residential settings and thereby improve the quality of life for the individuals that they support. It not only shows how to support an individual with a disability but also…

The new federal education law, the Every Student Succeeds Act (ESSA), envisions a powerful role for states in managing the evidence base behind school improvement efforts. Not only must they certify that interventions meet the "evidence-based" requirements spelled out in the law, they also must monitor and evaluate federally funded…

Purpose: This research investigated a first step in implementing the dynamic assessment (DA) component of Triadic Gaze Intervention (Olswang, Feuerstein, Pinder, & Dowden, 2013; Olswang et al., 2014), an evidence-based protocol for teaching early signals of communication to young children with physical disabilities. Clinician attitudes about…