Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…

This qualitative case study examined school-based administrators' perceptions of the impacts of the Multi-Tiered System of Support (MTSS) at the elementary level. Administrators play a vital role in enhancing student learning within education, which is crucial for driving academic achievement in the school environment. The study focused on the…

The State Performance Plan/Annual Performance Report (SPP/APR) is an important tool for states to assess local education agency (LEA) implementation of IDEA. However, reviewing LEA performance on the SPP/APR indicators must not be the only tool. This Fast Five introduces five factors (plus one!) other than the SPP/APR indicators that states should…

Sustainable Development Goal 4 (SDG 4) aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to "ensure that all girls and boys have access to quality early childhood development, care and pre-primary…

The American School Counselor Association Closing-the-Gap Action Plan template is a tool created to help school counselors identify educational gaps and track interventions. We applied a transcendental, phenomenological qualitative research method to explore school counselors' use of the template to advocate for students. Our findings demonstrate…

The special education literature has included a continuing line of articles and chapters that have translated for practitioners the legal meaning of the progress monitoring provisions in the successive versions of the Individuals with Disabilities Education Act (IDEA). This article examines this line of publications in light of the language of the…

Background: Progress monitoring is a vital strategy for evaluating skill development of young children receiving disability related services. Few effective progress monitoring tools exist for infants and toddlers, and research is needed to examine feasibility as they become available. Objective: The current study examined the implementation of an…

Students who have the most significant support needs are at high risk for exclusion from general education. Unlock access to inclusive education for these learners with this forward-thinking book, a step-by-step guide to person-centered, strengths-based, and meaningful IEPs for K-12 students with complex support needs. This practical text shows…

The 2017 Supreme Court decision "Endrew F. v. Douglas County School District" highlighted the importance of monitoring students' progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students' educational programs when needed. The process for setting an IEP goal should be…

Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful…

Effective collaboration among team members is a fundamental responsibility for all Early Intervention (EI) professionals. EI can be described as a particular type of service and support for infants and toddlers with delays/disabilities under three and their families provided through Part C of the Individuals with Disabilities Education Act.…

This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever.…

Following a massive wave of school closures during the COVID-19 pandemic, educators found the need to be hyper-critical of how they spend their instructional time with students. Almost all students are expected to return nearly a full grade-level behind and would likely have to learn to navigate a completely new school environment. As a result,…

In this new Policy Note, Professor Iain Martin, Vice Chancellor at Anglia Ruskin University, looks at each university's success in widening participation and ensuring access to people from all backgrounds. Professor Martin proposes a new measure of equity in participation, which demonstrates graphically the most equal -- and most unequal -- higher…

When a paraeducator accompanies students receiving special education support across settings, students are at increased risks of decreased engagement and interaction with certified teachers (Giangreco et al., 2001). When paraeducators are tasked with implementing, it is critical they be prepared to monitor students' progress accurately and…