The Every Student Succeeds Act of 2015 has outlined an expanded role for school-based occupational therapy practitioners (OTPs) as specialized instructional support personnel in general education. However, OTPs have continued to be viewed as related service professionals under special education due to barriers of high caseloads and decreased…

Across the United States, state and local education agencies work to ensure equitable access to high-quality education for all students, including students who are experiencing homelessness. This barrier to academic success is, unfortunately, not unique. To equitably serve all students, states and districts must first identify students…

It is the position of the National Association of School Nurses (NASN) that restraint and seclusion should not be used in the school setting as a routine form of discipline. Restraints and seclusion should only be used when the child's behavior poses an imminent danger of serious physical harm to self or others (United States Department of…

Through-year assessment has entered the national educational dialogue as an alternative to the end-of-year summative assessment model. As state educational agencies (SEAs) weigh the advantages and disadvantages of embracing this emergent assessment system, it is important to consider the impact such a decision would have on local educational…

Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve "health, well-being, and…

Assessment is an important part of an overall quality educational program and is, in fact, an integral part of improving classroom instruction. The purpose of educational assessments is to provide an academic check- up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…

Paraeducators perform multiple roles in U.S. classrooms, including among others preparing classroom activities, working with students individually and in small groups, supporting individualized programming for students with disabilities, managing classroom behavior, and engaging with parents and communities. Yet, little research provides insights…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…