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Showing 1 to 15 of 145 results Save | Export
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Zirkel, Perry A. – Exceptional Children, 2018
This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts' ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of…
Descriptors: Response to Intervention, School Districts, Program Implementation, Disabilities
Guthrie, Tammy Reutzel – ProQuest LLC, 2017
Research has identified evidenced-based practices and programs that are successful for increasing the learning outcomes of students with disabilities which in turn helps narrow the achievement gap between the student subgroup and non-disabled peers. Employing the identified practices has produced inconsistent results and led to a closer…
Descriptors: Case Studies, Decision Making, Administrators, Evidence Based Practice
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Lewis, Maria M. – Teachers College Record, 2018
Background/Context: The administration of student discipline is one of many responsibilities under the purview of teachers and educational leaders across the country. Maintaining a safe environment with minimal disruptions is not an easy task. From existing research on student discipline, we have learned that critical examination of data and…
Descriptors: School Districts, Disabilities, Discipline Problems, Discipline
Houlton, Terry P. – ProQuest LLC, 2017
Ensuring all students learn at high levels is demanding. Multi-tier systems of supports (MTSS) has shown promise as a way to promote high levels of learning for all students while catching students who are struggling to learn. However, implementing MTSS models in school districts and schools has seen its challenges. The context of an individual…
Descriptors: Student Needs, Questionnaires, Elementary Schools, Elementary School Students
Johnson, Amy; Hutchins, Benjamin – Center for Education Policy, Applied Research, and Evaluation, 2019
As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce…
Descriptors: Program Implementation, Response to Intervention, Disabilities, Educational Legislation
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Sylvan, Lesley – Educational Policy, 2018
This research contrasts two urban school districts that serve similar populations yet vary notably with respect to the provision of speech and language services. The results suggest that variation in the provision of speech-language services is driven by district-level variations in budgetary and legal contexts as well as procedural differences.…
Descriptors: Urban Schools, School Districts, Urban Population, Language Impairments
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Savitz, Rachelle Sarah; Allington, Richard L.; Wilkins, Julia – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018
This article reports an analysis of RTI information provided on the websites of all 50 State Departments of Education, based on the assumption that school districts rely on this information when developing their RTI programs. Our analysis revealed little consistency in (a) the methods used to identify students to be served in RTI interventions,…
Descriptors: Response to Intervention, State Departments of Education, School Districts, Educational Policy
Bateman, Kristin Diane – ProQuest LLC, 2018
As a result of increased academic rigor and limited movement opportunities during the school day, students may have more limited focus and difficulty in maintaining attention in the classroom (McMurrer, 2007; Stark, Rentner, & Kober 2014; Common Core State Standards 2014). As students have more difficulty maintaining attention, their learning…
Descriptors: Elementary School Students, Attention, Sensory Integration, Allied Health Personnel
Nowicki, Jacqueline M. – US Government Accountability Office, 2019
About 13 percent of children aged 3 through 21 enrolled in public schools received special education services in school year 2015-16, and about 3 percent of children from birth through age 2 received special education services. Concerns about the difficulties identifying and evaluating children for special education have been raised by the media,…
Descriptors: Special Education, Preschool Education, Elementary Secondary Education, Disability Identification
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Burchard, Melinda; Dormer, Jan; Fisler, Jennifer – AASA Journal of Scholarship & Practice, 2017
This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation…
Descriptors: Interaction, Evidence Based Practice, Behavioral Objectives, Program Implementation
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Reeves, Alison; Van Tuyle, Vicki – International Journal of Educational Leadership Preparation, 2014
This paper explores the challenges and opportunities of the English Language Learner (ELL) components of Illinois' new principal preparation legislation [Illinois Public Act 96-0903]. In 2011, Illinois passed Illinois Public Act 96-0903 creating new rules for principal preparation programs requiring institutions or organizations certifying…
Descriptors: Administrator Education, Principals, Internship Programs, State Legislation
Fixsen, Dean; Blase, Karen; Ward, Caryn; Sims, Barbara – State Implementation and Scaling-up of Evidence-based Practices Center, 2014
Educators are prone to say, "we are unique" meaning that their school, district, region, or state education system is unlike any other. The State Capacity Assessment and District Capacity Assessment baseline data collected by the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center support the assertion of…
Descriptors: School Districts, Educational Change, Evidence Based Practice, Program Implementation
Edgerton, Adam K.; Desimone, Laura M. – Center on Standards, Alignment, Instruction, and Learning, 2017
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and…
Descriptors: State Policy, College Readiness, Career Readiness, Academic Standards
Desimone, Laura M.; Edgerton, Adam K.; Yang, Rui – Center on Standards, Alignment, Instruction, and Learning, 2017
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and…
Descriptors: State Policy, College Readiness, Career Readiness, Academic Standards
Edgerton, Adam; Desimone, Laura M.; Yang, Rui – Center on Standards, Alignment, Instruction, and Learning, 2017
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a…
Descriptors: State Policy, College Readiness, Career Readiness, Academic Standards
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