This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students. 

This study presents a reanalysis of a large randomized controlled trial of school-based mentoring and examines the estimated effect of mentoring as a function of mentee-reported relationship quality using a novel statistical approach.

This paper offer a number of research findings and action steps drawn from policies and practices that have been shown to be critical to the success of educational reforms at the local, district and state levels.

With the passage of the Every Student Succeeds Act (ESSA), states gain considerably more authority and autonomy over the design of school accountability systems. This shift in responsibility creates the opportunity for states to reimagine new accountability models that align to goals of college and career readiness for all students and to move from a culture of compliance to one of continuous improvement. 

 This review (a) provides an overview of what schools currently do related to mental health and psychosocial concerns, (b) clarifies key emerging trends, and (c) explores implications for major systemic changes.

This research finds online charter schools perform worse than traditional public or schools. The study by New York University and the Rand corporation concludes that students in Ohio who are enrolled in virtual schools receive significantly less time engaged in instruction and are less likely to pass the Ohio Graduation Test.

An ecological model for school-based mental health services that targets urban low-income aggressive children—a highly vulnerable and underserved population—is presented.

Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue

As part of a federally funded study of NCLB, RAND Corporation researchers, in collaboration with researchers from the American Institutes for Research, analyzed the progress that states, districts, and schools have made in implementing the teacher qualification provisions of NCLB through the 2004–2005 school year. 

The authors discuss how to use economic techniques to evaluate educational programs and show how to apply basic cost analysis to implementation of school-wide positive behavior support (SWPBS).

This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.

The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of School-Wide Positive Behavioral Interventions and Supports.

This study conducted a meta-analysis on four existing large-scale RTI models and other models implemented for research.

Explores existing models of the school as a health care service delivery setting and considers the implications of these models for the practice of psychology in schools. 

This article (a)provide a definition of the evolving applied science of positive behavior support (PBS); (b)describe the background sources from which PBS has emerged; (c)give an overview of the critical features that, collectively, differentiate PBS from other approaches; and (d) articulate a vision for the future of PBS.

This review assesses the effectiveness of school-based curricula, finance, management, and teacher’s decision-making. This report has implications for the impact of charter schools, as the primary intervention in this model is local control. The report finds limited evidence of the effectiveness of these reforms, especially from low-income countries.

In this report, the rationale, development, implementation, and evaluation of a school-based mental health services program for high-risk children with serious emotional and behavioral problems is described.

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.

This study sought to extend the work of Horner et al. (2010) in assessing the evidence base for SWPBS. However, unlike in the Horner et al. (2010) study, in this study the proposed criteria were applied to individual studies.

At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.

In the past, the accreditation process put a premium on compliance and included some reporting requirements that did not necessarily lead programs toward excellence or increase teacher candidates' impact on schools and learning. The accreditation process enabled institutions to think they were "done" once they earned accredited status, and did not do enough to encourage programs to tackle complex challenges confronting P-12 schools.

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as ‘‘tootling’’ in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.

Two school-based primary prevention interventions for adolescent depressive symptomatology and disorder were examined in separate studies with high school samples of 9th and 10th-grade adolescents.

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).

A randomized experiment of Comer's School Development Program was conducted in 23 middle schools in Prince George's County, Maryland. Quasiexperimental analyses showed that the program theory may be correct in many of its predictions about student changes in psychological and social outcomes, but not achievement

Using fifth through eighth-grade students, the Comer School Development Program was evaluated in 10 inner city Chicago schools over 4 years, contrasting them with nine randomly selected no-treatment comparison schools.

This guide provides a description of RTI specifically designed for parents of students with Learning disabilities.

The present interpretation of construct validity is not “official” and deals with some areas where the Committee would probably not be unanimous. The present writers are solely responsible for this attempt to explain the concept and elaborate its implications.

In order to engage effectively in system-level consultation, school psychologists need to call upon three areas of expertise: (a) understanding human behavior from a social systems perspective, (b) ability to use collaborative planning and problem solving procedures, and (c) familiarity with principles for organizational change

This seven-year study of the Coalition Campus Schools Project in New York City documented a unique “birthing” process for new, small schools that were created as part of a network of reform-oriented schools in a context of systemwide reform.

Analysis of the problems, theory, and design of sampling techniques for social scientists, industrial managers, and others who find statistics increasingly important in their work. Only college algebra assumed. Illustrated with dozens of actual large-scale surveys in government and industry. "The 'bible' of sampling statisticians."

Problems associated with the school psychologists traditional assessment functions and methodology are identified and contrasted with the need for assessment information that can contribute meaningfully to the formulation and evaluation of educational interventions. 

Race to the Top will reward States that have demonstrated success in raising student achievement and have the best plans to accelerate their reforms in the future. These States will offer models for others to follow and will spread the best reform ideas across their States, and across the country.

This brief evolved from a larger Robert Wood Johnson Foundation–funded project to examine the intersection of and alignment between social and emotional learning (SEL) and school climate.

The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.

The largest Elementary and Secondary Education Act (ESEA) expenditure by far is for its Title I program. This report try to follow the money to see whether Title I funds are spent effectively and whether or not ESEA achieves its objectives. This report suggest focusing effective interventions on the neediest students may provide a way forward that is consistent with fiscal realities.

The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.

This paper describes a 4-year project that partnered psychologists based in universities and those in educational service districts to support development and implementation of school-wide academic and behavioral support systems in four elementary schools across four districts, representing different communities with varying demographic characteristics within one state in the north-central region of the United States. 

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

This chapter reviews the theory of school-based accountability, describes variations across programs and identifies key features influencing the effectiveness and possible unintended consequences of accountability policies. 

The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.

The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.

The purposes of this review were to (a) describe and quantify the effect of the Good Behavior Game on various challenging behaviors in school and classroom settings and (b) understand characteristics of the intervention that may affect the magnitude of the outcomes

The four applied single-subject research designs presented provide an overview of the most common types of single-subject research designs that can be used by a school counselor. 

In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.

This special issue of Learning Disabilities Research and Practice is dedicated to Dr. Stanley L. Deno. For most of his career, Stan was a Professor of Educational Psychology at the University of Minnesota, where in the mid-1970s, he initiated a systematic program of research on what eventually came to be known as curriculum-based measurement (CBM) Through CBM, Stan’s impact on the field of special education and beyond has been enormous.

This study suggests that students of online charter schools had significantly weaker academic performance in math and reading, compared with their counterparts in conventional schools.

This meta-analysis examines 23 studies for student access to curriculum by assessing the gap in reading achievement between general education peers and students with disabilities (SWD). The study finds that SWDs performed more than three years below peers. The study looks at the implications for changing this pictures and why current policies and practices are not achieving the desired results.

School reform embraced the American psyche in the 1980s, and waves of initiatives emerged to revitalize and improve a system perceived as not meeting the country's needs. Today, ideas such as school choice, for-profit
schools, site-based management, participatory decision-making, teacher empowerment, school restructuring, and an array of other reforms fill the educational lexicon as reformers seek alternative means for better educating the nation's youth.

A 3-year study in eight middle schools tested a program to improve adolescent conduct. The program sought to increase clarity of school rules and consistency of rule enforcement, improve classroom organization and management, increase the frequency of communication with the home regarding student behavior, and increase reinforcement of appropriate behavior. 

This project was undertaken to develop a comprehensive account of the levels of problem behaviors in schools. It also looked at what schools do to prevent problem behaviors and how they promote a safe and orderly environment.

This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

This paper discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.

The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties

This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:

The authors analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.

This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method

This article examines issues in the Ohio’s state funded online schools. In the fall of 2016 the Ohio education department completed attendance audits of 13 e-schools. Nine were found to have over reported their student enrollment. This issue takes on added significance with the selection of Betsy DeVos, U.S. education secretary, a prominent advocate of school choice who supports expanding online school options.

This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.

Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.

This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.

This article examines universal screening, one component in a response to intervention approach for serving struggling learners.

School based leadership is an increasingly complex task that requires leaders to find ways to spread responsibility throughout organizations to achieve goals. This dissertation research is an exploratory study in the field of sustainability of distributed leadership at Capital High School, a large urban high school.

This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.

The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions

Sixteenth census of United States: 1940; Vital statistics rates in the United States, 1940-1960

In 1986, the National Association of School Psychologists (NASP) position paper, "Rights without Labels," was published. This document was radical because it acknowledged that serious problems existed in the educational classification system and proposed the necessity of serving students with special needs within the general education setting without labeling them.

This study examined the policies and practices of a representative sample of high schools to identify how they structure their credit recovery programs. 

Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership

Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. Compared with other measures, the PBIS Self-Assessment Survey (SAS) was more sensitive to differences among schools at higher levels of implementation. Implications for SWPBIS research and fidelity assessment are discussed.

Missouri Code of State Regulations. (2021). Rules of Department of Elementary and Secondary Education

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review

A comprehensive report mandated by the US Congress on the state of the science of prevention recommends a stricter definition of the term prevention; summarizes specific preventive intervention research programs across the life span; and specifies funding, personnel, and coordination priorities to build a national prevention research infrastructure

This Data Point examines the relationship between public and private school principals’ perceived influence over various decisions made at their schools before the coronavirus pandemic. This information was reported by U.S private and public school principals on the principal survey of the 2017–18 National Teacher and Principal Survey.

Over the past decade, the OECD Programme for International Student Assessment, PISA, has become the world’s premier yardstick for evaluating the quality, equity and efficiency of school systems. This special issue of the PISA in Focus series highlights the results of the first two volumes of the PISA 2015 initial report: Excellence and Equity in Education; and Policies and Practices for Successful Schools.

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability.

The book covers topics vital to school psychology, ranging from theory-based presentation to scholarly reviews of research to more directive, or how-to, chapters.

The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students

In this paper, it is argued that Critical Planning Theory is inadequate as a planning theory. 

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum‐based assessment

This paper provides a synthetic review of research on school-based mental health services.

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration.

This chapter traces the origins of RTI as a community mental health prevention model and examine its emergence into service eligibility determination in special education. 

This study examines the evidence and concludes that U.S. education system is producing ample supplies of students to respond to STEM labor market demand. As analyzed in this paper, the preponderance of evidence suggests that the U.S. education system has produced ample supplies of students to respond to STEM labor market demand. The “pipeline” of STEM-potential students is similarly strong and expanding.

This book offers the latest in evidence-based measures that have proven to create safer, more effective schools. The book emphasizes the interwoven nature of violence and academic underachievement, the importance of prevention and early intervention, the need to integrate intervention and remediation services in a seamless delivery system, and the enormous protective benefits of school success in all areas of a child's life.

A critical review of reading programs requires objective and in-depth analysis. For these reasons, the authors offer the following recommendations and procedures for analyzing critical elements of programs.

This meta-analysis of School-wide Positive Behavior Supports examines 20 articles. Single-case studies were evaluated using a regression-based procedure to establish efficacy of the approach.

Which blended-learning model should they choose? Are Station Rotations the ideal, or Flex studios? Is Carpe Diem’s Individual Rotation the gold standard, FirstLine’s Lab Rotation, Summit’s Flex model, or Woodland Park’s Flipped Classroom?

This paper analyzed the results of research on the effects of ability grouping and acceleration on students' academic achievement. Nineteen meta-analyses were met criteria for inclusion for the review. Results were found for improved academic achievement within-class grouping, cross-grade grouping by subject, and grouping for the gifted. No positive effects were identified for between-class grouping. The results were consistent regardless of whether students were high, medium, or low achievers. The study found acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement.

This book provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching.

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

A Precision Teaching program for basic math facts was designed for students in the 5th, 6th, and 7th grade level in a regular primary school. This study adds to the knowledge of the efficacy and importance of Precision Teaching and mathematic performance monitoring.

The authors argue that, although conceptualizing school psychology as primarily an indirect service specialty has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school psychologists' work.

This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation

This article focuses on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors.

The purpose of this chapter is to describe those characteristics of schoolwide positive behavior support (SW-PBS) practices and systems that establish and maintain an effective, efficient, and relevant social culture in which teaching and learning are maximized. 

This article considers culture within the context of School-wide Positive Behavior Support. The paper provides an overview of culture and working definitions to assist educators to more effectively implement evidence-based practices.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities. 

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities.

This paper examines some of the challenges and strengths of virtual schools, it offers questions to consider when deciding whether or not a virtual school option would be ideal, and it draws conclusions, which provide an outlook for the future of virtual schools in k-12 education.

The purpose of this study is the examination of low-cost interventions to improve the performance of disadvantaged students. The intervention was designed to improve the performance of students by providing small-group tutoring sessions. The research found that children who received tutoring progressed more in math compared to children in control schools (effect size = +0.19). 

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).

As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.

This study is designed to operationalize, standardize, and field test the RtI process by examining four measures of student performance, curriculum-based measurement, Brigance subtests, state reading test, and teacher identification.

In this book, we’ll briefly explore why we’re still only in the early stages of the educational technology revolution. Then we’ll look at how some innovative schools and other organizations are pioneering new methods of personalized learning built on new technology

In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed

This research looked at test score gaps for a range of populations: between boys and girls; between black, white, and Hispanic children; between the children and the mother’s education; between children in poor and nonpoor families; and the gaps between high-poverty and low-poverty schools. They wanted to know whether gaps grow faster during summer or the school year. They were unable to answer this question as the results were inconclusive. Although, von Hippel and Hamrock did find the total gap in performance from kindergarten to eighth grade, is substantially smaller than the gap that exists at the time children enter school. The conclusion is that gaps happen mostly in the first five years of life. study suggests students who are behind peers at the time they enter kindergarten should receive early remedial instruction as the most efficacious way to improve overall performance.

As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools. Sponsored by the US Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies.

Expanded School Mental Health Programs: Advancing Reform and Closing the Gap Between Research and Practice

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. 

This quantitative meta-analysis examines impact of the principal's leadership on student achievement.

In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation in school start dates, and trends in school day and year length.