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Using structural equation modeling (SEM), the authors examined factors that relate to school counselors' knowledge and skills in multi-tiered systems of support (MTSS). A sample of 4,066 school counselors participated in an online survey. Results indicated that school counselors' time spent on ASCA-aligned activities predicted more MTSS knowledge and skills. This article presents implications for school counselor training programs, counselor educators, school counselor leaders, and practicing school counselors., In today's schools, K-12 students have increasingly diverse academic and behavioral needs, requiring educators to implement effective, efficient, and evidence-based practices to meet these needs (Lopez & Bursztyn, 2013; Vincent, [...]

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and personnel supports, procedures for ensuring strong implementation with fidelity, procedures for student progress monitoring, and guidelines for instructional decision making. Early literacy skill outcomes for students were the primary dependent measures in reading; schoolwide office discipline referral rate was the dependent measure in behavior. Significant improvement was evident in phoneme segmentation and nonsense word fluency in reading and significant decreases were documented in office discipline referrals across treatment and comparison schools. Significantly higher outcomes were also recorded on required statewide end-of-grade assessments in treatment schools. Implications and caveats concerning effective implementation of the model in other settings are provided. The article emphasizes that changing schoolwide reading and behavior risk requires effective intervention, instruction, and support in both areas., School administrators face daily and continuous challenges in efforts to establish and maintain safe and orderly classroom environments where teachers can teach and students can learn (Algozzine & Algozzine, 2009; [...]

This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population., The "science of reading" that has developed over the last 20 years has led to new optimism that, as a nation, we can do better in teaching all students to [...]

Self-determination (SD) has been a major topic in special education literature over the past 10 years, but research-based practices on SD for students with disabilities are still limited. This study was designed to examine 6 programs identified as placing a major emphasis on promoting SD with students with disabilities. Qualitative data were gathered to examine stakeholder perceptions of SD outcomes, describe promising practices for promoting SD, and identify conditions supporting and barriers inhibiting successful implementation of practices. Data were analyzed through a cross-case analysis and were represented as themes reflective of perceptions of program success, site characteristics, promising practices, and factors that supported and/or impeded implementation. Recommendations for practice and future research are discussed., Promoting self-determination (SD), or teaching students to take control of their life, is becoming a hallmark of providing full and complete special education services. Although SD has been defined by [...]

Block scheduling is the latest innovation that promises to result in significant reform in the American education system. A study is examined in which the need for in-service preparation for block scheduling, and the continued need for research into this type of reform, are discussed.

ABSTRACT: Open enrollment is a hotly debated form of educational choice. More than 25 states have legislation establishing or expanding public school choice options. At an issues clarification working session, [...]

ABSTRACT: Teacher competency testing (TCT) is a current manifestation of education reform 48 of the 50 states are actively planning or implementing teacher testing programs, and 25 (plus the Distrrict [...]

The federal government provides support for children and youth ages 3-21 years under provisions of Part B of the Education of the Handicapped Act (EHA-B) and also from birth through [...]

Sometimes Patent Medicine Works: A Reply to Braaten, Kauffman, Braaten, Polsgrove, and Nelson According to the American Heritage Dictionary of the English Language, a patent medicine is "a drug or [...]

What's Happening in Self-Contained Special Education Classrooms? In recent years, more than 4 million handicapped students received all or part of their education in classrooms directed by a specially trained [...]