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Beyond Federal Regulations: Reducing Significant Disproportionality is a Moral Imperative

The Individuals with Disabilities Education Act (IDEA 2004) requires states and local education agencies (LEAs) to take steps to address disproportionality, the overrepresentation of a particular racial or ethnic group in one of four areas.

The Need for an Integrated MTSS Structure in Schools

In today’s educational landscape, schools are constantly navigating multiple initiatives aimed at improving student outcomes. From Positive Behavior Interventions and Supports (PBIS) to Restorative Practices, Social-Emotional Learning (SEL), and academic interventions, districts often experience initiative overload.

Absenteeism in Schools has Become an Educational Crisis

According to the U.S. Department of Education, “chronic absenteeism is typically defined as missing at least 10 percent of school days, or 18 days in a year, for any reason, excused or unexcused.” Chronic absenteeism rates have nearly doubled from 2019 despite signs of improvement post-pandemic. One of the main problems encountered is the fact that most states only track rates after the school year has ended and lack real-time data.

Reimagining School Discipline

Building relationships and community accountability go hand in hand with creating and reinforcing behavior expectations. Many schools and districts have invested time, money, and resources into PBIS and restorative practices. Is this enough?

Unpacking OCR Resolutions Concerning School Discipline

The topic of discrimination in school discipline practices has gained attention, as schools and legal entities like the Office for Civil Rights (OCR) have investigated and addressed these disparities. Understanding OCR resolutions and legal settlements from the past decade reveals crucial insights into how disciplinary practices impact students. Here’s a deep dive into the challenges, strategies, and steps toward equity in discipline practices.

Four-Step Process to Making a Difference Using Appreciative Inquiry

In education, we have been actively building a strength-based approach to support our students, particularly those with the greatest needs. Yet, educators may be missing an opportunity to apply these same strength-based practices and principles to their schools and districts.

Implicit Bias and What it Looks Like in Schools

We all have Implicit Bias even though we may not realize it. Implicit Bias is defined by multiple elements. It is attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Implicit Bias is activated involuntarily and without an individual’s awareness or intentional control.

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