July 2018 - The Hub: Connecting Research to Policy and Practice

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The Hub: Connecting Research to Policy and Practice

July 2018


Contact Us:

What We're Reading

Closing the School Discipline Gap Book

Closing the School Discipline Gap

Excellence Through Equity Book

Excellence Through Equity


IEP Teams

How Can We Ensure IEP Teams Provide the Most Intensive Supports?

DQC - Thinking Beyond the School Day

How Secure Data Sharing and Community Partnerships Can Improve Student Learning

Mental Health Education Literacy in Schools

New York State Education Department’s Comprehensive Guide on Mental Health Literacy in Schools

Innovation in Action

As needs soar, schools rally behind families in Vancouver, Wash. - and other cities take notice

Creative haven: Friday night Bunker gives space to young artists

Share your Innovation in Action by completing this form


Upcoming Events

Wednesday, July 25: NCII Webinar

In this issue:

Best wishes, Amber!

Amber Palmer, Administrative Assistant for CISL and CISL newsletter editor extraordinaire, began her new position at OSPI as Superintendent Reykdal’s Executive Assistant on July 23, 2018. Amber has been a valuable team member and we will miss her. We are so glad she will remain our colleague at OSPI.

~The CISL Team

National Education Researcher Database (NERD)

National Education Researcher Database (NERD)

The Curry School of Education at the University of Virginia and its Jefferson Education Accelerator are creating the first ever comprehensive catalog of education researchers in the country. By centralizing information about academic researchers in an easily navigable and freely available database, NERD will enable school leaders and education-focused innovators and investors seeking expert perspective and technical expertise to find researchers and involve them in their systems and processes. The goal of NERD is to facilitate engagement between unlikely collaborators in the education community in order to elevate merit over marketing and increase the use of evidence in decision making.

Universal Screening: Helping Students Put the Right Tools in Their Backpacks to Be Healthy

Helping Students Put the Right Tools in Their Backpacks to Be Healthy

7/25 NCII Webinar - The Taxonomy of Intervention Intensity: A Case Example for Building Intervention Intensity in Reading

National Center on Intensive Intervention

Are you struggling to determine how to select and intensify interventions? Join Meagan Walsh, M.Ed., and Lynn Fuchs, Ph.D., July 25th from 3-4:15 p.m. for a webinar The Taxonomy of Intervention Intensity: A Case Example for Building Intervention Intensity in Reading. In this webinar they will demonstrate how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need. After providing a brief overview of the dimensions for evaluating and building intervention intensity, they will share a detailed case study illustrating how a teacher used the taxonomy to provide data-based individualized instruction in reading comprehension.

Unable to join on the 25th? An archived version of the webinar will be posted on the NCII website following the live event. 

Register and submit your questions

Did you miss the first webinar in the Taxonomy series focused on math? You can view an archived version here

Positive Behavioral Interventions and Supports (PBIS) FAQs

Positive Behavioral Interventions and Supports

What is Positive Behavioral Interventions and Supports (PBIS)?

  • PBIS is an implementation framework for maximizing the selection and use of evidence-based prevention and interventions practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral supports of all students
  • The interplay of 4 implementation elements is considered in all decisions

Data – What information is needed to improve decision making

Outcomes – What students need to do for academic and behavior success

Practices – What students experience to support the learning and improvement of their academic and behavior success, e.g., teaching, prompting, and recognizing expected social behaviors

Systems – What do educators experience to support their use of evidence-based academic and behavior practices, e.g., school leadership teams, data-based decision making, continuous professional development and coaching

  • The multi-tiered “continuum” is comprised of carefully selected, evidence-based practices at three different levels of support intensity.  Specific practices are matched both to the level of support need, and the local cultural context

Tier 1: Universal practices are experienced by all students and educators across all settings to establish a predictable, consistent, positive and safe climate

Tier 2: Targeted practices are designed for groups of students who need more structure, feedback, instruction and support than Tier 1 alone

Tier 3: Indicated practices are more intense and individualized to meet the challenges of students who need more than Tiers 1 and 2 alone

...continue to FAQs

LEVinar Recording: Concrete Practices to Support Students Impacted by ACEs and Complex Trauma

League of Education Voters

Childhood experiences, both positive and negative, have a tremendous impact on lifelong health and opportunity. Much of the foundational research in this area has been referred to as Adverse Childhood Experiences (ACEs).

In this webinar, David Lewis, Director/Program Manager of Behavioral Health Services at Seattle Public Schools, introduces trauma-responsive practices to support a student’s ability to be successful, and answers your questions. Moderated by League of Education Voters State Field Director Kelly Munn.

David Lewis, Seattle Public Schools
Kelly Munn, League of Education Voters
June 28, 2018
Archived Recording | Presentation Slides