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The Consortium on Chicago School Research (CCSR) at the University of Chicago conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. We seek to expand communication among researchers, policy makers, and practitioners as we support the search for solutions to the problems of school reform. CCSR encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs. Rather, we help to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working

This Brief highlights federal policies for family engagement; describes examples of policy actions by the state of Massachusetts; and illustrates local policies and practices at the Dr. William W. Henderson Inclusion Elementary School in Dorchester, MA, a SWIFT knowledge development site. To guide SWIFT Center technical assistance on the Family and Community Engagement Domain in participating states and districts, we suggest four ways to weave family engagement policies and practices into the SWIFT framework.

"This policy brief provides a synthesis of the key takeaways from the Annotated Bibliography and describes policy considerations for integrating LLS into education objectives. Staff working in state education agencies can use the resources found in the Annotated Bibliography to provide a rationale for integrating LLS into a state's college and career readiness strategies and initiatives."

"Helping Traumatized Children Learn A Report and Policy Agenda: supportive school environments for children traumatized by family violence. Helping Traumatized Children Learn demonstrates how trauma from exposure to family and other forms of violence can help explain many educational difficulties teachers across the Commonwealth face everyday. Such difficulties include the inability of children to focus, understand instructions, form meaningful relationships with peers and teachers, and control their behavior in appropriate ways. The report provides a school-wide flexible framework and a public policy agenda for creating trauma"

Michael mcsheehan presented at low incidence forum The IOD's research team is a multi-disciplinary group with backgrounds in education, autism, early childhood, employment, sustainable transportation, public policy, aging and long term care, positive behavioral supports, professional development, self determination, communication sciences and disorders, community development, literacy, developmental disabilities, and mental health. Research staffs possess training and expertise in a variety of quantitative and qualitative research methods, including case study, interview, observation, focus group, quasi-experimental design, participatory action research, and survey design. We apply our collective expertise to a broad range of disability topics to inform members of the disability community, policy makers, advocates, other stakeholders, as well as members of the general public. Our research emphasizes sound theory, collaboration with stakeholders, and the applicability of research results.

The Ohio Education Research Center (OERC) is a network of Ohio-based researchers and research institutions committed to developing and implementing a statwide, preschool-through-workforce research agenda to address critical education practice and policy issues. The OERC identifies and shares successful practices; responds to Ohio's educators and policymakers' needs; and signals emerging trends. The OERC communicates its findings broadly, through multiple channels, producing information, solutions, and tools to improve educational practice, policy, and outcomes for students.

"PERC's mission includes the following: focus on topics that are prominent on the agendas of national, state and local governments and educational institutions apply research findings to craft policy and program ideas for educational improvement publish and disseminate reports that increase understanding of education challenges and promote improvement of education and education policies"

Allan Oden - The Consortium for Policy Research in Education (CPRE) Group at the University of Wisconsin-Madison has produced a series of papers that addresses the compensation aspect of the strategic management of human capital in public education.

"America Achieves helps communities and states leverage policy, practice, and leadership to build high-quality educational systems and prepare each young person for success in careers, college, and citizenship."

"The report, Accountability for College and Career Readiness: Developing a New Paradigm, draws on research, actual practice of states and nations, and input from leading policymakers, researchers, administrators, and practitioners (see list of advisors, below) to develop a vision of this new accountability, which is portrayed in an imagined "51st state." The report was released jointly by the Stanford Center for Opportunity Policy in Education at Stanford University and the National Center for Innovation in Education (NCIE) at the University of Kentucky. It was authored by Darling-Hammond, NCIE Executive Director Gene Wilhoit, and NCIE staff member, Linda Pittenger."

"The "Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs," released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations."

Below are 11 questions that seem to be at the core of education reform efforts. For each one, I offer an alternative question or two that might spur more productive conversations and result in more effective policies

"I was very fortunate to have the opportunity to teach various classes of teens throughout the two countries to show teachers how BYOT works. For the days I was teaching the students, these schools lifted their policies and allowed the students to use their devices as a way of getting technology in the schools. The teachers wanted to see BYOT in action, especially with students who were never allowed to use their mobile devices or other technologies before for learning."

"The Odyssey Initiative team intends to learn from these experts and use their wealth of knowledge to help inform the creation of our school's model. We believe that an increased national awareness of the best practices and strategic planning of effective teachers will raise the quality of the discussion surrounding education policy as well as our level of achievement nationwide"

The Central Texas Student Futures Project - formerly known as the Central Texas High School Data Center - is a research partnership of the Ray Marshall Center and a growing number of Central Texas independent school districts (ISDs). The project documents and analyzes the progress of Central Texas high school students as they move onto colleges and careers. It relies on a combination of student surveys and linked administrative records to improve feedback and policy and program alignment for Central Texas ISDs in preparing students for the demands of adulthood and success in the workplace.

Wisconsin bullying policy

"What makes one low-performing school turn around and build momentum over time, while another, seemingly similar school tries the same strategies but continues to struggle? It's not just particular programs or practices, but the interplay of school implementation with district policies and support, according to the Institute of Education Sciences' Turning Around Low-Performing Schools project-the most comprehensive federal research on such schools to date."

"Diane Ravitch poses a dozen piercing questions on education and school policy. Some of them turn conventional thinking on its ear, and each could be a starting point for reporting on elections, from the presidency on down to local school boards."

Deschler's Center Today, the Center for Research on Learning encompasses six divisions, each with a slightly different research emphasis. We study problems in education and work to place solutions that make a difference into the hands of educators, learners, employers, and policy makers.

"On June 26, 2013, the PARCC Governing Board approved the policies in the first edition of the PARCC Accessibility Features and Accommodations Manual. "