Improvement Science As a Tool for School Enhancement

Susan P. Carlile (MA, University of Oregon; graduate work in education, University of Washington and Harvard University) is a professor of practice and program lead for the Educational Leadership and Policy Program. She has facilitated the leadership development of over 600 school leaders, received 18 grants for her work, and presented and published in dozens of state, national and international forums of leadership. Most recently, her research has focused on examining the issues facing women in leadership positions and strategies for navigating the workplace to ensure gender, racial, ethnic, linguistic and socio-economic equity in education. Deborah S. Peterson (MA, Portland State University; EdD, Lewis and Clark College) is an associate professor at Portland State University. She is known for increasing equity, community engagement, and student voice while dramatically improving student outcomes. Her teaching and research focus on preparing current and future school leaders to serve as anti-racist, culturally responsive leaders for equity. Her work has been published in numerous journals and her current research includes examining the experiences of women leaders and leaders of color in numerous professions.

• List of Tables and FiguresAcknowledgmentsChapter 1. IntroductionDeborah S. Peterson, Susan P. Carlile, and Gloria McDaniel-HallChapter 2. Teachers Can't Do It Alone: The Role of Leadership in Implementing Equity-Driven Social-Emotional LearningAmie B. Cieminski and Thomas Lee MorganChapter 3. Improving School Culture Through the Implementation of Social-Emotional Learning and Restorative PracticesJoanna Carrillo Rowley, Michael Odell, and Teresa KennedyChapter 4. A Pandemic and a Wildfire Evacuation: Serving Historically Underserved Students During DisastersRyan Carpenter, Benjamin Hargrave, and Kathleen OropalloChapter 5. Combating Chronic Absenteeism: Multitiered Systems of Supports at the Elementary LevelGreg NelsonChapter 6. Increasing Attendance in Middle SchoolEmily AndersonChapter 7. Disparities in Middle School Discipline: English Learners, Students Receiving Special Education Services, and BoysCassandra ThonstadChapter 8. Improving Our Response to Intervention Program: Improvement Science Victoria BrownChapter 9. Increasing Academic Success Through a High School Advisory ProgramBryce BennettChapter 10. Improving Ninth-Grade On-Track Rates in an Urban Public High SchoolBrian RahamanChapter 11. Addressing Equity Issues for Long-Term Multilingual Learners: Using Improvement Science Practices to Improve Understanding and ServicesBill Eagle and Susan ConnollyChapter 12. Improved Outcomes for All: Students With Disabilities and Improvement ScienceKristine J. Melloy and Toby KingChapter 13. Equitable Special Education Evaluation in the Time of COVID-19Kileen Birmingham and James SandersChapter 14. Student Engagement Through Shared PowerJeffrey R. WatersChapter 15. Increasing Equity Through FamilyEngagementGloria McDaniel-Hall, Ryan McCarty, and Landon BrownChapter 16. Family Engagement: Increasing Equity Through the Reading Club Project Folusho B. AbayomiChapter 17. Centering Equity and Starting Small to Transform School ClimateMichelle Li, Kirsten Ebersole LaCroix, and Donna BraunChapter 18. Sustaining One Another While Leading Equity-Focused Improvement Science EffortsDeborah S. PetersonAbout the AuthorsIndex