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 Figures
Acknowledgments
Chapter 1. Introduction
Deborah S. Peterson, Susan P. Carlile, and Gloria McDaniel-Hall
Chapter 2. Teachers Can't Do It Alone: The Role of Leadership in Implementing Equity-Driven Social-Emotional Learning
Amie B. Cieminski and Thomas Lee Morgan
Chapter 3. Improving School Culture Through the Implementation of Social-Emotional Learning and Restorative Practices
Joanna Carrillo Rowley, Michael Odell, and Teresa Kennedy
Chapter 4. A Pandemic and a Wildfire Evacuation: Serving Historically Underserved Students During Disasters
Ryan Carpenter, Benjamin Hargrave, and Kathleen Oropallo
Chapter 5. Combating Chronic Absenteeism: Multitiered Systems of Supports at the Elementary Level
Greg Nelson
Chapter 6. Increasing Attendance in Middle School
Emily Anderson
Chapter 7. Disparities in Middle School Discipline: English Learners, Students Receiving Special Education Services, and Boys
Cassandra Thonstad
Chapter 8. Improving Our Response to Intervention Program: Improvement Science Victoria Brown
Chapter 9. Increasing Academic Success Through a High School Advisory Program
Bryce Bennett
Chapter 10. Improving Ninth-Grade On-Track Rates in an Urban Public High School
Brian Rahaman
Chapter 11. Addressing Equity Issues for Long-Term Multilingual Learners: Using Improvement Science Practices to Improve Understanding and Services
Bill Eagle and Susan Connolly
Chapter 12. Improved Outcomes for All: Students With Disabilities and Improvement Science
Kristine J. Melloy and Toby King
Chapter 13. Equitable Special Education Evaluation in the Time of COVID-19
Kileen Birmingham and James Sanders
Chapter 14. Student Engagement Through Shared Power
Jeffrey R. Waters
Chapter 15. Increasing Equity Through Family
Engagement
Gloria McDaniel-Hall, Ryan McCarty, and Landon Brown
Chapter 16. Family Engagement: Increasing Equity Through the Reading Club Project Folusho B. Abayomi
Chapter 17. Centering Equity and Starting Small to Transform School Climate
Michelle Li, Kirsten Ebersole LaCroix, and Donna Braun
Chapter 18. Sustaining One Another While Leading Equity-Focused Improvement Science Efforts
Deborah S. Peterson
About the Authors
Index