Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

The present investigation examines the Schoolwide Applications Model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while at the same time enhancing student reading and math achievement for all students. A three year quasi-experimental comparison group analysis using Latent Growth Modeling (LGM) was employed with seven urban elementary or elementary/middle schools and seven matched comparison schools in the same district. Results suggest significantly larger growth for experimental school students in math and no statistically significant difference in reading score growth between experimental and comparison schools. However, reading score growth for experimental schools was statistically significant in a post hoc analysis of selected schools. Additional descriptive analysis is presented for three schools that implemented the model with the highest measured fidelity; these schools made improvements on both reading and math scores while those of matching comparison schools decreased

Development and Preliminary Technical Adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The longstanding interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes

The Stem Cell Marker CD133 Associates with Enhanced Colony Formation and Cell Motility in Colorectal Cancer

CD133 is a membrane molecule that has been, controversially, reported as a CSC marker in colorectal cancer (CRC). In this study, we sought to clarify the expression and role of CD133 in CRC. Initially the size of the CD133−expressing (CD133+) population in eight well-described CRC cell lines was measured by flow cytometry and was found to range from 0% to >95%. The cell line HT29 has a CD133+ population of >95% and was chosen for functional evaluation of CD133 after gene knockdown by RNA interference. A time course assay showed that CD133 inhibition had no significant effect on cell proliferation or apoptosis. However, CD133 knockdown did result in greater susceptibility to staurosporine-induced apoptosis (p = 0.01) and reduction in cell motility (p<0.04). Since gene knockdown may cause “off-target” effects, the cell line SW480 (which has a CD133+ population of 40%) was sorted into pure CD133+ and CD133− populations to allow functional comparison of isogenic populations separated only by CD133 expression. In concordance with the knockdown experiments, a time course assay showed no significant proliferative differences between the CD133+/CD133− populations. Also greater resistance to staurosporine-induced apoptosis (p = 0.008), greater cell motility (p = 0.03) and greater colony forming efficiency was seen in the CD133+ population than the CD133− population in both 2D and 3D culture (p<0.0001 and p<0.003 respectively). Finally, the plasticity of CD133 expression in tumour cells was tested. Quantitative PCR analysis showed there was transcriptional repression in the CD133− population of SW480. Prolonged culture of a pure CD133− population resulted in re-emergence of CD133+ cells. We conclude that CD133 expression in CRCs is associated with some features attributable to stemness and that there is plasticity of CD133 expression. Further studies are necessary to delineate the mechanistic basis of these features

The Death of David Dahlke: Winfield State Hospital and Training Center

On January 10, 1989, David Dahlke died at Winfield State Hospital and Training Center located in south central Kansas. His death left many unanswered questions about the kind of care he received during his six-year stay at the hospital. Although Winfield State Hospital and Training Center was under public scrutiny to provide better services for the people who resided there, David's death was not satisfactorily investigated by the hospital. The Dahlke family was very concerned about the numerous serious injuries David had sustained over the years. With the help of their lawyer and the Department of Special Education at the University of Kansas, the family uncovered a pattern of abuse that was demonstrable

Outcomes of Equity-Based Multi-Tiered System of Support and Instructional Decision-Making for Autistic Students

For many autistic students, to experience more successful outcomes, school processes must be restructured and given necessary resources. The probability of success can be increased by implementing a school system that integrates research-based academic and behavioral instructional support, along with collaborative data-informed decision-making routines. This paper presents an example of a transformational framework and technical assistance that were provided to six schools to reshape and increase the schools’ capacity to implement and sustain an equity-based multi-tiered system of support (MTSS) with intensified instructional decision making. Statistical analyses were used to examine the outcomes of autistic students (n = 23) who participated in a state assessment over three consecutive years in the same state. The results demonstrated an increase in academic scores, and many students transitioned to less-restrictive educational environments