For decades, educational leaders and school staff have made significant investments in practices or programs that claim to be effective in supporting our children’s learning. Yet, despite leaders’ and teachers’ best-efforts to use a given program, students often do not benefit, especially our students with disabilities. Perhaps this scenario sounds familiar as you reflect on the investments your organization has made in programs that were abandoned, only to adopt and abandon another, and then another. Unfortunately, this cycle of adoption and abandonment of programs is not unusual in K-12 education. Some have taken pause and wondered, what is keeping us stuck in this cycle and why? Is it the programs we are using or are critical elements consistently missing in the selection, ongoing professional learning, monitoring of program effectiveness, and other critical system elements?

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