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From Legislative Theory to Practice: Leveraging Policy to Increase Outcomes for Students

This presentation will highlight ways in which public officials, schools districts and non profits can work together to inform a legislative platform that ensures high quality outcomes for all students. CIS of Nevada will highlight one case study in which District and State Education agencies have benefited from the alignment of policy. The passage of bill A.B.275 requires a statewide framework for providing Integrated Student Supports, an evidence based strategy recognized by ESSA for both student and school-wide improvements. The passage of this legislation aligns State and Federal Department of Education policy while allowing for the use of federal and state funds to support school-based approaches that address the unique education needs at a local level. This collaborative legislative initiative is a key example of the ways in which leveraging federal policy to meet state and local need can improve outcomes for schools and students most in need of additional support and resources.

This talk was presented at:
National Title I Conference
February 2018 in Philadelphia, Pennsylvania
Tiffany Tyler

Dr. Tiffany Tyler is the Chief Executive Officer for Communities In Schools of Nevada, the Nevada affiliate of the nation’s leading and most effective dropout prevention program. In this capacity, Dr. Tyler shepherds the mission of an affiliate providing services to nearly 60,000 students each year, in 59 schools statewide. Under Dr. Tyler’s leadership, CIS of Nevada aggressively addresses the dropout rates in Nevada, where statewide, 94 students a day drop out of school, mainly due to poverty-based circumstances. Dr. Tyler is a published researcher and educational consultant. She routinely provides consultation and technical assistance to state and local education entities in the areas of district and school improvement, dropout prevention, and school-community partnerships. Dr. Tyler’s projects have included multisite evaluation studies, longitudinal studies, outcome evaluations, culture and equity audits, the development of an online high school for the Department of Defense Education Activity (DoDEA), and Clark County School District’s Graduate Advocate Initiative. Dr. Tyler holds a doctoral degree in Educational Psychology, with an emphasis in counselor education and program evaluation, from the University of Nevada, Las Vegas. She earned a Master of Science degree in Counseling, from California State University, Northridge. Dr. Tyler also holds Bachelor of Arts degrees in Sociology and Psychology from the University of Southern California. Dr. Tyler’s research interests include (a) dropout prevention (b) district and school reform, (c) youth development, and (d) program evaluation. Her research and publications include topics addressing systemic approaches to educational success, leading indicators for drop out risk and graduation, transforming school culture to ensure academic success, and examining the efficacy of community-based drop out prevention.