Despite advances in evidence-based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem-solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data-based individualization provides a framework for integrating academic and behavioral problem solving and intervention.

Effective preparation systems are critical for preparing teachers and school leaders who have the knowledge and skills to educate students with disabilities to achieve college and career ready standards. These systems must provide teachers and leaders with effective practice-based opportunities to learn about evidence-based and high-leverage practices in their initial preparation and throughout their careers. Creating such systems, however, depends on comprehensive systems change where aligned research-based policy and preparation/induction practices are implemented in higher education and k-12 schools. This article describes the ingredients of effective systems change, and how the CEEDAR Center TA approach is informed by implementation drivers, as articulated by the National Implementation Research Network. The outcomes achieved by the Center thus far are also articulated as are challenges encountered.