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Background/Context: The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions: The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and career-readiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design: In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations: Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students.

Background/Context: Instructional policy aims to shift the nature of teaching and learning. Decades of policy studies have highlighted the challenges inherent in these aims and the conditions necessary to support such change, including a robust infrastructure to support teacher learning. Further, teachers themselves must perceive and experience their policy environment to be supportive of calls to shift instruction. Purpose/Objective/Research Question/Focus of Study: In this study, we examine the connection between teachers' perceptions of their policy environments and their instructional practices over time, in the context of college-and-career-readiness (CCR) standards implementation. While conducted in the context of standards implementation, our findings apply to supporting instructional change through policy more broadly. Setting: We examine implementation of CCR standards in two unique state contexts: Texas and Ohio. These states represent important differences in demographics and in their approaches to CCR standards implementation over time. Research Design: We use a convergent mixed-methods design that draws on state-representative teacher survey data at two points in time (allowing for a trend analysis to understand how teachers' perceptions and experiences evolve), longitudinal interview data with state education leaders, and interview data with educators in one case study district in each state. Data Collection and Analysis: Surveys measured teachers' perceptions of their policy environments, as well as their self-reported instructional practices. Interviews focused on understanding state- and district-level policies, guidance, and resources, and educators' enactment of standards. Survey analysis included descriptive analysis of patterns over time and hierarchical linear modeling. To unpack broad-based survey patterns, we coded qualitative data and developed assertions based on emergent patterns. Findings/Results: We found that Texas teachers agreed more strongly than Ohio teachers that their policy environment had aligned, specific, and stable resources, as well as accountability mechanisms in place. Specificity of guidance and resources for standards implementation predicted teachers' use of standards-emphasized instruction in 2019. These patterns reflected each state's approach to policy implementation: a robust state-level infrastructure for guidance and support in Texas, compared with fewer state-developed resources in Ohio in favor of local control. Still, aspects of teachers' local context--in particular, lack of infrastructure for ongoing, embedded professional learning--limited teachers' ability to engage in state-developed guidance. Conclusions/Recommendations: Our study offers enduring lessons about how to establish the policy conditions necessary to support teachers to change instruction. Findings suggest a need for states to develop resources that clarify instructional shifts for teachers, and districts must balance these top-down resources with ongoing opportunities for educators to adapt resources to suit their students' needs.

Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers. [For the corresponding grantee submission, see ED593919.]

A new kannemeyeriiform dicynodont is described from the Upper Triassic Tecovas Formation (Dockum Group) of west Texas, U.S.A. The taxon, Argodicynodon boreni gen. et sp. nov., is diagnosed by numerous cranial characters including: squamosal-interparietal sutural contact broad and interdigitating; tall, narrow intertemporal region formed by the parietals with long postorbitals forming the lateral face of the dorsal platform; interparietal forms knobby, bilobed exostoses that wedge between the parietals to form a W-shaped outline in dorsal view; basioccipital and exoccipital contributions to the occipital condyle are distinct, and the dorsal fossa separating the exoccipitals is deeply incised and dorsoventrally deep; caniniform process of the maxilla is dorsoventrally deep and well developed; and an elongated tab-like medial process of the articular exceeds the width of the quadrate roller. A phylogenetic analysis based on 23 continuous and 176 discrete (numeric) morphological characters and 120 taxa finds Argodicynodon conservatively to be a placeriine near the Placerias + Moghreberia group, representing the oldest placeriine in the southwestern U.S.A. and the first named dicynodont genus from the Dockum Group of Texas. A review of Euramerican dicynodont records exposes their hidden diversity and abundance in Laurasia during the Late Triassic. The records of Argodicynodon and other previously undescribed dicynodont fossils from nearby localities underscores the diversity of non-Placerias dicynodonts in the North American Upper Triassic. [ABSTRACT FROM AUTHOR]

The FireFlux II experiment was conducted in a tall grass prairie located in south-east Texas on 30 January 2013 under a regional burn ban and high fire danger conditions. The goal of the experiment was to better understand micrometeorological aspects of fire spread. The experimental design was guided by the use of a coupled fire–atmosphere model that predicted the fire spread in advance. Preliminary results show that after ignition, a surface pressure perturbation formed and strengthened as the fire front and plume developed, causing an increase in wind velocity at the fire front. The fire-induced winds advected hot combustion gases forward and downwind of the fire front that resulted in acceleration of air through the flame front. Overall, the experiment collected a large set of micrometeorological, air chemistry and fire behaviour data that may provide a comprehensive dataset for evaluating and testing coupled fire–atmosphere model systems. The FireFlux II field experiment was aimed at understanding how fire-atmosphere interactions affect fire spread. The experimental design was guided by the use of a coupled fire-atmosphere model that helped determine instrument placement. The experiment collected a suite of micrometeorological, air chemistry, fuels, and fire behavior data that will be useful for both model evaluation and future research. [ABSTRACT FROM AUTHOR]

Libognathus sheddi, a leptopleuronine procolophonid from the Upper Triassic Cooper Canyon Formation, Dockum Group, West Texas, was based on an isolated left dentary and partial coronoid. New material referable to Libognathus sheddi, from the Cooper Canyon Formation, provides new information on the cranial anatomy. This new cranial material includes the antorbital portion of a skull, a left maxilla and premaxilla, quadratojugals, and dentaries, including intact tooth rows in the upper and lower jaws. Libognathus shows autapomorphies including; dentary deep with ventral margin oblique to tooth row immediately from the symphysis at ≥23°; anterior projecting coronoid contacting the lingual surface of the dentary underlying the last two dentary teeth; reduced contact between the lacrimal and the nasal; suborbital foramen formed by the maxilla and ectopterygoid, excluding the palatine; a posterior supralabial foramen shared by the maxilla and jugal; a Y-shaped antorbital pillar formed by the palatine, and massive orbitonasale and facial foramina (shared with unnamed southwest USA leptopleuronines). Phylogenetic analysis indicates that Libognathus is a highly derived leptopleuronine procolophonid, closely related to Hypsognathus fenneri and other southwest USA Revueltian leptopleuronines, which fall out as sister taxa to Hypsognathus, a relationship supported by a maxillary dentition restricted anterior to the orbital margin, a possibly synapomorphic orbitonasale septum in the form of an "antorbital pillar" created by the palatine, an anteroventral process of the jugal, and the presence of a small diastema between the first dentary tooth and the more posterior dentition. Libognathus exhibits a possible ankylosed protothecodont tooth implantation with frequent replacement, differing from some other proposed procolophonid implantation and replacement models. Chinle Formation and Dockum Group leptopleuronines are restricted to the Revueltian teilzone/holochronozone, making them possible Revueltian index taxa., (© 2023 American Association for Anatomy.)