Consultation to Urban Schools for Improvements in Academics and Behavior: No Alibis. No Excuses. No Exceptions.

This article uses a multiyear case example to illustrate principles of comprehensive program consultation to low-performing urban school districts. The Plainfield (NJ) school district concluded that leaving no urban child behind required school personnel to attend to students' academic, social, and emotional development in an integrated, ongoing way. By teaming with an outside consultant, building internal capacity, and focusing intervention efforts on using an evidence-based social and emotional learning program as the cornerstone of procedures for reaching the school and community, the district was able to restore morale and move students toward positive behavior and improved academic performance. Generalizable elements usable by educators and school consultants, particularly in urban settings, are highlighted.