David Osher is Vice President and Institute Fellow at the American Institutes for Research. Osher is an expert on violence prevention, school safety, supportive school discipline, conditions for learning and school climate, social and emotional learning, youth development, cultural competence, family engagement, collaboration, mental health services and implementation science. He has led impact and qualitative evaluations of initiatives and programs, systematic reviews, expert panels as well as projects that have developed surveys and supported schools, districts, and states promote conditions for learning, including school safety and to address disciplinary disparities. Osher is Principal Investigator of The National Center on Safe and Supportive Learning Environments, The National Resource Center on Mental Health Promotion and Youth Violence Prevention, and the National Evaluation and the Technical Assistance Center for the Education of Children and Youth who are Neglected, Delinquent, or At Risk. He is or was also Principal Investigator of experimental, quasi-experimental, and qualitative research studies that examine whole child, youth development, and social and emotional learning programs at a school and district level both in the U.S. and internationally. Osher co-authored Safe, Drug Free, and Effective Schools: What Works! and led the expert panel that produced Early Warning, Timely Response: a Guide to Safe Schools, which was released by President Clinton as well as two related products for the Departments of Education, Justice, and Health and Human Services: Safeguarding Our Children: An Action Guide and Safe and Supportive Schools Step by Step. Osher was also the lead author of Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide, which was released by the White House in July, 2015. Osher helped the U.S. Department of Education develop the National Agenda for Improving Results for Children and Youth with Serious Emotional Disturbance, chaired the expert panel convened for the Coordinating Council on Juvenile Justice on the relationship between disability and involvement in the juvenile court and correctional systems, and led the What Works Clearing House review of character education. He also serves as Principal Investigator of the contract that supports the work of the Federal Agency Interagency Working Group on Youth Programs. Osher, who consults with ministries, NGOs, educators, districts, schools, and human service agencies across the world, serves on numerous expert panels and editorial boards and has authored or co-authored over 380 books, monographs, chapters, articles, and reports, including Safe, Supportive, and Successful Schools Step by Step and Teaching and Working with Children who have Emotional and Behavioral Challenges, and 175 peer reviewed papers and invitational presentations. Osher received his A.B., A.M., and Ph.D. from Columbia University, and has served as dean and taught at a liberal arts college and two professional schools of human services.
Select Presentations (PPTX)
Aligning SEL, PBIS and Restorative Justice
Build Conditions for Learning
Building Safe and Supportive Schools
Contributions of Behavioral Health to CFL
Measuring and Promoting CFL
Measuring CFL and Healthy Development
Model Approaches to School Discipline
Promise and Challenge of the Common Core
Reducing Bullying and Harrassment
Social Emotional Learning
Robert V. Mayo, Ph.D. is currently a senior technical assistance consultant within the Human and Social Development Program at AIR. Dr. Mayo is currently Project Director of the National Clearinghouse on Supportive School Discipline, the evaluation of The Future Project initiative, and the Cleveland Humanware/SEL project. His other current work with the Supportive School Discipline Community of Practice focuses on supporting state and local efforts to eliminate the school-to-prison pipeline. Past projects include his facilitation of the Washington, D.C. Blueprint for Mental Health in Schools workgroup, and school climate leadership coaching at Romulus Middle School (MI). Prior to joining HSD Dr. Mayo led field-based school audit teams and provided targeted technical assistance to district and school level leaders amidst their efforts to turnaround their lowest performing schools. He also served as the Deputy Director of The National Charter School Resource Center, which provides resources, information and technical assistance to support successful planning, authorizing, implementation, and sustainability of high quality charter schools.
Prior to joining AIR, Dr. Mayo was a performance officer with the D.C. Public Charter School Board where he facilitated public charter school performance management, interagency relations, regulatory compliance monitoring, strategic policy development, and charter renewal, closure and initial authorization processes. He also previously served as an administrator, guidance counselor and teacher within highly regarded traditional public, private and public charter schools throughout the District of Columbia. He has extensive experience in provision of technical assistance around data-driven decision-making, student support service delivery systems, school climate, site-level accountability and learning-centered family involvement to district and site-level leaders. Dr. Mayo earned a B.S. in Broadcast Journalism from Florida A & M University, a M.Ed. in Guidance and Counseling from Bowie State University, and a Ph.D. in Educational Administration from The Lynch School of Education at Boston College.
Femi Fadeyi is a Research Assistant at the American Institutes for Research. Mr. Fadeyi began working for AIR as an intern in the summer of 2014. He assisted the State Training and Technical Assistance Center (STTAC) in the field of Juvenile Justice and conducted research on the Civil Right of Institutionalized Persons Act, President Barack Obama’s My Brother’s Keeper Initiative, the Prison Rape Elimination Act, and the Youth Promise Act endorsed by Virginia Representative Bobby Scott. He also assisted in facilitating calls and presentation materials for the Office of Juvenile Justice and Delinquency Prevention (OJJDP) Core Requirements Training for state representatives, Kentucky Department of Juvenile Justice Representatives, and staff at the Ventura County Girls Facility. In the fall of 2014, Mr. Fadeyi assisted the Evaluation of the Mentoring Enhancement Development Program, a randomized control trial funded by OJJDP with data collection and monitoring activities, a role that he has continued to serve in. Beginning in the summer of 2015, Mr. Fadeyi has been involved in numerous projects relating to Juvenile Justice Reform and improving youth outcomes across the country. He currently assists Senior Researchers in efforts to provide high-quality Training and Technical Assistance to states, territories, and tribal communities based upon evidence-based programs and approaches and the developmental approach of juvenile justice reform; as part of the Center for Coordinated Assistance to States. Mr. Fadeyi also oversees the National Clearing House in Supportive School Discipline’s web-based site by maintaining and collecting news and events that are related to reform of evidence-based policies and practices in School Discipline.