What research is available to speech-language pathologists (SLPs) who work in schools? The articles in LSHSS's Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions offer a glimpse into the evidence-based research available to school-based SLPs. As the language and literacy experts for curriculum-based interventions and assessment, school-based SLPs must continue to investigate which service-delivery models are most effective within the context of classroom curriculum.

Ashley Bourque Meaux introduces the forum, highlighting the need for SLPs to approach intervention with knowledge of the best evidence available. She introduces the six forum articles, which provide readers with access to techniques available for all school-based SLPs across the educational continuum.

Rachel K. Powell provides the lead tutorial of this forum. Powell discusses the evolution of various federal and state initiatives that impact school-based SLPs and presents ASHA best practices. She also encourages SLPs to become integral partners within the school—establishing themselves as agents of change—as well as outside of it by working together with researchers to build support for best practices.

The following three tutorials focus on the theoretical bases for curriculum-based language interventions across the educational continuum. Pamela Terrell and Maggie Watson focus on emergent literacy and how SLPs can assist children in acquiring language and early literacy skills. Ashley Bourque Meaux and Janet A. Norris discuss curriculum-based language interventions in elementary school, specifically the methods available across multiple grades as well as the existing barriers for implementing evidence-based practices in school environments. Ginger Collins and Julie A. Wolter share how SLPs can prepare highschoolers for postsecondary education and the reading demands these students will encounter as they further transition into the workforce.

Brandi L. Newkirk-Turner and Valerie E. Johnson explore the discourse of mathematics. Specifically, they discuss how SLPs can make mathematics accessible to students who are English language learners and students who speak nonmainstream varieties of English.

To close out the forum, Sandra L. Gillam, Abbie Olszewski, Katie Squires, Katie Wolfe, Timothy Slocum, and Ronald B. Gillam provide a clinical focus article detailing a single-subject research study that explored narrative production in children with language disorders. Narrative proficiency is directly related to school curriculum, and including this article reinforces the need for, and barriers to, classroom-based research.