Building "Our School": Parental Perspectives for Building Trusting Family-Professional Partnerships

ERIC Educational Resources Information Center

Francis, Grace L.; Blue-Banning, Martha; Haines, Shana J.; Turnbull, Ann P.; Gross, Judith M. S.

2016-01-01

All educational stakeholders benefit when families and school staff have trusting partnerships as they work together to achieve mutual goals. Eleven focus groups were conducted with parents of children with and without disabilities in six schools, which had been selected as knowledge development sites by the Schoolwide Integrated Framework for…

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

ERIC Educational Resources Information Center

Allen, Jennifer K.; Robbins, Margaret A.; Payne, Yolanda Denise; Brown, Katherine Backes

2016-01-01

Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness,…

Teachers’ and Education Support Professionals’ Perspectives on Bullying and Prevention: Findings From a National Education Association Study

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2014-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers’ and education support professionals’ perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students’ sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed. PMID:25414539

Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

NASA Astrophysics Data System (ADS)

Spillane, Nancy Kay

Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.

Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

ERIC Educational Resources Information Center

Biancarosa, Gina; Bryk, Anthony S.; Dexter, Emily R.

2010-01-01

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a school-wide reform model that relies primarily on the one-on-one coaching of teachers as a lever for improving student literacy learning. Kindergarten through second-grade students in 17 schools were assessed twice annually with DIBELS and Terra…

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

A Research Agenda for Professional Learning Communities: Moving Forward

ERIC Educational Resources Information Center

Hairon, Salleh; Goh, Jonathan Wee Pin; Chua, Catherine Siew Kheng; Wang, Li-yi

2017-01-01

Professional learning communities (PLCs) as a means of raising the teaching profession are becoming more attractive in education systems seeking to improve school improvement processes and outcomes. The main intention is to increase the individual and collective capacity of teachers so as to support school-wide capacity for teaching and learning.…

Development of a School-Wide Behavior Program in a Public Middle School: An Illustration of Deployment-Focused Intervention Development, Stage 1

ERIC Educational Resources Information Center

Molina, Brooke S. G.; Smith, Bradley H.; Pelham, William E., Jr.

2005-01-01

School-wide behavior management systems can improve academic performance and behavior in middle schools, and they should have positive effects on students with ADHD. Unfortunately, evidence-based, school-wide behavior management systems have not been widely adopted because of problems with feasibility, acceptability, and sustainability. The…

University-Urban High School Partnership: Math and Science Professional Learning Communities

ERIC Educational Resources Information Center

ndunda, mutindi; Van Sickle, Meta; Perry, Lindsay; Capelloni, Alison

2017-01-01

This study focused on science and math professional learning communities (PLCs) that were implemented through a university-urban high school partnership. These PLCs were part of mandated school-wide, content-based PLCs implemented as part of the reform efforts initiated in an urban school to address the school's failure to meet Adequate Yearly…

The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling

ERIC Educational Resources Information Center

Nehring, James; Fitzsimons, Gray

2011-01-01

As the professional learning community (PLC) as a desired cultural norm gains popularity within K-12 state schools, greater knowledge of the PLC implementation process is warranted. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of schoolwide professional…

Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings from a National Education Association Study

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2013-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data…

Shakespearience: A Schoolwide Celebration of the Renaissance.

ERIC Educational Resources Information Center

Wall, Angela F.; And Others

1997-01-01

Describes across disciplines in the culture, literature, science, art, and music of the Renaissance. The program featured student exhibits, performances, projects, and demonstrations and a visit by a professional actor posing as William Shakespeare. (DB)

The Effects of a Professional Learning Community on Teachers and Student Achievement in a High School Serving Predominately Latino Students

ERIC Educational Resources Information Center

Mendez, Larry

2013-01-01

The research study was an evaluation of a professional learning community (PLC) and its effect on teachers and student achievement in a high school serving predominately Latino students. The study was a mixed research study that consisted of both quantitative and qualitative data. The quantitative data included school-wide and Latino student…

How Change Occurred at the Stoughton Area School District: Lessons from a SWIFT (Schoolwide Integrated Framework for Transformation) Knowledge Development Site. Issue Brief #3

ERIC Educational Resources Information Center

Stonemeier, Jennifer; Trader, Barbara; Kingston, Mary; Richards, Curtis; Blank, Rolf; East, Bill

2014-01-01

The SWIFT Center (Schoolwide Integrated Framework for Transformation) is an initiative to bring about educational equity district by district until all students excel, including students with the most profound needs. As the national technical assistance center to build schoolwide inclusive practices to improve academic and behavioral outcomes for…

Models of Shared Leadership: Evolving Structures and Relationships.

ERIC Educational Resources Information Center

Hallinger, Philip; Richardson, Don

Current reform efforts, focusing on teacher empowerment, are based on the belief that lasting school improvement will occur when teachers become more involved in professional decision-making at the school site. Presented in this document are four conceptually distinct models of teacher involvement in schoolwide decision-making, identified on the…

Professional Cultures and Rates of Bullying

ERIC Educational Resources Information Center

Ertesvåg, Sigrun K.; Roland, Erling

2015-01-01

Preventing and reducing bullying requires long-term and systematic school-wide actions. Researchers on bullying have given little attention to the school organization and its influence on the ability to implement the necessary actions to prevent and stop bullying. This study examines the relationship between aspects of a school's professional…

Test Review: Adolescent and Child Urgent Threat Evaluation

ERIC Educational Resources Information Center

Sullivan, Jeremy R.; Holcomb, Michelle R.

2010-01-01

Recent occurrences of violence on high school and college campuses have led to increased interest among education professionals, parents, students, and community leaders in the identification of potentially violent students. Many school districts have implemented school-wide violence prevention plans to meet the safety needs of their students, and…

A Schoolwide Discipline Plan That Empowers Teachers and Gives Principals Time for Instructional Leadership.

ERIC Educational Resources Information Center

Borelli, Jan

1997-01-01

A high school principal explains her strategy for turning around a disorderly, gang-ridden middle school. Her discipline plan's success hinged on developing schoolwide expectations for behavior, developing positive consequences, compiling a list of unacceptable behaviors, and empowering teachers to administer consequences, including contacting…

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Development and Initial Validation of a Measure to Assess Factors Related to Sustainability of School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

McIntosh, Kent; MacKay, Leslie D.; Hume, Amanda E.; Doolittle, Jennifer; Vincent, Claudia G.; Horner, Robert H.; Ervin, Ruth A.

2011-01-01

Sustainability of effective practices in schools is a critical area for research in any domain. The purpose of this article is to describe and evaluate the validity and reliability of a recently developed research instrument designed to evaluate schools' capacity to sustain school-wide positive behavior support (SWPBS) efforts at the universal…

Schoolwide Screening and Programs of Positive Behavior Support: Informing Universal Interventions

ERIC Educational Resources Information Center

Marchant, Michelle; Anderson, Darlene H.; Caldarella, Paul; Fisher, Adam; Young, Benjamin J.; Young, K. Richard

2009-01-01

Researchers have suggested that screening, identification, and treatment are important components of comprehensive systems of positive behavior support. The authors highlight a procedure for using multiple data sources to develop strategies at the universal intervention level. Examples of schoolwide assessments include interviews, observations,…

Response to Intervention (RTI) Services: An Ecobehavioral Perspective

ERIC Educational Resources Information Center

Greenwood, Charles R.; Kim, Joung Min

2012-01-01

Schoolwide Response to Intervention (RTI) services are growing in prevalence in U.S. schools. Most advanced are RTI programs in elementary schools, with preschool and secondary education programs beginning to discuss, develop, and experiment with schoolwide RTI. At its heart, RTI seeks to account for individual differences in student learning…

A Five-Year Evaluation of a Comprehensive High School Civic Engagement Initiative. CIRCLE Working Paper #70

ERIC Educational Resources Information Center

McIntosh, Hugh; Berman, Sheldon; Youniss, James

2010-01-01

In September 2003, Hudson High School in Hudson, Massachusetts, launched two new civic development efforts--clustering and schoolwide governance--that provide an opportunity to study the influence of schoolwide democratic deliberation on students' civic knowledge and participation. The intervention involved, in part, organizing the school into…

Schoolwide Positive Behavior Support Tier Two Interventions: Teacher Perspectives on Their Effectiveness

ERIC Educational Resources Information Center

Harrison, Susan

2017-01-01

Schoolwide positive behavior support (SWPBS) is a framework developed to address negative student behaviors in a less punitive manner than traditional discipline. The majority of research studies addressing SWPBS take place in elementary settings as opposed to secondary. Additionally, the majority of the existing research studies do not take into…

Evaluation Blueprint for School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Algozzine, Bob; Horner, Robert H.; Sugai, George; Barrett, Susan; Dickey, Celeste Rossetto; Eber, Lucille; Kincaid, Donald; Lewis, Timothy; Tobin, Tary

2010-01-01

Evaluation is the process of collecting and using information for decision-making. A hallmark of School-wide Positive Behavior Support (SWPBS) is a commitment to formal evaluation. The purpose of this SWPBS Evaluation Blueprint is to provide those involved in developing Evaluation Plans and Evaluation Reports with a framework for (a) addressing…

Staff Development in the Implementation of a Schoolwide Writing Program.

ERIC Educational Resources Information Center

Knudson, Ruth

A case study examined the implementation of a schoolwide writing program established in a California middle school through a district sponsored school improvement program (SIP). Conducted at an urban sprawl southern California school of approximately 900 students in grades seven and eight, the program was directed and implemented by the English…

School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities

ERIC Educational Resources Information Center

Judge, Brittany A.

2015-01-01

One of the greatest challenges for alternative schools is to develop effective training programs for students with severe and profound developmental disabilities. School-wide positive behavior support (SWPBS) has been shown to decrease problematic behaviors in alternative schools and self-contained settings yet little is known about how effective…

Middle School Characteristics That Predict Student Achievement, as Measured by the School-Wide California API Score

ERIC Educational Resources Information Center

Paredes, Josie Abaroa

2013-01-01

The purpose of this study was to investigate, through quantitative research, effective middle school characteristics that predict student achievement, as measured by the school-wide California API score. Characteristics were determined using an instrument developed by the Office of Superintendent of Public Instruction (OSPI), which asked middle…

Principles of Sustainable Prevention: Designing Scale-Up of School-Wide Positive Behavior Support to Promote Durable Systems

ERIC Educational Resources Information Center

McIntosh, Kent; Filter, Kevin J.; Bennett, Joanna L.; Ryan, Charlotte; Sugai, George

2010-01-01

In this article, we provide an overview of School-wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems-level variables. We define the critical features of SWPBS within a prevention science…

Effective Schoolwide Screening to Identify Students at Risk for Social and Behavioral Problems

ERIC Educational Resources Information Center

Walker, Bridget A.

2010-01-01

Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. Study results suggest that schools will not be effective if they focus solely on identifying and responding to student…

School-Wide Healthy Weight Behaviors: Promoting Universal Longevity via School-Family Ecologies (PULSE)

ERIC Educational Resources Information Center

Anderson, Laura M.; Phelps, LeAdelle

2009-01-01

Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting…

Construct Validation of a Measure to Assess Sustainability of School-Wide Behavior Interventions

ERIC Educational Resources Information Center

Hume, Amanda; McIntosh, Kent

2013-01-01

This study assessed aspects of construct validity of the School-wide Universal Behavior Sustainability Index-School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school-wide interventions. Participants at 217 schools implementing School-wide Positive Behavior Support (SWPBS) were…

Effective and Ineffective Coping with Bullying Strategies as Assessed by Informed Professionals and Their Use by Victimised Students

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Skrzypiec, Grace; Slee, Phillip T.

2012-01-01

What strategies do students use to cope with bullying and how effective are they? Answers to such questions will not only help students understand how they can cope, but also inform school-wide policies and practices to reduce the incidence of bullying. To do this, schools need evidence on what strategies to focus on to most effectively target…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

NASA Astrophysics Data System (ADS)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

Policies and Procedures To Develop Effective School-Wide Discipline Practices at the Elementary School Level. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Newcomer, Lori L.; Lewis, Timothy J.; Powers, Lisa J.

Elementary schools can play an important role in early identification of and intervention for children with problem behavior by creating the infrastructure to provide preventive, proactive supports for all students. This monograph provides an overview of key features of effective school-wide systems of positive behavior support (PBS) at the…

Student Leadership and Climate Literacy

NASA Astrophysics Data System (ADS)

Lura, J.

2015-12-01

In this study, the author developed and provided opportunities for K-8 students to analyze energy consumption at school and devise and implement a plan to reduce it. Two questions were studied: Through student leadership opportunities and increased climate literacy, (1) will student habits and understanding change and (2) will energy consumption decrease? Students participated in a variety of activities from participating in a school-wide audit to school-wide presentations to the creation of Super Eco Heroes.

Best Practice in Middle-School Science

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Wilcox, Kristen C.; Angelis, Janet; Applebee, Arthur N.; Amodeo, Vincent; Snyder, Michele A.

2013-03-01

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.

Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches. Second Edition

ERIC Educational Resources Information Center

Martella, Ronald C.; Nelson, J. Ron; Marchand-Martella, Nancy E.; O'Reilly, Mark

2011-01-01

"Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches" supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all…

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

ERIC Educational Resources Information Center

Turri, Mary G.; Mercer, Sterett H.; McIntosh, Kent; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert

2016-01-01

The purpose of this study was to determine if an experimental 5-item measure of barriers to implementing and sustaining school-wide prevention practices, the "Assessment of Barriers to Implementation and Sustainability in Schools" (ABISS), would relate to objective measures of school-wide positive behavioral interventions and supports…

Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

ERIC Educational Resources Information Center

Kelm, Joanna L.; McIntosh, Kent

2012-01-01

This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

20 CFR 628.545 - Linkages and coordination.

Code of Federal Regulations, 2011 CFR

2011-04-01

... level, facilitate coordination among the programs set forth at section 205(a) and 265(b) of the Act... system. (d) Schoolwide projects. (1) In conducting a schoolwide project for low income individuals under... education program resources; (iv) A description of the number of individuals to be served by the schoolwide...

20 CFR 628.545 - Linkages and coordination.

Code of Federal Regulations, 2012 CFR

2012-04-01

... level, facilitate coordination among the programs set forth at section 205(a) and 265(b) of the Act... system. (d) Schoolwide projects. (1) In conducting a schoolwide project for low income individuals under... education program resources; (iv) A description of the number of individuals to be served by the schoolwide...

34 CFR 200.26 - Core elements of a schoolwide program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... of a schoolwide program. (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that— (i) Is based on academic... plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and...

34 CFR 200.26 - Core elements of a schoolwide program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... of a schoolwide program. (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that— (i) Is based on academic... plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and...

34 CFR 200.26 - Core elements of a schoolwide program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... of a schoolwide program. (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that— (i) Is based on academic... plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and...

34 CFR 200.26 - Core elements of a schoolwide program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... of a schoolwide program. (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that— (i) Is based on academic... plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and...

Academic Achievement and School-Wide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Gage, Nicholas A.; Sugai, George; Lewis, Timothy J.

2013-01-01

Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide…

The Relations between Teasing and Bullying and Middle School Standardized Exam Performance

ERIC Educational Resources Information Center

Lacey, Anna; Cornell, Dewey; Konold, Timothy

2017-01-01

This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and…

Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Pinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin K.; Berg, Tricia; Strickland-Cohen, M. Kathleen

2015-01-01

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended…

34 CFR 200.26 - Core elements of a schoolwide program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Core elements of a schoolwide program. 200.26 Section 200.26 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND... Improving Basic Programs Operated by Local Educational Agencies Schoolwide Programs § 200.26 Core elements...

Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna

2014-01-01

The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…

Implementation of a School-wide Clinical Intervention Documentation System

PubMed Central

Stevenson, T. Lynn; Fox, Brent I.; Andrus, Miranda; Carroll, Dana

2011-01-01

Objective. To evaluate the effectiveness and impact of a customized Web-based software program implemented in 2006 for school-wide documentation of clinical interventions by pharmacy practice faculty members, pharmacy residents, and student pharmacists. Methods. The implementation process, directed by a committee of faculty members and school administrators, included preparation and refinement of the software, user training, development of forms and reports, and integration of the documentation process within the curriculum. Results. Use of the documentation tool consistently increased from May 2007 to December 2010. Over 187,000 interventions were documented with over $6.2 million in associated cost avoidance. Conclusions. Successful implementation of a school-wide documentation tool required considerable time from the oversight committee and a comprehensive training program for all users, with ongoing monitoring of data collection practices. Data collected proved to be useful to show the impact of faculty members, residents, and student pharmacists at affiliated training sites. PMID:21829264

Examining the Effects of a School-Wide Reading Culture on the Engagement of Middle School Students

ERIC Educational Resources Information Center

Daniels, Erika; Steres, Michael

2011-01-01

This case study examined a middle school where a new administration had made school-wide reading an immediate and significant priority. The study investigated how and why the culture shift to schoolwide reading appeared to influence student engagement. Existing research suggested that students must feel motivated about their learning to be…

Creating Enduring Strength through Commitment to Schoolwide Pedagogy

ERIC Educational Resources Information Center

Conway, Joan M.; Abawi, Lindy

2013-01-01

The term "schoolwide pedagogy" was once rarely heard and yet has now become a part of most discussions around school improvement. But what does it really mean and why is the presence of a schoolwide pedagogical framework important? Some would say that in their school the adoption of an authoritative approach such as Habits of Mind,…

Positive Behavioral Interventions and Supports in Pictures: Using Videos to Support Schoolwide Implementation

ERIC Educational Resources Information Center

Ennis, Robin Parks; Hirsch, Shanna E.; MacSuga-Gage, Ashley S.; Kennedy, Michael J.

2018-01-01

Teaching expectations is an essential component of schoolwide positive behavioral interventions and supports (PBIS). Creating PBIS videos is a tool for teaching expectations and other targeted skills within a schoolwide PBIS framework. In this article, we offer the why, how, when, where, and what of producing/screening PBIS videos to effectively…

Maximizing School Counselors' Efforts by Implementing School-Wide Positive Behavioral Interventions and Supports: A Case Study from the Field

ERIC Educational Resources Information Center

Goodman-Scott, Emily

2014-01-01

School-Wide Positive Behavioral Interventions and Supports (PBIS) are school-wide, data-driven frameworks for promoting safe schools and student learning. This article explains PBIS and provides practical examples of PBIS implementation by describing a school counselor-run PBIS framework in one elementary school, as part of a larger, district-wide…

Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Vincent, Claudia G.; Swain-Bradway, Jessica; Tobin, Tary J.; May, Seth

2011-01-01

The goal of our study was to examine if school-wide positive behavior support implementation was associated with reductions in the discipline gap. We provided outcomes from descriptive and preliminary statistical analyses of three years of office discipline referral data from elementary schools engaged in school-wide positive behavior support…

Does Aggregate School-Wide Achievement Mediate Fifth Grade Outcomes for Former Early Childhood Education Participants?

ERIC Educational Resources Information Center

Curenton, Stephanie M.; Dong, Nianbo; Shen, Xiangjin

2015-01-01

This study used a multilevel mediation model to test the theory that former early childhood education (ECE) attendees' 5th grade achievement is mediated by the aggregate school-wide achievement of their elementary school. Aggregate school-wide achievement was defined as the percentage of 5th graders in a school who were at/above academic…

Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Mitchell, Mary M.; Leaf, Philip J.

2010-01-01

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school…

Critique of "A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report"

ERIC Educational Resources Information Center

Fallah, Soraya; Moradian, Cklara

2017-01-01

The purpose of this paper is to review and critique a groundbreaking research report. The research article under review in this paper is: "A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report" (see ED521920). In 2007-08, a program called the Schoolwide Performance Bonus…

When Federal Title I Works To Improve Student Learning in Inner-City Schools: Lessons Learned in Schoolwide Projects in Minneapolis. Spotlight on Student Success No. 112.

ERIC Educational Resources Information Center

Wong, Kenneth K.; And Others

This article presents data on four schools in the Minneapolis (Minnesota) Public School District that are implementing schoolwide projects under Title I. The Title I schoolwide project was adopted in Minneapolis in 1990 to accommodate a growing population of low-income, educationally disadvantaged students in the primary grades. Evaluation of…

Overcoming Challenges in School-Wide Survey Administration.

PubMed

Rasberry, Catherine N; Rose, India; Kroupa, Elizabeth; Hebert, Andrew; Geller, Amanda; Morris, Elana; Lesesne, Catherine A

2018-01-01

School-based surveys provide a useful method for gathering data from youth. Existing literature offers many examples of data collection through school-based surveys, and a small subset of literature describes methodological approaches or general recommendations for health promotion professionals seeking to conduct school-based data collection. Much less is available on real-life logistical challenges (e.g., minimizing disruption in the school day) and corresponding solutions. In this article, we fill that literature gap by offering practical considerations for the administration of school-based surveys. The protocol and practical considerations outlined in the article are based on a survey conducted with 11,681 students from seven large, urban public high schools in the southeast United States. We outline our protocol for implementing a school-based survey that was conducted with all students school-wide, and we describe six types of key challenges faced in conducting the survey: consent procedures, scheduling, locating students within the schools, teacher failure to administer the survey, improper administration of the survey, and minimizing disruption. For each challenge, we offer our key lessons learned and associated recommendations for successfully implementing school-based surveys, and we provide relevant tools for practitioners planning to conduct their own surveys in schools.

How Do Medical Schools Identify and Remediate Professionalism Lapses in Medical Students? A Study of U.S. and Canadian Medical Schools.

PubMed

Ziring, Deborah; Danoff, Deborah; Grosseman, Suely; Langer, Debra; Esposito, Amanda; Jan, Mian Kouresch; Rosenzweig, Steven; Novack, Dennis

2015-07-01

Teaching and assessing professionalism is an essential element of medical education, mandated by accrediting bodies. Responding to a call for comprehensive research on remediation of student professionalism lapses, the authors explored current medical school policies and practices. In 2012-2013, key administrators at U.S. and Canadian medical schools accredited by the Liaison Committee on Medical Education were interviewed via telephone or e-mail. The structured interview questionnaire contained open-ended and closed questions about practices for monitoring student professionalism, strategies for remediating lapses, and strengths and limitations of current systems. The authors employed a mixed-methods approach, using descriptive statistics and qualitative analysis based on grounded theory. Ninety-three (60.8%) of 153 eligible schools participated. Most (74/93; 79.6%) had specific policies and processes regarding professionalism lapses. Student affairs deans and course/clerkship directors were typically responsible for remediation oversight. Approaches for identifying lapses included incident-based reporting and routine student evaluations. The most common remediation strategies reported by schools that had remediated lapses were mandated mental health evaluation (74/90; 82.2%), remediation assignments (66/90; 73.3%), and professionalism mentoring (66/90; 73.3%). System strengths included catching minor offenses early, emphasizing professionalism schoolwide, focusing on helping rather than punishing students, and assuring transparency and good communication. System weaknesses included reluctance to report (by students and faculty), lack of faculty training, unclear policies, and ineffective remediation. In addition, considerable variability in feedforward processes existed between schools. The identified strengths can be used in developing best practices until studies of the strategies' effectiveness are conducted.

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance.

PubMed

Anderson, Cynthia M; Borgmeier, Chris

2010-01-01

To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity. School-wide positive behavior support provides a framework within which a continuum of evidence-based interventions can be implemented in a school. This framework includes three levels or tiers of intervention; Tier I (primary or universal), Tier II (secondary or targeted), and Tier III (tertiary or individualized) supports. In this paper we review the logic behind school-wide positive behavior support and then focus on Tier II interventions, as this level of support has received the least attention in the literature. We delineate the key features of Tier II interventions as implemented within school-wide positive behavior support, provide guidelines for matching Tier II interventions to school and student needs, and describe how schools plan for implementation and maintenance of selected interventions.

Improving Elementary School Quality Through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai’i

PubMed Central

Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R.

2012-01-01

BACKGROUND School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai’i trial included 20 racially/ethnically diverse schools and was conducted from 2002–2003 through 2005–2006. METHODS School-level archival data, collected by the Hawai’i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. RESULTS Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. CONCLUSIONS School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. PMID:22142170

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.

PubMed

Snyder, Frank J; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J; Flay, Brian R

2012-01-01

School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006. School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. © 2011, American School Health Association.

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... school year. (2) The school must develop the comprehensive plan with the involvement of parents... comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the..., parents, and the public. (2) Information in the plan must be— (i) In an understandable and uniform format...

Supporting Positive Behaviour in Alberta Schools: A School-Wide Approach

ERIC Educational Resources Information Center

Mackenzie, Nancy

2008-01-01

Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and…

Predicting Abandonment of School-Wide Behavior Support Interventions

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; McIntosh, Kent; Nese, Joseph F. T.; Ghemraoui, Adam; Bloom, Jerry; Johnson, Nanci W.; Phillips, Danielle; Richter, Mary F.; Hoselton, Robert

2016-01-01

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in 3 states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools…

School-Wide PBIS: Extending the Impact of Applied Behavior Analysis. Why is This Important to Behavior Analysts?

PubMed

Putnam, Robert F; Kincaid, Donald

2015-05-01

Horner and Sugai (2015) recently wrote a manuscript providing an overview of school-wide positive behavioral interventions and supports (PBIS) and why it is an example of applied behavior analysis at the scale of social importance. This paper will describe why school-wide PBIS is important to behavior analysts, how it helps promote applied behavior analysis in schools and other organizations, and how behavior analysts can use this framework to assist them in the promotion and implementation of applied behavior analysis at both at the school and organizational level, as well as, the classroom and individual level.

Advances in Schoolwide Inclusive School Reform

ERIC Educational Resources Information Center

Sailor, Wayne

2015-01-01

This article highlights three significant advances in schoolwide inclusive school reform and suggests three next steps to improve educational outcomes for "all" students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded…

Promoting Healthy Lifestyles with Schoolwide Events.

ERIC Educational Resources Information Center

Virgilio, Stephen J.

1998-01-01

Schoolwide events to promote healthy lifestyles include fitness field day; family-fitness night; geography run; school health fair; morning and evening stretches and workouts; Jump Rope for Heart, Hoops for Heart, and Step for Heart; All Children Exercising Simultaneously; holiday classics; neighborhood fitness trail; morning and evening workouts;…

Predicting Abandonment of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Nese, Rhonda; McIntosh, Kent; Nese, Joseph; Hoselton, Robert; Bloom, Jerry; Johnson, Nanci; Richter, Mary; Phillips, Danielle; Ghemraoui, Adam

2016-01-01

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in three states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools…

Promoting School-Wide Mental Health

ERIC Educational Resources Information Center

Trussell, Robert P.

2008-01-01

Although schools are not traditionally designed to provide intensive mental health services to children, they are in a position to create systems that foster mental health. By creating school-wide systems in which students are academically, behaviorally and socially successful, schools can integrate those essential protective factors shown to…

Does aggregate school-wide achievement mediate fifth grade outcomes for former early childhood education participants?

PubMed

Curenton, Stephanie M; Dong, Nianbo; Shen, Xiangjin

2015-07-01

This study used a multilevel mediation model to test the theory that former early childhood education (ECE) attendees' 5th grade achievement is mediated by the aggregate school-wide achievement of their elementary school. Aggregate school-wide achievement was defined as the percentage of 5th graders in a school who were at/above academic proficiency in reading or math. Research questions were: (a) Do ECE program participants have better achievement at 5th grade compared with their matched peers who did not participate in an ECE program?; and (b) Is the association between ECE attendance and 5th grade academic performance mediated by school-wide achievement? Results indicated that children who attended prekindergarten (pre-K) and child care outperformed their matched peers who had not attended ECE programs; conversely, those children who did not attend ECE actually outperformed their Head Start counterparts. Mediation analyses indicated that aggregate school-wide achievement at 5th grade partially mediated the association between former ECE attendance and 5th grade performance; however, these mediated effects were small. Overall, the size of the total effects of ECE and the 5th grade academic outcomes were consistent with prior studies. This research confirms the long-term effects of pre-K and child care until 5th grade. (c) 2015 APA, all rights reserved).

Using Curriculum-Based Measurements for Program Evaluation: Expanding Roles for School Psychologists

ERIC Educational Resources Information Center

Tusing, Mary E.; Breikjern, Nicholle A.

2017-01-01

Educators increasingly need to evaluate schoolwide reform efforts; however, complex program evaluations often are not feasible in schools. Through a case example, we provide a heuristic for program evaluation that is easily replicated in schools. Criterion-referenced interpretations of schoolwide screening data were used to evaluate outcomes…

Identifying Barriers and Facilitators in Implementing Schoolwide Positive Behavior Support

ERIC Educational Resources Information Center

Kincaid, Don; Childs, Karen; Blase, Karen A.; Wallace, Frances

2007-01-01

As the number of schools implementing systemic, schoolwide positive behavior support (PBS) processes expands (nationally, at least 5,000 schools are participating), increasing attention is being paid to the efficacy of implementation. This article describes a case study of the experiences of Florida's Positive Behavior Support Project, which used…

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2013 CFR

2013-07-01

... throughout a school so that all students, particularly the lowest-achieving students, demonstrate proficiency... with §§ 200.25 through 200.29. (f) Prekindergarten program. A school operating a schoolwide program may... improving the entire educational program of the school. (b) Eligibility. (1) A school may operate a...

Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D.

2015-01-01

The purpose of this exploratory study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years…

Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D.

2015-01-01

The purpose of this study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a…

Factors Related to Sustained Implementation of Schoolwide Positive Behavior Support

ERIC Educational Resources Information Center

McIntosh, Kent; Mercer, Sterett H.; Hume, Amanda E.; Frank, Jennifer L.; Turri, Mary G.; Mathews, Susanna

2013-01-01

The purpose of this study was to identify factors associated with sustainability of school-based interventions and the relative contributions of those factors to predicting sustained implementation of Schoolwide Positive Behavior Support (SWPBS). Participants were respondents from 217 schools across 14 U.S. states. Sustainability factors were…

Schoolwide Enrichment Model: Challenging All Children to Excel

ERIC Educational Resources Information Center

Beecher, Margaret

2010-01-01

This article summarizes how the components of the Schoolwide Enrichment Model were used to dramatically reduce the achievement gap in a school with a high at-risk student population. The theories of enrichment and instructional differentiation replaced an existing remedial paradigm and a strength-based methodology was embraced by the school…

Schoolwide Positive Behavior Supports and Students with Significant Disabilities: Where Are We?

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Enyart, Matt

2016-01-01

Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today,…

Factors Predicting Sustainability of the Schoolwide Positive Behavior Intervention Support Model

ERIC Educational Resources Information Center

Chitiyo, Jonathan; May, Michael E.

2018-01-01

The Schoolwide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the United States and abroad. Despite its widespread implementation, little research has examined factors that influence its sustainability. Informed by Rogers's diffusion theory, this study examined school personnel's…

Sustaining SWPBIS for Inclusive Behavior Instruction. Research to Practice Brief

ERIC Educational Resources Information Center

National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2017

2017-01-01

Inclusive Behavior Instruction features universal or schoolwide positive behavior interventions and supports in a multi-tiered system of support. Many schools use School-Wide Positive Behavior Intervention and Supports (SWPBIS; Horner et al., 2009) for this purpose. Andreau, McIntosh, Ross, and Kahn describe thirteen characteristics of…

The Role of Leadership Capacity in Sustaining the School Improvement Initiative of Schoolwide Positive Behavior Supports

ERIC Educational Resources Information Center

Combs, Christine; Martin, Barbara N.

2011-01-01

This article examines what occurred within schools successfully implementing and sustaining Schoolwide Positive Behavior Supports through the lens of leadership capacity. Leadership capacity, a broad-based, skillful participation in leadership, promotes the capabilities of many organizational members to lead. Researchers used quantitative analysis…

An Educators' Guide to Schoolwide Reform.

ERIC Educational Resources Information Center

American Institutes for Research, Washington, DC.

This guide examines claims for 24 schoolwide programs-- programs that promise to improve student learning by changing the entire school. Focusing on quantitative achievement measures such as test scores, grades, and graduation rates, the report was prepared for educators and others to assist them in their investigation of different approaches to…

An Analysis of Implementation Strategies in a School-Wide Vocabulary Intervention

ERIC Educational Resources Information Center

Roskos, Katheen A.; Moe, Jennifer Randazzo; Rosemary, Catherine

2017-01-01

From an improvement research perspective, this study explores strategies used to implement a school-wide vocabulary intervention into language arts instruction at an urban elementary school. Academic language time, an innovative change in the instructional delivery system, allots time and structure for deliberate teaching of cross-disciplinary…

Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports

ERIC Educational Resources Information Center

Feuerborn, Laura L.; Tyre, Ashli D.; Beaudoin, Kathleen

2018-01-01

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations--making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic…

Implementation of SWPBIS in High School: Why Is It Different?

ERIC Educational Resources Information Center

Flannery, K. Brigid; Kato, Mimi McGrath

2017-01-01

Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for…

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving... in general. (a) Purpose. (1) The purpose of a schoolwide program is to improve academic achievement... related to the State's academic standards under § 200.1. (2) The improved achievement is to result from...

Caring School Community[TM] (Formerly, the Child Development Project). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Caring School Community[TM]" ("CSC") is a modified version of a program formerly known as the "Child Development Project." The program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the "Child Development…

Design-based online teacher professional development to introduce integration of STEM in Pakistan

NASA Astrophysics Data System (ADS)

Anwar, Tasneem

In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.

Implementing goals for non-cognitive outcomes within a basic science course.

PubMed

Derstine, Pamela L

2002-09-01

An essential principle of competency-based education (CBE) is use of observable outcomes with assessments as judgments of competence based on defined criteria. Faculty are accustomed to using learning objectives as the defining criteria for knowledge, assessing students using written exams. Faculty are less familiar with how the principles of CBE are applied to other competencies. We recently adopted school-wide goals and objectives, modeled after the ACGME Outcomes Project. The present objective was to give faculty first-hand experience in CBE within a basic science course, including both cognitive and non-cognitive outcomes. The format for the learner-centered, first-year Cell and Molecular Biology course was previously described.(1) Course goals were that students: (1) gain an understanding of the principles and concepts of cell and molecular biology, (2) develop an appreciation for how these principles and concepts are important to medicine, (3) demonstrate an ability to think critically using these principles and concepts. Goal 1 was measured by written exams. We assumed goals 2 and 3 were met through small-group problem-solving sessions, and outcomes were not assessed. The revised 2001 course goals were to prepare students for medical knowledge and lifelong learning and communication and professionalism. The goals for medical knowledge and lifelong learning were to: (1) demonstrate ability to use principles and concepts of cell biology, molecular biology, and genetics to analyze medically relevant data, solve problems, make predictions, and determine a course of action; (2) effectively use information technology to search, evaluate, and critically review scientific evidence related to principles and concepts covered in the course; (3) use appropriate techniques to teach peers in a conference setting. The goals for communication and professionalism were to: (1) use appropriate skills and attitudes to collaborate effectively with peers and faculty to accomplish learning goals; (2) maintain a personal learning portfolio to develop habits of reflective learning, broaden understanding of content beyond recall, and enhance communication with faculty; (3) demonstrate personal integrity in meeting course requirements and in interactions with peers and faculty throughout the course. Goals for medical knowledge and lifelong learning were assessed by written exams and by separate tools utilizing four-point Likert scales (novice, advanced beginner, proficient, distinguished) with specific observable criteria for a written research paper and a group PowerPoint presentation. Faculty and student assessments generated a number that was combined with exam grades for a lettered competency grade. A 19-item, five-point Likert scale was used by students to self- and peer-assess goals for communication and professionalism. Small-group faculty facilitators used the tool to give formative feedback midcourse, summative feedback at course conclusion, and competency grades. The tools may be viewed at: . Faculty achieved enhanced understanding of students, assisted by descriptive criteria, while suggesting improvements in forms. Better agreement on criteria definitions and consistency in form use is needed. Students developed understanding and improved communication/professionalism skills, based on repeated exposures to criteria and feedback. It remains to be seen whether the skills are used/developed in other courses. A majority of students did not use the learning portfolio as envisioned. Better design and implementation of school-wide rather than course-specific reflective portfolios may increase use and integrate learning in all courses with all six competencies.

Investigating School-Wide Antecedents of Good Practice Dissemination from Individual Subject Projects

ERIC Educational Resources Information Center

Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are

2012-01-01

Good practice dissemination is an unsolved problem in education. This article describes how clear and "soft" leadership and perceptions of social and economic exchange operate in the bottom-up processes of school reforms and examines the relative impact of these factors on school-wide good practice dissemination and discusses how…

Evaluating a Social and Emotional Learning Curriculum, "Strong Kids", Implemented School-Wide

ERIC Educational Resources Information Center

Kramer, Thomas J.

2013-01-01

The goal of this study was to explore whether "Strong Kids" could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement "Strong Kids" as it was designed and whether they…

Implementing "Strong Kids" School-Wide to Reduce Internalizing Behaviors and Increase Prosocial Behaviors

ERIC Educational Resources Information Center

Kramer, Thomas J.; Caldarella, Paul; Young, K. Richard; Fischer, Lane; Warren, Jared S.

2014-01-01

Instruction and training in social and emotional learning (SEL) is an important component in addressing the emotional and behavioral needs of students. This study is the first to examine whether "Strong Kids", an SEL program, delivered school-wide in all classrooms, could result in decreased internalizing behaviors and increased…

Assessing Demographic and Schoolwide Positive Behavior Support Factors That Predict Disproportional Trends in Office Disciplinary Referals

ERIC Educational Resources Information Center

Schumann, Joan

2013-01-01

Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared to White/Caucasian students, such students are more likely to be disciplined in school settings. School-wide positive behavior support (SWPBS) is an intervention likely to improve disproportionate…

Practical Considerations in Creating School-Wide Positive Behavior Support in Public Schools

ERIC Educational Resources Information Center

Handler, Marcie W.; Rey, Jannette; Connell, James; Thier, Kimberly; Feinberg, Adam; Putnam, Robert

2007-01-01

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

National ESEA Chapter 1 Schoolwide Projects Conference.

ERIC Educational Resources Information Center

Cleveland Public Schools, OH.

This document is a collection of schoolwide compensatory education project plans for 22 elementary schools in the Cleveland (Ohio) Public Schools system, with funding provided by Chapter 1 of the Education Consolidation and Improvement Act. Chapter 1 project plans are included for the following schools: (1) Alfred A. Benesch; (2) Andrew J.…

Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

ERIC Educational Resources Information Center

Flannery, K. Brigid; Frank, Jennifer L.; Kato, Mimi McGrath; Doren, Bonnie; Fenning, Pamela

2013-01-01

Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility…

Implementing Schoolwide Positive Behavior Interventions and Supports in High Schools: Contextual Factors and Stages of Implementation

ERIC Educational Resources Information Center

Swain-Bradway, Jessica; Pinkney, Christopher; Flannery, K. Brigid

2015-01-01

Schoolwide positive behavior interventions and supports (SWPBIS) are an increasingly popular framework for school improvement practices, but many high schools are still lagging behind their elementary counterparts. High school leadership teams can struggle with merging the SWPBIS framework with current operations, and there are limited examples of…

Implementing the Schoolwide Enrichment Model in Brazil

ERIC Educational Resources Information Center

de Souza Fleith, Denise; Soriano de Alencar, Eunice M. L.

2010-01-01

The Schoolwide Enrichment Model (SEM) has been one of the most widely used models in the education of the gifted in Brazil. It has inspired the political and pedagogical project of the Centers of Activities of High Abilities/Giftedness recently implemented in 27 Brazilian states by the Ministry of Education. In this article, our experience in…

Schoolwide Mathematics Achievement within the Gifted Cluster Grouping Model

ERIC Educational Resources Information Center

Brulles, Dina; Peters, Scott J.; Saunders, Rachel

2012-01-01

An increasing number of schools are implementing gifted cluster grouping models as a cost-effective way to provide gifted services. This study is an example of comparative action research in the form of a quantitative case study that focused on mathematic achievement for nongifted students in a district that incorporated a schoolwide cluster…

The Schoolwide Enrichment Model: A Focus on Student Strengths and Interests

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Renzulli, Sally Reis

2010-01-01

This article includes an introduction to the Schoolwide Enrichment Model (SEM), with its three components: a total talent portfolio for each child, curriculum differentiation and modification, and enrichment opportunities from the Enrichment Triad Model. Also included is a brief history of the SEM and a summary of 30 years of research underlying…

Merging Empiricism and Humanism: Role of Social Validity in the School-Wide Positive Behavior Support Model

ERIC Educational Resources Information Center

Marchant, Michelle; Heath, Melissa Allen; Miramontes, Nancy Y.

2013-01-01

Criteria for evaluating behavior support programs are changing. Consumer-based educational and behavioral programs, such as School-Wide Positive Behavior Support (SWPBS), are particularly influenced by consumer opinion. Unfortunately, the need for and use of social validity measures have not received adequate attention in the empirical literature…

Variables Associated with Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

McIntosh, Kent; Kim, Jerin; Mercer, Sterett H.; Strickland-Cohen, M. Kathleen; Horner, Robert H.

2015-01-01

Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing school-wide positive behavioral interventions and supports (SWPBIS) were administered a research-validated measure of factors predicting…

Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

2016-01-01

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

School-Wide Proactive Approaches to Working with Students with Challenging Behaviors.

ERIC Educational Resources Information Center

Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.

This monograph presents highlights from a 2002 forum on school-wide approaches to working with students with challenging behaviors. The forum's focus was on ways to make systemic changes to create school environments that support the use of positive academic and behavioral interventions at the building and classroom levels. The following…

34 CFR 200.29 - Consolidation of funds in a schoolwide program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... committee established by the LEA under section 7114(c)(4) of the ESEA approves the inclusion of these funds... IDEA for that fiscal year, divided by the number of children with disabilities in the jurisdiction of the LEA, and multiplied by the number of children with disabilities participating in the schoolwide...

Maximizing Student Learning: The Effects of a Comprehensive School-Based Program for Preventing Problem Behaviors.

ERIC Educational Resources Information Center

Nelson, J. Ron; Martella, Ronald M.; Marchand-Martella, Nancy

2002-01-01

A study evaluated a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors implemented in seven elementary schools. The program included a school-wide discipline program, tutoring, conflict resolution, and functional behavioral intervention plans. Schools showed positive effects on…

Leadership Strategies for Successful Schoolwide Inclusion: The STAR Approach

ERIC Educational Resources Information Center

Munk, Dennis D.; Dempsey, Thomas L.

2010-01-01

Effective, "schoolwide" inclusion ensures the best outcomes for all students--but how can school teams knock down the barriers to inclusion and make sure it's happening across all classrooms? This concise book gives principals and other school leaders the solution they've been waiting for: a clear framework for leading inclusion efforts,…

The Impact of Teasing and Bullying on Schoolwide Academic Performance

ERIC Educational Resources Information Center

Lacey, Anna; Cornell, Dewey

2013-01-01

Hierarchical regression analyses conducted at the school level found that the perceived prevalence of teasing and bullying was predictive of schoolwide passing rates on state-mandated achievement testing used to meet No Child Left Behind requirements. These findings could not be attributed to the proportion of minority students in the school,…

Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

ERIC Educational Resources Information Center

Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

2012-01-01

Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students' Social, Emotional, and Academic Learning

ERIC Educational Resources Information Center

Anyon, Yolanda; Nicotera, Nicole; Veeh, Christopher A.

2016-01-01

Schoolwide interventions are among the most effective approaches for improving students' behavioral and academic outcomes. However, researchers have documented consistent challenges with implementation fidelity and have argued that school social workers should be engaged in efforts to improve treatment integrity. This study examines contextual…

Application of Economic Analysis to School-Wide Positive Behavior Support (SWPBS) Programs

ERIC Educational Resources Information Center

Blonigen, Bruce A.; Harbaugh, William T.; Singell, Larry D.; Horner, Robert H.; Irvin, Larry K.; Smolkowski, Keith S.

2008-01-01

The authors discuss how to use economic techniques to evaluate educational programs and show how to apply basic cost analysis to implementation of school-wide positive behavior support (SWPBS). A description of cost analysis concepts used for economic program evaluation is provided, emphasizing the suitability of these concepts for evaluating…

A Toolkit for Designing and Implementing Effective Title I Schoolwide Programs

ERIC Educational Resources Information Center

New, Wendy Jo; Rhines, Chris; Walter, Fran; Klekotka, Peggie

2005-01-01

This toolkit is designed to provide educational leaders with information, tools, resources, and practical examples to help schools to effectively implement Title I schoolwide programs. It is intended to serve as a useful resource for states, districts, and schools to use, along with other resources and technical support, to create or refine…

34 CFR 200.86 - Use of MEP funds in schoolwide projects.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Use of MEP funds in schoolwide projects. 200.86 Section 200.86 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...

Comparability of Fidelity Measures for Assessing Tier 1 School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert

2017-01-01

Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current…

School-Wide Positive Behavioral Interventions and Supports for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

McCurdy, Barry L.; Thomas, Lisa; Truckenmiller, Adrea; Rich, Sara House; Hillis-Clark, Patricia; Lopez, Juan Carlos

2016-01-01

This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school-wide positive behavioral interventions and supports in a self-contained school serving students with emotional and behavioral disorders. The traditional practices of a universal…

Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation

ERIC Educational Resources Information Center

Farkas, Melanie S.; Simonsen, Brandi; Migdole, Scott; Donovan, Mary E.; Clemens, Katharine; Cicchese, Victor

2012-01-01

The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging. This program evaluation provides additional…

Positive Behavior Supports: Tier 2 Interventions in Middle Schools

ERIC Educational Resources Information Center

Hoyle, Carol G.; Marshall, Kathleen J.; Yell, Mitchell L.

2011-01-01

School personnel are using Schoolwide Positive Behavior Supports in public schools throughout the United States. A number of studies have evaluated the universal level, or Tier 1, of Schoolwide Positive Behavior Supports. In this study, the authors describe and analyze the interventions offered as options for use for Tier 2 in middle schools…

Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Pinkelman, Sarah; McIntosh, Kent; Raspica, Caitlin; Berg, Tricia; Strickland-Cohen, M. Kathleen

2015-01-01

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of School-wide Positive Behavioral Interventions and Supports (SWPBIS). School personnel representing 860 schools implementing or preparing to implement SWPBIS completed an open-ended survey of factors regarding its sustainability.…

School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model.

PubMed

Beets, Michael W; Flay, Brian R; Vuchinich, Samuel; Acock, Alan C; Li, Kin-Kit; Allred, Carol

2008-12-01

Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.

Why Isn't Talent Development on the IEP? SEM and the Twice Exceptional Learner

ERIC Educational Resources Information Center

Baum, Susan; Novak, Cynthia

2010-01-01

Why isn't talent development included on the Individual Educational Plan of 2E students? Twice exceptional students have unique issues that respond especially well to a talent development approach especially within the context of the Schoolwide Enrichment Model. Through case studies and a review of successful projects using SEM with at risk…

How Can We Improve School Discipline?

ERIC Educational Resources Information Center

Osher, David; Bear, George G.; Sprague, Jeffrey R.; Doyle, Walter

2010-01-01

School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline…

Ready, Set, Integrate!

ERIC Educational Resources Information Center

McCombs, John

2003-01-01

Describes how the American Embassy School (AES) in New Delhi, India achieved school-wide technology integration. Discusses development of a new network; beginning to mentor; organizing the Technology Integration Plan (TIP) by software application; implementing the plan; assessing progress; and results, which overall, were positive. (AEF)

Impact of School-Wide Positive Behavior Supports on Student Behavior in the Middle Grades

ERIC Educational Resources Information Center

Nocera, Edmund J.; Whitbread, Kathleen M.; Nocera, Gene P.

2014-01-01

Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to…

Tapping into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Bosworth, Kris; Judkins, Maryann

2014-01-01

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

Scaling up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States with Documented Success

ERIC Educational Resources Information Center

Horner, Robert H.; Kincaid, Donald; Sugai, George; Lewis, Timothy; Eber, Lucille; Barrett, Susan; Dickey, Celeste Rossetto; Richter, Mary; Sullivan, Erin; Boezio, Cyndi; Algozzine, Bob; Reynolds, Heather; Johnson, Nanci

2014-01-01

Scaling of evidence-based practices in education has received extensive discussion but little empirical evaluation. We present here a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade. Each state has been…

School-Wide Positive Behavior Support: Effects on Academics and Behavior

ERIC Educational Resources Information Center

Beckley Yeager, Roberta

2016-01-01

Acting out behaviors is a hindrance to learning across the country. The school-wide positive behavior support (SWPBS) model is a behaviorally-based systems approach to addressing problem behaviors in our school today. The problem this study is designed to address is the issue that student misbehaviors and disruptions cause a loss of valuable…

Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support

ERIC Educational Resources Information Center

McIntosh, Kent; Campbell, Amy L.; Carter, Deborah Russell; Zumbo, Bruno D.

2009-01-01

Office discipline referrals (ODRs) are commonly used by school teams implementing schoolwide positive behavior support to indicate individual student need for additional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed (a) the concurrent validity of number…

School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

ERIC Educational Resources Information Center

Fox, Jon David

2013-01-01

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

Identifying Relationships between High-Risk Sexual Behaviors and Screening Positive for Chlamydia and Gonorrhea in School-Wide Screening Events

ERIC Educational Resources Information Center

Salerno, Jennifer; Darling-Fisher, Cindy; Hawkins, Nicole M.; Fraker, Elizabeth

2013-01-01

Background: This article describes a school-wide sexually transmitted infection (STI) screening to identify adolescent high-risk sexual behaviors, STI history/incidence, and presence of chlamydia and gonorrhea, and examines relationships between high-risk behaviors and screening positive for chlamydia and gonorrhea in an alternative high school…

Moving from I to Us: The Power of Action Research To Improve Students' Writing Performance.

ERIC Educational Resources Information Center

Miller, A. Christine; Cross, Lorraine

Project WATCH! (Writing Across the Curriculum Hawks!) was the 1999-2000 schoolwide action research project at the A.D. Henderson University School grades K-8. The study question, "How can teachers build schoolwide capacity to support improved student writing across the curriculum?", examined whole-school collaboration where all teachers understand…

The Schoolwide Cluster Grouping Model: Restructuring Gifted Education Services for the 21st Century

ERIC Educational Resources Information Center

Brulles, Dina; Winebrenner, Susan

2011-01-01

Schools today are experiencing dramatic changes in how they serve gifted students. Gifted programs that have prevailed for years are disappearing. In response, an increasing number of schools are turning to the Schoolwide Cluster Grouping Model (SCGM) to serve their gifted students. When implemented well, the SCGM represents one viable solution…

Brief Report: Assessing Attitudes toward Culturally and Contextually Relevant Schoolwide Positive Behavior Support Strategies

ERIC Educational Resources Information Center

Fallon, Lindsay M.; O'Keeffe, Breda V.; Gage, Nicholas A.; Sugai, George

2015-01-01

Given the increased interest and implementation of Schoolwide Positive Behavior Support (SWPBS) systems in schools in the United States, practitioners and researchers have become interested in how to improve implementation with students and staff from a wide range of cultural backgrounds. Fallon, O'Keeffe, and Sugai (2012) reviewed the literature…

Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns from 1,510 Schools Nationwide

ERIC Educational Resources Information Center

Spaulding, Scott A.; Irvin, Larry K.; Horner, Robert H.; May, Seth L.; Emeldi, Monica; Tobin, Tary J.; Sugai, George

2010-01-01

Office discipline referral (ODR) data provide useful information about problem behavior and consequence patterns, social-behavioral climates, and effects of social-behavioral interventions in schools. The authors report patterns of ODRs and subsequent administrative decisions from 1,510 schools nationwide that used the School-Wide Information…

Yoga as a School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Accardo, Amy L.

2017-01-01

A yoga-based school-wide positive behavior support (SWPBS) may provide a foundation for teaching mindfulness and self-regulation in K-12 schools. Here, the use of yoga as a SWPBS was examined through a review of existing literature and interviews of yoga program facilitators. Yoga was reported to be effective as a pedagogical approach, and found…

Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems: Current Evidence and Future Directions

ERIC Educational Resources Information Center

McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D.

2014-01-01

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…

Effects of School-Wide Positive Behavior Support on Internalizing Problems: Current Evidence and Future Directions

ERIC Educational Resources Information Center

McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D.

2014-01-01

School-wide Positive Behavior Support (SWPBS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is worthwhile to examine…

School-Wide Positive Behavioral Interventions and Supports: A Snapshot of Implementation in Schools Serving Students with Significant Disabilities

ERIC Educational Resources Information Center

Schelling, Amy L.; Harris, Monica L.

2016-01-01

Implementation of school-wide positive behavioral interventions and supports (SWPBIS) in K-12 schools is well documented in the literature. However, far less documentation can be found in the literature related to its implementation with students with significant intellectual and other developmental disabilities being served in either typical or…

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert

2016-01-01

In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we…

Average Treatment Effect of School-Wide Positive Behavioral Interventions and Supports on School-Level Academic Achievement in Florida

ERIC Educational Resources Information Center

Gage, Nicholas A.; Leite, Walter; Childs, Karen; Kincaid, Don

2017-01-01

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social…

A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement

ERIC Educational Resources Information Center

Betters-Bubon, Jennifer

2012-01-01

School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal…

A Presidential Election Simulation: Creating a School-Wide Interdisciplinary Program

ERIC Educational Resources Information Center

Joyce, Helen M.

2008-01-01

Given the low turnout among younger voters, it is important to seek innovative ways of engaging students in the electoral process, and a presidential year like this one offers exciting opportunities for doing so. In this article, the author describes her experiences with a schoolwide project designed by herself and colleagues that simulates the…

Implementing Check in/Check out for Students with Intellectual Disability in Self-Contained Classrooms

ERIC Educational Resources Information Center

Boden, Lauren J.; Ennis, Robin P.; Jolivette, Kristine

2012-01-01

Check in/check out (CICO) is a secondary-tier intervention implemented within the framework of schoolwide positive behavior interventions and supports (SWPBIS) that uses school-based contingencies to encourage positive behavior. CICO is a five-step cycle which uses daily progress report cards (DPR) to monitor progress toward schoolwide or…

The Impact of School-Wide Positive Behavioral Interventions and Supports (PBIS) on the Organizational Health of Elementary Schools

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Koth, Christine W.; Bevans, Katherine B.; Ialongo, Nicholas; Leaf, Philip J.

2008-01-01

Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments…

Appreciative Inquiry of Texas Elementary Classroom Assessment: Action Research for a School-Wide Framework

ERIC Educational Resources Information Center

Clint, Frank Anthony

2012-01-01

This qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly measurement that failed to track progress over time and failed to…

How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools

ERIC Educational Resources Information Center

Feuerborn, Laura L.; Tyre, Ashli D.

2016-01-01

Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level…

Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

ERIC Educational Resources Information Center

Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

2016-01-01

This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

Effects of Coaching on Teachers' Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies

ERIC Educational Resources Information Center

Bethune, Keri S.

2017-01-01

Fidelity of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) procedures within schools is critical to the success of the program. Coaching has been suggested as one approach to helping ensure accuracy of implementation of SWPBIS plans. This study used a multiple baseline across participants design to examine…

Case Study on the Implementation of School-Wide Positive Behavioral Interventions and Supports in an Alternative Educational Setting

ERIC Educational Resources Information Center

Gelbar, Nicholas W.; Jaffery, Rose; Stein, Ravit; Cymbala, Heather

2015-01-01

School-wide positive behavior interventions and supports (SW-PBIS) can effectively reduce problem behaviors and simultaneously increase pro-social behaviors in general education settings. SW-PBIS is not a "packaged" intervention, but a framework through which schools create systemic changes for promoting expected behaviors, while also…

Human Rights/Human Needs.

ERIC Educational Resources Information Center

Canning, Cynthia

1978-01-01

The faculty of Holy Names High School developed an interdisciplinary human rights program with school-wide activities focusing on three selected themes: the United Nations Universal Declaration of Human Rights, in conjunction with Human Rights Week; Food; and Women. This article outlines major program activities. (SJL)

Examining the Relationship among Opportunity, Inclusion, and Choice.

ERIC Educational Resources Information Center

Franquiz, Maria E.; Reyes, Maria de la Luz

2000-01-01

Describes the multicultural language practices used at Western Hills Elementary School in Denver, Colorado. Discusses social and cultural dimensions of learning and their relationships to second language acquisition. Describes exploring cultural diversity through school-wide themes, encouraging second-language development for teachers and…

Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings from a Randomized Controlled Effectiveness Trial

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Waasdorp, Tracy E.; Leaf, Philip J.

2015-01-01

School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the…

Staying on the Journey: Maintaining a Change Momentum with PB4L "School-Wide"

ERIC Educational Resources Information Center

Boyd, Sally

2016-01-01

How do schools maintain momentum with change and enter new cycles of growth when they are attempting to do things differently? This article draws on a two-year evaluation of the "Positive Behaviour for Learning School-Wide" initiative to identify key factors that enabled schools to engage in a long-term and iterative change process.…

The Effects of Principals' Leadership Styles, Teacher Efficacy, and Teachers' Trust in Their Principals on Student Achievement

ERIC Educational Resources Information Center

Bozman, Charles E., Sr.

2011-01-01

The purpose of the study was to determine the relationship between the principals' leadership behavioral style, teacher' efficacious beliefs, and teachers' trust in the principal to the schools' graduation rate, the ACT and TCAP writing assessment school-wide averages, and the AYP English/reading and AYP mathematics school-wide. Working on the…

Integrating Ancient Nanyin Music within an Interdisciplinary and National Education School-Wide Curriculum: An Australian-Singaporean Collaborative Arts Education Project

ERIC Educational Resources Information Center

Leong, Samuel

2005-01-01

This article describes a school-wide arts education project that incorporates an interdisciplinary approach involving an Australian university, the Singapore Ministry of Education, the Singapore National Arts Council, a community music association, and a local primary school. The Project engages young school children with Nanyin music, an ancient…

Case Studies of Successful Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations. Research Monograph Series. RM10204

ERIC Educational Resources Information Center

Reis, Sally M.; Little, Catherine A.; Fogarty, Elizabeth; Housand, Angela M.; Housand, Brian C.; Sweeny, Sheelah M.; Eckert, Rebecca D.; Muller, Lisa M.

2010-01-01

The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into 11 in-depth school case studies…

A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

ERIC Educational Resources Information Center

Horner, Robert H.; Sugai, George; Smolkowski, Keith; Eber, Lucille; Nakasato, Jean; Todd, Anne W.; Esperanza, Jody

2009-01-01

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the…

Leading Education Reform Initiatives: How SWIFT (Schoolwide Integrated Framework for Transformation) Coordinates and Enhances Impact. Issue Brief #2

ERIC Educational Resources Information Center

Kingston, Mary; Richards, Curtis; Blank, Rolf; Stonemeier, Jennifer; Trader, Barbara; East, Bill

2014-01-01

In this Issue Brief we discuss the impact that the Schoolwide Integrated Framework for Transformation (SWIFT) has on improving the outcomes of several current federal, state, district, and school education reform initiatives. Federal initiatives include Race to the Top, School Improvement Grants, and Campaign for Grade-Level Reading; Common Core…

What New York City's Experiment with Schoolwide Performance Bonuses Tells Us about Pay for Performance. Research Brief

ERIC Educational Resources Information Center

Li, Jennifer

2011-01-01

In the 2007-2008 school year, the New York City Department of Education (NYCDOE) and the United Federation of Teachers (UFT) implemented the Schoolwide Performance Bonus Program (SPBP). With funding from The Fund for Public Schools and the National Center on Performance Incentives, researchers from the RAND Corporation and Vanderbilt University…

A School-Wide Three-Tiered Program of Social Skills Intervention: Results of a Three-Year Cohort Study

ERIC Educational Resources Information Center

Albrecht, Susan Fread; Mathur, Sarup R.; Jones, Ruth E.; Alazemi, Saad

2015-01-01

The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (START[superscript Plus]) includes components of social skills training at the…

Evaluation of Social and Academic Effects of School-Wide Positive Behaviour Support in a Canadian School District

ERIC Educational Resources Information Center

McIntosh, Kent; Bennett, Joanna L.; Price, Kathy

2011-01-01

This article discusses School-wide Positive Behaviour Support (SWPBS), an evidence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effectiveness of SWPBS in a district. We…

Addressing Disproportionate Discipline Practices within a School-Wide Positive Behavioral Interventions and Supports Framework: A Practical Guide for Calculating and Using Disproportionality Rates

ERIC Educational Resources Information Center

Boneshefski, Michael J.; Runge, Timothy J.

2014-01-01

Culturally responsible implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) requires that schools monitor indices of disciplinary practices among minority groups. School teams are encouraged to calculate risk indices and risk ratios to evaluate the extent to which students of all groups are removed from classrooms…

The Relationship between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes

ERIC Educational Resources Information Center

Childs, Karen Elfner; Kincaid, Don; George, Heather Peshak; Gage, Nicholas A.

2016-01-01

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals…

The Effectiveness of Title I Schoolwide Projects: A Synthesis of Findings from the First Years of Evaluation.

ERIC Educational Resources Information Center

Wong, Kenneth K.; Meyer, Stephen J.

The 1988 Hawkins-Stafford Elementary and Secondary School Improvement Amendments to Chapter 1 (now Title I) have enabled broad expansion of Title I schoolwide projects. The regulatory changes provide funding to entire schools, rather than targeting services to meet the needs of the most disadvantaged subpopulations. This paper reviews what is…

The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

ERIC Educational Resources Information Center

Amis, Sarah Anne

2013-01-01

This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

A Reexamination of the Psychometric Properties of the "School-Wide Evaluation Tool" (SET)

ERIC Educational Resources Information Center

Vincent, Claudia; Spaulding, Scott; Tobin, Tary Jeanne

2010-01-01

As a follow-up to Horner et al., this study focuses on the internal consistency and validity of the School-wide Evaluation Tool (SET) at all school levels. Analyzing SET data from 833 elementary, 264 middle, and 93 high schools, the authors focused on (a) describing commonalities and differences in SET data across the school levels, (b) assessing…

The Effects of School-Wide Positive Behavior Support on Middle School Climate and Student Outcomes

ERIC Educational Resources Information Center

Caldarella, Paul; Shatzer, Ryan H.; Gray, Kristy M.; Young, K. Richard; Young, Ellie L.

2011-01-01

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest)…

A High School Counselor's Leadership in Providing School-Wide Screenings for Depression and Enhancing Suicide Awareness

ERIC Educational Resources Information Center

Erickson, Anne; Abel, Nicholas R.

2013-01-01

The prevalence of mental health issues and suicidal thoughts and actions among school-aged children and adolescents is a serious issue. This article examines the scope of the problem nationwide and provides a brief overview of the literature regarding the effectiveness of school-wide screening programs for depression and suicide risk. The authors…

Leading School-Wide Improvement in Low-Performing Schools Facing Conditions of Accountability: Key Actions and Considerations

ERIC Educational Resources Information Center

Cosner, Shelby; Jones, Mary F.

2016-01-01

Purpose: The purpose of this paper is to advance a framework that identifies three key domains of work and a set of more nuanced considerations and actions within each domain for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. Design/methodology/approach: Review of…

The Staff Perceptions of Behavior and Discipline Survey: A Tool to Help Achieve Systemic Change through Schoolwide Positive Behavior Support

ERIC Educational Resources Information Center

Feuerborn, Laura L.; Tyre, Ashli D.; King, Joe P.

2015-01-01

The practices of schoolwide positive behavior support (SWPBS) are dependent on staff implementation in classroom and common areas throughout the school. Thus, gaining the support and commitment of school staff is a critical step toward reaching full implementation of SWPBS. However, achieving buildingwide support can be challenging; many schools…

The Minority Report: The Concerns of Staff Opposed to Schoolwide Positive Behavior Interventions and Supports in Their Schools

ERIC Educational Resources Information Center

Tyre, Ashli D.; Feuerborn, Laura L.

2017-01-01

Low staff support for schoolwide positive behavior interventions and supports (SWPBIS) is a barrier to implementation and sustainability. In this qualitative study, we identify staff opposed to SWPBIS among staff in 36 schools across 9 districts in western Washington. Nonsupportive staff (n = 44) are compared to supportive staff (n = 1,166) on…

A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses. Final Evaluation Report. Monograph

ERIC Educational Resources Information Center

Marsh, Julie A.; Springer, Matthew G.; McCaffrey, Daniel F.; Yuan, Kun; Epstein, Scott; Koppich, Julia; Kalra, Nidhi; DiMartino, Catherine; Peng, Art

2011-01-01

In the 2007-2008 school year, the New York City Department of Education and the United Federation of Teachers jointly implemented the Schoolwide Performance Bonus Program in a random sample of the city's high-needs public schools. The program lasted for three school years, and its broad objective was to improve student performance through…

Affirming Irregular Spaces in a School-Wide Curriculum Initiative: A Place for the Animals

ERIC Educational Resources Information Center

Lynch, Julianne; Herbert, Sandra

2015-01-01

School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012,…

The Implementation of Life Space Crisis Intervention as a School-Wide Strategy for Reducing Violence and Supporting Students' Continuation in Public Schools

ERIC Educational Resources Information Center

Ramin, John E.

2011-01-01

The purpose of this study was to explore the effectiveness of implementing Life Space Crisis Intervention as a school-wide strategy for reducing school violence. Life Space Crisis Intervention (LSCI) is a strength-based verbal interaction strategy (Long, Fecser, Wood, 2001). LSCI utilizes naturally occurring crisis situations as teachable…

Time for a Change

ERIC Educational Resources Information Center

McCann, Florence; Millsap-Shobert, Katie; Schmidt, Sherland Ann; Falsarella, Carell

2010-01-01

Fifth graders in Mrs. Caldwell's class would soon experience a "change" as they made the transition from elementary to middle school. Participation in classroom inquiry investigations and schoolwide science enrichment events had already developed students' enthusiasm for science; here was an opportunity to solidify that enthusiasm. Guest science…

The Development of Talent in Young Adults with Williams Syndrome: An Exploratory Study of Ecological Influences

ERIC Educational Resources Information Center

Milne, Harry

2004-01-01

This mixed methods study employed comparative, case-study methodology to explore influences affecting the development of musical interests and achievements in eight female and eight male young adults with Williams Syndrome. Components of the "Schoolwide Enrichment Model"; (Renzulli & Reis, 1997b) were used to guide the study. Caregivers completed…

An Alternative Approach to School Development: The Children Are the Evidence

ERIC Educational Resources Information Center

Drummond, Mary Jane; Hart, Susan

2013-01-01

In this article, the authors describe the alternative approach to school development taken by the head teacher and staff of a primary school in Hertfordshire. Their approach is based on a resolutely optimistic and anti-determinist view of every child's capacity to learn, and their commitment to working as a school-wide community of learners. The…

Lessons Learned from My Students: The Impact of SEM Teaching and Learning on Affective Development

ERIC Educational Resources Information Center

Hebert, Thomas P.

2010-01-01

Through reflection on his years as an enrichment teacher in Schoolwide Enrichment Model (SEM) programs, the author describes significant ways the social and emotional development of his students was shaped by their involvement in enriched teaching and learning. Through portraits of his students engaged in Type II and Type III enrichment, the…

Implementing a Cross-District Principal Mentoring Program: A Human Resources Approach to Developing Midcareer Principals' Leadership Capacities

ERIC Educational Resources Information Center

Della Sala, Matthew R.; Klar, Hans W.; Lindle, Jane Clark; Reese, Kenyae L.; Knoeppel, Robert C.; Campbell, Michael; Buskey, Frederick C.

2013-01-01

Despite the key role that principals play in leading schoolwide change, districts' efforts to support principals are often limited, particularly in rural settings. In this article, we report the preliminary findings of a cross-district mentoring program for nine midcareer rural school principals. The collaboratively developed human resource…

Response to Intervention and Continuous School Improvement: Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System

ERIC Educational Resources Information Center

Bernhardt, Victoria L.; Hebert, Connie L.

2011-01-01

Ensure the success of your school and improve the learning of "all" students by implementing Response-to-Intervention (RTI) as part of a continuous school improvement (CSI) process. This book shows you how to get your entire staff working together to design, implement, and evaluate a schoolwide prevention system. With specific examples, CSI expert…

Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

ERIC Educational Resources Information Center

Choi, Jeong Hoon; Meisenheimer, Jessica M.; McCart, Amy B.; Sailor, Wayne

2017-01-01

The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used…

Multi-Tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District

ERIC Educational Resources Information Center

Haynes, Heather A.

2012-01-01

This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide in 32 elementary schools. When a three-tiered framework is applied schoolwide, with all students and addressing academic and/or behavioral curricular instruction, it is…

Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on Problem Behaviour and Academic Achievement in a Canadian Elementary School

ERIC Educational Resources Information Center

Kelm, Joanna L.; McIntosh, Kent; Cooley, Sharon

2014-01-01

Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student…

School-Wide Positive Behavior Support: Can It Help Address the Problem of Disproportionate Minority Representation in the Emotional Disturbance Disability Category?

ERIC Educational Resources Information Center

Porter, Jodi Abraham

2012-01-01

This research project investigated the possibility of School-Wide Positive Behavior Support (SWPBS) as a way to address racial/ethnic disproportionality in the Emotional Disturbance (ED) category. The sample consisted of 114 elementary schools from a suburban school district in the Mid-Atlantic region. There were 57 SWPBS schools and 57 non-SWPBS…

Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the "Journal of Positive Behavior Interventions"

ERIC Educational Resources Information Center

Ögülmüs, Kürsat; Vuran, Sezgin

2016-01-01

Schoolwide Positive Behavioral Interventions and Support (SWPBIS) focuses on interventions in order to meet the social behavioral demands of schools with the help of a three-tiered model. The main aim in SWPBIS is to ensure behavioral success and academic achievement of students in schools. By analyzing the related studies it was seen that there…

A Practical Protocol for Situating Evidence-Based Mental Health Programs and Practices within School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Runge, Timothy J.; Knoster, Timothy P.; Moerer, Deanna; Breinich, Todd; Palmiero, James

2017-01-01

Schools have limited experience and little guidance to identify and install evidence-based and promising programs and practices/interventions (EBPs) within advanced tiers of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). One form of guidance is the Hexagon Tool which can be used to ensure a match between the EBP and student…

Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School

ERIC Educational Resources Information Center

Christofferson, Remi Dabney; Callahan, Kathe

2015-01-01

This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage…

Response to Intervention and Continuous School Improvement: How to Design, Implement, Monitor, and Evaluate a School-Wide Prevention System, 2nd Edition

ERIC Educational Resources Information Center

Bernhardt, Victoria L.; Hébert, Connie L.

2017-01-01

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

Secondary and Tertiary Support Systems in Schools Implementing School-Wide Positive Behavioral Interventions and Supports: A Preliminary Descriptive Analysis

ERIC Educational Resources Information Center

Debnam, Katrina J.; Pas, Elise T.; Bradshaw, Catherine P.

2012-01-01

More than 14,000 schools nationwide have been trained in School-Wide Positive Behavioral Interventions and Supports (SWPBIS), which aims both to reduce behavior problems and to promote a positive school climate. However, there remains a need to understand the programs and services provided to children who are not responding adequately to the…

Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

ERIC Educational Resources Information Center

McIntosh, Kent; Massar, Michelle M.; Algozzine, Robert F.; George, Heather Peshak; Horner, Robert H.; Lewis, Timothy J.; Swain-Bradway, Jessica

2017-01-01

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The "SWPBIS Tiered Fidelity…

Reshaping Catholic Secondary School Curriculum through Culminating Portfolios

ERIC Educational Resources Information Center

Ryan, Mark P.

2004-01-01

This study analyzes qualitative data on student perceptions and curriculum transformation from a schoolwide culminating portfolio program of a small, urban, archdiocesan Catholic high school located on the West Coast. Over 4 years, all graduating students (n = 102) developed culminating portfolios, evidencing their accomplishment of specific…

Ideas for Medical Education: The Quarterly Profile Examination.

ERIC Educational Resources Information Center

Arnold, Louise; Willoughby, T. Lee

1990-01-01

The school of medicine of the University of Missouri--Kansas City developed the Quarterly Profile Examination, a schoolwide, longitudinal comprehensive examination of knowledge acquisition and retention, to satisfy internal and external requirements for assessment. The system is seen as effective in fostering problem-based and independent learning…

A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model: The Importance of Talent Development in a Global World

ERIC Educational Resources Information Center

Hernández-Torrano, Daniel; Saranli, Adile Gulsah

2015-01-01

Gifted education and talent development are considered today as key elements for developing human capital and increasing competitiveness within education and the economy. Within this framework, a growing number of countries have begun to invest large amounts of resources to discover and nurture their most able students. As boundaries and…

A Case Study of the Progressive Impact of School-Wide Positive Behavior Support on Five Selected Student Performance Factors in a Missouri K-12 Alternative Public School

ERIC Educational Resources Information Center

Becker, Colleen Gilday

2013-01-01

The purpose of this case study was to examine the School-Wide Positive Behavior Support (SWPBS) impact on five selected student performance factors. A literature review revealed there have been many SWPBS research studies regarding traditional public schools. However, there have not been any published empirical SWPBS studies involving K-12…

Positive Behavioral Interventions and Supports in New Hampshire: Effects of Large-Scale Implementation of Schoolwide Positive Behavior Support on Student Discipline and Academic Achievement

ERIC Educational Resources Information Center

Muscott, Howard S.; Mann, Eric L.; LeBrun, Marcel R.

2008-01-01

This evaluation report presents outcomes for the first cohort of 28 early childhood education programs and K-12 schools involved in implementing schoolwide positive behavior support as part of a statewide systems change initiative that began in New Hampshire in 2002. Results indicate that the overwhelming majority of schools were able to implement…

School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance.

PubMed

Horner, Robert H; Sugai, George

2015-05-01

School-wide Positive Behavioral Interventions and Supports (PBIS) is an example of applied behavior analysis implemented at a scale of social importance. In this paper, PBIS is defined and the contributions of behavior analysis in shaping both the content and implementation of PBIS are reviewed. Specific lessons learned from implementation of PBIS over the past 20 years are summarized.

A Case Example of the Implementation of Schoolwide Positive Behavior Support in a High School Setting Using Change Point Test Analysis

ERIC Educational Resources Information Center

Bohanon, Hank; Fenning, Pamela; Hicks, Kira; Weber, Stacey; Thier, Kimberly; Aikins, Brigit; Morrissey, Kelly; Briggs, Alissa; Bartucci, Gina; McArdle, Lauren; Hoeper, Lisa; Irvin, Larry

2012-01-01

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are…

New York City's School-Wide Bonus Pay Program: Early Evidence from a Randomized Trial. Working Paper 2009-02

ERIC Educational Resources Information Center

Springer, Matthew G.; Winters, Marcus A.

2009-01-01

In this paper, we examine the impact of New York City's School-Wide Performance Bonus Program (SPBP) on student outcomes and the school learning environment. The SPBP is a pay-for-performance program that was implemented in approximately 200 K-12 public schools midway into the 2007-08 school year. Participating schools can earn bonus awards of up…

A Preliminary Investigation Examining the Use of Minor Discipline Referral Data to Identify Students at Risk for Behavioral Difficulties: Observations within Systems of Schoolwide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Cavanaugh, Brian

2016-01-01

Within multitiered behavioral frameworks such as schoolwide positive behavior interventions and supports (SWPBIS), it is recommended that schools use multiple sources of data to identify students at risk who may benefit from additional intervention. To date, much of the research in this area has focused on examining either systematic screening…

Going beyond the Basics to Reach All Children

ERIC Educational Resources Information Center

Fisher-Doiron, Norma; Irvine, Susan

2009-01-01

In collaboration with the Neag Center for Gifted Education and Talent Development at the University of Connecticut, and with the guidance of its directors, Joseph Renzulli and Sally Reis, the Southeast Elementary School in Mansfield, Connecticut, has implemented the schoolwide enrichment model (SEM), a program designed to enhance learning and…

Bicentennial Source Book, Level I, K-2.

ERIC Educational Resources Information Center

Herb, Sharon; And Others

This student activities source book is one of a series of four developed by the Carroll County Public School System, Maryland, for celebration of the Bicentennial. It is specifically designed to generate ideas integrating the Bicentennial celebration into various disciplines, classroom activities, and school-wide events at the kindergarten through…

Stop the Drinking Driver: A Behavioral School-Based Prevention Program.

ERIC Educational Resources Information Center

Yates, Bruce A.; Dowrick, Peter W.

1991-01-01

Presents drinking and driving project focusing on friends and peers of high risk teenage drivers using modeling, positive peer pressure, and assertive skills training. Program includes schoolwide assembly and classroom development of strategies to prevent friends from drinking and driving. Evaluation survey results indicated that majority of…

Screening in School-Wide Positive Behavior Supports: Methodological Comparisons

ERIC Educational Resources Information Center

Hall, Morgan

2012-01-01

Many schools have adopted programming designed to promote students' behavioral aptitude. A specific type of programming with this focus is School Wide Positive Behavior Supports (SWPBS), which combines positive behavior techniques with a system wide problem solving model. Aspects of this model are still being developed in the research…

Bicentennial Source Book, Level II, Grades 3-5.

ERIC Educational Resources Information Center

Orth, Nancy; And Others

This study activities source book is one of a series of four developed by the Carroll County Public School System, Maryland, for celebration of the Bicentennial. It is specifically designed to generate ideas integrating the Bicentennial celebration into various disciplines, classroom activities, and school-wide events at the third grade through…

Student Achievement in Title I Schools

ERIC Educational Resources Information Center

Diaz, Abby T.

2017-01-01

This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to…

Positive Strategies for Students with Behavior Problems

ERIC Educational Resources Information Center

Crimmins, Daniel; Farrell, Anne F.; Smith, Philip W.; Bailey, Alison

2007-01-01

When a student's challenging behavior can not be resolved through either traditional disciplinary approaches or schoolwide positive behavior support (PBS), what can a teacher do next? This manual has effective solutions for educators from grades K-12. Developed specifically for use with children with persistent or severe behavior problems, this…

Secondary Schools Included: A Literature Review

ERIC Educational Resources Information Center

De Vroey, Annet; Struyf, Elke; Petry, Katja

2016-01-01

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in…

University Facilitation of School Restructuring: Critical Milestones for Organization Transformation.

ERIC Educational Resources Information Center

Davidson, Betty M.; Allen-Haynes, Leetta

Critical milestones in the university facilitation of meaningful school reform in schools serving at-risk students--schoolwide assessment, cadre-based planning, and pilot testing of new strategies--are examined in this paper. A training and facilitation mechanism developed by the University of New Orleans' (UNO) Louisiana Accelerated Schools…

Making American Literatures in High School.

ERIC Educational Resources Information Center

Shaheen, Peter

1999-01-01

Describes how a Martin Luther King Program Series developed from a school-wide effort to "cherish differences and honor common humanity." Provides a brief description of three events from that series: (1) a coffee house poetry night; (2) a Martin Luther King day program; and (3) a Harlem Dance Company program, "Dancing Through…

The Zero Program

ERIC Educational Resources Information Center

Roland, Erling; Midthassel, Unni Vere

2012-01-01

Zero is a schoolwide antibullying program developed by the Centre for Behavioural Research at the University of Stavanger, Norway. It is based on three main principles: a zero vision of bullying, collective commitment among all employees at the school using the program, and continuing work. Based on these principles, the program aims to reduce…

Share and Succeed: The Development of Knowledge Sharing and Brokerage in Data Teams' Network Structures

ERIC Educational Resources Information Center

Hubers, Mireille D.; Moolenaar, Nienke M.; Schildkamp, Kim; Daly, Alan J.; Handelzalts, Adam; Pieters, Jules M.

2018-01-01

The data team intervention was designed to support Dutch secondary schools in using data while developing a solution to an educational problem. A data team can build school-wide capacity for data use through knowledge sharing among data team members, and knowledge brokerage between the team and other colleagues. The goal of this mixed-methods…

Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

NASA Astrophysics Data System (ADS)

Irish, Teresa J.

The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture. This research contributes to the knowledge base related to building STEM PLCs aimed at improving K-12 teacher content and pedagogical knowledge as well as student learning and achievement in STEM education.

School Governance Structures that Foster Friendship in the Elementary School.

ERIC Educational Resources Information Center

Kuhmerker, Lisa

1989-01-01

Uses examples from the Schaefer School in Tappan (New York) to illustrate how an elementary school can develop an educational climate that fosters friendship, the key to student socialization. Discusses the following areas: (1) classroom activities; (2) school-wide democratic governance structures; (3) support staff roles; and (4) time scheduling.…

Wiki Writers: Students and Teachers Making Connections across Communities

ERIC Educational Resources Information Center

Andes, Laurie; Claggett, Elizabeth

2011-01-01

Expressions of delight and anticipation are a direct result of a schoolwide writing program designed by teachers to develop language skills in special education students. These second graders participated in a writing project that made use of wikis to facilitate collaboration among the students, parents, teachers, and university members of their…

Implementation and Early Outcomes of the Comprehensive School Reform Demonstration (CSRD) Program. Doc # 2004-15

ERIC Educational Resources Information Center

LaPointe, Michelle; Stullich, Stephanie

2004-01-01

The Comprehensive School Reform (CSR) program provides financial assistance to help schools develop and implement systematic approaches to schoolwide improvement that are grounded in scientifically based research and effective practices. The goal of the program is to enable all children to meet challenging state academic content and achievement…

Building a Culture of Engagement through Participatory Feedback Processes

ERIC Educational Resources Information Center

Hatchimonji, Danielle R.; Linsky, Arielle V.; DeMarchena, Sarah; Nayman, Samuel J.; Kim, Sarah; Elias, Maurice J.

2018-01-01

In response to school environments in which teachers and students feel disconnected from the learning process, we developed a three-part curriculum feedback system with the goal of creating a school-wide culture of engagement through participatory feedback processes. Here we describe the barriers to participation and ownership that are addressed…

Cultivating Noble Purpose in Urban Middle Schools: A Missing Piece in School Transformation

ERIC Educational Resources Information Center

Hatchimonji, Danielle R.; Linsky, Arielle V.; Elias, Maurice J.

2017-01-01

In urban schools overwhelmed by increasing demands to raise test scores, exclusive focus on increasing academic competencies has proven ineffective. School-wide, comprehensive social-emotional and character development (SECD), focused on the cultivation of Noble Purpose, provides an alternative pathway toward life, college, and career success. We…

From Shop to Shakespeare: Interdisciplinary Instruction at Auburn High School, Riner, Virginia.

ERIC Educational Resources Information Center

Bull, Steve; Sauter, Jerry; Harris, Kevan; Sumner, Bonnie; Jervis, Charles; Miller, Bob; Turner, Pat

This paper provides an overview of the interdisciplinary program at Auburn High School, a small high school in Riner, Virginia, and describes a recent schoolwide project to construct an Elizabethan gazebo and Shakespeare garden. To develop interdisciplinary units, the teachers begin by brainstorming ideas, looking for overlapping content. The next…

Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention. Practical Intervention in the Schools Series

ERIC Educational Resources Information Center

Miller, David N.

2011-01-01

Meeting a crucial need, this book distills the best current knowledge on child and adolescent suicide prevention into comprehensive guidelines for school-based practitioners. The author draws on extensive research and clinical experience to provide best-practice recommendations for developing schoolwide prevention programs, conducting risk…

Secondary Prevention in the Urban School: Implementing the Behavior Education Program

ERIC Educational Resources Information Center

McCurdy, Barry L.; Kunsch, Catherine; Reibstein, Sally

2007-01-01

Urban school officials face the challenge of a growing number of students with or at-risk for developing antisocial behavior. The school-wide positive behavior support (PBS) model provides a comprehensive structure for schools to address antisocial behavior more effectively. In this article, the authors document, in case study format, the…

Communicate and Motivate: The School Leader's Guide to Effective Communication

ERIC Educational Resources Information Center

Arneson, Shelly

2011-01-01

Develop the skills you need to communicate effectively and in ways that motivate your faculty towards success. Written especially for principals and other administrators, this book will empower you to communicate well as you work to promote a student-centered environment best suited to schoolwide achievement. Learn to approach one-on-one…

Critical Literacy for School Improvement: An Action Research Project

ERIC Educational Resources Information Center

Cooper, Karyn; White, Robert E.

2008-01-01

This article provides an overview of the integrative process of initiating an action research project on literacy for students "at risk" in a Canadian urban elementary school. As the article demonstrates, this requires development of a school-wide framework, which informs the action research project and desired outcomes, and a shared…

Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program

ERIC Educational Resources Information Center

Peterson, Laura

2012-01-01

The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which…

School Psychology and School-Based Child and Family Interventions in Singapore

ERIC Educational Resources Information Center

Chong, Wan Har; Lee, Boon Ooi; Tan, Soo Yin; Wong, Shyh Shin; Yeo, Lay See

2013-01-01

This article presents an overview of the range of primary, secondary, and tertiary interventions based on the Singapore Education Ministry-developed whole-school framework for pupil management and support. At the preventive level, a range of school-wide programmes are implemented to provide learning, emotional, and behavioural support for…

Trust Relationships in Schools: Supporting or Subverting Implementation of School-Wide Initiatives

ERIC Educational Resources Information Center

Gregory, Jess L.

2017-01-01

This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in…

Autonomy and Accountability in the Regulation of the Teaching Profession: A South African Case Study

ERIC Educational Resources Information Center

Jansen, Jonathan D.

2004-01-01

This article examines the struggles of the South African government to establish school-wide evaluation policies within post-apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole-school improvement, there is significant resistance to government intervention in the school…

WWC Review of the Report "A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses. Final Evaluation Report." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The study examined in this paper focuses on whether monetary bonuses for teachers improved schoolwide academic achievement in New York City public schools. Study authors analyzed data from 389 high-need elementary, middle, and high schools in New York City in the first year of the bonus program (2007-08) and from 371 of those same schools in the…

The Modified Depression Scale (MDS): A Brief, No-Cost Assessment Tool to Estimate the Level of Depressive Symptoms in Students and Schools

PubMed Central

Dunn, Erin C.; Johnson, Renee M.; Green, Jennifer G.

2011-01-01

Adolescent health researchers and practitioners are frequently interested in assessing depression as part of student screening and for school-wide prevention and intervention planning. However, this task is challenging given the lack of free, brief assessments of depressive symptoms in youth. This study evaluated the psychometric properties of an adapted version of the Modified Depression Scale (MDS). Data came from a school-based survey of 9th-12th graders in Boston (N=1,657). We assessed internal consistency reliability and known-groups validity, in addition to the feasibility of establishing a dichotomous cut-point to classify adolescents as having high versus low depressive symptoms. We also evaluated the validity of the adapted MDS as a school-wide measure. At the student-level, the adapted MDS demonstrated acceptable internal consistency. Students engaging in risk behaviors (e.g., substance use) or who were victimized (e.g., bullied) had significantly higher depressive symptom scores. Students who endorsed four or five MDS symptoms often or always had a heightened risk of suicidal ideation, substance use, and failing grades when compared to students who endorsed three or fewer symptoms often or always. At the school-level, higher mean levels of depressive symptoms in a school were associated with higher mean levels of suicidal ideation and failing grades. Results of this study suggest that the adapted MDS is a promising measurement tool that could be useful to school-based professionals and researchers to evaluate depressive symptoms in adolescents and ascertain the prevalence of depressive symptoms in schools. PMID:22639697

The Impact of School-Wide Positive Behavior Support on Number of Office Discipline Referrals and the Financial Impact on the Allocation of Funds in Both High and Low Socioeconomic Status School Settings

ERIC Educational Resources Information Center

Kinsley, Sean Christopher

2013-01-01

The purpose of this study was to determine the effect of participation in School-Wide Positive Behavior Support on the number of office discipline referrals written and the financial impact it had on the allocation of funds in both high and low socioeconomic status schools in the selected school district. The top 10 percent of elementary schools…

The Whole-Faculty Study Groups Fieldbook: Lessons Learned and Best Practices From Classrooms, Districts, and Schools

ERIC Educational Resources Information Center

Lick, Dale W.; Murphy, Carlene U.

2006-01-01

The Whole-Faculty Study Group (WFSG) System is a student-centered, teacher-driven process for facilitating major staff development and schoolwide change. When applied properly, it has produced extraordinary results for thousands of educators and students in schools and school districts across the country. The Whole-Faculty Study Groups Fieldbook…

School Change from the Inside: Examining the Change Process in Schools.

ERIC Educational Resources Information Center

Jutras, Phillip F.

The process of how innovations develop from ideas and as responses to needs within a middle-school setting is the focus of this study. The dynamics of influence and leadership behavior that contribute to two schoolwide innovations are examined. The study findings highlight the importance of strategic thinking and of the creation of integrating…

Infusing School-Wide Culturally Responsive Teaching to Increase the Cultural Proficiency of Teachers

ERIC Educational Resources Information Center

Nunez, Roberto

2011-01-01

The purpose of this study was to determine if Culturally Relevant Pedagogy (CRP) training of teachers can have a significant effect on closing the achievement gap for Latino students by collecting data to answer the following questions: (1) How can teachers develop and maintain their own cultural competence? Specifically, how can teachers become…

Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

ERIC Educational Resources Information Center

Algozzine, Bob; Morsbach Sweeney, Holly; Choi, Jeong Hoon; Horner, Rob; Sailor, Wayne; McCart, Amy B.; Satter, Allyson; Lane, Kathleen Lynne

2017-01-01

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school…

SWIFT Center State Education Agency Blueprint for Equity-Based Inclusive Reform: Implementing, Sustaining, and Scaling up SWIFT in States

ERIC Educational Resources Information Center

Beitz, Linda M.; Mitchiner, Melinda; Sailor, Wayne; Nelson, Loui Lord

2016-01-01

This blueprint provides an overview of the technical assistance (TA) practices and collaborative learning structures that support state education agencies (SEAs) in whole system implementation of Schoolwide Integrated Framework for Transformation (SWIFT) Domains and Features, and in the development of state-level infrastructure hospitable to…

A Reflective Conversation with Joe Renzulli and Sally Reis: About the Renzulli Learning System

ERIC Educational Resources Information Center

Renzulli, Joe; Reis, Sally; Shaughnessy, Michael F

2014-01-01

In this reflective conversation, Dr. Joe Renzulli and Dr. Sally Reis respond to questions about the newly developed Renzulli Learning System. They discuss the system in light of the Schoolwide Enrichment Model (SEM) and provide information regarding its use with curriculum compacting and Renzulli's "Three Ring Conceptualization of…

Diving in and Exploring Curricular Frameworks: The New Zealand Marine Studies Centre Programme

ERIC Educational Resources Information Center

Riley, Tracy; MacIntyre, Bill; Bicknell, Brenda; Cutler, Steve

2010-01-01

The New Zealand Marine Studies Centre has developed a programme for secondary gifted and talented students offering hands-on science in the real world. These programmes are designed to include elements of the Enrichment Triad Model (ETM), specifically the three types of enrichment, and, to a lesser degree, some aspects of the Schoolwide Enrichment…

A Virtual Learning Application of the Schoolwide Enrichment Model and High-End Learning Theory

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Reis, Sally M.

2012-01-01

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…

Understanding Teacher Relationships during a Mandated Reform.

ERIC Educational Resources Information Center

Gremillion, Joan; Cody, Caroline B.

This study explored the social world of one school, looked at the web of relationships, and documented the social interactions that occurred in the context of a mandated reform. The study was designed to describe and understand the relationships of teachers in one school as they planned and developed a school-wide strategy for change as required…

A School of Fish: A Lesson in Character Development.

ERIC Educational Resources Information Center

Anderson, Kaye

2000-01-01

Discusses how the book, "The 7 Habits of Highly Effective People" (Stephen Covey), can be used in the elementary school to teach character education using an informal approach in a school-wide effort. Relates the seven habits to the book, "Swimmy" (Leo Lioni). Includes a trade books list and the habit(s) each address. (CMK)

Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers

ERIC Educational Resources Information Center

Jones, Mark T.; Eick, Charles J.

2007-01-01

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

The SunWise School Program Guide: A School Program that Radiates Good Ideas

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2003

2003-01-01

To help educators raise sun safety awareness, the U.S. Environmental Protection Agency (EPA) has developed the SunWise School Program, a national education program for children in grades K through 8. SunWise Partner Schools sponsor classroom and schoolwide activities that raise children's awareness of stratospheric ozone depletion, UV radiation,…

Responding to Problem Behavior in Schools: The Behavior Education Program. Second Edition

ERIC Educational Resources Information Center

Crone, Deanne A.; Hawken, Leanne S.; Horner, Robert H.

2010-01-01

This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier II positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet schoolwide disciplinary expectations but do not yet require intensive, individualized…

Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community

ERIC Educational Resources Information Center

Pedersen, Jeff; Yager, Stuart; Yager, Robert

2012-01-01

This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a…

Development of a Brief Rating Scale for the Formative Assessment of Positive Behaviors

ERIC Educational Resources Information Center

Cressey, James M.

2010-01-01

In order to provide effective social, emotional, and behavioral supports to all students, there is a need for formative assessment tools that can help determine the responsiveness of students to intervention. Schoolwide positive behavior support (SWPBS) is one framework that can provide evidence-based intervention within a 3-tiered model to reach…

The Social Battleground of School Improvement: When a Troubled School Is Impacted by an Intensive Renewal Program.

ERIC Educational Resources Information Center

Sudderth, Charlotte R.

Long considered by its community and the Richmond County Schools' district administration "the worst middle school in the distict," the school (unnamed in the study) began a process of change in spring 1987. The instructional staff embraced a schoolwide staff development program designed to help both student achievement and school…

Theory into Practice: Best Practices for a School-Wide Approach to Critical Thinking Instruction.

ERIC Educational Resources Information Center

Kassem, Cherrie L.

Educators at one Georgia high school identified improved student proficiency in critical thinking as a major school goal. In order to infuse thinking skills instruction across the curriculum, a nine-member interdisciplinary team of teachers worked with a learning consultant for 1 year. Collaboration resulted in the development of a new model for…

Statewide Data on Supply and Demand of Principals after Policy Changes to Principal Preparation in Illinois

ERIC Educational Resources Information Center

Haller, Alicia; Hunt, Erika

2016-01-01

Research has demonstrated that principals have a powerful impact on school improvement and student learning. Principals play a vital role in recruiting, developing, and retaining effective teachers; creating a school-wide culture of learning; and implementing a continuous improvement plan aimed at increasing student achievement. Leithwood, Louis,…

The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Rasheed, Saleem A.; Fore, Cecil, III; Jones, Arthur; Smith, Latisha

2012-01-01

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…

Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support

PubMed Central

Anderson, Cynthia M.; Kincaid, Donald

2005-01-01

School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis. PMID:22478439

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001

ERIC Educational Resources Information Center

Ruby, Allen; Doolittle, Emily

2010-01-01

The Institute of Education Sciences (IES) and the Division of Violence Prevention in the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (CDC) collaborated to conduct a rigorous impact evaluation of programs aimed at improving students' behavior. For this evaluation, such programs were termed Social…

The Effect of the Leader in Me, a School-Wide Positive Behavior Intervention System (SW-PBIS), Based on Student Achievement and Office Discipline Referrals for Fifth Grade Students in a Rural Elementary School in North Central Washington State

ERIC Educational Resources Information Center

Miller, Christopher A.

2016-01-01

The purpose this study was to examine the implementation of The Leader in Me, a school-wide positive behavior intervention system (SW-PBIS), and analyze its impact on 5th grade students based on student achievement and office discipline referrals in a rural elementary school in North Central Washington state. The school was in the first year of…

The Effects of "Second Step" and Inclusion on Special Education Students' Social Skills

ERIC Educational Resources Information Center

Machado, Andrea Kathleen

2017-01-01

Many students lack social skills that hinder their success in school; students in special education are even more at risk. Social-emotional curricula have been developed to help build these social skills school-wide. Most research on the effects of social-emotional curricula has been conducted on general education students. The first purpose of…

5-2-1-0 Activity and Nutrition Challenge for Elementary Students: New, Evidence-Based, Promising

ERIC Educational Resources Information Center

Lovell, Cynthia Miller

2018-01-01

Obesity prevention in youth is a health priority, and teaching healthy habits toward this end is one of a school nurse's many responsibilities. A school nurse developed and implemented a school-wide, 2-week-long Activity and Nutrition Challenge (ANC) using the evidence-based 5-2-1-0 initiative to prevent and fight childhood obesity. Despite…

Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

ERIC Educational Resources Information Center

Ingraham, Colette L.; Hokoda, Audrey; Moehlenbruck, Derek; Karafin, Monica; Manzo, Caroline; Ramirez, Daniel

2016-01-01

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year…

The Recursive Process in and of Critical Literacy: Action Research in an Urban Elementary School

ERIC Educational Resources Information Center

Cooper, Karyn; White, Robert E.

2012-01-01

This paper provides an overview of the recursive process of initiating an action research project on literacy for students-at-risk in a Canadian urban elementary school. As this paper demonstrates, this requires development of a school-wide framework, which frames the action research project and desired outcomes, and a shared ownership of this…

Examining the Utility of the Schoolwide Expectations Survey for Specific Settings (SESSS): A Data-Informed Approach to Developing Expectation Matrices

ERIC Educational Resources Information Center

Royer, David James

2017-01-01

To best support all students' academic, behavioral, and social needs, an integrated systems approach is necessary. In such systems, all faculty and staff ideally recognize student success is a shared responsibility and collaborate in a data-informed process to define common student behavioral expectations to facilitate success academically,…

School Practices to Foster LGBT-Supportive Climate: Associations with Adolescent Bullying Involvement.

PubMed

Gower, Amy L; Forster, Myriam; Gloppen, Kari; Johnson, Abigail Z; Eisenberg, Marla E; Connett, John E; Borowsky, Iris W

2017-10-14

Lesbian, gay, bisexual, and transgender (LGBT) youth experience disproportionate rates of bullying compared to their heterosexual peers. Schools are well-positioned to address these disparities by creating supportive school climates for LGBT youth, but more research is needed to examine the variety of practices and professional development opportunities put in place to this end. The current study examines how school practices to create supportive LGBT student climate relate to student reports of bullying. Student-level data come from the 2013 Minnesota Student Survey, a state-wide survey of risk and protective factors. Ninth and eleventh grade students (N = 31,183) reported on frequency of physical and relational bullying victimization and perpetration and sexual orientation-based harassment. School administrators reported on six practices related to creating supportive LGBT school climate (N = 103 schools): having a point person for LGBT student issues, displaying sexual orientation-specific content, having a gay-straight alliance, discussing bullying based on sexual orientation, and providing professional development around LGBT inclusion and LGBT student issues. An index was created to indicate how many practices each school used (M = 2.45; SD = 1.76). Multilevel logistic regressions indicated that students attending schools with more supportive LGBT climates reported lower odds of relational bullying victimization, physical bullying perpetration, and sexual orientation-based harassment compared to students in schools with less supportive LGBT climates. Sexual orientation did not moderate these relations, indicating that LGBT-supportive practices may be protective for all students, regardless of their sexual orientation. Findings support school-wide efforts to create supportive climates for LGBQ youth as part of a larger bullying prevention strategy.

An Interim Report of the Evaluation of a Comprehensive High School Civic Engagement Intervention in Hudson, MA. CIRCLE Working Paper 58

ERIC Educational Resources Information Center

McIntosh, Hugh; Berman, Sheldon H.; Youniss, James

2007-01-01

In September 2003, Hudson High School in Hudson, Massachusetts launched two new civic development efforts--clustering and schoolwide governance--and moved into a new building designed to facilitate them. Clustering is designed to achieve a sense of community within a large school by creating small communities of 100 to 150 students. To create…

Any Letter for Me? Relationships between an Elementary School Letter Writing Program and Student Attitudes, Literacy Achievement, and Friendship Culture

ERIC Educational Resources Information Center

Chohan, Sukhdeep Kaur

2011-01-01

This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the dual role of teacher-researcher and worked for one school year with one teacher from each grade…

Improving Elementary School Quality through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai'i

ERIC Educational Resources Information Center

Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R.

2012-01-01

Background: School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled…

An Analysis of Leadership Teams' Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools

ERIC Educational Resources Information Center

Cheney, Douglas; Blum, Craig; Walker, Bridget

2004-01-01

Positive behavioral supports (PBS) have been receiving increased visibility and use in schools nationally. In the state of Washington, schoolwide and individualized positive behavioral supports were recommended as a model for schools by the state agencies of education and human service in 1999. Since then, four demonstration schools have been…

A Case Study Examining How School Leaders Support Schoolwide Implementation of Problem-Based Learning in a Comprehensive Public High School

ERIC Educational Resources Information Center

Callison, Matthew

2017-01-01

A critical step in addressing a call for schools to use curricula such as problem-based learning (PBL) is developing an understanding of how school leaders can support its implementation. The purpose of this study was to examine ways school leaders at a comprehensive, public high school provided supports to teachers as they implemented this…

STOP for Science! A School-Wide Science Enrichment Program

NASA Astrophysics Data System (ADS)

Slane, P.; Slane, R.; Arcand, K. K.; Lestition, K.; Watzke, M.

2012-08-01

Young students are often natural scientists. They love to poke and prod, and they live to compare and contrast. What is the fastest animal? Where is the tallest mountain on Earth (or in the Solar System)? Where do the colors in a rainbow come from? And why do baseball players choke up on their bats? Educators work hard to harness this energy and enthusiasm in the classroom but, particularly at an early age, science enrichment - exposure outside the formal classroom - is crucial to help expand science awareness and hone science skills. Developed under a grant from NASA's Chandra X-ray Center, "STOP for Science!" is a simple but effective (and extensible) school-wide science enrichment program aimed at raising questions about science topics chosen to capture student interest. Created through the combined efforts of an astrophysicist and an elementary school principal, and strongly recommended by NASA's Earth & Space Science product review, "STOP for Science" combines aesthetic displays of science topics accompanied by level-selected questions and extensive facilitator resources to provide broad exposure to familiar, yet intriguing, science themes.

The Building Assets-Reducing Risks Program: Replication and Expansion of an Effective Strategy to Turn Around Low-Achieving Schools. i3 Development Grant. Final Report

ERIC Educational Resources Information Center

Corsello, Maryann; Sharma, Anu

2015-01-01

The Building Assets Reducing Risks (BARR) Model BARR is a comprehensive model that addresses the challenges that are part of the 9th grade transition year. BARR employs eight different school-wide and individual strategies that are built on positive relationships and ongoing monitoring of student data. In 2010, BARR received an Investing in…

Collaboration Takes Center Stage: Interactive Teaching through a Schoolwide Focus on the Performing Arts Leads to Dramatic Improvements in Learning

ERIC Educational Resources Information Center

Williamson, Jeff; Zimmerman, Diane

2009-01-01

In the Old Adobe Union School District in Petaluma, California, the school staff's goal is to assure that all teachers make the fundamental shift from teacher-centric to learner-centric thinking. For them, this is what distinguishes great teachers from good teachers. They believe this level of expertise takes years to develop and that schools play…

If You Give a Nurse a Cookie: Sharing Teaching Strategies for Nurse Educator Development.

PubMed

Wingo, Nancy P

2017-01-01

Nurse educators often do not have time or a space to discuss ideas about effective teaching. To address this issue, an instructor at one school of nursing initiated Cookie Swap, a bimonthly, school-wide e-mail featuring stories about teaching strategies and tools used in face-to-face, online, and clinical courses. J Contin Educ Nurs. 2017;48(1):12-13. Copyright 2017, SLACK Incorporated.

Administrative Sanctions, Classroom Management, and Intervention Strategies: Building Blocks for School-Wide Discipline. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Evans, Cal

Part of a series of monographs on safe, drug-free, and effective schools, this monograph discusses the new discipline requirements under the Individuals with Disabilities Education Act and the role of administrators in developing a range of intervention strategies to manage the behavior of students with behavior problems. Following an introductory…

School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Guthrie, Patricia M.

This monograph focuses on school-based practices and programs that promote safe and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1)…

Ready to Lead: A National Principal Survey on How Social and Emotional Learning Can Prepare Children and Transform Schools. A Report for CASEL

ERIC Educational Resources Information Center

DePaoli, Jennifer L.; Atwell, Matthew N.; Bridgeland, John

2017-01-01

The central message of this report is that principals across the United States understand how fundamental social and emotional learning (SEL) is to the development of students and their success in and out of school, but they need more guidance, training, and support to make solid and effective school-wide implementation a reality. Principals…

Social-Emotional Learning Competency (SELC) Scale: Development of an Instrument to Measure School Counselors' Perceptions of Implementation, Impact, Involvement, and Importance of School-Wide Social & Emotional Learning Practices

ERIC Educational Resources Information Center

Bikowsky, Bella A.

2013-01-01

Concerns have arisen in the field of education regarding the social-emotional needs of students accompanied by an outcry for more effective discipline procedures in an effort to support not only the academic learning but also the social and emotional learning (SEL) of students. Initially, this study intended to examine the psychometric properties…

Family Engagement in Schoolwide Positive Behavioral Interventions and Supports: Barriers and Facilitators to Implementation.

PubMed

Garbacz, S Andrew; Hirano, Kara; McIntosh, Kent; Eagle, John W; Minch, Devon; Vatland, Christopher

2017-11-20

The purpose of this study was to identify barriers and facilitators to family engagement in schools implementing schoolwide positive behavioral interventions and supports (PBIS). Participants consisted of 1 representative member each from 204 school PBIS teams across 3 states. Qualitative analysis guided examination of responses to 1 question regarding barriers and 2 questions about facilitators to family engagement. Survey respondents identified key barriers to family engagement as a lack of resources, inconsistent communication, and reluctance of families and school staff to partner. Specified facilitators included communication, PBIS, shared decision-making, and strategies to build relationships with families. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Construyendo un Puente entre la Educacion del Dotado y el Mejoramiento Escolar Integral. Resumen. La Serie de Decision Basada en la Investigacion (Building a Bridge between Gifted Education and Total School Improvement. Summary. Talent Development Research-Based Decision Making Series).

ERIC Educational Resources Information Center

Renzulli, Joseph S.

This monograph addresses the role of gifted education in total school improvement by describing three service delivery components (the Total Talent Portfolio, Curriculum Modification Techniques, and Enrichment Learning and Teaching) and several organizational components of the Schoolwide Enrichment Model (SEM). The report describes how the SEM can…

Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children

PubMed Central

Stevenson, Kathryn T.; Peterson, M. Nils; Bondell, Howard D.; Mertig, Angela G.; Moore, Susan E.

2013-01-01

Building environmental literacy (EL) in children and adolescents is critical to meeting current and emerging environmental challenges worldwide. Although environmental education (EE) efforts have begun to address this need, empirical research holistically evaluating drivers of EL is critical. This study begins to fill this gap with an examination of school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student attributes (age, gender, and ethnicity), and school attributes (socio-economic status, student-teacher ratio, and locale). Our sample included an EE group selected from schools with registered school-wide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that school-wide EE programs were not associated with improved EL, but the use of published EE curricula paired with time outdoors represents a strategy that may improve all key components of student EL. Further, investments in teacher development and efforts to maintain enthusiasm for EE among teachers with more than 5 years of experience may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and Hispanic students. PMID:23533631

Impact of Implementation and Conduct of the HEALTHY Primary Prevention Trial on Student Performance

PubMed Central

Hernandez, Arthur E.; Marcus, Marsha D.; Hirst, Kathryn; Faith, Myles S.; Goldberg, Linn; Treviño, Roberto P.

2016-01-01

Purpose To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. Design The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Setting Forty-two middle schools at seven U.S. sites. Subjects Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Measures Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Analysis Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. Results There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). Conclusion The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action. PMID:24200256

Impact of implementation and conduct of the HEALTHY primary prevention trial on student performance.

PubMed

Hernandez, Arthur E; Marcus, Marsha D; Hirst, Kathryn; Faith, Myles S; Goldberg, Linn; Treviño, Roberto P

2014-01-01

To determine whether a school-wide intervention program to reduce risk factors for type 2 diabetes (T2D) affected student achievement, rates of disciplinary actions, and attendance rates. The HEALTHY primary prevention trial was designed to evaluate a comprehensive school-based intervention to reduce factors for T2D, especially overweight and obesity. Students were followed up from beginning of sixth grade (Fall 2006) through end of eighth grade (Spring 2009). Forty-two middle schools at seven U.S. sites. Schools were randomized in equal numbers at each site to intervention (21 schools, 2307 students) or control (21 schools, 2296 students). Intervention . An integrated school-wide program that focused on (1) foods and beverages, (2) physical education, (3) classroom-based behavior change and education, and (4) social marketing communication and promotional campaigns. Aggregate (grade- and school-wide) test performance (passing rate), attendance, and referrals for disciplinary actions. Descriptive statistics and tests of intervention versus control using mixed linear models methods to adjust for the clustering of students within schools. There were no differences between intervention and control schools in test performance for mathematics (p = .7835) or reading (p = .6387), attendance (p = .5819), or referrals for disciplinary action (p = .8671). The comprehensive HEALTHY intervention and associated research procedures did not negatively impact student achievement test scores, attendance, or referrals for disciplinary action.

Social Norms in the Development of Adolescent Substance Use: A Longitudinal Analysis of the International Youth Development Study

PubMed Central

Eisenberg, Marla E.; Toumbourou, John W.; Catalano, Richard F.; Hemphill, Sheryl A.

2014-01-01

Identifying specific aspects of peer social norms that influence adolescent substance use may assist international prevention efforts. This study examines two aggregated measures of social norms in the school setting and their predictive association with substance (alcohol, tobacco and marijuana) use 2 years later in a large cross-national population-based cohort of adolescents. The primary hypothesis is that in Grade 7 both “injunctive” school norms (where students associate substance use with “coolness”) and “descriptive” norms (where student substance use is common) will predict Grade 9 substance use. Data come from the International Youth Development Study, including 2,248 students (51.2 % female) in the US and Australia attending 121 schools in Grade 7. Independent variables included injunctive norms (aggregating measures of school-wide coolness ratings of each substance use) and descriptive norms (aggregating the prevalence of school substance use) in Grade 7. Dependent variables included binge drinking and current use of alcohol, tobacco and marijuana in Grade 9. Associations between each type of school-wide social norm and substance use behaviors in Grade 9 were tested using multilevel logistic regression, adjusting for covariates. In unadjusted models, both injunctive and descriptive norms each significantly predicted subsequent substance use. In fully adjusted models, injunctive norms were no longer significantly associated with Grade 9 use, but descriptive norms remained significantly associated with tobacco and marijuana use in the expected direction. The findings identify descriptive social norms in the school context as a particularly important area to address in adolescent substance use prevention efforts. PMID:24633850

The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

PubMed

Waschbusch, Daniel A; Pelham, William E; Massetti, Greta

2005-08-01

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

A Reply to the Commentaries on "School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance" by Horner and Sugai (2015): PBIS is Function over Form: The Clear Behavioral Roots and Opportunities the PBIS Framework presents to the Field of Behavior Analysis Moving Forward.

PubMed

Putnam, Robert F; Knoster, Tim

2016-03-01

In the previous issue of Behavior Analysis in Practice (May 2015), a special section of the journal was devoted to positive behavior intervention and support (PBIS). Horner and Sugai (2015) published a manuscript providing an overview of school-wide PBIS describing how PBIS is an example of applied behavior analysis at a scale of social importance. A number of manuscripts providing commentary on the Horner and Sugai manuscript were also published in this special section of the journal. This paper will review this PBIS manuscript along with the associated commentaries published in the May 2015 special section.

Problem Behavior and Urban, Low-Income Youth

PubMed Central

Lewis, Kendra M.; Schure, Marc B.; Bavarian, Niloofar; DuBois, David L.; Day, Joseph; Ji, Peter; Silverthorn, Naida; Acock, Alan; Vuchinich, Samuel; Flay, Brian R.

2013-01-01

Background Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose To evaluate the effects of a school-based social–emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design A matched-pair, cluster RCT. Setting/participants Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention The Positive Action program includes a scoped and sequenced K–12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive and violent behaviors; parents rated youths’ bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only); and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from −0.26 to −0.68. Conclusions These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings and to middle school–aged youth. Trial registration This study is registered at ClinicalTrials.gov NCT01025674. PMID:23683980

Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.

PubMed

Lewis, Kendra M; Schure, Marc B; Bavarian, Niloofar; DuBois, David L; Day, Joseph; Ji, Peter; Silverthorn, Naida; Acock, Alan; Vuchinich, Samuel; Flay, Brian R

2013-06-01

Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. To evaluate the effects of a school-based social-emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. A matched-pair, cluster RCT. Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. The Positive Action program includes a scoped and sequenced K-12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from -0.26 to -0.68. These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school-aged youth. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Links to Literature: Popping Up Number Sense.

ERIC Educational Resources Information Center

Hopkins, Lindy

1995-01-01

Describes a school-wide project using popcorn to gain number sense by learning more about a million. Used the books "How Much Is a Million?" and "If You Made a Million" to introduce the project. (MKR)

The Power of One: Creating the New Culture of Upstanders

ERIC Educational Resources Information Center

Stromsland, Frances C.; Lott-Jones, Jamie; Sok, Mary

2016-01-01

By infusing social justice themes into social studies lessons and creating interdisciplinary units, educators not only changed the curriculum, but also created a school-wide culture of understanding and valuing human rights.

Multi-tiered system of support incorporating the R.E.N.E.W. process and its relationship to perception of school safety and office discipline referrals

NASA Astrophysics Data System (ADS)

Flood, Molly M.

This study examined the relationship between the fidelity of multi-tier school-wide positive behavior interventions and supports (SWPBIS) and staff perception of school safety and office discipline referrals. This research provided a case study on multi-tier supports and interventions, and the RENEW person-centered planning process in an alternative special education center following the implementation of a multi-tier SWPBIS model. Pennsylvania is one of several states looking to adopt an effective Tier III behavioral tool. The research described the results of an analysis of implementation fidelity on a multi-tiered school-wide positive behavior support model developed at a special education center operated by a public school system entity. This research explored the fidelity of SWPBIS implementation; analyzed the relationship of SWPBIS to school climate as measured by staff perceptions and reduction of office discipline referrals (ODR); explored tier III supports incorporating a process Rehabilitation and Empowerment, Natural Supports, Education and Work (RENEW); and investigated the potential sustainability of the RENEW process as a multi-tier system of support. This study investigated staff perceptions on integrated supports between schools and communities and identified the degree of relationship to school risk factors, school protective factors, and office discipline referrals following the building of cooperative partnerships between Systems of Care and Local Education Agencies.

Partnering with Your Child's School: A Guide for Parents

MedlinePlus

... or health teachers may give class lessons on bullying or good social skills. • Ask your child’s teacher ... help if your child is being bullied or bullying others. Is there a school-wide behavior management ...

Bullying among Children.

ERIC Educational Resources Information Center

Bullock, Janis R.

2002-01-01

Notes that teachers have differing views toward children who bully. Addresses characteristics of bullies and their victims, incidences of bullying among children, the effects of bullying on children, and recommendations for teachers' support, including school-wide, classroom, and individual interventions. (DLH)

A Close Look at School Violence.

ERIC Educational Resources Information Center

Van Acker, Richard

1995-01-01

Maintains that schools must help children become adults in the most violent nation in the industrialized world. Discusses four types of youth violence: (1) situational; (2) relationship; (3) predatory; and (4) psychopathological. Concludes that schoolwide prevention programs are essential. (CFR)

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2014 CFR

2014-07-01

... families under paragraph (b)(1)(ii) of this section, the LEA may use a measure of poverty that is different from the measure or measures of poverty used by the LEA to identify and rank school attendance areas...

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2011 CFR

2011-07-01

... families under paragraph (b)(1)(ii) of this section, the LEA may use a measure of poverty that is different from the measure or measures of poverty used by the LEA to identify and rank school attendance areas...

34 CFR 200.25 - Schoolwide programs in general.

Code of Federal Regulations, 2010 CFR

2010-07-01

... families under paragraph (b)(1)(ii) of this section, the LEA may use a measure of poverty that is different from the measure or measures of poverty used by the LEA to identify and rank school attendance areas...

Effective Principal Behaviors.

ERIC Educational Resources Information Center

Research for Better Schools, Inc., Philadelphia, PA.

This paper summarizes research findings related to the performance behaviors of effective school principals. It identifies eight characteristics of effective schools: (1) schoolwide measurement and recognition of academic success; (2) high emphasis on curriculum articulation; (3) support for instructional tasks; (4) high expectations and clear…

Technotown: A LEGO Experience. [and] Technotown: A School-Wide Design Technology Project.

ERIC Educational Resources Information Center

Belch, Harry; Knobloch, Stephan F.

1994-01-01

Describes how 900 elementary students planned, designed, and constructed Technotown out of 1 million LEGO pieces. Presents a learning activity (objectives, materials, challenge, evaluation, and closing thoughts) on the building of a subway system for Technotown. (SK)

The Principal Factor

ERIC Educational Resources Information Center

Westerberg, Tim

2016-01-01

If classrooms teachers play the lead role in establishing relationships that help students do their personal best, principals are leaders in creating good school environments for adults. Westerberg, former principal of award-winning Littleton High School in Colorado, shares six principles that help create positive schoolwide relationships. Drawing…

Successful School Composting.

ERIC Educational Resources Information Center

Mahar, Rhea Dawn

2001-01-01

School composting programs that have met the challenges inherent in long-term composting have several traits in common: a supportive educational program, schoolwide participation, and a consistent maintenance program. Examines the elements of success, offers examples of incorporating composting into the curriculum, and describes three methods of…

Food use in middle and high school fundraising: does policy support healthful practice? Results from a survey of Minnesota school principals.

PubMed

Kubik, Martha Y; Lytle, Leslie A; Farbakhsh, Kian; Moe, Stacey; Samuelson, Anne

2009-07-01

This descriptive, cross-sectional study aimed to examine classroom, school-wide, and club/sports teams fundraising policies and practices of middle and high schools; concordance between policy and practice; and associations between healthful policy/practice scores and selected school characteristics. In 2006, principals/designees of middle (n=45) and high (n=71) schools in the St Paul/Minneapolis, MN, metropolitan area completed a self-administered mailed survey. Schools were attended by a convenience sample of students (n=349) participating in a longitudinal measurement study of children and their environments to assess obesity-related factors. Descriptive statistics, chi(2) tests, and multivariate linear regression were used to examine variables and associations of interest. Across schools, 50% had policies addressing the nutrient quality of food and drink items used in fundraising or disallowed food use for fundraising. About one third used chocolate, candy, and high-fat baked goods for classroom and school-wide fundraising; 60% sold these items for club/sports teams fundraising. More middle than high schools reported healthful fundraising policies or practices, as well as greater concordance between policies and practices. For all fundraising activities, high schools had significantly lower healthful policy/practice scores than middle schools (P<0.01). For school-wide fundraising, scores were significantly lower for public than private schools (P=0.02). Policies to regulate food used for fundraising were common and most supported healthful practice, particularly in middle schools. However, use of foods high in fat and added sugars remains a prevalent fundraising practice, especially in high schools and for club/sports teams, and requires additional attention.

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

PubMed

Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

2013-01-01

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

A Randomized Controlled Trial to Improve the Success of Women Assistant Professors.

PubMed

Grisso, Jeane Ann; Sammel, Mary Dupuis; Rubenstein, Arthur H; Speck, Rebecca M; Conant, Emily F; Scott, Patricia; Tuton, Lucy Wolf; Westring, Alyssa Friede; Friedman, Stewart; Abbuhl, Stephanie B

2017-05-01

Given the persistent disparity in the advancement of women compared with men faculty in academic medicine, it is critical to develop effective interventions to enhance women's careers. We carried out a cluster-randomized, multifaceted intervention to improve the success of women assistant professors at a research-intensive medical school. Twenty-seven departments/divisions were randomly assigned to intervention or control groups. The three-tiered intervention included components that were aimed at (1) the professional development of women assistant professors, (2) changes at the department/division level through faculty-led task forces, and (3) engagement of institutional leaders. Generalized linear models were used to test associations between assignment and outcomes, adjusting for correlations induced by the clustered design. Academic productivity and work self-efficacy improved significantly over the 3-year trial in both intervention and control groups, but the improvements did not differ between the groups. Average hours worked per week declined significantly more for faculty in the intervention group as compared with the control group (-3.82 vs. -1.39 hours, respectively, p = 0.006). The PhD faculty in the intervention group published significantly more than PhD controls; however, no differences were observed between MDs in the intervention group and MDs in the control group. Significant improvements in academic productivity and work self-efficacy occurred in both intervention and control groups, potentially due to school-wide intervention effects. A greater decline in work hours in the intervention group despite similar increases in academic productivity may reflect learning to "work smarter" or reveal efficiencies brought about as a result of the multifaceted intervention. The intervention appeared to benefit the academic productivity of faculty with PhDs, but not MDs, suggesting that interventions should be more intense or tailored to specific faculty groups.

School Counselors Improving Attendance

ERIC Educational Resources Information Center

Edwards, LaWanda

2013-01-01

This study examined the outcomes of interventions used to address attendance issues at a middle school located in the Southern United States. School-wide interventions were implemented to address absenteeism of all students and individual interventions were implemented to address absenteeism with targeted students. An explanation of each…

34 CFR 200.28 - Schoolwide program components.

Code of Federal Regulations, 2010 CFR

2010-07-01

... provide information on, and to improve, the achievement of individual students and the overall... literacy services, to increase parental involvement in accordance with sections 1118(c) through (f) and... identified on a timely basis; and (2) Provide sufficient information on which to base effective assistance to...

SWIFT Differentiated Technical Assistance. White Paper

ERIC Educational Resources Information Center

McCart, Amy; McSheehan, Michael; Sailor, Wayne; Mitchiner, Melinda; Quirk, Carol

2016-01-01

The Schoolwide Integrated Framework for Transformation (SWIFT) employs six technical assistance (TA) practices that support an initial transformation process while simultaneously building system capacity to sustain and scale up equity-based inclusion in additional schools and districts over time. This paper explains these individual practices and…

The Balloons Go Up for Science.

ERIC Educational Resources Information Center

Fayle, Maureen

1998-01-01

Describes the planning and implementation of a science week intended to raise the awareness of science in an elementary school. Educational requirements included exciting science happenings and concentrated science teaching of a high standard. The week included demonstrations, guest speakers, and schoolwide assemblies. Demonstrations included the…

Schoolwide Reform Models: What Works?

ERIC Educational Resources Information Center

Fashola, Olatokunbo S.; Slavin, Robert E.

1998-01-01

Recent release of "Prospects," a national evaluation of Chapter 1/Title I ($7.2 billion federal program for disadvantaged elementary-school students), has questioned effectiveness of entire program. However, 1994 Title I reauthorization allows high-poverty schools to turn their dollars into markedly better achievement by adopting…

Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

ERIC Educational Resources Information Center

Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara

2015-01-01

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…

Clustered for Success

ERIC Educational Resources Information Center

Brulles, Dina; Winebrenner, Susan

2012-01-01

Schools need to address the needs of their students with high ability. Not only does this raise achievement levels schoolwide, it also attracts students from surrounding districts and recaptures advanced learners who left the school because their needs weren't being met. One practical intervention--cluster grouping--provides an inclusive…

Make or Buy? That's Really Not the Question

ERIC Educational Resources Information Center

Peurach, Donald J.; Glazer, Joshua L.; Lenhoff, Sarah Winchell

2012-01-01

Conventional thinking holds that districts and schools face a strategic decision between two fundamentally different alternatives: make or buy? The former refers to planning, designing, and enacting school-specific improvement initiatives. The latter refers to contracting with external providers of schoolwide improvement programs. However, there…

Activity Book. Campaign Countdown.

ERIC Educational Resources Information Center

Learning, 1992

1992-01-01

Presents a handbook of activities to sharpen elementary students' observational and critical thinking skills as they monitor national, local, and classroom elections. Activities teach the steps of sound decision making. Students learn to set up complete classroom or schoolwide elections. A poster describes life in the White House. (SM)

Effects of Positive Unified Behavior Support on Instruction

ERIC Educational Resources Information Center

Scott, John S.; White, Richard; Algozzine, Bob; Algozzine, Kate

2009-01-01

"Positive Unified Behavior Support" (PUBS) is a school-wide intervention designed to establish uniform attitudes, expectations, correction procedures, and roles among faculty, staff, and administration. PUBS is grounded in the general principles of positive behavior support and represents a straightforward, practical implementation model. When…

Alternative Setting-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Simonsen, Brandi; Jeffrey-Pearsall, Jennifer; Sugai, George; McCurdy, Barry

2011-01-01

School-wide positive behavior support (SWPBS) has an established evidence base in general education settings, and emerging evidence suggests that SWPBS may be effective in alternative settings (e.g., alternative, residential, or hospital schools; psychiatric hospitals). Given the intense educational and behavioral needs of students typically…

Arts Teacher Evaluation: How Did We Get Here?

ERIC Educational Resources Information Center

Shaw, Ryan D.

2016-01-01

Arts educators recently have found themselves in unfamiliar and sometimes-frustrating situations regarding their performance evaluations. The push for value-added models, effectiveness ratings based on schoolwide test score averages, portfolios, student learning objectives, and other measures of teacher effectiveness has dramatically changed arts…

Earth Day Changes in Attitude.

ERIC Educational Resources Information Center

Davis, Betty; And Others

1992-01-01

Describes recycling related activities associated with the Earth Day celebration at the University School of East Tennessee State University. Activities involve tree planting, campus clean-up, student posters, assemblies, a schoolwide rally, and displays of recyclable items. A study examining attitude change revealed that hands-on activities…

34 CFR 200.28 - Schoolwide program components.

Code of Federal Regulations, 2011 CFR

2011-07-01

... provide information on, and to improve, the achievement of individual students and the overall... literacy services, to increase parental involvement in accordance with sections 1118(c) through (f) and... identified on a timely basis; and (2) Provide sufficient information on which to base effective assistance to...

34 CFR 200.28 - Schoolwide program components.

Code of Federal Regulations, 2012 CFR

2012-07-01

... provide information on, and to improve, the achievement of individual students and the overall... literacy services, to increase parental involvement in accordance with sections 1118(c) through (f) and... identified on a timely basis; and (2) Provide sufficient information on which to base effective assistance to...

34 CFR 200.28 - Schoolwide program components.

Code of Federal Regulations, 2014 CFR

2014-07-01

... provide information on, and to improve, the achievement of individual students and the overall... literacy services, to increase parental involvement in accordance with sections 1118(c) through (f) and... identified on a timely basis; and (2) Provide sufficient information on which to base effective assistance to...

34 CFR 200.28 - Schoolwide program components.

Code of Federal Regulations, 2013 CFR

2013-07-01

... provide information on, and to improve, the achievement of individual students and the overall... literacy services, to increase parental involvement in accordance with sections 1118(c) through (f) and... identified on a timely basis; and (2) Provide sufficient information on which to base effective assistance to...

Good Schools: What Research Says about Improving Student Achievement.

ERIC Educational Resources Information Center

Hawley, Willis D.; And Others

1985-01-01

This journal, presented in monograph form, reviews research findings in order to identify elements that influence student academic achievement. Sections focus on effective teaching, effect of school leadership on achievement, schoolwide learning environment, learning resources, and parent involvement. An extensive bibliography is included. (DF)

Pharmacy Residency School-wide Match Rates and Modifiable Predictors in ACPE-accredited Colleges and Schools of Pharmacy

PubMed Central

Whittaker, Alana; Shan, Guogen

2017-01-01

Objective. To analyze the modifiable predictors of institution-wide residency match rates. Methods. This was a retrospective analysis of colleges and schools of pharmacy data and school-wide PGY-1 pharmacy residency match rates for 2013 through 2015. Independent variables included NAPLEX passing rates, history of ACPE probation, NIH funding, academic health center affiliation, dual-degree availability, program length, admit-to-applicant ratio, class size, tuition, student-driven research, clinically focused academic tracks, residency affiliation, U.S. News & World Report rankings, and minority enrollment. Results. In a repeated measures model, predictors of match results were NAPLEX pass rate, class size, academic health center affiliation, admit-to-applicant ratio, U.S. News & World Report rankings, and minority enrollment. Conclusion. Indicators of student achievement, college/school reputation, affiliations, and class demographics were significant predictors of institution-wide residency match rates. Further research is needed to understand how changes in these factors may influence overall match rates. PMID:29367773

Pharmacy Residency School-wide Match Rates and Modifiable Predictors in ACPE-accredited Colleges and Schools of Pharmacy.

PubMed

Whittaker, Alana; Smith, Katherine P; Shan, Guogen

2017-12-01

Objective. To analyze the modifiable predictors of institution-wide residency match rates. Methods. This was a retrospective analysis of colleges and schools of pharmacy data and school-wide PGY-1 pharmacy residency match rates for 2013 through 2015. Independent variables included NAPLEX passing rates, history of ACPE probation, NIH funding, academic health center affiliation, dual-degree availability, program length, admit-to-applicant ratio, class size, tuition, student-driven research, clinically focused academic tracks, residency affiliation, U.S. News & World Report rankings, and minority enrollment. Results. In a repeated measures model, predictors of match results were NAPLEX pass rate, class size, academic health center affiliation, admit-to-applicant ratio, U.S. News & World Report rankings, and minority enrollment. Conclusion. Indicators of student achievement, college/school reputation, affiliations, and class demographics were significant predictors of institution-wide residency match rates. Further research is needed to understand how changes in these factors may influence overall match rates.

Transformed by Literacy

ERIC Educational Resources Information Center

Szachowicz, Susan

2010-01-01

When low test scores demanded a hard look at the curriculum, literacy became a focus for improvement at Brockton (MA) High School. Schoolwide training for teachers and a rolling implementation model ensured consistency and reinforcement of the skills. Results came in improved scores and national recognitions, including selection as a National…

1980-1981 Evaluation Findings.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

This volume summarizes the results of evaluation and testing activities carried out in the Austin, Texas, Independent School District (AISD) during the 1980-81 school year. The text consists of five parts: Section one highlights important findings in the areas of Title I Schoolwide Projects, compensatory programs, early childhood programs,…

A Contextual Consideration of Culture and School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Sugai, George; O'Keeffe, Breda V.; Fallon, Lindsay M.

2012-01-01

Students from culturally and linguistically diverse backgrounds have historically experienced poor outcomes related to academic achievement, special education, school discipline and climate, and juvenile justice. Differences between home and school cultures likely contribute to these outcomes. Evidence-based practices in schools are promoted to…

Enrichment 2.0 Gifted and Talented Education for the 21st Century

ERIC Educational Resources Information Center

Eckstein, Michelle

2009-01-01

Enrichment clusters, a component of the Schoolwide Enrichment Model, are multigrade investigative groups based on constructivist learning methodology. Enrichment clusters are organized around major disciplines, interdisciplinary themes, or cross-disciplinary topics. Within clusters, students are grouped across grade levels by interests and focused…

The Teacher's Guide to Restorative Classroom Discipline

ERIC Educational Resources Information Center

Meyer, Luanna H.; Evans, Ian M.

2012-01-01

With restorative discipline, schools move beyond punitive approaches to shared expectations for learning and behavior. Used together with "The School Leader's Guide to Restorative Discipline," this teacher's guide shows how to create a welcoming and responsible community within your classroom, contributing to a consistent, schoolwide approach to…

Shared Pedagogical Understandings: Schoolwide Inclusion Practices Supporting Learner Needs

ERIC Educational Resources Information Center

Abawi, Lindy; Oliver, Mark

2013-01-01

Educational perspectives that recommend inclusion of children with special needs into mainstream classrooms remain a controversial topic. The Melbourne Declaration declares that all young Australians should be supported to become successful learners; confident and creative individuals; and active and informed citizens. So the question remains how…

Morality and the Schools. Occasional Paper 32.

ERIC Educational Resources Information Center

Wicks, Robert S.

Moral contradictions and cross purposes in society make formal moral training in the schools difficult, if not impossible. Values clarification and school-wide programs of moral education are of questionable merit. Nevertheless, effective moral education is implicit in teaching the subjects that comprise good basic education. A mathematics…

Turnaround Arts Initiative: Summary of Key Findings

ERIC Educational Resources Information Center

Stoelinga, Sara Ray; Silk, Yael; Reddy, Prateek; Rahman, Nadiv

2015-01-01

Turnaround Arts is a public-private partnership that aims to test the hypothesis that strategically implementing high-quality and integrated arts education programming in high-poverty, chronically underperforming schools adds significant value to school-wide reform. In 2014, the Turnaround Arts initiative completed an evaluation report covering…

You Are What You Eat

ERIC Educational Resources Information Center

Vredeveld, Ruth

1977-01-01

Describes activities in nutrition education, such as data analysis of lists of quantities and kinds of food eaten by students, listing of television commercials and frequencies of food advertised, school-wide surveys, requests to vending machine companies for more nutritional selections, and organization of a Food Day assembly. (CS)

The Pennsylvania Positive Behavior Support Network: Describing Our Scale-Up

ERIC Educational Resources Information Center

Runge, Timothy J.; Longwill, Douglas A.; Staszkiewicz, Mark J.; Palmiero, James; Lawson, Tina M.

2016-01-01

Pennsylvania began scaling up high-fidelity implementation of SchoolWide Positive Behavioral Interventions and Supports (SWPBIS) in 2006-2007 due to converging regulatory, legal, ethical, and practical influences. The Pennsylvania Community of Practice on School-Based Behavioral Health adopted Algozzine et al.'s (2010) blueprint to describe and…

Meeting the Needs and Interests of Today's High School Student

ERIC Educational Resources Information Center

Krause, Tracy

2014-01-01

This article describes how the physical educators at Tahoma High School, in a community in Washington state's Cascade Mountains, surveyed their students, reached out to the community, integrated physical education and academics, and established a school-wide focus on wellness. Tracy Krause writes that the three "Rs"--relationships,…

Effective Inclusive Schools: Designing Successful Schoolwide Programs

ERIC Educational Resources Information Center

Hehir, Thomas; Katzman, Lauren I.

2012-01-01

This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education…

The 5 Essentials of Organizational Excellence: Maximizing Schoolwide Student Achievement and Performance.

ERIC Educational Resources Information Center

Marazza, Lawrence L.

This book explores the necessity for building strong relationships among administrators, teachers, parents, and the community by applying what the book calls the five essentials of organizational excellence. The five essentials are planning strategically; benchmarking for excellence; leading collaboratively; engaging the community; and governing…

Reducing Threats to Validity by Design in a Nonrandomized Experiment of a School-Wide Prevention Model

ERIC Educational Resources Information Center

Sørlie, Mari-Anne; Ogden, Terje

2014-01-01

This paper reviews literature on the rationale, challenges, and recommendations for choosing a nonequivalent comparison (NEC) group design when evaluating intervention effects. After reviewing frequently addressed threats to validity, the paper describes recommendations for strengthening the research design and how the recommendations were…

Bullying: Proactive Physical Educators' Contribution to School-Wide Prevention

ERIC Educational Resources Information Center

Gibbone, Anne; Manson, Mara

2010-01-01

Although not a new concept, bullying continues to be a problem in schools across the nation. Bullying involves the intention to hurt the feelings of the victim. Research demonstrates that victims of bullying often experience low self-esteem, depression, anxiety, insecurity, oversensitivity, introversion, and withdrawal from social activities. This…

Closing the Achievement Gap with Curriculum Enrichment and Differentiation: One School's Story

ERIC Educational Resources Information Center

Beecher, Margaret; Sweeny, Sheelah M.

2008-01-01

This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This…

Bicentennial Booklet of Teaching Ideas.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort.

Ideas for celebrating the U.S. Constitution in the classroom, on a schoolwide basis, or in the community are presented in this guide. Classroom activities are categorized into art, research and writing, and miscellaneous. Designing a class mural and a class seal are examples of suggested art activities. In carrying out research activities,…

Making Instructional Decisions Based on Data: What, How, and Why

ERIC Educational Resources Information Center

Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.

2007-01-01

A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)

Teach Students about Civics through Schoolwide Governance

ERIC Educational Resources Information Center

Brasof, Marc; Spector, Anne

2016-01-01

Building democracies in K-8 schools is a promising approach to increasing young people and educators' civic knowledge, skills and dispositions. The Rendell Center for Civics and Civics Engagement leveraged strategies and concepts from the fields of civic education, student voice, and distributed leadership to build a youth-adult school governance…

The False Security of Inclusivity.

ERIC Educational Resources Information Center

Delisle, James R.

2003-01-01

This article argues that the adoption of schoolwide enrichment options has resulted in the broadening of services to all children and a paucity of services for gifted children and that the theory of multiple intelligences has been used as a legitimate-sounding reason for administrators to dismiss gifted programs as superfluous. (Contains…

Differentiated Technical Assistance for Sustainable Transformation. Technical Assistance Brief #2

ERIC Educational Resources Information Center

McCart, Amy; McSheehan, Michael; Sailor, Wayne

2015-01-01

Schoolwide Integrated Framework for Transformation (SWIFT) Center's technical assistance process supports states, districts, and schools as they become excellent and equitable teaching and learning environments for "all" students. Each school with support from its district begins this process from its own starting point and travels its…

A Green Campus Culture in Wisconsin

ERIC Educational Resources Information Center

Jorgensen, Haley

2006-01-01

This article features information about the Nicolet Area Technical College in Rhinelander, Wisconsin for preserving the environment as a school-wide initiative. In 2003, Nicolet became the first of the state's 16 technical colleges to embrace a campus-wide focus on renewable energy. In cooperation with the Wisconsin Technical College System…

Toward an Understanding of Teachers' Desire for Participation in Decision Making.

ERIC Educational Resources Information Center

Taylor, Dianne L.; Tashakkori, Abbas

1997-01-01

Explores the assumption that teachers want to participate in schoolwide decision making by constructing a typology of teachers. Characterizes four types of teachers: empowered, disenfranchised, involved (those that do not want to participate, but do), and disengaged. Analysis of teachers' differences and similarities on demographic and attitudinal…

The PBIS Team Handbook: Setting Expectations and Building Positive Behavior

ERIC Educational Resources Information Center

Baker, Beth; Ryan, Char

2014-01-01

This handbook provides solid, detailed guidelines for implementing and sustaining schoolwide positive behavior interventions and supports (PBIS). Full of engaging anecdotes from expert PBIS coaches, this comprehensive resource helps PBIS teams overcome the obstacles of staff buyin and offers solutions for sustaining a successful program at your…

The Leadership Experience of a Principal Using Technology to Change a School: An Autoethnography

ERIC Educational Resources Information Center

Foiles Kiel, Donna

2013-01-01

Increasingly, principals are challenged to merge technology and instruction to achieve meaningful school reform. There are limited studies revealing the personal perspective of a principal who applied servant and transformational leadership to achieve school improvement by leveraging school-wide technology integration. The purpose of this…

Cultural Competence and School Counselor Training: A Collective Case Study

ERIC Educational Resources Information Center

Nelson, Judith A.; Bustamante, Rebecca; Sawyer, Cheryl; Sloan, Eva D.

2015-01-01

This collective case study investigated the experiences of bilingual counselors-in-training who assessed school-wide cultural competence in public schools. Analysis and interpretation of data resulted in the identification of 5 themes: eye-opening experiences, recognition of strengths, the role of school leaders, road maps for change, and…

Meeting the Challenge of Involving Parents in School. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2005

2005-01-01

Parent involvement continues to challenge practitioners engaged in school reform despite being a required component of many school improvement initiatives--from Title I Schoolwide Programs to federally mandated school improvement plans. The benefits of parent involvement are clear: A growing body of research shows that successful parent…

Systematically Addressing Discipline Disproportionality through the Application of a School-Wide Framework

ERIC Educational Resources Information Center

Swain-Bradway, Jessica; Loman, Sheldon L.; Vincent, Claudia G.

2014-01-01

The disproportionate representation of culturally and linguistically diverse students in exclusionary discipline practices is a well-documented practice in education. This paper synthesizes current literature that points to a cultural incongruence between students and teachers as an underlying mechanism for disparity in school practices involving…

Leading by Example: Health Promotion Programs for School Staff

ERIC Educational Resources Information Center

Herbert, Patrick C.; Lohrmann, David K.

2011-01-01

Health promotion programs for school staff are an overlooked and underused resource that can reduce overweight and obesity among teachers and other staff members. They can also reduce staff absenteeism, increase productivity, reduce costs associated with health care and disability, and foster a climate that promotes good health schoolwide. An…

Positive Behavior Support: Sustainability and Continuous Regeneration

ERIC Educational Resources Information Center

McIntosh, Kent; Turri, Mary G.

2014-01-01

Because of its widespread adoption and implementation (in over 13,000 schools in the US; Center on Positive Behavioral Interventions and Supports, 2010), there has been increasing attention to how School-wide Positive Behavior Support (SWPBS) systems can be sustained. Sustained implementation can be defined as "continued use of an…

A Collaborative Planning Framework for Teachers Implementing Tiered Instruction

ERIC Educational Resources Information Center

Stuart, Shannon K.; Rinaldi, Claudia

2009-01-01

The recent reauthorization and regulations of the Individuals With Disabilities Education Improvement Act (IDEA 2004) encourage the use of school-wide interventions including response to intervention (RTI; Bradley, Danielson, & Doolittle, 2007). RTI refers to a multi-tiered system that addresses the academic needs of all students by using…

CSRQ Center Report on Elementary School Comprehensive School Reform Models: Educator's Summary

ERIC Educational Resources Information Center

Center for Data-Driven Reform in Education (NJ3), 2008

2008-01-01

Which comprehensive school reform programs have evidence of positive effects on elementary school achievement? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary schools, grades K-6. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically…

Comprehensive School Reform and Achievement: A Meta-Analysis. Educator's Summary

ERIC Educational Resources Information Center

Center for Data-Driven Reform in Education (NJ3), 2008

2008-01-01

Which comprehensive school reform programs have been proven to help elementary and secondary students achieve? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary and secondary schools. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically…

Opening Doors for Bilingual Students: Recommendations for Building Linguistically Responsive Schools

ERIC Educational Resources Information Center

Heineke, Amy J.; Coleman, Elizabeth; Ferrell, Elizabeth; Kersemeier, Craig

2012-01-01

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and…

Growing Mastery in NYC

ERIC Educational Resources Information Center

Nolan, Joy

2016-01-01

In June 2016, the Mastery Collaborative completed its first year as an official program, working with more than 40 public middle and high schools across the five boroughs of New York City to improve, document, and advocate for mastery-based teaching and learning. The collaborative has eight Living Lab schools that practice schoolwide mastery; most…

DO School-Wide Positive Behavioral Interventions and Supports, NOT Exclusionary Discipline Practices

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; McIntosh, Kent

2016-01-01

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including…

Resistance to Change: Overcoming Institutional and Individual Limitations for Improving Student Behavior through PLCs

ERIC Educational Resources Information Center

Maag, John W.

2009-01-01

Many public schools currently have organizational structures that form barriers for dealing more effectively with students' challenging behaviors even though positive school-wide approaches exist and provide empirical support for their use. Nevertheless, resistance to change occurs at both institutional and individual levels. Improving student…

Quantum Learning & Instructional Leadership in Practice

ERIC Educational Resources Information Center

Le Tellier, John Parks

2006-01-01

Even the best principals and teachers need additional inspiration and energy to motivate students and even themselves. This handbook shows principals and teachers how to upgrade performance in the classroom and schoolwide. Using evidence-based strategies, John Le Tellier provides a catalog of practiced "moves" to help create an empowering…

Skills for Adolescence. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

Lions Quest "Skills for Adolescence" is a schoolwide program designed for middle school students (grades 6-8). The program was designed to promote good citizenship skills, core character values, and social-emotional skills and discourage the use of drugs, alcohol, and violence. The program includes a classroom curriculum, schoolwide…

Single Mothers' Experiences of Support at Their Young Children's School: An Interpretative Phenomenological Approach

ERIC Educational Resources Information Center

West, Erin M.; Miller, Lynne Guillot; Moate, Randall M.

2017-01-01

This phenomenological study explored six single mothers' experiences of support at their young children's school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers' formal communication) and intangible (e.g.,…

Math and Beyond.

ERIC Educational Resources Information Center

Solana Beach Elementary School District, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: MATH AND BEYOND is a schoolwide math incentive program designed to encourage students--and their parents--to investigate and explore the world of mathematics beyond those experiences provided during the school day. The program focuses on experiences and activities in seven different areas of math:…

Making Discipline Relevant: Toward a Theory of Culturally Responsive Positive Schoolwide Discipline

ERIC Educational Resources Information Center

Lustick, Hilary

2017-01-01

Implicit in the discourse on school discipline reform is the belief that utilizing "positive school discipline practices," as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize…

What's on Your Plate? Thinking Proportionally

ERIC Educational Resources Information Center

Bush, Sarah B.; Karp, Karen S.; Popelka, Liz; Bennett, Victoria Miller

2012-01-01

How better to promote a healthy lifestyle than to get an entire middle school involved in analyzing dietary information? This article describes a series of activities that was part of an interdisciplinary schoolwide effort to discuss healthy food choices. Mathematics teachers chose to focus on students' dietary habits and, over several days,…

Inclusion of Students with Significant Disabilities in SWPBS Evaluation Tools

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Zagona, Alison; Hagiwara, Mayumi; Enyart, Matt

2017-01-01

Students with significant disabilities (intellectual and developmental disabilities) are predominantly educated in separate settings, and tend to have little access to schoolwide positive behavior supports (SWPBS). In this study, we first identified the most commonly cited SWPBS evaluation tools in the literature between 2010 and 2016. The SET,…

Decreasing Bullying Behaviors in Middle School: Expect Respect

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; Horner, Robert H.; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

2014-01-01

A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the" Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect" intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and…

The Roles and Practices of Specialists in Teamed Institutional Leadership

ERIC Educational Resources Information Center

Dexter, Sara; Louis, Karen Seashore; Anderson, Ronald E.

2009-01-01

This article explores the role of leadership, experts, and expertise and the functioning of teams in nine schools that modeled an exemplary integration of technology to support schoolwide instructional improvement. Through cross-case analysis, we identified three different staffing patterns and two different support patterns in how the technology…

Positive Attitudes: The Building Blocks of Self Esteem.

ERIC Educational Resources Information Center

Leopold, Marlene A.

South Area Alternative School is a disciplinary center for conduct disordered adolescents in Broward County, Florida. The center is governed by a school-wide environmental structure so positive that negative behavior is met by appropriate consequences rather than punishment. The intake procedure includes a tour of the facility, discussion of…

Transfer Student Induction Model: Providing a Path to Connection

ERIC Educational Resources Information Center

Hubbuch, Chris; Stucker, Keelie

2015-01-01

Schools implementing positive behavioral interventions and supports work to establish and maintain fidelity of school-wide systems and practices. Depending on the mobility rate of the student population, initial efforts may not be enough to adequately support and personalize the induction experience for highly mobile students. This monograph will…

The Learning Enrichment Service: A Triad-Based Secondary School Model for Enrichment Programming.

ERIC Educational Resources Information Center

Smyth, Elizabeth; And Others

1983-01-01

Three secondary teachers describe a school-wide support system for meeting the needs of gifted students in and beyond the regular classroom. A management team coordinates enrichment within the school and community while a computerized data bank of enrichment resources is accessible to all learners. (CL)

Implementation of a School-Wide Approach to Critical Thinking Instruction.

ERIC Educational Resources Information Center

Kassem, Cherrie L.

2000-01-01

To improve students' critical-thinking skills, an interdisciplinary team of educators collaborated with a specialist. The result: a new model for infusing thinking-skills instruction. This paper describes the change process, the CRTA model's evolution, derivation of its acronym, and early qualitative results. (Contains 31 references.) (MLH)

Commentary: Establishing Efficient and Durable Systems of School-Based Support

ERIC Educational Resources Information Center

Sugai, George

2003-01-01

Although universal school-wide support efforts are sufficient for most students, some children need more specialized and intensive supports. These supports are organized into programmatic structures such as alternative programs, special education, and Title programs. However, as Atkins, Graczyk, Frazier, and Abdul-Adil (2003) have described, an…

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

ERIC Educational Resources Information Center

Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa

2009-01-01

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…

Exploring Civic Practices and Service Learning through School-Wide Recycling

ERIC Educational Resources Information Center

Chessin, Debby; Moore, Virginia J.; Theobald, Becky

2011-01-01

Young children can make real-life connections to the ideals, principles, and practices of citizenship through Service Learning, a teaching pedagogy and philosophy that addresses real community needs while fulfilling academic goals that meet specific national and state curricula and standards. Authentic and effective service learning projects offer…

A Blueprint for Effectively Using RTI Intervention Block Time

ERIC Educational Resources Information Center

Higgins Averill, Orla; Baker, Diana; Rinaldi, Claudia

2014-01-01

Many schools have adopted schoolwide intervention blocks as a component of response-to-intervention (RTI) implementation to ensure that students who need intervention are receiving it. However, virtually no peer-reviewed guidance exists for helping teachers manage this time effectively. This article presents a blueprint for organizing intervention…

Growth Index: A Powerful Tool for School Improvement

ERIC Educational Resources Information Center

Wiseman, Perry; Thomas, Kimberly

2011-01-01

This article outlines a formula called Growth Index (GI), which is designed to measure student growth within all proficiency levels year after year, and track classroom or schoolwide growth. This growth should be considered as one of several dimensions that constitute principal and teacher effectiveness. Unlike Academic Performance Index (API) and…

Empowerment Starts Here: Seven Principles to Empowering Urban Youth

ERIC Educational Resources Information Center

Dye, Angela

2011-01-01

"Empowerment Starts Here" covers an experimental approach to social change within urban communities by way of seven distinct principles for student empowerment. Turning classroom methods into a school model, Preparatory School for Global Leadership was the first to experience student empowerment at a school-wide level. This book provides insight…

Buddying or Bullying? A School-Wide Decision

ERIC Educational Resources Information Center

Riley, Jeanetta G.; Boyce, Janet S.

2007-01-01

Bullying and harassment are increasing problems in educational settings around the world. In some countries, such as Norway, England, and Canada, the concern about bullying is so great that national governments have required schools to initiate anti-bullying policies. How can teachers and families reduce bullying in early childhood programs,…

Classroom Instructional Ecology and School-Wide Positive Behavior Support

ERIC Educational Resources Information Center

Algozzine, Kate; Algozzine, Bob

2007-01-01

Addressing increasing levels of disruptive behavior and improving discipline is a national matter. The challenge is intensified by teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Removing children with…

Animals in Jeopardy.

ERIC Educational Resources Information Center

Payne, Annette

1996-01-01

Describes a schoolwide project culminating in a week of activities on the theme of endangered species. However, most of the planning guidelines and many of the activities are easily adaptable to other themes as well. Lists eight tips for getting organized including a brief brainstorming session and how to handle committee meetings. (AIM)

Construing Misbehavior: The Efficacy Connection in Responding to Misbehavior

ERIC Educational Resources Information Center

Morin, Joe; Battalio, Rosemary

2004-01-01

The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in…

A Short Stay, a Long-Lasting Lesson.

ERIC Educational Resources Information Center

Benham, Dianne C.

1991-01-01

Presents an integrated schoolwide program in which students learn about pet care and the behaviors of 14 unusual animals. Each participating teacher sets up one animal center describing the animal and the animal's habitat. Centers change at the end of each month. Discusses costs and learning benefits of the program. (MDH)

Family Engagement within Schoolwide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Garbacz, S. Andrew; McIntosh, Kent; Eagle, John W.; Dowd-Eagle, Shannon E.; Hirano, Kara A.; Ruppert, Traci

2016-01-01

Parent educational involvement is an important avenue for enhancing student outcomes. Schools seek myriad ways to include families; however, the parent involvement practices used by schools lack coordination and are disconnected from existing school approaches. School wide Positive Behavioral Interventions and Supports (PBIS) is a systematic and…

Peace Works: Classroom Activities for Peacemaking.

ERIC Educational Resources Information Center

Teaching Tolerance, 1993

1993-01-01

Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)

Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems

PubMed Central

Waasdorp, Tracy E.; Leaf, Philip J.

2012-01-01

OBJECTIVE: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal prevention strategy currently implemented in >16 000 schools across the United States. SWPBIS intends to reduce students’ behavior problems by altering staff behaviors and developing systems and supports to meet children’s behavioral needs. The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of SWPBIS. METHODS: The sample of 12 344 elementary school children was 52.9% male, 45.1% African American, and 46.1% Caucasian. Approximately 49% received free or reduced-priced meals, and 12.9% received special education services at baseline. The trial used a group randomized controlled effectiveness design implemented in 37 elementary schools. Multilevel analyses were conducted on teachers’ ratings of children’s behavior problems, concentration problems, social-emotional functioning, prosocial behavior, office discipline referrals, and suspensions at 5 time points over the course of 4 school years. RESULTS: The multilevel results indicated significant effects of SWPBIS on children’s behavior problems, concentration problems, social-emotional functioning, and prosocial behavior. Children in SWPBIS schools also were 33% less likely to receive an office discipline referral than those in the comparison schools. The effects tended to be strongest among children who were first exposed to SWPBIS in kindergarten. CONCLUSIONS: These findings provide support for the hypothesized reduction in behavior problems and improvements in prosocial behavior and effective emotion regulation after training in SWPBIS. The SWPBIS framework appears to be a promising approach for reducing problems and promoting adjustment among elementary school children. PMID:23071207

Collaboration in Art Education.

ERIC Educational Resources Information Center

McCoubrey, Sharon, Ed.

2000-01-01

Educators are familiar with working together to produce curriculum packages, to team teach a unit, to host a parent event, to put on a school-wide concert, or to plan a conference. Collaboration in art education as presented in this publication is a team effort that is slightly different and beyond ordinary collaboration. Collaborative art-making…

D.U.C.K. Walking.

ERIC Educational Resources Information Center

Steller, Jenifer J.

This manual presents a schoolwide walking program that includes aerobic fitness information, curriculum integration, and walking tours. "Discover and Understand Carolina Kids by Walking" is D.U.C.K. Walking. An aerobic walking activity, D.U.C.K. Walking has two major goals: (1) to promote regular walking as a way to exercise at any age;…

My Child Is Diagnosed with Asthma, Now What?: Motivating Parents to Help Their Children Control Asthma

ERIC Educational Resources Information Center

Stepney, Cesalie; Kane, Katelyn; Bruzzese, Jean-Marie

2011-01-01

Pediatric asthma is often undiagnosed, and therefore untreated. It negatively impacts children's functioning, including school attendance and performance, as well as quality of life. Schoolwide screening for asthma is becoming increasingly common, making identification of possible asthma particularly relevant for school nurses. Nurses may need to…

School-Wide Positive Behavior Support Programs in Elementary Schools

ERIC Educational Resources Information Center

Siegel, Chelsea T.

2008-01-01

Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and…

The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Jacoby, Amber L.

2017-01-01

The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…

Creative Copper Crests

ERIC Educational Resources Information Center

Knab, Thomas

2011-01-01

In this article, the author discusses how to create an art activity that would link the computer-created business cards of fourth-grade students with an upcoming school-wide medieval event. Creating family crests from copper foil would be a great connection, since they, like business cards, are an individual's way to identify themselves to others.…

Dilemmas of Prescriptive Practices and Perceived Alignment in Program Implementation

ERIC Educational Resources Information Center

Rubin, Mollie; Patrick, Susan Kemper; Goldring, Ellen B.

2017-01-01

This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly…

We?re Poppin' For Math

ERIC Educational Resources Information Center

Levert, Brenda

2004-01-01

Each year, students in my seventh- and eighth-grade math classes plan and organize a schoolwide popcorn sale. This activity brings to life mathematical concepts learned in the classroom. By transferring textbook mathematics to a real-world situation, my students learn to value the mathematics being studied and are able to understand how it can…

Integrating Wraparound into a Schoolwide System of Positive Behavior Supports

ERIC Educational Resources Information Center

Eber, Lucille; Hyde, Kelly; Suter, Jesse C.

2011-01-01

We describe the structure for implementation of the wraparound process within a multi-tiered system of school wide positive behavior support (SWPBS) to address the needs of the 1-5% of students with complex emotional/behavioral challenges. The installation of prerequisite system features that, based on a 3 year demonstration process, we consider…

Attaining Reading Success through School-Wide and Content-Based Literacy

ERIC Educational Resources Information Center

Joseph Watts, Martha

2013-01-01

Reading performance among Grade 11 students has been low in the local school district under study. Schools within the boundaries of that setting have implemented research-based interventions to curb this problem of poor reading performance. A quasi-experimental, causal-comparative study was conducted to investigate the effect of Marzano's…

Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading

ERIC Educational Resources Information Center

Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam

2015-01-01

In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions.…

Exploring Whole School versus Subject Department Improvement in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Ko, James; Hallinger, Philip; Walker, Allan

2015-01-01

Research on school improvement tends to assume that school improvement is a school-wide process. Nonetheless, some researchers have also proposed that secondary schools are comprised of subcultures centered on subject area departments. It has further been suggested that variations in the sociocultural organization of subject departments could…

Strengths-Based Counseling with At-Risk Youth

ERIC Educational Resources Information Center

Ungar, Michael

2006-01-01

Now more than ever, counselors, teachers, community youth workers, and parents are striving to prevent individual and school-wide tragedy before it happens. Critical to the success of their efforts is a deep respect for the adolescent experience. In this book, author and social worker Michael Ungar takes a fresh, hopeful approach to challenging…

Epistemological Beliefs and Leadership Approaches among South African School Principals

ERIC Educational Resources Information Center

Botha, R. J.

2013-01-01

Studies on school restructuring and the leadership role of the principal in this process suggest that what has been the traditional leadership approach of the principal appears to be changing in relation to the substantial changes and school-wide reforms that are continually taking place in schools today. These school reform initiatives…

Empowering Student Writing Tutors as WAC Liaisons in Secondary Schools

ERIC Educational Resources Information Center

Jensen, Amber

2012-01-01

A pilot program in a public high school positions experienced student writing center tutors to become WAC liaisons who foster writing across the curriculum by raising questions, identifying needs, and providing support to their teachers with the goal of strengthening writing instruction school-wide. This article discusses the background and…

Will VAMS Reinforce the Walls of the Egg-Crate School?

ERIC Educational Resources Information Center

Johnson, Susan Moore

2015-01-01

Throughout the United States there is an increasing trend toward using value-added methods (VAMs) for high-stakes decisions. When policymakers use VAMs to identify, reward, and dismiss teachers, they may perpetuate the egg-crate model of schooling and undermine efforts to build instructional capacity schoolwide. At any time, in any school, some…

Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Bruhn, Allison Leigh; Mahoney, Michelle E.; Driscoll, Steven A.

2008-01-01

This study examined issues of treatment integrity, systematic screenings, and access to reinforcement relative to school-wide positive behavior support programs (SW-PBS) implemented in two rural elementary schools during the first year of program implementation. Results suggested that treatment fidelity, as measured by self-report and direct…

77 FR 39226 - Applications for New Awards: Technical Assistance and Dissemination To Improve Services and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-02

... teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6... the Implementation of a Social and Emotional Learning Curriculum. School Psychology Review, 38(4), 510... Sustaining School-Wide Positive Behavior Support. School Psychology Review, 35(2), 245-259. Turnbull, A...

Rigorous Schools and Classrooms: Leading the Way

ERIC Educational Resources Information Center

Williamson, Ronald; Blackburn, Barbara R.

2010-01-01

Turn your school into a student-centered learning environment, where rigor is at the heart of instruction in every classroom. From the bestselling author of "Rigor is Not a Four-Letter Word," Barbara Blackburn, and award-winning educator Ronald Williamson, this comprehensive guide to establishing a schoolwide culture of rigor is for principals and…

A School-Wide Effort for Learning History via a Time Capsule

ERIC Educational Resources Information Center

Rowell, C. Glennon; Hickey, M. Gail; Gecsei, Kendall; Klein, Stacy

2007-01-01

In this article, the authors describe how a time capsule project helped students at Ridgedale Elementary School in Knoxville, Tennessee understand the nature of events and the relationships of events in a segment of history. The time capsule preparation motivated students to hypothesize about important events and significant artifacts of their…

Integration of Social, Behavioral, and Academic Initiatives--Part 1

ERIC Educational Resources Information Center

Bohanon, Hank; Wu, Meng-Jia

2012-01-01

Many schools are working toward improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation that it will improve academic performance for students. There appear to be at least three predominant school-wide approaches to frame improving school climate: (1) positive behavior…

Keeping Current. Ideas, Information, and Organization: Connecting Information Literacy and Writing

ERIC Educational Resources Information Center

Thompson, Helen M.

2005-01-01

With the current focus on writing across the curriculum and the emphasis on schoolwide writing programs, perhaps library media specialists should consider adding writing instruction to the learning that takes place in the library media center. The teaching of writing should be a natural extension of the teaching of information literacy. Both…

Authoritative School Climate and High School Dropout Rates

ERIC Educational Resources Information Center

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

2016-01-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

Dialogue: A Teaching Guide to Nuclear Issues.

ERIC Educational Resources Information Center

Educators for Social Responsibility, Cambridge, MA.

Materials in this manual are designed to help educators raise the issue of nuclear war through a "day of dialog" on the subject. There are seven sections. Section 1 contains a project reationale; suggestions for implementation; methods for meeting resistance; tips for schoolwide, parent-teacher, and community discussion; uses of the media; and…

Preparing Transformative Leaders for Diversity, Immigration, and Equitable Expectations for School-Wide Excellence

ERIC Educational Resources Information Center

Liou, Daniel D.; Hermanns, Carl

2017-01-01

Purpose: The purpose of this paper is to describe and analyze an Arizona university's educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools…

Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program

ERIC Educational Resources Information Center

Gay, Ronald Lynn

2016-01-01

This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the…

Accountability and Alignment under No Child Left Behind: Multi-Level Perspectives for Educational Leaders

ERIC Educational Resources Information Center

Choi, Daniel

2011-01-01

Educational leaders have faced the challenges of trying to align schoolwide reforms priorities with accountability demands under the No Child Left Behind law. This article examines the barriers that complicate meaningful alignment among federal, state and local levels. This article also offers the following recommendations: Schools and districts…

Overcoming Medicaid Reimbursement Barriers to Funding School Nursing Services for Low-Income Children with Asthma

ERIC Educational Resources Information Center

Malcarney, Mary-Beth; Horton, Katherine; Seiler, Naomi

2016-01-01

Background: School nurses can provide direct services for children with asthma, educate, and reinforce treatment recommendations to children and their families, and coordinate the school-wide response to students' asthma emergencies. Unfortunately, school-based health services today depend on an unreliable patchwork of funding. Limited state and…

Factors Influencing Staff Perceptions of Administrator Support for Tier 2 and 3 Interventions: A Multilevel Perspective

ERIC Educational Resources Information Center

Debnam, Katrina J.; Pas, Elise T.; Bradshaw, Catherine P.

2013-01-01

Although the number of schools implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is increasing, and there is great demand for evidence-based Tier 2 and 3 interventions for students requiring additional support, little systematic research has examined administrator support for such programming. This article examines…

A School-Wide Approach to Student-Led Conferences: A Practitioner's Guide.

ERIC Educational Resources Information Center

Kinney, Patti; Munroe, Mary Beth; Sessions, Pam

Noting that the benefits of student-led conferences align well with practices recognized as developmentally appropriate for the middle school years, this book provides a step-by-step guide to implementing student-led conferences at the middle school level. The chapters are: (1) "Setting the Stage," presenting the rationale for student-led…

Teacher Assistance Teams: Supporting At-Risk Students in Rural Areas. A Three Year Plan.

ERIC Educational Resources Information Center

Chalfant, James C.; And Others

Teacher Assistance Teams (TAT) can support the collaboration and empowerment of teachers, address student and schoolwide problems, provide preventive intervention for at-risk students, and identify appropriate referrals to special education. This paper describes the implementation of TAT throughout the state of Arkansas over a 3-year period.…

A Quasi-Experimental Analysis of Schoolwide Violence Prevention Programs

ERIC Educational Resources Information Center

Barnes, Tia Navelene; Leite, Walter; Smith, Stephen W.

2017-01-01

Violence prevention programs are commonplace in today's schools, though reviews of the literature reveal mixed empirical findings on their effectiveness. Often, these programs include a variety of components such as social skills training, student mentoring, and activities designed to build a sense of school community that have not been tested for…

Educator Perspectives of Special Service Implementation in a Rural School System

ERIC Educational Resources Information Center

Picone, John

2010-01-01

In many rural school districts in a midwestern U.S. state, special education service implementation conflicts with initiatives to improve and maintain an effective school-wide educational environment. The purpose of this qualitative case study was to investigate how differences in levels of teacher training in special education affected the…

Watch Out! A Teacher's Guide to Traffic Safety.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

This guide provides teachers with activities that can initiate an awareness of the New York city-wide traffic safety campaign and reinforce safety education. It contains the following: (1) background information on safety rules for teachers; (2) curriculum topics that can include traffic safety issues; (3) class- and school-wide activities for…

Urban Middle-Grade Student Mathematics Achievement Growth under Comprehensive School Reform

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Mac Iver, Douglas J.

2009-01-01

Recognizing the need to implement standards-based instructional materials with school-wide coherence led some Philadelphia schools to adopt whole-school reform (WSR) models during the late 1990s. The authors report on the relation between mathematics achievement growth for middle-grade students on the Pennsylvania System of School Assessments and…

Is Your School a Dumping Ground?: Hidden Hazards You Can Identify and Eliminate.

ERIC Educational Resources Information Center

Cronin-Jones, Linda L.

1992-01-01

Describes how teachers and students can conduct a schoolwide hazardous waste survey. The activity is an introduction to hazardous waste management and is useful in general physical science, chemistry, and environmental science classes. Two activity worksheets are provided. Explains how schools can clean up hazardous waste problems. (PR)

Systemic Transformation from the Ground-Up: Using Learning Lab to Design Culturally Responsive Schoolwide Positive Behavioral Supports

ERIC Educational Resources Information Center

Bal, Aydin; Kozleski, Elizabeth B.; Schrader, Elizabeth M.; Rodriguez, Esmeralda M.; Pelton, Scott

2014-01-01

The enduring existence of disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs and disciplinary practices creates a double bind for educators, educational leaders, and families. Disproportionality is an adaptive systemic issue that is not under any entity's control; thus,…

Large-Scale Implementation of Check-In, Check-Out: A Descriptive Study

ERIC Educational Resources Information Center

Hawken, Leanne S.; Bundock, Kaitlin; Barrett, Courtenay A.; Eber, Lucille; Breen, Kimberli; Phillips, Danielle

2015-01-01

Check-In, Check-Out (CICO) is one of the most widely implemented Tier 2 behavior interventions in a school-wide system of Positive Behavior Interventions and Supports (PBIS). Much literature has documented implementation of CICO across individual schools or districts. The Illinois PBIS Network, currently known as the Midwest PBIS Network, has…

A Systematic Review of the Empirical Support for Check-in Check-Out

ERIC Educational Resources Information Center

Wolfe, Katie; Pyle, Daniel; Charlton, Cade T.; Sabey, Christian V.; Lund, Emily M.; Ross, Scott W.

2016-01-01

Tier 2 interventions play an important role within the Positive Behavioral Interventions and Supports framework, bridging the gap between schoolwide Tier 1 interventions and individualized Tier 3 supports. Check-in Check-out (CICO) is a promising Tier 2 intervention for addressing mild problem behavior and potentially preventing the need for more…

Measurement Invariance of an Instrument Assessing Sustainability of School-Based Universal Behavior Practices

ERIC Educational Resources Information Center

Mercer, Sterett H.; McIntosh, Kent; Strickland-Cohen, M. Kathleen; Horner, Robert H.

2014-01-01

Objective: The purpose of the study was to examine the extent to which the School-wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance…

Measurement Invariance of an Instrument Assessing Sustainability of School-Based Universal Behavior Practices

ERIC Educational Resources Information Center

Mercer, Sterett H.; McIntosh, Kent; Strickland-Cohen, M. Kathleen; Horner, Robert H.

2014-01-01

The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across…

Empowering Secondary Students to Promote Sustained Silent Reading

ERIC Educational Resources Information Center

Grant, Raymond Mead, III

2012-01-01

This study examines the efforts of student volunteers to motivate participation in a school-wide Sustained Silent Reading (SSR) program at a large urban high school. The researcher recruited a group of twenty student volunteers to visit classrooms and implement activities aimed at motivating their peers to read during SSR. Such activities help…

Reconsidering Replication: New Perspectives on Large-Scale School Improvement

ERIC Educational Resources Information Center

Peurach, Donald J.; Glazer, Joshua L.

2012-01-01

The purpose of this analysis is to reconsider organizational replication as a strategy for large-scale school improvement: a strategy that features a "hub" organization collaborating with "outlet" schools to enact school-wide designs for improvement. To do so, we synthesize a leading line of research on commercial replication to construct a…

The Problem of Attendance: Research Findings and Solutions.

ERIC Educational Resources Information Center

Levanto, Joseph

This paper examines the growing problem of high school absenteeism and presents data gathered in a study of student attendance in a large Connecticut high school. Included are graphs displaying schoolwide patterns of absenteeism and a number of statistical tables containing attendance data related to such factors as student age, class, sex, race,…

A Never Ending Journey: Inclusive Education Is a Principle of Practice, Not an End Game

ERIC Educational Resources Information Center

Kozleski, Elizabeth B.; Yu, Ting; Satter, Allyson L.; Francis, Grace L.; Haines, Shana J.

2015-01-01

A team from Schoolwide Integrated Framework for Transformation (SWIFT), a federally funded technical assistance project focused on creating cascading, aligned systems for inclusive education, conducted a series of focus groups and interviews with school administrators, general and special educators, and related service providers in six schools…

Schoolwide Positive Behavior Supports: Primary Systems and Practices

ERIC Educational Resources Information Center

Simonsen, Brandi; Sugai, George; Negron, Madeline

2008-01-01

Many school personnel are becoming increasingly frustrated with the impact of student behavior on their schools. More than ever, the public perception is that student behavior is out of control. Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and…

School Climate and Bullying Victimization: A Latent Class Growth Model Analysis

ERIC Educational Resources Information Center

Gage, Nicholas A.; Prykanowski, Debra A.; Larson, Alvin

2014-01-01

Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the…

How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

ERIC Educational Resources Information Center

Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P.

2011-01-01

Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher…

Fostering Department Chair Instructional Leadership Capacity: Laying the Groundwork for Distributed Instructional Leadership

ERIC Educational Resources Information Center

Klar, Hans W.

2012-01-01

In this article, I provide findings from a multisite case study of three urban high schools. In each of the schools, principals endeavoured to foster the capabilities of their department chairs to enhance school-wide instructional capacity and increase student achievement. Data were gathered from interviews, participant observations and document…

Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students

ERIC Educational Resources Information Center

McIntosh, Kent; Moniz, Christina; Craft, Calli B.; Golby, Risha; Steinwand-Deschambeault, Tammy

2014-01-01

This article examines the need for and importance of culturally responsive behaviour support for Indigenous students. Many of the educational challenges currently faced by Indigenous students can be explained by cultural disconnect and a mismatch between school expectations and cultural values. Principles of Indigenous approaches to behaviour…

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

ERIC Educational Resources Information Center

Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Training School Personnel on Implementation of Check-in--Check-out Behavioral Interventions

ERIC Educational Resources Information Center

Ruiz, Maria Isolina

2012-01-01

Over the last several years, educational policy has advocated for a preventive approach to keep problem behaviors from escalating and interfering with student achievement. Proactive methodologies such as school-wide positive behavior support (SWPBS) and response to intervention (RTI) have become common practice in school districts across the…

Show Us How: A School-Wide Programme for Reluctant Readers.

ERIC Educational Resources Information Center

Maguiness, Colleen

Westerns Springs College in Auckland, New Zealand is an inner city coeducational secondary school of 670 multicultural and diverse students. Achievement test results in reading comprehension and vocabulary grouped students at the top and bottom of the scale. Reading was identified as a significant barrier to learning and in 1997 staff agreed to…

Flight Evaluation Procedures and Quality Control of Training. Technical Report 68-3.

ERIC Educational Resources Information Center

Caro, Paul W., Jr.

Research at the United States Army Aviation School, Fort Rucker, Alabama, sought to improve the school-wide training quality control system. Investigators studied: 1) the relation between the grades a student received from instructors and those he received from a checkpilot; 2) the effect of checkpilots' prior information about students' progress…

Putting It All Together: Schools Reinvent Themselves So Every Child Can Succeed.

ERIC Educational Resources Information Center

Sherman, Lee

1999-01-01

Federal legislation passed in 1994 and the Comprehensive School Reform Demonstration program (CSRD) encourage high-poverty Title I schools to adopt prepackaged research-based models of schoolwide reform. The nine components of CSRD and key ingredients for its implementation are discussed. Eleanor Roosevelt Elementary School (Vancouver, Washington)…

Using Parental Input from Black Families to Increase Cultural Responsiveness for Teaching SWPBS Expectations

ERIC Educational Resources Information Center

Kourea, Lefki; Lo, Ya-yu; Owens, Tosha L.

2016-01-01

Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the need to blend culturally responsive pedagogy and the SWPBS approach. This qualitative research study…

SWPBIS Tiered Fidelity Inventory. Version 2.1

ERIC Educational Resources Information Center

Algozzine, B.; Barrett, S.; Eber, L.; George, H.; Horner, R.; Lewis, T.; Putnam, B.; Swain-Bradway, J.; McIntosh, K.; Sugai, G.

2014-01-01

The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier I: Universal SWPBIS Features; Tier II: Targeted…

Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Mathews, Susanna; McIntosh, Kent; Frank, Jennifer L.; May, Seth L.

2014-01-01

The current study explored the extent to which a common measure of perceived implementation of critical features of Positive Behavioral Interventions and Supports (PBIS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing PBIS. School teams completed the…

Implementing a Tier 2 Behavioral Intervention in a Therapeutic Alternative High School Program

ERIC Educational Resources Information Center

Fallon, Lindsay M.; Feinberg, Adam B.

2017-01-01

The research base for Check-in, Check-out (CICO), a targeted behavioral intervention within a schoolwide positive behavioral interventions and supports framework, is growing. However, little has been written about its application in therapeutic alternative programs. To extend the literature base, the current article describes a study conducted…

The School's Macro and Micro Physical Environment: A Link to Understanding Stress.

ERIC Educational Resources Information Center

Conners, Dennis A.

Defining stress as a "misfit" between individual needs and environmental attributes, this paper reviews research on areas where the designed environment, on both a schoolwide and a classroom level, interacts with the educational process. These interactions are considered from the perspective of stresses imposed on both teachers and students. The…

Reading Success for Struggling Adolescent Learners. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Lenski, Susan, Ed.; Lewis, Jill, Ed.

2008-01-01

This volume discusses factors that affect struggling readers in grades 7-12 and provides research-based strategies for improving their reading and writing skills. Chapters examine why some adolescents have trouble achieving reading proficiency, describe school-wide policies and programs that support literacy, and suggest age-appropriate classroom…

Three-Tiered Support for Students with E/BD: Highlights of the Universal Tier

ERIC Educational Resources Information Center

George, Michael P.; George, Nancy L.; Kern, Lee; Fogt, Julie B.

2013-01-01

The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…

Library Power in Philadelphia: Final Report from Seven Case Studies.

ERIC Educational Resources Information Center

Useem, Elizabeth; Coe, Cati

Library Power seeks to activate an underutilized resource--a school's library program--in ways that promote schoolwide changes in the curriculum and instruction. This three-year initiative of the DeWitt Wallace-Readers' Digest Fund, located in 19 sites across the country, connects elementary and middle school libraries more directly to classroom…

Integrating Bullying Prevention into Schoolwide Positive Behavior Support

ERIC Educational Resources Information Center

Good, Chris P.; McIntosh, Kent; Gietz, Carmen

2011-01-01

Bullying is often defined as unprovoked aggressive behavior repeatedly carried out against victims who are unable to defend themselves. Children and youth who engage in bullying behavior may have a physical advantage, higher social status, or power in numbers, whereas those who are targeted by bullies are likely to be solitary, smaller in stature,…

Guest Editorial. How Do We Deal with Aggression and Violence in Schools?

ERIC Educational Resources Information Center

Rutherford, Robert B., Jr.

2000-01-01

Aggressive and violent behaviors are increasing among today's students. Some children maintain consistently high levels of aggressiveness that affect them academically and socially. Abundant technology exists for assessment and intervention, and it should be used on a schoolwide basis as part of early intervention. The paper describes two types of…

Technology in the Trenches: Using Standards To Improve the Quality of Instruction.

ERIC Educational Resources Information Center

Soine, Robin

New approaches to teaching and learning are common, but nothing will change unless these ideas are brought to the frontlines of the classroom. Facing the challenge to incorporate varied innovative teaching and learning strategies, set statewide and schoolwide goals, and implement standards, schools need a systematic, consistent framework and high…

Promoting the Accessibility of SWPBIS for Students with Severe Disabilities

ERIC Educational Resources Information Center

Loman, Sheldon L.; Strickland-Cohen, M. Kathleen; Walker, Virginia L.

2018-01-01

This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities…

Law School Experience in Pervasive Electronic Communications.

ERIC Educational Resources Information Center

Shiels, Rosemary

1994-01-01

Installation of a schoolwide local area computer network at Chicago-Kent College of Law (Illinois) is described. Uses of electronic mail within a course on computer law are described. Additional social, administrative, and research uses of electronic mail are noted as are positive effects and emerging problems (e.g., burdens on recipients and…

Handling PBIS with Care: Scaling up to School-Wide Implementation

ERIC Educational Resources Information Center

Cressey, James M.; Whitcomb, Sara A.; McGilvray-Rivet, Susan J.; Morrison, Rebecca J.; Shander-Reynolds, Katherine J.

2015-01-01

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS…

Practices That Address Bullying of Students with Disabilities

ERIC Educational Resources Information Center

McNamara, Barry E.

2017-01-01

The nature of bullying and the proliferation of bully prevention programs for schools is well-documented. Research indicates that the most effective programs are those that are implemented school-wide. Forty-nine states have passed some type of legislation that deals with bully-prevention in schools. Clearly, schools throughout the country are…

Youth Outcomes Following Implementation of Universal SW-PBIS Strategies in a Texas Secure Juvenile Facility

ERIC Educational Resources Information Center

Johnson, Leah E.; Wang, Eugene W.; Gilinsky, Nicole; He, Zhaomin; Carpenter, Clint; Nelson, C. Michael; Scheuermann, Brenda K.

2013-01-01

School-wide positive behavior interventions and supports (SW-PBIS) is a framework for creating safe and effective learning environments and cultivating a positive educational climate. Researchers show that SW-PBIS can improve behavioral outcomes, while demonstrations of a causal relationship between improvements in students' academic achievement…

Adapting the Behavior Education Program for Preschool Settings

ERIC Educational Resources Information Center

Steed, Elizabeth A.

2011-01-01

Behavior Education Program (BEP) is the most researched targeted intervention that is used in schoolwide positive behavior intervention and supports (PBIS). It is a daily check-in and check-out system in which students receive extra attention for positive social behavior throughout their school day. This extra attention is intended to prevent…

Effectiveness of Police in Schools: Perceptions of Students, Teachers, Administrators, and Police Officers.

ERIC Educational Resources Information Center

Goggins, Ellen O.; And Others

1994-01-01

Evaluates a cooperative program established between police and the Akron Public Schools. Since 1991-92, the program has utilized off-duty police officers who become familiar with students, remove nonstudents from school buildings, intervene in criminal violations, and make classroom presentations. A schoolwide survey showed that police cooperation…

The New Technology and Educational Reform: Guidelines for School Administrators.

ERIC Educational Resources Information Center

Matthews, Mark; Karr-Kidwell, PJ

This paper presents the results of a literature review on educational methodology reforms. The first section discusses five factors in broad-based school reforms: change theory; organizational theory; state/national politics; local politics/governance; and leadership theory. Five types of reforms for school-wide success are described in the second…

How to Make a Plant Field Guide

ERIC Educational Resources Information Center

Franks, Megan; Vore, Rebecca

2010-01-01

Every year, an elementary school celebrates different aspects of Central Texas ecology. This year, they focused on Blackland Prairie, the ecoregion on which the school is located. A schoolwide event at the end of the year offers students the opportunity to teach their parents and their peers what they've learned. The Fourth- and fifth-grade…

The Relationship between Teachers' Self-Efficacy with Behavior Management and School-Wide Positive Behavior Supports

ERIC Educational Resources Information Center

Micek, Kristin

2014-01-01

Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…

Teachers' Expectations and Self-Efficacy for Working with Bullies and Victims

ERIC Educational Resources Information Center

Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J.

2014-01-01

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…

Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation

ERIC Educational Resources Information Center

Schaper, Andrew; McIntosh, Kent; Hoselton, Robert

2016-01-01

The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their…

Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation

ERIC Educational Resources Information Center

Schaper, Andrew; McIntosh, Kent; Hoselton, Robert

2016-01-01

The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years one to four of SWPBIS implementation and routinely evaluated…

Common Purpose and Different Approaches to Support College-Going in Five Southwestern Districts

ERIC Educational Resources Information Center

Bosworth, Kris; Convertino, Christina; Hurwitz, Jason T.

2014-01-01

School-wide approaches to increase college-going can potentially improve postsecondary education outcomes for all students. The ongoing process and challenges to establish such approaches are, however, little understood. Using qualitative analysis of semi-structured interviews conducted with leaders at five public high schools in the Southwest,…

75 FR 78996 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-17

... Prevention Through Environmental Design: Linking Observed School Environments With Student and School-Wide... schools. Survey data from 75 students (25 each from 6th, 7th, and 8th grades) per school site will be... collection. The student survey will assess variables such as school climate, and actual and perceived levels...

Proposed Modification of a School-Wide Bully Prevention Program to Support All Children

ERIC Educational Resources Information Center

Ostrander, Jason; Melville, Alysse; Bryan, Janelle K.; Letendre, Joan

2018-01-01

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to…

Best Practices in Adolescent Literacy Instruction. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Hinchman, Kathleen A., Ed.; Sheridan-Thomas, Heather K., Ed.

2008-01-01

Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media;…

Access to a Schoolwide Thinking Curriculum: Leadership Challenges and Solutions.

ERIC Educational Resources Information Center

Morocco, Catherine Cobb; Walker, Andrea; Lewis, Leslie R.

2003-01-01

This article discusses how an urban middle school designed to reflect a Schools for Thought model has demonstrated that urban schools can achieve excellent results on statewide testing for all students, including those with disabilities. Key school features are highlighted, including the use of "cross-talk" to stimulate discussion and student…

The Effects of a High-School Poetry Competition: A Case-Study

ERIC Educational Resources Information Center

Locke, Terry

2013-01-01

This case-study explores the effects of a school-wide writing competition and the implementation of a poetry-writing unit across all junior English classes in a rural New Zealand school. Teacher interview data were thematically analysed using a social constructionist lens. Results highlight the varied strategies adopted by teachers, while…

A Culturally Responsive Alternative to "Drill and Kill" Literacy Strategies: Deep Roots, Civil Rights

ERIC Educational Resources Information Center

Peterson, Deborah S.

2014-01-01

This article describes two approaches to improving literacy in a high poverty, diverse urban high school. One curriculum program, "Striving Readers," included a prescribed course of study for students reading below grade level along with schoolwide strategies. This approach did not improve targeted students' reading scores or motivation…

School Meaning Systems: The Symbiotic Nature of Culture and "Language-In-Use"

ERIC Educational Resources Information Center

Abawi, Lindy

2013-01-01

Recent research has produced evidence to suggest a strong reciprocal link between school context-specific language constructions that reflect a school's vision and schoolwide pedagogy, and the way that meaning making occurs, and a school's culture is characterized. This research was conducted within three diverse settings: one school in the Sydney…

An Exploratory Case Study of PBIS Implementation Using Social Network Analysis

ERIC Educational Resources Information Center

Whitcomb, Sara A.; Woodland, Rebecca H.; Barry, Shannon K.

2017-01-01

An exploratory case study is presented in which social network analysis (SNA) was used to explore how school teaming structures influence the implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS). The authors theorized that PBIS leadership teams that include members with connections to all other information-sharing…

Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement

ERIC Educational Resources Information Center

Walker-Glenn, Michelle Lynn

2010-01-01

Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics…

Is Parental Involvement Lower at Larger Schools?

ERIC Educational Resources Information Center

Walsh, Patrick

2010-01-01

Parents who volunteer, or who lobby for improvements in school quality, are generally seen as providing a school-wide public good. If so, straightforward public-good theory predicts that free-riding will reduce average involvement at larger schools. This study uses longitudinal data to follow families over time, as their children move from middle…

Weight change among Mexican American students involved in an intensive intervention to prevent and treat obesity

USDA-ARS?s Scientific Manuscript database

The current study examined the effects of an intensive weight management intervention for Mexican American adolescents. A total of 228 adolescents were randomized to an environmental health promotion program (EHPP) or EHPP plus intensive intervention (EHPP+II). The EHPP consisted of a school-wide in...

Scale-Up of Safe & Civil Schools' Model for School-Wide Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Smolkowski, Keith; Strycker, Lisa; Ward, Bryce

2016-01-01

This study evaluated the scale-up of a Safe & Civil Schools "Foundations: Establishing Positive Discipline Policies" positive behavioral interventions and supports initiative through 4 years of "real-world" implementation in a large urban school district. The study extends results from a previous randomized controlled trial…

Blended Learning and Student Engagement in an Urban High School

ERIC Educational Resources Information Center

Johnson, Courtney

2017-01-01

A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…