Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching…

The purpose of this Brief is to define the variables a state or district leadership team may wish to consider as they determine if they are "ready" to invest in the scaling-up of an innovation in education. As defined here, "scaling up" means that at least 60% of the students who could benefit from an innovation have access to…

The purpose of this study was to explore the direct and indirect effects of SWPBIS on high school dropout rates. We used structural equation modeling methods to analyze the web of relationships among important high school level outcomes and SWPBIS in a large sample of high schools from 37 states. Results suggest that SWPBIS has statistically…

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and…

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…

School-wide positive behavior support (SWPBS) is designed to promote positive teaching and learning climates supporting positive social behavior and academic achievement. As a proactive school-wide approach, all students and all staff across all settings are considered. This approach has been implemented in more than 5,000 schools across the…

Professor Hill Walker has identified three challenges to handling disruptive student behavior: prevention, at-risk programs, and high-intensity interventions. Principals should beware administrative traps: getting tough is enough, targeting a few difficult students, seeking quick fixes, finding one powerful trick, revering outside experts, and…