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Direct linkRhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Journal of Positive Behavior Interventions, 2023
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Dacia Terry – ProQuest LLC, 2023
The objective of this project was to learn what elements of a systemic-focused implementation guide are key to facilitating the involvement of families and faculty in rural southeastern North Carolina elementary schools as an intervention to reduce the use of exclusionary discipline for children's externalized behavior in school. Guided by the…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Elementary School Students
Adiyaman, Hatice; Ozmanta, Zehra Keser – International Journal of Education and Literacy Studies, 2021
This research is a qualitative case study aiming at analyzing the effects of accreditation on school system elements. Accordingly, interviews were conducted with administrators and teachers at an IB-PYP accredited school. There are questions directed towards understanding the impacts of the accreditation on the elements of open system in the…
Descriptors: Accreditation (Institutions), Advanced Placement Programs, Elementary Schools, Educational Benefits
Donna L. Minnigh – ProQuest LLC, 2023
Recent legislation through the Every Student Succeeds Act (2015) has implications for school systems across the nation in creating and implementing a multi-tiered system of support. Pennsylvania has its own state legislation that also provides the language for schools to implement an MTSS framework that includes tiered support in academics through…
Descriptors: Multi Tiered Systems of Support, Program Implementation, Outcomes of Education, Positive Behavior Supports
Rhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Grantee Submission, 2021
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Nanmathi Manian – National Comprehensive Center, 2021
Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of…
Descriptors: Trauma, Mental Health, Health Needs, Teaching Methods
Estes, Elizabeth; Davis, Jeff; Shilton, Adrienne; Stoner-Mertz, Christine; Funk, Michael; Eisenberg, Lisa; Weller, Teneh; Knecht, Richard S.; Kelley, Veronica; Kain, Lara; Peck, Jennifer; Rosario, Aleah; Lombardo, Michael; Kimner, Hayin; Jacobs, Melissa; Dickey, Amanda; Epstein, Ken; Aguilar-Gaxiola, Sergio; Alcala, Lupita; Caparas, Ruthie; Coley, Aressa; Justus, Marianne; Willis, Jason; Larsen, Karen – WestEd, 2022
This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders,…
Descriptors: Educational Environment, Guides, School Districts, Public Officials
Thompson, Ann M.; Keller-Allen, Chandra; Tuvesson, Nancy – National Center for Special Education Research, 2017
In November 2017, the National Center for Special Education Research in the Institute of Education Sciences convened a group of experts to discuss and provide input on research needs for improving outcomes of students with emotional and behavioral disorders (EBD). The discussion focused on four major topics of inquiry: (1) What do we know about…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Student Needs
Freeman, Rachel; Miller, Dawn; Newcomer, Lori – Learning Disabilities: A Contemporary Journal, 2015
The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for…
Descriptors: School Districts, Board of Education Role, Leadership, Intervention
Begeny, John C.; Schulte, Ann C.; Johnson, Kent – Guilford Publications, 2012
This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel--one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for linking assessment and intervention. They show…
Descriptors: Evidence, Intervention, Student Evaluation, Reprography
Fisher, Troyce – Journal of Staff Development, 2010
In her role with the School Administrators of Iowa leading Iowa's leadership grant from The Wallace Foundation, the author works with a coalition of individuals and groups striving to implement a cohesive leadership system for school leaders. Efforts to create a cohesive leadership system in Iowa for the past nine years have resulted in many…
Descriptors: Quality Control, Leadership, Administrator Evaluation, Educational Theories
Prusak, Keven A.; Pennington, Todd; Graser, Susan Vincent; Beighle, Aaron; Morgan, Charles F. – Journal of Teaching in Physical Education, 2010
Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE)programs, and (c) a working relationship between the two. Using Cuban's (1992)…
Descriptors: Curriculum Development, Physical Education, Educational Change, Physical Education Teachers
Kingsley, Judith W. – Pivot Learning Partners, 2011
When Palmdale School District and Pivot Learning Partners entered into their first contract in 2006, neither organization foresaw the magnitude and complexity the relationship would take over time. Pivot Learning Partners (formerly known as Springboard Schools) is a non-profit service provider that first entered the Palmdale School District…
Descriptors: School Districts, Organizational Development, Superintendents, Nonprofit Organizations
