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Wendt, Staci; Cerna, Rebeca; Taylor, Darius; Hanson, Thomas – Grantee Submission, 2020
Purpose: The Santa Ana Unified School District received an i3 grant (Investing in Innovation; funded by the U.S. Department of Education Grant number U411C160074) to build on their existing school climate practices. Called the Enhanced Positive School Climate Model, the aim is to improve school climate, student-adult relationships, create social…
Descriptors: Educational Environment, Models, School Districts, Educational Improvement
Judson, Eugene – International Journal of Science Education, 2011
This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study…
Descriptors: Field Trips, Grade 4, Grade 7, Cognitive Structures
National Assessment Governing Board, 2012
Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…
Descriptors: Academic Achievement, Mathematics Achievement, National Competency Tests, Grade 4
Carney, Karen J.; Stiefel, Gilbert S. – Learning Disabilities: A Contemporary Journal, 2008
Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…
Descriptors: Academic Records, Intervention, Educational Objectives, Academic Achievement
Stepanek, Jennifer; Peixotto, Kit – Regional Educational Laboratory Northwest, 2009
Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…
Descriptors: Student Needs, Intervention, Academic Achievement, Learning Disabilities