The Teaching Personal and Social Responsibility (TPSR) model has been considered a valuable tool to help students strive to reach their potential in physical education, sport and life. One of the core pedagogical beliefs behind TPSR is that learning experiences should be tailored to recognize and meet students' developmental needs and the…

Intervention fidelity is the extent to which an individual- or systems-level student intervention is delivered comprehensively in a manner aligned with the initial plan. This first installment in a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended and introduces…

This article contains a review of relevant research concerning the implementation and operation of a professional learning community (PLC). The term "PLC Lite" is defined as the ineffective operation of a team acting under the umbrella of a PLC. Although many schools operate under the term PLC, daily operations do not produce evidence of…

This letter was written by Adam Schott, Deputy Assistant Secretary, Office of Elementary and Secondary Education, to remind State educational agencies' (SEAs') of responsibilities to support the unique needs of students in foster care, as required under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA). This…

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and…

College- and career-readiness skills can easily get lost if you don't have a clear school-wide plan for teaching them. While curriculum in schools is primarily meant to ready students for college and career skills, ensuring those skills actually transfer is another story. Andrew Miller lays out a system for teaching and assessing key…

This is a recirculation of a 2023 letter written by Adam Schott, Deputy Assistant Secretary, Office of Elementary and Secondary Education, to remind State educational agencies' (SEAs') of responsibilities to support the unique needs of students in foster care, as required under Title I, Part A (Title I) of the Elementary and Secondary Education…

The present report is the last output of the INNO4DIV project, which aimed at addressing the educational needs of teachers in the EU for inclusive education in a context of diversity. It builds on all the previous steps of the project (literature review and analysis of 21 good practices) and provides a set of Implementation Guidelines addressed to…

This fourth book in the Marzano Academies series focuses on secondary school leadership for competency-based education. The beauty of the framework, however, is that any leader seeking guidance on innovative, equitable, and effective practices can use this book as a blueprint for positive change. This is your blueprint for how you, as a secondary…

Changing schools may greatly impede the academic achievement and social development of students experiencing homelessness. Research studies have demonstrated a link between high mobility due to homelessness and poor school performance (Cunningham, Harwood, & Hall, 2010; Obradovic, Long, Cutuli, Chan, Hinz, Heistad & Masten, 2009). Students…

This demonstration features the collaborative work of a state-funded project matching university-based PBIS trainers with school level implementers in a rural setting. Strategies and lessons learned when implementing PBIS with fidelity during challenging times is shared. The information learned from this regional example highlights the need for…

This executive summary describes the study, "Community Conditions That Strengthen Families: Protective Factors Work at the Community Level." The Strengthening Families Protective Factors Framework, developed by the Center for the Study of Social Policy (CSSP), has had a significant influence on how child- and family-serving programs…

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to…

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to…

This brief describes a school's transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS framework in a unique setting. Specifically, this demonstration highlights the work of the PBIS school leadership team at the American School for the Deaf…