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Strategies for Effective Classroom Coaching
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Garbacz, S. Andrew; Lannie, Amanda L.; Jeffrey-Pearsall, Jennifer L.; Truckenmiller, Adrea J. – Preventing School Failure, 2015
Although implementation of evidence-based behavioral and instructional practices has been identified as an educational priority, popular methods for increasing implementation of evidence-based practices (i.e., professional development) have not had the desired effect. This article aimed to present frameworks and practices coaches can use with…
Descriptors: Coaching (Performance), Supervisory Methods, Educational Strategies, Change Strategies
Developing Buy-In for Positive Behavior Support in Secondary Settings
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Bohanon, Hank; Wu, Meng-Jia – Preventing School Failure, 2014
On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…
Descriptors: Secondary School Students, Needs Assessment, Faculty Development, Positive Reinforcement
Schoolwide Intervention to Reduce Chronic Tardiness at the Middle and High School Levels
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Tyre, Ashli; Feuerborn, Laura; Pierce, Jennifer – Preventing School Failure, 2011
When many students are tardy at the secondary level, teachers must continually restart instruction or delay beginning instructional periods throughout the school day. To address the considerable amount of instructional time lost caused by high rates of tardiness, the authors investigated the results of schoolwide intervention to reduce student…
Descriptors: Intervention, Tribally Controlled Education, Functional Behavioral Assessment, Program Effectiveness
The Learning Leaders Mentoring Program for Children with ADHD and Learning Disabilities
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Glomb, Nancy K.; Buckley, Leigh D.; Minskoff, Esther D.; Rogers, Sherrita – Preventing School Failure, 2006
Strong, supportive, mentoring relationships between adults and children at risk for social and academic failure have been associated with improvements in academic performance, school attendance, and self-image. One of the variables associated with strong, supportive, mentoring relationships is the practice of matching children with adult mentors…
Descriptors: Mentors, Children, Attention Deficit Disorders, Hyperactivity
Preliminary Evaluation of the Full-Purpose Partnership Schoolwide Model
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Smith, Joshua S.; Anderson, Jeffrey A.; Abell, Amy K. – Preventing School Failure, 2008
The full-purpose partnership (FPP) schoolwide model primarily focuses on prevention and early intervention. This model brings the tenets of service coordination directly into the school and focuses efforts to involve families from a strengths perspective before behavioral issues become significant. A preliminary evaluation has shown that this…
Descriptors: Early Intervention, Behavior Disorders, Models, Program Evaluation
Organizing, Implementing, and Evaluating School-Based Case Management: The C-STARS Experience.
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Stowitschek, Joseph J.; Smith, Albert J., Jr.; Armijo, Eduardo – Preventing School Failure, 1998
Describes how the interprofessional case management model developed by the Center for the Study and Teaching of At-Risk Students (C-STARS) positively influences student performance. Evaluation data and a case study show the model's uses. Principles learned from the model's application are identified, and recommendations for practitioners about…
Descriptors: Case Studies, Cooperative Programs, Elementary Secondary Education, High Risk Students