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Kittelman, Angus; Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert – Grantee Submission, 2021
The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first three years of Tier 2…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Predictor Variables
David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Grantee Submission, 2021
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
Grantee Submission, 2021
Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12…
Descriptors: Program Evaluation, Health Programs, Health Education, High School Students
Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Smolkowski, Keith; Gearin, Brian; Baker, Scott K. – Grantee Submission, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effect of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
Thurston Domina; Ryan Lewis; Priyanka Agarwal; Paul Hanselman – Grantee Submission, 2015
This brief documents the expansion of instructional specialist staffing in U.S. public school districts. We use data from the National Center of Education Statistics' annual Common Core of Data to chart staffing trends in public school districts between 1997-98 and 2012-13. The number of instructional specialists per 1,000 U.S students doubled…
Descriptors: Academic Standards, Educational Policy, Educational Trends, Longitudinal Studies