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Rebecca Mazurik – ProQuest LLC, 2024
The implementation of Multi-Tiered System of Supports (MTSS) has been successful in multiple elementary systems across the United States. Providing three tiers of support for students struggling academically, social-emotionally, and behaviorally in the classroom setting and created success for many students until they reach the secondary level,…
Descriptors: Program Implementation, Multi Tiered Systems of Support, Secondary Education, Secondary School Teachers
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Rebecca Mazurik – Society for Research on Educational Effectiveness, 2024
The implementation of Multi-Tiered System of Supports (MTSS) has been successful in elementary systems across the United States. For secondary schools, the implementation of MTSS has not been as successful. Secondary teachers often note difficulties include understanding data from different sources, what sources are available, and how it applies…
Descriptors: Program Implementation, Multi Tiered Systems of Support, Secondary Education, Secondary School Teachers
US Department of Education, 2024
The Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk, is authorized by Title I, Part D of the Elementary and Secondary Education Act of 1965 (ESEA) and was most recently amended in 2015 by the Every Student Succeeds Act (ESSA). This guidance is intended to be used in conjunction with the…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Prevention
Howard S. Adelman; Linda Taylor – Center for MH in Schools and Student/Learning Supports at UCLA, 2024
The purpose of this monograph is to advance thinking about transforming how schools play their role in addressing barriers to learning and teaching. In the process, the authors discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. Part I of this monograph…
Descriptors: Educational Change, Barriers, Educational Improvement, Research and Development
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Riden, Benjamin S.; Taylor, Jonté C.; Scheeler, Mary Catherine; Lee, David L.; McCloskey, Andrea V. – Journal of Special Education Technology, 2021
An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers…
Descriptors: Behavior Problems, Students with Disabilities, Autism, Pervasive Developmental Disorders
Metz, Allison; Louison, Laura; Ward, Caryn; Burke, Katie – National Implementation Research Network, 2020
The purpose of the "Implementation Support Practitioner Profile" is to identify the skills and competencies needed by implementation support practitioners to support effective implementation and scaling of evidence-informed practices, programs and policies to improve outcomes for people and communities. The integration of implementation…
Descriptors: Evidence Based Practice, Empathy, Personality Traits, Interdisciplinary Approach
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Walker, Jennifer D.; Barry, Colleen – Intervention in School and Clinic, 2017
According to federal mandates, if a student's behavior impedes their learning or the learning of others, the individualized education program team is required to address this with a functional behavioral assessment (FBA). The intent of the FBA is to determine the function, or reason, of the impeding behavior for the development of a behavioral…
Descriptors: Behavior Modification, Intervention, Student Behavior, Program Implementation
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Wandersman, Abraham; Alia, Kassandra; Cook, Brittany S.; Hsu, Lewis L.; Ramaswamy, Rohit – American Journal of Evaluation, 2016
Many evaluations of programs tend to show few outcomes. One solution to this has been an increasing prominence of the movement that requires programs to implement evidence-based interventions (EBIs). But in a complex world with complex organizations and complex interventions, many challenges have arisen to the implementation of EBIs with fidelity…
Descriptors: Intervention, Evidence Based Practice, Accountability, Outcome Measures
Stringer, Davina Marie – ProQuest LLC, 2017
Response to Intervention (RTI) is a multi-tiered approach to help struggling learners, but RTI is not federally or state funded. This poses a unique and overlooked need for supporting educators with RTI to close the achievement gap for at-risk populations. In this study, a mixed-methods, convergent parallel design was used to examine RTI…
Descriptors: Response to Intervention, Instructional Design, Training Methods, Mixed Methods Research
Melvin, John Follin, Jr. – ProQuest LLC, 2017
Despite the growing descriptions of effective teacher community--and lessons about the conditions needed for them to survive--more research has been done on exemplars of strong professional community than on efforts to produce professional community where it doesn't already exist. Building professional community is important to school improvement…
Descriptors: Educational Practices, Teaching Methods, Teacher Effectiveness, Teacher Improvement
Houston Independent School District, 2021
This report describes the Achieve 180 Program in Year 3, the last of the three years initially planned for this comprehensive program. The 54 participating schools received Texas Education Agency campus accountability ratings of "Improvement Required" (IR), "Not Rated," or "Former Improvement Required". The 2019-2020…
Descriptors: Program Evaluation, Program Implementation, Educational Improvement, Accountability
Smith, Charles; Roy, Leanne; Peck, Steve; McGovern, Gina; Helegda, Katharine – Forum for Youth Investment, 2017
This paper describes validity of quality improvement system (QIS) performance measures and longitudinal change over four years in Oklahoma 21st Century Community Learning Centers (CCLC) programs. In general, our findings indicate that the Oklahoma Afterschool Improvement Process is performing in accordance with its purposes: using accurate…
Descriptors: After School Programs, Educational Improvement, Program Effectiveness, Educational Quality
Bonilla, Sade; Dee, Thomas – Stanford Center for Education Policy Analysis, 2017
Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these "Focus Schools." In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are…
Descriptors: Educational Legislation, Federal Legislation, Educational Change, Change Strategies
Dee, Thomas; Dizon-Ross, Elise – Stanford Center for Education Policy Analysis, 2017
States that received federal waivers to the No Child Left Behind (NCLB) Act were required to implement reforms in designated "Focus Schools" that contribute to achievement gaps. In this study, we examine the performance effects of such "differentiated accountability" reforms in the state of Louisiana. The Focus School reforms…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Achievement Gap
McCauley, Carlas; Cashman, Joanne – Center on School Turnaround at WestEd, 2018
As researchers, decision-makers, and practitioners focus on continuous improvement in education, local-level change is gaining importance. Yet, many local school improvement efforts fail to be fully implemented. Even those that are fully implemented often fail to sustain improvements because the schools are embedded in systems that face multiple…
Descriptors: School Turnaround, Educational Improvement, Stakeholders, School Districts
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