Publication Date
| In 2025 | 6 |
Descriptor
Source
| Center on Positive Behavioral… | 2 |
| Grantee Submission | 1 |
| Inclusion | 1 |
| Learning Forward | 1 |
| Psychology in the Schools | 1 |
Author
| Annie Morrison | 1 |
| Ben Clarke | 1 |
| Brandi Simonsen | 1 |
| Camea Davis | 1 |
| Cara M. Bliss | 1 |
| Cayla Lussier | 1 |
| Christian T. Doabler | 1 |
| Courtenay A. Barrett | 1 |
| Derek Kosty | 1 |
| Elizabeth Foster | 1 |
| Geovanna Rodriguez | 1 |
| More ▼ | |
Publication Type
| Reports - Descriptive | 3 |
| Journal Articles | 2 |
| Reports - Research | 2 |
| Guides - Classroom - Teacher | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Elementary Secondary Education | 2 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
| Teachers | 1 |
Location
| Massachusetts | 2 |
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJessie C. Kiblen; Karrie A. Shogren; Jennifer A. Kurth; Sheida K. Raley – Inclusion, 2025
Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based instructional model designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training…
Descriptors: Teaching Models, Coaching (Performance), Self Determination, Evidence Based Practice
Cara M. Bliss; Courtenay A. Barrett – Psychology in the Schools, 2025
School psychologists have the potential to improve students' reading skills by helping schools select evidence-based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long-standing challenges implementing and scaling reading programs in schools. The purpose of this study was to…
Descriptors: Blended Learning, Reading Programs, Intervention, Fidelity
Meredith Derian-Toth; Kelly Williamson; Katie Meyer; Sarah Houle; Tobey Duble Moore; Brandi Simonsen – Center on Positive Behavioral Interventions and Supports, 2025
This evaluation brief describes how a district in receivership (state takeover) invested in PBIS to (a) enhance their systems to support staff, (b) implement evidence-based practices to support students, (c) use data to guide their implementation, and (d) ensure equitable supports for all students, including students with disabilities, to…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Program Implementation, Equal Education
Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
Stacey Alicea; Camea Davis; Elizabeth Foster; Rebekah Hornak; Maria Hyler; Annie Morrison; John Papay; Joslyn Richardson; Nate Schwartz; Marjorie Wechsler – Learning Forward, 2025
Improving classroom teaching and learning requires both high-quality instructional materials and high-quality professional learning. Many professional learning stakeholders talk about the value of curriculum-based professional learning (CBPL) but there has been little consensus on what it is or how it fits within the larger field of professional…
Descriptors: Faculty Development, Teaching Methods, Educational Improvement, Learning Processes
Center on Positive Behavioral Interventions and Supports, 2025
This practice guide is a revision of the updated version of "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers" that replaces, rather than supplements, the first version. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students'…
Descriptors: Social Emotional Learning, Student Needs, Evidence Based Practice, Classroom Techniques
