The Good Behavior Game (GBG) is a well-established intervention for decreasing problem behaviors in the classroom. Although the GBG has a long history of both empirical support and real-world implementation, the specific types of supports teachers find useful in implementing evidence-based interventions is an area that has received increasing…

Three teacher education professors describe their respective professional experiences surrounding the effects of the COVID-19 pandemic. Each detail how their professional experience and foci led them to make changes to best serve the students at their institution. This article intends to serve teacher educators by striking a balance between theory…

This research summary accompanies the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in…

This article presents a plan to create a united approach to improve high quality instruction in Robbinsdale Cooper High School in New Hope, Minnesota, a suburb of Minneapolis. Professional learning communities were in their infancy, conversations around data were about autopsies of annual standardized tests, and there was no description of what…

We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather…

Since the 1999-2000 school year, TAP: The System for Teacher and Student Advancement (TAP) has been implemented in hundreds of schools across the nation and demonstrated an ability to raise student achievement, improve the quality of instruction and increase the ability of high-need schools to recruit, retain and support effective teachers. The…

The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a…

District implementation of the response to intervention (RTI) model has occurred at a surprising rate. It appears that implementation of RTI has occurred rapidly and is being implemented with all students. Rapid implementation of RTI is occurring alongside continued controversy over the model and its intended uses. Although significant research…

As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…