Sentences with phrase «behavior outcomes for students»

NREPP listing provides external assurance about the quality of research behind Safe & Civil Schools resources, offering peace of mind for administrators and school board members who want to ensure that their investment will produce immediate and lasting returns that con - tribute to increased learning and improved behavior outcomes for all students.

More importantly, PBIS is not a curriculum, program, intervention, or practice but is a decision - making framework that guides selection, integration, and implementation of the best research - based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

Mandy lead a diverse committee in re-evaluating her school's discipline plan and adopting an evidence - based behavioral intervention plan that enhanced academic and social behavior outcomes for all students.

Not exact matches

Those perseverant behaviors would help produce the academic outcomes that you (and your students and society at large) were hoping for.

Her research focuses on access and choice in higher education, the outcomes for college students, and the behavior of postsecondary institutions.

In a space where more choice is available, students need to be held more accountable for their behavior and work outcome.

There are many reasons why we should avoid collective punishment, but the most important is that if we want students to learn how to take responsibility for their behavior, they need somewhat predictable outcomes for their choices.

[10] The authors then attempt to get closer to studying disparities in discipline conditional on student behavior by comparing outcomes for black and white students who participated in the same fight.

Teacher training programs, such as the My Teacher Partner Program (MTP), provide support for teachers to reflect on interactions with students and develop strategies to address behavior issues to achieve positive outcomes.

To address the complexity of requirements for improving student behavior and outcomes while optimizing budgets and results, we offer a unified approach: the Second Step Suite.

Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage and Holt, 2013).

A new study examines the connection between teacher reports about behavior when students are 11 and later life outcomes for those students.

A new study led by Nicholas W. Papageorge at Johns Hopkins University and IZA examines the connection in Great Britain between teacher reports about behavior when students are 11 and later life outcomes for those students.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

However, three data points cause concern: in combination, they indicate that many of the responding authorizers do not 1) require special education outcomes as part of charter performance contracts; 2) see persistent failure to serve students with disabilities as a behavior that merits serious consequence; or 3) identify themselves as responsible for enforcing special education enrollment proportionality.

Non-punitive approaches to discipline that emphasize positive reinforcement for appropriate behavior and early individualized interventions for students showing signs of misbehavior become a strategy to improve overall educational outcomes.»

Since 2005, some 35 states have enacted new legislation on principal assessments aimed at putting less emphasis on «inputs,» such as how well particular leadership tasks are met, and more on student «outcomes» and the leadership behaviors likeliest to improve instruction, according to research by the National Comprehensive Center for Teacher Quality.

The study examines the principal strategies, models, and practices that these schools implemented, the factors facilitating and inhibiting implementation in SLC schools, and how outcomes for SLC schools, as measured by student achievement and school behavior, change over time.

If you are providing facilitation to PLCs, plan to have them set goals for learning that advances students from the current status found in the work or data, identify the student production behaviors needed to create the learning outcomes and the teacher actions likely to generate those student behaviors.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

More specifically, she is interested in the intersection of academic intervention and secondary - and tertiary - level positive behavior support interventions that promote improved outcomes for these students.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

While research on educational software is still young, increasing evidence points to positive outcomes for today's students — despite the prevalence of headlines linking video games to bad behavior or lukewarm learning outcomes.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary oOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and the impact of its positive school culture and behavior support systems on disciplinary outcomesoutcomes.

In Term 2, Identifying and Teaching to Student Differences proceeded with greater depth related to behavior, ability and language and strategies to differentiate, scaffold and assess fairly for high student ouStudent Differences proceeded with greater depth related to behavior, ability and language and strategies to differentiate, scaffold and assess fairly for high student oustudent outcomes.

When selecting indicators to classify schools into categories, states should also examine three additional characteristics for each indicator: differentiation between schools, relationship to key student outcomes, and ability to drive behavior.

The other case study, How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabOutcomes for Students with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabStudents with Disabilities, examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disaboutcomes for students with disabstudents with disabilities.

Dick Startz this morning discusses one of many experiments indicating that performance pay for teachers not only fails to improve student outcomes, but also doesn't do much to change teacher behavior.

Implementing intensive intervention to improve outcomes for students with significant learning and behavior needs is challenging work!

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

The outcomes of the Success Coach Interventions are that students become positively engaged with the Coach and their schools, become positive actors within the school community, attend school, begin to succeed academically, reduce high risk behaviors, increase positive behaviors, develop positive goals, and begin to see themselves as having the potential for future success.

It is our intention to create the opportunity for implementers dedicated to the effective implementation of PBIS to have a professional learning community where they can access information and support leading them to desired academic, behavior, and social - emotional outcomes for all California students, families and communities.

To address the complexity of requirements for improving student behavior and outcomes while optimizing budgets and results, we offer a unified approach: the Second Step Suite.

Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) partners with school districts to help implement and sustain these supports for improved student outcomes.