Sentences with phrase «behavioral outcomes for students»

Positive Behavioral Interventions and Supports (PBIS) is a nationally - recognized approach to support positive academic and behavioral outcomes for all students.

Since the passage of No Child Left Behind, school districts around the country have been encouraged to use programs that are scientifically proven to effectively improve academic and behavioral outcomes for students.

The report considered whether the policy change was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

The report considered whether the change in discipline policy was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

Improving academic, social, emotional, and behavioral outcomes for students, classroom and school climates, and student - teacher and peer relationships.

Developed specifically to instruct teachers and other school professionals about the impact hunger has on learning, the NEA Healthy Futures Breakfast in the Classroom Toolkit will help you communicate how BIC can help increase breakfast participation and address hunger in schools, which in turn can improve academic and behavioral outcomes for students.

Not exact matches

Other initiatives in their school improvement plan (PDF) included Positive Behavioral Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondaryBehavioral Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondarybehavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondary students.

Jennings is a founder of CARE for Teachers, a «mindfulness - based professional development program designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.»

• Technology - based behavioral interventions — like nudging a student to register for a course — produce consistently improved learning outcomes.

Safe and positive school climates and cultures positively affect academic, behavioral, and mental health outcomes for students (Thapa, Cohen, Guffey, & Higgins - D «Alessandro, 2013).

Funded by: The Spencer Foundation Amount: $ 50,000 Dates: 9/1/17 — 8/31/18 Summary: Improving the special education teacher workforce is especially important for students with emotional and behavioral disorders (EBD), as these students are at high risk for poor long - term outcomes.

And there is extensive evidence that teaching social - emotional competencies (like grit) in schools improves behavioral and academic outcomes for students, as well as student wellness.

Research has shown that minority teachers are likely to be more effective in producing positive academic and behavioral outcomes for same - race students.

MIBLSI uses multi-tiered frameworks with proven practices that improve behavioral and academic outcomes for students.

to develop strategies used by school staff — administrators, support staff and teachers — to improve educational, behavioral and health outcomes for all students, enumerating those factors at the school, classroom and community levels

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.

For instance, university researchers at the Stanford University Graduate School of Education's John W. Gardner Center recently partnered with the California CORE districts — which include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that included measures of students» social - emotional learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these measures were predictive of students» test performance and correlated with other important academic and behavioral outcomes.52

The Michigan State School Aid Act allocates funding for MIBLSI to pilot a program that will develop, enhance, and expand statewide systems of support for intermediate school districts and schools implementing an evidence - based, multi-tiered behavioral framework for improving behavioral outcomes and learning conditions for all students.

Provided through the Now Is The Time initiative (PDF), the bulk of the funding is going to districts for school climate transformation, which includes connecting students and families to the appropriate services, improving behavioral outcomes and conditions for learning, increasing the awareness of and the ability to respond to mental health issues in students, and addressing the school - to - prison pipeline.

Whether they are struggling or have advanced learning needs, MTSS is designed to improve academic, behavioral and social - emotional outcomes for all students.

We have had significant results in student behavioral and learning outcomes, including a Recognized district rating and a Recognized high school rating (only 12 % of high schools achieved that rating for 2008).

As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings led the faculty team that developed Cultivating Awareness and Resilience in Education (CARE for Teachers), a mindfulness - based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.

The purpose of this project is to enhance collaboration and coordination among schools, mental and behavioral health specialists, law enforcement and juvenile justice officials to help students succeed in school and prevent negative outcomes for youth and communities.

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.

Our model is a whole school, whole child framework to create trauma - sensitive schools that will improve academic, behavioral, and social - emotional outcomes for students.

What if there was a way to reduce teacher stress, while also improve behavioral and academic outcomes for students school - wide?

(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?

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.28 — 33 Small - scale reviews of school - based programs run by nongovernmental organizations (NGOs) have been conducted in Kenya, but there has not been a review of the government's sexuality education program in schools.34, 35

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.10, 24 — 27 This report provides a detailed snapshot of how the policies related to sexuality education in Ghana are translated into practice and what students, teachers and heads of schools think about them.

Safe and positive school climates and cultures positively affect academic, behavioral, and mental health outcomes for students (Thapa, Cohen, Guffey, & Higgins - D «Alessandro, 2013).

The School Climate and Transformation Grant, at $ 100,000 total for two years, will develop a framework for improving behavioral outcomes and learning conditions for all students.

Research in WCSD finds a similarly strong link between students» ratings of their social and emotional competencies and academic and behavioral outcomes, including their level of risk for being off - track for graduation.