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AutorenSwain-Bradway, Jessica; Gulbrandson, Kim; Galston, Anthony; McIntosh, Kent
InstitutionTechnical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)
TitelDo Wisconsin Schools Implementing an Integrated Academic and Behavior Support Framework Improve Equity in Academic and School Discipline Outcomes?
Quelle(2019), (8 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterBehavior Modification; Academic Support Services; Discipline; Student Needs; Program Effectiveness; Faculty Development; Suspension; Public Schools; Response to Intervention; Cultural Relevance; Teaching Methods; Reading Instruction; Culturally Relevant Education; Data Use; Disproportionate Representation; Minority Group Students; Racial Differences; Ethnicity; Students with Disabilities; Academic Achievement; Costs; Time; Elementary Secondary Education; Wisconsin
AbstractThis evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students. The data analyzed in this brief were derived from a small, Wisconsin RtI Center staff directed project. The focus was on the impact of an equitable multi-level system of supports (MLSS). The data look at schools that engaged in professional development in several MLSS training series that have an explicit focus on equitable outcomes for all students. (As Provided).
AnmerkungenTechnical Assistance Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: http://www.pbis.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/3/09
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