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Full-Text Articles in Education
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).
The Systemic Impact Of The Implementation Of The Response To Intervention Model In Elementary Schools, Annette Robin Cronin
The Systemic Impact Of The Implementation Of The Response To Intervention Model In Elementary Schools, Annette Robin Cronin
Dissertations
The intention of this study was to examine three factors regarding the implementation of the Response to Intervention (RtI) model. First, the study discovered what professional development opportunities were afforded to administrators and certified faculty to support the implementation of the RtI model within schools that make AYP and those that did not make AYP. Second, the study investigated the awareness and utilization of Early Intervening funds within schools that make AYP and those that did not make AYP. Lastly, this study examined how schools monitor student progress within the RtI model for schools that made AYP and those that …