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Direct linkFina M. Robertson; Robert F. Putnam; Brandi Simonsen; Mary Jane Weiss – Center on Positive Behavioral Interventions and Supports, 2025
In this demonstration, we implemented the CSS in two self-contained classrooms (Spencer, 2013) to support educators and students with diverse needs. With brief training and targeted feedback, teachers improved their use of evidence-based practices, and student on-task behavior increased. The CSS can be a valuable tool for any setting where…
Descriptors: Students with Disabilities, Self Contained Classrooms, Student Needs, Teacher Competencies
Peer reviewed
Download full textWenz-Gross, Melodie; Yoo, Yeonsoo; Upshur, Carole C.; Gambino, Anthony J. – Grantee Submission, 2018
Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially…
Descriptors: Low Income Students, Achievement Gap, At Risk Students, Executive Function
Augustine, Catherine H.; McCombs, Jennifer Sloan – State Education Standard, 2015
The Wallace Foundation is funding a multiyear demonstration project to determine whether voluntary, district summer learning programs can stem summer learning loss for low-income students. Six districts--Boston, Cincinnati, Dallas, Duval County (Florida), Pittsburgh, and Rochester, New York--were selected for the demonstration project and…
Descriptors: Summer Programs, Low Income Groups, At Risk Students, Program Effectiveness
