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Allen, Kristi; Loven, Rachelle – i.e.: inquiry in education, 2022
The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact of reading interventionists when working with developing…
Descriptors: Reading Instruction, Intervention, Reading Teachers, Elementary Education
Sharon Buelah St. Clair – ProQuest LLC, 2022
Some elementary school students have experienced school failure and exhibited severe emotional, social, and problematic behaviors that have affected their academic progress. Some behaviors stem from emotional and behavioral disorders, abuse, bullying, and sociocultural and socioeconomic problems. Other behaviors develop because of teachers'…
Descriptors: Elementary School Students, Behavior Problems, Emotional Disturbances, Teamwork
Bree A. Jimenez; Tammy Barron – Inclusion, 2022
Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing…
Descriptors: Student Needs, Inclusion, Multi Tiered Systems of Support, Evidence Based Practice
McFarlin, Shannon Lynch; McGough, Kimberly – Professional School Counseling, 2021
With increased suicide rates among youth during recent decades, the K-12 educational community still lacks a comprehensive model for suicide prevention that is tailorable for school systems. With this article, we present the Research-Informed Adaptable Model for the Prevention of Suicide in Schools (RAMPSS). A multitiered system of support, RAMPSS…
Descriptors: Suicide, Prevention, Multi Tiered Systems of Support, Elementary Secondary Education
Mitch Weathers – Corwin, 2024
Every educator wants to know: "What has the greatest impact on student success?" The answer: executive function skills. They are crucial for students' academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation. This…
Descriptors: Executive Function, Elementary Secondary Education, Multi Tiered Systems of Support, Safety
Angus Kittelman; Dana Cohen Lissman; M. Kathleen Strickland-Cohen; Mimi McGrath Kato; K. Brigid Flannery; Robert H. Horner; Sara Izzard; Stephanie St. Joseph; Aaron Mowery – Journal of Positive Behavior Interventions, 2024
Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be…
Descriptors: High School Students, Public Schools, At Risk Students, Intervention
Renae D. Mayes; Erik M. Hines; Desireé Vega; Paul C. Harris; Tamara K. Lawson – Professional School Counseling, 2024
The contemporary educational experiences of Black girls suggest a disconnect between their success and what they must navigate on their road to success. Given Black girls' experiences, schools must implement systemic intervention as a part of multitiered systems of support. Interventions should engage antiracist frameworks that center on the…
Descriptors: African American Students, Females, School Role, Intervention
Jamemy Barnett – ProQuest LLC, 2024
The purpose of this study was to examine the relationship between schools' multi-tiered systems of support (MTSS) implementation, students' perceptions of their social-emotional learning (SEL), educators' perception of students' SEL, and academic achievement for Hispanic/Latino, African American, and Asian elementary school students as measured by…
Descriptors: Multi Tiered Systems of Support, Social Emotional Learning, Academic Achievement, Elementary School Students
Nicholas Gage; Kim Salomonson; Tori Ballew; Beth Clavenna-Deane; Nicolette Grasley-Boy – WestEd, 2024
The success of all students in schools, including students with learning differences, is contingent on how schools operationalize universally designed instruction, positive behavior support, and data-based decision-making for individualized and group-level interventions. When schools have fully functional multi-tiered systems of support (MTSS)…
Descriptors: Multi Tiered Systems of Support, Positive Behavior Supports, Student Behavior, Behavior Problems
Juliet L. Gevargis-Mizimakoski – ProQuest LLC, 2024
Multi-Tiered System of Supports (MTSS) promotes an equity-based concept of inclusive education as opposed to a place-based concept; thus, the focus shifts from who is included to what is included because the who is all students (McCart & Miller, 2020; Sailor et al., 2018). In this qualitative study, I sought to understand high school teachers'…
Descriptors: High School Teachers, Multi Tiered Systems of Support, Teacher Attitudes, Special Education
David E. Houchins; Richard G. Lambert; Christopher Henrich; Joseph Calvin Gagnon – Behavioral Disorders, 2024
A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities,…
Descriptors: Delinquency, Institutionalized Persons, Correctional Institutions, Literacy Education
Arielle Bendit; Melissa Mariani – Professional School Counseling, 2024
Meeting the needs of gifted students is particularly challenging for school counselors. This practitioner action research study examined the effectiveness of implementing complete universal mental health screening with early college high school students. Using a complete mental health approach, we classified students into need-based groups. The…
Descriptors: Screening Tests, Mental Health Programs, High School Students, Dual Enrollment
E. Snyder; S. E. Witmer – Preventing School Failure, 2025
Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In…
Descriptors: English Language Learners, Multi Tiered Systems of Support, Reading Instruction, Elementary School Teachers
Malena A. Nygaard; Christa Schmidt; Meredith Powers Franco; Jennifer Cox; Nancy Lever – American Journal of Health Education, 2025
Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose: We present…
Descriptors: Trauma Informed Approach, Student Needs, Mental Health, Health Promotion
Aimee J. Hackney; Sara Sanders; Kristine Jolivette; Nicole C. Swoszowski; Robin P. Ennis – Behavioral Disorders, 2025
The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention…
Descriptors: Trauma, Intervention, Student Attitudes, Facilitators (Individuals)