Large-scale study of a social problem-solving curriculum in grade 4-5 classrooms of 60 elementary schools. » Read more about this project on SRI.com Lead Investigators: W. Carl Sumi, Michelle Woodbridge Funder: U.S. Department of Education Dates: 2016-2021
Implementation and evaluation study of trauma-informed universal (Second Steps), secondary (Bounce Back), and tertiary supports (districtwide behavior support team) in 30 elementary schools in one urban school district. Lead Investigators: W. Carl Sumi, Michelle Woodbridge Funder: National Institute for Justice Dates: 2017-2021
Efficacy study of Foundations, a schoolwide positive and proactive behavioral intervention developed by Safe & Civil Schools conducted in 60 middle schools in 3 states. » Read more about this project on SRI.com Lead Investigators: W. Carl Sumi, Michelle Woodbridge Funder: U.S. Department of Education Dates: 2016-2021
Efficacy study of the Cognitive Behavioral Interventions for Trauma in Schools program for students experiencing traumatic stress in 12 middle schools of one urban school district. Lead Investigators: W. Carl Sumi, Michelle Woodbridge Funder: U.S. Department of Education Dates: 2011-2016
Efficacy study of Check & Connect, a dropout prevention program, in 5 high schools of one suburban school district. Lead Investigators: W. Carl Sumi, Mary Wagner Funder: U.S. Department of Education Dates: 2012-2017
Large-scale effectiveness study of First Step to Success, an early intervention program for children in grades 1-3 with antisocial or aggressive behaviors, conducted in 48 elementary schools of 5 states. Lead Investigators: Mary Wagner, W. Carl Sumi Funder: U.S. Department of Education Dates: 2006-2011
Research coordination center that worked closely with four university-based behavior research centers in conducting randomized trials of interventions for students with severe behavior problems in grades 1-3. Lead Investigators: W. Carl Sumi, Michelle Woodbridge Funder: U.S. Department of Education Dates: 2004-2009
Study of the policies and initiatives to prevent early childhood programs’ use of exclusionary practices and promote children’s social emotional growth in Arkansas’s Child Care and Development Fund (CCDF)-funded programs conducted in collaboration with the Arkansas Division of Child Care and Early Childhood Education (AR DCCECE) and the National Center for Children in Poverty (NCCP). » … Continue reading Reducing Exclusionary Discipline in Arkansas Early Childhood Programs
We celebrated National School Social Worker week from March 7 – March 13, 2021 as part of Social Work Month. This school year provided unique challenges for school social workers (SSWs) as well as opportunities for innovation.
Due to COVID-19, educators have been tasked with finding new ways to continue teaching their students virtually with little time to prepare. In particular, since the start of the school closures, federal requirements for (IEP) compliance have changed