School-based supports and systems

BEST in CLASS: What Coaches and Teachers Say About It. Part 2: Teacher Perspectives

Authors : Daniel Cohen , Michelle Woodbridge

Practice-based coaching (PBC) promotes a strong collaborative partnership between teachers and coaches to facilitate the use of effective instructional practices. The PBC process includes skills instruction on BEST in CLASS practices, shared goals and action planning, implementation support, classroom observation, and reflection and feedback.

BEST in CLASS: What Coaches and Teachers Say About It. Part 1: Coach Perspectives

Authors : Daniel Cohen , Michelle Woodbridge , Christen Park

BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is a tier 2 (targeted) evidence-based intervention for young children with persistent and intensive challenging behaviors.

Handle With Care: Expanding and evaluating trauma supports for students

Authors : Jennifer Nakamura , Nancy Perez , Victoria Schaefer , Mary Klute

Now more than ever, many children and youth are exposed to potentially traumatic events, whether it be from community or school violence, natural disasters, or the sudden loss of a loved one.

Which Kindergarteners are at Risk of Being Bullied and/or Becoming Bullies, and What Can Educators and Parents Do About It?

Authors : Adrienne Woods

Bullying occurs when children experience unwanted and aggressive behavior from more powerful peers repeatedly over time.

Promises and Pitfalls of PBIS Part 3: Strategies for educators to reduce implicit bias when responding to challenging behaviors

Authors : Jennifer Nakamura , Elisa Garcia , Daniel Cohen , Kirby Chow

We highlight strategies educators can use to reduce implicit bias when responding to challenging behaviors, which is one of the five key components to reduce disproportionality in school discipline when implementing a PBIS approach.

Partner Blog Post: College and Career Pathways Measuring School Climate

Authors : Editorial Team

The well-established connection between positive school climate and student success means that educators need to know how the climate at their school is faring. This information is particularly important now, after the prolonged disruptions in schooling from the COVID-19 pandemic. Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?

Promises and Pitfalls of PBIS Part 2: Engaging Students and Families in Equity-Focused PBIS

Authors : Jennifer Nakamura , Elisa Garcia , Kirby Chow

In this second post in this series, we will discuss how to elevate the voices of students and families – one aspect of implementing a positive behavior framework that is preventive, multi-tiered, and culturally responsive.

Promises and pitfalls of PBIS Part 1: Importance of an equity-centered approach

Authors : Elisa Garcia , Kirby Chow , Jennifer Nakamura

Students who are Black, Latinx, and Native American are more likely than White students to be suspended or expelled – even when comparing consequences for the same infractions.

Effectiveness of Tools for Getting Along: Teaching Students Problem-Solving Skills

Authors : Carl Sumi , Jennifer Nakamura

(NASP 2022) This presentation described results from an effectiveness study of the Tools for (NASP 2022) Getting Along (TFGA) social problem-solving program. Findings show robust positive effects of TFGA on social–emotional and behavioral outcomes of Grade 4 students in geographically and demographically diverse areas.

Practice-Based Coaching on the Pyramid Model: “It builds you up and finds your strengths”

Authors : Maddie Cincebeaux , Erika Gaylor

SRI Education researchers are conducting an evaluation of the Pyramid Model, a three-tiered framework that supports early childhood education (ECE) teachers in preschool classrooms. The main goals of the Pyramid Model are to support ECE teachers as key figures in promoting the social-emotional skills and competence of children with and without disabilities so that all children can learn, develop, and grow in a positive and safe environment.