Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations

There is a priority for schools to address students’ social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students’ needs is accurate measurement of their performance. Systematic screening for behavior addresses this need. Practical considerations and recommendations are offered for school leadership teams as they plan for using systematic behavior screening as a regular school practice. The paper was framed within tiered models of prevention, however, screening practices may be used outside of tiered models provided structures are in place for responding to student needs when detected. Content is offered to guide school leadership teams as they undertake systematic behavior screening efforts. Key words: systematic behavior screening, K-12, tiered prevention modelsOffice of Special Education Programs U.S. Department of Education (H326S980003)Institute of Education Sciences Partnership Grant (R305H150018

Engaging Community Partners to Enrich Preschoolers Learning Experiences with Dramatic Inquiry

Interdisciplinary teams of adults are needed to enhance the capacity of schools to provide the most appropriate educational experiences for young children who have or are at risk for developmental delays and disabilities (Division for Early Childhood, 2014). When educators, families, and community partners connect around shared goals, we begin to reimagine instructional opportunities and create more equitable access to educational resources for children and families. We share insights from community partners who participated in a collaborative dramatic inquiry study designed to enrich preschoolers’ learning experiences and serve children and families

Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing

Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meaningful outcomes for teachers and students. In the current qualitative study, 14 Grades 2 and 3 teachers discussed semistructured, open-ended questions in small focus groups regarding their experiences with, reactions to, and evaluations of aspects and components of PD and SRSD. These teachers’ voices contribute to our understanding of critical aspects of effective PD as well as SRSD

Table_1_New evidence of predictive validity of SRSS-IE scores with middle and high school students.docx

IntroductionWe report predictive validity of the newly defined Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools.MethodsThe sample included 11,773 middle school-aged students representing four geographic regions, and 7,244 high school-aged students representing three geographic regions.ResultsResults indicated fall SRSS-IE externalizing and internalizing latent factors as well as subscale scores (SRSS-E5, SRSS-I4, respectively) predicted year-end behavioral (office discipline referrals and in school suspensions) and academic (course failures) outcomes for middle and high school students as well as referrals to special education for middle school students. Internalizing scores also predicted referrals to special education for high school students. Externalizing and internalizing scores predicted nurse visits at the middle and high school levels with all models except for subscale models of internalizing in middle school. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12 items were similarly predictive of these outcomes, with few variations.DiscussionWe discuss educational implications, limitations, and directions for future inquiry.</p