Evidence-based best practices that improve classroom environments and assessment techniques!

If your goal is a smoother-running, participatory classroom and improved student achievement, you'll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin.

Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more; Proven techniques for classroom management, including immediate, positive steps that teachers can take; User-friendly content supported by quick-read charts and graphs

Drawing from the leading international experts in the field of teaching and originally published in the journal Better: Evidence-Based Education, this is a valuable new resource for education leaders at all levels.

Positive Behavioral Interventions and Supports

Positive behavioral interventions and supports

Catherine Bradshaw describes a schoolwide framework for reducing problem behavior using positive behavior support.

Positive Behavioral Interventions and Supports (PBIS), created by Rob Horner and George Sugai, is a schoolwide application of behavioral systems and interventions to achieve behavior change in schools. PBIS has a strong foundation in behavior analysis and is a noncurricular framework that strives for a flexible fit with a school's culture and context. It can be implemented in any school level, type, or setting. A three-tiered, systemwide framework is applied that guides the development and implementation of a continuum of behavioral and academic programs and services:

  • Universal (Tier 1, schoolwide “green-zone”);
  • Selective (Tier 2, “yellow-zone”); and
  • Indicated (Tier 3, “red-zone”) (see Figure 21.1).

Figure 21.1 Three-Tiered Framework ...

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