"Cultivating Behavioral Change in K-12 Students" provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals…

Meeting the needs of students dealing with trauma-related behavioral challenges poses a significant challenge. Research has shown that childhood trauma affects a student's capacity to learn in academic, social, and emotional contexts and that educators are faced with significant challenges when trying to provide an educational path for each of…

From noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K--12 students. The authors' functional assessment-based intervention (FABI) process has been supported by multiple peer-reviewed studies conducted in authentic educational environments. Step by step,…

The problem addressed in this study is that the low reading proficiency levels of marginalized elementary students significantly affect their future academic achievement and life outcomes. The purpose of this quantitative comparative study was to investigate the differences in the reading proficiency levels of marginalized Grade 3-5 students in a…

Recent research has demonstrated that educators and students succeed when students are present, engaged, socially secure, and academically successful. These practice recommendations draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as…

Background/Context: Despite the surge in efficacy studies, a recent meta-analysis indicates that the relative effectiveness of any two math interventions is largely unknown (Nelson & McMaster, 2019). Additionally, policy makers rarely choose educational programs based on an assessment of costs and cost-effectiveness (Hollands et al., 2016;…

Packed with easy-to-use tools and resources, this book presents intensive intervention strategies for K-5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle. Chapters address all the fundamental components of…

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

The term "at-risk" is used by educators and policymakers to describe a wide variety of students who struggle in schools (Kronholz, 2011). Factors associated with labeling students at-risk include minority status, poverty, language difficulties, low school attendance, and poor family support (Reglin, Akpo-Sanni, Losike-Sedimo, 2012;…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

This research seeks to investigate the claim that London schools have improved dramatically since 2000. The authors have reviewed the evidence of transformational change and explored possible reasons for the development in London's schools. The project was guided by three questions: (1) Is the success of London's schools as real as has been…

The objective of this systematic review is to summarize the available evidence on the effects of prevention and intervention programs aimed at primary and secondary students for increasing school completion or reducing school dropout. Program effects on the closely related outcomes of school attendance (absences, truancy) will also be examined.…

If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the…

We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…