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This brief profiles strategies that large public school districts utilize to manage student behavior and discipline. The brief includes an overview of practices schools use to keep students in school, particularly in the context of disproportionality, by leveraging programs like Positive Behavior Interventions and Supports and Restorative Justice. The research addresses how teachers and staff are trained and supported in these practices and the ways schools determine whether related programs are effective.
Use this diagnostic to improve managing behavioral disruptions in early grades. These questions are structured according to four key areas of opportunity.
EAB reviewed and summarized districts’ publicly available reopening plans on instruction and health/safety.
District choose to change school start times for a variety of reasons—the most common reasons we found were to support students and improve district transportation. This report examines how to implement a change in school start time, and what effects a stakeholders experience from a change in start time.
Summary This report describes how districts operate interdistrict desegregation programs to combat regional segregation. The report first provides an overview of interdistrict desegregation program types, outcomes, and common challenges. The report then suggests solutions to major problems facing interdistrict desegregation programs, including the legality of selection criteria, decreasing community engagement, the lack of sustainable funding, […]
Develop and Implement Schoolwide Expertise in Science-Based Reading Instruction On-Demand Webconference
This on-demand webconference focuses on building principal knowledge and teacher expertise and highlights ways to transfer practitioner knowledge into classroom action.