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|NCEE 2022008||Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes
To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program.
|REL 2021082||Supporting Students with Health Conditions in District of Columbia Public Schools
To inform a plan for supporting students with health conditions, District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic on a study to understand how the prevalence of health conditions differs by student characteristics, whether students are supported through a 504 plan or an individualized education program (IEP), and the relationship between student health conditions and education outcomes. The study found that 27 percent of students in DCPS had a reported health condition in 2018/19, which is lower than the percentages reported for health conditions in the city in other data sources and could thus be an undercount. Health conditions were most prevalent among DCPS students who are male, who are Black/non-Hispanic, who are economically disadvantaged, or who attended school outside their ward of residence. Asthma was the most prevalent health condition, reported by 16 percent of students, which is double the national average. Among students with a reported health condition, 28 percent received support through a 504 plan or an IEP. Students with health conditions who are Black/non-Hispanic, who are economically disadvantaged, or who attended school outside their ward of residence were more likely to receive support through an IEP than students without these characteristics. In contrast, students with health conditions who are White/non-Hispanic or who are not economically disadvantaged were more likely to receive support through a 504 plan than other groups of students. Students with a reported health condition generally fared worse on education outcomes than students without a health condition.
|REL 2019004||Technology use in instruction and teacher perceptions of school support for technology use in Iowa high schools
A growing national consensus shows the need for educational systems to prepare students to succeed in working environments and society of the 21st century. Recognizing this need, Iowa school districts have invested in technology to assist in addressing the expectations of the Iowa Core Standards related to 21st century skills. The rural districts served by the Central Rivers Area Education Agency (Central Rivers AEA) and three high schools formed the Iowa Learning and Technology Networked Improvement Community (Iowa NIC) to promote effective use of these technology resources. To inform these improvement efforts, the Iowa NIC requested that REL Midwest conduct a descriptive research study to describe the extent to which teachers are using technology to support the development of 21st century skills and describe teacher perceptions and school supports related to technology integration. The study team obtained teacher survey data and school data from Central Rivers AEA. The study examined proportion of teachers emphasizing each of the four 21st century skills (that is, collaboration, communication, creativity, and critical thinking). In addition, the study performed tests to determine which groups of teachers (for example, by subject area taught) differed in their responses for a given topic area. The proportions of teachers asking students to use technology to support the development of 21st century skills differed across the four skills, as well as across subject areas taught and teacher experience. Specifically, half or nearly half of the teachers emphasized the use of technology for collaboration or critical thinking at least monthly. By contrast, less than a fourth of the teachers emphasized the use of technology for communication or creativity at least monthly.
|NCES 2018143||Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching
This Statistics in Brief investigates early-career teachers’ preparation for teaching and receipt of support by selected characteristics of the schools in which they taught during the 2011–12 school year.
|NCES 2014020||Public-Use Data Files and Documentation (PEQIS 19): Services and Support Programs for Military Service Members and Veterans, 2012-13
This file contains data from a quick-response survey titled "Services and Support Programs for Military Service Members and Veterans, 2012-13." The survey was designed to provide descriptive national data on the prevalence and characteristics of services and support programs offered to all military service members and veterans enrolled for credit at postsecondary institutions in the United States, as well as dependents receiving military or veteran’s financial education benefits. For this survey, military service members and veterans refers to active-duty service members, reservists, members of the National Guard, and veterans. NCES released the results of the survey in the publication “Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13” (NCES 2014–017).
Questionnaires were mailed to the PEQIS institutions in early June 2013. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about services and programs for military service members and veterans at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in July 2013; data collection and clarification were completed in September 2013. The response rates were 93 percent unweighted and 90 percent weighted.
The survey covered customized support services such as academic support/tutoring, career planning/services, and mental health counseling; availability of mentoring programs; customization of admissions and orientation activities; availability of Veterans Affairs (VA) work-study opportunities; and tutorial assistance using VA educational benefits. Other topics included institutions’ policies for charging veterans in-state tuition, course offerings specifically for military service members and veterans, and availability of training for postsecondary staff members on issues specific to veterans and service members. The survey also collected information about the number and type of students enrolled, and the number and type of dependents enrolled who received military or veteran’s financial education benefits.
|REL 2010095||What are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States
School support teams work as external facilitators of improvement in schools and districts designated as in need of improvement under the No Child Left Behind Act. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions.
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