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West Ashley Library
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John L. Dart Library
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Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices.
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- Author(s): Simonsen, Brandi; Freeman, Jen; Swain-Bradway, Jessica; George, Heather Peshak; Putnam, Robert; Lane, Kathleen Lynne; Sprague, Jeffrey; Hershfeldt, Patti
- Source:
Education & Treatment of Children (West Virginia University Press). May2019, Vol. 42 Issue 2, p265-289. 25p. - Source:
- Additional Information
- Subject Terms:
- Abstract: Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing structure, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proactive professional development support systems (e.g., training, coaching, performance feedback). Unfortunately, implementation is complex, and educators and school leadership teams implement key practices and systems at lower rates than desired. To increase the likelihood of successful implementation and desired outcomes, we encourage educators and leadership teams to collect and use data to guide decision-making. In this paper, we discuss the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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