scholarly journals PBIS Implementation Fidelity and Student Outcomes in an Urban School District

2020 ◽  
Vol 3 (2) ◽  
pp. 96-117
Author(s):  
C. Angelique Scherer ◽  
W. Kyle Ingle
Keyword(s):  
School District ◽  
Repeated Measures ◽  
Student Outcomes ◽  
Standardized Test ◽  
Action Plan ◽  
Implementation Fidelity ◽  
Urban School ◽  
Future Research ◽  
Urban School District ◽  
Positive Behavior Interventions

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.

Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

2020 ◽  
Vol 41 (2) ◽  
pp. 70-79
Author(s):  
Jeffrey Sprague ◽  
Kristine Jolivette ◽  
Lauren J. Boden ◽  
Eugene Wang
Keyword(s):  
Repeated Measures ◽  
Social Validity ◽  
Implementation Fidelity ◽  
Evaluation Study ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Interventions ◽  
Evaluation Tool ◽  
Positive Behavior Interventions ◽  
Juvenile Facilities

In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

scholarly journals Balanced Literacy in an Urban School District

2005 ◽  
Vol 98 (5) ◽  
pp. 272-280 ◽  
Author(s):  
Bruce B. Frey ◽  
Steve W. Lee ◽  
Nona Tollefson ◽  
Lisa Pass ◽  
Donita Massengill
Keyword(s):  
School District ◽  
Balanced Literacy ◽  
Urban School ◽  
Urban School District

School leaders' preferences for teacher applicant characteristics in a large urban school district

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
W. Kyle Ingle ◽  
Namok Choi ◽  
Marco A. Munoz
Keyword(s):  
School District ◽  
Factor Structure ◽  
Assistant Principals ◽  
Large Scale ◽  
Urban School ◽  
Urban School District ◽  
Cross Sectional Survey ◽  
Urban District ◽  
Content Type ◽  
Significant Difference

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

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