Resources & Research

Article |

Reducing Effectiveness of Bullying Behavior in Schools

This document provides an overview of how school-wide positive behavioral interventions and supports (PBIS) serves as a framework for improving the effectiveness, efficiency, and relevance of practices to prevent school violence and bullying behavior. This overview is organized around eight questions: 1.) What do we know about preventing violence in schools? 2.) What is positive behavioral interventions and supports? 3.) How does school-wide PBIS relate to the prevention of bullying behavior? 4.) What is the PBIS approach to preventing bullying behavior?

Brief |

School-Wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment

The purpose of this blueprint is to provide implementers with definitions, descriptions, and guidelines that allow for accurate and durable implementation of school-wide positive behavior support (SWPBS) practices and systems.

Brief |

What Is Schoolwide Positive Behavioral Interventions and Supports

This brief provides a quick summary of positive behavior interventions and supports (PBIS) including: 1.) What is School-wide PBIS? 2.) What does PBIS emphasize? and 3.) What Outcomes Are Associated with Implementation of school-wide PBIS?

Report |

Charter School Bond Issuance: A Complete History

This June 2011 comprehensive study by the Local Initiatives Support Corporation (LISC) reports on charter school tax-exempt bond transactions completed over the past 13 years.

Report |

Native Language and Culture-Based Education, Hawai'i Charter School's Development and Program Description

This May 2011 U.S. Senate Indian Affairs Committee testimony from Alvin N. Parker, Principal of Ka Waihona o ka Naauao Public Charter School, covers the start-up of the school in an “educationally altered chicken coop” on the western side of O’ahu to its current K-8 program on a traditional school campus. The testimony includes information about performance, the cultural education focus, instructional staff, professional development and partnerships.

Report |

Native Language and Culture-Based Education, Pueblo of Jemez Written Testimony, Charter Schools Established

This May 2011 U.S. Senate Indian Affairs Committee testimony from the Pueblo of Jemez in north central New Mexico covers a reorganization of the tribal approach to education that has included putting Jemez language and culture at the heart of “how, where and what we teach our children” and the establishment of two charter schools within reservation land.

Report |

Native Language and Culture-Based Education, Hawai'i Research Involving Charter Schools

This May 2011 U.S. Senate Indian Affairs Committee testimony from Shawn Malia Kana‘iaupuni, Division Director, Public Education Support, Kamehameha Schools in Hawai’i covers the role of cultural education and the impact on student achievement, including the performance of charter schools in Hawai’i.

Report |

Charter School Performance in Pennsylvania

This April 2011 report from the Center for Research on Education Outcomes (CREDO) at Stanford University evaluates Pennsylvania charter schools, both cyber and bricks and mortar, and compares performance to traditional public schools.

Presentation |

The Essential Components of RTI: Progress Monitoring

Response to Intervention includes a combination of culturally and linguistically responsive instruction, assessment, and evidence-based intervention. Comprehensive RTI implementation contributes to more meaningful identification of learning and behavioral problems, improves instructional quality, provides all students with the best opportunities to succeed in school, and assists with the identification of learning disabilities and other disabilities. One essential component of RTI is monitoring student progress.

Presentation |

The Essential Components of RTI: Screening

Response to Intervention includes a combination of culturally and linguistically responsive instruction, assessment, and evidence-based intervention. Comprehensive RTI implementation contributes to more meaningful identification of learning and behavioral problems, improves instructional quality, provides all students with the best opportunities to succeed in school, and assists with the identification of learning disabilities and other disabilities. One essential component of RTI is universal screening.