Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents

2M Research. 1521 North Cooper Street, Suite 600, Arlington, TX 76011. Tel: 855-328-1611; Fax: 866-250-2447; e-mail: [email protected]; Web site: https://2mresearch.com/

N

188

National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)

92990019F0319

Administrators; Teachers; Practitioners; Parents

Elementary School Students; Elementary School Teachers; Special Education; Students with Disabilities; At Risk Students; Social Development; Emotional Development; Student Behavior; Behavior Change; Behavior Problems; Academic Achievement; Standards; Evidence Based Practice; Educational Environment; Prosocial Behavior; Intervention; Outcomes of Education; Classroom Techniques; Teaching Methods; Discipline; Prevention; Decision Making; Outcome Measures; Problem Solving; Stakeholders; Instructional Effectiveness; Fidelity; Program Implementation; Coaching (Performance); Guides; Educational Practices

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert panel and informed by a review of evidence using What Works Clearinghouse (WWC) evidence standards, these practice recommendations for educators draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as having disabilities or who are at risk of identification for special education services. Moreover, these recommendations are based on research on promising interventions that show evidence of improved outcomes for student behavior, educator classroom management, and school environment. The panel offers elementary educators, administrators, qualified related service providers, and qualified school-based mental health practitioners the following five specific recommendations for prevention-focused practices that promote prosocial student behavior and related outcomes: (1) Implement School-Wide Procedures for Defining, Teaching, and Acknowledging a Small Set (e.g., 3-5) of Positive Behavioral Expectations; (2) Implement School-Wide Procedures to Ensure that Consequences for Problem Behavior (a) Prevent Escalation, (b) Interrupt and/or Redirect Problem Behavior to Expected Behavior, and (c) Minimize Inadvertently Rewarding Problem Behavior; (3) Use Coaching to Support Implementation of Evidence-Based Instructional and Classroom Management Strategies; (4) Collect, Summarize, and Use Fidelity and Student Outcome Data at All Levels for Iterative Decision-Making and Problem-Solving by Stakeholders; and (5) Implement the Organizational Systems Needed to Support the Initial Adoption and Sustained Use of Effective Practices with High Fidelity. [For "Promoting Social and Behavioral Success for Learning in Elementary Schools: Systematic Review Protocol. Version 3.0. Revised," see ED617406. For "Promoting Social and Behavioral Success for Learning in Elementary Schools: Introduction to Recommendations," see ED617820.]

ERIC

Yes

2022

ED617775