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SWIFT is a national center focused on providing academic and behavioral support for all students, including those with the most extensive needs. The mission of the SWIFT Center is to assist districts and their schools to engage in a transformational process in concert with their families and communities to achieve equity and excellence for all students.

Yet studies of principal behavior in schools makes clear that spending time in classrooms to observe, monitor, and evaluate classroom lessons do not necessarily lead to better teaching or higher student achievement on standardized tests. Where there is a correlation between principals' influence on teachers and student performance, it occurs when principals create and sustain an academic ethos in the school, organize instruction across the school, and align school lessons to district standards and standardized test items. There is hardly any positive association between principals walking in and out of classrooms a half-dozen times a day and conferring briefly with teaches about those five-minute visits.The reality of daily principal actions conflicts with the theory.

Michael mcsheehan presented at low incidence forum The IOD's research team is a multi-disciplinary group with backgrounds in education, autism, early childhood, employment, sustainable transportation, public policy, aging and long term care, positive behavioral supports, professional development, self determination, communication sciences and disorders, community development, literacy, developmental disabilities, and mental health. Research staffs possess training and expertise in a variety of quantitative and qualitative research methods, including case study, interview, observation, focus group, quasi-experimental design, participatory action research, and survey design. We apply our collective expertise to a broad range of disability topics to inform members of the disability community, policy makers, advocates, other stakeholders, as well as members of the general public. Our research emphasizes sound theory, collaboration with stakeholders, and the applicability of research results.

"CASEL has identified five interrelated sets of cognitive, affective and behavioral competencies. The definitions of the five competency clusters for students are:"

"Chief among these is the "culture of poverty" myth-the idea that poor people share more or less monolithic and predictable beliefs, values, and behaviors. For educators like Janet to be the best teachers they can be for all students, they need to challenge this myth and reach a deeper understanding of class and poverty."

"ClassDojo enables you to easily award and record points, achievements and rewards for behavior and performance in class in real-time, with just one click of your smartphone or laptop. Social and emotional learning finally gets brought to life!"

The Pyramid of Learning is a framework used by the Akron Public Schools to ensure ALL students receive the academic interventions and behavioral supports needed to be successful within the school setting."

The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a number of states regarding factors that predict postsecondary success, and this brief summarizes and expands on the information shared with these states. Specifically, we summarize early childhood through early postsecondary education research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success.

"Our school has been working diligently on beginning to implement the Common Core State Standards as well as follow the best practices according to the Continuous Classroom Improvement system, the book Instruction for All Students by Paula Rutherford, and the Leader in Me book by Stephen R. Covey that showcases schools with the greatest success in turning around academics and student behavior.  One of the ways we have done this is by working in our Professional Learning Communities (PLCs), or teams of grade level teachers, an instructional specialist, an administrator, and support SPED staff to conduct "backward planning"."

Schoolwide Integrated Framework for Transformation (SWIFT) is a national K-8 center providing academic and behavioral support to promote the learning and academic achievement of all students, including those with the most extensive needs. SWIFT advances equity and excellence for ALL through the promotion of five core domain areas to support grade level academic and social learning: Administrative Leadership Family and Community Partnership Inclusive Education Framework Inclusive Policy Structure and Practice. Multi-Tiered Systems of Support One of six nationally recognized SWIFT Knowledge Development Sites, the Dr. William W. Henderson Inclusion Elementary School in Dorchester, MA, is featured in this film and highlights some of the SWIFT domains and accompanying features.

"This site is designed to provide you with resources to help you successfully implement inclusive practices in your classroom, differentiate your instruction, collect data on student achievement and behavior, and provide modifications and accommodations to your les"

Thirty years of research shows us that when all students are learning together (including those with the most extensive needs) AND are given the appropriate instruction and supports, ALL students can participate, learn, and excel within grade-level general education curriculum, build meaningful social relationships, achieve positive behavioral outcomes, and graduate from high school, college and beyond. How do we transform education to achieve these goals? According to the research, it takes administrative leadership, multi-tiered systems of support, family and community partnership, an inclusive educational framework including organizational structure and school culture, and policies and practices providing the backbone to these features

"Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long term goals. It aims to set youth on their way toward developing healthy, productive lives. Examples of the life skills CLS helps youth self-evaluate include: Maintaining healthy relationships Work and study habits Planning and goal-setting Using community resources Daily living activities Budgeting and paying bills Computer literacy Their permanent connections to caring adults"

"Two-year-old children with larger oral vocabularies enter U.S. kindergarten classrooms better at reading and mathematics as well as better behaved, according to a team of researchers lead by Paul Morgan, associate professor of education policy studies, Penn State."

"ACT developed ACT Engage to measure students' behaviors and psychosocial attributes, which are critical but often overlooked components of their success as they enter college. Backed by our enduring expertise in research, ACT Engage can predict-with a remarkable degree of accuracy-how likely each of your incoming freshmen is to return for a second year, and whether they will earn at least a 2.0 GPA."

" The Florida Response to Intervention (RtI) website provides a central, comprehensive location for Florida-specific information and resources that promote schoolwide practices to ensure highest possible student achievement in both academic and behavioral pursuits. "

"Dr. Paul Nussbaum is a clinical neuropsychologist who specializes in aging across the lifespan and brain health. With a home base in Pittsburgh, Pa. Dr. Nussbaum maintains an Adjunct Professor of Neurological Surgery at the University of Pittsburgh School of Medicine. He provides national and international lectures on the human brain, brain-behavior relations, diseases of the brain, and brain health promotion."

"Our brains, it turned out, take much longer to develop than we had thought. This revelation suggested both a simplistic, unflattering explanation for teens' maddening behavior-and a more complex, affirmative explanation as well."

"This site will be used as a way to network with other PBIS teams from Cuyahoga County. This will be a place to share resources and ideas, ask questions, and connect with other educators who are implementing Positive Behavioral Interventions and Support (PBIS) in their schools."