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Early Warning Indicators (EWIs) use student-level data including attendance, behavior, and course performance (the ABCs) to identify cutpoints that are related to an increased likelihood of students dropping out of school.

This handout presents instructional alignment as the important part of the teacher’s role to make sure there is alignment between the curriculum, instruction, and assessment.

This booklet attempts to briefly summarize the research on strategies or experiments to increase attendance. It presents some research-based ideas as a starting place for those who want to develop better policies and practices for attendance and to understand the factors that contribute to increased attendance, engagement, and a lower dropout rate.

The best technique for reducing classroom behavior problems is to establish effective routines and procedures. This is most effective when a teaching team agrees upon a few common routines/procedures, so students have a consistent experience from class to class. This tool suggests several possible routines and procedures for teachers to implement in the classroom.

This case study is a dissertation submitted to the Department of Educational Leadership, School Counseling, and Sports Management in partial fulfillment for the degree of Doctor of Educational Leadership University of North Florida College of Education.

This article written by Vito Perrone, discusses the importance of engaging students. He give strategies to "draw students into the depth and complexity of a subject", using topics that "relate to students' lives".


Schools can keep young people on the graduation track by integrating schoolwide reforms, early warning systems, and responsive interventions that address the ABCs of dropout prevention: attendance, behavior, and course performance. In this article, we offer a systematic plan for dropout prevention at the district and school levels through a three-tiered prevention model that directly addresses

Written by Elizabeth A. Mizerek, from the National Association of School Psychologists, this article talks about the background, characteristics and developmental issues of students living without a home. 

Highly-focused differentiated supports             

  • Identify student strengths and gaps
  • Develop academic action plan
  • Classroom-based small group guided reading groups
  • Scheduled re-teaching/learning time following formative and periodic assessments
  • Small group academic support for those needing either acceleration or remediation

In a popular 2014 article titled, Why You Hate Work, Tony Schwartz and Christine Porath identify four areas that matter most to job satisfaction and productivity:


To help students understand what positive behavior looks like, and to help them to identify and strengthen challenges behaviors, you might consider the following interventions and supports:

This one-pager gives concrete strategies that can be easily implemented in a classroom to accommodate students who may be having difficulty processing language and/or verbal directions.Helpful Classroom Strategies for Students with Language-Auditory Processing Disorder

This handout presents 16 habits of mind dispositions displayed by intelligent people in response to problems, dilemmas, and enigmas, the resolution of which are not immediately apparent.

This article reviews research concerning the causes of children with oppositional defiant disorder (ODD) and the antecedents that trigger oppositional and defiant behavior. Drawing from clinical experience, the authors present a model to alter theses antecedents and offer a wide variety of practical techniques for preventing and responding to oppositional behavior in the classroom.

By H. Richard Milner IV, of Harvard Education Press. This article talks about the importance of strong teacher-student relationships, especially in times or trauma or conflict to maximize learning opportunities through micro and classroom level opportunities.