While some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school.
You are here
This powerpoint presentation describes the following three stepts to reducing dropouts: 1) understand the dropout problem in your community, 2) build an early warning, prevention, and intervention system, 3) involve the community.
This study describes how teachers and school leaders at the High School of Telecommunication Arts and Technology (familiarly known as Telly) used data and design to strengthen programming for students in grades 9 and 10, thereby improving outcomes for all students.
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.
“Think:Kids is a program in the Department of Psychiatry at the Massachusetts General Hospital (MGH) which has its roots in what was originally known as The Collaborative Problem Solving (CPS) Institute. The CPS Institute was established in 2002 under the auspices of the Department of Psychiatry at MGH and under the direction of Dr. Ross Greene and Dr. Stuart Ablon.
A workshop, from the Education Alliance of Brown University, providing the definition and theory behind school advisory programs as well as activities for staff in engage in to prepare for the implementation of a program.
The workshop will help school to:
This article describes a new study conducted at the University of Illinois. It explains how poor social and communication skills serve as risk factors for peer rejection and as predictors for bullying and victimization.
The following page offers educators at various stages of their teaching, an opportunity to explore ideas on different ways to engage students in their classes.
An article By: National Center for Learning Disabilities (NCLD), answers the questions - What is Executive Function? How does Executive Function affect learning? How are problems with Executive Function identified? What are some strategies to help?
This article explores the notion that with the onset of smartphones and social media, teens have developed a new language in which they use to interact with each other. It is abbreviated, rapid and completely different from the language used in a non-technology based classroom. Students are forced to “code switch” as they navigate between environments.
Written byTristan de Frondeville a Project Learning Consultant for PBL Associates, this article helps teachers to design lessons and create a classroom environment that engages and encourages students.
This article by Judy Willis explores three brain-based teaching strategies that help build executive function in students.
This article discusses how to use goal setting to allow students find purpose and value in their learning.
For many children from homes where languages other than English are spoken, learning English can be a challenge. This brief provides resources and strategies to assist and support teaching staff facing difficult situations when working with children who speak other languages. It answers the questions: