NCII developed a series of behavioral strategies to support teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors.
African American Students
This is a virtual toolbox for mental health in schools. Topics include mental health in schools, behavior problems and social emotional learning, and well-being of school staff.
This Evidence-Based Practices Resource Center provides links to evidence-based practices that address substance abuse and mental health. The Resource Center includes scientifically-based resources such as toolkits, resource guides, clinical practice guidelines, and other science-based resources.
This report shares and contextualizes data related to chronic absenteeism.
Fact sheet showing actual state reports on the effects of positive behavior interventions on school climate and practices to improve and promote positive behaviors within the classrooms and schools. and the community.
“The report recommends implementing measures that address discipline in fair and equitable ways so that schools and districts can improve school climate and ensure that all students graduate from high school ready for college and a career.”
The purpose of this toolkit is to provide a comprehensive set of resources, tools, and processes for engaging in an equity-oriented policy review and analysis. Users will engage in learning about a process for engaging in reviewing and critiquing systemic policies. Examples of what critical conversations about policy sound like are presented, as well as tools to support users in designing and implementing an equity-oriented policy review process in their local setting.
This document provides school districts with research-based actions that have shown evidence of effectiveness to improve the educational outcomes of African American students.
Due to the ever increasing numbers of young people and particularly African-American youth entering the juvenile justice system, the need for research that explores the relationship between schooling experiences and entry into the juvenile justice system is grave. The findings in this study illustrates the need for a shift in focus from the deficit thinking about individual children deemed “disruptive” to how school systems contribute across time to the school to prison pipeline and what school systems can do to prevent children from entering the pipeline.
This literature review explores the origins and theory of restorative justice and its current implementation in US schools with a focus on implementation concerns and restorative justice's impact in schools.