Educators credit PBIS with school’s improvement
Three years after a California high school introduced a system to award positive student behavior, there are fewer fights and academic achievement has improved. In this commentary, Jacob Rosario, the school’s vice principal, and Chelsea Ramirez, the positive behavioral and intervention supports program manager, describe how PBIS turned the school around.
It is possible to evaluate what students have learned without relying on standardized tests, asserts high-school English teacher Jessica Smith. In this blog post, she shares how she engaged her own students in a challenge to demonstrate their understanding of the novel “To Kill a Mockingbird.”
Schools across the country are using social and emotional learning practices to improve their culture, a process that starts with the principal. Melissa Schlinger, vice president of practice and programs at CASEL, says SEL is the “rocket fuel” needed to improve outcomes for students.
Five New York City schools that have adopted a restorative justice program are reporting improved outcomes for students. Mischael Cetout, a restorative justice coordinator, says it allows both administrators and students a way to understand the root causes of student conflicts and work on improving student behavior.
Does proficiency-based learning work?
Language classes at a school in Chicago have transitioned from a traditional grade-level-based approach to a proficiency-based learning model that groups students according to their abilities. In this commentary, language teacher Bing Wang shares how the process works and how teachers and students are embracing its “messiness.”
Teresa Donnellan is an editorial assistant at SmartBrief.
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