Publication Date
| In 2020 | 0 |
| Since 2019 | 0 |
| Since 2016 (last 5 years) | 3 |
| Since 2011 (last 10 years) | 3 |
| Since 2001 (last 20 years) | 3 |
Descriptor
Source
| Preventing School Failure | 3 |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 2 |
| Elementary Education | 1 |
| High Schools | 1 |
| Higher Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Missouri | 3 |
| Florida | 2 |
| California | 1 |
| Colorado | 1 |
| Connecticut | 1 |
| Hawaii | 1 |
| Illinois | 1 |
| Kansas | 1 |
| Massachusetts | 1 |
| Michigan | 1 |
| Ohio | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHarrison, Judith R.; State, Talida M.; Wills, Howard P.; Custer, Beth A.; Miller, Elaine – Preventing School Failure, 2017
Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated…
Descriptors: Individualized Transition Plans, High School Students, Individualized Education Programs, Parents
Rodriguez, Billie Jo; Loman, Sheldon L.; Borgmeier, Christopher – Preventing School Failure, 2016
As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more…
Descriptors: Program Implementation, Intervention, Positive Behavior Supports, Evidence Based Practice
Francis, Grace L.; Blue-Banning, Martha; Haines, Shana J.; Turnbull, Ann P.; Gross, Judith M. S. – Preventing School Failure, 2016
All educational stakeholders benefit when families and school staff have trusting partnerships as they work together to achieve mutual goals. Eleven focus groups were conducted with parents of children with and without disabilities in six schools, which had been selected as knowledge development sites by the Schoolwide Integrated Framework for…
Descriptors: Parent Attitudes, Partnerships in Education, Preservice Teacher Education, Preservice Teachers
