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Examines the experiences of LGBT students with regard to indicators of negative school climate and the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being.
Helps guide districts in analyzing their own student-level disciplinary data to answer important questions about the use of disciplinary actions. This report identifies several considerations that should be accounted for prior to conducting any analysis of student-level disciplinary data.
Summarizes the AZ Safe and Supportive Schools Model and provides additional information to interested stakeholders about participating schools, Leadership Core Team (LCT) information, and programs and interventions.
Examines the change process in a diverse, purposive sample of schools receiving federal School Improvement Grants (SIGs) from 2010–11 to 2012–13. The report uses case studies to describe the characteristics of the schools, the decisions and strategies that the schools and their districts undertake, and the challenges they face in attempting to dramatically improve school performance.
Discusses the role of high school teachers in supporting a positive school climate. Includes promising approaches to increasing access to effective teaching for under served students and policy recommendations for creating a positive school climate.
Presents an easy to follow guide on how to conduct focus groups with students, teachers, and school faculty by providing detailed answers, tips, and best practices. Includes strategies to refine research questions and step-by-step details for analyzing data.
Presents results from phone interviews with principals and LEA coordinators for readers interested in the details of the Iowa Safe and Supportive Schools (IS3) evaluation. Includes detailed qualitative and quantitative data and themes learned about each question asked.
Provides a unifying framework for schools, families, and communities to understand, select, and organize their learning supports (i.e., strategies, programs, and practices used to create conditions to enhance learning).
Explains how schools and districts can create a continuum map to graphically document all of the supports available to students across content areas and identify which students receive those supports across three tiers. Continuum maps can help stakeholders understand the activities and resources available in a school or district.
Outlines the goals of the Iowa Safe and Supportive Schools (IS3) program and the components of the IS3 school climate index for stakeholders interested in learning more about the program.