连接地区和社区合作伙伴,改善学校层面的社会,情感和行为健康
Kathryn B Pohlman1, Kayla Jones2, Juan R Lira1
1Midwest PBIS Network, Naperville, IL 60563, USA.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
本研究介绍了一种工具,以帮助学区实施互联系统框架 (ISF) 以支持学生. 该ISF区社区领导团队 (DCLT) 安装进度监测工具有助于跟踪进度和改进行动计划,以获得更好的学生成果.
科学领域:
- 教育心理学教育心理学
- 学校管理局 学校管理局
- 公共卫生 公共卫生
背景情况:
- 学校面临越来越多的要求,对全面的学生支持 (学术,社会情感,行为).
- COVID-19 流行病加剧了这些需求,导致支持系统碎片化.
- 互联系统框架 (ISF) 提供了一个综合区和社区支持的模型.
研究的目的:
- 检查ISF地区社区领导团队 (DCLT) 安装进度监测工具的实用性.
- 评估该工具在指导ISF实施行动规划和进展监测方面的有效性.
- 确定该工具是否可以改善基于数据的决策和资源调整.
主要方法:
- 该研究重点关注ISF DCLT安装进度监测工具在学区内的应用.
- 数据收集可能涉及使用该工具的指标跟踪进展.
- 分析的重点是工具如何为评估和行动计划提供信息.
主要成果:
- 该ISFDCLT安装进度监测工具为监测ISF实施提供了具体的数据.
- 调查结果表明,该工具加强了安装流程,并促进了基于数据的决策.
- 该工具有助于调整资源以积极影响学生和学校的成绩.
结论:
- 该ISFDCLT安装进度监测工具是学校区的宝贵资源.
- 有效使用该工具可以提高ISF实施的效率和影响.
- 持续使用这些工具对于学生支持系统的持续进步至关重要.
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