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Journal of Texas School Women Executives, Volume I, Issue 1 2012 4. The ability to monitor progress of implementation to determine need for improvement. Well-designed programs that simultaneously foster students’ social, emotional and academic growth are recommended in a holistic integrated approach (Payton et al., 2008). The improvement cycle as identified in Coaching Classroom Management (Sprick et al., 2006) is a comprehensive model for using data. By reviewing, prioritizing, revising, adopting, implementing, and cycling back to reviewing, the model provides a continuous feedback loop to inform the system and practices. Data should be collected and compiled in an ongoing manner and reported to all stakeholders on a regular basis to guide improvement. Conclusion Preparing students for life success requires a broad, balanced education that both ensures the mastery of basic academic skills and prepares students to become responsible adults (Association for Supervision and Curriculum Development, 2007). Though it is easy to focus school efforts solely on academic intervention and success, the research begs for an integrated model that combines academic and behavioral models tailored to meet the diverse needs of the twenty-first century learner.

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Profile for Texas Association of School Administrators

JTWSE—Volume 1  

JTWSE—Volume 1  

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