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Promising Program Seal

Incredible Years - Teacher Classroom Management

Blueprints Program Rating: Promising

A program that provides teachers of children ages 3-8 years with classroom management strategies (positive and proactive teaching techniques, positive teacher-student relationships, and supportive teacher-parent relationships) to manage difficult and inappropriate child behavior problems, while promoting social, emotional, and academic competence.

As a program that promotes positive parent, teacher, and child relationships in order to increase a child's success at school and at home, funding sources that promote positive mental/behavioral health, parenting education, and school readiness are all potential sources of support for the Incredible Years.

Improving the Use of Existing Public Funds

Early childhood education or elementary programs that already have a teacher professional development component could utilize the Incredible Years training and curriculum to structure and improve the effectiveness of teacher education. For example, some states and localities allocate resources to community school projects that offer regular professional development. Likewise, Head Start programs have a strong parent involvement component and could potentially utilize Incredible Years Basic and Advance programs with parents to complement the Teacher Classroom Management program.

Allocating State or Local General Funds

State and local mental/behavioral health funding sources are a key source of support for the Incredible Years program. State and local funds to support crime and delinquency prevention, as well as child welfare prevention funds, could also be considered.

Maximizing Federal Funds

Formula Funds:

  • Title I can potentially support curricula purchase, training, and teacher salaries. In order for Title I to be allocated, the Incredible Years would have to be viewed as contributing to overall academic achievement or promoting family engagement.
  • The Mental Health Services Block Grant (MHSBG) can fund a variety of mental health promotion and intervention activities and is a potential source of support for the Incredible Years.
  • The Child Care and Development Block Grant (CCDBG) is used by states to support child care subsidies, early childhood education contracts, and quality improvement efforts in early childhood education. CCDBG quality dollars could be used to train group leaders and purchase materials that could be implemented in early childhood education settings.
  • Title IV-B, Parts 1 & 2 provides fairly flexible funding to state child welfare agencies for child welfare services including prevention and family preservation activities.

Discretionary Grants: Federal discretional grants from the Substance Abuse and Mental Health Services Administration (SAMHSA) at the U.S. Department of Health and Human Services can be a source of funding.

Foundation Grants and Public-Private Partnerships

Foundations, especially those with a stated interest in teacher education, early childhood development, and the wellbeing of vulnerable children and families, can provide funding for initial training and program materials purchase. Foundations can also provide support for group leaders to receive certification, and become coaches and mentors who can provide ongoing training and support to others.

Generating New Revenue

Some programs charge teachers, schools or the district a small fee to cover or defray meeting costs. Parent Teacher Associations, business, and local civic associations can also serve as sponsors of fundraising campaigns to support the Incredible Years program. Many school districts already have some resources devoted to monitoring and supporting teachers in the classroom (e.g., some districts have instructional coaches, some schools even have instructional specialists in each building who devote at least part of their time to supporting teacher skill development in the classroom), but new revenue could go to support substitute teachers to increase involvement.

All information comes from the purveyor's website and from written responses submitted by the purveyor to the Annie E. Casey Foundation.