The purpose of this study was to examine how the use of the tertiary tier of the Positive Behavior Intervention and Support model can be used to enhance students’ behavior in a Belizean Preschool. The data collection methods included an indepth interview with the classroom teacher, a focus group interview with the students, an observational checklist, classroom observations, and the class teacher’s journal entries. This action research was implemented in a Belizean preschool targeting four preschoolers with individualized intervention support.

The purpose of this study was to examine the effectiveness of using differentiated instruction to improve students’ overall reading abilities in a Standard 1 Belizean classroom. Data were collected by conducting teacher interviews, pre- and post-literacy assessment, and analysis of teachers’ weekly reading plans. The pre- and post-tests assessed students in three areas: phonological awareness, phonics, and reading comprehension.