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Download full textContann Dabney, Contributor; Terry Hofer, Contributor; Beth Jackson, Contributor; Smriti Jacob, Contributor; Jeannine Medvedich, Contributor; Andrew Morrill, Contributor; Shakinna Patterson, Contributor; Joe Sassone, Contributor; Giselle Sherry-Marsh, Contributor; Andrew Swanson, Contributor; Ashleigh Tillman, Contributor; Susan Villani, Contributor; Melinda Wallace, Contributor; Noel White, Contributor – WestEd, 2025
This guide was developed for district leaders and leadership teams to use as a supplement to the "Four Domains for Rapid School Improvement: A Systems Framework" and its related survey system. The Four Domains framework, from WestEd's Center for School Turnaround and Improvement, was created to assist states, districts, and schools as…
Descriptors: School Turnaround, Educational Improvement, Program Implementation, School Districts
Peer reviewedEducation Endowment Foundation, 2022
COVID has potentially reversed a decade of progress in closing the attainment gap. The evidence is clear that disadvantaged students have fallen further behind during the pandemic. This guide is designed as a practical starting point to support school leaders to develop, implement and monitor an evidence-informed approach to their Pupil Premium…
Descriptors: COVID-19, Pandemics, Achievement Gap, Academic Achievement
Yun, Cathy; Melnick, Hanna; Wechsler, Marjorie – Learning Policy Institute, 2021
Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments (KEAs), in particular, it is important that policymakers understand how to choose and use assessments wisely. This brief summarizes research showing how authentic…
Descriptors: Early Childhood Education, Performance Based Assessment, Developmentally Appropriate Practices, Student Evaluation
High-Quality Early Childhood Assessment: Learning from States' Use of Kindergarten Entry Assessments
Yun, Cathy; Melnick, Hanna; Wechsler, Marjorie – Learning Policy Institute, 2021
High-quality early childhood programs aim to foster children's learning through developmentally appropriate practices and environments. Early childhood assessments, when well designed and well implemented, can support developmentally appropriate early learning experiences by providing information to guide instruction and support whole child…
Descriptors: Educational Quality, Early Childhood Education, Developmentally Appropriate Practices, Student Evaluation
Direct linkParres, Laura – ProQuest LLC, 2017
English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation…
Descriptors: School Districts, School Psychologists, Administrator Guides, Systems Approach
Harkin, Emma; Doyle, Alison; Mc Guckin, Conor – Journal of Psychologists and Counsellors in Schools, 2015
Students with specific learning difficulties (SpLD) in higher education institutions (HEIs) in the Republic of Ireland are required to have a formal psycho-educational assessment from an educational psychologist to register with Disability Services in HEIs, to be eligible for support through the Fund for Students with Disabilities (FSD). Such…
Descriptors: Learning Disabilities, Higher Education, Screening Tests, Psychoeducational Clinics
McKenzie, Judith A.; Pillay, Savondarie G.; Duvenhage, Chris-Marie; Du Plessis, Erika; Jelsma, Jennifer M. – International Journal of Disability, Development and Education, 2017
Children with severe to profound intellectual disability have been excluded from education on the basis that their impairment makes them "ineducable". The Western Cape Forum for Intellectual Disability challenged this notion through litigation against the South African Government. The ensuing judgement asserts the right to education of…
Descriptors: Intellectual Disability, Severity (of Disability), Program Implementation, Special Needs Students
Aguirre, Aitor; Lozano-Rodero, Alberto; Matey, Luis M.; Villamañe, Mikel; Ferrero, Begoña – IEEE Transactions on Learning Technologies, 2014
The combination of virtual reality interactive systems and educational technologies have been used in the training of procedural tasks, but there is a lack of research with regard to providing specific assistance for acquiring motor skills. In this paper we present a novel approach to evaluating motor skills with an interactive intelligent…
Descriptors: Psychomotor Skills, Intelligent Tutoring Systems, Program Implementation, Educational Diagnosis
Johnson, Evelyn S.; Boyd, Lisa – Intervention in School and Clinic, 2013
Within a response to intervention framework, Tier 2 is commonly conceptualized as a supplemental, 30-minute intervention that is provided in addition to the core instructional program. Given the resource constraints that many schools face, this type of model might not be feasible. However, in the light of data that suggest a need for a…
Descriptors: Reading Instruction, Instructional Effectiveness, Intervention, Response to Intervention
Munter, Charles; Wilhelm, Anne Garrison; Cobb, Paul; Cordray, David S. – Journal of Research on Educational Effectiveness, 2014
This article draws on previously employed methods for conducting fidelity studies and applies them to an evaluation of an unprescribed intervention. We document the process of assessing the fidelity of implementation of the Math Recovery first-grade tutoring program, an unprescribed, diagnostic intervention. We describe how we drew on recent…
Descriptors: Intervention, Program Implementation, Mathematics Education, Educational Diagnosis
National Foundation for Educational Research, 2014
Some young people naturally flourish in school; others struggle due to difficult life circumstances. There is also another group of young people who have no substantial issues or barriers but are still at risk of disengaging from learning. Through research, it is known that the majority of young people who are not in education, employment or…
Descriptors: At Risk Students, Best Practices, Dropout Prevention, Outreach Programs
ASCD, 2011
Once your school has established the reason and the will to move forward with Response to Intervention (RTI), you still have to navigate all the difficult steps of implementing core instruction with a multitiered system of supports, data-based problem solving, progress monitoring, and universal screening. That's where this ASCD (Association for…
Descriptors: Curriculum Development, Problem Solving, Educational Change, Leadership
Turner, Monica; VanderHeide, Katie; Fynewever, Herb; Shavelson, Richard J. – Chemistry Education Research and Practice, 2011
Given the importance of diagnostic assessment as a well-substantiated pedagogical strategy for use at various educational levels from kindergarten to the undergraduate level, we must consider its lack of implementation in the classroom. The implementation gap is especially severe at the tertiary level, with chemistry and other STEM (science,…
Descriptors: Chemistry, Diagnostic Tests, Educational Practices, Barriers
Edgecombe, Nikki; Cormier, Maria Scott; Bickerstaff, Susan; Barragan, Melissa – Community College Research Center, Teachers College, Columbia University, 2013
In this paper, the authors draw on empirical data from CCRC's Scaling Innovation project to examine trends in developmental education instructional reform and outline a framework for reform adoption and adaptation. The paper's findings are based on two qualitative data sources: a scan of developmental education reforms that involved changes to…
Descriptors: Developmental Programs, Educational Change, Educational Innovation, Evidence
Koselak, Jeremy – Eye on Education, 2011
Simplify your approach to implementing Response-to-Intervention (RTI) and make strides toward improved achievement in your high school. In this book, experienced educator Jeremy Koselak shows high school leaders how to attain measurable results through a framework of tiered, dynamic intervention strategies known as RTI. With an awareness of the…
Descriptors: High Schools, Response to Intervention, Program Implementation, Guidelines
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