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College and Career Readiness and Success Center, 2017
The Every Student Succeeds Act (ESSA) requires states to identify high schools with a graduation rate less than 67% as low performing. Each low-performing high school is required to implement an evidenced-based strategy to improve student outcomes. One challenge that states face is identifying and selecting evidence-based practices supporting…
Descriptors: Evidence Based Practice, College Readiness, Career Readiness, High School Students
Miller, Faith G.; Crovello, Nicholas J.; Chafouleas, Sandra M. – Assessment for Effective Intervention, 2017
Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in…
Descriptors: Response to Intervention, Progress Monitoring, Behavior Rating Scales, Report Cards
Bigham, Gary D.; Riney, Mark R. – NASSP Bulletin, 2017
To meet the constantly changing needs of schools and diverse learners, educators must frequently monitor student learning, revise curricula, and improve instruction. Consequently, it is critical that careful analyses of student performance data are ongoing components of curriculum decision-making processes. The primary purpose of this study is to…
Descriptors: Longitudinal Studies, Educational Improvement, Decision Making, Curriculum Development
Center on Standards and Assessments Implementation, 2017
Over the course of developing Consolidated State Plans, states have spent time evaluating their accountability systems. Many of the accountability requirements of the No Child Left Behind Act of 2001, such as the inclusion of academic measures of students' proficiency on annual assessments, graduation rates, and English learners' progress toward…
Descriptors: Educational Quality, School Effectiveness, Accountability, Academic Achievement
Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools
Walker, Hill M., Ed.; Gresham, Frank M., Ed. – Guilford Press, 2013
This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…
Descriptors: Evidence Based Practice, Intervention, Emotional Disturbances, Behavior Disorders