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The Potential for Automated Text Evaluation to Improve the Technical Adequacy of Written Expression Curriculum-Based Measurement
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Mercer, Sterett H.; Keller-Margulis, Milena A.; Faith, Erin L.; Reid, Erin K.; Ochs, Sarah – Learning Disability Quarterly, 2019
Written-expression curriculum-based measurement (WE-CBM) is used for screening and progress monitoring students with or at risk of learning disabilities (LD) for academic supports; however, WE-CBM has limitations in technical adequacy, construct representation, and scoring feasibility as grade-level increases. The purpose of this study was to…
Descriptors: Grade 2, Grade 3, Grade 4, Grade 5
Scaling up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State's Professional Development Efforts
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Chaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan – Learning Disability Quarterly, 2020
Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…
Descriptors: Positive Behavior Supports, State Programs, Coaching (Performance), Professional Development