Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Grade 1 | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Progress Monitoring | 2 |
| Reading Achievement | 2 |
| Achievement Gains | 1 |
| Alphabets | 1 |
| At Risk Students | 1 |
| Coaching (Performance) | 1 |
| Curriculum | 1 |
| Data Use | 1 |
| More ▼ | |
Source
| Learning Disability Quarterly | 2 |
Author
| Chaparro, Erin A. | 1 |
| Coyne, Michael D. | 1 |
| Hagan-Burke, Shanna | 1 |
| Jackson, Kathleen Ryan | 1 |
| Kwok, Oi-Man | 1 |
| Oslund, Eric L. | 1 |
| Simmons, Deborah C. | 1 |
| Simmons, Leslie E. | 1 |
| Smolkowski, Keith | 1 |
| Taylor, Aaron B. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| More ▼ | |
Audience
Location
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChaparro, 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
Download full textOslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
