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Ecological Momentary Assessment as a Delivery Service for Progress Monitoring Internalizing Concerns
Ishan N. Vengurlekar; Carly Oddleifson; Chelsea Salvatore; Stephen P. Kilgus; Evan H. Dart – Journal of Applied School Psychology, 2025
Progress monitoring data provide important information on student functioning in response to an intervention. Yet, there are several barriers to effective progress monitoring of internalizing symptoms among youth. To address these concerns, the current paper conceptualized the use of ecological momentary assessment (EMA) as a service delivery…
Descriptors: Middle School Students, Progress Monitoring, Student Improvement, Emotional Response
Marissa J. Filderman; Clark McKown; Pamela Bailey; Gregory J. Benner; Keith Smolkowski – Beyond Behavior, 2023
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this…
Descriptors: Elementary School Students, Social Emotional Learning, Skill Development, Progress Monitoring
Angela Dills; Deaver Traywick – NACADA Review: Academic Advising Praxis and Perspectives, 2024
Many institutions of higher education struggle with low retention rates. One state liberal arts college addressed this concern by assigning an academic case manager to higher risk students. This project evaluated the effectiveness of the case manager on student credit hours and retention using a randomized control trial. The case manager contacted…
Descriptors: Academic Persistence, School Holding Power, At Risk Students, Program Effectiveness
Loren Lydia Baranko Faught – ProQuest LLC, 2023
Early intervention is a method institutions use to identify and support students who are having academic difficulty and might be designated as "at-risk", or more likely to leave an institution (Villano et al., 2018). Institutions often adopt early alert systems to support early intervention efforts and student retention (Barefoot et al.,…
Descriptors: Intervention, At Risk Students, Progress Monitoring, Program Implementation
Deborah K. Reed; Kelly Binning; Emily A. Jemison; Nicole DeSalle – Learning Disabilities Research & Practice, 2023
Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents' grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based…
Descriptors: Formative Evaluation, Writing Evaluation, Middle School Students, Prompting
Fatima, Saba – ProQuest LLC, 2023
Predicting students' performance to identify which students are at risk of receiving a D/Fail/Withdraw (DFW) grade and ensuring their timely graduation is not just desirable but also necessary in most educational entities. In the US, not only is the Science, Technology, Engineering, and Mathematics (STEM) major becoming less popular among…
Descriptors: Artificial Intelligence, Prediction, Outcomes of Education, At Risk Students
Nancy Montes; Fernanda Luna – UNESCO International Institute for Educational Planning, 2024
This article characterizes and reflects on the possible uses of early warning systems (hereafter, EWS) in the region as effective tools to support educational pathways, whenever they identify risks of dropout, difficulties for the achievement of substantive learning, and the possibility of organizing specific actions. This article was developed in…
Descriptors: Data Collection, Data Use, At Risk Students, Foreign Countries
Butler, Cameron M.; De La Paz, Susan – Learning Disabilities Research & Practice, 2021
In this synthesis, we examined and assessed the impact of self-regulated instructional components on the motivation of students with or at risk for learning disabilities (LD) in reading, writing, or mathematics intervention studies. Elements such as goal setting, self-monitoring for task completion, self-monitoring for emotions, self-talk for task…
Descriptors: Self Management, Student Motivation, Students with Disabilities, Learning Disabilities
Deborah K. Reed; Kelly Binning; Emily A. Jemison; Nicole DeSalle – Grantee Submission, 2022
Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents' grade appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based…
Descriptors: Formative Evaluation, Writing Evaluation, Middle School Students, Prompting
Reed, Deborah K.; Meginnis, Tracy; Park, Seohee; Gibbs, Anna – Remedial and Special Education, 2023
This study sought to better understand how schools were addressing U.S. state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs,…
Descriptors: Elementary Schools, Summer Programs, Reading Programs, Intervention
Ethan R. Van Norman; David A. Klingbeil; Kristen Truman; Peter M. Nelson; David C. Parker – Grantee Submission, 2024
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…
Descriptors: Progress Monitoring, Outcomes of Education, Reading Rate, Word Recognition
Ethan R. Van Norman; David A. Klingbeil; Kirsten Truman; Peter M. Nelson; David C. Parker – Remedial and Special Education, 2024
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…
Descriptors: Progress Monitoring, Outcomes of Education, Reading Rate, Word Recognition
Utah State Board of Education, 2023
The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis placed on intervention for students at risk of not meeting grade-based reading benchmarks. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and…
Descriptors: Emergent Literacy, Skill Development, Literacy, Benchmarking
Commisso, Colleen E.; Gaier, Kelsey; Kern, Lee; Majeika, Caitlyn E.; Van Camp, Alyssa M.; Wehby, Joseph H.; Kelly, Samantha – TEACHING Exceptional Children, 2019
Multi-tiered systems of support are frequently used in school settings because of their efficiency and effectiveness (McIntosh & Goodman, 2016). The rationale for multi-tiered systems of support is to provide early and systematic intervention to all students with increasing intensity of intervention provided as needed (Sugai & Horner,…
Descriptors: Intervention, Positive Behavior Supports, Outcomes of Treatment, Behavior Problems
David M. Alexandro – ProQuest LLC, 2018
In response to the high school dropout crisis, which comes with great economic and social costs, early warning systems (EWSs) have been developed to systematically predict and improve student outcomes. The purpose of this study is to evaluate different statistical and machine learning methods to predict high school student performance and improve…
Descriptors: At Risk Students, Progress Monitoring, Artificial Intelligence, Prediction