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…

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…

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…

This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview-Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the…

Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part…

The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven…

Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring…

This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n = 1,495) or comparison (n = 4,397) conditions, based on their state reading…

Pathblazer is a supplemental, online intervention program that helps struggling learners in grades K-8 achieve grade-level proficiency in mathematics and reading. It offers students individualized learning progression paths with fun, motivating content that addresses skill and concept gaps. Using existing student data or results from a screener,…

In this practice brief, we describe several current examples of approaches that are aimed at improving outcomes for students entering high school. Additionally, we present strategies to disrupt the negative trajectory for students with EBD, who seldom receive coordinated, individualized supports during the critical transition from middle to high…

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example…

We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by…

Direct Behavior Rating-Multi-Item Scales (DBR-MIS) have been developed as formative measures of behavioral assessment for use in school-based problem-solving models. Initial research has examined the dependability of composite scores generated by summing all items comprising the scales. However, it has been argued that DBR-MIS may offer assessment…

Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared…

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of preventing dropout in secondary schools. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers and school…