Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Algozzine, Bob | 1 |
| Algozzine, Kate | 1 |
| Brock, Matthew E. | 1 |
| Carter, Erik W. | 1 |
| Cooke, Nancy | 1 |
| Duran, Grace Zamora | 1 |
| Helf, Shawnna S. | 1 |
| Holliday, Lisa | 1 |
| Marr, Mary Beth | 1 |
| Philp, Joel | 1 |
| Wang, Chuang | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 3 | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Kindergarten | 1 |
Audience
Location
| North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 3 |
Peer reviewed
Direct linkBrock, Matthew E.; Carter, Erik W. – Journal of Special Education, 2015
Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…
Descriptors: Paraprofessional School Personnel, Professional Development, Special Education, Best Practices
Download full textHolliday, Lisa; Philp, Joel – Grantee Submission, 2015
In 2010, Iredell-Statesville Schools was awarded an Investing in Innovation grant (i3) from the Office of Innovation and Improvement within the Federal Department of Education. Collaborative Organizational Model to Promote Aligned Support Structures (COMPASS) is a development grant that seeks to meet the needs of students with disabilities,…
Descriptors: Public Schools, Disabilities, At Risk Students, Limited English Speaking
Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
