Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of…

This document are the appendixes for the report, "The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments." Rather than relying on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an…

Teachers need to assess their students' current level of mathematical understanding to provide appropriate interventions for students who are struggling. Several school districts in Georgia currently use two assessments for this purpose--the Global Strategy Stage (GloSS) and the Individual Knowledge Assessment of Number (IKAN). The IKAN is…

In review of assessment and grading systems, there is often discord regarding best practice to foster student learning. Problems and disconnect between assessment and learning were identified as the area of focus of this study, more specifically examining the usage of student self-assessment as an effective gauge for learning and instruction, in…

This project examined student self-assessment knowledge, training, and application by building-level administrators in order to formulate recommendations for implementation. Guiding questions based upon background research fit into three main categories: implementing criteria required to achieve high-fidelity student self-assessment, valuing the…

In review of assessment and grading systems, there is often discord regarding best practice to foster student learning. Problems and disconnect between assessment and learning were identified as the area of focus of this study, more specifically examining the usage of student self-assessment as an effective gauge for learning and instruction, in…

Language impairments in children are associated with later impairments in cognitive, language, and academic domains (Johnson et al., 1999). The prevalence rate for language impairments is high among community samples (7% to 17%; King et al., 2005), and speech and language disorders are often co-morbid with other neurodevelopmental disorders…

As a dynamic system, the educational profession produces continued and inevitable change. The permeation of technology resources for learning presents a new instructional reality for veteran educators in the modern classroom environment. Educational stakeholders anticipate that within 21st-century classrooms, these veteran educators regularly…

Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated…

Purpose: This tutorial is designed for speech-language pathologists who supervise speech-language pathology assistants (SLP-As) and/ or paraeducators. SLP-As and paraeducators often support young children with disabilities within early childhood settings, but do not always have access to professional development to learn and/or enhance their skill…

Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for…

Facilitating change in schools requires the leadership, time, and skills of a number of educators in the school community. While the principal usually initiates change activities such as implementing a new program or initiative or reform, the planning and the daily monitoring of the implementation becomes the purview of teams of school personnel.…

Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered…

We sought to identify, examine, and summarize empirical literature focused on early childhood behavior interventions examined using a single case research designs (SCD) and published between 2001 and 2018. Using systematic procedures, 28 studies that met established inclusion criteria were identified, reviewed, and compared with respect to general…

Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators--contextual differences between an efficacy and an effectiveness…