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Tessie Rose Bailey; Zachary Weingarten – National Center on Intensive Intervention, 2022
The 2017 Supreme Court decision "Endrew F. v. Douglas County School District" highlighted the importance of monitoring students' progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students' educational programs when needed. The process for setting an IEP goal should be…
Descriptors: Educational Strategies, Educational Quality, Individualized Education Programs, Court Litigation
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Bruhn, Allison L.; McDaniel, Sara C. – Journal of Emotional and Behavioral Disorders, 2021
The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Social Development
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Hartman, Joanna; Huttunen, Rauno – Policy Futures in Education, 2021
This paper provides an overview of the homeschooling movement in Finland focusing on the methods used to monitor the progress of compulsory education of home-educated children. Although the child's home municipality is obliged to monitor the progress of compulsory education, there are currently no national uniform instructions on how monitoring…
Descriptors: Home Schooling, Compliance (Legal), Progress Monitoring, Children
Vaughn, Sharon; Fletcher, Jack M. – American Educator, 2021
The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit,…
Descriptors: Identification, Reading Difficulties, Reading Instruction, Response to Intervention
Washington Office of Superintendent of Public Instruction, 2021
The purpose of this resource is to help Individualized Education Program (IEP) teams determine recovery services needed for students with disabilities due to the impact of COVID-19 and is supplemental to the Office of Superintendent of Public Instruction (OSPI) general education guidance. As a result of the pandemic, every student in Washington…
Descriptors: Individualized Education Programs, Students with Disabilities, Special Education, COVID-19
Advance CTE: State Leaders Connecting Learning to Work, 2021
With the recent reauthorization of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), unprecedented philanthropic investment in career pathways, and the urgent economic needs of the COVID-19 (coronavirus) pandemic, the career readiness field is at a critical moment in time. To meet this moment, states,…
Descriptors: Career Readiness, Career Development, Educational Legislation, Federal Legislation
Rachel Ramirez – ProQuest LLC, 2021
The purpose of this study was to examine school psychologists' competency, knowledge and use of evidence-based progress monitoring measures in school-based counseling as well as identify gaps in training and professional development. One hundred practicing school psychologists completed a self-administered Internet questionnaire. Participants in…
Descriptors: School Psychologists, Evidence Based Practice, Progress Monitoring, School Counseling
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Van Norman, Ethan R.; Klingbeil, David A.; McLendon, Katherine E. – Remedial and Special Education, 2019
Researchers and practitioners frequently use curriculum-based measures of reading (CBM-R) within single-case design (SCD) frameworks to evaluate the effects of reading interventions with individual students. Effect sizes (ESs) developed specifically for SCDs are often used as a supplement to visual analysis to gauge treatment effects. The degree…
Descriptors: Oral Reading, Error of Measurement, Progress Monitoring, Effect Size
Moore, Colleen; Bracco, Kathy Reeves; Nodine, Thad; Esch, Camille; Grubb, Brock – Education Insights Center, 2019
California does not have a statewide data system that tracks student progress through K-12 and higher education and into the workforce. As a result, educators and policymakers cannot answer critical questions about student progress, which limits their ability to make evidence-based changes to support better and more equitable opportunities for…
Descriptors: Progress Monitoring, Data Collection, Elementary Secondary Education, Higher Education
Stefancik, Christopher D. – ProQuest LLC, 2019
There is an ongoing debate among instructional personnel, parents, legislators, and the community at large about the nature and purpose of testing in the educational system. State and district-based testing programs have been criticized as "over-testing" policies. The result of the criticism culminates in a reduction of assessment…
Descriptors: Testing, Standardized Tests, Progress Monitoring, Teacher Made Tests
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Truckenmiller, Adrea J.; McKindles, Jessica V.; Petscher, Yaacov; Eckert, Tanya L.; Tock, Jamie – Journal of Special Education, 2020
This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results…
Descriptors: Curriculum Based Assessment, Writing Evaluation, Writing Tests, Progress Monitoring
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Pieczka, Magda; Casteltrione, Isidoropaolo – Health Education Journal, 2020
Objective: The aim of this article is to extend and elaborate ways of conceptualising, enabling and practising peer leadership in whole-school alcohol education programmes. Design: Qualitative study involving individual and group interviews. Setting: The AlcoLOLs project took place in six secondary schools in North East Edinburgh (Scotland) from…
Descriptors: Drinking, Alcohol Education, Secondary School Students, Foreign Countries
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Novgorodtseva, T. Yu.; Pegasova, N. A.; Ivanova, E. N.; Nikiforova. I. A.; Azarenko, A. A. – International Journal of Higher Education, 2020
The actuality of this research is determined by the acceptance of standards where a new sense of a concept "educational results" is given. Thus, a necessity to evaluate subject, cross-curriculum and personal results of students appears. The ways to evaluate the level of organization of the universal educational actions are reflected in…
Descriptors: Outcomes of Education, Foreign Countries, Academic Standards, Educational Quality
Marx, Teri; Peterson, Amy; Arden, Sarah – National Center on Intensive Intervention, 2020
During spring 2020, educators quickly adapted to providing interventions and collecting data virtually despite the challenges of the COVID-19 pandemic. Parents were critical partners in supporting opportunities for students with intensive needs to data-based individualization (DBI) Process practice and receive feedback and sharing what was working…
Descriptors: COVID-19, Pandemics, Individualized Instruction, Data Use
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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
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