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January, Stacy-Ann A.; Van Norman, Ethan R.; Christ, Theodore J.; Ardoin, Scott P.; Eckert, Tanya L.; White, Mary Jane – School Psychology, 2019
School-based professionals often use curriculum-based measurement of reading (CBM-R) to monitor the progress of students with reading difficulties. Much of the extant CBM-R progress monitoring research has focused on its use for making group-level decisions, and less is known about using CBM-R to make decisions at the individual level. To inform…
Descriptors: Curriculum Based Assessment, Reading Difficulties, Reading Skills, Progress Monitoring
Eckert, Jonathan; Daughtry, Alesha – Education Policy Analysis Archives, 2019
This study tracks the progress of one Iowa school district over the course of three years through its implementation of a Teacher Leadership and Compensation (TLC) model, designed in response to a statewide TLC system initiative. A survey administered at baseline and at the conclusion of each of three pilot years measured teacher leadership…
Descriptors: Teacher Leadership, Faculty Development, Program Implementation, Progress Monitoring
Goldstein, Larry – National Association of College and University Business Officers, 2019
Budgeting is inherently political. Too often, short-term goals overrun long-term institutional interest. By presenting the many layers of budgeting models with a clear, comparative framework, author Larry Goldstein, demonstrates the organic link between planning and budgeting, making it crystal clear that budgets and plans represent two sides of…
Descriptors: College Administration, Educational Finance, Budgeting, Budgets
Washington State Department of Children, Youth, and Families, 2019
This report is prepared in compliance with HB 1661, which requires the Washington State Department of Children, Youth, and Families (DCYF or the Department) to report to the legislature on development of and progress toward achieving outcome goals for children, youth and families. In addition, this report provides an update on other supportive…
Descriptors: Outcome Measures, Accountability, Child Welfare, State Agencies
Clemens, Nathan – Communique, 2017
Using a data-driven approach to effectively monitor progress remains an important staple for school psychologists. However, progress monitoring approaches vary significantly based on the age and development of the student, requiring a nuanced and unique approach, particularly for young emerging readers. In this Presenters in Focus Q&A,…
Descriptors: Progress Monitoring, School Psychology, Best Practices, Reading Difficulties
Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert – Journal of Physical Education, Recreation & Dance, 2017
Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full…
Descriptors: Physical Education, Response to Intervention, Models, Educational Principles
Pistilli, Matthew D. – New Directions for Higher Education, 2017
The implementation of analytics in support of student success requires effective use of feedback and interventions, as well as a system by which the use of feedback and institutional supports can be tracked and evaluated.
Descriptors: Educational Research, Data Analysis, Academic Achievement, Intervention
Verlenden, Jorge; Naser, Shereen; Brown, Jeffrey – Journal of Applied School Psychology, 2021
Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for…
Descriptors: Screening Tests, Behavior Problems, Emotional Problems, At Risk Persons
Bruhn, Allison; Barron, Sheila; Copeland, Bailey; Estrapala, Sara; Rila, Ashley; Wehby, Joseph – Assessment for Effective Intervention, 2021
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…
Descriptors: Comparative Analysis, Self Evaluation (Individuals), Intervention, Student Behavior
Nobel, Kerstin; Barwasser, Anne; Grünke, Matthias; Asaro-Saddler, Kristie; Saddler, Bruce – International Education Studies, 2021
The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted…
Descriptors: Prompting, Writing Improvement, Writing Instruction, Instructional Effectiveness
Kern, Laura; Baton, Emily; George, Heather Peshak – Center on Positive Behavioral Interventions and Supports, 2021
The Individualized Education Plan (IEP) document is a legal plan for special education which is created by a team that includes educators and you, the child's family. The IEP contains goals to promote your child's success in school and should, if needed, include goals on improving their behavior. The IEP provides information about the specifically…
Descriptors: Individualized Education Programs, Family Involvement, Cooperative Planning, Students with Disabilities
Harbour, Kristin E.; McDaniel, Sara C.; Preast, June L.; Buchanan, Dania – TEACHING Exceptional Children, 2022
Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics…
Descriptors: Evidence Based Practice, Mathematics Instruction, Elementary School Students, Special Needs Students
AASA, The School Superintendent's Association, 2023
"AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education" is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and…
Descriptors: School Districts, Student Centered Learning, Equal Education, Public Schools
Wenzel, Alicia; Hovey, Katrina A.; Ittner, Annie – Athens Journal of Education, 2023
This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study's purpose was twofold: 1) to explore the extent to which this group used formative assessments…
Descriptors: Beginning Teachers, Teacher Certification, Elementary School Teachers, Middle School Teachers
Samuel F. Sutton – ProQuest LLC, 2023
Social, emotional, and behavioral (SEB) functioning within schools has historically been considered in the context of educational impact. Currently, traditional models in education do not readily take into account changing ecological considerations for students, as they experience heightened population-wide academic and SEB concerns, increasing…
Descriptors: Elementary School Students, Grade 5, Social Development, Emotional Development