This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students.
Bellon, J. J., Bellon, E. C., & Blank, M. A. (1992). Teaching from a research knowledge base: A development and renewal process. Merrill.
Six issues presented in this presentation are (1) The definitional issue (2) The effectiveness issue (3) The domain issue (4) The measurement issue (5) The professional development issue (6) The system issue
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.
Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of educational research, 73(2), 125-230.
Showcasing evidence-based models for schoolwide prevention of reading and behavior problems, this book is highly informative, practical, and grounded in research.
Chard, D. J., Harn, B. A., Sugai, G., Horner, R. H., Simmons, D. C., & Kame’enui, E. J. (2008). Core features of multi-tiered systems of reading and behavioral support. In C. R. Greenwood, T. R. Kratochwill, & M. Clemens (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 31–58). New York, NY: Guildford Press.
At this manual level of analysis, practitioners may choose from a variety of specific treatment programs that have demonstrated their efficacy in research trials.
Chorpita, B. F., Becker, K. D., & Daleiden, E. L.. (2007). Understanding the common elements of evidence-based practice: Misconceptions and clinical examples. Journal of the American Academy of Child and Adolescent Psychiatry, 46(5), 647–652.
In this 26th volume of Advances in Learning and Behavioral Disabilities we address one of the most important educational reforms of recent years evidence-based practices (EBPs).
Cook, B. G., Tankersley, M., & Landrum, T. J. (Eds.). (2013). Evidence-based practices in learning and behavioral disabilities: The search for effective instruction (Vol. 26). Bingley, UK: Emerald Group Publishing.
The present interpretation of construct validity is not “official” and deals with some areas where the Committee would probably not be unanimous. The present writers are solely responsible for this attempt to explain the concept and elaborate its implications.
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological bulletin, 52(4), 281–302.
Twenty percent of high school students take four or more courses in career and technical education (CTE). Despite this high rate of participation, little is known about what constitutes high-quality CTE and whether high-quality CTE allows participants to accumulate meaningful knowledge and skills to succeed in a career. This study from the Association for Education Finance and Policy examined the impact of participating in CTE on high school attendance, high school completion, professional certifications, and performance on standardized test scores. The evidence suggests that a high-quality CTE program boosts on-time graduation for higher income students and for lower income .
Dougherty, S. M. (2016). The effect of career and technical education on human capital accumulation: Causal evidence from Massachusetts. Education Finance and Policy. doi:10.1162/EDFP_a_00224.
The authors concluded that early intensive behavioral intervention was associated with large to moderate improvements in IQ (intelligence quotient) and adaptive behavior in children with autism compared to no intervention or eclectic treatment.
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439-450.
This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.
Farley, A. (2009). The challenges of implementing evidence based practice: ethical considerations in practice, education, policy, and research. Social Work & Society, 7(2), 246-259.
The purpose of this Brief is to define the variables a state or large district leadership team may wish to consider as they determine if they are “ready” to invest in the scaling-up of innovation in education.
Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (2009). Readiness for Change. Scaling-Up Brief. Number 3. FPG Child Development Institute.
The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article.
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on social work practice, 19(5), 531-540.
In this article, we explain important features of RTI, why it has been promoted as a substitute for IQ-achievement discrepancy, and what remains to be understood before it may be seen as a valid means of LD identification.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it?. Reading research quarterly, 41(1), 93-99.
This executive summary discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.
Gresham, F. (August, 2001). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Executive summary. Paper presented at the 2001 Learning Disabilities Summit: Building a Foundation for the Future, Washington, DC. Retrieved from https://files.eric.ed.gov/fulltext/ED458755.pdf
This paper discusses the definition of learning disabilities (LD) and how students are identified as having a learning disability.
Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Identification of learning disabilities: Research to practice, 467519.
The purpose of this chapter is to present the evolution of the response to intervention (RTI) concept and discuss how that concept can be and is being used to provide more effective services to children and youth with both academic and social/behavioral difficulties
Gresham, F. M. (2007). Evolution of the response-to-intervention concept: Empirical foundations and recent developments. In Handbook of response to intervention (pp. 10-24). Springer, Boston, MA.
This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:
Hall, S. L. (Ed.). (2007). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin Press.
This book gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in-depth how to replicate the method
Harlacher J., Sakelaris T., Kattelman N. (2014) Practitioner’s guide to curriculum-based evaluation in reading. New York, NY: Springer.
Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school.
Horn, W. F., & Packard, T. (1985). Early identification of learning problems: A meta-analysis. Journal of Educational Psychology, 77(5), 597.
This report presents final 1999 data on U.S. deaths and death rates according to demographic and medical characteristics. Trends and patterns in general mortality, life expectancy, and infant and maternal mortality are also described.
Hoyert, D. L., Kochanek, K. D., & Murphy, S. L. (1999). Deaths: final data for 1997. Natl Vital Stat Rep, 47(19), 1-104.
This article examines universal screening, one component in a response to intervention approach for serving struggling learners.
Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for At-Risk Readers in a Response to. School Psychology Review, 36(4), 582-600.
Sixteenth census of United States: 1940; Vital statistics rates in the United States, 1940-1960
Linder, F. E., & Grove, R. D. (1943). Vital statistics rates in the United States, 1900-1940. US Government Printing Office.
Leadership: The Key Concepts is an indispensable and authoritative guide to the most crucial ideas, concepts and debates surrounding the study and exercise of leadership
Marturano, A., & Gosling, J. (2007). Leadership: The key concepts. Routledge.
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston’s 1989 review
Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education, 41(2), 85-120.
A comprehensive report mandated by the US Congress on the state of the science of prevention recommends a stricter definition of the term prevention; summarizes specific preventive intervention research programs across the life span; and specifies funding, personnel, and coordination priorities to build a national prevention research infrastructure
Munoz, R. F., Mrazek, P. J., & Haggerty, R. J. (1996). Institute of Medicine report on prevention of mental disorders: summary and commentary. American Psychologist, 51(11), 1116.
The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students
Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students. Reading research quarterly, 42(4), 546-567.
In this paper, it is argued that Critical Planning Theory is inadequate as a planning theory.
Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155-169.
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
Stoiber, K. C., & Gettinger, M. (2016). Multi-tiered systems of support and evidence-based practices. In Handbook of response to intervention (pp. 121-141). Springer, Boston, MA.
This presentation slide describes the important role of leadership in effective, efficient, and relevant PBIS implementation
Sugai, G. (2013). Role of Leadership and culture in PBIS Implementation [PowerPoint slides]. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/PBIS_Implementation_leadership_braiding_apr_11_2013_HAND.pdf
This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS).
Turnbull, A., Bohanon, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., ... & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68(3), 377–402.
As students and educators go back to school across the country, and as Congress continues to debate how to fix the law commonly known as No Child Left Behind, the U.S. Department of Education announced today that states whose waivers from certain provisions of federal education law will expire at the end of the 2013-2014 school year will soon be able to request renewals of their reform plans, for up to two more years.
U.S. Department of Education (2017). States granted waivers from No Child Left Behind allowed to reapply for renewal for 2014 and 2015 school years. Retrieved from https://www.ed.gov/news/press-releases/states-granted-waivers-no-child-left-behind-allowed-reapply-renewal-2014-and-2015-school-years
In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning disabilities research & practice, 18(3), 137-146.