One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers…

Through time-series graphs, teachers often evaluate progress monitoring data to make both low- and high-stakes decisions for students. The construction of these graphs--specifically, the presence of an aimline and the data points per x- to y-axis ratio (DPPXYR)--may impact decisions teachers make. The purpose of this study was to evaluate the…

Educational professionals (e.g., special educators, general educators, administrators, related service providers) play an important role in promoting engagement with parents during the development of individualized education programs (IEPs). For this study, we conducted semi-structured interviews to evaluate parents' (n = 16) perceptions of…

The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…

This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder--a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)--on the quality of SEL…

Large-scale summative assessment results are typically used for program-evaluation and resource-allocation purposes; however, stakeholders increasingly desire results from large-scale K-12 assessments that inform instruction. Because large-scale summative results are usually delivered after the end of the school year, teacher use of results is…

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to: (1) be published…