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Direct linkRosemary Vellar; Boris Handal; Sean Kearney; Chris Forlin – Issues in Educational Research, 2024
Evidence based decision making is essential for enabling improved student learning. Teacher motivations and beliefs about the types and use of data are critical determinants of decision making. Our research explored the types of data teachers use and consider valuable when measuring improvement in student learning. Findings from 294 teachers from…
Descriptors: Catholic Schools, Elementary Secondary Education, Learning Analytics, Student Needs
Zyromski, Brett; Griffith, Catherine; Choi, Jihyeon – Professional School Counseling, 2021
Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors' identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and…
Descriptors: School Counselors, School Counseling, Professional Identity, Data Use
Claire E. Hughes – Gifted Child Today, 2025
Multi-Tiered System of Supports (MTSS) is a useful framework designed to address diverse needs of students and has great potential for twice-exceptional (2e) students, or gifted students with disabilities. By integrating academic, behavioral, social-emotional, and collaborative components, MTSS provides targeted interventions through its tiered…
Descriptors: Multi Tiered Systems of Support, Twice Exceptional, Students with Disabilities, Academically Gifted
Truckenmiller, Adrea J.; Yohannan, Justina; Cho, Eunsoo – Communique, 2020
When students struggle with reading, school-based teams seek more information about why those students are struggling in order to provide instruction that will meet the students' needs. This process occurs for students needing Tier 2 or 3 instruction and students with disabilities who have reading goals. Reading specialists, special education…
Descriptors: Reading Tests, Data Use, Educational Planning, Reading Difficulties
Freidenbloom, David Carl – ProQuest LLC, 2023
This phenomenological study sought to examine the lived experiences of Pennsylvania school leaders in elementary or middle schools with an economically disadvantaged student population of 50% or greater and English Language Arts proficiency exceeding 60% as measured by the 2021-2022 Pennsylvania System of School Assessment. Across the Commonwealth…
Descriptors: Elementary Schools, Middle Schools, Economically Disadvantaged, At Risk Students
Claiborne, Joi; Smith, Jameel M. – Communique, 2023
The integration of behavioral health services in primary care has become increasingly popular in pediatric settings in recent years. While there are various models of integrated behavioral health (IBH), the aim is constant: to increase access to behavioral and mental health care through collaboration between behavioral health providers and…
Descriptors: School Psychologists, Role, Interdisciplinary Approach, Primary Health Care
Download full textWilcox, Gabrielle; Fernandez Conde, Cristina; Kowbel, Amy – Education Sciences, 2021
There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is…
Descriptors: Evidence Based Practice, Data Use, Decision Making, Inclusion
Leytham, Patrick A.; Nguyen, Nghia; Rago, David – TEACHING Exceptional Children, 2021
The purpose of this article is to assist general and special educators in identifying and implementing effective academic programming in the general education environment for students with autism spectrum disorder (ASD). Throughout this article, the authors attempt to demonstrate how students with ASD can successfully receive instruction in a…
Descriptors: Students with Disabilities, Elementary School Students, Children, Autism
Peer reviewedDrury, Jodi; Krezmien, Michael P.; Camacho, Kristine A.; Gonzales, Alicia – Journal of the American Academy of Special Education Professionals, 2021
Sixty-one educational leaders from a rural section of the Northeastern United States participated in this mixed-methods sequential explanatory study to determine the extent to which educational leaders felt knowledgeable and prepared to lead the implementation of multi-tiered systems of support (MTSS) in their schools. Despite educators' initial…
Descriptors: Instructional Leadership, Leadership Qualities, Knowledge Level, Competence
Council for Exceptional Children, 2021
The Council for Exceptional Children (CEC) recognizes the positive influence that a Multi-Tiered System of Supports (MTSS) framework can have on improving the education of all children, the roles of special educators, and the special education system, by providing a structure to organize practices based on data, evidence and research. The MTSS…
Descriptors: Evidence Based Practice, Student Needs, Problem Solving, Student Behavior
Education Commission of the States, 2020
Postsecondary institutions and systems across the nation have demonstrated remarkable progress since the first "Core Principles for Transforming Remediation Within a Comprehensive Student Success Strategy" was published in 2015 (see ED561279). Building on this progress, the Summary Details Education Commission of the States (ECS) has…
Descriptors: Developmental Studies Programs, Remedial Programs, Educational Change, Change Strategies
Lemons, Christopher J.; Sinclair, Anne C.; Gesel, Samantha; Gandhi, Allison Gruner; Danielson, Louis – Journal of Special Education Leadership, 2019
Special education administrators at both the district and school level are serving in critical roles that uniquely position them to improve academic and behavioral outcomes of students with disabilities by ensuring the special education teachers under their supervision are prepared to deliver an evidence-based form of intensive…
Descriptors: Special Education, Intervention, Educational Administration, Administrator Role
Heartley B. Huber; Erik W. Carter – Review Journal of Autism and Developmental Disorders, 2016
Although peer-mediated interventions have emerged as an evidence-based practice for students with autism spectrum disorder (ASD), little attention has focused on approaches for tailoring these interventions to meet individual students' unique needs. In this systematic literature review of 29 studies, we identified assessment procedures used to…
Descriptors: Intervention, Autism Spectrum Disorders, Evidence Based Practice, Peer Relationship
Cumming, Therese M.; O'Neill, Sue C. – Intervention in School and Clinic, 2019
Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with…
Descriptors: Data Use, Behavior Disorders, Emotional Disturbances, Intervention
Dolan, Erin L.; Borrero, Michelle; Callis-Duehl, Kristine; Chen Musgrove, Miranda M.; de Lima, Joelyn; Ero-Tolliver, Isi; Gerhart, Laci M.; Goodwin, Emma C.; Hamilton, Lindsey R.; Henry, Meredith A.; Herrera, Jose; Huot, Bethany; Kiser, Stacey; Ko, Melissa E.; Kravec, Marcy E.; Lee, Mark; Limeri, Lisa B.; Peffer, Melanie E.; Pires, Debra; Ramirez Lugo, Juan S.; Sharp, Starlette M.; Suarez, Nicole A. – CBE - Life Sciences Education, 2020
The 2019 Undergraduate Biology Education Research Gordon Research Conference (UBER GRC), titled "Achieving Widespread Improvement in Undergraduate Education," brought together a diverse group of researchers and practitioners working to identify, promote, and understand widespread adoption of evidence-based teaching, learning, and success…
Descriptors: Undergraduate Study, College Science, Biology, Evidence Based Practice
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