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David Casalaspi; Marisa Mission; Hailly T. N. Korman – Bellwether, 2025
High-impact tutoring is a research-based approach to providing individualized instruction for students and accelerating learning. It was one of the most popular uses of federal Elementary and Secondary School Emergency Relief (ESSER) dollars, with 10 states spending a portion of their funding on large-scale tutoring initiatives. Illinois was one…
Descriptors: Tutoring, Tutors, Program Effectiveness, Individualized Instruction
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Choi, Jeong Hoon; McCart, Amy B.; Miller, Dawn H.; Sailor, Wayne – Journal of School Leadership, 2022
Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the Department of Education funded the expansion of multi-tiered system of support (MTSS) through school and personnel improvement grants to states. This…
Descriptors: Evidence Based Practice, Student Needs, Positive Behavior Supports, Student Behavior
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian Doabler; Jessica Turtura – Journal of Learning Disabilities, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted,…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
Smolkowski, Keith; Seeley, John R.; Gau, Jeffery M.; Dishion, Tom J.; Stormshak, Elizabeth A.; Moore, Kevin J.; Falkenstein, Corrina A.; Fosco, Gregory M.; Garbacz, S. Andrew – Grantee Submission, 2017
This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control,…
Descriptors: Program Effectiveness, Intervention, Middle School Students, Middle School Teachers
Asha K. Jitendra; Michael R. Harwell; Stacy R. Karl; Danielle N. Dupuis; Gregory Simonson; Susan C. Slater; Amy E. Lein – Grantee Submission, 2016
This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a…
Descriptors: Teaching Methods, Schemata (Cognition), Evidence Based Practice, Beginning Teachers
McInerney, Maurice; Elledge, Amy – American Institutes for Research, 2013
The 2002 reauthorization of the Elementary and Secondary Education Act (ESEA) contained provisions that expanded state and district accountability for improving all schools and increasing the learning and achievement of all students, including those who struggle to master basic skills in reading and mathematics. In 2011, the U.S. Department of…
Descriptors: Response to Intervention, Program Implementation, Federal Legislation, Educational Legislation