Education Commons^™

Multi-Tiered System Of Supports For Homeschool Families In A Home School Assistance Progra, Stacy Picard

Master's Theses & Capstone Projects

Systematic, explicit reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension has been shown to be effective at teaching nearly all children to read. The Multi-Tiered System of Supports (MTSS) framework is used in schools for identifying students who need supplemental instruction and ascertaining their areas of weakness. It is also used for monitoring the progress of students and facilitating ongoing instructional decisions. Homeschool families typically do not have access to scholarly research about effective reading instruction or to tools for determining if their children are making adequate progress or if a change in instruction is needed. The Knoxville …

Improving Reading Interventions: A School Improvement Plan, Rachel Harmelink

Master's Theses & Capstone Projects

This paper examines the use of reading instruction interventions in an elementary school in Northwest Iowa. Whereas the school excels at providing regular assessments, including universal screeners, educators there have struggled to adequately meet the reading needs of their students as reflected on FAST, MAP, and Panorama data. This school improvement plan provides professional development training in response to intervention (RTI) procedures along with continual support and collaboration throughout the school year to assist teachers in confidently serving all learners and helping them reach their fullest potential as readers.

Improving The School's Mtss Reading Intervention Framework, Mariah Snyder

Master's Theses & Capstone Projects

The purpose of this school improvement plan was designed based on first-hand

experience in seeing the high need for an improved MTSS reading intervention

framework. Research findings show that reading interventions provided through an

MTSS framework provide students with many beneficial supports that increase reading

test scores. With these research findings in mind, a school improvement plan was

created to create a sustainable reading intervention framework within the school

setting.

Latent Structure Of Scores From The Emotional And Behavioral Screener, Matthew C. Lambert, Stacy-Ann A. January, Corey D Pierce

Department of Special Education and Communication Disorders: Faculty Publications

The Emotional and Behavioral Screener (EBS) is a recently developed teacher-reported brief screening instrument for identifying students who are at-risk of an emotional or behavioral disorder (EBD). Although prior research supports the technical adequacy of scores from the EBS, there is a gap in the literature regarding strong evidence of the factor structure underlying EBS scores. This study investigated the latent structure of scores from the EBS in a sample of 646 elementary students who were rated by their teachers in a 2-week screening period. Single-factor confirmatory factor analysis (CFA) and bifactor models were used to test the hypothesis that …

Comparing Two Cbm Maze Selection Tools: Considering Scoring And Interpretive Metrics For Universal Screening, Jeremy W. Ford, Kristen N. Missall, John L. Hosp, Jennifer L. Kuhle

Early and Special Education Faculty Publications and Presentations

Advances in maze selection curriculum-based measurement (CBM) have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two CBMs …

Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin

Department of Special Education and Communication Disorders: Faculty Publications

Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal …