Keith Smolkowski
Associated IES Content
Grant
TIPS (Team-Initiated Problem Solving) Evaluation: An Effectiveness Replication of a Widely Used Problem-Solving Process for Data Teams Implementing Schoolwide Behavior Supports
In this impact study, the researchers aim to extend the findings from previously funded IES impact study, Teams Initiated Problem Solving (TIPS). This study evaluated the impact of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework, which is frequently used by school teams engaged in universal-level data collection, decision-making, and implementation of behavior supports. The prior evaluation demonstrated positive impacts on problem-solving of school level PBIS d...
Federal funding program:
Award number:
R305A240087
Grant
ReACT Initial Efficacy: Testing the Effects of a Promising Intervention to Achieve Equity in School Discipline
Research shows that students of color, particularly African-American students, are at significantly increased risk for being excluded from instruction through office discipline referrals (ODRs) and suspensions. These disparities are troubling because of the negative effects of exclusionary discipline on academic achievement, graduation, and school climate. In this grant, researchers will evaluate the initial efficacy of ReACT, an IES-funded intervention designed to reduce racial discipline d...
Federal funding program:
Award number:
R305A230399
Grant
Varied Practice Reading for Middle School Students With or At Risk for Reading Disabilities
Students with or at risk for reading disabilities in Grades 6-8 need both literacy intervention and support for learning in the text-based content areas of science and social studies. However, middle schools struggle to offer intervention time during the day, and typically expose students to less complex text than is expected for achieving grade-level performance. Therefore, the research team will create a semester-long Tier 2 intervention, Varied Practice Reading (VPR), based on statistical...
Federal funding program:
Award number:
R324A220269
Grant
Effects of CIRCLES on the Provision of Transition Services and Resulting Transition Outcomes for Students with Disabilities
The purpose of this project is to evaluate the efficacy of the Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) intervention for improving student, teacher, and community agency personnel outcomes. Research indicates that interagency collaboration models are needed to address gaps in the services provided to students with disabilities to ensure a successful transition from high school.The CIRCLES intervention aims to increase positive tran...
Federal funding program:
Award number:
R324A230240
Grant
Examining the Efficacy of Friends on the Block: An Intensive Early Literacy Intervention for Elementary Students With Intellectual and Developmental Disability (Project Intensity)
The purpose of Project Intensity is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention, Friends on the Block, designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD).
Federal funding program:
Award number:
R324A200151
Grant
Evaluation of We Have Choices, an Upper-Elementary Self-Management Program
The purpose of this study is to determine the efficacy of the We Have Choices (WHC) program, which was initially developed with IES funding. WHC teaches students specific skills associated with academic success and gradually transfers management of those skills from teachers to students. Universal materials focus on explicit instruction in the skills for all students with an emphasis on practice and additional supports for those who struggle to learn the skills.
Federal funding program:
Award number:
R305A190478
report
Impact Study
Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 s...
Mar 22, 2017
Grant
A Multi-Site Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Math Learning Disabilities
The purpose of this study is to determine the efficacy of the NumberShire Level 1 gaming intervention, aimed at improving mathematics achievement for first-grade students with or at risk for mathematics learning disabilities. Intervention to strategically accelerate math learning in early elementary school can help prevent costly remediation in later grades. According to the National Assessment of Educational Progress (2013), 45% of all fourth-grade students with disabilities scored below th...
Federal funding program:
Award number:
R324A160125
Grant
A Randomized Control Trial of a Tier 2 First Grade Mathematics Intervention
The purpose of this study was to test the efficacy of a first-grade mathematics intervention called Fusion, aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities. According to results from the National Assessment of Educational Progress, only 42% of fourth graders performed at or above the proficient level in mathematics. Students who perform poorly in mathematics early in school are at risk for continuing to struggle in mathematics thr...
Federal funding program:
Award number:
R324A160046
Grant
READY for WAGES: Research on Employment of Adjudicated Youth through Working at Gaining Employment Social Skills Curriculum
This project will assess the efficacy of Research on Employment of Adjudicated Youth through Working at Gaining Employment Social Skills Curriculum (READY for WAGES), a research-based social skills curriculum, to promote positive employment-related skills and outcomes for incarcerated juvenile offenders with disabilities in long-term facilities. Adolescents with disabilities are over-represented in the juvenile justice system, and young offenders with disabilities are even more at risk for p...
Federal funding program:
Award number:
R324A150138
Grant
Evaluation of We Have Skills, A Multimedia Classroom Level Social Skills Program for Elementary Students
The purpose of this study is to test whether the We Have Skills! (WHS) program (developed at IRIS Media through support of an IES development grant) can help young students learn social skills and behaviors to support success in school. Early elementary school is an ideal time to teach children these social skills and behaviors, yet few teachers feel prepared to do so, lacking both time and resources to support their students adequately. The WHS program teaches students seven social and acad...
Federal funding program:
Award number:
R305A150046
FY2012
FY2012 Early Intervention and Early Childhood Education Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Early Learning in Mathematics: Efficacy in Kindergarten Classrooms
In recent years, low levels of mathematics performance have been found among U.S. students in relation to national standards and in international comparisons. Signs of these problems appear early in students' schooling. Unless these differences are addressed as early as kindergarten, they are likely to persist and become more difficult to remediate over time. One approach to improving achievement is to deliver effective instructional programs to all students as they enter school. Few experim...
Federal funding program:
Award number:
R305A080699
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