University of Oregon
Associated IES Content
Grant
Developing and Pilot Testing a Brief Mindfulness-Based Intervention to Promote Self-Determination Skills Among High School Youth With Disabilities
The purpose of this project is to develop and pilot test the Mindfulness Skills for Transition (MST) intervention-a brief, mindfulness-based intervention designed to promote self-determination skills among high school youth with disabilities. There is prior evidence that lower levels of self-determination in youth with disabilities, relative to their non-disabled peers, are linked to the gaps in transition outcomes. Current self-determination interventions focus on teaching higher-order tran...
Federal funding program:
Award number:
R324A240107
Grant
Early Mathematics Interventions: A Meta-analysis of Group-Design Interventions to Inform Targeted Intervention for Students with Mathematics Difficulties
The purpose of this project is to conduct a meta-analysis of group-design mathematics interventions targeting foundational whole number concepts, with a focus on children with and at risk for disabilities and mathematics difficulty in prekindergarten (preK) through grade 1. Specifically, the research team aims to identify differences in the effectiveness of such interventions for typically achieving (TA) students and students at risk for mathematics difficulty (MD) as well as the factors tha...
Federal funding program:
Award number:
R324A240004
Grant
CICO-High School: Evaluation of an Effective Tier 2 Behavior Intervention for Students in High Schools
The purpose of this project is to evaluate the initial efficacy of Check-In Check-Out (CICO)-High School (CICO-HS). CICO is a well-established and empirically validated Tier 2 intervention that has demonstrated effectiveness in reducing problem behavior and enhancing academic success for elementary and middle school students but has lower rates of adoption and less empirical support in high schools. CICO-HS preserves the core features of standard CICO, while adapting the intervention to alig...
Federal funding program:
Award number:
R324A230091
Grant
A Randomized Control Trial of a Tier 2 Sixth Grade Mathematics Intervention
The purpose of this project is to test the efficacy of the Promoting Algebra Readiness (PAR) intervention, a Tier 2 mathematics intervention. Preliminary evidence has shown that PAR increases the mathematics achievement of sixth grade students with mathematics difficulties (MD). In this project, the research team will examine the impact of PAR on students identified as with MLD (mathematics learning disabilities) or MD, measuring the immediate and long-term student mathematics outcomes and e...
Federal funding program:
Award number:
R324A230007
Grant
Preventing Emotional and Behavior Problems in Middle School Youth at risk of Disability after the COVID-19 Pandemic with the Family Check-Up Online
The purpose of this project is to conduct an efficacy trial of the Family Check-Up (FCU) Online to address emotional and behavioral challenges among middle school students with or at risk for disability during their transition back to school after the pandemic-related school closures. Mental health and behavior problems are at epidemic proportions as a result of the pandemic. These adverse effects have been more pronounced for students with or at risk for disabilities who were already behind...
Federal funding program:
Award number:
R324X220003
Grant
Project BASICS (Behavioral Accountability for a Successful Instructional Climate in Schools)
The purpose of this project is to develop the BASICS intervention, which merges student advocacy and self-advocacy with teacher and administrator use of restorative practices to create classrooms and schools where students, especially students most vulnerable to peer victimization, feel comfortable advocating for their own and others' emotional safety. Peer victimization increases in the middle grades and often leads to disengagement from school and long-term negative effects, including low ...
Federal funding program:
Award number:
R305A210071
Grant
Validating DIBELS 8th Edition as a Screener for Dyslexia (AIP2)
The purpose of this project is to evaluate the validity of 8th Edition of Dynamic Indicators of Basic Early Literacy Skills (DIBELS 8) as a screener for dyslexia. As of 2020, 47 states require that students be screened for dyslexia in early elementary school, and state education agencies recognize DIBELS for this purpose more than any other test. However, evidence for the use of DIBELS for this purpose is limited. In this project, researchers will investigate the associations between DIBELS ...
Federal funding program:
Award number:
R324A210042
Grant
The Development and Pilot Testing of an Intensive Tier 3 Reading Intervention in the Early Grades
The purpose of this grant is to iteratively develop and pilot test an intensive Tier 3 reading intervention for use with students in kindergarten through second grade (K-2) in the early stages of reading development. Research provides clear direction on effective Tier 2 reading interventions in the early grades, but few studies demonstrate impact with students who require more intense intervention. The Tier 3 intervention will be for students who do not respond adequately to core and supplem...
Federal funding program:
Award number:
R324A210296
Grant
A Comprehensive Measure of Reading Fluency: Uniting and Scaling Accuracy, Rate, and Prosody
The research team will develop and validate an automated scoring system to measure, unite, and scale the rate, accuracy, and prosody of oral reading fluency (ORF) for students in grades 2 to 4. Research has shown that prosody explains variance in reading comprehension beyond rate and accuracy; however, current ORF assessments neglect the measurement of prosody. This project can increase the reliability and validity of decisions made from ORF scores, resulting in better identification of stud...
Federal funding program:
Award number:
R305A200018
Grant
ROOTS Replication: A Systematic Replication of a Tier 2 Kindergarten Mathematics Intervention
The purpose of this project is twofold. The primary purpose is to conduct a replication study of a kindergarten mathematics intervention (ROOTS) for students at risk for mathematics learning disabilities (MLD) across school types and student populations intentionally selected to differ from previous efficacy studies. A secondary purpose of the project will be to investigate the relationship between intervention onset and student outcomes.
Federal funding program:
Award number:
R324R200005
Grant
Training Institute in Advanced Single-Case Research Design and Analysis
Federal funding program:
Award number:
R324B200022
Grant
LIFT: Leveraging Autism Intervention for Families Through Telehealth
The Principal Investigator (PI) will conduct a program of research to support families of young children with neurodevelopmental disorders while participating in mentoring and training activities to develop knowledge and skills related to implementation science, designs to optimize adaptive interventions and analyze outcomes, and grant writing. Standard home coaching for caregivers focused on children's social communication can lead to gains in children's engagement and communication as well...
Federal funding program:
Award number:
R324B200017
Grant
Improving the Accessibility of Effect Size and Synthesis Methods for Single-Case Research
Federal funding program:
Award number:
R324U190002
Grant
Paths to the Future for Young Men
The purpose of this project is to develop Paths to the Future for Young Men (P2F-Young Men), a career development intervention to address the needs of adolescent boys with high-incidence disabilities.Adolescent males lag behind their female peers on a number of important academic and behavioral outcomes such as rates of high school graduation and college enrollment, and have greater risk for violence, suicide, and substance abuse. Males with disabilities also receive less support outside the...
Federal funding program:
Award number:
R324A190104
Grant
Multiple-choice Online Causal Comprehension Assessment Refinement: Achieving Better Discrimination via Experimental Item Types and Adaptive Testing
This project will develop and refine a computer-adaptive version of MOCCA (Multiple-choice Online Cloze Comprehension Assessment), an existing reading comprehension measure for third- through fifth-grade readers. MOCCA helps distinguish between students who make one of two common comprehension errors. Students with weak comprehension skills tend either to paraphrase (rephrase prior information from the text but do not generate missing information) or to make lateral connections (make an elab...
Federal funding program:
Award number:
R305A190393
Grant
Evaluating a State-Level Initiative to Implement Supplemental Academic and Behavior Interventions in an Integrated Multi-Tiered System of Supports
Many states are enacting statewide initiatives to implement multi-tiered systems of supports (MTSS) and integrate existing behavior support models within academic MTSS. However, limited research has been conducted to determine the effects of providing more intensive support within an integrated academic and behavioral MTSS framework. Researchers at the University of Oregon are partnering with the Michigan Department of Education's Office of Special Education (MDE/OSE) to address this researc...
Federal funding program:
Award number:
R324L180014
Grant
Family-Centered Intervention in Schools to Reduce Social and Behavioral Problems From Early Elementary School to Adolescence
The purpose of this study is to examine the long-term efficacy of the Kindergarten Family Check-Up (FCU), a school-based, family-centered intervention intended to prevent student social and behavioral problems. In addition, the research team will examine the impact of a booster session of FCU delivered during the transition to middle school, as providing support during key transitions (e.g., school entry, transition to middle school) may be critical for school success for students with or at...
Federal funding program:
Award number:
R324A180037
Grant
Development of an Instructional Alternative to Out-of-School Suspension: The Instructional Suspension Learning Alternative (ISLA)
The purpose of this development and innovation project was to refine and test a Tier 1 universal intervention to reduce exclusionary discipline and increase instructional time for students, the Inclusive Skill-building Learning Approach (ISLA). ISLA promotes positive student-teacher relationships and students' problem-solving skills and school-wide systems that specify graduated and logical responses to concerning behavior to reduce the likelihood that students will be sent out of class.
Federal funding program:
Award number:
R305A180006
Grant
Adaptation of an Effective Tier II Behavior Intervention for Students in Secondary Schools
The purpose of this project is to adapt a Tier II intervention called Check-in/Check-out (CICO) for use in secondary schools. CICO appears promising for reducing problem behavior and enhancing academic success for elementary school students with challenging behavior, but it has been implemented and tested less frequently in middle and high schools.
Federal funding program:
Award number:
R305A180015
Grant
Identifying Factors Predicting Implementation and Sustainability of Tier 2 and 3 Behavior Support Systems
The purpose of this project is to identify malleable factors that influence the implementation and sustainability of behavioral interventions at Tiers 2 (supplemental interventions) and 3 (intensive interventions) of a multi-tiered system of supports (MTSS). Many effective interventions are adopted in schools, but they rarely are implemented beyond a year or two. One promising method of enhancing sustainability of interventions is to implement them within broader systems that may support the...
Federal funding program:
Award number:
R324A180027
Grant
Postdoctoral Training Program in Prevention Science at the University of Oregon: Preparing Education Researchers to Prevent Social and Behavioral Problems in Schools
Federal funding program:
Award number:
R324B180001
Grant
The STELLAR Project: Phase 2
During this project, the team developed and tested STELLAR Online, an online professional development course designed to provide rural teachers with the skills necessary to integrate visual arts instruction into their practice, with emphasis on "visual thinking skills", evidence-based reasoning, and argument writing. Due to limited financial resources and state emphasis on academic subjects, rural districts are often unable to provide a comprehensive arts curriculum, so STELLAR Online aimed ...
Federal funding program:
Award number:
R305A170603
Grant
National Research and Development Center on Assessment and Accountability for Special Education
The increased demand for accountability in education focused on improved student academic performance has led to many questions about the most accurate method for capturing individual student progress, particularly for students with disabilities. In addition, although a substantial amount of research exists about the characteristics of students with disabilities and about assessment of their abilities and skills for purposes of classification and intervention, far less is known about the nat...
Federal funding program:
Award number:
R324C110004
Grant
TIPS EdTech: Developing Professional Development and Online Applications to Support Team-Initiated Problem Solving (TIPS) within Multi-Tiered Support Systems
The purpose of this study is to develop the Team Initiated Problem Solving (TIPS) EdTech suite of tools, which includes TIPS Online Training and TIPS Meeting Application (TIPS MApp), and test their promise for improving the efficiency and impact of school teams' data-based decision making. There is rapid growth in the amount of data available to school teams, but many school teams are not effective in their use of data to support students. Although there is evidence of efficacy for the TIPS ...
Federal funding program:
Award number:
R324A170052
Grant
Paths 2 the Future for All: College and Career Readiness Intervention
The purpose of the Paths 2 the Future for All: College and Career Readiness Intervention research project was to develop, revise, and evaluate the promise of the Paths 2 the Future for All (P2F4A) curriculum package for underserved youth in grades 9 to 12. P2F4A modified an existing transition curriculum package, Paths 2 the Future-Girls, originally designed for high school girls with high-incidence disabilities. P2F4A expanded on the promising Paths to the Future-Girls curriculum package by...
Federal funding program:
Award number:
R305A170633
Grant
Project ReACT: Neutralizing the Effects of Implicit Bias on Racial Disproportionality in School Discipline
The purpose of this project is to develop a professional development intervention (ReACT) to reduce racial/ethnic disproportionality in school discipline and special education referrals. Disproportionality in school discipline remains a long-term and pressing concern in education, and exclusionary discipline (e.g., suspensions, expulsions) exposes students to increased risk of academic failure, referrals for special education, and school dropout. Professional development is needed to help s...
Federal funding program:
Award number:
R324A170034
Grant
Evaluation of the KinderTEK iPad Math Program
The purpose of this project was to evaluate the efficacy of KinderTEK, a fully developed, tablet-based math program for young learners. Many teachers turn to technology in the hopes that online programs, applications (apps), and virtual manipulatives can provide differentiated instruction, independent practice, and engaging content for students within their classrooms. KinderTEK is a product of a prior IES development grant (R324A110286) and an OSEP Stepping Up Technology grant that can func...
Federal funding program:
Award number:
R305A170044
Grant
Conjoint Behavioral Consultation for Middle School Students With or at Risk for Serious Emotional Disturbance: A Career Development and Research Plan
The Principal Investigator (PI) will conduct a program of research for improving outcomes for adolescents with or at risk for serious emotional disturbance (ED) while participating in mentoring and training activities to develop knowledge and skills related to adolescent development, measurement and assessment, research methodology (e.g., multilevel modeling, qualitative data analysis), and grant writing. The PI intends to iteratively develop and test the feasibility and promise of Conjoint ...
Federal funding program:
Award number:
R324B160043
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
Project DATA for RTI: Developing Adept Teams for Advancing RTI
The purpose of this project is to develop an individualized web-based professional development (PD) program to support teachers' effective implementation of Response to Intervention (RTI) and improve student outcomes. Effective implementation of RTI requires ongoing evaluation of the relation between implementation of interventions and change on student measures over time in order to determine whether interventions are successful or in need of modification to improve outcomes for students wi...
Federal funding program:
Award number:
R324A160032
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
Nuestras Familias: Refining an Evidence-based Intervention to Promote Latino Student Academic Success and Positive Behavioral Outcomes through School-Family Partnerships
In this project, researchers will develop and test the Escuelas y Familias: Somos Juntos (Schools and Families: We're Together) program to support school success for Latino middle school students. This program will be based on Nuestras Familias (NF), a culturally-specific intervention that provides direct support to immigrant Latino parents. Prior efficacy studies indicate NF improves behavioral outcomes closely linked to academic and school success for Latino middle school students. The new...
Federal funding program:
Award number:
R305A150280
Grant
Freshman Success: Implementation of Comprehensive Universal Supports for School Engagement
In this project, researchers developed and tested the Freshman Success Model, an intervention that includes peer mentors to promote school engagement for all ninth grade students in high schools with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Prior research has shown that disengagement from school can start early for both low- and high-achieving students as they transition into the new, unfamiliar high school environment. The consequences of disengagement unfold ra...
Federal funding program:
Award number:
R305A150010
Grant
Exploring Alterable Variables in Tier 1 and Tier 2 Instruction: A Collaboration Across Interdisciplinary Fields of Observational Research (Project CIFOR)
This project will examine data from four prior IES-funded projects to determine the malleable variables in classroom instruction that are associated with improvements in student achievement in reading and mathematics. There is little research on the evidence-based practices that teachers can use when working in multiple content areas with a range of learners who have varying levels of achievement. In recent years, direct observation has become a primary measurement tactic in identifying the ...
Federal funding program:
Award number:
R305A150037
Grant
Paths 2 the Future: Testing the Efficacy of a Career Development Intervention for High School Girls with Disabilities
The purpose of this efficacy project is to determine whether the Paths 2 the Future (P2F) curriculum intervention produces a beneficial effect on education and career outcomes for high school girls with high-incidence disabilities. P2F is a fully developed, gender-specific career development intervention that was developed and pilot tested through previous IES funding. High school girls with disabilities face unique challenges in gaining employment, accessing postsecondary education, living ...
Federal funding program:
Award number:
R324A170148
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
Project SELECT: Social Emotional Learning in Early Childhood for Infants and Toddlers
The purpose of this project was to develop a social-emotional intervention, Social Emotional Learning in Early Childhood for Infants and Toddlers (SELECT), to increase the quality of key parent–child interaction skills, improve children's social-emotional skills, and ultimately improve school readiness for infants and toddlers with disabilities. Significant numbers of infants and toddlers-particularly those with developmental disabilities-have social-emotional problems that are neither rec...
Federal funding program:
Award number:
R324A150145
Grant
Single Case Design Research Training Institute
Federal funding program:
Award number:
R324U140001
Grant
Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
The transition to elementary school is a critical time for the development of key skills that are necessary for school success, including sustained attention, self-regulation, initiating and sustaining successful peer relationships, and academic competence. Unfortunately for many children at risk for learning and behavior problems, this transition can be difficult and may lead to early academic problems, which in turn can lead to more severe forms of problem behavior and learning difficultie...
Federal funding program:
Award number:
R305A140189
Grant
Multiple-choice Online Cloze Comprehension Assessment (MOCCA): Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading
Numerous children struggle with reading comprehension and previous research shows that a subset of these children struggle with higher level reading skills, such as maintaining causal coherence while reading. Causal coherence is created through inferences that require the reader to synthesize why an event occurs based on relevant goals previously identified in the text and to generate missing information from background knowledge. Students who struggle with causal coherence typically fall in...
Federal funding program:
Award number:
R305A140185
Grant
The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students
The purpose of this study was to explore the relationship between school personnel's use of Native language and culture (NLC) in discipline and instruction and the behavioral and academic outcomes of American Indian and Alaska Native (AI/AN) students. The findings of this exploration study can be used to guide intervention development to benefit the academic success of AI/AN students. These students represent about one percent of the total U.S. school population, yet they experience some of ...
Federal funding program:
Award number:
R305A140162
Grant
Measuring Oral Reading Fluency: Computerized Oral Reading Evaluation (CORE)
The University of Oregon sought to develop and validate a new computerized assessment system of oral reading fluency (ORF) for use with students in Grades 2 through 4, called Computerized Oral Reading Evaluation (CORE). CORE contains an automated scoring algorithm based on a speech recognition engine, shorter passages, and a latent variable psychometric model, collecting word-level data that are used in a model-based approach to scale ORF scores with increased reliability compared to trad...
Federal funding program:
Award number:
R305A140203
Grant
Identifying Factors Predicting Implementation and Sustainability of School-wide Positive Behavioral Interventions and Supports
Although many effective interventions are adopted in today's schools, they rarely sustain beyond a year or two once external support (e.g., grant funding, university-based training) is removed. The existing literature on sustainability of practices in schools is primarily anecdotal and not based on empirical research. Accordingly, school personnel are left without guidance on how to implement sustainable practices. Because so little attention has been devoted to the rigorous study of impleme...
Federal funding program:
Award number:
R324A120278
Grant
State Toolkit for Examining Post-School Success (STEPSS) Professional Development (PD) Project
State and national data show that youth with disabilities are less likely to attend postsecondary education or be employed than their peers without disabilities. State Education Agencies (SEAs) collect transition-related student data as part of their federal reporting requirements that can be used to improve youth outcomes by targeting areas of need and identifying appropriate evidence-based practices, yet there is no standard practice for using these data. The purpose of this study is to de...
Federal funding program:
Award number:
R324A120277
Grant
A Randomized Control Trial of a Tier 2 Kindergarten Mathematics Intervention
Recently, students in the United States have demonstrated low levels of mathematics performance compared to national standards and the performance of students from other countries. Signs of potential low performance and risk for mathematics disabilities can appear early in students' schooling. Without intervention in early elementary school, these difficulties are likely to persist over time and become more challenging to remediate. One approach to improving mathematics achievement is to del...
Federal funding program:
Award number:
R324A120304
Grant
Team-Initiated Problem Solving for Improved Student Outcome
The goal of this project was to examine the efficacy of Team-Initiated Problem Solving (TIPS), a model for training and coaching school teams to use behavioral and academic data to define and solve problems. Schoolwide Positive Behavioral Interventions and Supports (PBIS) is a frequently used systems-level intervention that involves school teams actively engaging problem solving to improve student academic, social, emotional, and behavioral outcomes. This requires both appropriate data manag...
Federal funding program:
Award number:
R324A120041
Grant
Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts (Project NumberShire)
Students who perform poorly in mathematics in the early elementary grades are likely to continue to perform poorly in mathematics in later grades. These findings indicate that a successful start in mathematics is critical to later mathematics achievement. The purpose of this project is to develop NumberShire-K, a browser-based, educational video game in which first-grade students learn and apply the mathematical concepts and skills of whole numbers. NumberShire-K will include research-based ...
Federal funding program:
Award number:
R324A120071
Grant
Identifying Mediating and Moderating Mechanisms to Address Outcomes Associated with Poverty for Adolescents with Disabilities: Secondary Analysis of Data from the National Longitudinal Study-2 (NLTS2)
Living in poverty during childhood can be predictive of lower school performance and increased likelihood of dropping out of school. Students with disabilities are twice as likely to be living in poverty as students without disabilities. However, little empirical research has explored the relationship between poverty and school/post-school outcomes focusing on students with disabilities. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to inves...
Federal funding program:
Award number:
R324A120408
Grant
Promoting Algebra Readiness: Developing a Strategic Intervention On Rational Number Concepts (Project PAR)
Algebra competence is of particular concern for secondary students with disabilities who are participating in general education mathematics courses in growing numbers and facing curriculum standards and graduation requirements that demand mastery of algebra. The purpose of this project is to develop the curriculum Promoting Algebra Readiness for sixth-grade students with or at risk for learning disabilities in mathematics. Promoting Algebra Readiness will be designed to include instructional...
Federal funding program:
Award number:
R324A120115
Grant
KinderTEK: Teaching Early Knowledge of Whole Number Concepts Through Technology
Results from the latest NAEP (2009) indicate that only about 40% of 4th graders were deemed at or above proficient in mathematics. Significant differences in student knowledge can be reliably measured at school entry on concepts from counting and number knowledge to more complex understandings of quantities, operations, and problem solving. Longitudinal research suggests that students who perform poorly at the end of kindergarten are likely to continue to perform poorly in mathematics throug...
Federal funding program:
Award number:
R324A110286
Grant
Implementing Positive Behavior Supports in Juvenile Correction Settings
School-wide positive behavior support (PBS) practices are implemented in more than 10,000 schools across the United States. Schools report that these practices have led to a reduction in office discipline referral rates, increased instructional time for students formerly removed for disciplinary reasons, and improved academic performance. There are children and youth with disabilities or at risk for disabilities however, who receive educational and other services every day in alternative s...
Federal funding program:
Award number:
R324A100286
Grant
Project SAIL: Strategies for Academic Internet Learning
Comprehension of textbooks and other reading materials assigned in class is fundamental to success at the secondary level. More and more, these materials are being accessed online or through other digital media. Reading and learning online materials can pose a set of challenges for students. Skills and strategies that are important for reading traditional print materials are not necessarily the same skills needed for online reading and learning. Online materials may be particularly probl...
Federal funding program:
Award number:
R324A100322
Grant
Developing Middle School Mathematics Progress Monitoring Measures
Continued poor performance in mathematics has indicated a need for more sensitive progress measures that can assist with the early identification of struggling students. Currently, there is a lack of high quality progress measures that are readily available, technically adequate, and aligned to appropriate content. More robust progress monitoring measures, independent of curriculum, could more objectively measure student progress on critical mathematics content. In addition, there is a need ...
Federal funding program:
Award number:
R324A100026
Grant
Reliability and Validity Evidence for Progress Measures in Reading
This research is designed to validate decision-making based on use of easyCBM, a free online curriculum-based benchmark and progress monitoring assessment system that documents early literacy acquisition. Developed in 2006, easyCBM currently has registered users from all 50 states using the system as part of their Response to Intervention (RtI) programming; yet the technical adequacy of the system has not yet been sufficiently studied.
Federal funding program:
Award number:
R324A100014
Grant
Summer School and Summer Learning: An Examination of Selection, Implementation, and Program Effects in a Multiyear Randomized Trial
The purpose of this study is to conduct a rigorous evaluation of a multiyear summer school literacy program initiative delivered to kindergarten, first, and second grade students identified as at-risk for future reading difficulty and aimed at closing the performance gap between strong and struggling readers and to ensure that struggling readers gain the skills requisite to meet reading proficiency targets.
Federal funding program:
Award number:
R305A090369
Grant
Project ECRI: Enhancing Core Reading Instruction in First Grade
Primary- and secondary- reading instruction that is part of a Response to Intervention model is often delivered through a core reading program. Implementation of core programs can vary widely among teachers, and poor implementation may weaken the potential of the program to improve student outcomes. In addition, the core program alone may not be sufficient for addressing all of the needs of students who require more intensive secondary intervention. For these students, practitioners may p...
Federal funding program:
Award number:
R324A090104
Grant
Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts
The purpose of this project was to develop a core mathematics intervention for students in first grade who are at risk for mathematics difficulties and disabilities. The intervention, FUSION, is designed as a program for schools using a multi-tiered approach to instruction that provides increasingly intense levels of instruction based on the results of frequent progress monitoring of students. FUSION will be developed as a tier 2 program, most applicable in schools that rely on a response-to...
Federal funding program:
Award number:
R324A090341
Grant
The ESTRELLAS Project: Electronic Supported Text Research for English Language Learner Academic Success
Struggling adolescent readers must overcome substantial barriers imposed by the printed materials they are asked to read if they are to gain meaningful access to text. Technology can assist students to overcome these challenges. Although implementations of supported electronic-text (e-text) are potentially appropriate for any learner at any reading level, most applications focus on the needs of students with language or learning difficulties that make it difficult for them to access or com...
Federal funding program:
Award number:
R305A090227
Grant
Project READY: Research on Employability Skills for Adjudicated Youth with Disabilities
Adolescents with disabilities, specifically those with emotional disorders, are over-represented in the juvenile justice system. It is estimated that between 40 percent and 70 percent of all incarcerated juvenile offenders have some type of disability. Juvenile offenders are incredibly costly to our society due to both the monetary expenditures of incarceration and the associated costs with fewer employment opportunities after incarceration. Transitional programs aimed to reintegrate inca...
Federal funding program:
Award number:
R324A080140
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
Grant
Project: PATHS (Postschool Achievement Through Higher Skills)
In 2004, the average yearly earnings for females with a high school diploma were 27 percent less than the average earnings of their male peers (U.S. Department of Education, 2006). This "gender gap" in earnings is even wider for young women with disabilities. Women with disabilities who are living independently are significantly more likely than men to be supporting themselves on less than $5,000 per year. Furthermore, one in eight women with disabilities also has a child to support (Wagner ...
Federal funding program:
Award number:
R324B070038
Grant
Project SEAM: Preventing Behavior Disorders and Improving Social-Emotional Competence for Infants and Toddlers with Disabilities
Estimates suggest that between 10 percent to 25 percent of all young children display social, emotional, and behavior problems, many of which are severe enough to warrant a mental health diagnosis (e.g., attachment disorder, attention deficit hyperactivity disorder). Children who display early signs of behavior problems typically do not "grow out" of them and such problems are likely to continue or worsen without intervention to improve behavior. However, there are few high quality assessme...
Federal funding program:
Award number:
R324A070255
Grant
Enhancing Data-based Decision-Making in Schools
Schoolwide Positive Behavior Support is a frequently used systems-level intervention that involves school teams to actively engage in assessment, decision-making, and implementation of behavior supports. These teams use data to identify rates and patterns of problem behavior. The data are expected to influence decisions by the team about what interventions to implement. Using data effectively and efficiently however, can be a difficult task. Although there are an increasing number of edu...
Federal funding program:
Award number:
R324A070226
Grant
Systematic Analysis and Model Development for High School Positive Behavior Support
High schools face tremendous challenges in their attempts to provide students with the academic and social skills needed to succeed as adults. In a survey of middle and high school teachers, 70 percent of teachers reported that disruptive behavior was a serious problem in their schools and almost four in 10 teachers reported that they spent more time managing disruptive behavior than they did teaching. One promising model of behavior support-schoolwide positive behavior support-has been used...
Federal funding program:
Award number:
R324A070157
Grant
Building Effective and Meaningful Individualized Education Programs for Secondary Aged Students
The Individuals with Disabilities Education Act of 2004 includes specific transition requirements for secondary students with disabilities as part of the Individualized Education Programs (IEP) process to promote movement from school to post-school activities, including post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation. Although there is a growing awareness of the transition-re...
Federal funding program:
Award number:
R324B070039
Grant
Assessments Aligned with Grade Level Content Standards and Scaled to Reflect Growth for Students with Disabilities (SWD) and Persistent Learning Problems (PLP)
The No Child Left Behind Act requires that students with disabilities be included in state assessments and accountability. Federal regulations issued in April 2007 have given states new flexibility by allowing them to develop "modified academic achievement standards" that are challenging for eligible students, measure mastery of grade-level content, but are less difficult than grade-level achievement standards. Modified achievement standards are intended for a small group of students whose...
Federal funding program:
Award number:
R324A070188
Grant
Reading Intervention with Spanish-Speaking Students: Maximizing Instructional Effectiveness in English and Spanish
Providing high quality reading instruction to English language learners in the early grades is one of the most challenging and increasingly demanding instructional issues facing schools. Often, schools are turning to the use of comprehensive reading programs to support students, including English language learners who are at-risk for reading failure. However, the use of core reading programs typically requires substantial, and sometimes time-consuming, modifications to support the reading ac...
Federal funding program:
Award number:
R305B077307
Grant
Early Learning in Mathematics: A Prevention Approach
Federal funding program:
Award number:
R305K040081
Grant
Development of a Technology-Supported Adaptive Intervention for Young Children with Language Disorders and their Spanish-Speaking Caregivers
The purpose of this project is to develop and test Language and Play Every Day en español Online (LAPE-e Online), an adaptive, naturalistic communication intervention that uses new technology to coach Spanish-speaking Latinx caregivers to facilitate dual-language development in their young children with language disorders (LD). The growing population of Latinx children under age 3 with LD in the United States is at significant risk for later developmental and academic challenges without acc...
Federal funding program:
Award number:
R324A240080
Grant
Navigating New Currents: Strengthening Family-School-Community Partnerships to Improve Outcomes for Pacific Island Students
In this study, the researchers will develop an intervention to increase the level and quality of parent-school partnerships with a specific focus on kindergarten through grade 5 (K-5) literacy, for Pacific Islander (PI) parents with students in K-5 and school staff. Data from the Oregon and Washington state departments of education indicate poor outcomes for these PI students at all grade levels and in all subjects, including literacy. Research indicates a disconnect between PI parents and t...
Federal funding program:
Award number:
R305A240313
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
An Initial Efficacy Trial of the Early Learning Matters (ELM) Curriculum
The researchers will test the initial efficacy of Early Learning Matters (ELM) for promoting school readiness. In recent years, the need for a research-informed, comprehensive curriculum for early care and education (ECE) settings has become evident. Critically, the existing comprehensive curricula that are most commonly used (e.g., Creative Curriculum, High Scope) either (1) have not been studied rigorously; (2) are expensive, making access a challenge for programs with few resources (e.g.,...
Federal funding program:
Award number:
R305A240113
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
A Study in Equity: Oregon's 9th Grade Transition
The project team will examine the implementation and impact of Oregon's On-Track to Graduation initiative. This initiative was implemented in 2016-2017 and provided funding for high school interventions, including a 9th grade dropout prevention program composed of data systems, awareness raising activities, and coaches.
Federal funding program:
Award number:
R305S210005
Grant
Evaluation of Lane ESD's Coder-in-Residence Program
The purpose of this project is to investigate the effects of an intervention focused on technology instruction on students' proximal and distal knowledge, perceptions, engagement and academic performance related to STEM disciplines and, secondarily, teachers' and computer coders' perceptions and confidence related to coding and teaching.
Federal funding program:
Award number:
R305L180016
Grant
Positive and Restorative Investment in Discipline Reform in Education (PRIDE): Integrating School-wide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline (RD)
Researchers built on completed pilot work to develop modules introducing teachers to restorative practices, and initial data supporting the modules' acceptability, teachers' increased use of restorative practices, positive changes in Latino students' perceptions of school climate, and reduced disciplinary disparity. Specifically, researchers further developed the positive and restorative discipline curriculum, developed a fidelity of implementation measure to assess the extent to which the c...
Federal funding program:
Award number:
R305A170631
Grant
Training Attention in At-risk Preschoolers: Expansion of our Successful Program to a Wider Population within Head Start
Children from low socioeconomic backgrounds often begin formal schooling at greater risk for negative social and academic outcomes. In recent years, researchers have identified children's early development of attention skills as an important indicator of later school success. For example, recent research has shown that attention skills such as working memory and selective attention are related to children's language and literacy skills. This research team developed an evidence-based interven...
Federal funding program:
Award number:
R305A110398
Grant
Longitudinal Follow-up of Successful Parent/Child Intervention in Pre-school Children At Risk for School Failure
Children in poverty are at risk for school failure, which leads to negative long-term consequences both for them and for society. There is a strong need for evidence-based educational programs to ameliorate socioeconomic status disparities in academic achievement. Researchers have developed an intervention, Parents and Children Making Connections-Attention (PCMC-A), based on research on the development and neuroplasticity of attention as well as parenting and family dynamics. Research has sh...
Federal funding program:
Award number:
R305A110397
Grant
Preparing Education Scientists: A Postdoctoral Training Program Emphasizing Rigorous Research on Systems-Level Prevention and Remediation of Academic and Behavioral Problems
This postdoctoral training program supported and trained five post-doctoral fellows with expertise in the following areas: (1) research design and implementation, (2) applied content expertise, and (3) methodology and data analysis
Federal funding program:
Award number:
R305B110012
Grant
Middle School Intervention Project (MSIP)
This project will assess the implementation and impact of a targeted middle grades intervention to improve reading and school engagement among students with reading difficulties taking place within a universal intervention to improve reading and engagement among all students.
Federal funding program:
Award number:
R305E100043
Grant
Postdoctoral Fellowships in Progress Monitoring in Reading and Mathematics
This postdoctoral fellowship program trained five fellows to conduct research on in measurement tools used to document progress with learning to read and solve mathematics problems in U.S. elementary and middle schools.
Federal funding program:
Award number:
R305B080004
Grant
Training Attention in Preschool: Effects on Neurocognitive Functions and School Performance
Over the past several decades, cognitive science researchers have made considerable progress in understanding how people learn. However, this research has very rarely guided development of educational curricula or interventions. This project, based on research regarding what affects young children's ability to maintain attention despite distractions, aims to develop and assess methods to improve attentional focus in preschoolers who are at high risk for school failure. Initial studies sugg...
Federal funding program:
Award number:
R305B070018
Grant
Postdoctoral Research Training in the Education Sciences
The focus of the program was on research addressing school-wide behavior support practices and integration of family support systems within schools, as well as methodological issues of studying intervention effects
Federal funding program:
Award number:
R305B060014
External Person
David Conley
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