Poster Submission

The PI Meeting poster session provides an opportunity for researchers to present and discuss work funded by the National Center for Education Research (NCER), the National Center for Special Education Research (NCSER), and the Small Business Innovation Research (SBIR) program. This year, as part of the poster selection process, conference participants will have the opportunity to provide input on the posters that they would like to see presented at the PI Meeting. Listed below are brief summaries of the poster abstracts submitted for this year’s PI Meeting.

Cast your vote for posters that spark your interest and that you would like to see presented at this year's PI Meeting. Please vote only once for each poster you are interested in. The planning team will take your votes into consideration when selecting poster abstracts for acceptance. Voting ends November 12, 2018.

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Posters

Title: Statistical Software for Implementing Methods to Generalize Randomized Trial Findings to a Well-Defined Target Population
Poster Category: Education Systems, Policy, and Leadership, Statistics and Methodology
Grant/Contract Number: R305D150003
Brief Description: Randomized trials are used frequently in education research to assess the potential impacts of policies and interventions. However, there is growing concern that results from trials do not generalize well to a broader population. Statistical methods exist to improve upon the generalizability of a trial after it is completed. In this poster, we describe the available statistical methods, and provide software for easy implementation of the methods discussed.
Title: Story to Success: An Examination of the Impact of Animated PD Units on Teacher Knowledge and Practice
Poster Category: Effective Teachers and Teaching, Multi-tiered System of Supports (MTSS), Professional Development and School-based Services Providers, Teachers and Teaching
Grant/Contract Number: R324A160032
Brief Description: We present results of a study examining the impact of brief animated online professional development on elementary school teachers' knowledge of MTSS/RTI and their actions to support student learning. Teachers who fewer than two hours of professional development, spread out over 14 five-minute lessons, significantly out-performed their control-group peers who did not receive the online professional development. Our findings suggest the salience of using an animated story to impact teacher learning.
Title: The Distributional Effects of Computer-based Testing
Poster Category: Education Systems, Policy, and Leadership
Grant/Contract Number: R305A170119
Brief Description: Students taking online PARCC scored substantially lower than students who took paper PARCC in the same state in the same years.
Title: Vividness and Positivity of the Future Self Predict Academic Outcomes in College: Changes Over Time and Ethnic Differences
Poster Category: Postsecondary Education, Social and Behavioral
Grant/Contract Number: R305A160023
Brief Description: Students’ vividness and positivity of their future-self are malleable factors that change over time and influence academic performance during college. Ethnic differences exist in the rates of change for these future-self components. Future educational interventions need to consider students’ conception of their future-self, especially for underrepresented ethnic minority groups who incur greater decreases in vividness and positivity during college and the associated deficits in academic outcomes.
Title: Evaluation of Structured Methods in Language Education (SMiLE), A Program Combining Literacy and Language Development for K–5 Students with Significant Cognitive Disabilities in New York City Public School’s District 75
Poster Category: Cognition and Student Learning, Professional Development and School-based Services Providers, Reading, Writing, and Language Development, Special Education
Grant/Contract Number: R324L170003
Brief Description: This poster presentation will show results of a low-cost rapid-cycle evaluation of a literacy intervention on K-5 students with significant cognitive disabilities in New York City Public School's District 75. The cluster randomized controlled trial study evaluated the impact of Structured Methods in Language Education (SMiLE), which provides literacy instruction to students who otherwise would have no or minimally functional literacy skills and requires fewer financial and staffing resources than similar programs. The close partnership between the district and researchers contributed to successfully addressing challenges throughout the study process.
Title: Testing the Efficacy of a Developmentally-Informed Coping Power Program in Middle Schools
Poster Category: Social and Behavioral
Grant/Contract Number: R305A140070
Brief Description: This study examined preliminary effects of the Early Adolescent Coping Power (EACP) program on middle school youth in a multi-site group randomized controlled trial. Preliminary results show significant effects on reducing youth aggressive behavior problems and bullying behaviors.
Title: Experimental impacts of the 4Rs+MTP Program on teachers’ well-being, classroom interactions, and children’s social-emotional and academic development
Poster Category: Social and Behavioral
Grant/Contract Number: R305A140559
Brief Description: This poster will present impact findings from a randomized-controlled trial of a social-emotional learning and literacy-based curriculum on teachers’ well-being, the observed quality of classroom interactions, and students’ SEL and academic outcomes. Sixty NYC public elementary schools were randomized in two cohorts into intervention (n = 31) and control (n = 29) conditions. Participants included a diverse sample of third- and fourth-grade teachers (n = 331) and students (n = 5,112). Assessments were conducted in fall/winter and spring of one school year. Teachers in intervention schools reported lower anxiety and stress, exhibited higher classroom emotional support, and reported their students as lower in aggressive behavior and conduct problems and higher in social competence than teachers in the control condition.
Title: Changes in Science Instruction since the Implementation of the Next Generation Science Standards in the Chicago Public Schools
Poster Category: Education Systems, Policy, and Leadership
Grant/Contract Number: R305A160162
Brief Description: This mixed-method study explores the implementation of district professional learning plans to realize the goals of the Next Generation Science Standards (NGSS) in science in Chicago Public Schools. Specifically, it examines the relationships between extent of school-level plan implementation in grades 6-12, changes in instructional practices, and student reports of academic demand, rigor, instructional clarity, and engagement in science, and whether these relationships vary for different subgroups of students. In addition, it identifies key sources of variability in school-level plan implementation. Study findings will provide practical guidance for school and district leaders seeking to make research-informed decisions about their strategies and supports for the meeting the goals of the NGSS.
Title: Comparing a Learning Trajectory Approach to a Teach-to-the-Target Approach in Early Arithmetic
Poster Category: Cognition and Student Learning, Early Childhood and Early Intervention, Effective Teachers and Teaching, Science, Technology, Engineering, and Mathematics (STEM), Teachers and Teaching
Grant/Contract Number: R305A150243
Brief Description: Learning trajectories are deemed useful tools for standards, instruction, and assessment, but there is little empirical evidence of the their efficacy. We designed multiple experiments comparing an learning trajectories-based intervention to an approach that is similar except that one critical attribute of an LT is altered. In this study, we found that kindergartners taught arithmetic with a learning trajectories approach learned more than those taught the target level competence for the same amount of time.
Title: The Work and Social Adjustment Scale for Youth: A Measure for Assessing Youth Psychosocial Impairment Regardless of Mental Health Status
Poster Category: Social and Behavioral, Special Education, Statistics and Methodology
Grant/Contract Number: R324A180032
Brief Description: When delivering mental health services, school professionals should monitor whether services not only reduce psychosocial difficulties (e.g., well-defined problem behaviors), but also reduce psychosocial impairments to improve functional outcomes. A key gap in assessing psychosocial impairments is that all currently available instruments presume the presence of psychosocial difficulties when rating impairments (e.g., items that probe how anxiety or ADHD symptoms cause problems with completing homework or relationships with peers). This study tested the psychometric properties of a short, 5-item measure of psychosocial impairments that any student or their parent could complete, regardless of whether the student’s current functioning requires remedial services.
Title: The impact of teaching a problem-based STEM curriculum on preK teachers’ and children’s STEM knowledge and skills
Poster Category: Early Childhood and Early Intervention, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A150571
Brief Description: The poster reports the results of an underpowered randomized control trial to examine the impact of a full-year Pre-K STEM curriculum on student and teacher outcomes. Forty participating teachers from 16 classrooms (8 intervention, 8 control) completed questionnaires measuring engineering design process (EDP) knowledge, STEM instructional practices, teaching self-efficacy, and multicultural awareness before and after the intervention. Statistical analysis indicated significantly greater EDP knowledge and use of STEM instructional practices in the intervention group than in the control group at posttest, and qualitative analysis showed intervention teachers developing confidence in teaching STEM to young children. Analysis of preschool student data has proven challenging and the final results are forthcoming.
Title: Broadening (and refocusing) the measurement lens: The utility of mixed methods in addressing cross-ethnic measurement invariance
Poster Category: Social and Behavioral, Statistics and Methodology
Grant/Contract Number: R305B170002
Brief Description: Mixed methods (in this case, tests of measurement invariance and focus groups with the target population) can be used in conjunction with one another to enhance the equivalence of study measures and/or to identify problematic areas in which measurement equivalence is lacking across ethnic groups.
Title: A Replication Study of the ASSISTments Online Homework Support in North Carolina
Poster Category: Education Technology, Effective Teachers and Teaching
Grant/Contract Number: R305A170641
Brief Description: ASSISTments targets a malleable practice—homework—that provides important learning opportunities to students. The replication study seek to overcome limitations in the homework efficacy study in Maine that are important to policymakers and educators. Comparing to Maine, North Carolina has more varied demographics and is a better match to the U.S. school population overall, particularly with regard to the percentages of Hispanic and Black students. Building on what we learned in Maine, the Massachusetts-based ASSISTments staff adopted a “train-the-trainer” model, a more typical, distributed approach and trained North Carolina mathematics coaches to provide PD and support to teachers, a more typical strategy for a broadly adopted intervention. The research done in Maine, and the ground knowledge of education conditions in NC have enabled us to more tightly specify the investigation of implementation for the replication and we are probing implementation practices and conditions more deeply, thus to provide stronger guidance to educators who seek to adopt the intervention. The recruitment campaign in the past year has made the team think deeper about the potential match between the intervention and the targeted sample districts, and how recruitment strategies shall be customized to make the effort more fruitful, which we hope to share with during the poster presentation.
Title: Cost Analysis of First Step Next for Preschoolers with Disruptive Behavior
Poster Category: Early Childhood and Early Intervention, Social and Behavioral
Grant/Contract Number: R324A15022
Brief Description: The purpose of this poster is present a cost analysis of the Preschool First Step Next intervention, including the training and ongoing supports that are essential to sustain, high-quality implementation. Using the Cost Ingredients method, we examine three cost-related issues; (a) the per student costs of implementation, (b) the cost of adding one student within a school or preschool center after staff are trained and the program has been implemented, and (c) the cost to disseminate the intervention within an early childhood program in which 40 students in one district receive the intervention.
Title: Measuring Mathematics Anxiety in Kindergarten Students: Relations with Mathematics Performance
Poster Category: Effective Teachers and Teaching, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A170463
Brief Description: We are studying the relations between kindergarten through third grade teachers’ math anxiety and that of their students, but there are no measures of math anxiety for use with kindergarten students. Thus, we adapted the Math Anxiety Scale for Young Children-Revised to use with kindergarten students. We find that math anxiety can be measured in kindergarten students and that is related to math performance similarly to how it relates to math performance for grade 1-3 students.
Title: Spatial instruction in preschool: Effects on children’s spatial and mathematics skills
Poster Category: Cognition and Student Learning, Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A140385
Brief Description: Spatial skills in early childhood predict later achievement in STEM disciplines. Given that spatial skills are malleable, spatial interventions may be effective in improving early spatial and math skills, especially for low-income children who have lower spatial skills compared to their higher-income peers. Using a randomized control trial, the current study examined the effects of three spatial assembly training regimens given 1x/week over 5 weeks on preschoolers’ spatial and math outcomes. Results suggest that simple corrective feedback given during spatial training can improve children’s spatial and math skills, especially for low-income learners.
Title: What is Parent Engagement in Early Childhood Education? Depends Who You Ask
Poster Category: Early Childhood and Early Intervention, Families, Social and Behavioral
Grant/Contract Number: R305H170027
Brief Description: This qualitative descriptive study explores definitions of parent engagement in early childhood education and its defining characteristics from the perspective of 63 Baltimore City Public School stakeholders: parents, teachers, principals, early childhood staff, district leaders, and community leaders. A comparison of themes by stakeholder group show clear differences in how parent engagement is defined and understood. Results have implications for how parent engagement is measured and promoted in early childhood education in urban schools.
Title: Preparing students for algebra: Worked examples support transfer in elementary mathematics
Poster Category: Cognition and Student Learning, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305B150014
Brief Description: This poster presents findings from a research study investigating whether a yearlong 5th grade mathematics curriculum intervention including worked examples and self-explanation prompts promotes transfer to a new content area. Fifth graders (n = 615) were randomly assigned to receive this curriculum or to a control condition who simply solved problems. Controlling for pretest, we found that students who used the worked examples curriculum outperformed business-as-usual control students on an end-of-year measure of transfer to algebra learning. This study extends translational research applying cognitive science to elementary mathematics classrooms and suggests that instructors and curriculum designers should incorporate worked examples and self-explanation prompts to better use students’ problem-solving time.
Title: A New Measure of English Language Development Course “Quality” for Use in Quantitative Analyses of English Learner Student Progress
Poster Category: English Learners, Postsecondary Education, Statistics and Methodology
Grant/Contract Number: R305A170288
Brief Description: In most quantitative research on EL academic success, little is known about the quality of EL instruction. This poster session presents results of an intermediate spot on the continuum of measuring English language development (ELD) content and quality – measures of assignment to appropriate (according to school districts’ policies) ELD courses. Using 10 years of individual student-level data from Los Angeles Unified and San Diego Unified and school district policy (including conversations with district administrators), we are able to code whether EL students in grades 6-12 have been placed into appropriate ELD course by semester, and whether students in grades K-5 received ELD instruction. Our preliminary results suggest EL students who do not receive ELD instruction in a given school year make less progress that year.
Title: Examining the Effects of the Center on Secondary Education for Students with Autism Spectrum Disorder
Poster Category: Autism Spectrum Disorders
Grant/Contract Number: R324C120006
Brief Description: The Center on Secondary Education for Students with ASD (CSESA) conducted an efficacy study of a comprehensive treatment model for high school students with ASD. It employed a cluster randomized control trial design in which 60 high school in North Carolina, Wisconsin, and California were randomly assigned to treatment and services as usual conditions. A comprehensive set of student’s assessments and assessments of program quality were conducted before and after the two-year intervention period. Results indicate significant differences in program quality, IEP goal attainment, and family empowerment for schools/students/families enrolled in the CSESA group, though no differences were found on standardized student measures.
Title: Motivation Intervention to Improve Persistence in Children with ADHD: Challenges and Achievements
Poster Category: Special Education
Grant/Contract Number: R324A150023
Brief Description: Children with ADHD participated in a motivation or study skills control intervention. The motivation intervention was aimed at altering their beliefs about the malleability of intelligence, and improving self-efficacy and emotional control in the face of difficulty. Participants from both conditions performed comparably on quantitative outcome measures of interest, yet qualitative findings from semi-structured parent focus groups yielded quotes from many parents in the motivation group expressing that their children had improved self-efficacy following our intervention.
Title: ELCII: Early Language Comprehension Individualized Instruction
Poster Category: Reading, Writing, and Language Development
Grant/Contract Number: R305A170242
Brief Description: ELCII (Early Language Comprehension Individualized Instruction) is designed to improve reading comprehension of all students in kindergarten by training inference skills in an interactive environment. ELCII does not depend on decoding skills and initial results suggest good psychometric properties of the instructional modules, high levels of acceptance for teachers, and high engagement for students.
Title: Overcoming Barriers to Teacher Fidelity Attainment when Implementing Early Achievements for Preschoolers with Autism Spectrum Disorder
Poster Category: Autism Spectrum Disorders, Early Childhood and Early Intervention, Professional Development and School-based Services Providers
Grant/Contract Number: R324A160228
Brief Description: Early childhood educators serving preschoolers with autism spectrum disorders face many barriers to implementing evidence-based practices (EBPs). In an ongoing randomized controlled trial, preliminary data indicate that preschool teachers trained to implement the Early Achievements intervention (n=19) (workshops + coaching), designed to address many such barriers, demonstrate greater fidelity and sustainment of EBP implementation than those in a comparison (workshops only) condition (n=15). During the study implementation, creative strategies have been developed by the study team to conduct this study with a high level of scientific integrity in the face of multi-level complex challenges.
Title: Quasi-experimental Evaluation of Usage Patterns of Virtual Learning Environments with Multilevel Mixture Models and Propensity Score Weighting
Poster Category: Education Technology, Statistics and Methodology
Grant/Contract Number: R305C160004
Brief Description: The proposed method can be used to cluster students and teachers according to their pattern of use of virtual learning environments, and evaluate the differences between the clusters with respect to educational outcomes.
Title: Roots of Resilience: Teachers Awakening Children's Healing
Poster Category: Early Childhood and Early Intervention, Professional Development and School-based Services Providers, Social and Behavioral
Grant/Contract Number: R305A150107
Brief Description: Roots of Resilience aims to help early childhood teachers promote resilience for children impacted by trauma through online professional development. This poster will describe the program and the iterative development process, and results from two years of implementation research. Findings indicate that teachers find Roots of Resilience feasible and useful to their work with children impacted by trauma, and are suggestive of changes in teacher efficacy and adult-child interaction.
Title: Utilizing Evidence-Based Treatments with Anxious Youth in a School Setting
Poster Category: Professional Development and School-based Services Providers, Social and Behavioral, Special Education
Grant/Contract Number: R324A120405
Brief Description: Evidence-based Treatments work, but adoption by school clinicians has been slow. School clinicians were trained in an EBT, but the majority did not enroll a child. Barriers to enrollment included administrative demands and scheduling conflicts. Working with school administration and utilizing clinician champions will be important for future implementation and use.
Title: Long-term Effects of INSIGHTS on Academic Skills, Receipt of Special Education, and Grade Retention: Variation in Impacts by Baseline Risk
Poster Category: Social and Behavioral
Grant/Contract Number: R305A160177
Brief Description: This study examines long-term impacts of the social-emotional learning program INSIGHTS (O’Connor et al., 2014), implemented in kindergarten and first grade, on children’s academic skills, receipt of special education (SPED), and grade retention through adolescence. Results show lasting effects of INSIGHTS on academic skills for children who exhibited low-level academic skills at kindergarten entry. In addition, INSIGHTS reduced receipt of SPED services through sixth grade for low-income students.
Title: Investigating Usage Patterns in Algebra Nation, an Online Tutoring Platform
Poster Category: Education Technology, Science, Technology, Engineering, and Mathematics (STEM), Statistics and Methodology
Grant/Contract Number: R305C160004
Brief Description: This study aims to identify key Algebra Nation features, such as the number of videos watched by students and the number of test-yourself quizzes undertaken that impact their performance at the end-of-course algebra exam. Further, it looks at the role the teachers play in enhancing usage of the platform's features.
Title: When Research Meets Practice: Challenges and Opportunities Encountered While Conducting a Cluster Randomized Trial of a Teacher Professional Development Program in a Real World Setting
Poster Category: Effective Teachers and Teaching, Professional Development and School-based Services Providers, Science, Technology, Engineering, and Mathematics (STEM), Special Education, Teachers and Teaching
Grant/Contract Number: R305A140488
Brief Description: This poster will present findings from a cluster randomized controlled trial (RCT) to assess the impact of the Math for All professional development program and to share challenges and opportunities we encountered in the implementation of the study. Results show that Math for All helped to improve teachers' classroom practices and student achievement in mathematics. One of the key challenges encountered in this study was teacher attrition. We will share implementation and analytic strategies we employed for managing this challenge.
Title: Understanding How Families Select Pre-K Programs in a Free, Universal System
Poster Category: Early Childhood and Early Intervention, Education Systems, Policy, and Leadership, Families
Grant/Contract Number: R305H170042
Brief Description: School districted have experimented with enrollment policies that allow for greater choice regarding where children can attend school, but the success of these policies depends on how families navigate this process. This poster examines how pre-K program characteristics contribute to decisions parents make about where to apply and enroll their children for pre-K within New York City’s universal Pre-K for All system. We discuss how findings advance our understanding of choice with the early childhood field, as well the implications for our broader IES-funded evaluation.
Title: Should background knowledge be measured in the context of a reading comprehension test? Implications and challenges.
Poster Category: Reading, Writing, and Language Development
Grant/Contract Number: R305A150176
Brief Description: We argue there is added value in measuring the level of background knowledge in the context of a reading comprehension test. However, our results indicate that the type of knowledge interacts with the type of reading comprehension measured. General vocabulary and academic knowledge are more related to traditional single text comprehension, while deep comprehension is more related topic specific background knowledge.
Title: Pathways-to-Success: Teachers Can Train Other Teachers to Deliver with Fidelity and When They Do, Students’ Course Performance and Social and Emotional Competencies Improve
Poster Category: Science, Technology, Engineering, and Mathematics (STEM), Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305A140281
Brief Description: The critical question we address is how teachers can help students on their path to adulthood by turning on the motivational power of students’ own aspirations and by helping students see school as the path to get there. The practical solution we suggest is a teacher-trained, teacher delivered the brief identity-based motivational intervention, Pathways-to-Success. We show that teachers can train other teachers to deliver Pathways and that when they deliver as intended, their students are at less risk of course failure, earn better grades, and are equipped with the skills to make more responsible decisions, mange their emotions and engage in positive relationships. Teachers like Pathways because their relationships with their students are better and their students succeed.
Title: Examining the Practical Impacts of State Policy to Improve Behavioral and Academic Outcomes through Positive Behavioral Interventions and Supports
Poster Category: Education Systems, Policy, and Leadership, Multi-tiered System of Supports (MTSS), Social and Behavioral, Statistics and Methodology
Grant/Contract Number: R305H150027
Brief Description: This study examined how a state mandate to implement PBIS in schools where 8% or more of students were habitually truant from school related to student outcomes and implementation. Being mandated to implement PBIS was not associated with improved behavioral or academic outcomes. Training rates were comparable among mandated schools and all other (i.e., non-mandated) schools; three years following the mandate, more mandated schools were trained than non-mandated schools. Schools that were not mandated to implement PBIS demonstrated better implementation fidelity than mandated schools.
Title: Underrepresented Students’ Interactions with an Online STEM College Course: Grades, Exams and Improvement
Poster Category: Cognition and Student Learning, Postsecondary Education, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A180211
Brief Description: The goal of this research is to understand the ways in which students who are underrepresented in Science, Technology, Engineering, and Mathematics (STEM)—including women, US underrepresented racial and ethnic minorities (URMs), and first-generation college students—navigate their online STEM courses in ways that lead to success in these courses. In a close investigation of 7 semesters of one online STEM course, we found that a set of behaviors (submitting exam answers earlier, interaction with the discussion forums) early in the course were predictive of final grade and that URM students’ exam scores improved similarly compared to their non-URM peers. These patterns of interacting with the course provide insight not only on how students succeed, but also which behaviors to target for students at risk of not performing well in this STEM course.
Title: Using school admissions lotteries to measure effects of an integrated student support model on students’ academic achievement
Poster Category: Education Systems, Policy, and Leadership, Multi-tiered System of Supports (MTSS), Social and Behavioral, Statistics and Methodology
Grant/Contract Number: R305A170471
Brief Description: Out-of-school factors can significantly impact students’ readiness to learn and thrive in school. This study contributes to research regarding the efficacy of comprehensive student support by using school enrollment lotteries to compare academic outcomes for students facing the same risk of assignment yet receiving different random offers to attend schools implementing an integrated student support model. Intention-to-treat and Instrumental variable analysis reveals that treatment and comparison students scored similarly in math and ELA in grade 3 but scored higher than comparison peers starting in grade 4, significantly so in 5th and 6th grade (p<.05). Receiving a comprehensive student support intervention during elementary school led to positive academic impacts.
Title: A Randomized Controlled Trial of Interleaved Mathematics Practice
Poster Category: Cognition and Student Learning, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A160263
Brief Description: Every school day, many millions of mathematics students are assigned a block of one or two dozen problems devoted to the same skill or concept. In a less-common approach known as interleaved practice, any two consecutive problems demand different strategies, and this format forces students to choose an appropriate strategy for each problem on the basis of the problem itself, just as they must do when they encounter a problem on a cumulative exam. In a 54-class randomized controlled trial we report here, seventh-grade students periodically completed mostly-blocked or mostly-interleaved assignments for several months, and the greater dose of interleaved practice led to higher scores on an unannounced delayed test, 61% vs. 38%. These results suggest that the widespread emphasis on blocked practice is misguided.
Title: Adapting an Evidence Based Burnout Intervention for Special Educators
Poster Category: Professional Development and School-based Services Providers
Grant/Contract Number: R324A170021
Brief Description: Special education teacher attrition is a major issue. We selected a burnout intervention originally developed for another occupational group and used an implementation science approach for adapting it for special educators. We describe our process and initial results that led to modifications and enhancemens. Following this step, will be a pre-post test of the intervention called BREATHE-EASE.
Title: Multiple partners, multiple goals: Researchers, school staff and a not-for-profit partner to examine the effects of a teacher home visiting program
Poster Category: Families, Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305L170005
Brief Description: The poster session describes the experience of implementing a randomized controlled trial (RCT) as part of a partnership between researchers, a school district, and a not-for-profit. The study was designed to examine the effect of HOME WORKS! The Teacher Home Visit Program (HW!) on student academic outcomes. The presentation discusses study findings and emphasizes how each partner was motivated by similar, but slightly varied goals in engaging in this collaboration, which has implications for how the study was implemented and how the results will be used.
Title: Preschool participation, Kindergarten Readiness, and Community Vulnerability: Findings from a Research-Practitioner Partnership for School Readiness
Poster Category: Early Childhood and Early Intervention
Grant/Contract Number: R305H140140
Brief Description: This is a research collaboration funded by an IES Researcher-Practitioner Partnership grant. Longitudinal findings related to preschool participation, school readiness, and community indicators of vulnerability will be presented for an entire cohort of kindergarten students. GIS-mapping will graphically display findings.
Title: Contextualizing Experimental Design Instruction within Inquiry Science Projects: The ISP Tutor
Poster Category: Cognition and Student Learning, Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A170176
Brief Description: We discuss the results of a study that investigated whether giving students the opportunity to select their own research questions, followed by instruction on experimental design for their selected research question, led to better learning of experimental design. We also discuss the development of our tutor for experimental design into one that encompasses a fuller range of science inquiry activities.
Title: Latent Profile Analysis of Middle School Teacher Perceptions of Family Engagement
Poster Category: Families, Social and Behavioral
Grant/Contract Number: R305A130143
Brief Description: Using a large sample of middle school teachers and students from a randomized controlled trial, our results revealed three distinct classes of low- medium- and high levels of family engagement. Identifying these patterns can aid researchers, parents, and school-based practitioners in determining potentially effective family engagement practices to support middle school students. Further, results can aid in informing relevant family engagement educational policy in middle schools.
Title: REES: The Registry of Efficacy and Effectiveness Studies
Poster Category: Statistics and Methodology
Grant/Contract Number: R324U180001
Brief Description: The purpose of this poster presentation is to demonstrate the Registry of Efficacy and Effectiveness Studies (REES), a registry of impact studies in education. REES was initially developed with a previous IES grant to the Society for Research on Educational Effectiveness (SREE) in an effort to increase transparency, improve the replicability of studies, and provide easy access to information about completed and ongoing studies.
Title: Acceptability of a New Multicomponent Fully-Developed Universal Intervention to Support the Academic Success and Emotional Well-Being of High School Students in Accelerated Curricula
Poster Category: Social and Behavioral
Grant/Contract Number: R305A150543
Brief Description: High school students taking Advanced Placement (AP) and International Baccalaureate (IB) courses may get overlooked for school mental health supports due to generally high academic performance. Yet, students in AP/IB report juggling multiple academic demands and difficulty managing their time, contributing to higher levels of stress compared to general education students. To address these needs researchers developed a preventative intervention for freshmen entering AP/IB classes that included a universal curriculum targeting coping behaviors in response to academic stressors, student engagement, and authoritative parenting practices, as well as a selective intervention for students at-risk academically and/or emotionally. Acceptability data from students, teachers, administrators, parents, and school mental health providers at 14 school sites piloting the fully-developed intervention indicated high levels of satisfaction and perceived usefulness.
Title: Predicting Students’ Knowledge by Analyzing Textbook Problems: The Case of Percentages
Poster Category: Cognition and Student Learning
Grant/Contract Number: R305A150262
Brief Description: The current study investigated children’s knowledge of percentages by analyzing percentage problems in math textbooks and tested a prediction raised by this analysis. Analyses of percentage problems in the textbooks revealed unbalanced distributions of problems relevant to understanding of the same underlying mathematical relations. An experiment with 7th graders showed that children had more knowledge with the more frequently presented type of problems than those presented less frequently. Although children have diverse experience with math concepts, our study suggested that textbook problems are representative of the overall experience, and that analyzing textbook problems can inform our understanding of children’s performance on different math problems.
Title: Within-Student and Within-School Associations of School Climate and Student Achievement
Poster Category: Social and Behavioral
Grant/Contract Number: R305H170068
Brief Description: This study suggests precisely how much of an improvement in student math and reading achievement can be expected with a particular improvement in school school. It uses within-student and within-school analyses to assert the association of climate and achievement in the most rigorous fashion to date.
Title: Description of an Iterative Development Process (Plan, Do, Study, Act) Used to Develop a Social-Emotional Curriculum for Infants and Toddlers in Home Based Settings: Using Rapid-Cycle Iteration to Improve Feasibility of Intervention and Fidelity of Implementation
Poster Category: Early Childhood and Early Intervention, Families, Social and Behavioral, Special Education
Grant/Contract Number: R324A150145
Brief Description: This poster session focuses on the development of an innovative home based social-emotional curriculum for infants and toddlers with disabilities to support future school readiness and success. A rapid cycle iteration development process was used to ensure feasibility and fidelity of implementation. The poster will describe use of, and results from, expert panels, parent and provider focus groups, Qualitative and Quantitative Content Analysis (QCA) and Single Case Research Design (SCRD) in the context of rapid cycle iteration.
Title: Partnership to Study Dual Language Immersion in Utah: EL access, DLI enrollment and DLI effects on academic achievement
Poster Category: Education Systems, Policy, and Leadership, English Learners, Reading, Writing, and Language Development
Grant/Contract Number: R305H170005
Brief Description: The poster will present findings for three key questions that are part of our Utah dual language immersion (DLI) research agenda: (1) To what extent are ELs enrolled in Utah’s DLI programs? (2) By what processes are Utah school districts allocating DLI slots? (3) And what are the intent-to-treat causal effects of DLI access on academic achievement for both native English speakers and ELs?
Title: Strong Improvements in Reading Comprehension of Upper Elementary Grade Children Attending High Poverty Schools
Poster Category: Education Technology, Reading, Writing, and Language Development, Teachers and Teaching
Grant/Contract Number: R305A150057
Brief Description: Reading comprehension is a challenge for children attending high poverty schools. We used a web-based intelligent tutoring system and provided strong professional development to teachers to help children learn and use a reading comprehension text structure strategy. A randomized controlled study was conducted and results showed that children using the TSS outperformed students not using the strategy. Student scores on the Texas STAAR test also showed improvements.
Title: Relationships between Reading Profiles and Writing Performance in School-Age Children with Autism Spectrum Disorder
Poster Category: Autism Spectrum Disorders, Reading, Writing, and Language Development, Social and Behavioral, Special Education
Grant/Contract Number: R324B180034
Brief Description: Children with autism spectrum disorder (ASD) demonstrate challenges with reading and writing. Limited research has investigated relationships between these domains. Reading profiles were aligned with writing outcomes, as better readers demonstrated better writing. Results suggest the importance in considering the relationship between reading and writing when targeting literacy challenges in children with ASD.
Title: Support for Youths Transitioning from Out-of-Home Care into Academic Settings: A Goal 3 Efficacy Study of On the Way Home
Poster Category: Social and Behavioral, Special Education, Transition for Secondary Students
Grant/Contract Number: R324A120260
Brief Description: On the Way Home (OTWH) is a program to support youths, families, and schools as youths transition from out-of-home care back to their community. Family Consultants worked with families for 12 months and implemented the core model which consisted of three integrated family and school-centered interventions. We will discuss the OTWH model as well proximal and distal outcomes for both caregivers (i.e., self-efficacy and empowerment) and youths (i.e., remaining in the home setting, academic functioning, school engagement).
Title: Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3
Poster Category: Early Childhood and Early Intervention
Grant/Contract Number: R305N160021
Brief Description: This study considered the short-term benefits of early childhood education participation at age 3 for 1,213 low-income children living in a large, culturally, and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered pre-K the following year demonstrating stronger academic skills, and less optimal social behavior than their peers with no earlier educational experience. These academic benefits did not persist through the end of the pre-K year because children who did not attend these programs at age 3 caught-up with their classmates who did. A quarter of this convergence was explained by children’s subsequent classroom experiences.
Title: Development and Testing of a Technology-Based Inference-Making Intervention for Middle School Students
Poster Category: Education Technology, Reading, Writing, and Language Development, Special Education
Grant/Contract Number: R324A170150
Brief Description: Given the importance of inference-making to reading comprehension in secondary school students, we designed an inference-making intervention for struggling middle school readers. We created a technology-based version of the intervention as well as a small-group teacher-based version in order to compare their relative effectiveness and feasibility for use in middle school settings. A pilot study using a randomized controlled trial design is being conducted to compare the two versions to each other as well as to a control group that is receiving their school's typical reading intervention instruction. Preliminary findings will be presented and we will also discuss challenges related to the assessment of inferential comprehension and to the co-development of technology-based and teacher-based versions of the same intervention.
Title: Does Prior Experience with research matter? Teacher and Administrator perceptions of Education Research
Poster Category: Education Systems, Policy, and Leadership
Grant/Contract Number: R305C150017
Brief Description: 1. Beliefs about research and its usefulness may be related to prior experiences and training around research. 2. Results show no significant relationships between various experiences or training. 3. Further exploration of other potential related factors to follow.
Title: Learning MathByExample in Elementary School
Poster Category: Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A150456
Brief Description: This project is the first to translate the worked example principle for use in elementary school mathematics classrooms. Having fourth and fifth grade students explain correct and incorrect examples during their problem-solving practice time improves their learning in mathematics. Benefits of the approach vary with individual and group-level differences such as prior knowledge, grade level, and demographics.
Title: Classroom communication assessment of school age children with ASD and minimal verbal skills
Poster Category: Autism Spectrum Disorders, Special Education, Teachers and Teaching
Grant/Contract Number: R324A160072
Brief Description: We have developed a system for assessing communication for students with autism and minimal verbal skills, based on observing students in their school activities. Teachers and staff have learned to complete these assessments and are using the scores to help write objectives and monitor progress.
Title: Impact of Core Knowledge Language Arts’ Knowledge Strand on Kindergarteners’ Vocabulary, Listening Comprehension, and General Knowledge
Poster Category: Reading, Writing, and Language Development
Grant/Contract Number: R305A170635
Brief Description: This study examined effects of the Core Knowledge Language Arts curriculum on kindergarteners’ development of oral language and general knowledge. Kindergarten teachers in 11 schools assigned to the treatment condition implemented the curriculum for approximately one semester. Results indicated a non-significant, yet meaningful, effect of the curriculum on students’ science knowledge and a significant, medium-sized effect on a proximal curriculum-based vocabulary measure. In addition, there was a significant interaction such that students who began the year with relatively higher vocabulary scores learned more words.
Title: An Investigation of Direct Instruction Spoken English (DISE) on Newcomers in Middle School: Examining Differential Response and Identifying Randomized Controlled Trial Implementation Barriers and Facilitators
Poster Category: English Learners
Grant/Contract Number: R305A150325
Brief Description: In this poster we summarize preliminary findings from the first 3 years of a 4-year longitudinal RCT study to examine the impacts of explicit and direct instruction on the oral language skills of middle school English learners. Twenty-nine middle schools across three states were randomly assigned to teach English oral language as usual or teach Direct Instruction Spoken English (DISE). We will present preliminary findings from a differential response analysis. Facilitators and barriers to implementation of an RCT across multiple states will also be discussed. Finally, the What Works Clearinghouse standards for “meets without reservations” will be discussed in the context of research with highly mobile populations.
Title: Do Long Bus Rides Harm Student Outcomes? Evidence from New York City
Poster Category: Education Systems, Policy, and Leadership
Grant/Contract Number: R305A170270
Brief Description: Using unique individual-level, longitudinal data on the transportation provided to all New York City public school students, this work explores the disparities in bus use across sociodemographic groups and estimates the causal effects of bus commute times on academic outcomes.We find significant racial and socioeconomic disparities in bus use and black and Hispanic students experience longer commute times than their white peers. Further, we find that longer commutes reduce student outcomes. This is the first credibly causal estimate of the impact of commute times on student outcomes, suggesting school leaders and administrators consider reducing commute times as a way to reduce inequality in outcomes.
Title: Does Chemistry Offer what I Want? Associations of Socio-demographic Background, Perceived Affordances and Field Belonging
Poster Category: Cognition and Student Learning, Postsecondary Education, Science, Technology, Engineering, and Mathematics (STEM), Social and Behavioral
Grant/Contract Number: R305A170160
Brief Description: One-size-fits-all psychological interventions assume that all students share similar values, but this might not be the case for non-white and first-generation undergraduates. Thus, we investigated a sample of racial-ethnically diverse and first generation college-going undergraduates’ perceived career affordances (i.e., the extent to which the career allows them to help others and/or fulfill independent goals) in the chemical and health sciences and how those relate to their feelings of belongingness in STEM. Gaining insight into factors that inform the STEM career decision-making of underrepresented students in the sciences can ultimately foster more targeted educational research and benefit educational practice.
Title: Development of a Web-based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges: Lessons Learned from Implementing the Collaborative Life Skills-Remote Program
Poster Category: Professional Development and School-based Services Providers, Social and Behavioral
Grant/Contract Number: R305A170338
Brief Description: Web-based technology and videoconferencing are increasingly applied to scale-up and/or disseminate interventions to populations or areas that may not otherwise have access to quality services. This project developed an integrated web-based professional development for school mental health providers to gain skills in evidence-based practices for students with attention and behavior problems. Training includes web-accessed training materials, video-recorded demonstrations, automated progress monitoring tools, and supervision and live session coaching provided remotely by expert trainers via videoconferencing. We describe successes and challenges in translating results of the design to the build phase for website development to inform researchers and school partners interested in leveraging technology to scale-up their interventions.
Title: Validating the Assessment of Culturally and Contextually Relevant Supports (ACCReS): A Teacher Self-Assessment for Equitable Classroom Practice
Poster Category: Social and Behavioral
Grant/Contract Number: R324B170010
Brief Description: To address the needs of diverse learners in U.S. public schools, tools are needed to assess educator implementation of culturally and contextually relevant instructional and behavior management strategies. An exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to establish the strength and acceptability of items on the Assessment of Culturally and Contextually Relevant Supports (ACCReS), a teacher self-assessment. Results indicate acceptable fit indices and high internal consistency across the 35-item, 3-factor instrument.
Title: Informing a Person-Centered Approach to Professional Development: Latent Profile Analysis of Early Childhood Behavior Support Practices, Job Attitudes, and Teacher Stress
Poster Category: Early Childhood and Early Intervention, Effective Teachers and Teaching
Grant/Contract Number: R324A170149
Brief Description: We proposed to create a teacher coaching profile assessment to best match teachers’ needs to available professional development supports. We conducted observations and gathered surveys in 100 preschool classrooms. The results suggest a 4-class teacher profile that can be used to develop a tiered coaching model.
Title: Teacher Effectiveness and Classroom Composition
Poster Category: Effective Teachers and Teaching
Grant/Contract Number: R305A170269
Brief Description: This paper studies how the effectiveness of teaching practices, measured by the popular Framework for Teaching protocol, varies by the initial achievement of the classroom. We focus on math achievement and find 1) challenging and/or student-centered practices are less effective in classrooms that have more heterogeneous initial achievement, and 2) classroom management practices have a higher return in classes with higher average classroom initial achievement. This has important implications for 1) teacher professional development and training and 2) teacher evaluation and accountability, supporting that a one-size-fits-all model of teacher effectiveness is misguided.
Title: Formative Development of Conjoint Behavioral Consultation for Middle School Students with or at risk for Serious Emotional Disturbance
Poster Category: Families, Social and Behavioral
Grant/Contract Number: R32B160043
Brief Description: This presentation will describe the formative work that led to the development of a family-school partnership intervention for middle school students with or at risk for serious emotional disturbance. Formative work included focus groups and interviews with school administrators, parents, teachers, and students (Phase 1) as well as a usability test that included full implementation of the intervention (Phase 2). Findings from Phase 1 suggested necessary modifications of the intervention to fit the middle school context and early adolescent developmental period. Findings from the usability test suggested the promise of the intervention as well as factors that led to an additional iteration prior to a randomized, controlled trial.
Title: A Cross-Cohort Analysis of Low-income Student Participation in High School AS-CTE Coursework
Poster Category: Career and Technical Education, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A18009
Brief Description: Considering the numerous benefits associated with Applied STEM Career and Technical Education (AS-CTE) coursetaking, the Perkins IV act’s identified desire to increase CTE coursetaking for “special populations,” and the national need to increase viability in the STEM labor market, we examined whether more low-income high school students have been taking more AS-CTE courses over the past decade. This is an important step in helping evaluate whether the nation has progressed in this regard before-and-after a key policy reauthorization. In particular, knowing if low-income students are taking more courses deemed as beneficial is critical because of the benefits associated with participation as well as potential employment benefits from the specific skills gained.
Title: Exploratory Study on the Identification of English Learners for Gifted and Talented Programs
Poster Category: English Learners
Grant/Contract Number: R305C140018
Brief Description: English learners are the fastest growing population of learners in the United States. However, they are underrepresented in gifted and talented programs in three states with identification and programming mandates. A qualitative study with key stakeholders from 16 schools revealed successful identification strategies included adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and viewing professional development as a lever for change.
Title: The Bilingual Assessment of Phonological Sensitivity (BAPS): Test Design and Findings
Poster Category: Early Childhood and Early Intervention, English Learners, Reading, Writing, and Language Development
Grant/Contract Number: R305A160081
Brief Description: Phonological sensitivity (PS) is a strong predictor of reading outcomes; however, no comprehensive, standardized assessment of PS is currently available for use with young dual language learners. To meet this need, we are developing the Bilingual Phonological Assessment of Phonological Sensitivity (BAPS) for Spanish-English speaking children ages 3;6 to 5:11. The poster presents the design of the BAPS, which is given through an app with adaptive administration, and findings about the order of difficulty of the various subtests. The analyses revealed that implicit blending tasks were the easiest in both Spanish and English followed by segmenting words into syllables and then matching rhymes. Production of rhymes and segmenting words into phonemes (sounds) were the most difficult in both languages.
Title: Paths 2 the Future: Testing the Efficacy of a Career Development Curriculum for Young Women with Disabilities
Poster Category: Transition for Secondary Students
Grant/Contract Number: R324A150046
Brief Description: Young women with disabilities face unique challenges in the transition to employment and their career development may be constrained by gender roles and disability barriers. Paths 2 the Future (P2F) is a school-based, gender-specific career development curriculum designed to improve educational and career outcomes for young women with disabilities. Pre-post results from a randomized controlled trial with 366 participants in 26 high schools provides evidence that a gender-specific career-planning curricula can be an effective mechanism for advancing the career knowledge and skills for high school girls with disabilities.
Title: Adding precision to data-based, intervention-decision making for individual children who are not responsive to preschool literacy instruction
Poster Category: Early Childhood and Early Intervention, English Learners, Reading, Writing, and Language Development
Grant/Contract Number: R324A170048
Brief Description: This poster reports observational measurement research regarding validity claims that support understanding of why a child is not responding to preschool literacy instruction, how that intervention might be changed, and whether or not the new intervention is being implemented. Findings support the measure’s sensitivity to children’s literacy engaged classroom behaviors and variations in their likelihood of co-occurrence given different preschool activities organized by the teacher and amount of teacher literacy focus. Knowledge of MTSS effectiveness and provide practical guidance needed by early educators and teachers are advanced.
Title: Observing Special Education Teachers in High-Stakes Teacher Evaluation Systems
Poster Category: Education Systems, Policy, and Leadership, Effective Teachers and Teaching, Special Education
Grant/Contract Number: R324A150231
Brief Description: Despite all 50 states including observation systems in teacher evaluation systems, no research studies have examined the validity of general observation systems for use with special educators, a group that represents approximately 14.5% of the teaching workforce. Therefore, the purpose of this study is to examine the degree to which the Framework for Teaching (FFT), an observation scheme that has been widely adopted across the country, reliably and validly captures special education teachers’ instruction. Marshaling both qualitative and quantitative evidence, the study examines the appropriateness of using FFT to evaluate special educators. The researchers discuss the implications of lower-than-desired scores for the purposes of teacher sorting and teacher development.
Title: A Modified Algorithm for Calculating Standard Errors in Assessment Surveys, Tested with Data from the 2003 National Assessment of Adult Literacy
Poster Category: Statistics and Methodology
Grant/Contract Number: R305D170013-18
Brief Description: In assessment surveys, one normally calculates the standard error of the average score on a cognitive trait from two components—U (the average standard error over M sets of plausible values) and B (the variance among the means of the M sets of plausible values). My alternative estimates B from the average variance of each examinee’s set of plausible values, effectively increasing the sample on which B is based. The result is a standard error that is more stable and usually closer to the true value than the existing method. I evaluated my modification with 300 plausible values per examinee from the 2003 National Assessment of Adult Literacy.
Title: Internet Implementation of Empirically-Supported Interventions That Can Be Remotely Delivered in Authentic Preschool Programs for Parents and Teachers: Evaluation of Direct Child, Teacher and Parent Outcomes.
Poster Category: Early Childhood and Early Intervention, Families, Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305A140386
Brief Description: This presentation highlights the importance of preschoolers, at high risk for social and academic difficulties, experiencing highly responsive interactions with adults at home and in school. This study implemented a classroom and home intervention that were aligned in their emphasis on responsive interactions and support for school readiness skills. The findings show some support for children having better outcomes, especially in their executive function and self-regulation skill development, when they experienced congruent teacher and parent emotionally, cognitively stimulating practices. The role of responsiveness in classroom and home environments is discussed.
Title: Developmentally Appropriate Technology Product for Science Assessment in Early Elementary Grades
Poster Category: Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: 91990018C0029
Brief Description: The presentation focuses on the development of Science Quest. It addresses the usability and feasibility of Science Quest in K-2nd classrooms, the assessment items’ alignment with NGSS, and the assessment content appropriateness for K-2nd graders. In addition, Psychometric results will be provided to address the reliability of the Science Quest science assessment.
Title: eRevise: An Educational Technology that Uses Artificial Intelligence to Automatically Provide Formative Feedback to Improve Elementary School Students' Use of Evidence in Response to Text Writing
Poster Category: Education Technology, Reading, Writing, and Language Development
Grant/Contract Number: R305A160245
Brief Description: eRevise is an automatic writing evaluation system to improve students' use of text evidence in the fifth and sixth grades. Based on artificial intelligence techniques and grounded in educational theory, eRevise automatically selects formative feedback messages most appropriate to a student's needs. By increasing access to feedback on a substantive and important writing dimension, eRevise has the potential to reduce demands on teachers and to build students' and teachers' knowledge of effective text evidence usage. Experimental results from a first deployment in seven classrooms with 143 students showed that eRevise could indeed help students improve their text evidence usage after receiving formative feedback and engaging in essay revision.
Title: Student Perceptions of Their Classroom Culture and Environment Based Upon Their Teachers Stress and Coping Patterns
Poster Category: Cognition and Student Learning, Effective Teachers and Teaching, Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305B150028
Brief Description: Even though Jim Crow, state/city laws, and the informal segregation practices in the United States have been abolished, their impact is still felt in many areas of the United States. Public education facilities within these historically segregated areas tend to be higher stress environments that impact the classroom culture and climate. Teachers have all of the best intentions to work to mitigate the stressors of teaching within that environment. Even when a teacher feels that s/he is able to cope with the stressors of teaching within that environment their positive practices that were in place at the beginning of the year tend to fade as the year goes on indicating teachers need more than just support with stress and coping, but also brings in the need for providing teachers support with the stressors associated with the environment outside of the school walls.
Title: TeLCI: Technology-based Early Language Comprehension Intervention
Poster Category: Cognition and Student Learning, Education Technology, Multi-tiered System of Supports (MTSS), Reading, Writing, and Language Development, Special Education
Grant/Contract Number: R324A160064
Brief Description: TeLCI (Technology-based Early Language Comprehension Intervention) is designed to improve reading comprehension of first- and second-graders identified as at-risk or with disabilities, by training inference skills in an interactive environment. Preliminary results show that students who participated in TeLCI made gains in inferencing in just 10 weeks, and that asking questions after viewing of fiction and non-fiction videos may be more beneficial than asking questions during viewing.
Title: Best Practices in Action: Technology to Support Teachers with Formative Assessment, Classroom Discourse and Leveraging Student Thinking in Mathematics
Poster Category: Education Technology, Teachers and Teaching
Grant/Contract Number: EDOIES18000042
Brief Description: The poster presentation will consist of a technology demonstration to highlight the product co-designed during our study. The demonstration will show how the tool can collect real-time data and facilitate discourse around students’ emerging understandings. The poster will present the methodology and findings from teachers on how they tool was used to promoted student sense-making and productive mathematical discourse.
Title: Addressing the NGSS Practice of Arguing from Evidence using Forced-Choice Item Formats: Challenges & Successes
Poster Category: Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A160320
Brief Description: The main purpose of this study is to develop science assessment tasks in an online environment using the BEAR Assessment System Software (BASS). The study investigated students’ ability to argue from evidence within the disciplinary core ideas of (a) structure of matter and (b) ecology. Data were collected from 807 grade middle and high school students in a diverse California school district. Eight tasks consisting of 102 dichotomous and polytomous items with formats such as multiple selected, drag-and-drop, and drop-down items were developed and tested. The results indicate that, although there are challenges, it is possible to measure this competency using forced choice responses.
Title: Limitations of Discipline Referrals for Early Elementary School Students with Social-Emotional Difficulties
Poster Category: Social and Behavioral
Grant/Contract Number: R305A150169
Brief Description: Although discipline referrals have been identified as a valid measure of disruptive behavior, there are concerns that they may reflect factors other than child characteristics such as teacher bias. The literature shows that referrals are related to teacher ratings of aggressive and oppositional behavior, but has not examined how they are related to observed child behavior or direct measures of students’ impulsivity. This poster reports results of analyses showing that these more “objective” ratings are unrelated to referrals for early elementary students with disruptive behaviors, and suggests that using other methods of data collection to make important decisions about students may be important.
Title: School Personnel Perspectives on Service Provision and Outcomes for Diploma-Track High School Students on the Autism Spectrum
Poster Category: Autism Spectrum Disorders, Transition for Secondary Students
Grant/Contract Number: R324A160113
Brief Description: The extent and nature of special education and supports provided to diploma-track high school students on the autism spectrum is unknown. To document current practices, we conducted five focus groups with 23 school personnel to understand how they view the high school and post-school outcomes for this population. Strategies and resources utilized to achieve these valued outcomes were focused at the student, school, family and community levels. The findings offer insight into potential solutions for providing special education supports to academically capable students on the autism spectrum in high school.
Title: Study Finds ALEKS Has No Effect on Student Outcomes in Algebra. Is That All We Learned?
Poster Category: Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A140221
Brief Description: AEKS did not cause a discernable difference in algebra outcomes in this efficacy study. What else can we learn? We leverage extensive data collected in this experiment to seek insights into effective use patterns and how design and implementation of ALEKS and similar systems might be optimized to improve outcomes.
Title: Focusing on The Efficacy of Teaching Advanced Forms of Patterning on Kindergartners' Improvements in Literacy, Mathematics, and Reasoning Ability
Poster Category: Cognition and Student Learning
Grant/Contract Number: R305A170114
Brief Description: Kindergartners' understanding of complex patterns and their achievement in early mathematics and early literacy were compared. Early reasoning abilities - the ability to inhibit impulsive or favored responses, and the ability to shift between different rules for solving different problems were also measured. Understanding patterns made a difference in early literacy, but was especially important for mathematics achievement.
Title: The Role of Equation Solving Within a Word-Problem Intervention for Students with Mathematics Learning Difficulties
Poster Category: Science, Technology, Engineering, and Mathematics (STEM), Special Education
Grant/Contract Number: R324A150078
Brief Description: For third-grade students with math difficulty, we provided two variations of a word-problem intervention. Students in one variation received extra instruction about solving equations; students in the other variation did not receive this focused instruction. Results indicate that knowledge about solving equations translates to improved word-problem performance.
Title: Visual Supports and Theory of Mind Reasoning: Autism Spectrum Disorders
Poster Category: Autism Spectrum Disorders, Education Technology, Special Education
Grant/Contract Number: R324A180171
Brief Description: Our research investigates interventions aimed at teaching theory of mind (ToM) to children with Autism Spectrum Disorder (ASD). We conducted a narrative review of the literature to present a new conceptual framework that outlines different ways in which visual supports specifically (such as thought bubbles, photographs, video modeling) can be used in ToM interventions, including 1) what, exactly, is being visualized for the students, and 2) how students interact with the visualization. We conclude by outlining new criteria researchers may consider when designing interventions targeting ToM, and we provide an example from our ongoing work to develop a new educational technology that integrates film clips and interactive activities to promote children’s understanding of mental states.
Title: P-20 Pathways Towards Doctoral Studies: Broadening Participation from Underrepresented Students in Educational Research
Poster Category: Cognition and Student Learning, Education Systems, Policy, and Leadership, Postsecondary Education, Social and Behavioral
Grant/Contract Number: R305B160008
Brief Description: Presentation describes successful interventions to recruit and support undergraduates from underrepresented populations to pursue graduate studies in education science. Interventions include informal seminars, mentoring, and partnerships with Stanford University, Educational Testing Service and the Hispanic Serving Institution preparing the fellows for graduate studies.
Title: Using Interactive, Game-Based E-learning modules to Increase Paraprofessionals Fidelity of Evidence-based Practices for Elementary Students with ASD
Poster Category: Autism Spectrum Disorders, Professional Development and School-based Services Providers, Special Education
Grant/Contract Number: R324A170028
Brief Description: Professional development for paraprofessional serving students with autism spectrum disorders is an ongoing challenge in special education. This poster will describe an innovative model that incorporates effective adult learning principals with e-learning technology to increase elementary paraprofessionals use and fidelity of evidence-based practices for students with ASD. Presenters will provide a demonstration of the e-learning modules focusing on elements of gamification, interactive storytelling, and tailored feedback.
Title: Measuring Growth Mindset of Elementary-Level Mathematics Teachers: An Initial Study of Construct Validity
Poster Category: Cognition and Student Learning, Effective Teachers and Teaching, Professional Development and School-based Services Providers, Science, Technology, Engineering, and Mathematics (STEM), Teachers and Teaching
Grant/Contract Number: R305A150043
Brief Description: Growth mindset is presently surging in popularity among educators, but few measures of teachers’ growth mindset have been published or subjected to validation studies, and most of the extant questionnaires are subject-neutral. Building on examples of items used in published articles on the topic of growth mindset, we developed a four-item questionnaire and administered it to 317 elementary educators. The resulting scale has good psychometric properties, and we found teachers’ growth mindset to be correlated their expectations for student learning in mathematics and with their own knowledge of mathematics.
Title: Technology-Based Training to Support Teachers in Behavior Management: A Feasibility Study
Poster Category: Effective Teachers and Teaching, Multi-tiered System of Supports (MTSS), Professional Development and School-based Services Providers, Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305A150166
Brief Description: 1. This poster will present the key components of Interactive Virtual Training for Teachers (IVT-T), a simulation training model that allows teachers to hone their behavior management skills by practicing responding to avatars who engage in off-task, inattentive, and non-compliant behaviors in a virtual classroom. 2. This poster presents data on the quality of the IVT-T interface (usability), whether it could be implemented as designed given the resources and constraints of the school setting (feasibility and fidelity) and whether there was evidence of skill transfer from the virtual to the live classroom (promise). 3. This poster will also describe how technology-based training models, if effective, can provide an infrastructure for scaling up evidence-based behavior management practices in schools by providing tiered support in behavior management, with IVT-T serving at the Tier 1 and Tier 2 level, leaving fewer teachers with more intensive behavior management needs to work with indigenous school personnel.
Title: Detecting Test Fraud Using Score-differencing Methods: Two New Approaches
Poster Category: Statistics and Methodology
Grant/Contract Number: R305D170026
Brief Description: Score-differencing methods (Wollack & Schoenig, 2018) are used to detect several types of test fraud such as fraudulent erasures and item preknowledge. This presentation discusses two new score-differencing methods. The new methods are shown to perform better than the existing methods and promise to be useful in detecting test fraud.
Title: Preliminary Results from an Evaluation of We Have Skills, A Multimedia Classroom Level Social Skills Program for Elementary Students
Poster Category: Social and Behavioral
Grant/Contract Number: R305A150046
Brief Description: Our poster presents the preliminary results from a study to evaluate the impact of We Have Skills (WHS), a multimedia classroom program created to teach social skills and academic behaviors to early elementary students. We will present results on students’ social skills and academic behaviors and examine the role of initial skill level in the efficacy of WHS. We will discuss the significance of the results, teacher impressions about WHS, as well as challenges encountered during the study.
Title: Developing and using a multi-feature implementation index to assess implementation of a comprehensive intervention model for high school students on the autism spectrum
Poster Category: Autism Spectrum Disorders
Grant/Contract Number: R324C120006
Brief Description: Assessing implementation of complex educational interventions is critical for research and dissemination, yet very challenging in practice. The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) developed a multi-faceted implementation index to capture both the process and content of a comprehensive intervention program to serve high school students with ASD. The CSESA implementation index moves beyond simple measures of fidelity and captures data about process and content of a complex educational intervention. The poster will provide an overview of the development, use, and scoring of the implementation index, including challenges in the research process, results of the implementation from a large RCT, and implications for future research.
Title: Improving Fourth Grade Students’ Comprehension, Content Knowledge, and Vocabulary through a Distributed Professional Development Model
Poster Category: Effective Teachers and Teaching
Grant/Contract Number: R305A150407
Brief Description: One way to address the research to practice gap is to engage teachers in highly effective models of professional development. We tested the efficacy of a distributed professional development model (i.e. initial workshop paired with teacher study teams distributed over time) featuring a set of vocabulary and reading comprehension instructional practices delivered during upper elementary social studies classes. Results from an initial RCT and a replication RCT indicate that students whose teachers participated in the distributed PD model outperformed their peers in the business as usual comparison condition on measures of content knowledge, vocabulary, and content reading comprehension, no matter who provided the follow up PD support—researchers or school based personnel. This provides support for a PD model that features an expert-delivered initial workshop PD followed by school personnel-led teacher study teams that facilitates sustainability of high-fidelity implementation over time.
Title: Writing to explain and writing to persuade: Receptive and productive academic language skills predict academic writing during mid-adolescence
Poster Category: Reading, Writing, and Language Development
Grant/Contract Number: R305A170185
Brief Description: Of special pedagogical concern were findings that revealed substantial individual differences in language skills and writing quality within grade and large proportions of students facing difficulties with the language skills that support reading and writing. To our knowledge, this study is be the first to document developmental trends and individual variability of mid-adolescents' academic language skills for both writing and reading, with important implications for monitoring and instruction.
Title: Learning from Errors
Poster Category: Cognition and Student Learning
Grant/Contract Number: R305A150467
Brief Description: A two-year study, with 176 8th grade students, pitted 'Business as Usual' (BAU) test preparation against a procedure in which students took tests and received feedback that was specifically directed at their errors ('Learning from Errors'; LFE). Learning from pre-test to post-test (NYS 2016 Algebra 1 Common Core Regents test) was 12.2%, a full grade level, with students who scored lower on the pretest showing greatest increases. The learning gain per hour of teacher classroom time was significantly greater in the LFE than the BAU condition, suggesting that learning from errors can be very effective.
Title: A Suite of Statistical Methods for Resolving Measurement Error Challenges in Longitudinal Educational Studies
Poster Category: Statistics and Methodology
Grant/Contract Number: R305D160010
Brief Description: This is a methodology research using simulation studies to evaluate the performance of different methods under simulated conditions that are good representations of the data structure in real world. When using test score that are prone to measurement errors to draw outcome-based inference, we proposed three two-stage methods to correct for the measurement errors in stage II so that the statistical inference will be less biased and more powerful. On the other hand, for the one-stage integrated modeling approach, we proposed different versions of DIC for hierarchical model selection.
Title: Project CALI (Content Area Literacy Instruction): An Overview, Initial Findings, and Challenges of Bridging Research to Practice in a Professional Development Study for Middle School Co-Teachers
Poster Category: Professional Development and School-based Services Providers, Reading, Writing, and Language Development
Grant/Contract Number: R324A150181
Brief Description: Project CALI is an IES-funded Goal 2 study focused on developing professional development for co-teachers to improve the quantity and quality of literacy instruction for middle school students with and without reading disabilities in co-taught inclusive content-area middle school classrooms. In this poster, we present an overview of the fully developed PD and coaching model. We also present the initial findings from the year 3 pilot study, a RCT (n = 7T; 4C pairs) investigating the efficacy of Project CALI on improving student and teacher outcomes. We will also present the significant challenges we encountered in designing and conducting the research and offer potential solutions for future professional development research efforts.
Title: Effective Teaching in the Digital Classroom: Are the Best Teachers a “Sage on the Stage” or a “Guide on the Side”?
Poster Category: Education Technology, Reading, Writing, and Language Development
Grant/Contract Number: R305A150429
Brief Description: Should teachers in a technology-intensive classroom be a “guide on the side” or a “sage on the stage”? This mixed-methods study used classroom observations, teacher interviews, and standardized assessment scores to investigate classroom practices that support student literacy development within the context of a district-wide technology-based intervention. Effective teachers were neither lecturers to a passive audience, nor merely guides on the side, but instead engaged in active modeling, by demonstrating examples for students to learn from; deploying multimedia resources such as videos, whiteboards, and projectors; and engaging students in interactive whole class instruction. This modelling served as a form of sociocognitive apprenticeship that made visible the structures and conventions needed for students to successfully engage in literacy activities.
Title: More Than Just IQ: Exploring the Link Between Patterning and Individual Math Skills
Poster Category: Cognition and Student Learning, Early Childhood and Early Intervention, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A160132
Brief Description: Patterning skills are linked theoretically and empirically to mathematical thinking, but are not included in current Common Core State Standards for math in the early grades. The relations between preschoolers’ patterning skills, general cognitive skills (working memory, fluid reasoning, spatial skills), and individual math skills controlling for general intelligence were assessed. Results suggest that patterning is related to, but distinct from general cognitive ability and uniquely related to early math skills beyond general cognitive skills. Findings suggest patterning skills are important and should be reintroduced into Common Core State Standards for math in the early grades.
Title: An Orchestration Tool for Personalized Teacher-Student Interactions in Classrooms Using Intelligent Tutoring Software
Poster Category: Cognition and Student Learning, Education Technology, Effective Teachers and Teaching, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A180301
Brief Description: A well-designed AI-based “co-orchestration tool” might augment what teachers can do in blended classes that use intelligent tutoring systems, although designing such a tool is a substantial challenge. In prior work, through co-design with teachers, we created Lumilo, a set smart glasses for teachers that provide real-time “awareness support” for teachers. In a classroom study with 18 middle-school classes, students learned better when their teacher used the glasses. We are now working to find out if the glasses will be effective for a wide spectrum of teachers when, in addition to awareness support, they provide decision support and resources for personalized helping.
Title: Rasch Analysis of the School Outcomes Measure (SOM): Elementary and High School Students
Poster Category: Professional Development and School-based Services Providers, Special Education, Statistics and Methodology
Grant/Contract Number: R324A160226
Brief Description: This poster describes the Rasch analysis of a new tool, the School Outcomes Measure (SOM), used to measure outcomes of students who receive school-based occupational therapy and physical therapy. The Rasch analysis, a type of item-analysis based on item difficulty and person ability, revealed five and two SOM dimensions, or domains. These domains can be scored and interpreted separately, meaning these sections of the SOM can be used to validly measure student outcomes.
Title: Literacy Study Group: Improving the Practice of Teaching Reading to Students with Emotional and Behavioral Disorders
Poster Category: Adult Education/Adult Learners, Professional Development and School-based Services Providers, Special Education
Grant/Contract Number: R324A180220
Brief Description: We will present the findings from a within-subjects pre-post study with 13 elementary school teachers evaluating Literacy Study Group (LSG), a web-based professional development intervention to prepare elementary educators in delivering evidence-based reading instruction to elementary school-age students who have or are at-risk for emotional and behavioral disorders (EBD). Additionally, we will demo the program and a video summarizing the format of the modules and teacher testimonials.
Title: Project LEAP: Building Practical Solutions for Algebra Readiness for All Students
Poster Category: Cognition and Student Learning, Early Childhood and Early Intervention, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A140092
Brief Description: Our project uses a CRT experimental design to measure the effectiveness of a Grades 3 – 5 early algebra intervention, implemented in 46 academically and demographically diverse schools, on children’s algebra readiness for middle grades. Results show that during Grade 3, treatment students improved at a significantly faster rate than control students in Grade 3 and maintained this advantage through Grade 5. Further, an analysis of students in the most disadvantaged treatment and control schools (i.e., those with 100% of students receiving free or reduced-price lunch) showed that students’ responses, although attenuated, followed the same pattern as the overall sample, with treatment students exhibiting a clear advantage over their control peers in comparable low SES schools.
Title: Developing and Testing the Effects of Formative Assessment on the Fractions Performance of Students with Math Disabilities
Poster Category: Cognition and Student Learning, Education Technology, Effective Teachers and Teaching, Science, Technology, Engineering, and Mathematics (STEM), Special Education, Statistics and Methodology
Grant/Contract Number: R324A150035
Brief Description: The purpose of this poster session is to show how teachers and students have used our new formative assessment tools to improve fractions performance. Results of the randomized pretest-posttest switching replications design indicated that the formative assessments helped teachers improve the performance of middle school SWD. More than 100 classroom observations detailed how the assessment can improve the quality of instruction leading to higher student performance.
Title: Kindergarten Outcomes for NC Pre-K Attenders and Non-Preschool-Attenders: Sustaining Effects and Differences by English Learner Status
Poster Category: Early Childhood and Early Intervention, English Learners, Reading, Writing, and Language Development
Grant/Contract Number: R305N160022
Brief Description: Understanding the effectiveness of state-funded prekindergarten (pre-k) programs is vital given substantial public investments aimed at reducing achievement gaps for children from low-income families and/or English learners (ELs). This study, part of the Early Learning Network and conducted in rural counties in the Southeastern US, found pre-k attenders entered kindergarten with higher academic skills than children without center-based preschool experiences, but those differences disappeared by the end of kindergarten. In contrast, ELs who attended pre-k had higher academic skills at kindergarten entry and at the end of kindergarten when compared to EL children in their classrooms without preschool experiences. These results suggest state-funded pre-k may have short-term effects for all attenders and longer-term effects for EL attenders.
Title: The effect of Spanish and English definitions on learning of general-purpose academic English words by 4th grade Spanish-speaking English learners
Poster Category: English Learners
Grant/Contract Number: R305A170636
Brief Description: The current experiment examines the effect of providing English or Spanish definitions during an independent English word-learning task and the interaction with other sources of information about word meaning, namely sentence context and cognate status among 4th grade Spanish-speaking ELs (n=192). Students were randomly assigned to one of three between-subject conditions in which they were presented either English definitions, Spanish definitions, or no definitions and were asked to learn the meaning of target words that were either cognates or non-cognates and appeared in either low or high context sentences. Preliminary results (from approximately half of the sample) indicate that students in the Spanish definition condition outperformed students in the English definition condition in their ability to identify the correct English definition for an English target word. A main effect for context revealed that students performed best when target words were presented in high-context English sentences, but the interaction between context and cognate status revealed that this effect was primarily observed for non-cognates.
Title: AI in the Search for Edtech: A Pilot Study of the AI-Enhanced EdSurge Product Index
Poster Category: Education Systems, Policy, and Leadership, Education Technology
Grant/Contract Number: ED-IES-17-C-0031
Brief Description: EdSurge and SRI international developed and piloted an artificial-intelligence-based tool, the AXE, to update the EdSurge Product Index, an edtech database for educators. Treatment and control participants did not differ significantly on usability, feasibility, fidelity, or impact. The AXE can update the EdSurge Product Index without sacrificing user experience.
Title: Efficacy of the SELF Intervention: Findings from Years 1 and 2 of a Goal 3 Cluster Randomized Efficacy Study to Evaluate Effects of the Social-Emotional Learning Foundations Curriculum for K-1 Students at Risk for EBD
Poster Category: Early Childhood and Early Intervention, Reading, Writing, and Language Development, Social and Behavioral
Grant/Contract Number: R324A160136
Brief Description: This poster will present results from the first two years of a Goal 3 efficacy study of the SELF intervention, a social-emotional learning (SEL) curriculum merged with literacy instruction for kindergarten and first grade students at risk for EBD, developed through Goal 2 funding. A rigorous research design and analyses yielded positive treatment effects on multiple outcome measures related to self-regulation, social-emotional competence, and school adjustment, suggesting that the SELF intervention may provide an effective means of integrating social-emotional learning with academics. This integration addresses the critical issue of including systematic, Tier 2 SEL instruction aligned with social and academic standards in an age of intensified teacher accountability in the primary grades.
Title: An Empirical Comparison of Different Propensity Score Analyses of Complex Survey Data to Estimate Population Average Treatment Effects: Can Preschool Improve Children’s Math Achievement at Kindergarten?
Poster Category: Early Childhood and Early Intervention, Statistics and Methodology
Grant/Contract Number: R305D150001
Brief Description: Propensity score methods are useful for reducing bias when estimating PATE. Survey weights should be included in both the estimation and use stages of propensity score methods. In a case study we find similar estimates from a variety of propensity score approaches.
Title: Adapting Lesson Study for Community College Mathematics Instruction: Supporting Postsecondary Faculty to Improve Instruction
Poster Category: Postsecondary Education, Professional Development and School-based Services Providers, Science, Technology, Engineering, and Mathematics (STEM), Teachers and Teaching
Grant/Contract Number: R305A170454
Brief Description: Lesson Study is a professional development approach that has shown evidence of improving teacher knowledge, professional community, and student outcomes in K-12 mathematics. Math faculty in community colleges are making significant changes to their developmental (i.e., remedial) mathematics courses in response to poor student outcomes, and as such report a need for additional instructional development. This research project is guided by two primary research questions: (1) Can the Lesson Study model be adapted to be useable and feasible in the community college context? (2) What constitutes fidelity to a Lesson Study model designed for use in higher education?
Title: Parent Connectors: Increasing Parent Engagement and Empowerment with Peer Support
Poster Category: Families, Special Education
Grant/Contract Number: R324A130180
Brief Description: Parent Connectors is an innovative peer-to-peer intervention designed to increase parental engagement in educational and mental health services for middle school students with EBD. This novel program uses weekly phone calls from a Parent Connector—a peer with experience as a parent of a child with EBD--to reach these at-risk families. We will share preliminary results of a randomized trial (n=273) between Parent Connector participants and a comparison group. We will focus on proximal and intermediate family outcomes such as caregiver strain, parental involvement in education, and improvements in school and mental health services provided to their child.
Title: Family-Centered Prevention to Enhance Parenting Skills during the Transition to Elementary School
Poster Category: Early Childhood and Early Intervention, Families, Social and Behavioral
Grant/Contract Number: R305A140189
Brief Description: The Family Check-Up (FCU) is a school-based, family-focused preventive intervention that has been found through prior research to improve parenting skills and reduce problem behaviors among children. Although external factors, such as stress, can influence parents’ responsiveness to such interventions, FCU is hypothesized to be more effective among higher-risk families due to its adaptive design and responsiveness to families’ ecological needs. This evaluation of 321 parents with kindergarten-aged children randomized to experimental condition tested the effectiveness of FCU in promoting positive parenting skills for families with varying levels of parental stress. Results indicate that FCU is more effective in improving parental monitoring and reducing negative parenting for high-stress parents, providing an effective avenue for schools and administrators seeking methods for helping children adjust to school and reduce problem behavior.
Title: The Effects of RENEW on Academic and Socio-Emotional Outcomes for Students At-Risk for High School Dropout
Poster Category: Multi-tiered System of Supports (MTSS), Professional Development and School-based Services Providers, Social and Behavioral
Grant/Contract Number: R305A150438
Brief Description: The current study evaluated a randomized control study of RENEW, a individualized Tier 3 intervention for students with emotional and behavioral challenges at risk of school dropout. The effects of RENEW on students' academic (e.g., suspensions) and socio-emotional outcomes (e.g., behavioral difficulties) will be presented, including the degree to which results differed for White and non-White students.
Title: Outcomes of Online Teacher Professional Development in Early Writing
Poster Category: Early Childhood and Early Intervention
Grant/Contract Number: R305A150210
Brief Description: Early writing is an essential early literacy skill; however, quality writing supports are rarely observed in early childhood classrooms (Gerde, Bingham, & Pendergast, 2015). This presentation demonstrates the development and outcomes of the interactive iWRITE online learning modules for early childhood educators. The eight iWRITE modules include content, video exemplars, active learning experiences, and ongoing teacher assessment to promote literacy through supports for early writing. Results of the RCT identify treatment effects for writing materials and interactions in the classroom and the promise of impacting the early literacy environment broadly. Success with teacher engagement and implementation will be discussed.
Title: The Effects of Increasing Preschool Teacher-Child Literacy Interactions: Cohort 1 Literacy 3D Outcomes
Poster Category: Early Childhood and Early Intervention, Effective Teachers and Teaching
Grant/Contract Number: R305A170241
Brief Description: Findings from the first cohort of a multi-year waitlist RCT indicated significant benefits favoring the Literacy 3D versus BAU group of teachers and children. These included improved literacy instruction (i.e., increased Teacher Literacy Focus and Instructional Quality), (b) superior growth in children’s observed Literacy Engagement and formative early literacy skills, particularly Phonemic Awareness and Vocabulary skills, and (c) closing of the initial lower performance of Literacy 3D group children at the fall assessment by the Spring assessment. Implications are discussed.
Title: Professional Learning by Design: Empowering Instructional Practices in Writing through Iterative Co-Design
Poster Category: Education Technology, Reading, Writing, and Language Development, Teachers and Teaching
Grant/Contract Number: R324A170043
Brief Description: The Writer’s Workbench is an online tool including professional development and ongoing PLCs for teachers of 7th and 8th grade teachers. This session will illustrate CAST’s iterative design process in a co-design structure with participating teachers in tool development. The project components prepare teachers with the skills and knowledge to provide more effective writing instruction for students in integrated classrooms with the goal of fostering student writing growth in preparation for college and career. Descriptive and qualitative data analyses are used to determine priorities for content, user experience, and features in the Workbench project.
Title: Efficacy of the START-Play Program for Infants with Neuromotor Disorders: Preliminary Results of Comparison with Usual Early Intervention
Poster Category: Early Childhood and Early Intervention
Grant/Contract Number: R324A150103
Brief Description: The innovative START-Play intervention for infants with motor dysfunction blends early cognitive constructs with motor-based problem solving activities, titrated to a just-right challenge in both areas. In a randomized controlled trial, we compared the cognitive and motor progression of infants receiving their usual early intervention services to a group of infants receiving START-Play, and followed them for one year. Early results show that problem-solving skills, motor skills, and cognitive skills advanced to a greater degree in the START-Play group, specifically in children with moderate to severe motor impairments, with moderate to strong carryover at 6 and 12 months post intervention.
Title: Capitalizing on technology: Development of a tablet-based language screener for 2-year-olds
Poster Category: Reading, Writing, and Language Development
Grant/Contract Number: R324A160241
Brief Description: Language skills are foundational for academic and social success, and it is crucial that we identify language delays as early as possible. The Baby QUILS is designed to provide fast and effective early language screening for 2-year-olds in a way that capitalizes on touchscreen technology and does not require sophisticated verbal responses from children. Developing this assessment is an iterative process; preliminary results suggest that we will be able to finalize the creation of a successful language screener that will revolutionize the identification of language delays.
Title: Developing a Hypothetical Learning Progression for Mathematization of Science: Potentials and Challenges
Poster Category: Cognition and Student Learning, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A160219
Brief Description: We are developing a learning progression-based assessment tool for teachers to assess students’ mathematization in two NGSS core ideas: energy in physical sciences and ecosystems in life sciences. We encountered three challenges in conducting the research: (1) conceptualizing mathematization in K-12 settings, (2) designing assessment tasks that measure mathematization rather than content knowledge, (3) making the learning progression useful and educative for teachers. This poster will describe our thoughts and experiences of dealing with these challenges in the following research activities: a cognitive-historical analysis, clinical interviews with 44 students; think-aloud interviews with eight students; and teachers’ evaluations of the assessment.
Title: A Comparison of Tutoring Strategies for Recovering from a Failed Attempt during Faded Support
Poster Category: Cognition and Student Learning, Education Technology, Teachers and Teaching
Grant/Contract Number: R305A130441
Brief Description: In a three-condition random controlled trial, we compare the effectiveness of two strategies for providing remediation during a tutorial dialogue when a student fails to answer a question that required him or her to make some inferences (“fill in the gaps”) from the previous step to the current step. These two strategies are forward and backward remediation. In the forward remediation strategy, the tutor focuses the student’s attention on the last successful micro-step and moves forward from there through the intermediate steps; in the backward remediation strategy, the tutor focuses on the micro-steps just before the failed step and moves backwards through the intermediate steps. We found that the background remediation strategy was more efficient than the forward remediation strategy, mostly for high prior knowledge students. Both remediation strategies were more efficient than a control condition which did not fade support. There were no significant differences in learning gains across conditions.
Title: Mission HydroSci – Science Learning Game Meets the Middle School Classroom
Poster Category: Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A150364
Brief Description: Mission HydroSci (MHS) is a game-based 3D virtual environment for teaching and learning key concepts and knowledge of water systems and building competencies in scientific argumentation in ways that support meeting NGSS. A preliminary test to examine implementation issues and identify opportunities for improvement was undertaken with approximately 12 teachers and 600 students participating in 8 class periods of game play. Pre and post testing showed significant but small effect sizes for the learning outcomes. Many insights were gained about classroom implementation including many teachers observing that their classes were highly social and that often typically low achieving students became class leaders.
Title: Surviving or Thriving? An explorative study of secondary traumatic stress among early career teachers in high-need, urban schools
Poster Category: Education Systems, Policy, and Leadership, Effective Teachers and Teaching, Professional Development and School-based Services Providers, Social and Behavioral
Grant/Contract Number: R305B140048
Brief Description: This study seeks to provide vital information regarding secondary trauma exposure to organizations that work with and support early career educators in high-needs schools. These organizations can help teachers minimize the risk of being negatively impacted by secondary traumatic stress by providing them with adequate training, support, and resources. In doing so, teachers are able to better support their students and contribute to their school in productive ways. Furthermore, research consistently shows that teachers are more likely to build resiliency and self-efficacy when provided adequate supports in face of extreme challenges.
Title: Paths 2 the Future for All: Developing a College and Career Readiness Intervention for Underserved Youth
Poster Category: Social and Behavioral, Transition for Secondary Students
Grant/Contract Number: R305A170025
Brief Description: We describe the initial development phase of a semester-length curriculum called Paths 2 the Future for All (P2F4A). P2F4A helps underserved youth in grades 9-12 in California and Oregon develop non-cognitive skills (e.g., coping skills) for career and college. This initial phase had two objectives used to guide the development of P2F4A: (1) identify stakeholder recommendations for college and career readiness; and (2) identify theories and concepts from the relevant research literature. Focus groups with a convenience sample of 37 students, 18 parents and 48 teacher/administrators from CA and OR revealed themes related to strategies and skills that promote college/career readiness while the literature revealed core themes around self-awareness and future selves.
Title: Developing Assessment Tools to Support the Teaching and Learning of Science Crosscutting Concepts
Poster Category: Cognition and Student Learning, Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A160337
Brief Description: Our project addresses the gap of lacking explicit measurement of crosscutting concepts by developing and validating assessment tools that target the CCCs as the constructs of measurement. In this poster, we describe a framework that uses hypothesized learning progressions (LPs) and evidence-centered design framework (ECD) to guide the assessment development to measure two selected CCCs: structure and function and systems and system models. We will present and discuss preliminary results from the cog lab study, focusing on the analyses of validity of the assessment and revisions to the hypothesized learning progressions.
Title: Preliminary Results of the Red Light, Purple Light Self-Regulation Intervention to Promote School Readiness for Children in Head Start
Poster Category: Early Childhood and Early Intervention
Grant/Contract Number: R305A150196
Brief Description: Many studies have focused on ways to improve school readiness skills in young children. One intervention, Red Light, Purple Light (RLPL) Circle Time Games, includes music and movement games to foster self-regulation skills (SR). The present study tested a revised version of RLPL that included reading and math components (called SR+) for teachers to administer in preschool classroom settings. Children receiving the intervention gained significantly more in math over the preschool year compared to children in the control group. Results extend previous research and suggest that the RLPL intervention, which includes music and movement games, can improve children’s math scores over the preschool year.
Title: Building the foundation for academic success: Examining the relations between early attention, parent-child interactions, and language development
Poster Category: Cognition and Student Learning, Early Childhood and Early Intervention, Social and Behavioral
Grant/Contract Number: R305B150014
Brief Description: Language development is a key predictor of academic success. In this study we found that children’s early attention influences language development through parent-child interactions. In examining the connections between cognitive systems and experiential forces that drive language development, we offer insight into potential pathways for interventions that promote academic readiness in young children.
Title: Child hear, child do: The importance of peer speech on preschoolers' language use
Poster Category: Early Childhood and Early Intervention, Reading, Writing, and Language Development, Social and Behavioral
Grant/Contract Number: R324A180203
Brief Description: We used objective measures to inform educational practice in an inclusion classroom. As data collected in support of our proposal for our current ies grant, we found that children’s vocal input from their peers predicted their vocalizations to those peers over successive weekly observations. Understanding which specific peers drive the language input of any given child provides invaluable information that may allow educators to structure the classroom language environment to be maximally beneficial to all children through the use of informed seating assignments and assignment of students to small group activities.
Title: The Effects of Video Analysis on Intervention Characteristics: A Meta-Analysis of Single-Case Research
Poster Category: Effective Teachers and Teaching, Professional Development and School-based Services Providers, Special Education
Grant/Contract Number: R324B160038
Brief Description: This study will discuss the results of a meta-analysis aimed at identifying which components of video analysis are most effective for improving the instructional skills of educators. Video analysis is a method of professional development that involves viewing recorded video of oneself teaching for the purpose of self-reflection and improvement and a previous meta-analysis has demonstrated that it is effective for improving the instructional practices of special educators in a variety of settings (Morin et al., in press). This meta-analysis investigated whether intervention components, such as number of videos recorded, primary evaluator, and timing of feedback, have differential effects on the effectiveness of video analysis. Results indicated that only the timing of feedback differentially impacted the effectiveness of video analysis, with immediate feedback having the largest effect size.
Title: Interviewing English Learners: Lessons from the Learning about Open Response Science Test Items and English Learners (LOREL) project
Poster Category: English Learners, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R305A150218
Brief Description: The LOREL project focuses on interviewing ELs about their interactions with the open-response test items on the Science and Technology/Engineering (STE) test given to 5th grade students in Massachusetts. However, for some ELs, the language of these test items was so challenging that they could not even attempt to answer the items, derailing the interview process. So, we worked with collaborating teachers of 5th grade ELs to redesign the interview process, which allowed more of our EL students to answer the STE test items and answer the other questions in the interview protocol. Our findings may be useful to projects designing assessments, assessment accommodations, and other instruments for collecting data from ELs with varying levels of English language proficiency.
Title: How Do Students Get From Here to There?: Using Dynamic Technology and Machine Learning Techniques to Reveal Student Equation Problem Solving Strategies
Poster Category: Cognition and Student Learning
Grant/Contract Number: R305A180401
Brief Description: This study uses machine learning techniques to reveal numerous strategic problem-solving approaches that were commonly used by students when solving algebra problems within From Here There!, a dynamic algebra technology intervention. Results emphasize trade offs in student decision making between efficiency, flexibility, and exploration, and also highlight the presence of left to right bias when solving problems. The presentation will highlight these methods and results through descriptive figures and screen images, as well as provide discussions about how this expands our understanding of mathematical cognition and learning.
Title: Examining the Impact of a Spatial Visualization Course on 7th Grade Students’ Spatial Skills
Poster Category: Science, Technology, Engineering, and Mathematics (STEM), Statistics and Methodology, Teachers and Teaching
Grant/Contract Number: R305A150365
Brief Description: Spatial thinking skills have been linked to success in STEM fields, but are never explicitly taught in K-12 classrooms. This study uses a RCT design to determine if implementing a spatial skills curriculum within the school day can improve 7th grade students’ spatial skills. Results revealed that the spatial curriculum significantly improved students’ spatial test scores. Next steps include determining if this impact persists in 8th and 9th grades and whether improvement in students’ spatial skills influences their mathematics achievement.
Title: Validation of the Systematic Assessment of Book Reading
Poster Category: Early Childhood and Early Intervention, Effective Teachers and Teaching, Reading, Writing, and Language Development, Teachers and Teaching
Grant/Contract Number: R305A150587
Brief Description: Measuring the quality of classroom-based interactive shared reading represents a dimension of teacher-child interactions that is of great interest to researchers and practitioners. This interest reflects decades of research demonstrating the benefit of reading to young children. Despite this interest and almost daily use of shared reading in early childhood classrooms, to date there are very few standardized tools available for describing young children’s reading experiences. To address these limitations, our study team developed the Systematic Assessment of Book Reading (SABR), an observational measure of teacher behaviors that support language/literacy development during shared book-reading sessions. Results of our validation study suggest the SABR is a reliable and valid tool, which provides researchers with a standardized and freely available method for documenting the types of shared-reading experiences children are exposed to in their early childhood classrooms.
Title: Peer Victimization and Youth in School Therapy: Mental Health Associations, Demographic Patterns, and Implications for Practice
Poster Category: Social and Behavioral
Grant/Contract Number: R305A140253
Brief Description: Peer victimization is a major problem in schools that disproportionately affects youths with stigmatized identities. Despite its associations with mental health problems, little is known about best practices for addressing it in school counseling. Data from a longitudinal RCT examining school therapy indicated that peer victimization, particularly relational victimization (e.g., social exclusion) was more common for youths of Color, compared to White youth. Peer victimization was significantly associated with youth-reported internalizing and externalizing problems, and overall mental health concerns. Findings suggest that school counselors should assess for peer victimization, particularly when treating youths of Color.
Title: Results from an Early Efficacy Study of Connect Science, a Project-Based Learning Program Designed to Integrate Social and Academic Learning
Poster Category: Social and Behavioral
Grant/Contract Number: R305A150272
Brief Description: This poster describes the results from a randomized controlled trial of a new program called Connect Science. Connect Science is a project-based learning approach that supports teachers to integrate Next Generation Science Standards, social and emotional learning and service-learning. Connect Science produces improvements in science achievement, civic engagement, and energy attitudes and beliefs.
Title: Effects of Social-Emotional Instruction and Positive Classroom Climate on Preschool Self-Regulation
Poster Category: Early Childhood and Early Intervention, Social and Behavioral, Teachers and Teaching
Grant/Contract Number: R305A150431
Brief Description: This poster will describe the implementation and findings of a cluster-randomized trial evaluating preschool self-regulation interventions. Pre-post outcomes demonstrate that social-emotional coaching is a key gap in preschool teacher skills that can be remediated with intervention, and that paired skills instruction and classroom climate can strengthen early development of self-regulation skills for low-income preschoolers. We will describe strategies used to promote fidelity as well as practical sustainability once the research project is complete.
Title: Evaluating the Impact of Reading Recovery on 1st Grade Literacy: Comparing Impact Estimates from an Regression Discontinuity (RD) Design to an Randomized Controlled Trial (RCT)
Poster Category: Reading, Writing, and Language Development, Statistics and Methodology
Grant/Contract Number: R305A160286
Brief Description: As a means of estimating the short-term impact of Reading Recovery on first grade students’ literacy, researchers implemented two different research designs – a multi-site randomized control trial (RCT) and a regression discontinuity (RD) design. These two impact estimation approaches ran in parallel over a four-year period, with the RCT using a sample of over 1,200 schools and the RD design utilizing a separate set of more than 1,800 schools. When comparing results from these two approaches, we find similar results, confirming the RD design as an alternative to an RCT in studying intervention impacts, particularly in contexts where RCTs may be both costly and difficult to implement.
Title: Development and Differences in Narrative and Expository Items for Diagnosing Reading Comprehension Difficulties in Post-Secondary Students (MOCCA-C)
Poster Category: Cognition and Student Learning, Postsecondary Education, Reading, Writing, and Language Development
Grant/Contract Number: R305A180417
Brief Description: MOCCA-C (Multiple-choice Online Causal Comprehension Assessment- College) is designed to identify and diagnose reading comprehension difficulties in post-secondary students. MOCCA-C is an extension of the existing MOCCA reading comprehension assessment that uses both narrative and expository texts. The poster will highlight the process and issues of item development for this new version of the assessment.
Title: Outcomes of an IES Low Cost, Short Duration Evaluation for Students with Intellectual Disability in Rhode Island
Poster Category: Transition for Secondary Students
Grant/Contract Number: R324L160002
Brief Description: This poster will describe the outcomes of a study in Rhode Island that examined the differences in outcomes of transition aged students with intellectual disability when received instruction using the Self-Determined Learning Model of Instruction (SDLMI) or the SDLMI + Whose Future is it? Key findings related to student outcomes as well as findings related to how able teachers were able to implement and use the intervention will be described. Finally, implications and support teachers and students in transition will be highlighted.
Title: Examining the relationship between motivational interviewing (MI) implementation quality and parent engagement in a motivational parenting intervention
Poster Category: Families, Social and Behavioral
Grant/Contract Number: R324A150179
Brief Description: The purpose of this poster is to present data on the relationship between the relational and technical skills of coaches delivering MI-infused intervention support and parent- and coach-reported process data (e.g., coach-parent alliance, parent engagement, and parent satisfaction). The data are from a larger study of homeBase, an intervention addressing parenting skills for caregivers of elementary level students with clinically significant levels of disruptive behavior. We report on MI implementation quality, parental participation and engagement, coach-parent alliance, and parent satisfaction.
Title: The Role of Identity-Based Motivation in Teachers' Advanced Math Course Placement Decisions in Eighth Grade
Poster Category: Education Systems, Policy, and Leadership, Science, Technology, Engineering, and Mathematics (STEM), Social and Behavioral
Grant/Contract Number: R305A150403
Brief Description: We investigated factors besides test scores and grades that may be practically important to eighth-grade algebra teachers when making course placement decisions. Educators reviewed a series of 20 hypothetical student profiles that systematically varied information about students’ prior math test scores, prior grades, motivation, and persistence in the face of difficulty. For each profile, they judged whether a student should be placed in eighth-grade algebra, would complete the course successfully, and would require additional supports to succeed. Results demonstrate that teachers privilege information about student persistence and motivation over prior grades and test scores when making course placement decisions, particularly for students who were academically average or below average.
Title: Exploring Multi-level System Factors Facilitating Educator Training and Implementation of Evidence-based Practice
Poster Category: Autism Spectrum Disorders, Professional Development and School-based Services Providers, Special Education
Grant/Contract Number: R324A170063
Brief Description: This project examines autism EBP training and coaching processes in a state-wide professional training network, the California Autism Professional Training and Information Network (CAPTAIN). Mixed method analyses of CAPTAIN member surveys and focus groups identified time, funding and staff-buy-in as barriers to implementation and collaboration as the primary facilitator. Despite challenges, CAPTAIN members were highly successful in meeting their annual training goals.
Title: Teacher-Student Relationships and Associations with Student Disruptive, Prosocial and Emotional Regulation Behaviors
Poster Category: Multi-tiered System of Supports (MTSS), Social and Behavioral
Grant/Contract Number: R305A150517
Brief Description: Our poster aims to further research in understanding the relationship between teacher-student relationships and student behaviors. In particular, students with behavioral concerns will be the focus as they are more likely to experience strained teacher-student relationships and improving these relationships may be protective for students. We found that teacher reported relationships were positively associated with reported prosocial behavior, and negatively associated with disruptive behaviors and negative emotional regulation in students.
Title: Striking a Balance: An Adaptive District Partnership to Understand Seattle English Learners’ Math and Science Coursetaking Patterns in Grades 6 – 12
Poster Category: Education Systems, Policy, and Leadership, English Learners, Science, Technology, Engineering, and Mathematics (STEM), Transition for Secondary Students
Grant/Contract Number: R305H170019
Brief Description: This poster documents the first-year evolution of a two-year, English learner-focused partnership with a school district examining observed and perceived 6th – 12th grade math and science coursetaking access and achievement patterns and trajectories. Although there were partnership challenges during Year 1, particularly around obtaining analyzable extant data, the project team was able to successfully collaborate in developing an online, districtwide survey of staff perceptions on course-taking at their schools. Moreover, initial results have confirmed disparities in observed EL coursetaking, as well as strong variability in course advising perceptions across schools; most notably, that high school EL teachers may play an important role in advising EL students, on par with content teachers and
Title: Evaluating the impact of IGDI-APEL on teacher data-based decision making and student early literacy and language performance.
Poster Category: Early Childhood and Early Intervention, Education Technology, Multi-tiered System of Supports (MTSS)
Grant/Contract Number: R305A140065
Brief Description: IGDI-APEL is an iPad application designed to facilitate early literacy and language assessment and data-based decision making for preschool teachers and their students. This study examines the impact of IGDI-APEL on teacher data-based decision making and on student early literacy outcomes. An under-powered RCT including 85 teachers in three conditions demonstrated that IGDI-APEL successfully supported teachers to make data-based decisions and student performance increased on early literacy and language measures above and beyond the impact of the other conditions.
Title: Effects of Intensive Supplemental Reading Intervention in the Upper Elementary Grades Students
Poster Category: Reading, Writing, and Language Development, Special Education
Grant/Contract Number: R324A150269
Brief Description: A traditional approach tiered models of prevention involves sequentially moving students through less to more intensive levels of intervention when students show inadequate progress. However, this approach may leave some students waiting to receive appropriately intensive intervention. In this study, we examined the effects of an intensive implementation of the multicomponent intervention for students with significant reading comprehension difficulties. Findings suggest difficulties for students with low word reading skills to fully benefit from a less intensive implementation, yet benefits in foundational skills when receiving immediate intensive implementation.
Title: Attendance in public pre-kindergarten increases school readiness skills at kindergarten entry
Poster Category: Early Childhood and Early Intervention, Education Systems, Policy, and Leadership, Effective Teachers and Teaching
Grant/Contract Number: R305N160021
Brief Description: In this study we examine differences in kindergarten entry skills between low-income children who did and did not attend public pre-K in one of the largest school districts in the U.S. Two overall patterns of results were evident with regard to the effects of pre-K. First, pre-K attenders entered kindergarten the following year demonstrating stronger academic and executive function skills as compared with non-attenders. Second, although much more modest in size, pre-K graduates did demonstrate somewhat greater behavior problems. These results have implications for discussions around the expansion of pre-k to support school readiness, and the design of programs that support children’s skills across both academic and social-emotional domains.
Title: Efficacy Study of a Science Notebook in a Universal Design for Learning Environment: An Intervention to Support All Students’ Elementary School Science Learning
Poster Category: Education Technology, Science, Technology, Engineering, and Mathematics (STEM)
Grant/Contract Number: R324A160008
Brief Description: Scientific investigations are a critical part of the active science learning process, so how can we make them more effective for elementary students who struggle with reading and writing? One promising strategy is to create a new type of science notebook that has all the components of a traditional paper-based science notebook (such as a place to collect and organize observational data) but on a digital tablet platform that uses a universal design for learning (UDL) framework, such as text-to-speech and learning scaffolds. By randomly selecting a group of fourth grade students to use the Science Notebook in a Universal Design for Learning Environment (SNUDLE) and comparing them to students who used traditional paper-based science notebooks, we discovered that SNUDLE was particularly helpful in science learning and increasing motivation and confidence in science for struggling learners, particularly students with disabilities.
Title: Teaching Together: Effects of a Tiered Language & Literacy Intervention with Head Start Teachers and Diverse Families
Poster Category: Early Childhood and Early Intervention, English Learners, Families, Reading, Writing, and Language Development, Teachers and Teaching
Grant/Contract Number: R305A150319 - 17
Brief Description: This pilot study examined effects of a new intervention with teachers and families of pre-kindergarteners. Students were at risk for later reading difficulties; therefore, we explored intensity of interventions needed with tiered school and home supports. Findings suggest less intensive Tier 1 supports improved children's general vocabulary, whereas the most intensive Tier 2 supports improved taught, academic vocabulary. Localized effects and considerations for working with linguistically diverse populations will be discussed.