Juli Lull Pool

The Use and Effectiveness of a Targeted Math Intervention for Third Graders

Juli L. Pool et al. — Wed, 27 Mar 2013 08:40:40 PDT

Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming better understood, the practice of designing and implementing an effective Tier 2 math intervention system challenges many schools. This article documents a case study of one school’s experience in designing a Tier 2 math intervention system for 10 third graders to provide a model of effective Tier 2 systems.

Systematic Implementation of a Tier 2 Behavior Intervention

Deborah R. Carter et al. — Wed, 27 Mar 2013 08:40:38 PDT

Schools are increasingly adopting tiered models of prevention to meet the needs of diverse populations of students. This article outlines the steps involved in designing and implementing a systematic Tier 2 behavior intervention within a tiered service delivery model. An elementary school example is provided to outline the identification, implementation, and data-based decision-making process. Recommendations are provided for teachers related to supporting the effective and systematic implementation of Tier 2 behavior supports.

Tier 2 Team Processes and Decision-Making in a Comprehensive Three-Tiered Model

Juli L. Pool et al. — Wed, 27 Mar 2013 08:40:37 PDT

Three-tiered models of academic and behavioral support are being increasingly adopted across the nation, and with that adoption has come an increasing message that designing and implementing effective practices alone is not enough. Systems are needed to help staff to collectively implement best practices. These systems, as well as effective processes for collecting and using data for decision-making, are necessary at each tier. This article outlines the systems considerations and decision-making processes for Tier 2 adopted by one elementary school in the implementation of a combined response to intervention (RTI) and school-wide positive behavior support (SWPBS) model.

Introduction to the Special Issue: The Critical Role of a Strong Tier 2 System

Evelyn S. Johnson et al. — Wed, 27 Mar 2013 08:40:34 PDT

The purpose of this special issue is to help schools better understand how they might get started with implementing a strong Tier 2 system within the context of a multitiered service delivery model. The promise of multitiered service delivery models is that students who struggle can be identified early and receive interventions before their challenges become intractable. In this issue, a series of articles describe how one school implemented Tier 2 systems to address the needs of struggling students in reading, math, writing, and behavior. In addition, the systems that schools need to facilitate Tier 2 implementation are described.

Self-Regulated Strategy Development as a Tier 2 Writing Intervention

Evelyn S. Johnson et al. — Wed, 27 Mar 2013 08:40:32 PDT

In a response to intervention framework, the implication of limited writing instruction suggests an immediate need for Tier 2 interventions to support struggling writers while at the same time addressing instructional gaps in Tier 1. Many schools struggle with implementing writing intervention, partly because of the limited number of evidence-based writing instructional approaches. This article documents one school’s journey through the process of identifying, implementing, and evaluating outcomes of a Tier 2 writing intervention using self-regulated strategy development (SRSD).

Appropriate Social Behavior: Teaching Expectations to Young Children

Deborah Russell Carter et al. — Tue, 18 Sep 2012 15:45:21 PDT

Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of developmentally appropriate lesson plans to teach those behaviors to young children.

Lessons Learned From a Tiered Service Delivery Implementation Project

Evelyn S. Johnson et al. — Wed, 14 Dec 2011 07:55:01 PST

Tiered models of service delivery for both academics and behavior are being increasingly adopted across the nation, and discussions of how to implement these models effectively and simultaneously are growing. In this article, the authors share some lessons learned from a 2-year implementation project to implement a comprehensive (both academic and behavior) model of tiered service delivery in an elementary school. The authors discuss four major issues that arose during implementation, including signs for predicting these challenges and insights into how they can be addressed.

Creating Print-Rich Learning Centers

Juli L. Pool et al. — Wed, 14 Dec 2011 07:54:59 PST

The article offers ways on how teachers can create a print-rich pre-school environment to help children improve their literacy skills. It mentions that teachers can share books to children for them to become motivated in learning. It also suggests the need to provide writing materials that encourage children's language development and self-expression. Furthermore, teachers can conduct a dramatic play to allow children to take on roles and express their ideas.

Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC)

Evelyn S. Johnson et al. — Wed, 14 Dec 2011 07:54:57 PST

An essential component of a response to intervention (RTI) framework is a screening process that is both accurate and efficient. The purpose of this study was to analyze the validity evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC) to determine its potential for use within a screening process. Participants included 226 students in Grades 1 to 5. Validity evidence was analyzed through (a) correlation with performance on concurrent, individually administered oral reading fluency (ORF) measures, (b) correlation with performance on concurrently administered reading comprehension measures, (c) correlation of fall and winter TOSREC performance with a state reading outcome measure administered in spring, (d) a binary classification analysis to predict whether students met grade-level performance benchmarks on a state reading assessment, and (e) a stepwise regression analysis examining the variance in performance on a state assessment accounted for by TOSREC and ORF. The concurrent correlations of TOSREC with ORF were high, with the exception of the fall fourth grade administration. Correlations of TOSREC and outcome measures were consistent with those of ORF. The binary classification analysis examining the TOSREC’s ability to accurately predict those students who did not meet grade-level performance benchmarks on the state’s reading assessment demonstrated high classification accuracy (90%) as well as high sensitivity (78%) and specificity (86%). Finally, a regression analysis indicated that the TOSREC accounted for additional unique variance in state assessment performance above and beyond ORF. Implications for practice are discussed.

Defining and Teaching Expectations in the Preschool Classroom

Deborah Russell Carter et al. — Wed, 14 Dec 2011 07:54:55 PST

School-wide Implementation of a Combined RtI/PBIS Model: Fidelity, Student Outcomes, Social Validity

E. J. Johnson et al. — Wed, 24 Aug 2011 12:47:44 PDT

Developmental Screening: A Review of Contemporary Practice

Juli L. Pool et al. — Fri, 08 Jul 2011 09:35:25 PDT

The early years of childhood are critical for optimal development of a variety of skills. The accurate and efficient identification of potential delays in, or issues with child development, is essential in identifying those children most in need of early intervention services. Screening procedures are designed to identify children who appear at risk for these delays or issues, with the children then more completely and comprehensively evaluated. Unfortunately, screening procedures during the preschool years remain nonsystematic, inefficient, and/or prohibitively expensive. This is especially unfortunate in that the data clearly suggest that children with developmental issues or delays who are identified early and begin receiving appropriate intervention services demonstrate a number of gains and advantages over their peers who do not participate in such programs. Specific barriers to more widespread and systematic screening procedures include the nation’s increasing cultural and linguistic diversity, increasing socio-economic status diversity, limited access to such systematic sources of screening such as medical services and child care centers, and high costs of screening procedures administered by professionals. A promising alternative to professional screening is the use of parent-completed screening questionnaires.

Screening for Reading Problems in Preschool and Kindergarten: An Overview of Select Measures

Juli Lull Pool et al. — Tue, 01 Feb 2011 13:01:33 PST

An Exploratory Investigation of Frequently Cited Articles From the Early Childhood Intervention Literature, 1994 to 2005

Juli Pool et al. — Tue, 01 Feb 2011 12:49:01 PST

The authors explored frequently cited articles across four peer-reviewed journals in early intervention (EI) and early childhood special education (ECSE). The Social Science Citation Index was used to examine journal articles from 1994 to 2005 in: Early Childhood Research Quarterly, Infants and Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. Results for the most frequently cited EI/ECSE journal articles are reported.

Response to Intervention in Preschool: Addressing the Behavioral Needs of All Young Children

Deborah R. Carter et al. — Tue, 01 Feb 2011 12:49:00 PST

Presenters will discuss the key features of a Pre-K RTI model and provide specific examples of how the RTI model can be applied to behavior in preschool settings. Examples will be shared from a program implementing preschool positive behavior support in Nevada.

A Family Strengths Approach to Early Language and Literacy Development

Deborah Carter et al. — Tue, 01 Feb 2011 12:48:59 PST

Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines and tools for helping families identify and create language and literacy opportunities in their home environment that reflect their unique strengths and routines.

Family Strengths Model Interview Forms

Deborah R. Carter et al. — Tue, 01 Feb 2011 12:48:55 PST