Universal screening for algebra readiness in middle school: Why, what, and does it work?

2018 ◽  
Vol 11 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Leanne R. Ketterlin-Geller ◽  
Pooja Shivraj ◽  
Deni Basaraba ◽  
Jane Schielack
Keyword(s):  
Middle School ◽  
Universal Screening ◽  
Algebra Readiness

Measuring Middle School Students’ Algebra Readiness

2015 ◽  
Vol 41 (1) ◽  
pp. 28-40 ◽  
Author(s):  
Leanne R. Ketterlin-Geller ◽  
Diane B. Gifford ◽  
Lindsey Perry
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Algebra Readiness

Evaluating aimswebPlus math as a universal screening measure in upper elementary and middle school.

2021 ◽  
Vol 36 (2) ◽  
pp. 97-106
Author(s):  
David A. Klingbeil ◽  
David J. Osman ◽  
Jamison E. Carrigan ◽  
Benjamin J. Paly ◽  
Kimberly Berry-Corie
Keyword(s):  
Middle School ◽  
Universal Screening ◽  
Upper Elementary ◽  
Screening Measure ◽  
Elementary And Middle School

Comparing Curriculum-Based Measures and Extant Datasets for Universal Screening in Middle School Reading

2017 ◽  
Vol 42 (4) ◽  
pp. 195-208 ◽  
Author(s):  
Nathan A. Stevenson
Keyword(s):  
Middle School ◽  
At Risk ◽  
Early Identification ◽  
Universal Screening ◽  
Academic Failure ◽  
School Level ◽  
Students At Risk ◽  
Middle School Reading ◽  
Failure Data ◽  
Curriculum Based Measures

As a school-wide framework, Multi-Tiered Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure. Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in Grades 7 ( n = 197) and 8 ( n = 237). Data were analyzed through hierarchical logistic regression using statewide reading achievement tests as the dependent variable. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.

Universal Screening in Middle School

2012 ◽  
Vol 31 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Jenna K. Chin ◽  
Erin Dowdy ◽  
Matthew P. Quirk
Keyword(s):  
Middle School ◽  
At Risk ◽  
Universal Screening ◽  
Behavioral Outcomes ◽  
Emotional Problems ◽  
School Students ◽  
Students At Risk ◽  
Behavioral And Emotional Problems ◽  
Student Rated ◽  
Important Time

Universal screening is a promising approach for identifying students at risk for behavioral and emotional problems. Due to the frequent adolescent onset of behavioral and emotional problems, middle school is an important time for early identification. This study explored the ability of the Behavioral and Emotional Screening System (BESS) to predict behavioral outcomes (i.e., behavioral grades, suspensions, and office disciplinary referrals) in a sample of 694 middle-school students. Both the teacher and student rated BESS forms were able to significantly predict behavioral outcomes. Findings suggest that the BESS can be an effective tool for identifying students at risk of experiencing behavior problems.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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