Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

45 pagesExclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.Grant R305A180006, Institute of Education Sciences, U.S. Department of Educatio

Exploring the Added Value of a Number Line Assessment for Kindergarten Mathematics Screening

Despite the importance of mathematical understanding for academic and occupational success, students in the United States are not meeting necessary levels of mathematics achievement. Multi-tiered systems of support (MTSS) provide a framework for schools to allocate resources to best support students. Universal screening, a key element of MTSS, employs brief assessments of critical academic skills to identify at-risk students. Despite advances in the screening for reading risk, research in mathematics screening is lacking. Current early numeracy screeners target number sense with mixed results. The mental number line is a potential construct for developing more advanced screening measures. The mental number line is a key developmental construct around which students organize their thinking and draw upon when working with elementary mathematics topics. The current study will explore the promise of using a number line assessment as part of a mathematics screening battery to identify students at risk