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Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
There will be a total of 5400 school leaders who serve on campuses of diverse learners, particularly those that serve English learners, struggling learners, and economically disadvantaged students. These leaders will be served and trained in (a) culturally responsive pedagogy and leadership, (b) instructional leadership, (c) critical dialogues, (d) climate issues, (e) professional, personalized learning communities, (f) data analysis and school improvement interventions, (g) instructional improvement, and (h) strategic planning.
Eco-Resilience NPD Program: Synergistically Connecting Multiple Environments for the Success of English Learners
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/347; Department of Education
Success of English Learners reflects the priority of integrating evidence-based pedagogical practices along with research-based cultural, linguistic, and family/community components into K-12 school campuses. This is a collaborative proposal with a consortium of six independent school districts in North Texas, Region 10 Education Service Center, non-profits in Dallas and Guatemala, and the Center for Research on Education Diversity and Excellence (CREDE) in Hawaii as well as an independent school district in the State of Louisiana. Goal (1) Provide targeted and differentiated professional development activities for teachers, school principals, and other school professionals (e.g., Counselors, Specialists, School Psychologies and Instructional Coaches) through (a) ESL supplemental certification, (b) University graduate-level courses on assessment of diverse students, cultural, linguistic, pedagogical, leadership, coaching, and community engagement for educators (e.g., bilingual, ESL and other educators), (c) A yearly Academy and Institute on PD for educators serving ELs, as well as (d) Summer international education and leadership program (The Global Educator). This goal of the project addresses Competitive Priority # 1 on Providing Professional Development to Improve Instruction for English Learners by increasing the opportunities for high-quality professional development for teachers and other educators. Goal (2) Provide targeted and differentiated capacity building activities for parents, students and locally serving community organizations. This goal will involve parents/family’s training and capacity building activities (including nonprofit organization serving in the area of education) on how they can play a significant role in the education of the children through resilience building activities at home, community, and classroom that can serve as ELs protective factors. This goal addresses Competitive Priority #2 on Improving Parent, Family, and Community Engagement. And Goal (3), Development of the “Eco-Resilience Synergetic App” as an integrated multiple environment technology tools for families, community organizations, teachers, school principals, and students. This App will incorporate strategies for building resilience among students through activities specifically designed for parent, teachers and school principals as well as other educators working with EL students and who can become protective factors for students’ academic success. The proposed project will use established protocols for summative and formative evaluations (e.g., student achievement data, surveys, classroom observations to examine fidelity of implementation of PD, resilience and learning environment scales). This is an interconnected evaluation component for data-driven decision making in order to inform formative and summative aspects of the Eco-Resilience PD program. In addition, the proposed evaluation also includes a Randomized Control Trial method using a Delayed Treatment Control Group Design in which participating 18 schools will be randomly selected (from partner districts) into the control(C) (business as usual) or experimental (E) (Eco-Resilience NPD program) during years 2 and 3. Then, the control group will receive the Eco-Resilience PD program in years 4 and 5. A random sample of teachers (n = 936 C+E groups), student/parent dyads (n = 585 C+E groups) will also be followed for the purpose of collecting data and comparing the effectiveness of the Eco-Resilience NPD program on students’ achievement, teachers’ quality of instruction/PD growth and parent/community engagement as well as students’ resilience development (e.g., college readiness, leadership, self-efficacy, self-regulation, etc.).
Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools
Teaching, Learning And Culture; TAMU; https://hdl.handle.net/20.500.14641/382; Department of Education
Title of Project: Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools 2. The RFA topic and goal under which the applicant is applying: 84.305A - Reading and Writing – Goal 3 Efficacy and Replication 3. A brief description of the purpose: The aim of this research project is to improve content area reading comprehension of 4th and 5th graders attending high poverty schools by teaching them how to use the structure strategy using the individualized-adaptive ITSS for 30 minutes twice each week and supported by highly trained teachers. The structure strategy has strong theoretical and empirical foundations. The structure strategy delivered via standard ITSS has beneficial impact as evidenced by the recently completed large scale randomized controlled trial in grades 4, 5, 7 and 8 in rural and suburban schools. The evidence-based structure strategy will be delivered via a web-based intelligent tutoring system that is individualized and adaptive to the learner’s performance within lessons. We hypothesize that students attending high poverty schools in grades 4 and 5 will improve in reading comprehension as measured by the Gray Silent Reading standardized test and researcher-designed measures of reading comprehension (e.g., quality of main idea, generation of signaling words) after learning to use the structure strategy with the individualized adaptive ITSS for 60 minutes a week (as a partial substitute for the language arts curriculum) and supported by highly trained teachers.
Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/351; Department of Education
Literacy-Infused Science Using Technology Innovation Opportunity (LISTO): A Validation Project addresses Absolute Priorities 2 (Promoting STEM Education) and 4 (Serving Rural Communities). Texas A&M University will partner with 70 schools from among 36 school districts across Texas (including Aldine ISD, Bay City ISD, Brenham ISD, Carrolton-Farmers Branch ISD, Como-Pickton CISD, Dilley ISD, Donna ISD, Dumas ISD, Edna ISD, Fairfield ISD, Fort Worth ISD, Gainesville ISD, Gonzales ISD, Groesbeck ISD, Houston ISD, Huntsville ISD, Jackson ISD, Judson ISD, Laredo United ISD, Livingston ISD, Lyford ISD, Madisonville CISD, Mt. Pleasant ISD, Navasota ISD, New Waverly ISD, Palacios ISD, Palestine ISD, Pearsall ISD, Plainview ISD, Rio Grande City CISD, Rockdale ISD, Roma ISD, Socorro ISD, Uvalde ISD, and Zapata ISD) and Johns Hopkins University as evaluators, to validate via a longitudinal, randomized control trial (RCT) study with schools being randomized by strata (46 rural and 24 urban/suburban/town), the innovations from Project Middle School Science for English Language Learners and economically challenged students (MSSELL, DRL-0822153) under new conditions. MSSELL, a prior NSF-funded longitudinal, RCT, experimental study yielded positive evidence from a two-year, grades 5-6 intervention of an English language and literacyinfused science curriculum for English language learners (ELLs) and for economically challenged (EC) students in an urban school district. It was not determined (a) to what extent the intervention is valid or scalable in a larger context and (b) under altered conditions of rural, urban, suburban, and small-town schools. Therefore, based on results from MSSELL, which includes a What Works Clearinghouse-identified paper as meeting standards without reservation, LISTO’s specific purpose is to validate the innovation at grade 5 in an RCT and determine the degree of impact on EC and ELL students’ science achievement and language and literacy skills. LISTO broadens access to science learning and improves science literacy for EC and ELL students through an enhanced science curriculum. The project will involve 560 teachers and 11,200 EC and ELL students. LISTO will involve four cohorts of grade 5 students, one (Cohort 1) of which will be followed and monitored through grade 8 for long-term retention and impact. LISTO will incorporate the following: (a) new schools with two levels (teacher and students); (b) follow-up teacher professional development and student monitoring through grade 8 for Cohort 1; (c) standards-aligned science curriculum, which includes virtual notebooks for Written and Academic oral language Vocabulary development in English in Science (WAVES), Technology Integration for English Language and Literacy Acquisition in Science (TIELAS), and the 5E model used daily; (d) a virtual teacher mentoring/coaching model; (e) virtual teacher professional development; (f) virtual observations in the classroom with a platform for observing; (g) Family Involvement in Science (FIS) with virtual engagement and observation methods; and (h)Scientists as Role Models and Mentors (SRM2), which connects university students as mentors to grade-level students. Treatment teachers will receive virtual professional development and instructional coaching, which will be gradually reduced over course of the project to test sustainability. The objectives include (a) examining the impact of the virtual teacher professional development and coaching/mentoring; (b) determining the academic sustainability of the literacy-infused science curriculum for fifth grade students; and (c) providing scaled outcomes and outreach with dissemination and sustainability of the project. Expected outcomes include increased student achievement in science, improved student English language and literacy skills, and enhanced teacher science content and pedagogical knowledge and skills.
Massive Open Online Professional Informal Individual (MOOPIL) For Bilingual And ESL Teachers, Paraprofessionals, Administrators, And Families
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
MOOPIL is a national professional development (NPD) project that had an overall goal to prepare 2500 in-service teachers for making appropriate pedagogical decisions regarding the education of English Learner (EL) students over the five years of the grant and to offer 100 administrators, 100 paraprofessionals, and 100 family/community members professional development for a better understanding of and implementation of instructional strategies for ELs at school or at home. This Virtual Professional Development (VPD) model was implemented through the creation of replicable MOOPIL modules built in collaboration with the Texas Center for Educator Excellence (TxCEE). This created a VPD curriculum that targeted instructional improvement in high-needs campuses that serve ELs and in the homes of ELs. MOOPILS may be used with professional learning communities or by individual teachers for improving instruction. The goal of MOOPIL was to prepare 2500 in-service teachers for making appropriate pedagogical decisions regarding the education of Emergent Bilingual (EB) students over the five years of the grant and to offer 100 administrators, 100 paraprofessionals, and 100 family/community members professional development for a better understanding of and implementation of instructional strategies for ELs at school or at home. This Virtual Professional Development (VPD) model was implemented through the creation of replicable MOOPIL modules built in collaboration with the Texas Center for Educator Excellence (TxCEE). This created a VPD curriculum that targeted instructional improvement in high-needs campuses that serve ELs and in the homes of ELs. MOOPILS may be used with professional learning communities or by individual teachers for improving instruction.
Meta-Analyses of Variables Related to Instruction in Augmentative and Alternative Communication Implementation
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/246; Department of Education
Purpose: The purpose of this project was to conduct a comprehensive meta-analysis to determine whether augmentative and alternative communication (AAC) is associated with improved outcomes (e.g., behavior and communication) for individuals with autism and/or intellectual/developmental disabilities (IDD). Although AAC is widely used in educational settings, it is unclear for whom and under what conditions it is most effective. This project aimed to address this gap by conducting a systematic review and meta-analysis to explore relationships between AAC and education-related outcomes for individuals with IDD. The project evaluated the quality of reporting of the primary literature base. The project also examined whether effects of AAC interventions differ based on participant characteristics, including diagnosis, age, number and type of communication modes prior to study implementation, participants’ productive repertoires, and imitation skills prior to intervention. The project examined if effects differ based on the instructional contexts, including setting (e.g., home, classroom, clinic), type of instructional features implemented (e.g., reinforcement, modeling, prompts, prompt fading), and behavioral intervention strategies (e.g., child or interventionist initiated, dispersed versus massed teaching opportunities, contrived versus embedded activity contexts). The project also evaluated whether effects differed based on intervention targets and communication modes implemented, including number and type of communication modes employed, communicative functions taught, and verbal/vocal versus non-verbal/vocal outcomes selected for treatment. Ultimately, the results provide important information to researchers on the need for the development of AAC interventions and to practitioners and caregivers on how best to individualize AAC interventions.
Preparing Academic and Behavioral Scholars (Project ABS) for Special Education Faculty Positions in Higher Education
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/412; Department of Education
Project ABS is a leadership training program that was designed to prepare six doctoral students to assume special education faculty positions in university settings. All six scholars participating in Project ABS graduated from Texas A&M University prepared to: (a) establish programs of applied research that address the often interrelated academic and behavioral needs of students with disabilities, and (b) provide leadership in pre-service teacher preparation to meet the special education teacher shortage. The scholars are well-prepared to hold higher education positions in the field of special education. As of this final report, four of the Project ABS scholars are Assistant Professors of Special Education (at the University of Missouri, Southeast Missouri State University, Sam Houston State University, and Penn State). The remaining two are Post Doctoral Research Scholars (at Baylor University and Texas A&M University). Scholars successfully progressed through their required courses and performance competencies. All scholars graduated in good academic standing with the university, and achieved important scholarship benchmarks. Each of the scholars is a co-author or first author on one or more peer-reviewed journal publications. All scholars presented (as the lead presenter) or co-presented a combined total of more than 70 peer-reviewed presentations to professional audiences at prestigious outlets including International Conference on Positive Behavior Support, Council for Exceptional Children’s (CEC) National Convention and Expo, CEC’s Division for Early Childhood, Council for Children with Behavioral Disorders Conference, International Conference on Learning Disabilities, and Applied Behavior Analysis International Conference, Texas Association of Behavior Specialists, Texas Behavior Support Conference, and Texas Association of Applied Behavior Analysis, and CEC’s Division on Career Development and Transition International Conference. Further, all six scholars completed a two-semester college teaching internship and gained experience teaching/co-teaching one or more undergraduate teacher education courses.
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL-
Educational Adm & Human Resource Develop; TAMU; Department of Education
Preparing Academic Leaders: Project PAL is a funded national professional development (NPD, U.S. Department of Education, Office of English Language Acquisition, #T365Z170073) grant for 120 certified in-service teachers (three cohorts of 40 teachers each), who serve on campuses with large numbers of English learners (ELs), with the intent to prepare campus leaders who can improve instruction to increase ELs’ academic achievement and enroll in the Texas A&M Univeristy (TAMU), Department of Educational Administration and Human Resource Development (EAHRD) Principal Preparation Program. These in-service teachers meet high professional standards as they receive dual (two) advanced professional certifications in bilingual or English as second language (ESL) education and leadership. The 800 total hours of PD is divided as follows: 540 hours of professional development (PD) and 260 hours of practicum throughout the year (100 hours) and an intensive summer leadership campus residency or a traditional leadership practicum course (160 hours) on a campus that serves ELs supported via a joint program with Educational Administration and Bilingual Education in the College of Education and Human Development (CEHD). The intent is to train bilingual/ESL teacher leaders to “lead” efforts to increase instructional capacity on such campuses; in this way, the efforts of this project multiplies beyond the 120 participants. Project PAL includes participants from across Texas. Project PAL is supported by EAHRD, the Department of Educational Psychology, the Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA) and the Education Leadership Research Center (ELRC) at TAMU
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL-
Educational Adm & Human Resource Develop; TAMU; https://hdl.handle.net/20.500.14641/198; Department of Education
PAL is a national professional development (NPD) project that had an overall goal to train 120 certified in-service teachers (three cohorts of 40 teachers each), who serve on campuses with large numbers of English learners (ELs), with the intent to improve instruction in order to improve ELs academic achievement via a fully online campus instructional leadership program. The in-service teachers met high professional standards as they received dual (two) advanced professional certifications in bilingual or English as second language (ESL) education and in educational leadership.
Treatment Intensity Factors Related to Efficient and Effective Communication Intervention for Individuals with ASD and Complex Communication Needs
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/246; Department of Education
Setting: Resources including library resources, software, cloud storage, meeting software, advisory council, and graduate assistant support will reside at Texas A&M University unless specified in the subcontract agreement with University of Wisconsin. Population/Sample: Students 3 and 21 years of age with a SPED designation of ASD/ID with complex communicative needs, per the American Speech-Language-Hearing Association. 1 Research Design and Methods: Researchers will use meta-analysis, a method of quantitative research synthesis that uses results of previously reported research results to aggregate results across larger numbers of participants. First, the researchers will conduct a literature search that focuses on the use of communication interventions for individuals with ASD/ID and CCN. The team will search electronic databases and reference lists of identified articles, articles referencing the identified articles, and other articles published by the first authors of the included articles. Studies will be included if they (a) include at least one participant with ASD or documented moderate to severe intellectual disability and with CCNs; (b) report a study that uses a single-case experimental design or between-groups design that meets minimum design quality standards; (c) report the results of a vocal and/or gestural (unaided) and/or graphic (aided-including low- or high-tech application) communication interventions; (d) include social-communicative outcomes; (e) implement strategies for communication outcomes measured in natural settings; and (f) are written in English or a published translation. Published manuscripts and gray literature (unpublished) will be included. Studies will be reviewed for adherence to basic quality criteria for study design. The research team will conduct a meta-analysis to examine the effectiveness of early communication production interventions as a function of treatment intensity with consideration, to the extent possible, of the mediators/moderators that we have described. Potential outcomes of communication interventions related to maintenance, generalization, and collateral outcomes. Descriptive data on additional factors (e.g., AAC mode, feasibility) will be investigated. Control Condition: Due to the nature of this research design, there is no control condition. Key Measures: The outcomes of this meta-analysis are the effect sizes of each eligible study. For the single-case design studies, the following effect sizes will be calculated using available data: Tau-U index and between-case standardized mean difference effect sizes. Group designs will be analyzed using standardized mean difference effect sizes and associated sampling variances will be calculated from the reported summary statistics. Data Analytic Strategy: The research team will code included articles for potential mediating and moderating factors, including parameters of treatment intensity and related factors: (a) dosage rate, (b) dosage duration, (c) dosage form, (d) dose frequency, (e) total intervention duration, (f) degree that the treatment is implemented with integrity, and (g) implementation of generalization and maintenance strategies. Effect sizes will be calculated for each included study. The researchers will use mixed-effects meta-regression models with robust variance estimation to investigate the magnitude of effects, related to the intensity or implementation of treatment intensity parameters. Separate analyses will be calculated for each effect size, separately for between-group and single-case designs. The researchers will use multi-level modeling for the Tau-U analysis and mixed-effects meta-regression for the other effect size metrics.
Treatment Intensity Factors Related to Efficient and Effective Communication Intervention for Individuals with ASD and Complex Communication Needs
Educational Psychology; TAMU; https://hdl.handle.net/20.500.14641/246; Department of Education
Purpose: Individuals with autism spectrum disorder (ASD), mod.-severe intellectual delay (ID) and complex communication needs (CCNs) typically require highly intensive, costly, individualized educational interventions; thus, this project will lead to the development of protocols for instructional personnel and parents to guide them in selecting treatment intensity parameters and implementing efficient, acceptable, and effective treatment for improving communication the target population. We will conduct a meta-analysis to investigate differential effects of treatment intensity parameters (i.e., dosage, generalization, treatment integrity) and related mediators and moderators of communication acquisition in a range of vocal, unaided and aided manualized, and replicable intervention strategies. We will investigate the quality of the designs based on What Works Clearinghouse. Our meta-analysis will focus on (a) the degree to which dosage parameters (using Warren, Fey & Yoder, 2007) are utilized, (b) which parameters are most often reported, (c) interactions between learner characteristics and dosage parameters, and (d) distinctions in dosage parameters between social pragmatic communication intervention protocols compared to functional- behavioral protocols (e.g., descriptively examining dosage patterns within specific manualized programs) and other popular manualized programs. Project Activities: The research team will identify articles focused on the implementation of communication interventions for individuals with ASD/ID and CCN. For articles that meet inclusion criteria, the research team will evaluate the quality of research designs, as a component of inclusion/exclusion decisions. The team will extract raw data and will extract/code potential moderator variables related to treatment intensity elements. The research team will conduct a meta-analysis to determine associations between treatment intensity parameters (i.e., dosage, maintenance and generalization strategies) and child outcomes and whether they differ by intensity of the parameters.

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