51ÔÚÏß

This project involves developing and testing a modular approach for use by elementary teachers who deliver instruction in self-contained classrooms that include students with emotional and behavioral disorders. The modules are comprised of evidence-based practices that teachers can select and customize to fit the needs of their classrooms. Project coaches collaborate with teachers to ensure improvements in class-wide student behavior. 

Contact: Kimberly Crosland, PhD
Funder: U. S. Department of Education

This project involves the development and validation of English and Spanish tests of young children’s language, literacy, math and science achievement. Teacher-administered screening and progress monitoring forms in combination with associated diagnostic assessments form a seamless assessment system for children in Preschool, prekindergarten, and kindergarten. SRCBM supports universal screening, universal benchmarking, and more frequent progress monitoring with the aim of supporting educators plan targeted instruction.

Contact: Jason Anthony, PhD
Funder: U. S. Department of Education

This study compares the effectiveness of mixed-language (English and Spanish) vs single language (English) vocabulary instruction in promoting learning of English words by 4th grade Spanish speaking children who are learning English. Students receive 6 weeks of vocabulary instruction twice a week via remote instruction (using Microsoft Teams) with USF instructors. Students learn 60 academic words that are taught via 6 units about the 51ÔÚÏß Everglades. There is reason to believe that instruction that incorporates Spanish definitions in teaching academic English words may benefit Spanish-speaking children who are learning English as a second language. Results of this research are expected to help design more effective curricular materials for English learners.

Contact: Maria Carlo, PhD
Funder: U. S. Department of Education

English learners living in poverty are at risk for later reading difficulties and are less likely than their peers to encounter the level of responsive, extended conversations in their homes and preschools needed for school readiness. Furthermore, many types of dual language programs in U.S. schools operate in ways that delay regular exposure to English until later grades, rather than systematically teaching in ways that build on students’ knowledge of their home language to accelerate English proficiency. USF is collaborating on this project to evaluate a dual-language approach that: a) maintains and improves the home language of English learners who speak mostly Spanish in their homes via parent coaching, and b) simultaneously coaches teachers to use an explicit cross-language transfer approach in which sophisticated concepts are introduced in Spanish before English. Expected findings are increased understanding of effective classroom instruction and family engagement approaches for English learners at risk of later reading difficulties.

Contact: Maria Carlo, PhD
Funder: University of Texas Health Sciences Center/U. S. Department of Education

Research has shown that disengagement with high school begins with the transition into high school. Students begin to fall behind in credits, skip school or classes, and do not have the academic skills needed to be successful in the more rigorous curriculum. Freshmen Success (FS)
is a universal Tier 1 program focusing on prevention and students engagement for Freshmen to keep them ontrack to graduation. There are three components to FS: Leadership Teams (systems), FS Curriculum (teaching) and Peer Navigators (peer support). Freshmen Success is a 5-year funded grant with Education Innovation and Research. USF is contracted with the University of Oregon to conduct this randomized control trial in 40 schools in 51ÔÚÏß (20 treatment and 20 control).

Contact: Stephanie Martinez, PhD
Funder: University of Oregon