Project 3 Engaging Educators around Classification Systems in Schools (T3)

项目摘要/摘要 具有特定学习障碍(SLD)的学生持续被错误识别是一个公共卫生问题， 对儿童健康的学业和社会情感发展造成可怕的后果。尽管几十年来 关于SLD分类的研究，在学校评估中对这些结果的理解和使用有限 实践，包括筛选、进度监控和多层体系内的综合评估 支撑系统。基于研究的分类和基于学校的分类之间缺乏一致性 SLD。虽然几十年来积累的研究证据提供了关于SLD如何在 阅读和口语可能在儿童中表现出来，但这些指令性的分类并不总是 反映在使学生有资格获得学校支助服务的身份识别和资格审查过程中。这个 这种情况对来自边缘群体的学生来说尤其成问题，他们必须证明他们的 成绩不佳是“意想不到的”，主要不是由于环境或经济上的不利因素 语言或文化差异。这些标准使来自种族的儿童更有可能- 以及种族监测群体和在贫困和资源不足社区长大的儿童 获得适当的支持服务，以解决他们的学习困难或残疾。这个项目的目的是解决 在学校采用循证评估实践(EBP)方面，研究与实践之间的差距 认识到学习上的困难和残疾，并作出回应。具体地说，我们将利用 社区双向参与和实施科学领域的有效办法，以(A) 确定与实施评估的文化响应战略相匹配的障碍和促进者 EBPS(目标1)和(B)确定原型打包的专业学习社区的可用性 支持性评估EBPS(目标2)。在这两个目标中捕获的工作将与 为相当比例的历史和系统边缘化群体服务的学校和学区 和社区。项目地点代表了代表许多社区的一系列多样性 在全美，包括城市和农村地理位置，资源不足的低收入家庭 社区，以及种族、民族和语言少数群体。遵循RFA中的广泛主题到(2) 进一步扩大转化性研究；(5)加强早期预防工作的研究基础；并确保(6) 该项目主要关注不同的人群，满足了对…的呼吁必需项目[必须] 重点研究与感兴趣的社区就中心的主题进行接触的方法。这 该提案拥抱了美国公立学校固有的多样性，并提升了挑战和 发展翻译研究基地的机会，以确保所有儿童在学校取得成功。

PROJECT SUMMARY/ABSTRACT The persistent misidentification of students with specific learning disabilities (SLDs) is a public health concern, with dire consequences for children’s healthy academic and socioemotional development. Despite decades of research on SLD classification, there is limited uptake and use of these findings in school assessment practices, which include screening, progress monitoring, and comprehensive evaluation within a multi-tiered system of supports. There is a lack of alignment between research-based and school-based classification of SLD. While research evidence accumulated over decades provides relative certainty about how SLDs in reading and oral language might be expressed in children, these prescriptive classifications are not always reflected in the identification and eligibility processes that qualify students for support services in school. The situation is particularly problematic for students from marginalized groups, who must demonstrate that their underachievement is “unexpected” and not due primarily to environmental or economic disadvantage and language or cultural differences. These criteria make it disproportionately more likely for children from race- and ethnic-monitory groups and children growing up in poverty and under-resourced communities not to receive adequate support services to address their learning difficulties or disabilities. This project aims to tackle the research-to-practice gap in the uptake of evidence-based assessment practices (EBPs) used in schools to recognize and respond to learning difficulties and disabilities. Specifically, we will leverage advances in effective approaches to bidirectional community engagement and the field of implementation science to (a) determine barriers and facilitators matched to culturally responsive strategies for implementing assessment EBPs (Aim 1) and (b) determine the usability of a prototype packaged professional learning community for supporting assessment EBPs (Aim 2). The work captured in both aims will be conducted in partnership with schools and districts that serve substantive proportions of historically and systematically marginalized groups and communities. Project sites represent a range of diversity that is representative of many communities across the U.S, including urban and rural geographic locations, low-income households in under-resourced communities, and race-, ethnic-, and language-minority groups. Following the broad themes in the RFA to (2) further extend translational research; (5) enhance the research base on early prevention efforts; and ensure (6) significant focus on diverse populations, this project addresses the call for a …required project [that] must focus on examining engagement approaches with communities of interest to the themes of the Center. This proposal embraces the diversity that is inherent in US public schools and elevates the challenges and opportunities for developing the translational research base to ensure school success for all children.