Alicia M. Meng is a Graduate Research Assistant with the Early Writing Project. She received a B.S. in Psychology at Georgia Southern University, where she continued to receive her M.Ed. and Ed.S. in School Psychology in 2014. She is a Nationally Certified School Psychologist and worked for six years in a rural north Georgia Title 1 school district prior to moving to Missouri in 2020 to pursue a doctoral degree in School Psychology at Mizzou. While working as a school psychologist, Alicia consulted closely with teachers to create and implement academic interventions for struggling students. Alicia also helped to develop district-wide MTSS and special education referral procedures and advocated for the use of high-quality research-based interventions. Her future career aspirations include working with students and families in rural areas who might not otherwise have access to evidence-based services.
Student outcome data for Years 1 and 2 of The Early Writing Project (EWP), a three-year IES funded project, will be presented. Data will include pre- and post- test outcome measures. These outcome measures will show how the implementation of data-based individualization (DBI) improved student outcomes on early writing skills. The data will be analyzed to better understand how the implementation of DBI-EWP affects certain subgroups of students’ early writing skills.