The accuracy of decision rules for progress monitoring data is influenced by multiple factors. This study examined the accuracy of decision rule recommendations with over 4,500 second-and third-grade students receiving a tier II reading intervention program. The sensitivity and specificity of three decision rule recommendations for predicting…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

An existing data set for a sample of 3rd grade students was used to determine the relationship between performance during a reading intervention and short-term achievement test outcomes, and long-term risk status. Students participated in a reading intervention, one-on-one practice with a trained adult, during which weekly curriculum based…

For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students…