There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…

Response to Intervention (RtI) implementation has been an issue at a local school district in the United States for several years. Teachers have reported lack of resources and training on the RtI process and minimal support from administration, which have impeded their understanding of the intervention. As a result, students who are receiving RtI…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

Within multitiered systems of support, assessment practices that limit the amount of time students miss instruction should be prioritized. At the same time, decisions about student response to intervention need to be based upon technically adequate data. We evaluated the impact of data collection frequency and trend estimation method on the…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

Many schools are adopting a Response to Intervention (RTI) model to support and evaluate learning (Fuchs & Fuchs, 2006). Universal screening and progress monitoring are two essential components of RTI that generally support improved student outcomes (Shinn, 2007). In many schools, teachers collect and use a tool called oral reading fluency for…

As a part of Response to Intervention, for three years, ten reading interventionists provided supplemental support to readers. They formed a learning community, took an inquiry-based approach to assessment and developed a theory of what students needed to know and be able to do as readers. They addressed and learned from several other challenges:…

Legislation has mandated that schools provide instruction in the general education setting to students who are not performing on grade level by using a response to intervention (RTI) process and provide subsequent interventions. However, evidence suggests that teachers lack an understanding of RTI, which may impact implementation and the progress…

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…