Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian…

Multitiered systems for supporting students' behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale--Brief (CARS-B) and…

The current study evaluated whether goal-setting practices that account for seasonal developmental patterns of reading growth decreased the number of weeks data needed to be collected in order to yield accurate response to intervention decisions for a sample of 224 third-grade students. The extent to which more complex decision-making practices…

Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems…

Despite significant advancements in supporting students' social, emotional, and behavioral health in recent years, progress remains hindered by limited formative assessment options. The focus of this special issue is on applications for Direct Behavior Rating (DBR), which is a hybrid assessment method incorporating procedures utilized in direct…

The purpose of this commentary is to provide observation on the contributions to the special issue and remark on the broader implications of the research. As noted throughout the special issue, the intent was to demonstrate the use of progress monitoring within a problem-solving framework to evaluate student social and behavioral development using…

The "Perceptions of RtI Skills Survey" is a self-report measure that assesses educators' perceptions of their data-based problem-solving skills--a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n =…

Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…

Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in…

Few studies have examined Response to Intervention (RTI) implementation adherence at the school level. Although tools designed to assess the implementation of RTI exist, the technical properties have not been rigorously documented, and psychometric techniques now being used to develop instrumentation appear not to have been used. The purpose of…

Early comprehension is an important, but not well-understood, contribution to early literacy and language development. Specifically, research regarding the nature of skills representative of early comprehension, including how they contribute to later reading success, is needed to support best practices to adequately prepare students. This article…

Receiver operating characteristic curve (ROC) analysis was used to investigate the ability of early numeracy curriculum-based measures (EN-CBM) administered in preschool to predict performance below the 25th and 40th percentiles on a quantity discrimination measure in kindergarten. Areas under the curve derived from a sample of 279 students ranged…

Curriculum-based measurement of oral reading (CBM-R) is used to index the level and rate of student growth across the academic year. The method is frequently used to set student goals and monitor student progress. This study examined the diagnostic accuracy and quality of growth estimates derived from pre-post measurement using CBM-R data. A…

Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

Using extant data, the purpose of this study is to examine methods for determining response to intervention (RTI) in a sample of kindergarten English Learners (ELs). Three commonly used methods for determining RTI--(a) benchmark criteria, (b) slope discrepancy, and (c) dual discrepancy--are investigated. Participants included 117 ELs. Students…