The purpose of this exploratory investigation is to examine whether the use of the two strategies "Stop and Jot" and "Learning Ally" delivered as part of tier-2 Response to Intervention model, will improve the reading comprehension deficits of fourth grade students with reading difficulties. Participants in this study varied in…

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR's lack of validity and reliability, and…

Reading is a skill that is required in a variety of settings. It is a skill that begins developing early in children's school years and continues to develop well into their adult lives. Unfortunately, many children struggle to become successful readers with only basic classroom instruction. Therefore, it is imperative that schools use a…

The challenges of working within rural schools can impact successful implementation of a multitiered system of supports (MTSS). Although special education and general education teachers' responsibilities within a MTSS framework have been addressed through a myriad of school districts across the nation, rural districts face unique challenges that…

Students who are at risk for or show low-intensity behavioral problems may need targeted, Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these…

Student response to instruction is a key piece of information that school psychologists use to make instructional decisions. Curriculum-based measures (CBMs) are the most commonly used and researched family of academic progress-monitoring assessments. There are a variety of reading CBMs that differ in the type and specificity of skills they…

This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…

This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…

Multi-tiered system of supports (MTSS) is a systemic framework that includes response to intervention (RTI) and positive behavioral interventions and supports (PBIS) practices, yet the combination of academic and behavioral supports is still foreign to many districts. Universal screening and progress monitoring is one component of many MTSS…

The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school…

Special education teachers' practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative…

The purpose of this study was to determine if students who scored in the lower percentiles range (1st to 10th) on the spring 2017 NWEA MAP assessment obtained a post ADDITION 1 score in BlueStreak Math during the 2017-18 school year had higher observed growth in RIT scores than students who scored in the lower percentiles ranges but did not obtain…

I critique in this article the construct of culture because of its centrality in creating the notion of "difference," which has been commonly applied to marginalized populations. I examine critically how the notion of culture has been theorized in educational research as a means to obtain theoretical clarity in research design and…

The authors examined three instructional approaches for improving teachers' curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of…

The author provides an overview of several theories of numeracy acquisition that, despite criticisms, have withstood the passage of time and continue to influence policy and practices in schools. These are followed by a brief review of some recent research in the domain of numeracy learning and teaching. The article ends with some of the current…