ABSTRACT The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency word-problem solving fourth- fifth-grade students with mathematics difficulties. A randomized pretest–posttest control group design found that assigned intervention outperformed in comparison retention measure. Students did not outperform any outcome variables. Implications for instruction are discussed.

The purpose of the current study was to evaluate importance growth in math fact skills within context overall proficiency. Data for 1,493 elementary and middle school students were included analysis. Regression models fit examine relative value fluency growth, prior state test performance, a fall administration computer adaptive predicting performance on year-end test. Across all grades, largest effect sizes observed student assessment (β = .43–.56). Fact accounted unique variance each...

Educators need recommendations to improve screening practices without limiting students' instructional opportunities. Repurposing previous years' state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy with data collected during fall periods identify students. In addition, benefit using conjunction from a separate measure been explored. The 3 types approaches were tested...

We examined the diagnostic accuracy and efficiency of three approaches to universal screening for reading difficulties using retrospective data from 1,307 students in Grades 3 through 5. School staff collected Measures Academic Progress (MAP), a curriculum-based measure (CBM), running records (RR). The criterion was high-stakes state accountability test aligned with Common Core State Standards. tests isolation, as multivariate batteries, via simulated gated-screening approach. CBM RR...

The present study examined the relationship between student and observer ratings of class environment. More specifically, responses on Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with Strategies System-Observer Form (Reddy, Fabiano, Dudek, 2013). This included 38 teachers 582 students from 5 high-poverty schools. Observational data reported as discrepancy scores, which reflect difference recommended frequency...

Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) progress-monitoring purposes. The purpose this study was to evaluate impact frequency data collection individual and group growth estimates a CAT. Data were available 278 fourth- fifth-grade students. Growth obtained when five, three, two collections across 18 weeks. analyzed by grade any observed differences in growth. Further, root...

We used triannual reading curriculum-based measurement of oral fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled an evidence-based Tier intervention program (Reading Corps) to investigate the extent which family involvement might buffer against a negative effect lower dosage. The relation between Reading Corps growth was stronger when spent fewer hours tutoring, suggesting that tiered can compensate for receiving less There noticeable variation this across tutors, suggestive...

Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth all students transitioning less-intensive tiers of support. The purpose this study was investigate whether EL status moderated maintenance effects among U.S. second- and third-grade who transitioned back Tier 1 instruction only due successful performance during a 2 intervention. Piecewise multi-level...

Ethan R. Van Normana*, David A. Klingbeilb & Peter M. Nelsonc | Robin Coddinga Georgia State Universityb University of Wisconsin-Milwaukeec ServeMinnesota, MinneapolisEthan Norman, PhD, is an assistant professor in the school psychology program Department Counseling and Psychological Services at University. His research primarily focuses on assessment practices within tiered systems support. In addition, Norman conducts aimed building capacity educators psychologists to use data meaningfully...

Abstract A fundamental assumption of multi‐tiered systems support is the bidirectional movement students between tiers. In comparison to research on when intensify instruction, less attention has been paid validity decisions exit from supplemental supports. We used data 554 third‐grade who met criteria be exited a Tier 2 reading fluency intervention answer two questions. First, we latent profile analysis evaluate whether distinct profiles student responding would emerge based upon initial...

Ethan R. Van Normana*, Peter M. Nelsonb & David C. Parkerb | Nathaniel von der Embsea Lehigh Universityb ServeMinnesotaEthan Norman is an assistant professor of school psychology at University. His research focuses on improving assessment practices within multitiered systems support. He particularly interested in researching decision-making frameworks to evaluate response intervention.Peter Nelson the director and innovation ServeMinnesota. completed his graduate training University...

Common universal screening methods for determining math risk in middle school grades may not result optimal diagnostic accuracy. We evaluated current practices and several potential modifications predicting proficiency on an end-of-year state test a suburban district. Previously, the district used Measures of Academic Progress (MAP) to determine student fall. Creating local cut scores preceding-year MAP resulted most accurate efficient assessing risk. Multiskill computation application...

This direct replication study compared the use of dichotomized likelihood ratios and interval ratios, derived using a prior sample students, for predicting math risk in middle school. Data from year state test Measures Academic Progress were analyzed to evaluate differences efficiency diagnostic accuracy gated screening decisions. Post-test probabilities interpreted threshold decision-making model classify student during screening. Using led fewer students requiring additional testing after...

Although it is common for researchers to assess implementation fidelity (IF) within the context of math intervention, IF assessments are often restricted intervention adherence. Further, degree which influences observed outcomes commonly ignored. The current study examined relationship between three aspects and performance 1,340 grade 4 through 8 students who participated in an evidence-based intervention. A series multilevel regression models were fit data, including a final model with...

Abstract This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in or a combination of and math. Propensity were used match receiving combined ( n = 39) with an equivalent number only tutoring. Students matched using fall math scores. After confirming baseline equivalence, we multilevel model evaluate the association between type scores, controlling for numeracy total intervention sessions completed. In addition significant...

Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated stability decision-making accuracy estimates across to test. We analyzed extant data from a large suburban district Wisconsin 2014–2015 ( N = 2,774) and 2015–2016 2,882). estimated recommendations Measures Academic Progress predicting risk on Common Core State Standards...

This study evaluated the impact of a low-intensity strategy designed to facilitate maintenance reading skill gains made during Tier 2 intervention. A subsample kindergarten, second grade, and third grade students who exited from standard protocol intervention (n = 168) continued receive brief (2–3 min), weekly opportunities practice targets with feedback on performance. Propensity scores were used create an appropriate counterfactual (i.e., program but did not participate in postexit...

The present study used data for 30 classes across 10 middle and high school teachers to evaluate the stability of class-level ratings on Responsive Environmental Assessment Classroom Teaching time. Teachers collected 2 occasions students’ (N = 806) were aggregated class-level. Classes arranged into groups basis latency between repeated administrations (Mgroups 8.1 15.1 weeks). Correlations class slightly larger among in first group (range =.73 to.87) relative second =.62 to.75) which had a...