Although it is common for researchers to assess implementation fidelity (IF) within the context of math intervention, IF assessments are often restricted to intervention adherence. Further, the degree to which IF influences observed outcomes is commonly ignored. The current study examined the relationship between three aspects of IF and the math…

Computer adaptive tests (CATs) hold promise to monitor student progress within multitiered systems of support. However, the relationship between how long and how often data are collected and the technical adequacy of growth estimates from CATs has not been explored. Given CAT administration times, it is important to identify optimal data…

Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…

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 of previous years' state…

The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…