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This article is about a school‐district‐initiated partnership with university faculty and their effort to implement a mathematics multi‐tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.

In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 singlesubject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.

This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students’ at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

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