Universal screening data from a small sample of full-implementation schools show fall-to-spring benchmark gains in reading and most math grades, largest in kindergarten, but behavior data show losses and the data are inconclusive¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Average fall-to-spring gains in the percentage of students at benchmark were positive for reading (largest in kindergarten and first grade) and for math except third grade, with the largest math gain in kindergarten. → Kristin Reedy 2015 q2 i? Behavior benchmark data for grades 6–8 show a loss of progress over the school year, and the small number of reporting schools makes the Building-Level Status Form data inconclusive. → Kristin Reedy 2015 (2)

Evidence¶

Kristin Reedy 2015¶

Kristin Reedy, Ed.D., and Natalie Lacireno-Paquet, Ph.D. (2015). Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report—2014. WestEd. https://eric.ed.gov/?id=ED559729

q2 · i? · design · r2

Building-Level Status Form data from full-implementation schools serving grades K–5 (Tables 4–5); e.g., kindergarten reading averaged a 9.4 percentage-point gain and kindergarten math 18.5, while third-grade math averaged -9.2. The report states these data cannot be considered causal.

"Universal screening assessment data from a sample of schools shows gains on average for reading and math, with the exception of third grade math. The largest gains were evidenced in Kindergarten."

Kristin Reedy 2015 (2)¶

Kristin Reedy, Ed.D., and Natalie Lacireno-Paquet, Ph.D. (2015). Implementation and Outcomes of Kansas Multi-Tier System of Supports: Final Evaluation Report—2014. WestEd. https://eric.ed.gov/?id=ED559729

q2 · i? · design · r2

Behavior data tracked as office discipline referrals for grades 6–8 from five schools (Table 6), with average changes of -7.6, -9.8, and -7.92 percentage points. The report calls the low number of reporting schools inconclusive.

"The behavior data show a loss of progress over the course of the school year. It is important to note that Building-Level Status Form data are from a small number of schools and cannot be considered causal."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Most students identified as significantly below benchmark on early literacy screeners remain significantly below benchmark 1 and 2 years later — the general claim this finding bears on, with the studies behind it
• Data-based decision making is the least-met full-implementation criterion while universal screening is the most-met — related
• Kansas schools are progressing from exploration to more advanced MTSS implementation stages over time — related
• Most implementing schools report MTSS positively affecting benchmark scores, state assessment proficiency, discipline referrals, and special education referrals — related
• Universal screening data from full-implementation schools show average fall-to-spring gains in reading and math, largest in kindergarten — possibly the same claim (merge candidate)
• Mean foundational-skills scores rise from fall to spring with the largest gains in kindergarten and grade 1, and growth flattens by grades 2-3 — related
• Reading and math achievement gains in 2021-22 paralleled pre-pandemic trends in many grades, with stronger rebounding in math and among younger students — related
• Kindergarten test scores show patterns that can predict academic success or identify students at risk of falling further behind by third grade — related
• Kindergarten test scores from more than 400,000 U.S. students contain patterns that can predict academic success or identify students at risk of falling further behind by third grade — related