Educators can use data-based decision-making to inform instructional practices and improve student outcomes.

We summarize research on the relationship between fidelity of implementation and student reading outcomes.

We summarize the findings of January & Klingbeil (2020)—a study that examines the validity of early reading CBMs in identifying at-risk students in Grades K–2.

Targeted, small-group instruction supports all students, including struggling readers and students who have already met or exceeded expectations.

Iowa's Multi-Tiered System of Supports (MTSS) and Continuous Improvement Process (CIP) help educators and districts identify needs and make decisions.

Thomas & January (2021) investigate two universal screeners, MAP and STEP, and evaluate their ability to predict student performance on an end-of-the-year state assessment.

The Instructional Recommendations Tool: Responding to FastBridge Data and the associated eLearning module offer guidance to educators interpreting student screening scores.

Correlation and its limitations are explained in easy-to-understand language.

Learn about an instructional cycle that also involves coaching and planning next steps as a team in our Q&A with Cedar Rapids Schools’ administrators.