Response to intervention in mathematics: Critical elements von Lembke, Erica S., Hampton, David, Beyers, Sarah J.

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How to Structure and Intensify Mathematics Intervention von Powell, Sarah R., Benz, Sarah A., Mason, Erica N., Lembke, Erica S.

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Longitudinal Effects of Data-Based Instructional Changes for Students With Intensive Learning Needs: A Piecewise Linear-Linear Mixed-Effects Modeling Approach von Choi, Seohyeon, McMaster, Kristen L., Kohli, Nidhi, Shanahan, Emma, Birinci, Seyma, An, Jechun, Duesenberg-Marshall, McKinzie, Lembke, Erica S.

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The Effect of a Morphological Awareness Intervention on Early Writing Outcomes von Allen, Abigail A., Lembke, Erica S.

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Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions von Sussman, Katya, Burns, Matthew K., Lembke, Erica S.

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Supporting Teachers' Use of Data-Based Instruction to Improve Students' Early Writing Skills von McMaster, Kristen L., Lembke, Erica S., Shin, Jaehyun, Poch, Apryl L., Smith, R. Alex, Jung, Pyung-Gang, Allen, Abigail A., Wagner, Kyle

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Early academic and behavior skills as predictors of later mathematics achievement von Allen, Abigail A., Smith, R. Alex, Burns, Matthew K., Lembke, Erica S.

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Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First Through Third Grades von Smith, R. Alex, Lembke, Erica S.

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Developing a school-wide progress-monitoring system von Deno, Stanley L., Reschly, Amy L., Lembke, Erica S., Magnusson, Deanne, Callender, Stacy A., Windram, Holly, Stachel, Nancy

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Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs von Poch, Apryl L., McMaster, Kristen L., Lembke, Erica S.

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Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study von Mason, Erica N., Lembke, Erica S.

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Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity von Shanahan, Emma, McMaster, Kristen L., Bresina, Britta Cook, McKevett, Nicole M., Choi, Seohyeon, Lembke, Erica S.

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Technical Adequacy of the Data-Based Instruction Knowledge and Skills Assessment in Writing von Choi, Seohyeon, McMaster, Kristen L., Lembke, Erica S., Guha, Manjary

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Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial von McMaster, Kristen L, Lembke, Erica S, Shanahan, Emma, Choi, Seohyeon, An, Jechun, Schatschneider, Christopher, Duesenberg-Marshall, McKinzie D, Birinci, Seyma, McCollom, Elizabeth, Garman, Carol, Moore, Kim

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Educator Perspectives on Data-Based Decision Making in Germany and the United States von Blumenthal, Stefan, Blumenthal, Yvonne, Lembke, Erica S., Powell, Sarah R., Schultze-Petzold, Patricia, Thomas, Elizabeth R.

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Universal Design for Learning within an Integrated Multitiered System of Support von Thomas, Elizabeth R., Lembke, Erica S., Gandhi, Allison Gruner

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Using the Data-Based Individualization Framework in Math Intervention von Powell, Sarah R., Bos, Samantha E., King, Sarah G., Ketterlin-Geller, Leanne, Lembke, Erica S.

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Aspects of Technical Adequacy of an Early-Writing Measure for English Language Learners in Grades 1 to 3 von Smith, R. Alex, Lembke, Erica S.

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Scoring measures of word dictation curriculum‐based measurement in writing: Effects of incremental administration von Poch, Apryl L., Allen, Abigail A., Lembke, Erica S.

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An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing von Allen, Abigail A., Poch, Apryl L., Lembke, Erica S.

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