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A series of rapid response studies in 2024 and 2025 examined student growth and school-level implementation across five interventions. Students demonstrated growth across all interventions, with minimal differences by intervention type. However, growth varied meaningfully across schools, suggesting implementation differences mattered more than the specific intervention. Follow up qualitative analyses of high-growth schools examined common approaches to tiered implementation and enabling conditions that supported more effective use.
Marcia Barnes (VU – Professor of Special Education)
Kelley Durkin (VU – Research Assistant Professor)
Luke Rainey (VU – Senior Research Coordinator)
Katie Pattullo (MNPS – Director, Multi-Tiered Intervention System of Supports)
Casey Souders (MNPS – Data Coach)
Melissa Brock (MNPS – Coordinaor, Dyslexia Specific Instruction and Intervention)
Krista Davis (MNPS – Director, Research and Evaluation)
We want you to learn more about what we do and why we do it. We invite you to sign up to receive updates to learn how you be part of our work.