Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

Abstract Students with mathematics difficulties often struggle conceptual and procedural understanding of fractions. Self‐regulated strategy development (SRSD) is an evidence‐based framework for teaching a variety academic skills, including mathematics. The purpose this study was to extend preliminary work using SRSD Fractions support the fraction performance fourth‐grade students difficulties. Using fuzzy regression discontinuity design, we evaluated effects Tier 2 intervention implemented within multitiered systems 60 participants, 16 whom participated in intervention. While treatment group had higher scores on posttest, local average effect not statistically significant, but overall difference score suggested large ( g = 0.81; 95 percent CI 0.18 1.43). Limitations future directions are discussed.