Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity.

Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al.

Exploring the Relation Between Teacher Factors and Student Growth in Early Writing.

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students ( = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students' early writing skills.