Implementing an Evidence-Based Kindergarten Mathematics Intervention with Remote Professional Development

Abstract Teachers often face barriers, including time constraints and a lack of resources, to accessing professional development ( PD ) for implementing evidence-based practices in schools. One strategy which affords the flexibility to meet teacher needs while increasing the likelihood of strong implementation is providing PD remotely. The current study is a replication of a pilot study that examined the acceptability, feasibility, and effectiveness of providing remote PD for interventionists to implement a kindergarten mathematics intervention ( ROOTS ) for students with mathematics difficulties. Findings from the current study provide support for the pilot study and indicate that (a) a remote approach for ROOTS PD was acceptable for teachers; (b) the intervention was implemented as intended; and (c) students who received the ROOTS intervention outperformed their control group peers on mathematics outcome measures. Taken together, these results suggest that remote PD for ROOTS is a viable alternative to traditional face-to-face PD and warrants additional investigation. The Impact Sheet to this article is available online at 10.6084/m9.figshare.28723274.