This study examined how to support implementation agents in establishing and maintaining the implementation fidelity (IF) of a mathematics Evidence-Based Practice (EBP) for Tier 2 instruction in a rural school. Tier 2 interventions, which serve students at risk of academic failure, play a critical role in bridging general and special education. However, their effectiveness is often hindered by low IF—the degree to which interventions are delivered as intended. This mixed-methods sequential explanatory study employed a multiple-baseline single-subject design in Phase 1 to evaluate the effects of an IF intervention package on participants’ fidelity to a Tier 2 word problem-solving intervention. Semi-structured interviews in Phase 2 explored participants’ experiences with the intervention and examined contextual factors influencing EBP implementation in rural settings. The findings underscore the importance of understanding rural school contexts and providing structured supports to enhance the implementation of mathematics EBPs in these settings.
Zhang et al. (Sun,) studied this question.