College of Education and Human Development

Center for Applied Research and Educational Improvement

Nicole McKevett

  • Assistant Director of Implementation

Nicole McKevett

Areas of interest

Multi-tiered systems of support for reading, writing and mathematics
Evidence-based instruction and intervention for reading, writing and mathematics
Coaching and consultation models to support teachers' implementation of evidence-based instruction and data-based decision making practices
Using data to improve and intensify instruction

Biography

Nicole M. McKevett, PhD, is the Assistant Director of Implementation at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota, where she provides technical assistance, training and research related to Multi-Tiered System of Support (MTSS) implementation and coaching practices for literacy and MTSS.
Since obtaining her doctorate from the University of Minnesota in School Psychology in 2021, she has been drawn to conducting research and providing training and technical assistance related to MTSS implementation, coaching and consultation, teaming practices, and evidence-based assessment and data-based decision-making practices. She believes that MTSS is a framework that can be used to advance educational equity so that all students have access to high-quality, culturally responsive, and evidence-based instruction, intervention and assessment practices.
Prior to joining CAREI, Dr. McKevett was a school psychologist in Michigan and Minnesota, working in early childhood, elementary, and low incidence disability instructional settings. She has provided advocacy support to families of children with autism and provided consultation and training to districts who are working to improve their implementation of MTSS.
Since joining CAREI, Dr. McKevett has provided support to CAREI’s MTSS implementation work. Most notably, from 2020-2024, she was the project manager of CORE Partners, a treatment group in a large nationwide randomized control trial examining the impacts of MTSS-Reading (MTSS-R) on teacher practices and student outcomes. CORE Partners was a collaboration between CAREI and CORE Learning, that provided professional development, support, evidence-based Tier 1 instruction and evidence-based Tier 2 intervention (Sound Partners) through an MTSS-R model.

Publications

Nelson, G., Kiss, A. J., Codding, R. S., McKevett, N. M., Schmitt, J. F., Park, S., ... & Hwang, J. (2023). Review of curriculum-based measurement in mathematics: An update and extension of the literature. Journal of School Psychology, 97, 1-42.

Jitendra, A. K., Alghamdi, A., Edmunds, R., McKevett, N. M., Mouanoutoua, J., & Roesslein, R. (2021). The effects of Tier 2 mathematics interventions for students with mathematics difficulties: A meta-analysis. Exceptional children, 87(3), 307-325.

McKevett, N. M., & Codding, R. S. (2021). Brief experimental analysis of math interventions: A synthesis of evidence. Assessment for Effective Intervention, 46(3), 217-227.

Lam, E., Kunkel, A., McKevett, N. M., McMaster, K. (2021). Intensifying writing instruction to meet students’ individual needs. Teaching Exceptional Children. Accepted for publication.

Lembke, E., McMaster, K., McKevett, N. M., Simpson, J., & Birinci, S. Innovations in early writing assessment and intervention. (2021). In Cook, B., Tankersley, M., & Landrum, T. Advances in Learning and Behavior Disabilities. Emerald Insight. In press.

Jitendra, A., Alghamdi, A., Edmunds, R., McKevett, N. M., Mouanoutoua, J., & Roesslein, R. (2020). The effects of Tier 2 type mathematics interventions for students with mathematics difficulties. Exceptional Children, 0014402920969187.

Sullivan, A. L., Miller, F. G., McKevett, N. M., Muldrew, A., Hansen-Burke, A., & Weeks, M. (2020). Leveraging MTSS to Advance, Not Suppress, COVID-Related Equity Issues. Communique, 49(1), 1-26.

McKevett, N. M., Kromminga, K. R., Ruedy, A., Roesslein, R., Running, K., & Codding, R. S. (2020). The effects of Motion Math: Bounce on students’ fraction knowledge. Learning Disabilities Research & Practice, 35(1), 25-35.

McKevett, N. M., & Kiss, A. J. (2019). The influence of data on teachers' judgments of students' early reading and math skills. Psychology in the Schools, 56(7), 1157-1172.

McKevett, N. M. & Codding, R. S. (2019). Brief experimental analysis of math interventions: A synthesis of evidence. Assessment for Effective Intervention, 1534508419883937.

McKevett, N. M., Kromminga, K. R., Ruedy, A., Roesslein, R., Running, K., & Codding. R. S. (2019). The effects of Motion Math: Bounce on Students’ Fraction Knowledge. Learning Disabilities Research and Practice, 10.111/ldrp.12211.

McKevett, N. M. & Kiss, A. J. (2019). The influence of data on teachers’ judgments of students’ early reading and math skills. Psychology in the Schools, 56(7), 1157-1172.

Weber (McKevett) N. M., Somers, C. L., Day, A., & Baroni, B. A. (2016). Predictors and outcomes of school attachment and involvement in a sample of girls in residential treatment. Residential Treatment for Children and Youth, 32(2), 155-174.

Presentations

McKevett, N. M. & Codding, R. S. (2021, February). From Screening to Intervention: A Skill-by-Treatment Interaction in Computational Fluency. On-demand presentation at the annual conference for the National Association of School Psychologists (NASP).

Edmunds, R. R., Codding, R. S., Kromminga, K. R., McKevett, N. M., Diggs, C. R., Running, K. E., Brandjord, S. C., & Becker, D. M. (2021, February). Boosting Math Fluency Through Classwide Intervention. On-demand presentation at the annual conference for the National Association of School Psychologists (NASP).

McKevett, N. M., Shanahan, E., McMaster, K., & Lembke, E. (2021, February). Intensification of Writing Instruction to Meet Student Needs: What, How and When. On-demand presentation at the annual conference for the Council for Exceptional Children (CEC).

Brandjord, S. C., McKevett, N. M., Kos, G., Wallace, E., Hollo, A. (2020, February). Beyond “Use your words”: Understanding language, communication, and behavior. Paper presentation at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

Brandjord, S. C., McKevett, N. M., Stevens, M., McCollum, L. M., Lembke, E., & Moore, K. (2020, February). Effectiveness of teacher professional development on student early writing success. Poster presentation at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

McKevett, N. M., Brandjord, S. C., McCollum, L. M., Sussman, K. J., Lembke, E., & Moore, K. (2020, February). Professional development to support teachers’ writing knowledge, skills and efficacy. Poster presentation at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

Lembke, E., Moore, K., Stevens, M. A, McCollum, L. M., McMaster, K., McKevett, N. M. (2020, February). Helping teachers use data to guide instruction: Consultation is key! Poster presentation at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

McCollum, L. M., Sussman, K., Stevens, M., Brandjord, S., & McKevett, N. M. (2020, February). Intensifying writing instruction: When and how within an RTI system. Mini-skills presentation at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

McKevett, N. M. (2020, February). A framework for intensifying writing instruction. In S. Hammerschmidt-Snidarich (Chair), Dosage Issues in Reading, Math, and Writing. Symposium presented at the annual conference for the National Association of School Psychologists (NASP), Baltimore, MD.   

McKevett, N. M., Brandjord, S., Goodridge, A., Becker, D., Edmunds, R., Running, K. R., & Codding, R. S. (2020, February). Finding quality resources on Teachers Pay Teachers. Paper presentation at the annual convention for the National Association of School Psychologists (NASP), Baltimore, MD.

Edmunds, R., McKevett, N. M., Kromminga, K., Running, K. R. (2020, February). Sale! Implementing high quality math interventions on a budget. Mini-skills presentation at the annual convention for the National Association of School Psychologists (NASP), Baltimore, MD.

Bresina, B., Birinci, S., Brandjord, S., & McKevett, N. M. (2020, January). Coaching teachers: A model for training and implementing coaching with fidelity. Presentation with Q&A at the annual convention for the Council for Exceptional Children (CEC), Portland, OR.

McKevett, N. M., Brandjord, S., McCollum, L., & Smith, A. (2020, January). Early writing intervention to build literacy skills for children with intensive needs. Demonstration presentation at the annual convention for the Council for Exceptional Children (CEC), Portland, OR.

Tipton, E., McKevett, N. M., Lembke, E. (2019, October). Supporting teachers in early writing: The coaching process. Interaction paper (poster) at the Council for Learning Disabilities Annual Conference, San Antonio, TX. 

Jitendra, A. J., McKevett, N. M., Alghamdi, A., Edmunds, R., Roesslein, R., & Mouanoutoua, J. (2019, October). Tier 2 interventions for students at risk for mathematics difficulties: A meta-analysis. Interaction paper (poster) at the Council for Learning Disabilities Annual Conference, San Antonio, TX. 

Lembke, E., Moore, K., McCollom, L., & McKevett, N. M. (2019, February). RTI in action: A framework for intensifying interventions. Paper presented at the annual convention for the National Association of School Psychologists (NASP), Atlanta, GA.

McKevett, N. M., Moore, K., McCollum, L., Lembke, E., & Branjord, S. (2019, February). Best practices in implementing writing interventions across the tiers. Mini-skills presented at the annual convention for the National Association of School Psychologists (NASP), Atlanta, GA.

McKevett, N. M. & Codding, R. S. (2019, February). Using BEAs to determine the most effective math intervention. Poster presented at the annual convention for the National Association of School Psychologists (NASP), Atlanta, GA.

McKevett, N. M., Codding, R. S., & Hoffman, K. (2019, February). Effects of CRA on preschoolers’ early numeracy skills. Poster presented at the annual convention for the National Association of School Psychologists (NASP), Atlanta, GA.

McKevett, N. M. (2019, February). Implementing evidence-based instruction to improve preschoolers’ early numeracy skills. In J. Thayer (Chair), Improving teacher implementation through low-cost, high-yield intervention. Symposium presented at the annual conference for the National Association of School Psychologists (NASP), Atlanta, GA.