University of Oregon
Behavioral Research and Teaching (BRT) at the University of Oregon

Behavioral Research and Teaching

The projects at BRT concentrate on access to learning so that appropriate and accurate information can be collected from all students to improve decision-making. We focus on developing information systems with three primary goals:
  • Improve basic skills assessments so that all students can read, write, and compute.
  • Enhance learning of middle and secondary content subject matter so that all students have the opportunity to develop a broad knowledge base.
  • Provide accessibility to large-scale testing so that all students can demonstrate their proficiencies on state and local achievement standards.

Teacher Opportunities: Participate in research, help refine reading assessments, earn resources for your classroom! Go to: www.brtprojects.org/about/current-research

District easyCBM™
is an enhanced district assessment system designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. Distributed exclusively by Riverside, it provides school districts, administrators, and teachers with a full suite of assessment and reporting options, offering a complete solution at every tier of the RTI process.
Riversidepublishing.com/easycbm


News & Updates

  • The Plateau of Oral Reading Fluency Growth: An Initial Recommendation When to Stop Assessing. Patarapichayatham, C., Nese, J. F. T., & Saez, L. (Paper)


  • Modeling Rater Effects in a Formative Mathematics Alignment Study. Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. (Paper)

    Learning to Read: A Review of Research on Growth in Reading Skills. Irvin, P. S., Nese, J. F. T., Tindal, G. (2013, April). Paper presented in J. Stevens (Chair), Research and development on assessment and accountability for special education.

    Within-Year Achievement Growth Trajectories Using Progress Monitoring Measures. Tindal, G. & Nese, J. F. T. Paper presented in J. Stevens (Chair), Research and development on assessment and accountability for special education.

    Special Education Growth: Contrasting Stable and Variable Identification of Special Education Student Status Across Grades. Schulte, A., & Stevens, J. Paper presented in J. Stevens (Chair), Research and development on assessment and accountability for special education.

    Reading Achievement Growth at the Student and School Levels for Regular and Special Education Elementary Students. Stevens, J. & Schulte, A. Paper presented in J. Stevens (Chair), Research and development on assessment and accountability for special education.

    School Effects on the Middle School Reading Achievement of Students with Disabilities: A Multilevel, Longitudinal Analysis. Biancarosa, G, & Zvoch, K. Paper presented in J. Stevens (Chair), Research and development on assessment and accountability for special education.

    Within-year Grade 2 Math Growth: Using a 2PL Second-order Item Response Theory Growth Model. Patarapichayatham, C., Nese, J. F. T., & Anderson, D. (Paper)
  • Growth Models for Students with Disabilities. Saven, J. L. Farley, D., & Tindal, G. (Poster Presentation)
  • Middle School Transition: An Application of Latent Transition Analysis (LTA on easyCBM® Benchmark Mathematics Data). Patarapichayatham, C., Anderson, D., & Kamata, A. (Paper)
  • Response to Effectiveness of Progress Monitoring and Formative Assessment. Tindal, G., Humphries, J. & Ysseldyke, J. (Presentation)

    Validity of a Formative Assessment Risk Ratings Feature. Lai, C. F. (Paper)

    Best Practices in Oral reading Fluency Administration. Anderson, D., Alonzo, J., & Tindal, G. (Paper)

    easyCBM® 6-8 Math Alignment to the Common Core State Standards. Park, B. J., Irvin, P. S., Alonzo, J., & Tindal, G. (Paper)

    easyCBM® K-5 Math Alignment to the Common Core State Standards. Irvin, P. S., Park, B. J., Alonzo, J., Tindal, G. (Paper)