BRT News

COSA (October 1st – 2nd, 2015, Eugene, OR)

The Confederation of Oregon School Administrators (COSA), serves and represents more than 2,000 school administrators, managers and executives. COSA was founded in 1974 to give Oregon’s education leaders a united voice in helping to shape public policy, advocate for schools and speak on behalf of students. Linking Standards to the IEP for Students Participating in the Oregon Alternate ‘Extended” Assessment. Lenhardt, B., Tindal, G., & Farley, D.   LinkingIEP StandardsOrAltAssmnt_LenhardtTindalFarley

Innovation Need Survey: Implementing a Technology Tool to Improve Early Data-based Decisions to Address and Prevent Learning Disabilities (Technical Report No. 1602)

Irvin, P. S., Pilger, M., Sáez. L., Alonzo, J. (2016). Innovation need survey: Implementing a technology tool to improve early data-based decisions to address and prevent learning disabilities (Technical Report No. 1602). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The purpose of this report is to learn about the field’s readiness to implement a tablet-based early screening system designed to support teacher decision-making and improve learning outcomes in preschool and kindergarten settings, based on input from Oregon early…
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Criterion Validity Evidence for the easyCBM CCSS Math Measures: Grades 6-8 (Technical Report No. 1402)

Anderson, D., Rowley, B., Alonzo, J., Tindal, G. (2014). Criterion validity evidence for the easyCBM CCSS math measures: Grades 6-8 (Technical Report No. 1402). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between students’ scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10thedition (SAT-10).     TechRpt_1402

easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10 (Technical Report No. 1403)

Wray, K., Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). easyCBM beginning reading measures: Grades K-1 alternate form reliability and criterion validity with the SAT-10 (Technical Report No. 1403). Eugene, OR: Behavioral Research and Teaching, University of Oregon. We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N= 84-­‐199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-­‐10) across 5…
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Alignment with the Common Core State Standards: easyCBM K-3 Word Reading (Technical Report No. 1303)

Sáez. L., Irvin, P. S., Alonzo, J., & Tindal, G. (2013). Alignment with the Common Core State Standards: easyCBM K-3 word reading (Technical Report No. 1303). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular,…
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Network Analysis of Beginning Reading Instruction (Technical Report No. 1404)

Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). Network analysis of beginning reading instruction (Technical Report No. 1404). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Network text analysis was used to identify underlying reading concepts in a kindergartengeneral education literacy instruction classroom (n=23) based on naturalistic observations. Using data from three observations, we studied how reading concepts were connected and how their presence changed over time as represented by nodes and links on structural network maps.    …
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Distributed Item Review: Administrator User Guide (Technical Report No. 1603)

Irvin, P. S. (2016). Distributed item review: Administrator user guide. (Technical Report No. 1603). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The Distributed Item Review (DIR; Behavioral Research and Teaching, 2013) is a secure and flexible, web-based system designed to present test items to expert reviewers across a broad geographic area for evaluation of important dimensions of quality (e.g., alignment with standards, bias, sensitivity, and student accessibility). The DIR is comprised of essential features that allow system administrators to…
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