BRT News

EMPL Professor and BRT Researcher Provide Collaborative Mentoring Experience for Graduate Students

University of Oregon (UO) Associate Professor Kathleen Scalise from the Department of Educational Methodology, Policy, and Leadership department (EMPL), BRT Research Assistant Professor P. Shawn Irvin, and Special Education doctoral student Fahad Alresheed helped coordinate a group of graduate students who worked together to synthesize the literature on accommodations in computer-based interactive assessment tasks for students with disabilities. The collaborative project, which ultimately involved three faculty and eight doctoral students from the UO College of Education (COE), resulted in a…
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Daniel Anderson, Ph.D., Star Reviewer!

Daniel Anderson, Ph.D., Star Reviewer! March 2, 2018 BRT Research Associate Daniel Anderson, Ph.D., will be honored at the 2018 Annual Meeting of the American Educational Research Association (AERA) for his outstanding service as a peer reviewer for the journal Educational Researcher. Dr. Anderson began working for Behavioral Research and Teaching soon after graduating with his Master’s degree from the University of Oregon in 2009 and has been an integral part of the BRT team ever since. He earned his…
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Huna Yim-Dockery to Complete Her Association of Psychology Postdoctoral and Internship Centers (APPIC) Internship at the Hawai‘i Psychology Internship Consortium

Huna Yim-Dockery to Complete her Association of Psychology Postdoctoral and Internship Centers (APPIC) Internship at the Hawai‘i Psychology Internship Consortium March 1, 2018 Huna Yim-Dockery will be completing her Association of Psychology Postdoctoral and Internship Centers (APPIC) internship at the Hawai‘i Psychology Internship Consortium (HI-PIC). She will specifically be working with the Hawai‘i Department of Education, serving the West Hawai‘i school district in Kona, Big Island. She will be providing behavioral and mental health services (individual and group) to public…
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Celebrating a Milestone

Celebrating 25 years at BRT February 8, 2018 On a fateful spring day in 1991, a mutual friend introduced me to Dr. Gerald Tindal. As luck would have it, I was in need of work and Jerry was in need of someone to do data collection. It was a chance meeting that would begin not only a great working relationship but blossom into a wonderful opportunity to be part of a new and growing team of researchers. Fast forward twenty-five…
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NASP (February 13th-16th, 2018, Chicago, IL)

NASP (February 13-16, 2018, Chicago, IL) The National Association of School Psychologists (NASP) is a professional association that represents more than 25,000 school psychologists, graduate students, and related professionals throughout the United States and 25 other countries. The world’s largest organization of school psychologists, NASP works to advance effective practices to improve students’ learning, behavior, and mental health. Their vision is that all children and youth thrive in school, at home, and throughout life. Nurturing Preschool Minds: Teachers’ Perceptions of a…
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Spanish Measures to be Added in the Fall

Spanish Language Vocabulary Measures, Grades 2-8, To Be Added in the Fall Thanks to all the teachers and students who assisted with piloting the Spanish Language Vocabulary items, we have sufficient data to enable us to assemble alternate forms for Benchmark Screening and Progress Monitoring so we can add these measures to the easyCBM District and Deluxe Edition systems this summer, in preparation for use next year. Once the measures are added to the system, students and teachers will be…
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Article Published: A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making

A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making Within a response to intervention (RTI) framework, many schools initially group students into tiers on the basis of normative achievement. Using a screener and benchmarks with curriculum-based measurement (CBM), students are classified as being academically “at-risk” or not. In the current study, we present a validity argument for the use of a mathematics CBM as a classification tool within RTI and explore the relation between a…
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Article Published: Estimating School Effects with a State Testing Program Using Transition Matrices

Estimating School Effects with a State Testing Program Using Transition Matrices For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for reporting achievement. We examine transition over categories across two years for three cohorts of middle school students as one…
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Oral Reading Fluency: Outcomes from 30 Years of Research (Technical Report No. 1701)

Tindal, G. (2017). Oral reading fluency: Outcomes from 30 years of research . (Technical Report No. 1701). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This paper is about oral reading fluency, how it has been measured, the students who have been measured, and the outcomes that have been reported for both performance and progress.     TechRpt_1701

An Update to Compiled ORF Norms (Technical Report No. 1702)

Hasbrouck, J., Tindal, G. (2017). An update to compiled ORF norms. (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This paper describes the origins of the widely used curriculum-­based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time.     TechRpt_1702