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Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish?

Assessment for effective intervention, 2023-12, Vol.49 (1), p.18-28

2023

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Interpretation of the translated WISC-V: Caveat venditor and caveat emptor

School psychology international, 2020-10, Vol.41 (5), p.475-482

Kettler, Ryan J.

2020

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Research Methodologies of School Psychology: Critical Skills

Kettler, Ryan J.

1st, 2019

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Base Rates of Social Skills Acquisition/Performance Deficits, Strengths, and Problem Behaviors: An Analysis of the Social Skills Improvement System-Rating Scales

Psychological assessment, 2010-12, Vol.22 (4), p.809-815

2010

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A survey of newly enrolled school psychology trainees: Estimates of key role and function

Psychology in the schools, 2021-07, Vol.58 (7), p.1209-1224

2021

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Social, emotional, and behavioral screening: A comparison of two measures and two methods across informants

Journal of school psychology, 2017-10, Vol.64, p.93-108

2017

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One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System

Educational assessment, evaluation and accountability, 2023-08, Vol.35 (3), p.353-386

2023

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Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System-Rating Scales

Psychological assessment, 2010-03, Vol.22 (1), p.157-166

2010

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Testing Accommodations: Theory and research to inform practice

International journal of disability, development, and education, 2012-03, Vol.59 (1), p.53-66

Kettler, Ryan J.

2012

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Adaptations and Access to Assessment of Common Core Content

Review of research in education, 2015-03, Vol.39 (1), p.295-330

Kettler, Ryan J.

2015

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Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening

Journal of applied school psychology, 2019-01, Vol.35 (1), p.20-36

2019

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Workstyle attributes and their relations to instructional coaching behaviours

Professional development in education, 2022-08, Vol.48 (4), p.611-623

2022

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Predictive validity of curriculum-based measurement and teacher ratings of academic achievement

Journal of school psychology, 2013-08, Vol.51 (4), p.499-515

2013

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INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF-REPORT VERSION OF SELF-REGULATION STRATEGY INVENTORY

Psychology in the schools, 2015-11, Vol.52 (9), p.829-844

2015

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Using Observational Assessment to Inform Professional Development Decisions: Alternative Scoring for the Danielson Framework for Teaching

Assessment for effective intervention, 2019-03, Vol.44 (2), p.69-80

2019

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Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

Educational assessment, evaluation and accountability, 2018-02, Vol.30 (1), p.47-70

2018

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School-Wide Educator Evaluation for Improving School Capacity and Student Achievement in High-Poverty Schools: Year 1 of the School System Improvement Project

Journal of educational and psychological consultation, 2015-04, Vol.25 (2-3), p.90-108

2015

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Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems

Educational assessment, 2022-07, Vol.27 (3), p.269-284

2022

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Screening systems and decision making at the preschool level: Application of a comprehensive validity framework

Psychology in the schools, 2011-05, Vol.48 (5), p.430-441

2011

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Assessing Opportunity-to-Learn for Students With Disabilities in General and Special Education Classes

Assessment for effective intervention, 2014-12, Vol.40 (1), p.24-39

2014

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Bridging the Gap: Classroom Strategies Assessment System–Observer Form

Assessment for effective intervention, 2019-03, Vol.44 (2), p.120-122

2019

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Formative Assessment Approaches to Inform Teacher Practices: Key Considerations

Assessment for effective intervention, 2019-03, Vol.44 (2), p.67-68

2019

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Identification of preschool children at risk for emotional and behavioral disorders: Development and validation of a universal screening system

Journal of school psychology, 2011-04, Vol.49 (2), p.197-216

2011

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Assessing Students' Opportunity to Learn the Intended Curriculum Using an Online Teacher Log: Initial Validity Evidence

Educational assessment, 2014-01, Vol.19 (3), p.159-184

2014

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Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

Teachers College record (1970), 2016, Vol.118 (14), p.1

2016

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Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish?

Interpretation of the translated WISC-V: Caveat venditor and caveat emptor

Research Methodologies of School Psychology: Critical Skills

Base Rates of Social Skills Acquisition/Performance Deficits, Strengths, and Problem Behaviors: An Analysis of the Social Skills Improvement System-Rating Scales

A survey of newly enrolled school psychology trainees: Estimates of key role and function

Social, emotional, and behavioral screening: A comparison of two measures and two methods across informants

One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System

Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System-Rating Scales

Testing Accommodations: Theory and research to inform practice

Adaptations and Access to Assessment of Common Core Content

Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening

Workstyle attributes and their relations to instructional coaching behaviours

Predictive validity of curriculum-based measurement and teacher ratings of academic achievement

INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF-REPORT VERSION OF SELF-REGULATION STRATEGY INVENTORY

Using Observational Assessment to Inform Professional Development Decisions: Alternative Scoring for the Danielson Framework for Teaching

Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

School-Wide Educator Evaluation for Improving School Capacity and Student Achievement in High-Poverty Schools: Year 1 of the School System Improvement Project

Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems

Screening systems and decision making at the preschool level: Application of a comprehensive validity framework

Assessing Opportunity-to-Learn for Students With Disabilities in General and Special Education Classes

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

Formative Assessment Approaches to Inform Teacher Practices: Key Considerations

Identification of preschool children at risk for emotional and behavioral disorders: Development and validation of a universal screening system

Assessing Students' Opportunity to Learn the Intended Curriculum Using an Online Teacher Log: Initial Validity Evidence

Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

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