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Direct linkKettler, Ryan J.; Reddy, Linda A.; Glover, Todd A.; Kurz, Alexander – Assessment for Effective Intervention, 2019
The Classroom Strategies Assessment System-Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores…
Descriptors: Classroom Observation Techniques, Rating Scales, Evidence Based Practice, Classroom Techniques
Kettler, Ryan J.; Hua, Anh; Dudek, Christopher M.; Reddy, Linda A.; Arnold-Berkovits, Ilona; Wiggs, Nicole B.; Lekwa, Adam; Kurz, Alexander – Educational Assessment, 2022
The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Alternative Assessment, Classroom Observation Techniques
Lekwa, Adam J.; Reddy, Linda A.; Shernoff, Elisa S. – School Psychology, 2020
Despite growing interest in formative assessment of teacher practices, research on rates of change in teachers' practices is sparse. This is the first study to examine the characteristics of observed change in classroom practices using the Classroom Strategies Assessment System (CSAS) across alternative schedules of data collection during…
Descriptors: Teacher Evaluation, Evaluation Methods, Formative Evaluation, Teaching Methods
Arnold-Berkovits, Ilona; Kurz, Alexander; Reddy, Linda A. – Educational Assessment, Evaluation and Accountability, 2019
The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students' opportunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment System--Observer Form (CSAS-O;…
Descriptors: Educational Opportunities, Diaries, Elementary Secondary Education, Teachers
Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A. – Educational Assessment, 2016
The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…
Descriptors: Teacher Evaluation, Formative Evaluation, Test Validity, Rating Scales
Nelson, Peter M.; Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam J. – School Psychology Quarterly, 2017
The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer…
Descriptors: Classroom Environment, Poverty, Teacher Attitudes, Student Attitudes
Lekwa, Adam J.; Reddy, Linda A.; Dudek, Christopher M.; Hua, Anh N. – School Psychology, 2019
We examined the degree to which assessment of teachers' instructional and behavior management practices, as measured by the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014), relates to gains in student achievement as measured by the Measures of Academic Progress (Northwest Evaluation Association [NWEA], 2011). Two-level…
Descriptors: Achievement Gains, Teacher Evaluation, Urban Schools, Achievement Tests
Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam – Theory Into Practice, 2017
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the…
Descriptors: Educational Strategies, Coaching (Performance), Models, Formative Evaluation
Dudek, Christopher M.; Reddy, Linda A.; Lekwa, Adam – Contemporary School Psychology, 2019
The present study examined the predictive validity of a classroom observation measure, the "Classroom Strategies Assessment System" (CSAS)-Observer Form, as a predictor of student performance on statewide tests of mathematics and English language arts. The CSAS is a teacher practice assessment that measures evidence-based instructional…
Descriptors: Classroom Observation Techniques, Rating Scales, Predictive Validity, Classroom Techniques
Reddy, Linda A.; Dudek, Christopher M. – International Journal of School & Educational Psychology, 2014
In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…
Descriptors: Progress Monitoring, Classroom Techniques, Instruction, Teacher Evaluation
Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis – School Psychology Quarterly, 2013
Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…
Descriptors: Test Construction, Construct Validity, Test Validity, Observation
Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M.; Hsu, Louis – School Psychology Quarterly, 2013
The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale-Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management…
Descriptors: Predictive Validity, Observation, Scores, Mathematics Tests
Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M. – Journal of Psychoeducational Assessment, 2013
The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring…
Descriptors: Teacher Behavior, Educational Assessment, Instruction, Validity
Hale, James B.; Reddy, Linda A.; Semrud-Clikeman, Margaret; Hain, Lisa A.; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole – Journal of Learning Disabilities, 2011
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment…
Descriptors: Academic Achievement, Attention Deficit Hyperactivity Disorder, Rating Scales, Short Term Memory
