SCOTT A. METHE, PH.D.

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SCOTT A. METHE, PH.D.

Department of Counseling and School Psychology College of Education and Human Development

Wheatley Hall 2-179 100 Morrissey Boulevard University of Massachusetts Boston

Boston, MA 02125-3393 (617) 287-3167

Ph.D. 2005 School Psychology (APA-Approved Program) University of Massachusetts Amherst M.Ed. 2003 School Psychology (NASP-Approved Program) University of Massachusetts Amherst

B.A. 1999 Psychology University of Massachusetts Amherst

Dissertation title: Validation and diagnostic accuracy of early numeracy and skill indicators PROFESSIONAL EXPERIENCE

2011-present Assistant Professor of School Psychology, University of Massachusetts Boston

2007-2011 Assistant Professor of Psychology, East Carolina University

2006-2007 Visiting Assistant Professor, University of Massachusetts Amherst

2005-2006 Lecturer, Department of Counseling and Applied Educ. Psych., Northeastern University

2005-2006 School Psychologist, May Institute, Randolph, MA

2004-2005 School Psychologist and Director of Special Education, Lee (MA) Public Schools

2004-2005 Substance Abuse Counselor, Residential Educational Alcohol Program, University of Massachusetts Amherst

CERTIFICATIONS/LICENSURE

National Certified School Psychologist Status: Active

Psychologist, Professional (MA)

Status: Pending (Completing Postdoctoral Hours)

FELLOWSHIPS

Edmond J. Safra Network Fellow (2014-2015) Edmond J. Safra Center for Ethics Harvard University, Cambridge MA Supervisor: William English, Ph.D.

School Psychology Postdoctoral Fellowship (2013-2015) Burlington Public Schools, Burlington, MA Supervisor: John Shoudt, Ph.D.

SPECIALIZED TRAINING

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Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K)

3-Day Intensive Workshop on Data Analysis, Weighting, and Codebook Planning

RESEARCH AND SCHOLARSHIP

Book

Methe, S.A., Kilgus, S.P., & Riley-Tillman, T.C. (Book: Under Contract). Delivering

Intervention in Schools: Concepts and Frameworks. New York: Guilford Press. Representative: Natalie Graham.

Articles in Peer-Reviewed Journals

***Methe, S.A. (2014). Creating normative data displays for curriculum-based measurement data in Google Spreadsheets. Intervention in School and Clinic. Accepted pending minor revisions. ***Methe, S.A., Briesch, A.M., & Hulac, D. (In Press). Evaluating procedures to reduce measurement error in math curriculum-based measurement probes. Assessment for Effective Intervention.

***Kilgus, S.P., Methe, S.A., Maggin, D.M., Tomasula, J. (2014). Meta-analysis of the

diagnostic accuracy evidence supporting curriculum-based measurement of oral reading. Journal of School Psychology. 54. 377-405.

Methe, S.A. Kilgus, S.P, Neiman, C, Riley-Tillman, T.C. (2012). Meta-analysis of interventions for addition and subtraction computation in single-case research. Journal of Behavioral

Education. 21, 250-253.

Patel, A. S., Bowler, M. C., Bowler, J. L., Methe, S. A. (2012). A meta-analysis of workaholism.

International Journal of Business and Management. 7, 2-17.

Methe, S.A., Begeny, J.G., Leary, L.L. (2011). Development of conceptually-focused early numeracy skill indicators. Assessment for Effective Intervention, 36, 230-242.

Methe, S.A. (2011). Innovations and future directions for early numeracy curriculum-based measurement: Commentary on the special series, part II. Assessment for Effective Intervention, 36, 200-209.

Methe, S.A., Hojnoski, R., Clarke, B., Owens, B.B., Lilley, P.K., Politylo, B.C… et al. (2011). Innovations and future directions for early numeracy curriculum-based measurement. Assessment for Effective Intervention, 36, 200-209.

Riley-Tillman, T.C., Methe, S.A., Weegar, K. (2009). Examining the use of direct behavior rating methodology on classwide formative assessment. Assessment for Effective Intervention. 34, 224-230.

Methe, S.A., Riley-Tillman, T.C. (2008). An informed approach to early mathematics intervention. School Psychology Forum. 2, 29-41.

Methe, S.A., Hintze, J.M., Floyd, R.G. (2008). Development and validation of early numeracy skill indicators. School Psychology Review. 37, 359-373.

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Schools. 43, 45-56.

Methe, S.A. & Hintze, J.M. (2003). Evaluating teacher modeling as a strategy to improve silent reading. School Psychology Review. 32, 617-622.

Manuscript in Revision

***Begeny, J.C., Whitehouse, M.H., Methe, S.A., Codding, R.S., Stage, S.A., & Neupert, S. (2014). Do intervention-embedded assessment procedures successfully measure student growth in reading? Psychology in the Schools.

Methe, S.A. & Finch, J.F. (2014). The structure of early numeracy screening outcomes using single-skill proficiency measures. Journal of Psychoeducational Assessment.

Manuscript in Initial Submission

Methe, S.A., Kilgus, S.P., Howell, C.C. & Bowler, M.C. (2014). Developing a self-report measure of assessment literacy: The teacher assessment practices scale. Manuscript submitted for publication.

Chapters in Books

Methe, S.A. & VanDerHeyden, A.M. (2012). Response to Intervention in Early Mathematics. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention (RTI) in Early Childhood, pp. 169-184. Baltimore: Brookes.

Non-Peer Reviewed Publications

Methe, S.A. (2009). Big ideas: Missing pieces in early mathematics assessment. NASP Communique, 38(3).

Methe, S.A. (2003). A midyear primer on experimental approaches to behavioral assessment: Links to the future of our profession. Massachusetts School Psychology Association

Newsletter. 21, 4-8.

Grant Funding

***Massachusetts Department of Elementary and Secondary Education (2014)

Role: Principal Investigator

Authors: Methe, S.A. & Fortunato, C.

Project Title: Professional Practice Innovation Grant (Fund Code 213): Improving Teacher Assessment Literacy with the eNumeracy Measurement System

Amount Requested: $37,243 Status: Unfunded

***Office of University Extension, Engagement, and Economic Development (2014)

Role: Co-Principal Investigator Authors: Begeny, J.C. & Methe, S.A.

Project Title: Using Community Engaged Scholarship to Examine the Usability and Feasibility of an Innovative Mathematics Assessment Program for Young Learners.

Status: Funded, $10,053.00 (8)

***University of Massachusetts Boston, Proposal Development Grant Program (2014)

Role: Principal Investigator Authors: Methe, S.A.

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Project Title: Examining the Usability and Feasibility of the eNumeracy Formative Assessment Program.

Status: Funded, $14,980.00 (7)

***Brady Education Foundation (2014)

Role: Co-Principal Investigator

Authors: Begeny, J.C., Codding, R.S. & Methe, S.A.

Project Title: Project Title: Development of the Accelerating Math Performance with Practice Strategies (AMPPS) Program.

Status: Pending, $1,482,255.00

***Burlington Public Schools (2014)

Project Title: Building and Sustaining an Early Math Response to Intervention Model

Status: Funded, $23,862 (6)

***Edmond J. Safra Center for Ethics, Harvard University (2014)

Project Title: The Ethical Imperative of Evidence-Based Practice for Preventing the Corruption of American Public Schools

Status: Funded, $3,977 (5)

***Burlington Public Schools (2013)

Project Title: Building and Sustaining an Early Math Response to Intervention Model

Status: Funded, $7954 (4)

***Institute for Educational Sciences (2013)

Role: Co-Principal Investigator

Authors: Begeny, J.C., Codding, R.S., & Methe, S.A.

Project Title: Improving Students’ Conceptual Understanding and Number Operations in Mathematics: Development of the Accelerating Math Performance with Practice Strategies (AMPPS) Program.

Amount Requested: $1,482,255.00 Status: Not Funded

East Carolina University, Research Development Award (2011)

Project Title: Developing Computer-Based Applications for Early Mathematics Assessment

Status: Funded, $46,478 (3)

Society for the Study of School Psychology (2008)

Authors: Methe, S.A., Begeny, J.C., & Schulte, A.

Project Title: Development of an Early Math Screening and Diagnostic Protocol

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William T. Grant Foundation (2008)

Authors: Methe, S.A., Shapiro, E.S., & Harry, B.

Project Title: Validating the Instructional Efficacy of Behavioral Observation Amount Requested: $398,451

Status: Unfunded, Reviewed

Massachusetts Department of Elementary and Secondary Education (2006)

Authors: Methe, S.A., & Feinberg, A.B.

Project Title: Training Institute on Responsiveness to Intervention

Status: Funded, $35,920 (1)

Massachusetts Department of Elementary and Secondary Education (2006)

Authors: Methe, S.A., & Feinberg, A.B.

Project Title: Training Institute on Data-Based Decision Making Amount Requested: $34,792

Status: Unfunded

Referred Conference Presentations: National

***Authors and Year: Desai, S. & Methe, S.A. (2014)

Title: Component analyses of assessment integrity in criterion studies of oral reading curriculum-based measurement.

Type: Paper

Conference: National Association of School Psychologists Annual Convention, Washington, DC. ***Authors and Year: Martin, R.M., McMasters, A.C. & Methe, S.A. (2014)

Title: Evaluating intervention procedures in early math through brief experimental analysis. Type: Paper

Conference: National Association of School Psychologists Annual Convention, Washington, DC. ***Authors and Year: Burns, M.K., VanDerHeyden, A.M., Codding, R.S., Methe, S.A.,

Mazzocco, M.M. (2014)

Title: Assessment to intervention for math: Putting theory into practice. Type: Symposium

Conference: National Association of School Psychologists Annual Convention, Washington, DC. ***Authors and Year: Methe, S.A., Hulac, D., & Briesch, A.M. (2013)

Title: Improving math curriculum-based measurement: Further methods for reducing measurement error.

Type: Paper

Conference: National Association of School Psychologists Annual Convention, Seattle, WA. ***Authors and Year: Kilgus, S.P., Methe, S.A., & Tomasula, J. (2013)

Title: Meta-analysis of diagnostic accuracy evidence for curriculum-based measurement of oral reading.

Type: Paper

Conference: National Association of School Psychologists Annual Convention, Seattle, WA. Authors and Year: Methe, S.A., Clarke, B., Hojnoski, R.L. (2012)

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Title: Innovations in early numeracy assessment Type: Symposium

Conference: National Association of School Psychologists Annual Convention. Philadelphia, PA. Authors and Year: Burns, M.K., Codding, R.S., Methe, S.A. (2012)

Title: Recent research in early math intervention and assessment Type: Symposium

Conference: National Association of School Psychologists. Philadelphia, PA. Author and Year: Methe, S.A. (2011)

Title: Efficacy of Interpersonal Skill Instruction for School Psychology Trainees. Type: Poster

Conference: National Association of School Psychologists. San Francisco, CA. Author and Year: Methe, S.A., (2010)

Title: Meta Analysis of the Correlational Research on Early Numeracy Assessment. Type: Poster

Conference: National Association of School Psychologists, Chicago, Illinois. Authors and Year: Methe, S. A., Walcott, C., & Anderson, L. (2009)

Title: Informing Research and Practice Using the Early Childhood Longitudinal Study Type: Paper

Conference: National Association of School Psychologists, Boston, MA. Authors and Year: Methe, S. A. (2009)

Title: Early Math Intervention for Tier II and III: Case Study Data and Findings Type: Paper

Conference: National Association of School Psychologists, Boston, MA. Authors and Year: Methe, S.A. & Weegar, K. (2008)

Title: Examining and Promoting Recreational Reading Habits in Elementary-Aged Children Type: Paper

Conference: National Association of School Psychologists. New Orleans, LA. Authors and Year: Methe, S.A., Kelser, S.M., & Tosh, C.J. (2008)

Title: Methods for Designing and Evaluating Early Mathematics Interventions Type: Paper

Conference: National Association of School Psychologists. New Orleans, LA.

Authors and Year: Stoner, G., Clarfield, J., Watkins, M., O’Brien, A.G., & Methe, S.A. (2005) Title: Using the Planning and Evaluation Tool (PET) to Advance Reading Reform.

Type: Paper

Conference: National Association of School Psychologists, Atlanta, GA. Authors and Year: Methe, S.A., VanDerHeyden, A & Clarke, B.S. (2005)

Title: Early Math Assessment: Emerging Research and Prevention-Oriented Practices Type: Symposium

Conference: National Association of School Psychologists, Atlanta, GA. Authors and Year: Methe, S.A., O’Brien, A.G. & Hintze, J.M. (2004)

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Type: Paper

Conference: National Association of School Psychologists, Dallas, TX. Author and Year: Methe, S.A. (2003)

Title: Sustained Silent Reading: Implementing and Evaluating the Effectiveness of Teacher Directed Strategies to Increase Student Engagement

Type: Poster

Conference: National Association of School Psychologists, Toronto, ON.

Referred Conference Presentations: Regional and Local

***Authors and Year: Marcotte, A.M., Whitcomb, S.G., & Methe, S.A. (2012)

Title: The multi-tiered intervention model: What it means for literacy, math, and behavior across the grade levels

Type: Symposium

Conference: Northeast Educational Research Association, Rocky Hill, CT Author and Year: Methe, S.A. (2009)

Title: Promoting Positive Patient Outcomes through Health Numeracy Type: Paper

Conference: Presented to the 5th Annual Jean Mills Health Symposium, Greenville, NC Author and Year: Methe, S.A., (2008)

Title: Early Numeracy Assessment and Intervention. Type: Keynote Address

Conference: North Carolina Council of Teachers of Mathematics, Greensboro, NC Authors and Year: Feinberg, A.B., Methe, S.A., & Bruinooge, E. (2006)

Title: Improving Student Performance through Early Math Assessment Type: Paper

Conference: New England PBIS Conference, Norwood, MA

Invited Addresses and Presentations

***Authors and Year: Maggin, D., Kilgus, S.P., & Methe, S.A. (2013).

Title: Diagnostic test accuracy: A meta-analysis of curriculum-based reading measures. Type: Panel

Conference: Campbell Collaboration Colloquium, Loyola University, Chicago, IL ***Authors and Year: Methe, S.A. (2013)

Title: Obtaining early career grants and establishing a research program Type: Panel

Conference: School Psychology Research Collaboration Conference, Honolulu, HI Author and Year: Methe, S.A. (2009)

Title: Improving children's math skills Type: Keynote address

Conference: North Carolina Department of Education State Improvement Project’s (NCSIP) Annual Conference, Asheville, NC

Author and Year: Methe, S.A. (2006) Title: Careers in School Psychology

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Type: Honorarium

UMass Amherst Residence Life, Epoch Program, Amherst, MA Author and Year: Methe, S.A. (2006)

Title: Building Blocks of Mathematics Success: Assessment as Intervention Type: Invited Address

Massachusetts Department of Education Math Leadership Council Author and Year: Methe, S.A. (2004)

Title: Are We Still Using IQ / Achievement Discrepancies: Preparing for Changes in Special Education Policy and Practice

Type: Keynote Address

Conference: Massachusetts Special Education Director’s Conference, Hyannis, MA. Author and Year: Methe, S.A. (2004)

Title: Curriculum-Based Measurement and Evaluation for Mathematics Type: Panel

Massachusetts Department of Education Root Cause Analysis Training, Worcester, MA Author and Year: Methe, S.A. (2003)

Title: Psychology in the Schools: Decision Making, Prevention, and Systemic Collaboration Type: Invited Address

Department of Psychology, Massachusetts College of Liberal Arts (MCLA)

SERVICE

Service to University of Massachusetts Boston

UniversityService

Secretary, CEHD Senate (2012-2013)

Committee Member, CEHD Senate (September 2012-present)

College Service

Committee Chair, CEHD Budget and Long Range Planning Committee (Spring 2014) Secretary and Executive Committee Member, CEHD Senate (Fall 2014)

Committee Member, CEHD (September 2012-present)

Department Service

Committee Chair, Faculty Search Committee School Psychology (2013-present) Site Visitor, Site Visit Coordinator for Practicum (February 2013-May 2013)

Committee Member, Recruitment and Retention Committee (September 2012-May 2013) Committee Member, Faculty Search Committee School Counseling (December 2012)

Service to Scholarly Promotion

Editorial Boards

School Psychology Quarterly (September 2012-August 2014) School Psychology Review (September 2012-August 2014)

Ad hoc Reviewer

American Psychological Association, Div 16 (School): Assessment for Effective Intervention (September 2013-August 2014)

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Service to Professional Associations

American Psychological Association

Vice President, Div 16 (School Psychology), Officer, Vice President (2013-present) SCHOOL-BASED TRAININGS AND WORKSHOPS (previously listed under other topics)

***Authors and Year: Methe, S.A. & Fortunato, C. (2014) Title: Administration of the eNumeracy measurement battery Type: Skill training

Burlington Public Schools, Burlington, MA

***Authors and Year: Methe, S.A. & Fortunato, C. (2014) Title: Administration and scoring of math compuation measures Type: Skill Training

Burlington Public Schools, Burlington, MA ***Authors and Year: Methe, S.A. (2014)

Title: Using Curriculum-Based Measurement to enhance assessment literacy Type: Four-week 1-credit course for teachers

Cambridge College, Cambridge, MA ***Authors and Year: Methe, S.A. (2013)

Title: Understanding and improving early numeracy in schools Type: Colloquium

Conference: Internship Colloqium, UMass Boston School Psychology Program, Boston, MA ***Author and Year: Methe, S.A. (2012)

Title: Using curriculum-based measurement in an RTI model Type: Workshop

Conference: RTI Best Practices Institute, Marriott Sunspree Resort, Wilmington, NC ***Author and Year: Methe, S.A. (2012)

Title: Research-based math instruction and intervention in elementary school Type: Workshop

Conference: RTI Best Practices Institute, Marriott Sunspree Resort, Wilmington, NC Author and Year: Methe, S.A. (2011)

Title: Blueprints for effective interventions Type: Workshop

Title: Best Practices in the Diagnosis and Treatment of Dyslexia Type: Grand Rounds

East Carolina University Clinical Behavior Medicine Doctoral Program, Greenville, NC Author and Year: Methe, S.A. (2010)

Title: Using curriculum-based measurement in early mathematics Type: Workshop

Conference: Exceptional Children Division, Annual Conference, of the North Carolina Department of Education, Greensboro, NC

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Author and Year: Methe, S.A. (2010)

Title: Curriculum-based assessment and measurement Type: Workshop

Title: Math Intervention for Tiers II and III of RtI Models Type: Workshop

Title: Early mathematics assessment and intervention at Tier I and Tier II Type: Intensive Skills Training

Wabash Valley Education Center (Public Schools), West Lafayette, IN Author and Year: Methe, S.A. (2009)

Title: Math Intervention for Tiers II and III of RtI Models Type: Workshop

Title: Delivering early mathematics interventions in an response-to-intervention framework Type: Workshop / Professional Development

Hanover County, Virginia Public Schools

Author and Year: Hosp, J., Methe, S.A., & Kelly, B. (2008) Title: Curriculum-based evaluation in mathematics

Type: Three-day workshop

Conference: National RTI Innovations Conference, Salt Lake City, UT Author and Year: Methe, S.A. (2008)

Title: Multi-Tiered Mathematics Intervention for Use in an RTI Model Type: Workshop

Conference: RTI Best Practices Institute, Marriott Sunspree Resort, Wilmington, NC. Author and Year: Methe, S.A. (2008)

Title: Toward “Big Ideas” in Beginning Mathematics: Linking Assessment to Intervention Type: Workshop / Professional Development

Conference: Wake County School District Title I Conference, McKimmon Center (NCSU), Raleigh, NC

Author and Year: Methe, S.A. (2006) Title: Differentiating Instruction

Type: Workshop / Professional Development Osterville Elementary School, Osterville, MA Author and Year: Methe, S.A. (2005-2006)

Title: Professional Development Monthly Workshops, West Boylston Public School District, West Boylston, MA

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Strategies for the Treatment of ADHD in the Schools Recognizing and Treating Bipolar Disorder in the Schools

Supporting and Promoting Inclusion for Students with Disabilities Strategies for the Treatment of Autism

Treating Anxiety and Post-Traumatic Stress Disorder in the Public Schools Author and Year: Methe, S.A. (2005)

Title: Writing Quality Progress Reports: Surviving Report Writing for IEPs using Curriculum Based Measurement (CBM)

Type: Skills Training

Lee and Lenox Public Schools, Lee, MA Author and Year: Methe, S.A. (2005)

Title: Using the Dynamic Indicators of Basic Early Literacy Skills Type: Skills Training

Lenox Public Schools, Lenox, MA Author and Year: Methe, S.A. (2005)

Title: Creating an Effective Schoolwide Reading Program Type: Professional Development Workshop

Lee Elementary School, Lee, MA Author and Year: Methe, S.A. (2004)

Title: Managing Non-Compliance in the Classroom Type: Skill Training

Lee Elementary School, Lee, MA Author and Year: Methe, S.A. (2004) Title: Interventions for Struggling Readers Type: Skill Training

Lee Elementary School, Lee, MA Author and Year: Methe, S.A. (2005)

Title: Data-driven models of academic improvement: Comprehensive methodological blueprints Type: Skill training

Home and School Consultation Division, May Institute, Inc., Randolph, MA Author and Year: Methe, S.A. & O’Brien, A.G. (2004)

Title: Using the Dynamic Indicators of Basic Early Literacy Skills and Curriculum-Based Measurement to Improve Outcomes for Students

Type: Workshop

Conference: 10th Annual Massachusetts Special Education Conference, Greenfield, MA Author and Year: Methe, S.A. & Byrne, T. (2004)

Data Collection Strategies for the Classroom Type: Workshop

Conference: 10th Annual Massachusetts Special Education Conference, Greenfield, MA

HONORS

Editorial Service Award, School Psychology Quarterly (2013)

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Editorial Service Award, School Psychology Quarterly (2013)

Service Society Inductee, East Carolina University (2011)

Service Society Inductee, East Carolina University (2009)

Early Career Research Award, Society for the Study of School Psychology (2008)