ReadyCoach is designed to support the implementation of the data-driven instructional coaching model (DDICM), an evidence-based coaching model with substantial empirical evidence in support of its effectiveness.

Ihlo, T.B., Glover, T.A., Smith, M.C., Martin S.D., McCormick, C.M., Bovaird, J.A., & Shapiro, E. (under review). Evaluating professional development with distance coaching for data-driven early reading intervention within a tiered support system.

Reddy, L.A., Glover, T., Alperin, A., Dudek, C., & Breeden, N. (accepted). A randomized trial examining the effects of paraprofessionals behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes. Journal of School Psychology

Reddy, LA., Shernoff, E., & Lekwa, A. (2021). A randomized controlled trial of instructional coaching in high-poverty schools: Examining teacher practices and student outcomes. Journal of School Psychology, 86, 151-168.

Reddy, LA., Lekwa, A., & Shernoff, E. (2020). Examining collaborative coaching with general and special education teachers in urban high-poverty elementary schools. Journal of Learning Disabilities.

Fabiano, G., Reddy, L.A., & Dudek, C.M. (2018). Use of teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly. 33(2), 293-304.

Glover, T.A., Reddy, L.A., & Crouse, K. (invited).  Instructional coaching actions that predict improved teacher classroom practices and student achievement.  Journal of School Psychology.   

Kurz, A., Reddy, L.A., Glover, T., Kettler, R., Velasquez, M., Kirtman, L. (2020). Workstyle attributes and their relations to instructional coaching behaviors. Professional Development in Education.

Reddy, L.A., Glover, T.A., Elliott, S.N., & Kurz, A. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments – Teacher Forms Assessment for Effective Intervention, 44(2), 104-119.

Glover, T.A., Reddy, L.A., Kurz, A., & Elliott, S.N. (2019). Use of an online platform to facilitate and investigate data-driven instructional coaching.  Assessment for Effective Intervention  44(2), 95-103.

Kurz, A., Reddy, L. A., & Glover, T. A. (2017). A multidisciplinary framework of instructional coaching. Theory Into Practice, 56, 66-77.

Reddy, L.A. (invited).  Advancing the science of coaching in education. Special issue.  Journal of School Psychology.

 Reddy, L.A., Lekwa, A.J., & Glover, T.A. (2021).  Supporting paraprofessionals in schools: Current research and practice.  Psychology in the Schools.  https://DOI.ORG/10.1002/pits.22457

Shernoff, E. S., Lekwa, A. J., & Reddy, L. A. (2020). Teachers’ use and beliefs regarding praise in coaching: A mixed-methods study. School Psychology Review,  256-274.

Reddy, L. A., Lekwa, A. J., Shernoff, E. S., Mathews, C., Davis, W., Lefkowitz, R. & Dudek, C.M.  (2019).  Classroom  Strategies  Coaching  for  teachers  in  urban  high  poverty elementary schools: A case study. School Psychology  Quarterly  34 (1), 14-21.

Dudek, C., Reddy, L.A., Lekwa, A., & Hua, A. (2019). Improving universal classroom practices through teaching formative assessment and coaching. ­Assessment for Effective Intervention,  44, 81-94.

Reddy, L.A., Dudek, C.M., & Lekwa, A. (2017). Classroom Strategies Coaching Model: Integration of teacher formative assessment and instructional coaching. Theory into Practice1-10.

Alperin, A., Reddy, L.A., Glover, T.A., Bronstein, B., Wiggs, N.B., & Dudek, C.M. (in press). School-based interventions for middle school students with disruptive behaviors: A review of components and methodology. School Psychology Review. 

Breeden, N., Reddy, L., Glover, T., Dudek, C.M., Alperin, A., & Reagan, P. (2020). Behavior coaching support for paraprofessionals and students with emotional behavior disorders: A case study in an urban high-poverty elementary school.  Journal of Applied School Psychology. 

Alperin, A., Breeden, N., Reddy, L.A., Glover, T., Dudek, C.M., & Reagan, P. (2020). Teacher and paraprofessional behavior  coaching:  A case study for  first grade students exhibiting emotional behavior problems in a urban high-poverty elementary school. Clinical Case Studies

Reddy, L.A., Alperin, A., & Glover, T. (2020). A critical review of professional development literature for paraprofessionals supporting students with externalizing behavior disorders. Psychology in the Schools  https://DOI:10.1002/pits.22381

Glover, T.A., Kettler, R.J., Reddy, L.A. & Kurz, A. (2019). Using formative assessments to inform school practices and teacher evaluation: Opportunities for research and practice. Assessment for Effective Intervention, 44(2), 67-68.

Reddy, L.A., Espelage, D., Anderman, E.M., Kanrich, J., & McMahon, S. (2018). Addressing violence against educators through measurement and research. Journal of Aggression and Violence Behavior, 42, 9-28.   

Reddy, L.A., Cleary, T., Alperin, A., & Verdesco, A. (2018). A critical review of self-regulated learning interventions for children with Attention Deficit-Hyperactivity Disorder. Psychology in the Schools, 55 (6), 609-628.  

Shernoff, E., Lekwa, A., & Reddy, L.A. (2017).  Examining teachers’ attitudes and experiences with coaching to inform research-based practice:  An iterative developmental design study. Journal of Educational and Psychological Consultation. 1, 1-27.

Glover, T. A., Reddy, L. A., Kettler, R. J., Kurz, A., & Lekwa, A. (2016) Improving high stakes decisions via formative assessment, professional development, and comprehensive  educator evaluation: The School System Improvement Project. Teachers College Record, 118(14), 1-26.

Dudek, C.M., Reddy, L.A., & Kettler, R.J. (accepted).  One size does not fit all:  A concurrent analysis of the Framework for Teaching and the Classroom Strategies Assessment System. Educational Assessment. 

Lekwa, A., & Reddy, L.A., (2021). Assessment of paraprofessional practices: Current status and future measurement directions, Psychology in the Schools

Poulou, M., Reddy, L.A., & Dudek, C.M. (2021).  Assessment of teacher instructional and behavior management practices in Greek elementary schools: An initial investigation.  J of International School Psychology and Education.

Reddy, L. A., Lekwa, A., Dudek, C., Kettler, R., & Hua, A. (2020). Evaluation of teacher practices and student achievement in high-poverty schools. Journal of Psychoeducational Assessment,

Lekwa, A., Reddy, L.A., & Shernoff, E. (2020). The magnitude and precision of estimates of change in formative teacher assessment in coaching.  School Psychology (formerly School Psychology Quarterly), 35, 137-145.

Johnson, E., Reddy, L.A., & Jones, N.  (2020) Special Journal issue:  Can direct observation systems lead to improvements in teacher practice and student outcomes? Journal of Learning Disabilities

Reddy, LA., Hua, A., Dudek, C.D. Kettler, R.J., Arnold-Berkovits, I., Lekwa, A., Crouse, K., Kurz, A., & Hu, J. (2019). The relationship between school administrator and teacher ratings of classroom practices on student achievement in high-poverty schools, Assessment for Effective Intervention.

Reddy, LA., Hua, A., Dudek, C.D. Kettler, R.J., Lekwa, A., Arnold-Berkovits, I., & Crouse, K. (2019). Use of observational measures to predict student achievement in high-poverty schools. Studies in Educator Evaluation.  62, 197-208

Lekwa, A. J., Reddy, L. A., Dudek, C., & Hua, A. (2019). Assessment of teaching to predict gains in student achievement. School Psychology, 34, 271-280

Lekwa, A. J., Reddy, L. A., & Shernoff, E. (2019). Measuring teacher practices and student academic engagement: A predictive validity study. School Psychology Quarterly.  34(1), 109–118.

Dudek, C.M., Kettler, R.J., Reddy, L.A., & Kurz, A. (2019).  Use of multiple assessments for measuring teacher practice: An initial investigation for educational practice.  International Journal of Humanities and Social Science. 8, 2220-8488. doi:10.30845/ijhss.v8n10p2

Kettler, R., Reddy, L.A., Glover, T., & Kurz, A. (2019). Bridging-the-gap: Classroom Strategies Assessment System-Observer Form. Assessment for Effective Intervention 44(2), 120-122.

Dudek, C. M., Reddy, L.A., & Lekwa, A. L. (2018). Measuring teacher practices to inform student achievement in high poverty schools: An initial predictive validity Study. Contemporary School Psychology 0, 1-11.

Nelson, P., Reddy, L.A., Dudek, C.M., & Lekwa, A. (2018). Observer and student ratings of the class environment: A preliminary investigation of convergence. School Psychology Quarterly.  32(4), 465-479.

Poulou, M., Reddy, L.A., & Dudek, C.  (2018). Relation of teacher self-efficacy and classroom practices: A preliminary investigation in Greece.  School Psychology International. 

Reddy L. A., Rualo, A. J., Dudek C. M. & Fabiano, G. (2016). Concurrent validity of the Classroom Strategies Scale – Teacher Form. Educational Assessment21(4), 267-277. 

 Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form. School Psychology Quarterly, 30, 513-533.  doi: 10.1037/spq0000110

Reddy, L.A., Kettler, R.J., & Kurz, A. (2015).  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. 2, 1-19.

Reddy, L. A., & Dudek, C. M. (2014). Teacher progress monitoring of instructional and behavioral management practices:  An evidence-based approach to improving classroom practices.  International Journal of Education and Psychology2, 71-84. doi:10.1080/21683603.2013.876951

Reddy, L. A., Fabiano, G. A., & Dudek C. M. &. Hsu, L. (2013). Predictive validity of the Classroom Strategies Scale-Observer form on statewide testing scores: A preliminary investigation. School Psychology Quarterly, 28, 301-316. doi: 10.1037/spq0000041  

Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013). Development and construct validity of the Classroom Strategies Scale– Observer Form. School Psychology Quarterly, 28, 317-341. doi:10.1037/spq0000043 

Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Instructional and behavioral management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683-700. 

Reddy, L.A., Fabiano, G., & Jimerson, S. (2013).  Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice and policy, School Psychology Quarterly. 28, (4), 273-276. doi: 10.1037/spq0000047 

Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Concurrent validity of the Classroom Strategies Scale for elementary school – Observer form. Journal of Psychoeducational Assessment, 31, 258-270.

Kurz, A., Reichenberg, R. E., Elliott, S. N., & Yel, N. (2020). Opportunity-to-learn performance levels and achievement gains for students with and without disabilities. Teaching and Teacher Education, 94, 103092-103111.

 Arnold-Berkowitz, I., Kurz, A., & Reddy, L. A. (2019). Teacher log of students’ opportunity to learn and classroom observation: An initial investigation of convergence. Educational Assessment, Evaluation and Accountability. 31, 97-119.

Elliott, S. N., Kurz, A., & Yel., N. (2019). Opportunity to learn what is on the test and performance on the test. Journal of Special Education53(2), 76-84.

 Kettler, R., Arnold-Berkovits, I., Reddy, L.A., Kurz, A., Dudek, D., Hua, A., & Lekwa, A.  (2018). Use of a multi-method and informant teacher evaluation for high poverty schools. Studies in Educational Evaluation.  59, 224-234. 

Elliott, S. N., Kurz, A., Tindal, J., & Yel, N. (2017). Influence of opportunity to learn indices and education status on students’ mathematics achievement growth. Remedial and Special Education, 38(3), 145- 158.

Yarbro, J., McKnight, K., Elliott, S. E., Kurz, A., & Wardlow, L. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education, 8(4), 274-289.

Kurz, A., Elliott, S. N., & Roach, A. T. (2015). Addressing the missing instructional data problem: Using a teacher log to document Tier 1 instruction. Remedial and Special Education36(6), 361-373.

Roach, A. T., Kurz, A., & Elliott, S. N. (2015). Facilitating opportunity to learn for students with disabilities with instructional feedback data. Preventing School Failure59(3), 168-178.

Elliott, S. N., Roach, A. T., & Kurz, A. (2014). Evaluating and advancing the effective teaching of special educators with a dynamic instructional practices portfolio. Assessment for Effective Intervention39(2), 83-98.

Kurz, A., Elliott, S. N., Lemons, C. J., Zigmond, N., Kloo, A. & Kettler, R. J. (2014). Assessing opportunity- to-learn for students with and without disabilities. Assessment for Effective Intervention, 40(1), 24- 39.

Kurz, A., & Elliott, S. N., Kettler, R. J., & Yel, N. (2014). Assessing students’ opportunity to learn the intended curriculum using an online teacher log: Initial validity evidence. Educational Assessment, 19(3)159-184.

Kurz, A., Talapatra, D., & Roach, A. T. (2012). Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity to learn, and student engagement. International Journal of Disability, Development and Education, 59(1)37-52.

Kurz, A., Elliott, S. N., Wehby, J. H., & Smithson, J. L. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement. Journal of Special Education44(3), 131-145.

Needs Assessment
Next Steps : 15 mins can help make a measureable difference


We invite you to complete an online Needs Assessment.
The Needs Assement can be accessed at the bottom of the homepage at:
The Need Assessment is easy to complete and takes about 15 Minutes


Think of it as:
Taking a brief pause in the action to…
Try new lens to gain some additional clarity and insights about your learning community…
Map out some potentially promising new directions for enhancing student success.

Step 1

Complete the Needs Assessment. It will help to:
  1. Summarize needs, goals, strengthens, resources, gaps and challenges…
  2. Set the stage for possibe action in the development and the implementation of new/revised plans leading to student success.

Step 2

Schedule a consultation with our team
We will reach out to set up an online/virtual consultation with you and your team.
The consultation is free.
We will strive to assist you in identifying solutions that can help you reach your goals.
Want to have an informed conversation with our research experts based on your needs? Complete our needs assessment and we’ll be in touch soon!

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