Tools

Intended Audience: Educators use the measures to determine students’ intrapersonal and interpersonal competency development. They refine instruction and determine additional supports based on the data.

Purpose: These assessments support educators in collecting and analyzing data on students’ development of assertiveness, conflict management, self-efficacy, and self-regulation. The assessments within the suite promote students’ reflection on their strengths related to intrapersonal and interpersonal competencies and provide educators with data to inform instruction and monitor students’ development. The assessments measure student perceptions, knowledge, skills, and application of skills through formative questionnaires, knowledge tests, performance-based observations, and performance-based reflections. Through CCCStudent.org, teachers have access to summarized results, individual student results, and an Excel file of the raw student data.

Publications:
Gaumer Erickson, A. S., & Noonan, P. M. (2022). Assertiveness assessment suite: Technical report. College & Career Competency Framework. https://www.cccframework.org/wp-content/uploads/AssertivenessAssessSuiteTech.pdf

Gaumer Erickson, A. S., & Noonan, P. M. (2022). Conflict management assessment suite: Technical report. College & Career Competency Framework. https://www.cccframework.org/wp-content/uploads/ConflictManagementAssessSuiteTech.pdf

Gaumer Erickson, A. S., & Noonan, P. M. (2022). Self-efficacy assessment suite: Technical report. College & Career Competency Framework. https://www.cccframework.org/wp-content/uploads/Self-EfficacyAssessSuiteTech.pdf

Gaumer Erickson, A. S., & Noonan, P. M. (2022). Self-regulation assessment suite: Technical report. College & Career Competency Framework. https://www.cccframework.org/wp-content/uploads/Self-RegulationAssessSuiteTech.pdf

Gaumer Erickson, A. S., Noonan, P. M., & Miller E. (2022). College and Career Competency Framework Needs Assessment technical report. College & Career Competency Framework. https://www.cccframework.org/wp-content/uploads/CCCNeedsAssessmentTech.pdf

Instructions: Create a free account. Then, in My Portal, after you select an assessment and assign it a unique name, the website will generate a unique assessment code. For the Questionnaire & Knowledge Test options, students select Quiz Yourself from the left-hand navigation bar and enter the assessment code. For the Performance-Based Observations, you, as the teacher, will enter the data. Students do not need an account to complete assessments, and results are available immediately.

Citation: See technical guides for competency- and assessment-specific citations.

Intended Audience: Coaches who are reflecting on their use of effective coaching behaviors. Observers who are assessing the delivery of coaching or meeting facilitation.

Purpose: The Coaching & Facilitation Reflection is designed to promote reflective practice and meaningful feedback regarding individual coaching sessions or facilitated meetings. An emphasis should be placed on using effective coaching behaviors appropriate for each unique circumstance, not on ensuring that every behavior is performed during an observed coaching event. The indicators are informed by Costa & Garmston’s (2015) cognitive coaching approach, Killion’s (2010) coaching heavy/coaching light approach, Knight’s (2011) impact coaching, Garmson & Wellman’s (2013) collaborative group facilitation techniques, and Killion & Harrison’s (2018) technical coaching research. This tool provides observable behaviors that promote authentic conversations and data-informed actions. Aggregate data (i.e., across numerous meetings or coaching events) inform project-specific continuous improvement and promote reflection on strengths.

Instructions: After a coaching session, coaches individually or with an observer reflect on their coaching behaviors that advanced the conversation and coaching behaviors they want to prioritize in the future. Observers can complete the checklist while observing the delivery of coaching or meeting facilitation. For each indicator (or predetermined prioritized indicators), check whether the coach/facilitator or identified participants demonstrated the behavior. Describe specific examples within each domain. Contact researchcollab@ku.edu for training on the instrument.

Citation: Gaumer Erickson, A. S., Monroe, K., & Noonan, P. M. (2023). Coaching & Facilitation Reflection (Version 2). University of Kansas. https://www.researchcollaboration.org/wp-content/uploads/Coaching-Facilitation-Reflection.pdf

Where to Find: Click here to download a PDF of the Coaching & Facilitation Reflection.

Intended Audience: Families with children in school systems that would like to analyze their family engagement practices.

Purpose: The Family Engagement Survey (FES, Version 2) is a 20-item online survey designed to inform district and building leaders about their district/building’s success at engaging parents in the education of children. The survey is designed to be distributed to every student’s parents/guardians and measures family engagement across five domains: Welcoming Environment, Effective Communication, Supporting Student Learning, Sharing Power & Advocacy, and Community Involvement.

Publication: Gaumer Erickson, A. S., Haught, T., & Miller, E. (2022). Family Engagement Survey overview and instructions [Technical guide]. Center for Research on Learning, University of Kansas. https://ksdetasn.s3.amazonaws.com/uploads/resource/upload/1073/Family_Engagement_Survey_Overview-Instructions.pdf

Instructions: A district administrator/coordinator will launch the survey. District and school leaders disseminate the survey URL to all parents in participating schools. Parents/guardians complete the survey for each school in which they have a child enrolled. The website automatically generates summary reports for the district and school. A detailed technical guide, Frequently Asked Questions document, and videos are available here.

Citation: Gaumer Erickson, A. S., Groff, J., Noonan, P. M., Monroe, K., Haught, T., & Huff, T. (2022). Family Engagement Survey (Version 2). Kansas State Department of Education, Technical Assistance System Network. https://www.districttools.org/

Where to Find: Printable surveys in 11 languages, administration instructions, and webinars are available on the TASN website. Kansas school districts can administer the survey through DistrictTools.org. If you serve schools outside of Kansas, please contact Dr. Amy Gaumer Erickson at agaumer@ku.edu.

Purpose: The Inclusive MTSS Implementation Scale (IMIS) is an online survey for instructional staff and administrators that assesses a building’s level of implementation in four essential elements of a multi-tier system of supports: core instruction and intervention for reading, math, and behavior/social-emotional learning; empowering culture; and communication with families. This survey supports the data-based decision making of schools implementing Response to Intervention, Schoolwide Positive Behavior Supports, Professional Learning Communities, and Integrated MTSS models.

Publications:
Gaumer Erickson, A. S., Noonan, P. M., & Jenson, R. (2012). The School Implementation Scale: Measuring implementation in response to intervention models. Learning Disabilities: A Contemporary Journal, 10(2), 33–52.

Gaumer Erickson, A. S., Monroe, K. A., & Calvert, C. (2021). Inclusive MTSS Implementation Scale: Technical specifications and instructions. Kansas State Department of Education, Technical Assistance System Network. https://www.districttools.org/

Instructions: A school or district leader will request access at DistrictTools.org, set up the survey online for participating schools, and launch and distribute the survey to all staff in each participating school. The website automatically generates summary reports for the district and school. A detailed technical guide is available here.

Citation: Gaumer Erickson, A. S., Noonan, P. M., & Monroe, K. A. (2017). Inclusive MTSS Implementation Scale. Kansas State Department of Education, Technical Assistance System Network. https://www.districttools.org/

Where to Find: Access the technical manual, which includes the survey items. Kansas school districts can administer the survey through DistrictTools.org. If you serve schools outside of Kansas, please contact Dr. Amy Gaumer Erickson at agaumer@ku.edu.

Intended Audience: Observers assessing the delivery of professional development and providers planning professional development.

Purpose: The Observation Checklist for High-Quality Professional Development (HQPD Checklist, Version 3.2) was designed to be completed by an observer to determine the inclusion of evidence-based adult learning indicators within professional development. These data should be incorporated into ongoing feedback and coaching to the individuals who provide professional development. Furthermore, the indicators, and associated examples, can be used as guidance when designing or revising professional development. The tool represents a compilation of indicators, identified through a review of relevant research and more than 15 years of experience evaluating professional development, that promote learning and implementation of evidence-based practices.

To learn more about the checklist, read this description. To see how it can be used for training development and evaluation, watch this webinar by Dr. Pattie Noonan, which was part of a webinar series sponsored by the U.S. Department of Education, Office of Special Education Programs, and the National Association of State Directors of Special Education. The complete webinar series provides information on each implementation science driver.

Publication: Gaumer Erickson, A. S., Noonan, P. M., Brussow, J., & Supon Carter, K. (2017). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685–688. https://doi.org/10.1080/19415257.2016.1179665

Instructions: Individual(s) should complete the checklist while observing the delivery of professional development. For each item, check whether that indicator was present in the professional development and provide evidence to support that assessment. Contact researchcollab@ku.edu for training on the instrument.

Citation: Gaumer Erickson, A. S., Noonan, P. M., Ault, M., Monroe, K., & Brussow, J. (2023). Observation Checklist for High-Quality Professional Development (Version 3.2). Center for Research on Learning, University of Kansas.

Download: Click here to download a PDF of the HQPD Checklist. For additional guidance and examples for each indicator, click here.

Intended Audience: Any educational team focused on improving student outcomes.

Purpose: This 17-item scale can help teams assess their current level of functioning and identify areas in which they can improve. Items assess three domains of team functioning: Structure, Communication, and Focus.

Publication: Gaumer Erickson, A. S., Noonan, P. M., Supon Carter, K., McGurn, L., & Purifoy, E. (2015). The Team Functioning Scale: Evaluating and improving effectiveness of school teams. International Journal of Educational Research, 69, 1–11. https://doi.org/10.1016/j.ijer.2014.09.001

Instructions: Each team member completes the survey while considering the last three team meetings. Items on the left are examples of low levels of team functioning, while corresponding items on the right represent high levels of team functioning. Select the appropriate number on the scale between the items to indicate the observed level of team functioning. A team composite report with aggregated data can be generated once multiple team members have completed the scale.

Citation: Gaumer Erickson, A. S., & Noonan, P. M. (2012). Team Functioning Scale. Center for Research on Learning, University of Kansas.

Where to Find: Click here to download a PDF of the Team Functioning Scale. Click here to download a sample summary report.

Intended Audience: Any interdisciplinary or interagency team.

Purpose: This scale outlines five levels of collaboration (Frey et al, 2012) and is used to support collaborative groups in ascertaining their current level of collaboration across the network and with each partner. The scale can also be used to reflect on prior levels of collaboration or determine ideal future levels of collaboration. Data can guide areas of focus for collaboration, identify core network partners, and can be used as a repeated measure to analyze growth over time.

Publications: Noonan, P. M., Gaumer Erickson, A. S., McCall, Z., Frey, B. B., & Zheng, C. (2014). Evaluating change in interagency collaboration of a state-level interagency education team: A social network approach. Educational Assessment, Evaluation and Accountability, 26(3), 301–316. https://doi.org/10.1007/s11092-014-9193-2

Noonan, P. M., McCall, Z. A., Zheng, C., & Gaumer Erickson, A. S. (2012). An analysis of collaboration in a state-level interagency transition team. Career Development and Transition for Exceptional Individuals, 35(3), 143–154. https://doi.org/10.1177/2165143412443083

Instructions: Add the roles/entities for your network to the survey. Each role/entity completes the survey while considering a certain timeframe (typically 3–6 months). The data are then analyzed using Social Network Analyses, which look at the strength of the relationship between each partner and the overall network strength.

Citation: Frey, B. B., Lohmeier, J. H., Lee, S. W., & Tollefson, N. (2006). Measuring collaboration among grant partners. American Journal of Evaluation, 27(3), 383–392. https://doi.org/10.1177/1098214006290356

Where to Find: Click here to download a PDF of the Network Collaboration Scale. For support with social network analyses, please contact Dr. Amy Gaumer Erickson at agaumer@ku.edu.