Dr. Amanda Kloo

Associate Professor of Education  

amandakloo@bac.edu

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B.A., Chatham College
M.A., Columbia University
Ph.D., University of Pittsburgh
• ED310W: Educational Development & Psychology
• ED408: Social Studies Instructional Methods for the Elementary Classroom
• ED403: Arts Integration for the Elementary Classroom
• Kettler, R. J., Elliott, S. N., Kurz, A., Zigmond, N., Lemons, C. J., Kloo, A., Lupp, L, & Farmer, J. (2014). Predicting end-of-year achievement test performance: A comparison of assessment methods. Assessment for Effective Intervention.
• 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.
• Lemons, C.J., Zigmond, N., Kloo, A., Hill, D.R., Mrachko, A.A., Paterra, M.F., Bost, T.J., & Davis, S.M. (2013). Performance of students with significant cognitive disabilities on early grade curriculum-based measures of word and passage reading fluency. Exceptional Children, 79(4), 408-426.
• Zigmond, N., Kloo, A., Lemons, C.J., & Lupp, L. (2013). AA-MAS in Pennsylvania: Defining the
Population; Tracking their Performance. In Thurlow, M. L., Lazarus, S. S., & Bechard, S. (Eds.). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. Chapter 12, pp. 383-415, Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
• Kloo, A, Zigmond, N., & Machesky, C. (2012) CBM at Larue Elementary: They said it couldn’t be done! In C. Espin, K. McMaster, & S. Rose (Eds.). The Progress Monitoring Paradigm: Research, Policy, and Practice, Chapter 13. Minneapolis: University of Minnesota Press.
• Lemons, C.J., Kloo, A., Zigmond, N., Fulmer, D., & Lupp, L. (2012). Implementing an alternate assessment based on modified academic achievement standards: When policy meets practice. International Journal of Disability, Development, and Education, 59(1), 67-79.
• Zigmond, N. & Kloo, A. (2011) The Role of The Special Educator: A Balancing Act. In R.M. Bean, & A. Swan Dagen (Eds.), Best Practices of Literacy Leaders in Schools, Chapter 5, pp. 86-103, New York: Guilford Press.
• Lemons, C.J., Kloo, A., & Zigmond, N. (2011). Implementing Modified Achievement Tests: Questions, Challenges, Pretending, and Potential Negative Consequences. In S.N. Elliott, R.J. Kettler, P.A. Beddow, & A. Kurz (Eds.). Handbook of accessible achievement tests: Bridging the gaps in policy, research, and practice for all students, Chapter 17, pp. 295-318, New York: Springer.
• Zigmond, N., Kloo, A., & Lemons, C.J. (2011). IEP Team Decision-Making for More Inclusive Assessments: Policies, Percentages, and Personal Decisions. In S.N. Elliott, R.J. Kettler, P.A. Beddow, & A. Kurz (Eds.). Handbook of accessible achievement tests: Bridging the gaps in policy, research, and practice for all students, Chapter 4, pp. 69-82, New York: Springer.
• Kloo, A., Machesky, C., & Zigmond, N. (2011) Implementing RTI in Low-Achieving High-Need Schools: Context and Commitment. In Shapiro, Zigmond, Tindal & Marsten (Eds.), Models of Response to Intervention, Chapter 5, pp. 101-124, New York: Guilford Press.
• Kloo, A., Almendarez-Barron, M., St. John, E., & Zigmond, N. (2011), Implementing RTI in Low-Achieving High-Need Schools: A Blueprint for Change, In Shapiro, Zigmond, Tindal & Marsten (Eds.), Models of Response to Intervention, Chapter 6, pp. 125-170, New York: Guilford Press.
• Zigmond, N., Kloo, A. & Stanfa, K. (2011), Implementing RTI in Low-Achieving High-Need Schools: Celebrating Achievement Gains and Cultural Shifts. In Shapiro, Zigmond, Tindal & Marsten (Eds.) Models of Response to Intervention, Chapter 7, pp. 171-198, New York: Guilford Press.
• Zigmond, N. & Kloo, A. (2011) General and special education are (and should be) different. In Kauffman & Hallahan (Eds.), Handbook of Special Education, Chapter 13, pp. 160-172, Florence, KY: Routledge, Taylor Francis Group.
• Zigmond, N., Bean, R., Kloo, A., & Bryden, M. (2011). Policy, research, and Reading First. In Anne McGill-Franzen & Richard L. Allington & (Eds.), Handbook of Reading Disability Research, Chapter 40, pp. 464-476, Florence, KY: Routledge, Taylor Francis Group.
• Zigmond, N. & Kloo, A. (2009). The “Two Percent Students”: Considerations and Consequences of Eligibility Decisions. Peabody Journal of Education, 84(4), 478-495.
• Zigmond, N., Kloo, A., & Volonino, V. (2009). What, Where, and How? Special Education in the Climate of Full Inclusion. Exceptionality, 17(4), 189-204.
• Kloo, A. & Zigmond, N. (2009). Response to Intervention: A Reality Check. In T.E. Scruggs & M.A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (Vol. 22, pp. 67-107). Bingley, UK: Emerald.
• Kloo, A. & Zigmond, N. (2008) Co-Teaching Revisited: Redrawing the Blueprint, Preventing School Failure, 52, 12-20.
• American Education Research Association (AERA)
• Council for Exceptional Children (CEC)
• International Reading Association (IRA)
• Learning Disabilities Association of America (LDA)
• National Association for Drama Therapy (NADT)
• National Association for the Education of Young Children (NAEYC)
• National Council of Teachers of English (NCTE)