About Our Consultants
Our esteemed consultants are experts in EBI development and implementation. They will provide presentations during the summer training workshop and assist the project team with answering participant questions during coaching over the program year.
Dr. Jerome D’Agostino is a Professor of Quantitative Research, Evaluation, and Measurement at The Ohio State University. Dr. D’Agostino’s research focuses on measurement validation methods and the evaluation of programs for disadvantaged youth and families. He develops methodological techniques to examine the instructional sensitivity, content alignment, and predictive validity of state standards-based assessments, and conducts meta-analyses of broad reform efforts including Title I, teacher certification tests, and interventions such as Reading Recovery. The results of his collaborative work on the effectiveness of Title I often are used to benchmark impact expectations for programs for low-achieving and disadvantaged students. Dr. D’Agostino directed the U.S. Department of Education i3 scale up of Reading Recovery from 2010-2015, which resulted in providing intensive professional development to about four thousand teachers who delivered the high-impact intervention strategies to nearly half a million children who were learning to read, and currently co-directs an i3 project to develop a literacy instructional format for beginning readers with learning disabilities.
Scott L. Graves, Jr., PhD, is Associate Professor of School Psychology at Ohio State University and the Director of the Positive Youth Development Lab (PYDL). His interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social–emotional and academic outcomes. To accomplish this, he conducts school-based intervention research that focuses on improving behavioral outcomes. He is the former Chair of APAs Committee on Ethnic Minority Affairs (CEMA) and he is the past Chair of APA Division 37’s Presidential Task Force on Advancing Social and Emotional Development of Black Boys through Research, Advocacy and Community Engagement.
Dr. John Hitchcock is a Principal Research Associate with Westat. Prior to joining Westat he was with Abt. Dr. Hitchcock leads systematic reviews of evidence from education programs and evaluates program impacts. He has two decades of experience implementing and evaluating education interventions, with an emphasis on children with special learning needs. While on faculty at Indiana University, Hitchcock served as director of the Center for Evaluation & Education Policy (CEEP) and was an Associate Professor of instructional systems technology in the School of Education. As CEEP’s director, he supervised up to $10 million in annual funding, as many as 40 projects, and a staff of up to 30 researchers, student assistants and support personnel. He has been a principal or co-principal investigator (PI) on multiple randomized controlled trials. Dr. Hitchcock has supported the What Works Clearinghouse (WWC) in a variety of roles, from PI to training reviewers, for 15 years.
Dr. Laura Justice is a Distinguished Professor of Educational Psychology in the Department of Educational Studies at the Ohio State University. She is an expert in developmental vulnerabilities in language and literacy acquisition in young children, and has served as principal investigator for numerous IES-supported randomized controlled trials, including serving as the PI of a $20,000,000 consortium (Language and Reading Research Consortium) involving 14 investigators and numerous parallel studies across multiple sites. She has received the Annie Glenn Leadership Award in Speech-Language Pathology, the Editor’s Award (from American Journal of Speech-Language Pathology), the Early Career Publication Award (from Division of Research, Council for Exceptional Children), the Erskine Fellowship (from University of Canterbury), and the Fulbright Scholar Award. She currently serves as Editor-in-Chief of Early Childhood Research Quarterly.
Dr. Bobby Moore’s ability to inspire, motivate, collaborate, provide thought leadership, strategize, build relationships, and develop talent contributed to his success as a teacher and department chair in a National Blue Ribbon school, as principal in a Nationally Recognized Middle School, and as a superintendent in a district that received the highest rating and distinction from the state department of education. Dr. Moore was also a Senior Director for the national not-for profit organization Battelle for Kids (BFK), leading one of the largest school improvement collaboratives in the United States, the team lead on a statewide leadership academy for the Kentucky Department of Education, the project lead for a statewide collaborative in Texas for elementary principals, and delivering workshops and/or keynotes for state departments of education, state associations and national associations. Dr. Moore currently provides professional development to national and state organizations, education organizations and businesses, as well as urban, rural, suburban and community schools to leverage strengths, accelerate growth, and increase efficiencies for maximum impact.
Dr. Brett Zyromski is an Assistant Professor at The Ohio State University. His scholarship focuses on how school-based counselors can enhance protective factors and positive childhood experiences for students that have experienced adverse childhood experiences. His research also explores the impact of evidence-based interventions in school counseling, evidence-based school counselor education, and evaluation in school counseling. He currently serves as an Associate Editor for the Professional School Counseling journal. Dr. Zyromski has published over 30 peer-reviewed articles and book chapters related to school counseling issues, delivered over 100 international, national, regional, and local presentations and has served as numerous international and state conference keynote. He is co-author of Facilitating Evidence-Based, Data-Driven School Counseling: A Manual for Practice (Corwin, 2016). He is also the co-founder and co-chair of the annual Evidence-Based School Counseling Conference (http://www.ebscc.org) and has served as project manager for $5,541,223 worth of federal and state grants.