Recent Research and Service Projects
*Denotes RIC Student Collaborator
2020-Pres. Project Vocab Buddy: A Vocabulary Assessment and Intervention App to Improve Vocabulary Growth in PreK – Grade 2 Children. Collaboration with Susan Loftus-Rattan, Duquesne University School Psychology, Robert Volpe, Northeastern University School Psychology, and the Northeastern University Computer Science Sandbox software and applications club.
2019-Pres. Assessing Competency-Based Field Experiences in School Psychology. Collaboration with Elizabeth Holtzman-Gibbons, Shannon Dowd-Eagle, and John Eagle, RIC School Psychology Faculty.
2017-2020 Examining the Strengths and Needs of Early-Stage Preservice Teachers to Support English Language Learners in General Education Settings. Faculty-Student Collaboration with *Carla Sánchez and *Yanilda Goris, RIC School Psychology Graduate Students.
2017-2020 Project Technology-Based Early Vocabulary Intervention (TEVI), in Newport,
RICollaboration with Susan Loftus-Rattan, Duquesne University Faculty-Student Collaboration with *Kseniya Dmitrieva and *MaryKate Stimpson, RIC School Psychology Graduate Students.
2014-Pres.
Multi-Tiered System of Supports Needs Assessment Excel Tool for School Leadership Teams:
https://sites.google.com/site/mtssneedsassessment Collaboration with Gary Stoner, Ph.D., University of Rhode Island
Professional Publications
*Denotes RIC Student Collaborator
Furey, J., *Sánchez, C.V., *Goris, Y.S. (under review). Examining the strengths and needs of early-stage preservice teachers to support English language learners in general education settings.
Action in Teacher Education.
Furey, J., & Loftus-Rattan, S. (under review). Actively involving students with Specific Learning Disabilities in progress monitoring. Intervention in
School and Clinic.
Loftus-Rattan, S.M., &
Furey, J. (2020). Word learning in first grade: Evaluating the effectiveness of a technology-based and an extended vocabulary intervention.
Reading and Writing Quarterly. DOI: 10.1080/10573569.2020.1800540
Eagle, J. W.,
Furey, J. & Dowd-Eagle, S. E. (2019). Tier 1 family-school partnership programs. In S. A. Garbacz (Ed.),
Implementing Family-School Partnerships: Student Success in School Psychology Research and Practice. Routledge.
Professional Presentations
*Denotes RIC Student Collaborator
Furey, J., Loftus-Rattan, S., *Garibaldi, K., A., *Plante, J., & Merolla, L. (2021). Actively involving students in academic progress monitoring. Poster submitted for presentation at the National Association of School Psychologists Convention. Salt Lake City, UT. February, 2021.
Furey, J., Loftus-Rattan, S., *Almonte, A., & *Amore, M. (2020). A systematic review of early childhood vocabulary measures. Poster presented at the National Association of School Psychologists Convention. Baltimore, MD. February, 2020.
Loftus-Rattan, S.M.,
Furey, J., & Hauser, K. (2020). An evaluation of vocabulary applications for grades K-2. Poster presented at the National Association of School Psychologists Convention. Baltimore, MD. February, 2020.
Eagle, J.W.,
Furey, J., & Nkomo, L. (2019). Enhancing family-school partnerships within MTSS. Paper presented at the New England Positive Behavior Support Forum. Norwood, MA. November, 2019.
Eagle, J., &
Furey, J. (2019). Meaningful family engagement within PBIS/MTSS: Moving beyond the rhetoric. Paper presented at the Northeast PBIS Network Leadership Forum. Mystic, CT. May, 2019.
Furey, J., Holtzman, E., Dowd-Eagle, S., & Eagle, J. (2019). Assessing competency-based field experiences in school psychology. Paper presented at the National Association of School Psychologists Convention. Atlanta, GA. February, 2019.
Loftus-Rattan, S.,
Furey, J., Cruz, J., Hutcheson, H., *Dmitrieva, K., & *Stimpson, M. (2019). Technology-based early vocabulary intervention. Paper presented at the National Association of School Psychologists Convention. Atlanta, GA. February, 2019.
Eagle, J.W., Nkomo, L., &
Furey, J. (2018). School-based practices for family engagement: What we are doing and can do. Paper presented at the Northeast PBIS Network Leadership Forum. Mystic, CT. May, 2018.
Furey, J., Sanchez, C.V., Goris, Y.S. (2018). Teacher preparation to support English language learners in tier 1. Paper accepted at the National Association of School Psychologists Convention. Chicago, IL, February, 2018.
Furey, J., Goris, Y.S., Sanchez, C.V. (2018). Supporting the social-emotional needs of English language learners. Practitioner conversation session accepted at the National Association of School Psychologists Convention. Chicago, IL, February, 2018.
Furey, J., & Stoner, G. (2017). Using a multi-tiered systems of support needs assessment to guide building level decision making. Poster presented at the New England Educational Research Organization (NEERO) Conference, April, 2017.
Furey, J., & Stoner G. (2017). MTSS needs assessment: An efficient tool for school-wide decision making. Ignite presentation session presented at the Northeast PBIS Leadership Forum, May, 2017.
Furey, J., Loftus-Rattan, S.M., Hardy, S.E., & Tucker, C.A. (2015). Early vocabulary assessment within a response to intervention framework. Paper presented at the National Association of School Psychologists Convention, Orlando, FL, February, 2015.
Tucker, C.A., Loftus-Rattan, S.M.,
Furey, J., & Hardy, S.E. (2015). Teacher behaviors as predictors of at-risk kindergarten students’ vocabulary outcomes. Poster presented at the National Association of School Psychologists Convention, Orlando, FL, February, 2015.
Mitchell, A.M., O’Bryon, E.C., &
Furey, J. (2015). Methods to promote language and literacy development in English learners. Participant Conversation presented at the National Association of School Psychologists Convention, Orlando, FL, February, 2015.
Loftus-Rattan. S.M.,
Furey, J., Hardy, S.E., & Tucker, C.A. (2014). Early vocabulary intervention for at-risk kindergarten students: Year 2 findings. Paper presented at National Association of School Psychologists Convention, Washington, D.C. February 20, 2014.
Dowd-Eagle, S., Newman, T.,
Furey, J., & Ortiz-Frontera, Y. (2014). Multi-tiered system of supports: School psychologists as system change agents. Poster presented at National Association of School Psychologists Convention, Washington, D.C. February 19, 2014.
Morrison, J.Q., Eagle, J., Dowd-Eagle, S., Rollenhagen, J., Stoner, G., Nantais, M., &
Furey, J. (2014). Advancing multi-tiered system of supports through a program evaluation lens. Symposium presented at National Association of School Psychologists Convention, Washington, D.C. February 19, 2014.
Stoner, G.,
Furey, J., Grossi, B., Dowd-Eagle, S., & Eagle, J. (2013). Building level needs assessment for multi-tiered system of supports. Poster presented at Project Directors Meeting, State-wide Processional Development Grants, as part of Rhode Island’s State-wide Professional Development Grant, October, 2013.
Loftus-Rattan, S.M.,
Furey, J., & Hardy, S.E. (2013). Explicit vocabulary intervention in early childhood education. Paper presented at National School Psychologists Convention, Seattle, February 13, 2013.
Loftus-Rattan, S.M.,
Furey, J., & Hardy, S.E. (2013). Effects of tier two kindergarten vocabulary intervention on at-risk students. Paper presented at National School Psychologists Convention, Seattle, February 13, 2013.
Hardy, S.E.,
Furey, J., Loftus-Rattan, S.M. (2013). Experimenter-developed vocabulary measures: An overview. Poster presented at National School Psychologists Convention, Seattle, February 14, 2013.
Stoner, G.,
Furey, J., & Mitchell, A.M. (2013). An RTI blueprint for state and local school implementation. Paper presented at National School Psychologists Convention, Seattle, February 15, 2013.
Furey, J., Collyer, C.E., Tucker, C. (2013). Effects of feedback to students on reading fluency and motivation. Poster presented at National School Psychologists Convention, Seattle, February 15, 2013.
Furey, J., Mitchell, A.M., & Stoner, G. (2012). Bolstering teacher assessment literacy for effective data-based decision-making. Participant Information Exchange presentation at National Association of School Psychologists Convention, Philadelphia, February 2012.
Service and Professional Organizations
2019-Pres. Chair, Assessment and Program Improvement Committee (APIC), Feinstein School of Education and Human Development
2019-Pres. Committee Member, Rhode Island College Academic Technology Advisory Committee (ATAC)
2019 Curricular Improvements: Created proposals that were approved by the Graduate Curriculum Committee to add TESL 539 and SPED 534 as required courses to the School Psychology Graduate Program.
2018-2020 Video Analysis Fellow, Feinstein School of Education and Human Development
2018-Pres. Committee Member, Professional Development Committee, Rhode Island School Psychologists Association (RISPA)
2018-2019 Course Creation: Created CEP 215 course proposal that was approved by the Undergraduate Curriculum Committee (UCC) and the Committee on General Education (COGE).
2017-2019 Program Director, School Psychology Graduate Program, CEP Department
2016-Pres. Course Liaison, CEP 315/215 Introduction to Educational Psychology
2016-Pres. Committee Member, Assessment and Program Improvement Committee (APIC), Feinstein School of Education and Human Development
2014-Pres. Faculty Supervisor: School Psychology Awareness Committee, School Psychology
2014-15 Course Creation: Created CEP 651 course proposal that was approved by the Graduate Curriculum Committee.
2013-2017 Technical Assistance Provider, Rhode Island State Personnel Development Grant (SPDG) Multi-Tiered System of Supports Project, Rhode Island College Paul V. Sherlock Center
2014-Pres. Nationally Certified School Psychologist (NCSP)
2012-Pres. Member, Rhode Island School Psychologists Association
2009-Pres. Member, National Association of School Psychologists
